0016.0 Reconvene open session procedural business 5:30 p.m. 6.1 Call to order. The board of trustees are hereby reconvening the open session at 5:41 p.m. 6.2 roll call. Trustees identify themselves by first and last name to formally establish quorum. Dana Ridland trustee area two >> Scott Craft Trusty area 4 >> Cindy Gardner trustee area three >> Gordon's ready trusty area five springs ar Dr. William Melinger, trustee area one. >> 6 point Yeah. 6.3 pledge of allegiance. Uh Priscilla, can you please lead us in the pledge? >> Please stand. Hand over your heart. >> I aliance to the flag of the United States of America and to the for one nation under God, indivisible with liberty and justice for all. 7.0 Close session report. 7.1 Announcement of reportable actions taken during close session. There were none. 8.0
002public testimony. 8.1 Public comment period for items listed on this agenda and non-aggenda items within the subject matter jurisdiction of the governing board. The public comment period is administered by state law and is the point in meeting set aside for members of the public to share their opinions with the board. Open meeting laws do not permit the board to engage in dialogue or answer questions. Though it may not take action on non-aggenda issues raised at the public comment period, the board, for example, may refer any matter to the superintendent for review or take action to direct staff to place a matter of business on a 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
003employees. 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 executive secretary to the superintendent before the meeting is called to order. Individual speakers are allowed three minutes to address the board on each agenda item. The board limits the total time for public input on each item to 20 minutes. Speakers who have complaints against board members or staff are encouraged to seek resolution to those complaints by using the Room 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 BPR1312.1 has been followed and has reached the board level. where a
004complaint concerns a district employee identifiable by name, position, or other facts. The board cannot respond until proper written notice has been given to the employee pursuant to government code section 54957. The quorum. The governing board is interested in the ideas and opinions of all stakeholders and endeavor endeavors to incorporate community views into its deliberations and decisions. At the same time, it must be able to conduct its business in an organized and efficient manner free from material disruption. Therefore, in accordance with board bylaw 9323 and government code section 5957.9, 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. 8.2 public comments. We do have one
005Jamie Steinson um representing football leadership and the button so the red light comes off. >> Hello. Um so as parents we are faced with decisions when it comes to raising our kids all the time. One of these being will we seek resources off this mountain or will we stay here and invest in the community? Some of us stay here for convenience. Many of us stay here because the relationships on this mountain are meaningful and life-changing to our kids. Not just in the classroom, but on the field. I'm thankful that my son had the privilege of participating in this year's 9-in1 football season. We want you to hear us as parents, though. Sports do really matter to us, but it's not just to watch and to cheer. A professor at Harvard Graduate School of Education set
006out to study learning in core classes, and what he found surprised him. I quote the professor, "The periphery of schools was often more vital than the core. In the core classes, they found students who are passive and bored in contrast to extracurriculars like dance, theater, sports, newspapers, and more that were full of student passion and apprenticeship style learning. We argued that these spaces were not only more fun and engaging, but they also offered better platforms for learning," unquote. Our mountain offers unmatched tranquility, but also fewer opportunities. And this makes relationships that anchor our kids to work ethic, perseverance, and yes, play that much more important. Sports is something that people will move to another town for, and parents are already talking about how they won't be back as a result of how this CIF situation
007was handled. We want to remind you that we are depending on you to do what's best for our kids. Sometimes policies appear to cater to keeping adults comfortable rather than accountable. There is a saying that if you don't stand for something, you will fall for anything. And it sometimes feels like we're watching that play out in real time. What our kids experience regarding CIF was heartbreaking and disastrous. For our future generations, we need to learn from this. And we want assurance that this board and leadership will reflect on what went wrong. Specifically, how do we create a more supportive environment for those who do put in extra time for our kids in extracurriculars? What are the systemic issues that don't allow leaders to stay and thrive? We have a lot of turnover in leadership here.
008Does the board and leadership looking back see that there could have been interventions that were more supportive of past leaders or even just the football community on a smaller scale? As a parent and volunteer, it does feel like red flags and systemic failures are brought up and sometimes ignored. The problem is when that you are vague in responses, then as a community we speculate. We invest hours, we invest dollars and we give you our kids and we expect to be you to be wise stewards of the resources that you've been given. Whether that resource is time, money, volunteers, or the people you manage, we could be so great. Just like we need to fight to preserve the beauty of this environment, we need to fight to the erosion in relationships and trust that takes place
009when we encounter things like this. We can't change what happened, but we can try to be better for future room students. Thank you. 3 teachers association. We have Mrs. Cook. Really only need one chair here. Lauren. Um, hello. My name is Sydney Makook. I am the secretary for teachers association. Um, Nick wanted to be here. She actually drove over here. Um, but she had to turn around. The thought was just too much for um for her. So, I live closest. So, here I am. Um, good evening. I'm Sydney, RTA Secretary. Um, sorry her pretty chicken scratch. Um, I'm glad to be here tonight and I hope everyone is doing well. While this time of year brings joy and celebration, it can also be es especially stressful for teachers as they balance the demands of their
010classrooms and school sites with responsibilities to their homes and families. [clears throat] We are seeing students arrive with increasing um economic and emotional needs. Meeting these needs requires additional care and time from our teachers uh which without proper support can quickly lead to burning which we don't want to see. We want to keep um we are grateful for the support of our um classified staff whose contributions make our days easier and brighter. We also appreciate the district's openness to conversations about solutions that can help alleviate stress on our educators, such as reduced class sizes, uh, safety provisions, and additional classroom supports. RTA looks forward to continued cooperation focused on meaningful solutions, and to moving forward together with the best um, interests of our staff and students in mind. I hope you have a wonderful relaxing
011break and I also hope you call the snow day before 2 a.m. end. >> Thank you. >> Preferably before I go to bed. >> Or >> huh? >> Oh, something else. 8:30, man. You want to call before >> 8:30? >> Yeah. Go. >> Is there anybody here from CCA? >> Okay. Moving ahead. 9.0 reports and presentations. 9.1 student representative report. Molly Gal of the World High School. Take it away, Molly. >> Happy to be here. Thanks for having me back. Okay, let's see if my crew is working. is not working. Can you go to the next slide? [clears throat] >> Was that me or was that you? [laughter] >> It was both of us. Okay, so elementary schools, fun things have been happening this month at Ram as well. I got to make the slide
012this week, so it was great. Um, VOE's Red Ribbon Week. Woo! They got to do Red Ribbon Week with visits from some local heroes including the fire department, sheriff's department, and ambulance team. Um, students learned about safety and community service. A very fun way to tie in student well-being, service, and local community work. Um, VOE also had a arts and culture visit, which seems like a fun time. Uh, VOE took a field trip to the high school to get a sneak preview of Crowns and Chaos, which I heard was very good. I didn't get the chance to see it, but um, a great way to be exposed to performing arts for elementary school students. And it build cultural enrichment. Um, at CHE, they brought back the Rocky Rewards program. So much fun. Um, it's had
013a huge success with recognizing students who are following Rocky's rules. Rocky's rules. Um, students save their reward dollars to earn prizes and the opportunity to spend for principal prize wheels. So much fun. Um, let's see. Let's see. Let's see. Uh, they also celebrated Rev Ribbon Week at CH with similar outputs as VOE. And then the raccoon reader program started back up. Uh upper grade students are getting together with lower grade students and read a book during recess time. This is building peer relationships and literary skills. Lovely. Um we are enjoying great success with our new attendance incentives and activities and hope to continue to build the momentum throughout this winter season. >> And then at LE they've been very busy. That's at Inland Empire Therapy Dogs. Where when are we getting them at Ren? I
014need some therapy dogs. >> Visiting BMX Good Choices Assembly and the LA Lake Arrowhead Rotary coming to read to our students and VIP assemblies. Man, LA's got some fun stuff. >> We are looking forward to Friendsgiving activities and getting ready for holiday performances. We've had several fun field trips lastly such as the Mountain History Museum, Pali Mountain, and the local arboritum. So, lots of fun stuff happening at our elementary schools this month at MPH. More fun things. They're also reintroducing their MTSS committee, which continues to strengthen the implementation of tiered interventions. Students are actively engaging with our tier one incentives, frequently redeeming lion loot for popular items such as mini, Rubik's cubes, etc. Little toys and stuff. Um, I just don't know why we don't still have money, like fake money at high school. >>
015I would love to like I'm looking at you. >> It looks like a like a like a I don't know. I want to buy like a pizza party or something. I don't know why that stopped. Um, let's see. Our first music concert took place on October 21st. Miss Ford probably proudly showcased the beginning band, advanced band, and orchestra where the students did an outstanding job. The Halloween dance also took place on October the 29th. Um students were able to enjoy dancing, a photo booth, and PTA um sponsored animatronics, which like that's that's cool. Special thanks to the leadership class, PTA, and Mrs. compete for outstanding coordination of the successful event. Um, their first Saturday school session engaged students with hand-on STEM activities and they're pleased to have 12 students in attendance. Let's see. Entering their
016third week of extended learning tutoring on Tuesday mornings and Thursday afternoons. Students are taking advantage of the extra support and participation has been steadily growing. And then, oh, yearbook students are at Disneyland today for their field trip. I want to go Disney. Live updates and photos are available on our Instagram page. Their Instagram page. The middle school's Instagram page. >> It's cool. >> Okay, next up. Oh, I didn't have to use my clothes. >> At Mountain, they had their um Q3 real session where they are working towards increasing student credits from 7.5 to 12 or more by focusing on intrinsic motivators and supporting one another. Um, activities like pumpkin painting allow students to express their creativity and take home their unique masterpieces. Those are some lovely pumpkins. I do have to say they came out
017so well and such a fun thing. Um, the positive masculinity group hosted a bouquet activity demonstrating how a simple flower arrangement can deepen relationships among classmates. Lots of playful new interaction seen on campus between students after this activity alone. That's fun. You should do that, too. Amazing to see how positive relationships mean toward ontrack graduation rates. In one six week credit credit check alone, we increased our credit earning cap capacity by 60%. Soar to the heights you deserve, Eagles. >> That's good stuff. >> RVA um also doing everyone's just having so much fun. We're thrilled to kick off our sore s house system for K through8 students. Each student has been sorted into one of our four unique houses. House of Support, House of Outspoken, House of Appreciation, and House of Relationships. I'm getting like
018Hogwarts vibes for events. That's cool. Students can earn points individually and as a house through academic achievements and participations in challenges. The house with the most points each month will have their flag flown on campus and be featured in our RVA weekly. That's fun. This week's challenge, email your teacher a knockknock joke by Friday. Um, Rim Smash Academy and Rim Cart Academy begins our first tournament in December. Interest in more info, keep an eye out on Parent Square. And then RVA Mixers are off to an amazing start with our next ever, the Rim Bowling Alley in Crestline on Wednesday, December 3rd. Okie dokie. And then Rim, I made this one. I took all I'm in yearbook. I took all those pictures. So if you want to take a moment to admire them, [laughter] you can.
019Um, club rush. I don't actually I think it happened before this group meeting. I don't know if we talked about the last one, but it's always a great opportunity for every all the clubs on campus to be able to like advertise for themselves and gain new members and get a little bit of money so we can like do like fun things that we've been wanting to do. And then um we had our days of understanding event where juniors and seniors were leaders and they helped work with I was a leader. It was very fun. um that we helped work with um sophomores building like teamwork skills and like compassion and it was great. I was a part of the program sophomore year and then I was a leader junior and senior year so I really
020believe in it. I feel like it's just a everyone has a fun time and it it like connects people on a deeper level as well which is always nice. Um, the leadership class went to Katada last weekend, which is I couldn't figure out what that actually stands for, but basically they got to go to Disneyland and like listen to different speakers about like leadership and then also talk to other leadership classes and like learn from them and what they're doing, which is I've heard a super fun time. I've never been in leadership, but I'm about to go to Disneyland. And then our Spanish club for Dia de los Muertos did an A of Frena and sugar skull painting which is so fun. It's become a bit of a tradition now, a way to like kick
021off the fall on at Rim. And it's a good way um for everyone to sort of like think about our ancestors and who's come before. And I've got my face painted this year. It's super fun and it's a great way for them to to like advertise their club and earn some money. Um, today some of our seniors went to CSUSB, took a little field trip, which was lovely. I heard they really enjoyed the campus and um they well we have automatic admission I believe is what it's called. So it that's amazing. People were really stoked about that as long as you meet your A3G requirements. And then yeah, and then um Troop 145 put on their production of Crowns and Chaos, which I heard was lovely, very funny, very silly. It was like a fairy
022tale. I I didn't actually see it, so I hope this isn't wrong, but I think it it was sort of like a story book themed sort of comedy where like things go wrong. But yeah, they really enjoyed it. It was a lot of fun for everyone who went and that's some of the stuff that was going on at RI. And then we also just have one more slide. This was Mr. bikini slide. Um, fall sports, we had senior night on the 31st. Um, unfortunate coin flip incident of the CIF football, but it's okay. We're all growing and learning from it and whatnot. Um, girls tennis made it to the quarterfinals for CIF, which was a big accomplishment. So, I'm really excited about that. Uh, boys cross country is still going. They're running away into CIF.
023And then Oh, he also wrote about CSUSB field trip. Good stuff. They really enjoyed it. And then today the staff had a potluck. I'm so jealous. I saw them all. They were getting their like chili and their little like I don't know their like turkey I think there was or something. I don't know. And there's a cute little picture over there of all the staff members who were able to attend. So yeah, lots of fun stuff happening everywhere. And that's all from me. Thank you, Molly. Uh, let me see here. 9.2 Education Services presentation by the Rim of the World High School Career and Technical Education CTE TV/Video Students. Like, come on up. And I hit the button to have the red light going on. Um, hello. I'm I Hill. I'm president of uh Advanced
024TV video and I am publicity of Advanced Drama. >> Hello, Ian. And I'm publicity for TV video. >> Um, I'll go to the next slide. >> We had a joint trip between the advanced TV video class and the advanced drama class to Warner Brothers. And we got to see a little behind the scenes of how the like sets and stuff. >> Um, this is a couple of photos of some of the sets that we got to go on and just the entire trip was an amazing opportunity for us to see something that we really want to do for our careers. and it was really just an amazing time. >> Um, here are some more photos. We got to see a lot of amazing sets and learn a lot about how we film, how sound store
025or sound >> stages are used and how they utilize using actual houses and stuff. Um, >> we would also like to give a special shout out to Mrs. Phillips. She helped conduct the entire light. >> She made me She really made it possible for us to be able to afford the trip and for all students not have to pay out of pocket, too. It was a very amazing thing she did. >> Yeah. >> Thank you. There's like a couple period which you guys will do and it's fantastic. >> So we we So So how is it going this year in your TV video class? >> It actually is going really amazing. We have a whole new set of of students. So it's an entirely fresh new start and we're all learning together and trying to
026overcome the hardships of last year. >> And you both want to go to >> Yes. What do you specifically? >> I specifically want to direct direct and have my own film company. >> Perfect. And you? >> Um, I want to go into uh acting and directing a just anything that I'm trying to get my name out into >> and that was just an amazing opportunity that gave us a kind of look that it can be an actual career opportunity. >> Was that the Gilmore Girl set? I >> Yes. such a lot of Gilmore Gilmore Girls. Um, we got to see the La La Land >> cafe. We just got to see a lot of famous things. I love that spot. Yeah. I love that. It's >> brilliant. >> I'm so excited for you that you're
027having a really good year and that you Thank you, Mrs. Phillips for providing this because when you actually see a professional environment and you see people working and you realize that you know people go oh get a real job don't go into film but you can see that you can create these opportunities and you can create them for yourself. >> I just learned about micro dramas. I didn't know that. 30 seconds of a micro drama. And yeah, let me tell you, we need to talk because that's super cool right now. And you guys can do that stuff and build your own hour micro drama, but you put you you put it down to like 60 seconds to as much as three minutes, but it's like bite-size. And you feed the audience those little pieces on
028Tik Tok and Instagram. Super exciting. And now I I actually want to do it. So, I'm talking. So, just putting it out there. So, I'm really glad that you went to a professional working studio so you can see what's possible irregardless of what people say about, "Oh, you're never going to have a job." So, you can do it. So, yay. Thank you. >> 9.3 governing board members. Bill, would you be able to start us off, please? Good evening everybody. Um I I've had these mixed feelings. I wanted to say congratulations football. I mean what an incredible season. Nine and one and and to they we're so close to being 10 and0. So just what what a neat neat thing. I think the unfortunate thing is is that a coin toss was our worst loss. Um
029and and yet I I do think that it is the kind of thing that um all of us can learn from. U one of the my thoughts tonight that I was going to do in my report is I I just wanted to make some comments about Dr. And I I appreciate the leadership that he has given and I think things are happening sometimes behind the scenes nobody knows about and and sometimes we become very critical of things without knowing that we have people that are really working hard for us. Um on Monday when when we found out about the coin toss um and and how it had gone, Dr. Seviano was on the line with our attorney looking at ways to try to to get that changed uh and dealing with the CIF as well
030and and trying to work on behalf of our students. Um and I just appreciate that there's things like that that he is doing that that show that he cares about all aspects of education. I for one know that sports and all of the extracurricular activities, drama, theater, music, band. I was a band geek dad. Um the son who was the drum major on and and the kicker on the football team at the same time. That's an interesting story. But but I I know the value of all those things that are all part of education. In fact, even our policies that we were looking at tonight even talk about that the significance and the importance of every aspect of education and and what I've seen in Dr. Seviano is is that he's been listening to people
031trying to do the things that that maybe nobody knows about but but really are about trying to improve what we have here on the mountain. So, it's because of him that we and others. You know, nothing is one person. Okay, I understand that. But but it does take leadership for us to have a preschool that's funded through through the county. It it takes leadership to have us have um and and I'm going to forget the what it's actually called dual enrollment that's been that's been worked on with San Bernardino. It it takes leadership to develop things like the adult ed that after years of us not having adult ed up here and for us to be doing that now and especially what that's doing Jeremy for for for some of our Spanish speaking uh people.
032I mean it's just is it great. It it takes leadership and and I'm I appreciate that leadership. Um, and even just uh because of the preschool, we had a group of uh people from Sanino County and uh representatives who represent represented state senate uh finance committee represent uh assembly people and senators who were all on the campus of EOE. I'm I'm really trying to refrain from saying it's the best elementary school in the mountain. Did I say that? That is no offense meant to the other best elementary schools that we have, right? LC, but but I got to tell you, we have some I know we have exceptional staff. And one of those exceptional staff is the secretary of the RTA um Sydney Mcook who um had all of us about 20 of us in
033her room yesterday and and she was just taking care of these kids and and and we did head and shoulders, knees and toes, knees and I mean the whole bit and but it was just s you're exceptional and I I already knew that but and you know but we just have we have great people. We have great people throughout our district and and I appreciate that. And let's see, was there anything else on my messy notes and I'm also pleased with the new preschool director that we have who helped us yesterday. And and when we were at these meetings yesterday, I'm I'm again appreciative of Dr. said the honor who pushed to say I want my board to be able to speak and and then each of us who were there got to talk about
034the needs that we have in a rural mountain community the the limitations that we have financially how much we're trying to do on 30% less than what other districts have just within miles of us and how we're in competition with them and what we do to really give because of our staff and that's all staff remember it's not just educators Everyone involved in CSEA is also part of our education team really and makes this a successful district. So all that said, I think we're going to continue to work to try to do things necessary to meet the financial challenges that we have that are still ahead of us. With that, Dr. Seaniano, I appreciate you. Oh, and that wasn't because we were evaluating tonight. That was before evaluation. >> Thank you. Thanks, Bill. Jordan. >>
035Well, thank you. Um, I'll build upon what uh what Bill was saying in terms of uh the momentum that we're seeing in this district. It's not just dual enrollment or bring back adulthood or preschool. MH has won an award for their uh inclusion program at the middle school. uh CH has smashed it with the calf scores uh this year and we're seeing progress in CASP overall CAS scores. So we're seeing a lot of positive momentum I think in a lot of directions that are really exciting to see. We are pursuing a lot of these grants to be able to do that. We have our mountain research lab project and Molly talked about, you know, our guaranteed admission program to CSUSB. There's a lot of really great benefits to being at this district. So, and the
036momentum continues to grow. I am looking forward to becoming a very proud parent of a RIM student. So, I'm I I see the direction we're going and it just fills me with a lot of joy. Of course, there is no shortage of things to work on still. So, I want to acknowledge that. Um, I appreciate Jamie, you know, the feedback that uh that you bring to us tonight to to consider and really reflect on. You know, like Bill said, we found out on Monday or that Monday and that following Monday or so. And uh being able to figure out how best to address these things so that next time around we're better prepared uh you know to to become familiar. I'll admit personally I did not know that the rule that was you know that
037led to the coin toss was not a CIF rule but was adopted by the league and >> bylaw. Thank you. And the process that it took to get to there. So it's educational moment but it's uh I I think that's what it's about is finding these types of things addressing them and putting into place things that will prevent anything like this from happening again or being better prepared for it. done. So, you know, um we are seeing, I think overall, a lot of really great things. I love seeing paint the plow every year. You don't see that in a lot of districts. So, uh but you see it with ours. We have an advocacy platform, you know, that uh not a lot of school boards in the state of California adopt an advocacy platform every
038year and say this is what we want to do and this is what we want to accomplish from a legislative perspective to make sure the rural districts don't get left behind. And we're doing that and we're meeting with our legislators and we're hosting them and telling them thank you for, you know, any funding that we do get, but >> here are things Yes. that maybe we could work on and uh uh illustrate the needs that we have and how yeah some of the inequities there. I'll save some of that for our legislative report. Um but I I I see the momentum that we're taking on. I'm looking forward to continuing that momentum, building upon it uh and really um yeah, bringing us all together. I found out that for example at the um Riverside uh
039San Bernardino joint meeting that they have every year that um one of the districts in I believe it was Riverside was being recognized for having and bringing in a dental program that would uh check their students for cavities and uh and you provide some on the site on on-site services for them. And the room was um really shocked. It seemed like a revolutionary concept. Not a lot of districts knew about that. And at our table, we all turned and looked at each other and so we have had we've been doing this. Um we didn't know it was recognition worthy. Um so we have a lot of things that that we're doing just because it's right, just because we can, just because we have the community that really is motivated to to find a way. And
040uh I appreciate that a lot. So I'll I'll end it there. Cindy, what's on your mind? >> So, I'll since you are on an upswing on positivity, I'll I'll start with positivity. I do want to point out that um and I forgot to do it in the kids presentations, but drama and the TV uh video, they are cross-pollinating. So that the drama students are involved with the um TV video and and so they're doing a lot of things more and more collectively which is amazing and it's great which kind of reflects where I went to the best school ever USD where drawing students >> fight on let's hope well let's hope the football season doesn't go to crap but um they drum students were in student films home school participated. There was a lot of
041crosspollination. So, I'm super excited that we are bringing that down to a high school level. Um really excited about that. I l did paint the plow. CH has done pre paint the plow. Ve today it got postponed >> right December. So the really cool part the Fijima science is she brought that program to CHE and then she has guided VOE and LE um to in in getting this program and at LE it was just adorable. That's what I'm going to speak to because I helped on that one and um the guy that had the handprint plow he was so excited about that that was his plow and he was going to have it for the whole winter because he thinks it's adorable. And I was talking about paint the plow um at the Sandabs meeting
042and Snowline Snowline school district wants to know. So if Snowine's watching, I know that I need to give you the contact info. I'll do that tomorrow. But they would love since they're mountain, they want to come out and watch it. >> I I know I told him I would send video. So I'm sending them video of paint the plow, but I showed them the pictures and they were just amazed at Paint the Pl. So thanks Jamie for bringing it and spreading into the other schools. Um I also want to say that um DAC I I went to DAC and there were parents from from the various different schools and their ideas of what they were bringing what they wanted there. They wanted more workshops. They wanted a FASA workshop. Unfortunately nobody showed up to financial
043aid night. So we got to figure that out. But it's there's there's active participation of what they want to see, what they need. And I'm really excited that from from high school's ELAC that went into DAC, I know these are an acronyms, but I'm not going to explain. It's English learner people. And on January 27th, they're going to have what's translated to festival of knowledge. So e stu parents are going to come in and they're going to be given Chromebooks and they're going to learn how to navigate Aries, learn how to to read the transcripts and see what missing assignments there are. And then there's going to be a college table and a career table. And so all this really wonderful stuff is going on for that particular um student group and the and that
044particular uh parent group. Um, I observed the parent advisory committee/LCAP. Again, there was a parent from every school site there and they had really great topics. They wanted the district to um follow up on. They were actively participating, actively bringing up concerns that they had and and more topics to fully dive deep into. So if you the thing about our community, we have a lot of parents that do speak up. Let's let's do it and do it in a way that that we actively have to work as a board and as a district office. Let us work. And if you don't if we don't hear this stuff, then we don't know. And then we're not as targeted as we could be and as focused as we could be. Like I got the the EL parents
045when they were talking about FA workshops and like FASA workshop like oh my god you care about the FAA. Oh I love you. So that was really good. I went to the basketball team game um against Hopa Valley. Um we were competitive. I have to say there were a couple guys on their the Herupa team. Wow. One kid I don't even think he missed a three three-pointer. I was like wow can we stop beating that kid the ball? Um then I want to say that um the display case for the day of the that right um that the high school and the the Spanish club puts up and just it's just so beautiful and I tear up um because they have the um staff members and teachers that have passed away um people are like
046Mr. Foust um Mr. another uh just it it makes you you think about these people and what value they had both as a as a staff person but also in life as a whole as a human being and it really makes you go okay I need to do better as a human being I mean the some of them are my heroes and so it's just amazing to have that stop look um moment um so then tennis I want to congratulate because I know they had a little hitch in the apparently the other team didn't um upload their roster and yeah that was an issue CIF issue which you go crowns and chaos I went to it uh to the drama play it really was two one acts first one was Cinderella which was really well
047done the second one though was so funny it was a bunch of uh birthday party like mascots like pretty princesses and cute little animals coming together and they don't know that they've all been hired by this really helicopter parent to make a really good birthday party and it just devolves into the mascot's chaos. It It was so funny. So flipping Oh, sorry. So funny. And it was just brilliant. And I really enjoyed myself. Really really enjoyed myself. Um and then uh we are all well I think all of us or almost all of us are going to the AEC the CSBA conference that's coming up the first week uh after Thanksgiving. I'll be going the first two days for me are delegate assembly and one of the policy pillars that are mine I am on
048improving uh conditions for students the question is focusing on parent outreach parent engagement what are we doing um and we're to bring that back to guide policy discussion by the by the California state uh state boards association um so that's that and the last thing I do want to say because I'm going to be a little bit Debbie Done. So, the football. Yeah. I mean, it's really hard to go to to pretty much every game. I think I've been to 95% of the football games since 2007. Well, because I'm working because PTA, but it's really hard to see seasons that are real struggle and then seasons that are so successful and that the students are doing really well. And I just want to put out is that Jamie expressed through studies about the importance of
049extracurriculars in sports, but I also want to say that you have to carry a 2.0 to be on the CIF team. This is an intervention and at any time RIM high school has between 35% to almost 40% of the students participating in sports. If you want to talk about the biggest bang for your money in terms of an intervention, that is sports. And so it is it is it builds character, responsibility, team building, but it also is an intervention because it is to they have to maintain that 2.0. And I have seen coaches in the library giving that extra tutoring for those k for their their baseball team before they go to baseball practice. And so when I found out what happened with the coin toss, I said a lot of really naughty words. I
050think there were a lot of like the f- word kind of things, but I'm seeing is that it just made me so angry and that the kids were deprived of the opportunity to play in playoffs and that the parents that work so hard, the coaches that work so hard, the the teachers that are out on the line crew at every game when when it's cold out there, and then the students, the amount of time and effort and academics to keep them playing. All that effort decided on a coin toss. And yes, we are not in charge of the bylaws or CIF or anything like that. That is out of our hands. But in self-reflection, I know that myself as a board member, self-reflection, I do a lot of self-reflection. I'm going to do self-reflection because
051I know I'm talking too much, Dr. Seaniano, but that's okay. Um, but we can do better in terms of making sure that we wrap our our arms around those that are grieving. That we wrap our arms and we express we grieve with them and that we communicate as as quickly and as effectively and that we go we hear you. We are grieving with you. We we feel your sorrow and your pain and we need to be effective in communicating that as quickly as possible. Maybe it doesn't have to be the best way, but it can be from the heart. And I think that that I as a board member doing self-reflection. I I am pretty I I have I struggle with baseball and softball. I'm going to be honest in terms of getting there. Although
052I love baseball, but I'm going to do better. I can do better. And and I think we all can do some self-reflection on what we can do better when any kind of tragedy happens. How can we be more effective and responsive and at showing our caring? Because that's the biggest thing. People want to know that you care. And I think that we can have all the greatest programs in the world, but unless you have that human component from a from the top level, then it doesn't matter how successful you are. You have to show your humanness. You have to show how much you care. And that's what what I am taking away from this whole incident is being better at showing that at my level. I show it at PTA level, but I'm just saying
053board level, just stepping it up a little bit. So, sorry to end on a Debbie Downer, but just know that there was a lot of self-reflection and a lot of Na'vi words. So, happy Thanksgiving, everybody. Cannot wait till we get back and rock those finals. All right. Thank you, Scott. I think that's all I'm going to talk about. But, um, you know, there's so many positive things and I'm going to I thank everybody for everything they brought up and I see how great our teachers and staff are, our elementary schools, our inner high school and how well everybody's doing. It's it's amazing to watch. Um, you know, and it's it's tough. We have deficit spending which is a problem. Uh the positive thing is that I think because of our flat enrollment that's really helped
054like we talked about earlier. Um but this is a comprehensive especially the high school. It's comprehensive high school and we have a cultural problem. That's the problem. CIF, you know, we're talking about CIF and CIF was so wrong in saying oh it's the the league. CIA could have stepped in and said, "That's the dumbest thing I ever heard of." Because it was. It wasn't like there was three teams that were equal and you had to settle it somehow. There was one that stood out from everybody else and they said, "Oh, we can't do anything." But they'll put their opinion in everything else they do. So, yeah, I'm going to call out CIF because that was the dumbest thing I ever heard of. that the two schools who got to go even said the same thing.
055The problem is also here more importantly because there's a cultural problem with the way we treat sports. I come from a from a different perspective because when I first moved to this mountain, I had even though I had some great teachers, but I didn't even have my first male teacher till I got to the junior high school. And then I had coach Heaton who passed away. I had coach Ferrisburg who passed away. Gary Bombsy who passed away, art teacher. I had some great coaches that really helped shape me. I can't imagine what I'd be like if I didn't have it. Coaches like everybody else needs to be supported and appreciated. And that does not happen at our schools. And it's been it's been slowly happening till since about 2003 or four where they slowly got
056rid of the compensation they were actually paying coaches. >> Coaches work for pennies on a dollar and then oh what congratulations you're a coach. Now you got to raise tens of thousands of dollars so that your team can do anything. I know for a fact that the wrestling team raises between 30 and $40,000 a season. It's tough. Football raises like 70 $80,000. The only positive thing about that is Joe Bonita said that she's going to start the sports foundation. So that's going to be awesome. Thank you, Joey. um this is not this should not be happening as it is and and sometimes and it's not as much now but I would have to be the coach and raise the money and then when I held a tournament I had to pay for the custodians I
057had to pay for the facility I had to one year at the end of season they they were short of money so they gave me a a bill for $400 for toilet That's ridiculous. Should not happen. [clears throat] Everything that we look at and everything that happens in all these schools that's so positive, mental health, attendance, GPA, graduation rate, discipline, we're just being a father to these kids. Sports accomplishes that. And don't get me wrong, I love all the activities we have. And I'm going to run down them, but I don't mean any disrespect. I was never allowed in AP classes, but they serve their own purpose. And those are all paid for classes. I got kicked out of band because I sucked. My teacher said, "You belong just in wrestling." So, I I appreciated
058that as well. Arts class, I excelled in arts. I had Gar Momste as the teacher. He was amazing teacher. I had a little bit of drama. That was amazing. I always support drama. I've always supported band. I've always donated money to them. Leadership. I was a leadership teacher. All these classes, AVID, they all have onampus periods where they work with these kids. Sports is the only program that is around 40% of the of the student body that has to do everything after school and then if you ask to have a period before school or something like that, it always gets blown off. Coaches asked for stuff and it's always getting blown off. And I believe with with coach Torado, this was the straw that broke the camel's back. But it's pointing out a lot of
059things that need to change in our school. And I hope these things happen. We've had a meeting so far [clears throat] and I think there's some going to be some really positive outcomes that come from this. So when tragedy happens, positive changes can happen from that. But our schools primarily our high school has to do a better job. I don't blame the league for I blame CIF, but our school needs to fully change. We need a fully spun sport somehow. That was amazing to hear that the the video TV video class that was all paid for. Stephanie's amazing teacher. She's always done this stuff. Kids should not have to pay for things like that. Kids should not have to go out for the soccer team and pay $250 just to get their spirit packed. That's
060ridiculous. No schools down from us down the hill do that at all. They don't even pay to go to a sporting event because they have enough money from the meeting we had. I'm and the leadership we have, I know we're going to make some positive changes. So, thank you. >> Way to go, Scott. Thank you, Scott. So, it's kind of hard going after everybody else. We have an amazing board and they've talked about some a lot of the amazing things that are happening in this district. I got to say I was I was overseas um for document death in the family when um I got news of what happened with football following along in terms of a nine in one season and all the hard work all the effort all of the um everything that
061goes into getting to to to perform at that level. I'm a huge huge huge advocate of sports. My kids played, I played. And one of the things I love about athletics is that you work hard, you have a score, you have some sort of a u um objective metric to be able to determine um the outcome. And I passionately believe that an apology is needed to the players and the folks that were involved on the rim football team because however, whoever, whatever the system, the structure let them down. They earned the privilege to be able to continue their season and that was ripped out from under them. and no, the world isn't fair. But they were let down. They did everything they could within their power and we couldn't have asked any more from them.
062And um so I feel sick to my stomach for what happened to them. I I I can't imagine as parents, you want to be able to make sure that your kids have the opportunity to achieve and that their effort pays off. So that's a hard message to take to your kids to basically say you did all that. you know what, this is just how it works. The world isn't fair, but you want the world to be fair. And usually through athletics, you have that fairness, and that didn't happen. So, at least um I mean, Jamie, when you talked, you mentioned about there being systemic issues. I couldn't agree more. I also know that every single person up at this dis believes in having a strong athletics program. So, we're going to learn from this. It's
063already been spoken to, spoken about. Our students deserve the best we have to offer in all sorts of different arenas and we are working hard to provide that and we are moving the needle and positive things are happening. We have a ways to go and this situation particularly showed one of the areas that we need to work on. The bylaws need to be changed. There are so many ranking systems that are out there for athletics there through technology now. My goodness, you have players. It's like kind of disgusting how players are being ranked as, you know, as as as minors, but also teams. There's just all sorts of different data out there where you have um unbiased systems of being able to evaluate and we need to be able to tap into that. So, um
064yeah, moving forward, um we need to do better and we will. Um but we also are going to screw up in other areas, so please give us grace. Um but uh just to know that we do care. I know in years gone by um there was rumor around that the school not this school board but you know the board that was in place at that time did not support the athletic program that nothing could be farther from the truth now. However, it's an imperfect system and it needs to be worked on. So um and whatever players might be listening I I apologize. We could do better and we will do better. Um, with that said, we are doing better in other areas. A lot of great things are happening in the district. We have a
065lot to be proud of in other areas. We have staff that's amazing. We have kids that are amazing. And we have a a future that I think is really bright looking ahead. I can go on and on, been involved in various things with I mean, Cindy mentioned a couple of really um beloved folks within the district who had passed away, you know, in years gone by. um when family members pass as well. It just makes you self-reflect. Thanks, the holidays coming up. It also is a time of reflection. So, I think one of the things that we do well in our district and in our community is we our values are in the right place. We value community. We value each other. And I see that with our students as well that we devel our
066teachers care, our staff cares. So, we're doing that right and we're building on that. And that's so incredibly important. So, as you're moving ahead to the holidays, hold your loved ones dear, continue to be the generous souls that you are, and continue to teach our kids what's truly important. And so, with that, I'm going to pass it along to Dr. Seviano. Happy Thanksgiving, everybody. >> Uh, first of all, I want to give thanks to our board for their um discussions on the topic around athletics. Uh we had lots of discussions about uh you know reflecting on what went wrong and what could we do better and there will be change and so uh we'll be meeting with staff to kind of figure how we can work together to ensure that they feel supported in athletics
067and valued and that um the work they do in athletics is valuable uh for all students and really uh I'm a former athletic coach. I coached for 13 years at the high school level. I understand disappointment when kids kids are have a great season and and it doesn't the the rules um are changed or impact their you know their outcomes. And so you have to kind of reflect on that as a district and say what can we do better? Um we have reflected, we have met um and we will be uh looking at you know really shifting that culture. It is a culture issue that we have to address in athletics and provide support because all staff need support including coaches. [clears throat] But I'm going to stop uh in terms of the negative things.
068I just want to give thanks to everyone. Uh we have a terrific board, terrific leadership team. uh principles, teachers, classified staff, and a great community here. We have a opportunity to do great things together and continue. We're doing great things and continue to do great things together. So, I want to give thanks to everyone for their efforts and I also want to give thanks to my cabinet. Uh they are in it every day. Um so when uh when we have challenges uh we meet and talk about how we can overcome those challenges and but understand we all have student needs and interest as a priority. Understand that. So with that I I want to give thanks to everyone who's attending today. I know it's a tough time of the year and also I wish you
069all a happy Thanksgiving. >> Thank you Dr. Saviano. Um, just want to take a moment to say we have a lot on our agenda still ahead. Um, weather is not great outside. We have folks who are going to have a long drive after this meeting is over. So, as much as we can, we have a lot of business to take care of. Let's not short change the business, but I'm going to do my darnest to try and keep things moving. So 9.5 business services approval of the 2025 2026 rim of the world educational fund award and memorandum of understanding fiscal impact. This is a positive $22,46821. Come on up Joe Bonita Priscilla and Carol you come on up too. >> Is this on? It is not. The red light will push the button. The red
070light will >> Okay. >> Uh, can you please introduce introduce uh your partners in crime there? >> Oh, yes. Exactly. Um, we have some of our representatives from the REMD Foundation. We'll start with >> Priscilla. Who are you? >> She's the chair of our partnership with schools. Alan Eggy, >> I conned him into being a new board member. He jumped in and he's been really remarkable even when he had to go to jury duty. >> Carol >> and we all know Carol. She's very strong particularly in Crestline and across the entire district. I'm Joe Bonita Reigns. Oh yeah, that's right. Thank you. And the photographer for the evening, >> Dave Vicki. Your name, sir? >> Dave Vicki. And Dave is on our board as well. And um he dashed from down the hill. He cautiously
071drove up the mountain uh from down the hill and he was able to be part of our group tonight. Just want to share with you that our rim educational foundation board approved $22,468 and21 cents which we're presenting to Jenny for our partnerships with schools awards. Y >> each one of our schools receives a portion of that money and we based it on our seabeds. We get the CBAD number, the number of students in our school district um for the fall from the springtime and we take that number divide it into the funds that we are awarding and we get a per student amount which means that per student amount we go through Jenny to make sure we're doing everything right and thank you so much for always answering our questions. Thank you and we really
072appreciate your support. So, we get a per student amount. We look at the number of students in the schools for the fall and that tells us how much each school has an opportunity to write a grant which we have outlined and make sure it's you can fill it out online to minimize the kind of work that you put forth. We also recommend that the administrator of every school communicates with their staff as well as the school site council members about the amount that's being available made available by the foundation and then they get input from the staff along with families as to how they would like to best utilize these funds to enhance the instructional experience. the learning experiences of our students. With that, every school has access, every one of our schools has access
073through funding. When we do this, oh, by the way, this wasn't just thought of. We had one of our former board members, Michelle French, who was working with Redlands Unified School District, and she brought that idea to us and has been working for the past 10, 15 years. So, we appreciate the fact that our board members continue to contribute to us. The um request that each school submits for funding is reviewed by the uh committee which Priscilla is the chair and some of you may know Angela Harington. She's on our board as well and she and Priscilla Angela is the vice chair brings together a committee and the committee listens to the administrator and anyone else the administrator wants to have speak to our board about what they want how they would like to use
074the funds. We evaluate the um the grant request and we determine the efficacy of the grant request. We have to do that. We follow those guidelines when we have on your table right there at your seats are trifolds which are beautifully done through our CTE brick shop. And uh we pay for this. We it's not a gift. And what do you see is that it's a way to highlight the programs we support. We support the partnership with schools. So each school receives funding. We support career ed training programs because not every student has the opportunity that our school district provides to learn about the variety of skills in the variety of careers. And as I'm in Statera Brothers or wherever and people say, "You mean to tell me the students really learn trades at our
075high school?" And it's so small. Our district is so small, but we have such a wonderful program there. And then we also support the uh AVIT program and we have graduates from our high school who get accepted into USC probably if they apply or UCLA and therefore our campuses. Last year we had students who got accepted at UCLA, UC Davis. Those are items that those are experiences that many people don't know about but we do market and we tell you we have supporters which you can see on the backline and we have to report to them how the money was used the efficacy of the project that uh we were uh providing funds for and the outcome has been really very well received. to give you the wonderful opportunity we have at your table at
076your seat a wonderful opportunity and all of you can see this too. It's Giving Tuesday, which is a national is it a global? >> Yes, >> it's a global experience. December 2nd, the Lake View Tap Room has provided us with the openings. Oh, they've already got >> Okay, so the whole is >> Oh, good for you, Priscilla. up down >> down more. >> Okay. >> So, you can drop in and we are um and we can donate and it's a giving Tuesday and the funds will be used every one of the programs that you see on our uh brochure. Right now, we would like to present the checks to each of our schools. Carol just told me to make sure that I mentioned which was on my list of things to say that we get
077donations from our faculty and our associates. Our total staff is engaged with our foundation through school uh payroll deductions that people sign up for in order to contribute. And that is another way our staff are really supportive of the things that we do here in our school district. So, we'll see. Sir, >> so I might add something to you. >> So, this year we upped our goal to $10,000. So, spread the word in your communities that come out to the um to the tap rooms and help us achieve our new goal. >> And we have people who act like $2,000 is nothing. And we act like that they're right. And so we say if you are really interested you can anti it up. And to be honest, we have been very very very fortunate that
078we've been recognized the board of supervisors, the uh BERT VP of Berek and you see the names on the back and these are people who care about everything that you guys have said about our students and our staff. It appears to me we are small >> but we are fabulous in what we do with our students and it's because of the people who work to help our students learn. Anyway, so now we have our checks. Do we want to um Madame Chair, how would you like to have >> I think Dave Vicki is ready to take our photos. So, let's go ahead and uh may um how about the the administrators, the school side administrators with the board? No, I think the administrators can handle this. >> Time Valley of Enchantment. There's a school on
079the front. Oh, perfect. >> You want me to go? >> I want to be my [laughter] >> super. Can you see him? Thank you. >> Great. Great. Is it where I'm getting back? >> Oh, I'm sorry. Okay. 9.6 Business Services presentation by MTJ Consulting on the maintenance operations and transportation organizational study. >> Hi, thank you very much. We're going to invite Marissa Sparks up. Um we already uh uh instructed her how to use the tucker and the microphones and she's going to give a presentation on an operational study that we conducted. Um, as you know, uh, several months ago, you approved the contract with MGT and, um, they've been working hard, site visits, working with Jim, our principles, um, our custodians, transportation directors, um, just um, we have a report for you and a and
080a PowerPoint and she's going to just kind of talk about how the spending. >> Hi, uh, I'm Nurse Sparks. I'm with MGT and I love that you have a chair here. I usually have to stand at a podium to do these things. So, this is very nice. Um, I had the privilege of completing a comprehensive review of operations for Room of the World. Uh, a little on my background, I am a certified educational facilities professional with APA and I was formerly a director of maintenance for Duval County Public Schools in Jacksonville, Florida, where um we managed 164 schools that housed 130,000 students. and I was also interim director of MOOT for Banning Unified School District and I am a native of the mountain. I went to preschool at the little co-op down here in Crest
081line and graduated in 1988. So, um I'm being told that we have to say next slide. Next slide. >> [laughter] >> Um the purpose of the study was to evaluate efficiency and effectiveness uh of these departments uh and to identify strengths and weaknesses, align programs with industry standards, and to support the district's long-term commitments, including measure E projects and transportation initiatives that are already underway. Uh the study was really about making sure the systems behind those investments are strong, sustainable, and positioned for long range facility care. Next slide. Okay, this slide gives uh a few quick facts for perspective and shows department organization. The district covers 118 square miles of mountain roads. Uh the average age of school buildings is 55 years. Browns maintains 71 ma uh maintainable acres which is acreage minus buildings and
082unused land. Uh maintenance and custodial maintains and cleans over 596,000 square ft. And for department organization uh operations is under the chief business official and is divided into separate maintenance and transportation departments each led by their own director managing the team shown on the slide. uh custodial is highlighted in yellow there because while they are under maintenance they are directly managed by school residents. Next slide. The methodology uh for this study um I came out interviewed staff walked all the facilities collected data and did a lot of deep research. Uh we compared existing conditions to uh accepted standards or industry accepted standards and focused on practical solutions that uh align not only with mountain conditions and geography but also with culture and operational realities for the district. Next slide. First, some of the uh district-wide
083challenges that affect operations as a whole. The greatest is being funding. Uh with flat enrollment and rising costs, the district has very little flexibility to expand current staffing levels. Um a large share of the general fund does go directly to payroll for the district. And that leaves limited room for preventative maintenance, training, uh tools, and equipment replacement. And because budget or staffing and budgets are so lean, teams are forced into reactive work. So aging buildings, aging equipment, um an aging fleet make it hard for them to stay ahead. Uh the departments largely lack standard operating procedures. The staff do know their job well. Um but processes vary from person to person and communication to new new employees is very limited and this creates uh issues with consistency and accountability. And finally, the department has good
084software in place. Um it's my understanding some of the software has been put in place more recently in the last several years. Um but I found that they are not being fully leveraged to their potential and engaging um our wonderful technology staff could better utilize these systems. Uh next slide. Now I've broken this out into uh key observations and recommendations. Uh two slides for each. So, first we have maintenance and grounds. Maintenance technicians uh maintain uh 900 or excuse me 596,000 square ft and that equates 149,000 square feet per technician while the APA recommends 71,000 square ft. Uh there's one groundskeeper for the 71 maintainable acres. Uh the dedication of the team and the strong leadership and maintenance is what holds this operation together. the the team is very cohesive. Um, and they they get
085out there and they do the job and they do it very well. uh if you didn't have this team, I don't think it would function as well as it does, but they are functioning rather well with their with with the staffing they have uh operations, but this has left them largely reactive and they don't have the capacity for preventative maintenance tasks or extra um activities. And like I said about the technology earlier, the FMX work order system that has been put in place has been a very valuable tool. Next slide. some of the key recommendations and I know I just said that they have limited capacity but building standard operating procedures and establishing a phase preventative maintenance plan um is doable um challenging but doable it would be in small steps. um combining the scope
086of work between skilled maintenance and grounds into a utility worker position for positions going forward with support versatility. This is something that Bear Valley Unified actually does and it um it helps the workers not try to stay in their bounds. They can actually share tasks and uh gradually increasing the staffing towards benchmarks when funding permits. I have that in capital letters in my notes. Um would be ideal and also incorporating deferred maintenance into measure E project planning which I know is already taking place will um reduce a lot of the deferred maintenance backlog as well and help them get ahead. Next slide. Um in the report we did provide um information on how to build preventative maintenance and standard operating procedures under their limited capacity. Uh preventive maintenance extends the life of equipment and standard
087operating procedures provides clear and consistent guidance on processes. And in appendix B um provides uh how to start slow and build upon that. Um, and it and it can be done with with little steps like recording a how-to video when when completing a process. Um, and placing it on a shared server for everyone to see or taking inventory of HVADC units while checking a roof system. And I know they're already doing a lot of these things, but I think organizing it centrally and expanding upon that would be very beneficial for them. And also um which is typical organizing uh operation and maintenance manuals from the new building systems from the projects that will be completed under measure E into a centralized preventative maintenance document folder or someplace where it can easily be found and uh
088send my apologies to Michelle in advance um on this because that tends to fall on the maintenance secretary. So, and it's just basically pulling these things together, getting them organized, um, getting more information and keeping them centralized. Um, next slide. Now, for custodial, custodial, uh, currently managed by school principles, but is connected with maintenance for overall support of the program, management and maintenance of equipment, and completing minor maintenance tasks. Uh, there are 18 custodians, which equals 16.625 625 full-time equivalents with the part-time positions. Staffing levels are found to be mostly adequate with a few caveats. Uh custodians currently reporting to principles and that creates incon inconsistent standards across schools. So there it um by reporting directly reporting to principles and not having a district-wide standard um creates a lot of inconsistency and can even create
089inconsistency within a school between um areas that are cleaned. Uh communication between custodial maintenance teams is poor leaving gray areas of responsibility of who's responsible for those tasks that fall either on maintenance or custodial or vault. Um there's no district level supervision and um limited training programs. Training programs have been offered but there's been limited attendance. Uh preventative care on the equipment is very inconsistent. The cleaning equipment um on the positive side though the addition of the ELOC custodians helped uh tremendously across the uh campuses, the elementary campuses. They have that little bit of extra help a few times a week. >> Yeah. You woohoo. Next slide. So some of the recommendations um in the report is to add a custodial supervisor to manage operations and personnel across all locations. And again we said that
090that staffing levels according to excuse me industry standards uh seem mostly sufficient. There's a few notations in the report and but those anomalies um should probably be addressed with after the proper supervision's in place so they can see if they really are anomalies or there really are a need. Uh the supervisor can also help develop a custodial um SOP or custodial handbook with clear cleaning standards and schedules. Uh we did provide a template for this that um is pretty pretty concise but just needs to be completed and tailored to uh RIM's needs and the individual school needs. Um need to ensure the collective bargaining agreement articles and school world policy are consistently followed and recommendations um also on implementing quality control procedures. Next slide. And a brief note on quality control and how it would
091look for custodial. Uh this graphic shows um how consistent quality control system would work for custodial services. Uh it starts with setting expectations and uniform standards um by placing in a custodial supervisor and developing uh standard operating procedures. Once the supervisor is in place, um implementing internal quality control processes. Uh and this would help with change management that will come with this. Um that could be just walking the school of principles or with custodians. And finally, um leadership monitoring through metrics will give the district a clear view of the overall performance and better ability to control costs without having to decipher uh word of mouth information. it would uh be a consistent regular uh reporting that would um help across the board. We'll talk about that a little later. And the goal really isn't to
092add paperwork. It's to give principles, custodians, and leadership a shared framework uh so quality stays high and expectations are clear. Next slide. And moving on to transportation. And just like maintenance, uh in transportation, there's strong leadership and a very dedicated team. uh routing appears to be efficient uh with the use of transrack software has been very beneficial for that. Uh having a certified in-house bus driver trainer has been beneficial uh for many reasons. Uh the aging fleet is proving to be very costly to the department. uh the cost of parts and cost of repairs um has been an ongoing um issue and even up until recently when I spoke to Jen recently to ask some questions they were going through um a few actually several costly repairs. So integrating data systems has been a challenge
093between trans tracks and Aries but this um but being able to integrate those data systems would help with writership and um other information. The manual uh in-person bus pass days while they are a fun way to bring the community together they also create inefficiencies and uh can limit access for working families. Uh there are a limited number of trainees uh bus driver trainees due to unpaid training. Uh the IEP curb to curb transport presents logistical challenges but they have been working through them. Uh between the the special education director and transportation they've been working through these rather well. A room of the world does offer a very competitive 215 days per year 8 hour a day driver schedules. Uh this leads to higher gross pay compared to other districts that I had looked at in
094s both Sanino and Riverside counties. Next slide. Now the recommendations. Oh, the this is uh expanding upon the um 215 day a typical um work years for drivers around uh Sanino and Riverside counties was between 180 and 189. typically five to seven hours a day. Uh so the the median annual pay turned out to be actually higher than districts that receive a a higher hourly pay. Next slide. So transportation recommendation is um integrate trans tracks and areas for efficiency and better use of writership data. Finding ways to get those two programs to work together without the issues they've been having. um shift bus pass base bus pass days to a hybrid online and in-person model. Um it could be beneficial for uh parents of kindergarteners and young students to come in and see the bus
095and ask questions in person, but also allowing an online option for for seasoned parents so they can just do it and go without having to take the day off work. Uh continue uh evaluating routes and monitoring ride times. They're doing pretty well with this. just continue ongoing. Create possibly create paid trainee positions when a bus driver position um is available. And these could look like something simple as a uh part-time bus aid. I think one of the challenges to getting people to go through the program is not having a paycheck during that period of time. So finding a need for them either in a custodial substitute or a bus a might help bring people into the program when it's needed. Um ensuring curb to curb service remains a necessary and appropriate accommodation and they're already
096working on that improving those processes and um continuing phased uh bus replacement of the CNG buses using the grant funding. Next slide. Now, I did do a lot of uh research on grant funding for buses that are not electric, and I did find that the Carl Moyer program provides grants for uh school buses that are uh newer CNG technology. It is cleaner, low or nox CNG buses. Excuse me, I have to read that because I'm not quite familiar with all the uh lingo. But under AB579, all new buses after 2035 must be zero emissions. So you have a transition window. And during that transition window, the Carl Moyer program will provide grants to replace older CNG buses with newer CG buses. Um calling it a bridge technology while waiting for the electric technology or electric
097vehicle technology to catch up to mountain conditions. Um and we provided uh a lot of information in this um in the report on what it looks like, other districts that have succeeded with this and given uh steps to move in that direction. And up to 19 buses we found would be eligible buses before 2018 are the older technology that could be replaced by this program. Next slide. And lastly, um, a little bit on operations metrics. The Council of Greater City Schools is a council of large urban school districts. And I know this is here at RAM, we're a small um, school district, small rural school district, but through the Council of Greater City Schools developed uh, key performance indicators, and I've seen them used very successfully in other districts. uh in larger districts. It it
098provides a way to keep track of what's going on in all the different departments and they provide metrics everything not just operations but everything from human resources and um you know budget finance and uh having these metrics in place can help leadership understand what's going on in the different departments either on a quarterly basis or a monthly basis and and and they're simple metrics. They're like uh cost of work order, you know, cost per work order or transportation wrership or custodial workload or even utility costs. And when you watch those metrics and insert them into a graph, you you can see the anomalies and then you can actually tackle the problems before they actually become problems. So we provided um information on um implementing metrics and that is all I have. There's any questions or
099comments I'll be happy to take them >> briefly. What are Thank you by the way for the presentation and all the work that you've done. What are the qualifications for those classes and is there a limitation on how many you can apply for with that that grant? I don't know if there's a limitation. A lot of it goes through the air management quality uh district, but there to get the newer technology CNG buses uh the district would have to go through an exception um apply for an exception. Now, several districts have done this not only to um replace or um certify newer tanks, but also to replace buses. There is a a website which is provided in there that um takes you to I I provided a link that actually takes you to the list
100of uh exceptions that have been approved by the program and it includes districts who have purchased um several buses. Um 19 I'm not sure depends on the funding. Um that would be a Carl Moyer question but yes I think that um I believe there's seven or eight uh buses that were 2014. Um replacing those could be a realistic prospect. >> Say thank you. I really appreciate the structure that you put around in the you know the recommendations the I like the numerical approach and you know the ratios and the you know in terms of the you know the math as well. Yeah. No I I I as far as moving forward having those ratios having you know best practices is going to be really helpful. So thank you so much for for putting that structure
101together for us. Any other questions? Before I came to a school district I was actually a construction accountant. Okay. >> My degree [clears throat] is in accounting, so I like numbers. So, you're going to get a lot of numbers for me, [laughter] >> statistics. >> I'm sorry. Is Dr. Saviano and staff going to act on these recommendations then and come back with a proposal for us? >> Yes, we will meeting with the directors and discussing, you know, our next steps. Absolutely. >> Thank you, sir. >> Thank you very much. It's been a pleasure working with you >> at Thrive State. 97 Educational Services presentation of the 2025 2026 expanded learning opportunities program ELOC update. >> Good evening all good evening. >> All right, let Mark catch up. Um, we're going to be doing a and
102we I'm going to be doing an ELOC uh update. Uh, last time we uh I presented was last November. So, it's been a year. Um, so I'm excited to be back and sharing all of the new exciting updates going on in Learning. So, I told Jim I was going to take my time and go as slow as possible. make. >> Just kidding. Just kidding. So, a little bit on what expanded learning is. Um, it could be before school, after school, inter session or summer programming. Um, it's meant to u develop students academically, socially, emotionally, physically. Um, and it complements the regular school day. It does not replicate the regular school day. So, that is a a definition of expanded learning. What it looks like at Brim of the World Unified. Um we currently have an
103afterchool um program at all three elementary schools and open till 5:30 each day. Um parents may pick up at any point in the afternoon. They don't have to wait till 5:30, but 5:30 is the latest. Um it's supposed to be for ease of parents. So if they get off earlier, they're welcome to pick up at any time. Um it is open to all TK through 6th grade. So, sixth grade students do um take the bus from M. PH to their respective elementary schools of uh ELOP enrollment. Um we have three ELOP um portables right now at each school site. We did have two at this time last year. So, I'll talk a bit about our third uh room at each site and how we've been able to expand Just just tell me when you want.
104All right. >> Next slide. Mark next time. Uh continued. Uh we are operating a summer program that's open for a minimum of 30 days, 9hour full days from 8:00 to 5:00. Um this past summer, I'll I'll have a couple slides specific to summer, but we had the program at CH and DOE week and it was very successful. Uh transportation is to provided for students um if the program does not happen at the site of their enrollment. Um ELOP continues to be a free program. Uh we offer priority registration for all in dduplicated students are free reduced our English language learners, our foster youth and homeless youth. And then as space remains available after that then it's open to all students first come first serve but unduplicated priority. We utilize weight lists at each site. Um
105we accommodate uh students of all um of all students, those with disabilities, limitations, those with IEPs. Um we make accommodations as needed for any and all rim students. And >> off you know what your weight lists are at each of the different elementaryaries? >> I do and I will talk about them. >> Okay, >> we're getting there. We're getting there. >> Um and we recently just started doing a before school and after school expanded tutoring. Um we begun that at NPH and we'll um be doing that as well at the three elementaryaries. Next slide Mark. Uh for ELO staff uh right now we're at 22 total paid ELO staff members, one coordinator, three site leads, one per elementary, 17 instructional aids, and one itinerant ELO custodian. We've expanded quite a bit in um added additional
106instructional aids over the last couple months. Next slide. So, a little bit about summer. Um, like I mentioned, we did a summer program at CHE and BOE. Previous year, we did LE only and we bust everybody to LE. This year, summer was the opposite. We did the two farther schools and just bust the LE students up to CH and then back. Um, the bus was available for the half day program as well as for the full day program. So, there was a lot of options for parents um that needed that bus or that just wanted to sign their students up for a half day or a full day program. Um the program ran from June 16th to July 30th. So, it was a very full summer and we got a quick, you know, week and
107a half off before school started. So, um it gave a lot of um uh a lot of care to families and students that needed that help in the summer while parents are working. It gave a space for students to go. Uh I listed out some of the morning curriculums we did. We broke up the day half and half. Morning curriculums were all um steam and ste STEMbased um curriculums taught by teachers and instructional aids. Um we did a variety of curriculums and everything rotated. Families could sign up for the whole summer. They could break it up and sign up for individual sessions. It it's really um it was really diverse in what we were able to offer the students. the afternoon portion. Um we had a sports and wreck um vendor come in in Aleppo
108um and they provided um various sports and activities for students. Um we also integrated some social skills with Rim family services, some team building with Mountain Counseling. We had visits from County Fire, Running Springs Fire, Twin Peak Sheriff Station. So we tried to offer quite a variety of things. Next slide. Uh this is a little um just a little snapshot of the summer. Um again, we had a variety breakfast and lunch. We had sports and activities. Um I even had some students and I paint repaint the um United States at CH which hadn't been done in quite a few years is what I heard. So um we had the students moving and going. The bottom right is um science of the human body and each day students added to their skeletal structure um different b
109body systems. Um again we we had a fun summer and it was quite busy. Next slide. Um these are our enrollment numbers for this past summer. So we had a total of 248 students enrolled in the summer program and then I broke it up by grade level and the school site that they were enrolled at. the LE students, majority of the LEA students, um, of those 39 participated at CHE, but there was a handful that, um, chose to drive down and go to BOE as well. Um, so the majority of students we had were at BOE, 133, um, CHE68. Uh, last year when we had the program at LE, we had the majority of LE students. So, um it's coming to be a pattern where wherever we host summer, that's where we have the most
110students wanting to enroll in the summer programs for that elementary school. Um but 248 was a great number. Um we did have a slight weight list at VOE of 12 students. Um and we it started off about 20 students and we were able to get some in as some students just didn't come that were old. Um and that was up from um 176 students that were enrolled in summer of 2024. So we um we saw quite a bit of growth for this summer of Kran. Next slide. Our current afterchool ELO enrollment numbers um were and this is as of Monday 245 students are enrolled um actively um in after school ELO between the three sites. The weight list numbers are listed on the bottom. We have 31 still on the weight list at CH, 30
111at LE, and 38 at VLE. And actually, I think that's 39 because I saw one right before this evening. So, 39. Um, so we have an attendance policy in place. Um, we ask that if students are signed up for a day, they need to come on that day. Um, then if they're not utilizing their spot, I reach out to parents because I want to make sure that every space is being utilized. um so that those on the wait list don't remain on the wait list and we can get them in as soon as possible. Uh I recognize that the need is is very great for after school programming. Um especially just the homework help that they received, the enrichment portion, the social skills. We we try to um really have a well-rounded program with what
112we offer within the day. And I think our community and our families are responding to that and they are asking for more and more days all the time. Next slide. Um, daily attendance. Um, we're pretty even across the board. We will take um, a lot of the TK kinders from 12:15 when they get out and then parents just need them to stay till 2:30, 2:40 until their older sibling gets out. And then we have a whole fresh batch of students that come in at 2:40 and are there throughout the afternoon. Um, so every day is busy. Um, we saw an average of 4.21 21 days per week, which is up from 3.97 of last year. So, as we've continued to grow, we haven't even been open for two years. So, it'll be two years in
113January. So, in these last two years, we've seen families sign up for 5 days, 4 days a week. They want as much time in ELOP as possible. Um, so it's made it a challenge a bit to have, you know, staffing making sure that we, you know, so as we've had more staffing, we've also had more need and requests for staying a full week. So um, so it's still a challenge to get through our weight list, but we are slowly working through that. Next slide. Um, I ran the numbers. Um, we're logging every student in Aries. Um, so we can track all the students that have participated in ELA. Um, so this is overall between the summer program, the afterchool program, and the tutoring program. Um, between July 1st to current, we've serviced 390 students in
114ELO. Some just prefer summer. Some have done summer and after school, some have just done it a short time and then their family has moved, they don't need it anymore. For a variety of reasons, we've done 390 students for this current year. Um, and then I included on the bottom of this slide some pictures of light bulbs. Um, recently on October 23rd, we had our lights on celebration and all students got to decorate the rooms, celebrate that the lights are still on after school. Um, they wrote on there what they enjoy about ELOP, what their favorite things are. We had a glow party. Parents got to come and do a craft with their students, have refreshments. It was really fun and enjoyable. So, it was a good day of celebrating after school programs. Uh next
115slide we'll get into some some funding. Yes. >> Um the best news one of the best news of this year was on July 1st uh RIM became a rate one funded ELOP school district. Um which is very significant. Prior to this year we've been in a rate two which is a variable rate. Um that is on the right side of this chart. um and they lower the threshold for your unduplicated pupil counts to 55. It was it was before 75. So now we qualify for rate one. The biggest uh one of the biggest changes other than we have increased funding for ELO is we also now need to offer access to all students that want ELO. Before under a rate two, it's all unduplicated students. They get the priority and those are the students that
116we serve first and foremost. Um, now it's all students. This current year will still be audited as a rate two. We have the entire year to build up our program to be able to accommodate all students. Um, that's required for our rate one. Um, so we with our increased funding for this year, that is a main focus is to continue to build ELOC spaces, hire more staff, working with all the site admin to be able to eliminate weight list is the goal by the end of the school year is to eliminate weight list. Um yeah it I mean the the biggest factor here is that the rate is the same and it should be fairly consistent as long as we remain in a weight a rate one. Uh rate two is very variable. So um
117last year they revised the rate to 2,000. Um this year after they fund all the rate ones it's going to be 1,200. So I'm really thankful we're not in rate two anymore. We are in rate one. All right next slide. Um, so our newest ELOP editions, our portables are, um, the three portables that were purchased from Parks and Wreck. Um, we did quite a bit of facilities improvements on those. Thank you, Jim. Um, so we did new AC and heat systems, roofs, gutters, uh, ramp repairs, LED light fixtures, um, purchase new furniture. U, some of these spaces are shared spaces, but the the primary goal for all these spaces are for after school ELOP. So, there's three dedicated e-lock rooms now at every site. Um, we are filling them. We're still filling an additional staff
118member at LE and then we can get some more students in. Um, but all three are just about full at every single site. So, we're working on options for a fourth room, possibly a shared room. Um, I've we're in the works with all three site admin of where we're going to expand next. Um and we've also been able to make some security improvements. Um we have installed security cameras. So any student any area that elop students access, we've been able to um put in a camera and between all the different camera angles cuz each camera has like four different angles. We have 31 new [clears throat] camera views for security. The back of the school portables playground. Um not inside buildings but all outside. and then in the hallways um near restrooms that ELOP students
119use. So, it's a huge benefit to regular day because ELOP is able to fund some additional security cameras. Um you're welcome. You're welcome. Um we even caught students breaking into an ELOP room right at the beginning of summer. Thankfully, it was just two teenagers that just stole candy, but we were able to Bethany was like, I think I know who that is. And we were able to figure it out real quick because of our camera. So, we're thankful to have those just to increase our security um for our students. Um also, we have purchased additional radios as well so that every staff after school carries a radio. Um they're in constant communication about what students are being checked out, who's on campus, um to make sure that it's the safest environment for all students. All
120right, next slide. Um I wanted to share a little bit about our um survey results. Um every year we send out um parent guardian um surveys. We send out surveys to the students um and to the site staff as well. And um I'm very thankful they all come back really great. Stu um families are reporting that they're enjoying ELO. Um they're thankful that their students are completing their homework. Um they feel like their students are supported in enrichment activities. Um their students are provided with fresh fruit, snacks. um their students enjoy their overall experience in ELAC um and staff answers their questions in a timely manner and we want to be very um proactive in making sure our families feel supported. Next slide. These are just a couple of comments that came in from the
121survey. Um a lot of the comments reflected the staff. Um and I'm um so thankful for that. They're the ones that are on the front lines building these relationships with these students, building the relationships with the staff. Um, and it and it shows the students oftentimes are upset when it's time to leave when they're getting picked up. I was at CH yesterday and um, uh, a student that I didn't think enjoyed it, his mom was coming to drop off sister at soccer practice, but he saw the truck and he goes, "Am I leaving already?" I said, "Do you you don't want to leave, Eli?" And he goes, "No, I don't." And then he realized it was just soccer practice and he goes, "Yes, I get to stay." So that was that was I was thankful
122to hear that. Um so so far we're doing really well. Um we still have improvements. Nothing is perfect, but I'm I'm thankful that um our parents and guardians are seeing the the fruits of our labor. Next slide. Um at the beginning of this school year, I sent out another survey to the ELO parents of what enrichment and and academic activities they want to see. Number one always requested is homework. Um I was at a county meeting this morning. Everyone says the same thing. Parents want to have their the students work on homework. Um and on the flip side, the student survey, their least favorite thing to do is homework. So >> there you go. U but we'll continue to do homework um and provide that time, but also have a good balance where they do
123have a lot of outdoor play. They're able to socialize. they're able to work on the social emotional aspect. Um, we do a lot of arts and crafts. We have a lot of outdoor recreation, nature activities. Um, I'm I'm really looking into bringing in gardening, cooking, and nutrition. We're working on getting some bike lessons. A lot of students recognize the need. They don't know how to ride a bike. So, we're working on some things that and the students request it. I'm always asking them, "What do you want to do when you do lock? this is your program and I want this to be a place where you want to be. So I'm constantly getting their ideas. Uh next slide. So future plans. Um as I mentioned, we have expanded funding. The primary goal is first build
124up what we have currently to eliminate our weight lists. But some additional things we're working on is continuing to expand tutoring opportunities after school um and before school at MPH as well. um supporting the elementary gate program which you'll hear about later this evening and then we're working on a before school program at MH um for all sixth to 8th grade students um we recognize the need because they start so late um students really need a place to go in the morning they'll be provided breakfast the zero period class would be available to them so that all students across the mountain could access MH in the morning and then but having it be a bit different where it's a teacher-led enrichment classes. They can offer a 6 to 8 week pickle ball class or robotics
125or I when I spoke at their staff meeting, I had a teacher say, "I teach history, but we don't ever get to talk about pirates or outlaws or or you know, things like that. So, can we do a class on that?" And I said, "I'm open to almost anything enrichment based that piques these students interest." So, um so more to come on that. Those are our our plans for expansion for ELO in the future. And next slide and that's it. Any thoughts or questions? Yes. >> That looks great for the future. It looks awesome. Um when Thank you. When uh unduplicated students are in there, they sign up for whichever days they want. Is that how it works? >> Correct. And then so when when other students are allowed if other unduplicated students come in,
126do they get bumped then? >> No. No. Once they're in, they're in. Um but if the an unduplicated student signs up mid year, um they'll be priority on the wait list. So they'll bump above other students that are on the wait list, but they wouldn't bump a student out of the program. >> Is it possible to sometimes sign them up for alternating days? >> Yeah. or offer that for the other the other students to say, well, you can sign up for two days, you know, maybe limit the access so you can include more students. >> Absolutely. Yeah. And I don't have quite as much wiggle room as I did at the beginning. At the beginning, I was able to call a family and say, I don't have Tuesday, Thursday, but I have Monday, Wednesday, Friday.
127Do you want that? Now that more students are wanting the full week, I don't have quite as much wiggle room, but when I can do that, I will do that. >> Well, this is awesome. Yeah, you should you should be proud of yourself. It's awesome. >> Thank you. Thank you. And and kindergarten students, when kindergarten students are on the wait list, a lot of times I'll contact the parent and say, "I don't have it from 2:40 on, but I have it from 12:15 to 2:30. We have enough staff." I know it gives you a little bit more time where you're getting some, and then as soon as we have some extra space, we'll add the rest of the afternoon. I just want to take a moment just to if I may um just share that
128you know with the loss of community schools funding we did not receive you really have stepped in and filled the void for creating schools as that community hub. So I want to commend you and your efforts for doing that. Really acknowledge the work that you've been doing for the district. So thank you. >> Thank you. really do appreciate uh what you're able to do. Wondering couple things. So, when are you hoping to start the MPH program? >> Next week. [laughter] Not next week. Um I told the staff I was hoping in January, but I want to hire an M. PH site lead similar to a site lead that we have at the other schools that can manage all of the logistics for that site. Um so, I'm hoping by the spring. I'm hoping this year,
129but probably at least by the spring. >> Excellent. And um what's actually holding you back? What what's limiting you from being able to go to the level, as you said, with all school, all students that that want to get in? And secondly, what about um what's holding you back from doing all schools this summer? All three schools, at least the Memphis schools. >> Two hands. >> That's part of it. I only have two hands. There's only one me. Um I think for this coming summer, I would love to be able to do all three. I think we have a plan to discuss it in January. There could if measure E projects are happening, if they're replacing electrical at a site, I you know, whatever the project may be, we're not going to be able to
130have summer there. So, a lot of it will depend on what we're working on facilities wise. >> Jim said no. Um but I I feel like it is doable. Um, we have a lot of staff that apply to work in summer. We've had a decent amount of teachers that are willing to work summer. Thank you, Sizzy, Tracy. Um, yeah, we have a lot of instructional aids that are willing to work summer because it's a long summer to fill and m and nine-hour days. So, it's not just morning. So, there's a lot of logistics. Um, so I would love to be able to do three sites. I think it mostly will depend on facilities, right, Shannon? It will very much depend on facilities because we have to allow our custodian summer to do deep cleans throughout
131the throughout the schools and when we have schools that's why we rotate summer school um locations is to provide the um the support for the custodians to do the deep clean if we have it at all three sites. It really becomes hard to do the deep clean that is necessary at the sites. We're not opposed to it. We just haven't figured out how to do all three sites at this time. Um, and related to that, well, first off, real quick one, cameras 247. >> Yeah. >> So, that's why we're able to see things that are going on on campus that's not just related to Eli, >> but other things as well. >> Yes. And and I lost the thought I had that related to what you were just saying, Jen, but it seems to me
132that that it seems to me that if you don't have it at all three elementary schools, you're restricting students that need it. And and it it appears from the numbers, it's obvious that it's needed at all three communities. So, um, so I guess related to that is at what point might you do you ever lose the number one status and move back into number two because you haven't been able to meet all the students needs? >> Um, the rate two, you mean? >> Um, that would go off of our unduplicated student count. So, if our unduplicated student count goes below 55%, we could get bumped back into a rate two. Um um now that we're in rate one, we should be guaranteed rate one for at least 3 years um from my understanding. Um but
133yeah, it all depends on the unduplicated student count. And then if the if the legislature decides to raise it back up to 75% instead of keeping it at 55% as it is now. >> And are you under any financial pressures? >> No. No. Uh, no, we're we're doing well. Um, we have carryover funding. Um, we're able to use the 2324 money the following year, the 2425 money the following year. Everything carries over to the following year. Um, so that's why we've had the extra to be able to do some facilities upgrades. Um, but at the end of the day, it's it's for the students. So, I'm that's why all the future focused is what are programs that the students need? And I as just a just an observer, I've really appreciated what what you've been
134able to do and what staff's been able to do to work together to creatively use the resources that Elop has available. So, thank you. >> Yeah, >> thank you. Um I a couple questions. So, um first actually you created this from scratch with a lot of support I understand, but thank you for creating such successful program. It's really been amazing. with M PH. Um I imagine you've already thought about it, but in case you haven't, throwing it out there that possibly one of the other leads, the other sites, it's a different time. Could we somehow use the same staffing that we have in the afternoon program to work in the morning program? Is that possible? >> Right now, the site leads at the elementaryaries are already eight hours um because it includes quite a bit
135of prep time because they plan and prep every single activity um as well as do attendance and recordkeeping. Um, so it would probably be a separate position >> and possibly could any of the worker No, because there would be an eight hour position. No. Okay, gotcha. Um, for the sixth graders then is it how it's envisioned? They could potentially go to the morning program and then go back to their elementary the elementary site for afternoon program. >> Absolutely. The sixth graders will remain the same. They can go to the afternoon elementaryaries um and then also participate in the morning if they want. >> Right. Fantastic. did some numbers in my head. Um, it looks like from the sounds of it, the ELO program is servicing probably somewhere in the vicinity of 30% of our K
136through8 students. It's a huge percentage and it's pretty phenomenal. And also at Hoffman, too. I mean, that really I I didn't top my head what kind of numbers we had at Hoffman, but those those are really significant numbers. It's really doing a lot to be able to service our students and it's going to help in terms of our academic moving the needle as well. So, thank you Welcome. I just want to add one thing. Um, a recognition of Haley for the visionary leadership award from CDE. And if you haven't seen also her fireside chats with CDE on YouTube, please check those out. Again, thank you Katie. You're absolutely amazing. We're just so grateful for everything. I know at our next meeting in December um our uh county superintendent of schools of expanded learning is planning
137to come up and discuss the award that I received. So I'll just leave you with that. >> So So you'll be back. >> I'll be back. >> 9.8 educational services presentation of the financial literacy course requirements and course development. All right, good evening and thank you for the opportunity to share an update on our financial literacy course committee and uh course development. I would like to introduce our uh guest speaker with us today from the California Foundation for History that you might have seen before Unified School District teachers. So I'm going to ask you for a moment to introduce yourself as well. It's so formal. I am a former Rim of the World teacher, proudly so. 26 years of my educational career was right here at Rim of the World. I taught at MH and
138at the high school. Um, left Room of the World to go work at the county office of education as their ELA and history coordinator. I did that for 10 years. Um I retired for two weeks and um seriously and um I started working as an educational consultant with the education foundation for history education. Um and I have been doing um consulting work with Corwin as well doing their visible learning and their teacher clarity um work around the Southern California area. >> Wonderful. Thank you. Uh Barbarine has also been working with us. you may have seen previously on our ethnic studies committee and we'll be referencing that a little bit in our presentation today. So next slide Lauren. Uh for the presentation today, we're going to share a little bit about the committee structure uh AB
1392927 requirements around the financial literacy course, the development of the course, the process we're going through there, our partnership within the committee with the California Foundation for History, as well as our community student and staff members, looking at the implications for our master schedule and our grad requirements, the impact to ethnic studies, um as well as next steps. team. >> All right. Um, in terms of our committee structure, what you see here is that we wanted to make sure that all of our educational partners were included and so we invited parent and community members. Um, we had a student focus group that occurred last month which was at our second committee meeting. Um, we have our history social science teachers which will share more about the AB2927 uh requirements. um administrators uh counselors in terms
140of that master schedule impact of course our California for foundation uh for history education representatives and the ed services team next. So what you'll see for the AB2927 requirements I'm going to get you started with um and then uh Mrs. L will be taking over. Um when we look at those requirements the financial literacy course is required for the graduation year of of uh 203031. So with that requirement, the course must be offered beginning in the 27 28 year. So very similar to the cycle for ethnic studies, due to an offering period um and then a grad requirement period. Economics will remain a required course offering, which I know is a big question that keeps coming our way. Students may meet the economics requirement through the financial literacy course, but not opposite. Okay. So, econ
141can't replace financial literacy, but they can wave um econ through the financial literacy requirement, but not until 3030. >> 30. >> Yes. When the grad requirement starts. So, we have to start offering it in we have to start offering it in 27, but the wave of the economics class cannot be done until the 3031 graduates. the students who take it if they're upper classman would be as a um elective. They wouldn't be really any kind of working towards graduation. >> Not the way in which the bill is currently written. >> So, we have to offer it, but it may not necessarily be students available to take a course. >> It's a possibility. Um, and and we all know with with assembly bills, they put all these caveats into it, just like we'll talk about ethnic
142studies and yeah, just a moment. Um, and that was more of a funding issue on the governor's side. He didn't give us a line item. Um, so the idea is that the kids can take it, but they can't wave their economics class. So, they will have to take both financial literacy and economics. um if they take it their senior year, which is what we're looking at right now, then the 3031 class can elect to wave the economics course for the financial literacy course. >> I know it sounds complicated, but actually clarified. Thank you. >> It's the bill. It's the bill. It's the bill. Um the requirements of the bill, I apologize for the glasses. I can't see as well as I used to. No apology for glass. >> I know mine are I can see
143all of you pretty well. I can't see the iPad. >> You're right there with me J. Yeah. Um so it is going to be a standalone course which means we cannot mix it with any other course and I know that that is very impactful on our A3G requirements. But according to the assembly bill, it must be a standalone course and the focus of the bill in its entirety and the course has to be um personal finance. The bill itself gives us 13 different requirements. We worked just was it just last week with your the week before with your teachers and [clears throat] consolidated those 13. The 13th one was and any other thing you might want to add to it. um to about nine different categories and we'll show you that on one of the
144slides. Um the idea of the assembly bill is to give students the opportunity to understand how finances work, not just while they're in school, but after school. and you're going to see some lovely comments by the students we had a wonderful opportunity to talk with about what they think should be in a financial literacy course. Um the state offers the opportunity to provide a curriculum guide for us by May of 2026. That is still um an opportunity that they're working on at the CDE. However, um because we know that the state sometimes gets a little busy, they also provide us a caveat that says just in case there isn't an adopted um curriculum for us that we will as um our own districts that we're working in across the state of California have to be
145created and come up with our own. There are textbooks out there that are available. um they are just in the beginning stages but McGra Hill has one that's out there but like economics it tends to be a 635 page textbook for a semester long course. So um a lot of what your economics teachers are doing now can work in with because they infuse financial literacy into your economics course anyway. So, we had a lovely conversation about that as well last week when we were talking to your teachers. >> Excellent. >> This is what I covered in the in the event that they don't have the model curriculum ready for us. Um, they want us to know that we still have to move forward with the course whether we got that. >> There's two slides. slide
146got duplicated. >> Yeah. >> So, looking at our committee meetings to date, as Barbara has shared, our first meeting, we talked about the course purpose. Um, we went over the 13 um elements of the requirements. Um, and a key component was in both the first meeting and the second meeting was we had parent voice from about 8:30 to 10. I think the second one went even into 10:30. There was a lot of parent community feedback [clears throat] that came with that. Um, even prior to starting the financial literacy um, uh, committee, I had met actually with a REMD Foundation at an event and had several parents and community members at a REMD Foundation event share some thoughts about what we might want to consider um, that we're also sharing with the committee. Um, they specifically
147noted things around um, security around financial um, literacy especially as AI is coming around um, and you know, you may put into AI, okay, create my financial plan, right? And at the bottom of AI, it says can make mistakes. So you want to consider right as they are learning new technology sources that they're also being wise, they are savvy and we're teaching them the skills, right, to be independent with that financial well-being. Um so that was great feedback from the foundation partners. Um so you see again on the second meeting again we brought in uh parent community partners, dove a little bit deeper into the 13 requirements. Um, we had them posted throughout the room and really dove into what that means. Um, and then we also had the student focus group where the students
148were able to provide feedback on what they know, what is their current financial literacy understanding, where did they learn it from, how did they come to those to those pieces and what did they want to learn, right? What did they think that maybe they might need in their future? Um, so that was a really powerful and we'll share some of those comments that we had from a student shortly. We use the same student focus group that we're using for the LPAP educational partners uh student focus group at the high school. Um and so they were very comfortable sharing here >> very open sharing which is great. >> Um meeting three is coming up in January. Um that'll be the last committee meeting um where we come together and really finalize some of the details that
149you're hearing. Um and then meetings four and five which happen in February um are going to be where we're doing our curriculum writing. Um, and similar to the way that we did that with began studies, um, they'll be doing the curriculum writing and preparing the course development for UC doorways. Uh, we have some backup. I know it says on there it could be going through March. We have some backup days in the event of snow. So, we have to adjust those. Uh, next slide. Um, so some of the student voice highlights that you're seeing there. Um, yeah, again, as we talked about, we asked them, you know, what do they already understand? What is maybe they've been taught by their families um, about financial literacy? what are topics they feel unprepared for. It's interesting how
150even you have juniors and seniors talking about not really knowing what insurance does or how it works or how how it's impacting their livelihood. Um so we'll we'll add to that in a moment. Um but what meaningful learning experiences they would like to have around activities, simulations, budgeting projects, hands-on financial decisionmaking. Um, they really want to see this course be engaging and hands-on and practical and implementable where they can take it out and feel like, okay, if I'm going to go buy a car, I understand it. If I'm an 11th or 12th grader, I already have a job. I can take a look at my paycheck and understand how it's broken up, right? And then when I go to plan for, you know, maybe jumping into an apartment, buying a new car, you know, what
151are all the costs that are involved with that so that they're budgeting and not just thinking about paycheck to paycheck, but how are they planning for their future? Um, so we have some uh really great um comments from men. So as you take a look at that slide, I'll read a few of them. I don't know if you want to highlight any ones that really spoke to you. I think they all did. The the kids were absolutely wonderful and they they truly didn't hold back on anything that they said. A lot of them started out with I don't know a whole lot about finances. you know, it's I get an allowance or I don't get an allowance or I have a job and I still don't understand net and gross. And so the conversations were
152um absolutely wonderful to have to see what they really wanted. But the one that stood out to me was um the one on the bottom right hand corner, a financial literacy course should be hands-on. We should bring in people who can help us understand how money works, not just read about it on a book. And so the idea that they want to hear from bankers, they want to hear from um different career opportunities. So they think they might want to do this for a living, but financially can they afford to do so? Um do we want to stay in our own community and give back or do we want to move off the mountain? Um one of our parents was a uh I I'm embarrassed because he's 44 years old and he was a former
153student of mine. I can't figure out how that happened because I'm not even 50 yet. But um but it was lovely to see him and he just said, "Miss Lane," and I said, "Do I know you?" And and he's a man. And he was very adamant about the fact that he didn't know enough about how money worked in order to make the decisions that suited him. and he found himself early on being in debt a little bit more than he wished he um had been in. And he talked about the fact that his family moved to Orange County and trying to understand moving from the mountain communities to the Orange County communities and making sure that our kids really really understand that there's a little bit of sheltering up here and then the realities of
154what it takes to survive inside of the communities. And so, um, he was very impassionate about that, but he did come back. He's raising his family and he's a part of our community. And, um, [clears throat] >> He's a real estate agent. And, um, very pleased to be able to have a voice in this course that's going to be developed. >> Yeah. And further on the student voice, it was really interesting to hear them talk about um, their fear of debt, >> right? and what they've learned maybe from family or friends um about what that means, what loans entail um but just watching some kind of challenging stories and people that they know that they wanted to avoid but they didn't really know how to start, right? Because they knew that they wanted to go
155to college and they know that they want that that's going to require the FASA, right? Um that they're going to have some debt, you know, as they're diving into that. Um but like what is good debt and what is bad debt and how do you manage debt, right? and how do you look at that ratio and then when you want to go and buy a home and so um really having a lot of that feedback was really interesting because they really did lay out their cards of like just feeling like because many of them are seniors >> they're like I'm I'm going to be doing this on my own very soon and I really want to be able to be empowered and have the knowledge and skills to navigate that on my own. Um, so
156next, >> yeah, so more of the quotes. We won't read all of them, but um, you can kind of check those out and see what they were sharing. Next slide. Uh, parent community um, input. A lot of our parent community members really focused on real world readiness, um, navigating post-secary financial decisions, um, partnerships with financial institutions, um, relevant and inclusive examples, support for multilingual learners. So again, as we've heard earlier tonight, um even about our parent engagement night that really, you know, it's a little deviation from this presentation, but um our parent engagement night for our multilingual families that were planning for January really came through our ELAC and our ELAC wanting to create that sense of community within our ELAC and DAC um but identifying what needs they have. And it's interesting that a
157financial component was included in that. Um and so we're very excited that each of our school sites has um staff that is going to be bringing the different boobs if you will to that e parent workshop um and yeah for supporting our whole family learners and families. >> So I have a question on this one in terms of parent implement or when we say uh partnerships with local financial institutions um are we also looking into bringing in like a financial planner you know so that if we're talking future what does that mean? What does that look like? You have a six-month emergency supply list and then you have your 401ks or whatever you're going to do and letting the kids understand because, you know, California now has that Cal Savers plan. It's a forced plan.
158Super excited as a small business to manage it, but um you know, mandatory 5% minimum and all that other stuff. And it's like when people don't even adults don't even know that >> that that's a mandatory plan. And so I just are are we that is that kind of some of the stuff that we're looking towards too is really I know it's kind of nitty-gritty but it's not you know especially if they want to go for a job and they go what what they should be asking is not only your salary but what are my benefits package? what are you offering pension plans and all this other stuff? So, >> and we talked >> those right questions >> around the idea of like guest speakers and bringing in the financial institutions, business owners from the
159mountain so that it makes it real for our students, but at the same time they can ask those questions around what does that look like? You know, should I have um should I enroll in disability? Should I enroll in these different insurance and and opportunities, 401k, your your Roths, your IRS, you know, do I invest in those things? because they're thinking at the dollars and cents that they're going to bring home on a monthly and how they're supporting their future. One day they will retire. They may not be thinking about that right now, but they want to make sure that they're planning for it as early as possible. So, I think that was a highlight of both uh our our community partners as well as our staff who were sharing that the guest speaker component
160and making it engaging and and really saying what does this really look like for you and what are some of the things you need to be looking out for? And it is going to be one of the things that my colleague Frank and I that I work with um on this with um Jennifer is um creating a bank of names if you will that we can reach out to in our community um so that we have this running resource regardless of who's teaching the course that we know that we can contact the financial planners, bankers, etc. >> And we've already capitalized on that a little bit. some of our parent community members um came from our principles reaching out um to communications and thank you Mr. Gomes for um specifically that real estate agent um
161having those partnerships and and um you know that that community engagement piece is going to make that list even longer. Um so that as we go to next slide and look at how our teachers will be building the curriculum and the 13 elements that are required in the course you know we're really identifying those essential standards but how are we sequencing the course taking a look at those lists how are we bringing in each of those components in a meaningful way um and that'll really be a deeper dive in the January meeting um when we take a look a little bit further they will go pretty deep already but now they're really going to start sequencing so that then when they get to their curriculum writing days um they have a wealth of knowledge there.
162>> Okay. Um some of the things and I we don't have the 13 components up on the slide for you, but it really is quite detailed what the state has laid out for us. So in setting up this class, we have to have these components in such as banking, personal banking, um savings accounts, managing fees, principles of budgeting, employment, and understanding factors, um net income, including topics that are described um in things like the effect of credit. Um what does it mean to use a credit card and what happens if it's 29.6% 6% and if I only pay the minimum amount, it's going to take me 30 or 40 years. Jordana, you're a math teacher. I'm telling you the preaching to the choir here. Um, uses the cost of loans. Um, the idea of student
163loans, is that a wise investment at a student loan? Um, can I afford to pay for school? Do I go to a private school versus a um a Cal State because of the cost of that? Um, what about loan forgiveness programs and the whole idea behind it? There's insurance that we have to talk about. There's investing that is required. Um consumer protection is another big one. Identity theft is another major component. So the bill really laid out some specific items that have to be addressed in >> and of those 13 then you can see the the course design framework here. We condensed those into 19. So year or nine year your 13 are in nine. so that in an 18week course you've got about two weeks for each so they can pace those out um
164and really look at how they can intentionally plan each of those. >> So Barbara mentioned um insurance when you were listing the different 13 different components >> or just the whole concept I hope of just risk management. Um now side note my fin the reason why I went into teaching why I became a math teacher was financial literacy seeing um a lot of people in my life making huge mistakes finding themselves in a big financial hole. I was fortunate as a young adult to really do a deep dive into this sort of I don't know you know education. So I've been for years very much on the bandwagon of we need to have financial literacy for our students. It's a It's a life skill >> and very much so. So, that aside, so I've got
165notes like crazy here, so I I won't go I know I I'm also knowing that we're short on time. So, risk management in terms of insurance, um making sure that we're hitting the whole strategy in terms of having an emergency fund and then allowing us to be able to take larger deductibles so that you know, I mean, just the strate the bigger strategies. I'm worried sometimes with the textbook it might go through this is what this is and this is what that is and um having when I taught pre-calculus I would take a couple weeks out of this normal um curriculum to do a deep dive in the financial planning the high the seniors were hungry for it and they would come in it was one of the most there's no need to motivate students
166when you're dealing with you know how are you know these are really real problems they're going to be facing in in the next couple months I'm very concerned about making sure that we talk about things like delayed gratification, which often times that could be, you know, I got my big paycheck and I'm going to go spend it all and um being able to understand what it means to have save a little and be able to understand you're saving for the bigger future and having compounding interest, be able to build that stronger future. So there's a lot of different things that just it's more the wise that are built into the concepts and the strategy that I'm really hoping that we have that bigger picture focus as we're putting together the curriculum. It's incredibly important because
167having the knowledge may not necessarily be providing them a framework of what our best practices or what are your risk tolerances tolerances in terms of being able to um um be able to do this stuff. So, um, I've got a bunch of things here. Concerned about making sure that a lot of our our kids become 1099 employees and they don't understand they're going to be paying taxes the next year. >> So, making sure that we have those protections so that as they are earning their money, they're not going and spending it all and then a year later have this ginormous tax bill and don't have the money to pay for it. So, >> that's a part of it as well. They have um taxes, tax advantages, um 401ks, retirement accounts, stocks, bonds, mutual funds, um
168the impact of personal currency and tax wins of the paycheck. >> Index funds, different types of mutual funds. >> Yes. >> Yeah. Um and then another thought that um having something they call like a like a um a reality check kind of like a three-hour 4 hour like fair where there is a simulation of life in terms of what financially looks like having different kinds of booths. So kids are given some sort of an idea based on your career. This is the education. This is your what your paycheck's going to be like. So as you go through all the different booths, what is going to be taken out of that paycheck and really what to expect in terms of living life. So just throwing that out there as well as the possibility and being able
169to have students experience in the course of hours a reality check in terms of what happens with the money that you're earning and really what is your discretional income. So I just did a deep dive. Sorry about that. But just um I'm very excited about this. The kids wanted it to be more of a simulation type of a class where they get a a proposed paycheck and they have to go through it and then they have to create budgets and understand how do I save 10% when there isn't 10% actually left. >> You pay yourself first, >> right? And they really did. I think there were more than half of the kids sitting around the table that said we we want it to be real life. We want it to be relevant not just to
170our age now but as we progress through college or career. It might be worthwhile. I know H&R Block has an online simulation that is over the course of a semester. And I know that I'm sure that you know I've used that and I used to be free. There are other simulators out there allow them students to do online bill pay to be able to go through buy insurance do all that as a simulation. So the curriculum could also possibly be out there already in some sort of a real [clears throat] reality simulation which would be really super cool. >> New check reality check you pick. >> I would affirm what the students are saying. We at any given time have 10 to 12 stu young people, some of them still students that are working at
171our coffee shop. I still have people who have checks that they haven't cashed for over eight months and some longer. And that I'm like, how are you able to do that? Well, because they maybe it's [clears throat] not even understanding not even understanding the value of that check and that it's you got to do something with it instead. Just stick it in a box. >> It's All right. Next slide. >> See? >> Um, so one of the questions that um has also come up because when we were originally pulling um together the committee for the ethnic studies course and um at the time the information that we had was was building ethnic studies alongside financial literacy as two requirements um in the master schedule. our committee determined that they wanted to see um the courses
172both taught in 12th grade um because they wanted to consider students that were potentially transferring in or out, right? And that to make sure that they met the requirement if another district, you know, didn't do it yet, right? They did it in 9 through 10th. Ethnic studies had that flexibility. Um but so what happened with our uh committee is we took a look at ethnic studies because we were planning in the master schedule to back them up. So if you still had g econ and you had ethnic studies and financial literacy um then it would match up in your master schedule. But with the caveat of the fact that um this can wave the econ standards we also had to dive into okay what do you see in the econ standards versus what you see
173in the 13 components of the financial literacy course. Then we had a conversation and forgive me it's a couple layers here around ethnic studies and how it can be um kind of relooked at reconvene ethnic studies committee to see if we want to embed it in a course so that we again are looking at the master schedule and the impact to our students. So when we had those conversations we also looked at the ed code around ethnic studies and the caveat of funding and that ethnic studies is currently on a pause. So, um to kind of share with you what the committee discussed, which essentially is the same members who are on the ethnic studies committee, I think give or take one or two. Um they talked about um um saying let's pause ethnic studies.
174Currently, we offer ethnic studies on Ingenuity um at all of our high schools and um putting that on a pause until there is the financial backing which is identified in the law. So once it is a funded component because the law requires it to be funded then we could utilize that funding to reconvene the ethnic studies committee and in the interim we still have the egeneuity course as a backup. So then for the um overlap of offering financial literacy and pulling into the econ side you have the offer in 2728. We did check in with egeneuity and they do have the financial literacy course available. Um, and so you could essentially offer on egeneuity, but what we talked about with like our counseling staff is when they do their course requests every year is to
175identify where your course requests while essentially that um, financial literacy course would be an elective because it's not yet a requirement. Um, and so essentially it would be an egeneuity course and then flip once the grad requirement happens or econ can go on egeneuity since you have to still offer it and then your financial literacy could become your inperson. But again, taking a look at those course requests, working at with your master schedule, it kind of created some complexities, but our uh committee really thought through each of those pieces to have a plan moving forward. Excellent. >> The question on the economy to egeneuity, does that still become a UC approved class and worked into your GPA, all of that? >> So, and it's still a grad requirement, >> right? until 3031 and then we
176would be waiting for CSBA guidance on how to adjust the board policy. >> Okay. And is egeneuity going to do what you're planning on doing without course? >> Doesn't seem like it would. So as you know is going to be required to still um we found that they covered nine of the 13 elements and so within our time frame of when it has to be offered we'll have to work with um egeneuity to ensure that it covers the remaining of the 13 but they're going to cover it in a virtual format. So there's going to be different slide there. I think we talked about that one already as well. So, we can click on um implementation timeline. I think we talked about as well. Um we've been talking about this since 2024. Um and we'll
177be in process through 2026 to build the course. You see the offering in 2728 grad requirement 3031. >> Next slide. Um again, we're appreciative of that partnership with California Foundation for History. I'll tell you during one of the committee meetings, they contacted CDE during the meeting. um just to and espec specifically around the ethnic studies requirement and CDE's um understanding of the component of it being paused. So like you've probably seen you know all your all your ed sources around ethnic studies being paused because of the funding component and they have not been given given any guidance either from from the governor's office to the um CDE. So they it's literally been crickets. it was not expected not to be funded. Um, and when it wasn't funded, I think every high school in the state
178of California jaw dropped and said, "What do you do now?" But in the law, the bill itself, it said that this will be a graduation requirement if it is funded. And then I think there was an awful lot of push back um that they felt that they needed to pull back and try to meet the needs of various groups. Yes. So, just wanted to highlight at the end here that what our community is saying is that it's crucial that we um really have intentionality with the expertise of this course design and u by working with the California Foundation for History and really being able to dive in with the committee, it's given us an opportunity to do that intentionally and methodically and to make sure we're doing that right, but that we're also listening to
179our community and to our students about the financial health and well-being of our students in their future. Next slide, please. That again gives you the remainder of the timeline um and how we'll be working through once we have the curriculum um written in February March range then of course we'll go through the process of submitting the UC doorways submitting to the board and going through that approval again we just want to thank you for the opportunity to give you an update and questions >> I have one more is there going to be any certification for people who would be actually teaching this when they understand we're putting this in social studies but that doesn't mean that they understand financial literacy the teachers. >> There isn't any certification right now. It's going to there were two
180places in which it could live. Um, and history seemed to be the best place to put it. It could also have been a math piece as well. Look, your economics teachers are already adding components of financial literacy into economics just like we had a quite a hefty conversation about the principles of economics should probably be laid out the first few weeks so that there is a foundation upon which to build all of this other information. So um they are they are doing it now even though it isn't a requirement as a component to economics. They're just excited to have the opportunity to give it >> more of an emphasis because it's the practical side of living outside of high school and they really expanded upon it in the committee meetings really highlighting that yes they
181teach econ but they teach so much more than that. Um, and one of the teachers invited me to his class the next week to see his uh, Shark Tank duty where students were building their own businesses and myself and another teacher were asking them every question under the sun about how they were financing their business, how they were paying for benefits, their market for it. Um, it was an amazing project and um, but it really highlighted the ideas and the projects that they're already embedding into econ. Um and it is uh part of the components having been a former history and econ teacher um of really understanding the econ principles to be able to teach financial financial literacy. >> We heard she was really quite a tough question. Any questions? >> Thank you and thank
182you. Thank you very >> Oh, let's get the good stuff started. that let me let me uh 9.9 educational services presentation of the 2025 2026 school highlights at Valley of Enchantment Elementary School the best elementary school as I heard earlier Dr. on the moon. >> Um, so >> excuse me. >> Hi. >> Um, before I get started though, I do want to thank everybody that was able to attend uh tomorrow's readiness starts today. I am always always looking for time to highlight and uh showcase the amazing work that happens at BOE. And yesterday it was it was on point and it was there and and Sydney and Miss Holly and Jenna, they did an amazing job as all our staff does every day. So that's the best. All right. [laughter] >> That is you too.
183Um so when I was going through my presentation and putting this together um when I pulled our mission and vision statements VOE truly lives its vision mission and vision at VOE we empower our students to thrive as compassionate curious and female global citizens. We cultivate strong academic foundations, critical thinking, creative and resilience while nurturing each child's individuality and love of learning in a safe supportive environment. And we do that every day no matter what. Um in our vi our vision we work together to create engaging and inclusive learning experience. We strive to inspire lifelong learners who are prepared to adapt, collaborate and lead in an everchanging world. This page gives me a little bit of anxiety because it's constantly changing. Um but I made it on u when the slide got created on Monday. It
184has changed since today. Um, [clears throat] I pulled the numbers. As you can see, the numbers are not accurate. When I pulled them today, our current enrollment, including preK, is 603. We have 588 students in TK through 5th and we have the 15 students in the preK building. Um, our ratio is 15 to1 for the preK. TK through 2nd, it's 23:1, and in the third through fifth, it's 31 to1. So we um there is definitely a sign somewhere down the hill that says welcome to VOE. It's the best because they just keep coming. So um thanks Mark. Um so when I first looked at the Casp dashboard and how I wanted to help display it, you know, as a principle, we look at these and we think, you know, there's never a good way to
185to roll out data. But I went back to a point that Jordan, you said yesterday at our panel discussion and one of the things that Jordan said yesterday was that change happens with sustain programs within a 3 to 5 year peri 5 to sevenyear period and that is 100% true. So I pulled the data and I looked at the overall positive story for VOE over a three-year testing cycle 3 to 425. Um VA demonstrates clear consistent growth in ELA math and science over the three-year periods. We have many groups that have notable multi-year improvements helping near the achievement gap. Math and sh science have shown some of the strongest gains especially between the years 23 and 24. The instructional systems MTSS supports MTSS coordinator and interventions are resulting in real gains reflecting across multiple subgroups
186and the 20 25 data indicates that we are making movement across ELA and the CASP. So I can never just target one year because I need to change the total three level. Okay. So for our school plan and student achievement, we have three goals that we focus on at BOE. fostering academic excellence and promoting professional growth. Goal two, creating a safe and positive school environment through culture, climate, and facilities. And three, cultivating family and community relationships. So, goal one, when we look at DOE, we need to think about some of our strongest points. Uh we have the availability and thankfully the funding for additional title one supports at DOE that some of the other schools don't have. We do have MTSS coordinators and services, EL services, and we together bring in things like dog reading
187and Saturday school. Um we have and house the largest Saturday school program each month and um sometimes we'll run twice a month. Um our kids not only come for the engaging activities and lessons, but they come for their meals and they come for their socialization. It's a a me rocks Saturday school. Um, our staff designs lessons that are engaging, rigorous, and standards aligned. Our staff uses evidence-based strategies, inquiring, hands-on learning, and opportunities for critical thinking. We also provide small group instruction, targeted interventions, and enrichments to ensure students receive the supports and challenging they need individually. Um, this year, VOE um rolled out the UA model, which is universal access for all. And we have seen tremendous growth just in the first round and we've already started our second round of the six weeks intervention cycle.
188Goal two please. Okay. U creating a safe and positive school environment through culture, climate and facilities. Um one of the things that uh BOE is strong at is our PBIS systems and that are in place. But this year with the help and support of our PBIS team, especially Jessica Vizas, we've introduced rooted together. Um, and that's to strengthen our family and community connections because we can talk all day about the language and and our culture and our values, but we wanted to make sure that our community also had those same um language and message as well. So, we partnered with some of the businesses in town. They have um for instance, a couple of the restaurants in town have place mats that say our vision and values here at VOE. And then every month what
189we are targeting and focusing on. Okay. Three, please. Thank you. And goal three, cultivating family and community relationships. Um, if I was going to say anything, BOE does this really well. Um, we are a huge family and we like to bring in our community partnerships. Um we've had amazing, you know, we have amazing community uh science nights, family paint nights, uh community, uh garden project, but um I have I'm very very thankful for our PTA. Uh they go above and beyond to support our students and staff. Um they do things every month for us. Um just this month, they put together a food drive to support at least 35 of our own families for Thanksgiving meals. And they had the support of Goodwins as well. Um, so we do that very well. And then the
190last just picture got our babies. Any questions? All right, that was I as fast as >> Thank you so much. >> Hey, >> this is my bedtime. I expect that call from sto [laughter] 9.10 educational services presentation of the 2025 district and talented station program. >> All right. Good evening again. I think you've seen us before. >> Familiar face. >> Yes, lots of familiar faces. So again, thank you for the opportunity to share a g update with you. you've got the presentation in front of you and you also have a small packet of some of the sample documents that you'll see referenced there. Um and so just wanted to give you a little um piece of information about the the journey for GATE. Um our last um uh group of students that was GATE tested
191was the current sixth graders. So our journey this year will be identifying third through fifth graders so that we can um close that gap there. Uh but also we want you to know we've been working on this for a while. um meeting in I think it was the spring of last year and maybe even a winter last year u meeting with gate coordinators, instructional coaches across services, lots of collaboration meetings on how we were going to look at what is our gate program, what does it provide um and and truly how are we messaging that to our families and making it an enriching and intentional piece. So really want to say a huge thank you to um our site administrators, our ELOP coordinator. you're going to see some great things that she's going to be
192bringing into our gate program to really um shift this because as we were looking at the past of the gate identification assessment. Um we were feeling like it was missing some students and so we looked at a multi- measure system and so you'll see us reference that uh too. So you like it. >> All right. So that overview which you'll also see um within this packet gives you um the breakdown of how students are identified for date moving forward. We're going to be starting that um identification process uh very soon and hoping to wrap that up by about February at the latest notifications by March. Uh but starting that program immediately and really looking at what that enrichment and curriculum are. Um so if you take a look at that identification list um and I
193believe we're going to go into that in a little bit more depth, the students will need to meet at least three of those criteria. And again, we wanted to look across multiple measures. Um, and we also want you to take note in the packet, um, one of those pieces which we, you know, always want to be intentional about is the gate identification teacher nomination rubric. And our team did a really great job of pulling together what that would look like. So that it was a database system for us to identify some strengths in areas that wouldn't necessarily be seen in I Ready or CASP, but would demonstrate um, an opportunity for students to demonstrate that they are gifted and talented um, in other ways. And that again, our teachers know our students best. they see
194them day in day out and that they could really use a rubric that was database as one of the potential measures that would be one of the three. So next slide. So essentially this slide um gives you an overview that we're really looking to provide a rigorous engaging and equitable gate program so that we when when a parent says okay my student was gate identified now what does that mean you know we have those details around what is that enrichment during the day as well as afterchool opportunities. So the program will operate in a six- week cycle offered after school as well for three from 3 to 4:30 at each elementary campus. Um instructional groups will maintain a 1 to20 adult to student ratio ensuring both safety and meaningful engagement. Um but again it's it's
195key that we note that um this will also be um available to our uh our RBA students as well. Um and so they could go to their home location elementary to take advantage of these opportunities. >> I pass it over to Miss Bethany. Yes. So as uh Miss Whiteside said, you know, we needed to look at some multi- multi-ter criteria to get these kids because in the past we had been giving our students one test and that one test was missing a lot of students. Um some kids are not test takers and we know gate kits don't necessarily they're they're not necessarily just the test taker. Um so we decided we came together and came up with a teacher nomination rubric which we'll look at in a moment. We also knew that we did need
196to go ahead and look at common district assessments. I ready diagnostics and their cast scores. Um and of course attendance and behavior will take a place. Next slide please. All right. So this is your um gate identification page. It will be broken up into nine sections identifying the gate program. As you can see the first two are I ready diagnostic both ELA and math. Your numbers three and four are your common districts assessments for ELA and math. Your five and six are your cast results for math and ELA. Seven will be the teacher recommendation rubric which we'll look at in one moment. Your attendance and of course behavior. Okay, we want to look a broad picture of the whole student. Next slide please. [clears throat] So this is our district gate rubric. The teacher will
197have to make a recommendation based on eight sections of evaluation. the uh advanced verbal written expression, rapid learning, grasp of new concept, problem solving, relation uh reasoning, task commit, um let's see, task uh commitment and then um curiosity, inquiry, uh creativity, leadership, and emotional and social maturity. So the teacher will have to go ahead and this is all for grades three, four and five as well. Okay, so they need to go through the rubrics for from a four to one student. Next slide, please. >> All right, the enrichment piece. Um, we're going to be offering after school enrichment portions. Um, one activity per trimester for students that are identified in the gate. So, um, uh, we picked three different um, curriculum components that to peique students interest um to give them access to something that
198they wouldn't get during the regular school day. Um, and to just uh, challenge them not only academically but creativity. creativity as well. Um so the first one is Clay Nation. Um it's u offering students the opportunity to work with clay software, cameras, lenses, and then it all culminates into them doing their own student film festival where they would showcase their own Clay Nation movies. Um and again, this would be like a six week project they would work on and then showcase that together with with the other students and their families. Next slide. Um the next um component for the next trimester would be drone designers. Um it uh integrates drone indoor drones and the students would come up with um uh creatively designed costumes um choreographed flight paths so that at the end of those
199six weeks they would actually perform a drone showcase demonstrating a coded aerial routine um and sharing how they came up with that design process. Oh, we're out. Indoor drones is what I had envisioned. But [laughter] uh next slide. And then um the last trimester will be a right brain books. Um the students have access to books um that are illustration only and they are the ones that come up with the stories and then at the end of it they get to produce their own published stories. So they um will take these books that are already made but then add their their literacy component to it. If >> I could add to that one um for this specific component was something that Mio, our um assistant to the office of ed services and I um we
200saw a showcase on this at a at a um a training about two years ago. Um and it was something that we had shared with Kaylee and and thought, you know, I wonder if this is something that students would have interest in. I may have tested it out on my own son just to see how that would work out. Um, but it was really interesting if you actually see what these books look like and how they they really spark students interests to be creative and to take that next step and to say what do I see and what do I see on the pages and how can I tell that story and then when you look at the different students and how they build the story is it is a really um innovative thought and
201even the title right brain books you know and and how the students can really showcase that. So, as we're looking at these different curriculum components and really trying to engage a parent night where our students can showcase what they're doing and how they're engaging and how they are being enriched through the gate program. Next slide. >> Okay. Um so, some program goals and expected outcomes. Um three different categories. Um academic and cognitive outcomes. Um we really want to strengthen their analytical and creativity, their critical thinking skills, um literacy, writing proficiency, um and then develop their technical, logical, and um engineering literacy. Um social emotional outcomes, um obviously we're giving them the opportunity to build self-esteem, working together as teams after school, um having that collaboration in the leadership skills component, um promoting perseverance and problem
202solving. And then the STEM and real world skills um just providing them the hands-on exposure to these um um to these projects to get them excited to um just increase the exposure to something that they wouldn't have during the regular school day. Um >> yeah, next slide. >> And with any program, we need to make sure that we're assessing it and evaluating it along the way. Um so to make sure it's effectiveness, we'll give a pre and post participation survey to both students and staff. Uh teacher observations and student work samples. We'll continue with the gate rubric and progress indicators. Of course, family feedback um and participation data across all three campuses. Um and essentially just wrapping up and approing um our gate program. We're hoping it'll be robust, engaging, and really demonstrate that enrichment
203that's equitable across our advanced learners, integrating those components that we talked about that really value student voice. Um, and it aligns with our district goals. Um, because I always have to drop the LC gap in, you know, u, but again, high quality extended learning, um, and talent development, but we really, uh, again, in all of our collaboration meetings, we're talking about how do we make sure we reach students, right? because their genius is found in different ways and how do we utilize multiple measures to identify the different areas that they have genius and really capitalize on opportunities that they're going to find engaging. You have any questions? >> I do 18 weeks starting in January or when do you plan to start the program? >> So, we'll begin doing um the original assessments from teachers,
204the rubrics. Um we'll get that rolled out hopefully is be rolled out from Christmas break. Um, and then we hope to have students in the seats coming in February. So, we won't we won't necessarily get all three out this year, but we've got the three established for the coming. >> Fantastic. And are you looking at as far as the three different units having them happening in parallel at each of the three different elementaryaries or is it going to be one, you know, like it'll rotate through the grade? >> In other Yeah. Is everybody doing the same thing? So, if I'm at BE and then I go over to CH, sorry. Yeah, actually I mean Cindy's paraphrasing that. So is it all going to are are they going to be doing the same unit at all
205three sites at the same time or will it be that it rotates so that >> the one you know so six weeks here and then they'll get the next six weeks in a new one but that first one will go to another site. I think for effectiveness and to see how the program is working, we should all do the same at the same time so we can evaluate. >> Maybe not necessarily on the same exact day because it'll depend on the staff member though, but yes, the same time. >> This is exciting. Thank you. >> There's a lot of creativity in it. Um, which is which is really cool. Uh, I'm not sure I see math much in it. >> Oh, yeah. >> In your in your drone. >> Drone encoding. Yeah. >> Yeah. We're
206trying to hit all different modalities with regards to and and curriculum based. So you have your your um your drones, your math, your designing for your art pieces, you have your your writing. There'll be all different components. We're trying to hit them all. >> Apply math here. But also as we're looking at um UC Davis C stem we are looking at expanding that in terms of our map of the robo blocky and the link box um across all four through 8th starting next year. So we have a lot of things that as well and a wonderful map pilot happening now. Feel free to check out the materials. Thank you. Um, I really appreciate the this teacher nomination rubric because when it was one test the it was leaving out those k those artistic kids, >>
207the ones that think in that side of their brain. And so I really appreciate the fact that in the in the rubric is the creativity and um because that test really missed that huge slice of our of our student. So I appreciate that. In terms of our gate coordinators, are we they still will be a part of an oversight overseeing it? Are they going to receive gate training? You know, when I'm they we used to have the gate coordinators be trained in gate and what does that mean and what does that look like and blah blah blah blah so that they are unformed in does that make sense? Well, I think it would be would it be ideal for our coordinators to all collaborate to work together. I think the idea of what gate was
208has changed, right? >> It's not the same um service that we would have given years ago. Um and so that meeting and the collaboration meetings look different to our current standards, >> right? >> But we are open to um gate trainings, but we would want to make sure that it is all-encompassing, right? So that it's not just art or just science or just >> No, I agree. But it's like that comprehensive >> just so that I one thing that we get kind of hit on is that we do not provide enough support our staff or or our coaches or whatever. And so I'm just asking that, you know, we throw somebody in a deep end of the pool. What does that what does that job entail? What does that oversight? What are the expectations for
209the oversight? And so that that's why I'm asking if there's going to be training. How does that look to fit the program and the needs the needs? That's up to you guys. I just want to know we we get a lot of we get thrown under the bus so to speak that we do not provide the support. We do not provide the training that we don't have one person who's moving out of position be training the next person moving into that position. And so I'm just trying to make sure that we are giving that support. >> And I think and I'm going to um touch a little bit when I were talking about this program. We said that we wanted to not only tap um staff members that one had an interest and a desire
210um both teaching staff, elop staff, whoever it may be. Um that they they're coming in with their knowledge as well and their drive to do this. are be coordinators in my vision just being my vision right now is the overseeing of here's all the kids and more of a management at that point here's all of the kids here's the timing you know our guidances um just so that's more of a coordination >> may I also just interject for a moment you know one of the true um indicators of gate outstanding gate programs is that you know that multiple measures that we look at all measures in which to have students have the ability to access the program. In addition to that, uh project based learning is a really big function of of gate and pera
211perhaps maybe some support around project based learning which encompasses all the things that um that the district has developed around this. And I really uh appreciate the fact that you also have you know teachers weighing in on as as Trusty Gardner has indicated on those multiple measures because there are a lot of factors in terms of in terms of that but I think project based learning encompasses everything where you can provide some PD and support around that and it really will capture all of that. So there are multiple opportunities for project based learning training that you can look at nothing else. Okay. >> Thank you. 9.11 Educational Services presentation of the 2025 2026 terminal world unified school districts adult education program RE. >> All righty, last but not least. All right, so uh Rim Adult
212Eding from a fire hose. I will say that this year um I've been a busy busy little specialist this year. to say that at least a trick of all trades and it's a triple play with my third school this year. So, um >> you're not bored. >> No, not bored at all. So, all righty adult ed ready for short here. And just a fun fact, the picture in the front there, it's been I think that's the embodiment of how it has been. This is the first day class where we were still getting ourselves prepared and yet everyone was so willing and I think that's one of the coolest things about adult ed is that all of these students are willing and ready to learn. And a fun fact, we have about 60 students. So that
213is more in one classroom that we have than all at Mount High School in a given day. So it's quite it's very exhilarating, but at the same time chaotic. So it's like chaos. So I hear and I don't know Mark if this will work. >> All right. So um specialist um as um the administrator here for RIM adults ed. So I'm over helping to oversee the program in all areas. And then um Jackie Benson's helping to support for admin secretary who's doing the initial enrollment and intake processes here. Um we have three teachers for um for adult ed. We have uh Mr. Ed, Mrs. Williams helping the support where Mr. Williams helps with high school diploma, Mrs. Williams helps with our GBB and AB course, and also uh Mrs. Cleo uh helping with our ESL
214instruction and support services. We do have a pipra of different support here. So we have a three security guards help support just ensuring safety on campus. Um custodial support that is a great support that's helping to bridge between uh the closure for a mountain for the given day and then the start for rimold dead um in weeks there and then also uh the one and only Mark Malone helping us support all the IT issues and sporting has been fun so far. Um and also too we have our consortium as well. So we are part proud member of the Inland Empire Adult Consortium. So the IEAC for short in San Bernardino County. So although we are a rural district, it's fun to be one of the big uh part of the one of the bigger uh
215counties in our California state here. So it's helpful where we're getting a lot of support in there. And in terms of funding, it's one of the last slides here. We talk more about that and how it's coming to us free of charge, which is really nice to see for our district. And then also for our mentors, my Obi-Wan Kenobi as I like to call them. We have Dr. Emma Diaz who's the director of the Inland Empire Adult Consortium and also Dr. Mitch Rosson who's the president of PTC solutions which is um many of the softwares that we utilize for that program. And for our mission and vision statement, I have it here broken down into bulletins because it is very very unique for adult student learners than it is from our K through2. And so
216I wanted to break this down each and every part here. So the first part in our mission statement is to empower all adult learners and students to achieve college career and community readiness. Um we say that specifically because there are specific code requirements and they look different from a K through 12 model. For example, high school diploma requires 180 credits which is 20 less than Mountain High School which is 40 less than our conference high schools high school emering high quality instruction programs emphasizing 21st century skills. So we have all heard of the amazing edge egenuity but also too we're utilizing Aztec which is another software for a high school diploma and for our ESL course ASAP which is like our Aries and also CASAS which is the so to speak the state testing that
217we have at the end of the year but we do this twice um in a given semester. So it's state testing four times in in the school year for it. Uh promoting equitable and inclusive learning environments um we can set a first impression only once with our students. A lot of these students, you will see them at Ace Hardware. Some are from Sky Park and some are even our classified staff here in our school district. So, um having a good first impression as a starting school is very important um for us here and drinking from a fire hose as I like to call it. It's uh very amusing how it's been going so far, but it's an it's a controlled chaos and it's really great to see all the students eager and willing to learn.
218And for vision statement here, fostering community of learners, excelling academically and personally. Um, adult learners just simply put learn different than our younger students here. Um, our oldest student is 72 and our youngest is right there at 18. So, jokingly I say from the crib to the crypt working from RVA Kinder all the way to um senior citizen. I am there. Uh, Mountain High School. Uh, mother [laughter] ready for the cricket. We can say let me know that [laughter] full discuss theory to everything. >> All right. Um also to uh encouraging lifelong learning, critical thinking, responsible citizenship and supporting meaningful contributions to society by every individual. So, a lot of our students primarily come from mountain communities, but also too they're coming from all over in San Bernardino County. So, it's actually uh they're kind
219of holding off the gates, so to speak, of just flooding us with all sorts of students from all different county areas. UKIPA adult ed, Redlands adult ed, they're just ready to send us additional students. So, it's very nice to see that our programs are sustainable and um in the initial prototype in this first semester here, it's nice to see um how we are able to figure out and grow from our areas of opportunity and support for our students overall. >> Next, all righty. So, our intake process, a lot of words here to say is something that we follow very similarly with RBA's intake process here. So, first there's the enrollment request. So, if a adult student is interested in our program, um they're going to reach out to our um RBA or um our rim
220adult ed formal request to transfer form link. They get this two ways. One by calling the number that we have out there at the district office for Jackie Benson specifically, which then she will lead them to going into uh filling out that form there. It gets the need to know information on certain areas. Um we have to screen the students as well in other areas as well. So, we want to make sure that we have a valid form of ID for one. um their previous employment, things of that nature. And it's really helpful, especially for high school diploma. Um fun fact, by having a kid for at least two consecutive years in your custody, you earn 20 credits of elected credits in adult ed, which is a really interesting aspect. So, we ask these questions
221specifically. So it helps to give them that that jump start and to give them that snowball effect to see the credits are coming in so they don't feel defeated in in maybe the areas where they did not find success in a K through2 setting they can find it here. Um of course your number two orientation scheduling and orientation meeting they uh meet with me and Jackie Benson as well to help ensure all as well. Our upcoming ones for spring semester is actually be uh Wednesday, December 3rd, Monday, December 8th, and then a makeup day Wednesday um December 12th in case of the weather. So, they'll come in onto um our district office here. We do our orientation um get all the information we need, and then we also go right into costless testing. So, two
222types, pre-EST and the post- test. And in the pre-EST, it helps to identify where the students will be placed into our program, what specific supports they'll be needing through Aztec, Egeneuity, things of that nature, but also post- test. And that post- test where we can get them at least to go up a score is how we collect ADA. So, it's due for adulthood. So, whereas for attendance, we receive in other avenues by having them increase in score and staying in the program is how we're collecting that areas there. Um also too then after that we have them scheduled to come on into our classes here which is on our Mountain High School campus in which then classes first aid class goes in our teachers help to support and I do administration often have office hours
223with them as well. So from uh 3 to 5, I help support them on campus by figuring out their individual goals, tailor them specifically to what they are looking for, whether if it's for ESL looking to just work on their English proficiency or if they're looking for that as well as taking the GED or if they're already um looking for um employment or um military, we can help them have that support handoff as well. >> Question around the enrollment request. Is there a reason that somebody would have to call the secretary to get access to the Google form as opposed to it being just linked on the website? >> Yeah, so it's uh linked on the website as well. So we um within our website is there. It's there as well. But then for some
224of our folks who are um unable to find where that link is at or um old school and just looking for uh just to call and get that support there, we have >> All righty. Steeler outcome. So critical thinkers and effective communicators. So pretty much we follow same confines as we do here at Mountain. And it's um on a more touching note, it's actually quite nice to see for our students at Mountain um have that warm handoff. Um sometimes Mountain High School students, they perceive themselves as the the forgotten students. Maybe they have a preconceived notion that they are they couldn't find success in traditional school. They're not going to find success. And it's nice to see that for students who are super close to graduating, we have that warm handoff with adult ed. Um
225it's really nice to see so it helps to support them into communicating their needs and just in fact I had a conversation with a student earlier this week who was looking to take the GED because he's so far behind on credits. The nice thing is is letting him know that he has that bridge just in case if he doesn't make it in time. So, it's really comforting and at the same time professionally the integrity piece. It feels good knowing that we're not just saying, "Okay, well, here's a support off the mountain. Good luck." You know, it's more nice to say we can still help to support in those areas, too. All righty. College and career focused learners. So, our students here um are focusing on goal specifics of what they are looking to do. So
226um for ESL specifically I would say um the students there they come with all different pathways they might be looking for again comprehension just for English um if they are looking to take the GED or other avenues uh uh for GED specific some of our students are trying to know the difference between what is the benefit of the GED and also just getting a high school diploma. So students who are um 100 credits or under in high school um credits, we advise them to take the GED not because they cannot take the high school diploma course, but we want them to find that success. So whether it's which way is the fastest way to lead them to what they want to go to and of course high school diploma just to ensure that those students
227are they're closer to the credits or specifically the Mountain High School students. So I'd probably say about like half of them are actually Mountain High School alumni from the past five years which is really nice to to see them come back and uh jokingly the teachers like I remember you come back all good stuff. Um engaged community partner uh participation so it is really hard to go to Goodwins where student brothers now they just recognize you everywhere you go and students wise um just in any aspect our students are all around in our community. It is really fascinating to see. Some are in McDonald's, some are in other areas. Um, and it's really cool to see how active in those areas are there and specifically too for a lot of our student families and parents
228and guardians, they also are the ones that are going into our program as well. So, it's really great to see that, wow, okay, you know, son or daughter goes to school in the mornings, I'm going to school in the evenings. So, it's that nice collectiveness that we are always looking for helps for our students. And then lastly, we're graduate pride. And so we ensure that our students um once they graduate, which would be um successful completion with their high school diploma, getting a GED score or scoring high enough on the ESLF graduation ceremony. So we do have that scheduled Friday, May 8th, um 400 p.m. at the rim high school at PAC. So we still give them the graduation ceremony. Um you may ask why we're not having one in win or fall semester as
229well as spring semester. We are currently getting WASU credit which will give our students that ability. So, if they're looking to go to a two-year um community college or state college, they have that ability to have that. So, we wanted to make sure that even if the students are getting close, and we have a few handful that are getting to that point, they're in that field still have all the rights and privilege of being from accredited school. >> All righty. So for the courses there again um I think I shared quite a bit on this here but for high school diplomas 180 credits to graduate we have about six students currently enrolled we had about 10 that were interested initially um for this here they do need um roughly around 100 credits or SC or
230so and also it cost a score of a two out of six or higher and that's the general indicator to say that these students will find success in the program. Um if a student is not scoring or a one or lower which is um or under 100 credits we do advise them to focus more on the GED the test taking skills best practices on those areas there. Um for our GED courses um we had about eight students that one had about 15 students that initially enrolled in there. Um you'll see here it says GED high set. Um the high set program is more for students who are earning a GED but they've had a lot of um schooling from a different country in those areas there it would look a little differently on the confines
231on those pieces there. Um we have removed the high set aspect at this time since we had no applicable students on there. So we replaced it with the AB which is the adult basic education. So if there's a student that is um testing of a two or lower it perhaps would um you know say that maybe they're at a fourth or fifth grade reading level. So, we want to make sure that we're giving them work that's not overwhelming areas. >> And then also ESL there um focusing on different areas for the on aspect of the software that we have. And then also to a fun fact, they can take the GED in Spanish, which is a nice bridge as well for our student supports there as well. All right, next slide. All right, so attendant
232policies and semester dates. Um so again, our first uh classes did begin um second week of school here. So, our students were officially booked August 12th. We will go until December 18th. Spring semester runs from January 8th and it'll go all the way until May 9th. So, they do meet weekly in the evenings um for their designated days there. So, high school diploma meets Tuesdays 5:30 to 8, ESL meets Wednesdays 5:30 to 8 and uh GED meets up Thursdays 5:30 to 8. And we follow all the same district uh school closures and holidays and any of those aspects there too. and attendance policies. We do ensure that our students are arriving at 6 p.m. to stay no longer than or no leaving no earlier than 7:30. They earn two two and a half hours um
233each class. For them to take the GED, they have to have at least 40 instructional hours per time that they're doing it. And with the GED um test, it does cost the student money. So, we want to make sure that they are finding success and they're having a score high enough on costas to have them be in a good place to find, you know, best possible placement for them taking the test there. Righty, we can skip that slide mark. I think I did that one twice. Perfect. And that one as well. All righty. So, CASA's assessment overview. So, CASAS is the state testing for adult ed there. And it's basically what we are utilizing to ensure that we know where to place these students at in the areas there. Um, the Casus test is probably
234the single most handy the most stressor that I have seen in adult ed thus far. there's a lot of uh protocols and procedures specific to it. It's a secure testing uh environment browser that they have to go on and they have to facilitate the test um from a certain time and they have up to 90 minutes to take the test here and it's also to ensuring that our students um don't give up during the test. We had a couple students who were feeling defeated and just needed a mental break to step away. But unlike K12, we can't suspend a student if it is with um unal behavior. So, we're trying to help them feel empowered and lifted to come back and take the test while making kind choices so they don't get suspended or expelled,
235which is just exited out of the program. Um, with the cost assessment scores scale range from 1 to six where six does demonstrate proficiency in the area there. So, um, in each of the courses there, high school diploma, uh, GED and ESL, they still take classes assessments. Um, outside of the ESL, they're going to be taking it for reading and math comprehension. And then for ESL it's for listening and reading comprehension as well. And once a student um has passed all those domains it does recognize them to take the GED. Um currently in our consortium students who take who get a six or higher it does um is in lie of taking the GED exam. However in our consortium we want to ensure that students are still taking it so that way when they go
236to their employer they have that tangible thing that's there ready for school. And then current funding overview. So this is a quite the exciting part here. So we're funded $97,000 roughly through Prop 98 and through Assembly Bill 1491, which is a funding source that says that consortiums cannot hold on to uh overroll and pay. So that money has to be spent at a certain time, which is nice since we're one of the largest uh counties in Southern California. That means that that is funding us and it's a sustainable source of funding for our district for ideally years to come, not gone. Um it allows us to able to support all of our students as well in those areas too. Um everything from the desks that we purchased um the Chromebooks that the students are using,
237headphones, testing facilities, all the um salaries are going towards our teachers and support staff is going for those as well. Um, also too, we're excited to share that the I um the Fire Consortium is um in December working on future ways of how we can request um an additional cap on top of money that we have there. So, ensuring that that 97,000 can increase a little bit more um if we are successfully in funding for that and it helps to support us so that way for years to come it would be to increase that value there. But on the next slide, Mark, um funding future opportunities that we can have as well is um through WEOA and uh we I know there's a quite a um interesting time to be in. We is kind of
238going away. We're not quite sure of the future on that there, but it does offer a funding um source that our consortium and other consortiums use uh for build there. So pretty much is here to say that students who are adults age 18 that are um looking for um employment and with the correct information where we can track and see the successes of those students were able then to receive funding now. So it can be an add-on to the um Prop 98 that we are receiving as well which would be a great resource that can increase the amount of resources and staff and personnel that we have um if that is something that we can choose for. Next slide please. And then future projections for us too. So we are initiating our WAS accreditation for
239May 2026. It'll be our initial WAS. So we'll be um working on that with SAP. Again make sure we don't wait for that. >> You're well experienced. >> Oh, it'll be my my first time. It'll be three visits in two years. So be >> it'll be fun. And then also too, we're becoming initial stages of being a GED testing facility, which would be a great avenue for not just our students in our in our um district, but also to a neighboring districts of all. It can be a revenue source for us as well. Um if we are helping to support students that are in another enrolled in another adult program coming to take the GED, there is a fee that the students are paying, but we get that money back as well. So that's another
240resource that we can utilize. So we do want to um create excitement around that and share that information there too um all throughout San Bernardino County. But anyone that is willing to come up to a mounds for a scenic place to take a test. All right. And then also professional development. Um we have a lot of professional development coming up. Jackie M and I, we attended the Kasa Summer Institute at the end of last school year, which is the state testing. And then we also have state conferences that's going to be the entire team um as well as myself and Jackie as well to really just help us with best practices and how to support our students and uh the supports that we're seeing and um and all the latest um softwares are being utilized
241as well and seeing if Aztec and Ingenuity are the pieces that we want to use moving forward. All right, and that is it for me. Any questions? So thank you so much. >> Thank you. >> 10.0 discussion information items. 10.1 legislative and advocacy report fiscal impact one. Since we're not the legislators have been out, bills have been signed or not signed by the governor. We're in limbo. So there's no report. However, from Sandav, we're in the process of of revisiting and reviewing, revising the um state and federal platforms. I need to I'm going to be sending you guys the platforms and I need your feedback if you if you have any suggestions or or the standouts platforms and those do get um printed and then they go they are leave behind with legislators both at
242the federal and state level. So that's it. You you're going to get homework. You did get you did get emails today from capital advisors. I forwarded them to you on on a couple of of updates. So, no need to do anything else. So, thanks short and sweet. Anybody else? No. Okay. Moving on. 11.0 discussion slaction items. 11.1 Superintendent Revision of the Attack on Board Policy DPS and administrative regulations. They are BPO410-B9011 first reading fiscal impact none. So we have we were given a lot of homework. Um there was a guide sheet that was provided or just tons of board policies for us to look through and their accompanying ARS. Um what I'm thinking in terms of structuring our discussion is as similar to our consent calendar going through and pulling which ones um they're um
243that you wish to discuss. Um so if you want to take a moment I don't know if you um have a list of them. What we can do is um make sure that we are pulling the ones that we want to discuss and then go through them systematically. Give me some sort of assign when you're ready to to to let me know which ones you want to do. You can do them anytime. I'll just keep a tally. I don't know if we want to discuss it or not, but there's ones that stand out to me that um that at least stood out. Um yeah 0441 artificial intelligence >> that that one um was uh actually um pulled in terms of it is listed on the um um item here but there is a um committee
244that we put together to develop our um board policy or to to to to make recommendations. So that really actually that one should be tabled until we've had that committee um convene and provide the recommendations. Um, I was looking at the uniform complaint form for title 913123. >> And if anything, it's [clears throat] just I'm not saying in some ways we let me be broader. In some ways, we can't do anything but accept these >> bicesed to legal >> and you really can't do anything but accept them. So that's why is it really appropriate to discuss them because we really can't take action to really change anything. We we need to go with them. So that's my hesitancy in we discuss any of them at all. I'd sure like to have some conversations with some
245of you. >> Yeah. I I mean you we can have conversation but in terms of of deleting anything from it from you can't because they have to ed code but we can have discussion especially if there's a question within the policy if I have a question on the lactation one but that doesn't mean that I'm you know function like okay do we so but which one do you want to have discussion on Bill >> yeah which ones do you want to have a discuss I mean I' I've got some I'd like to discuss as well. >> Okay. Why don't you note the ones that you want cuz I I've had sexual harassment 4119 which has multiple parts to it. I got the parent guardian notification 5145.6 plus another there's multiple ones on sexual harassment. I
246think we might want to discuss the athletic competition 6145. >> I have that one down as well. Yeah. Point of order, Madam President. Yeah. >> Have we have a first and second to open up discussion for this? >> No, we haven't. Actually, you're right. So, um, >> but does it require a motion to >> it for discussion? >> Discuss. Is this just discussion? >> This depends on whether we have action items that are taken at this point. It's a first reading. >> So, discuss something on the agenda unless we open it up. >> Correct. >> So, let's open it up. >> Okay. May I will entertain a motion to open up discussion on um 11.1. >> Cindy >> second. >> Bill, let's have a discussion or yeah. >> So trying to get some structure on
247this. So um how about because it is a little bit random um random here. I'm looking through the guide sheet. I'm going to go through and just stop me if there's ones that you want to dispatch. That way we can make sure that we're we're covering everything. Um 0410 um with non-discrimination and district programs and activities is basically a posting requirement. And then the next several were ones that we do not have as a district because of the charter school requirements. Okay. Looking at the third page, um we have uh board policy 0440 district technology plan which was one that I did have a couple of comments about. >> All right, let's do that. Open up the comments. So on board policy 0440 the thing and reading through it um it in paragraph 3 um
248it mentions in a vague way in terms of having um let me see here let me pull it up paragraph three um the superintendent or we shall develop and regularly pro um propose revisions to a comprehensive technology plan. So to me that was kind of vague in terms of so wanting to consider more specificity in terms of us reviewing that technology plan especially considering this original plan was adopted 30 years 30 years ago and it hasn't been something that has really been touched since then. So wondering if we want to somehow build into it some sort of um trigger or at least we as a district have a trigger in terms of when we are reviewing that plan. That was my thought. Any thoughts? >> So there there's going to be some changes uh that
249they're not going to no longer require a technology plan. >> So So I want to just make sure that you're aware of that if we make changes uh when there's not going to be requiring for technology plan, there's really no need to. >> Good. All right. So all good with moving on from 040. All right. Um anything else? So we've got uh comprehensive safety plan 0450 a board policy on district and school websites which again I had some um question about. >> Yeah, go ahead. >> Um which it says in the policy that we have our our school district's design standards and content guidelines. Do we have those posted somewhere? you know, we have worked extensively with legal on making sure we comply with the website's um requirements through our recent audit. So um so
250I I do think we've complied with all of those. Mr. Malone, do you want to comment from back there a bit? >> Yeah. Yeah. Dad was a nodding of his head. No. on the advice of my lawyer. >> Um, so as as as far as compliance, >> um, under the audit that we've been going through, we haven't received any further instruction from the, um, OCR. So >> that's great. >> It it's it's good or it's just they haven't gotten around to us. One of the good because >> they have been it it's been on and off for for a year. So I know with all the changes at the federal level. So I don't know your guess is as good as mine. But everything that they've asked us to do, we've been in compliance and
251done. So, what I'm looking at within specifically policy 1113 is it says the superintendent or designate shall establish design standards for district and school websites in order to maintain a consistent identity, professional appearance, and ease of use. That's and I'm just wondering as far as moving forward or whether that is something that we already have established or is that something that we need to establish? >> It's established. >> Okay. I have a question in terms of in the in it says that we're not to um publish staff's personal emails or personal phone numbers. However, my question is why do we not even have teachers on school site on the school sites >> and they're gone and they've been gone and then so you're trying to find out where the teacher are and you and to
252contact that teacher. So, it's not prohibited to to list the teachers at a school site and staff with their district email. and for community members who are trying to to find out like, oh, who's the NHS advisor so that I can get student volunteers to help with PTA events? There's no way to figure that out. And so my whole thing is that I've looked on other websites from other districts and the teachers and staff are are are posted on the sites on the district office. The other thing is is that some of the some sites have especially on at high school level they even have departments. You see some you click on science department all the science teachers come up. So if you want to know who teaches science they're right there and you can
253click their email address to contact them. I don't understand why we don't have that. And I read the policy and there's nothing in the policy that says that we can't list staff with their district emails. We just have to protect their personal just absolutely floors me. Well, we can work on that [laughter] >> because I I I looked because, you know, I understand that we want to try to protect our staff, but our staff using their district email that is not personal. So, we should be able to have that information on the website. Everybody else does. >> We can provide follow-up information to the board on that. >> Thank you. >> Great. Is there anything else related to 1113? Yeah. Um, so the next uh board policy is the one you mentioned 1312.3 on uniform
254complaint procedures. >> Thanks Mark. >> Yeah, >> go ahead because I don't have my notes on that. >> It's just one that I noted. Can I ask Mr. Hansen to respond in that? That's a question. >> No, I I said I said I don't have my Okay. >> So, um a lot of those that the sexual discrimination and um harassment those are mandated from the state. So, um it would not be >> you can't change the language. >> Can't change the language on >> what category of students or personnel. >> Yeah. >> You can't change. So those are straight adoptions. >> They're all all of these are related, right? But some of my questions and unfortunat I don't have my notes on that one particular one is but there's things like >> examples that get
255removed. Why do examples get removed? There's things like that. Just >> there's a lot of red lining. >> A lot of redlinining. >> Yes. >> I'd like to make an all a point of order comment. We need to not have this ever happen to the board again where we have this many different policies that we have to look at especially all at one time. >> Yeah. Yeah. A lot of uh a lot of school boards will have a policy committee and they'll assign one or two usually the younger board members or newest ones to to say your job is to one get familiar with our board policy need two identifying newest youngest >> newest you know we do have we do have a workshops uh opportunity so that's the preference of the board you could
256table this item bring back a workshop we have a workshop scheduled in January, February. So, we could look at that. But, if the board is wanting to to defer this to require more time so that is an option. >> I read them all. >> So, did I >> This still is the first reading. So, if there's anything between now and the second one, you could always >> the workshop. >> Yeah. If there's anything that requires further discussion, we could always pull those. That would be a recommendation that we look at workshop. >> Um, sounds good. Is that if there's comments now, would you want to do the comments now or just wait until the workshop? >> Well, we first read them here. >> Okay. And >> are we going through are we still going through
257one by one or just bringing up what we had? I'd say being able to um spring up the comments on the one specifically that we have right now so that >> and the staff could do the research to very back to the point. >> Yeah. >> But then I have a question on the um 4033 the lactate lactation accommodation. So, it was interesting. I had forgotten about this one and and my question is is that we're supposed to provide a facility that's private, that's clean, all of that other stuff. So, do we have a designated place at each campus that has been specifically identified and staff knows of it? So, I'm just do it's a really a follow-up question making sure that we have followed up on implementing this. Yeah, every every single site has
258a and a um has a designated area for that. And the um policy states that they could work directly with the district um district office person or go to their um site or site administrator or um department um uh head not department head but you know like John CS sorry um so we kept that in place so they're the first point of contact and then the um site um directors could come to us and HR to um say if there's any questions or anything, but we have all this in place already. So that we're good to go on that >> and processes in case they they you know because they have a break and so they're supposed to do it during break but sometimes that's not possible. >> Yeah. No, it is >> and we
259do this policy says that we allow for an accommodation other than just during the break. We allow for reasonable time. >> That's what the policy said, reasonable time. >> Thank you. >> And what do the teachers do for accommodation to for that student who may be missing something significant in class? >> Well, that's where like secondary um um at secondary RHS they have the um they have the resident sub at the um at the elementary level. they can um it's not something that you just obviously you know you know it's it's something that we plan out >> it's a planned event they have um uh they have uh accommodations in place they have the necessary resources in place to ensure that happens >> then the next one that I have is um 6145.2 to the
260athletic competition. So I have a I have questions on that one. So you are technically the title 9 coordinator compliance officer or is that the ad? Do you >> for the district side of it? Um I the the title n coordinator is um Paul Robinson the director of special services. >> Okay. I am the deci final decision maker in the title N process. >> Okay. And then in the within the policy it just outlines that you know coaches are going to be trained on the AED and all this heat illness and you know all that. We don't have an athletic trainer who really would be encompassing so much. So every single coach has the same exact training to meet the requirements of this policy. >> This policy is covered by the state mandated training for
261the coaching that is required before a coach can walk um coach. They are >> any assistant coach. Anybody who steps on their field more than one time in their capacity um has to follow the these these um uh laws and these mandated trainings to fulfill their coach requirements. That includes volunteers, that includes assistant coaches, that includes all non-pay coaches and head coaches. The only thing it doesn't if one person comes out and maybe, you know, as a former baseball coach, you know, work with work with the catches for a day or two. They do not um >> because they're under supervision. >> Exactly. Yeah. Exactly. >> I have a couple questions related to this one as well. Um, one is that uh underneath underneath the California intercolastic federation um third paragraph down it says the
262designated representative shall vote on issues that impact interolastic athletics at the league and section levels perform any other duties required by the CIF league and report regularly to the board on league section and statewide issues related to athletic programs. than that. >> So, so there's a there's a chain of command the um at the site level the principal um admin and athletic director um is the point of contact in that specific um area and then um as you will see in the consent I will be representing the district. I'll be the CIF district um person um in the consent if approved and then um we will work on presenting um the CIF in that recommendation that they are asking for we'll work on that to get in front of the board >> and so in
263terms of getting those right I mean I think the eight years almost that I've been on the board I haven't gotten a single update related to that. I have a question. We have the rim high. I'm going to piggyback on what you just said. It in can we piggyback um that kind of update to the board within the rim high school uh presentation, you know, the principal presentation. Can we >> I don't see why not because >> because then it's all encompassing. So the ad can come and give that part of the the comprehensive >> uh update to us >> and then it's and then it's embedded >> into in a report and can never be forgotten again >> and that's because there's no clear definition of how this has to be ported out to
264the board. It can be very much intertwined with an RHS. >> Perfect. And then that way it's common standard practice for us. >> Yeah. And it doesn't necessarily have to be the AD. That would be the decision of the board to have the AD here. if you're being the principal that um represents the athletic director in that that sense as well >> and because the CIF organization really is um guiding with principles and so principles really have the lead that's why we're voting on this on the consent tonight and then one other thing related to this one is historically there are times have been problems with making sure say ice is available during a competition for um safety purposes um several years ago I remember that being a concern Do we have um a checklist
265of things that need to be on hand? >> You know, whether field, court, whatever. Do we have like that check off list? Make sure that those are available in case something does happen. Then we're not like reacting and trying to search for it. >> Yeah, there is the necessary athletic um athletic training. I can't think of the words right now, but to ensure that we have the proper first aid at every single um sporting event, we do have that in place to ensure that. As for the athletic training, I know trainer I know that Mr. William and I have spoken to that a great extent. I know with Miss Phelps, we've talked about the athletic trainer as well. We totally understand, totally know that there's a need for an athletic trainer at the high school
266level. just trying to figure out how to do that and we're in the process of trying to figure out how to do that. >> Okay. >> And there is uh there are opportunities to bring an athletic trainer on board through outside organizations that provide certified athletic trainers. We are looking that at that. That was one of the discussion points that we had recently about athletics uh to bring forward. >> Well, it would just be mitigate our our liabilities and our risks. I mean, we're we're exposed without an athletic trainer, and I know all the coaches are trained on these things specific to this policy, but I just feel like having that that exposure and if we can mitigate it and lessen it, I think that it brings a certain comfort level at a at the
267board level that we've covered our butts as much as possible. >> Understand? That was a part of that discussion that we had. It's a really important point >> and we've had this discussion for a couple years >> trying to figure that out. We talked about it through the RO program, excuse me, CTE program. Um, we talked about it through that and um so and Dr. Seviano and I spoke um a couple days ago about the exact same and he brought that up and um so we're looking down that avenue as well. sort of further. Thank you. I So in terms of and this goes to other things that require postings for people to see. So 5145.3 which is title 9 prohibitions against discrimination posting on the website. This is this has been like as a
268parent a pet peeve in terms of our websites but trying to locate things. You it's really hard to navigate and trying and where you Oh, let me find title n compliance pieces. I mean it's just hard to navigate. So, I mean, no offense weren't, but you know, it's it would be super easy to have some kind of on the left-hand side of a website these quick links, quick link to parent volunteer packet, to um the parent driver permission slips, those kinds of things. But also, these prominent postings that we have to make sure that we're are in our policy. Yes, they're embedded. If you go into um personnel and you go and all the way down here and then there you finally find title one and then there's a big huge list as a as
269a parent or a community. I would I don't like all those clickings is just is there any way the most important compliance postings that we have to do to community parents and stuff. Is there a way to contain it so it's easier to look for as well as like the parent volunteer forms and the facility use requests and the driver permission slips. It is so hard to navigate. I I I can speak for the um the title nine piece of it um because we're going through the civil rights review at the high school right now and that was one of the things that they talked about or on the form is the title N being easily accessible. >> Exactly. It's not. >> And Mark and I have been working on it through the civil rights
270>> review about where can we put this in a better place to ensure that you can find that title N complaint in an easier place. There's quite a few places. I mean, we got requests from RTA, can and CSEA, can we have it readily available for the um the union um contracts. So, we've been working on that. Um and and Mark and I have been working closely together on how to, you know, make the website a little bit user friendly. Mark, I'm not bashing the problem, sir. It sounds like, but it's just as apparent. >> But Mark's been under a lot of um with not pressure, but with the with the civil rights review that he OCR that he's been doing for the last couple years has been a lot. And we're like, Mark, what
271about can we do this? And he goes, yeah, we can, but let's get to the um OCR to because if we make the change now, they may come back and say, why'd you make that change? You know, we're still going through. So once we get we hear back from the OCR saying that we're good to go then we have a better clearance of what how to do it and but you're what you're saying we totally understand >> and like the UCP board I mean that's another one when we talk about us as board members the chain of command for a parent to take to go through stuff it's them go just go to our website and there's this and they cannot find it they cannot find this stuff It's not easy to look for and
272yet we're supposed to have them readily accessible within the as detailed in several of these policies. Several of these policies and I just think that there's these most important things need to be very easy. >> Agreed. We can pro follow up to the board on that. I had one other um different question concern about that um um um board policy 5145.3 um it mentions about having you know a hostile environment in terms of um out of school activity and um brought to mind a Facebook post I saw a couple weeks ago related to on one of the school sites somebody had taken a picture of like an after school activity and one of the adults there was wearing something that I didn't recognize as being um white supremacy type garb. So, I'm concerned about how
273we are to manage something that may not necessarily be on our radar that other folks might recognize creating a hostile environment and what kind of liability we might have in that situation. >> It we we spoke to legal on this um very much aware of what you're what you're speaking to. um trust women is um we we aren't we aren't liable for what they wear because we do not know everything that is out there as long as we address it in a timely manner. It was brought to our attention at the district level. We tal contacted Miss Nego Smith about it. She took care of it in a very timely manner and we addressed the issue saying that you know you cannot wear that on there. So as long as we address it in a
274timely manner and we got back to that particular person that um made that um sent us the email and um if we see it and we recognize it then we can ask them at that particular time that's an offensive um and give the reason why and then ask that person to kindly remove it or step off campus. The other side of that particular issue was confidentiality uh that we have to also address uh releasing you know names of individuals or pictures of individuals and that's another factor in terms of how this one kind of tumbled out there. Are there any other policies? I just had um just an observation looking at the word document. It looks like we are no longer recognizing them as u rim of the world unified school you know the policy
275was listed as district board um actually it's our policy manual and it looks like of the world unified school district is being removed from each of the documents and just curious as to the reasoning behind that. These are these are policies that we will then once approved we will send back to CSPA for adoption and they'll include our all of our information on 6145.2 [clears throat] athletic competition. The governing board recognizes that the district's athletic program constitutes an integral component of the educational program and helps to build a positive school climate. It's too bad that we couldn't have read that earlier because I think that is that is in some ways I'm saying I think some of our parents wonder if that's true of us but that is right there stated board policy. The superintendent
276or designate shall ensure that equivalent athletic opportunities are provided for males and females and that students are per permitted to participate in athletic activities consistent with their gender identity. How do students identify themselves and their gender? >> I think you're reading from the ad um the um administrative um regulation, not the proposed policy. >> I was this time. No, I have [clears throat] regulations down below. How do students identify their gender? >> They identify Yeah. they selfidentify and how they selfidentify is based on um we follow the state law how a particular um athlete selfidentifies. >> I believe this is also going to the Supreme Court. Yes. So, so, so probably also before we, you know, that would be something that we would have to >> Yeah. table till we get >> it is in
277court. There also is stuff between title 9 and the federal government and the state, but the state has a pretty strong education code 20221.5 which is very clear as well which I'm also each student shall be allowed to participate in any this is in regulation. Now I've switched. Now shall participate in any single sex athletic program or activity consistent with students gender identity irrespective of the gender listed on the students records for which student is otherwise eligible to participate. I still don't know how a student identifies their gender. Do I do it to the principal? Do I do it to a counselor? How do I do that? So that then if I want to if I identify for example as female, how do I then get to participate in the female sports? >> I I
278will get you that official answer um and get back to you on that one, but I know there is a formal process that needs to be done >> through um >> through the district and through the site. Um however, I do I I do not have a complete answer to answer that question. Thanks, Shannon. And goofy one related to that. Um, and I think this is in regulation, but it says, "Each school that offers competitive athletics shall at the end of the school year post on its school website or on the district website, if the school does not have a website, the following information. This again is in education code 221.9. The total enrollment of the school classified by gender. the number of students enrolled at the school who participate in competitive athletics classified by
279gender. Are are we classifying different genders or just >> everyone who identifies gets grouped into that male or female? However that however however that I student athlete identifies himself with the with the legal >> legally that's how they're identified. So >> So then we're just two genders when we post it. >> Yes. And it's based off of their rosters. >> That is correct. >> Two genders. >> Yes. Because >> not multiple genders because the sport that they participated in. We have male and female sports >> and I want to yeah I I found it on what you were talking about in the board policy is the superintendent does we shall ensure the equivalent athletic opportunities are provided for male and females and that students are permitted to participate in athletic activities consistent with their gender
280identities. Yes. So to follow up on that because um we did get receive the CI you sent us the CIF guide book in terms of transgender athletes. Um I was kind of surprised to see that um a student can identify as female for one sport and male for another sport and we have to Yeah. So they could they could identify as a female and for girls volleyball, but then later I'm really great at track and I'm going to identify as male to run track. >> So they can do that within. So that's >> back to my >> right. That's why I'm pointing to you is then if the the kid is going through the process to legally define which gender they're they're going to enter sports into. However, they they're allowed to change their mind.
281And then does that process have to go through again for them to identify differently later in the year for a different sport? We're going to have to keep track of it. I'm going to have to keep track of it. I have no answer for you on that one because this is the first I'm hearing about this about changing from male to female. That's first I've heard about this and so I'll be doing research on it. >> And that was that document is provided by the state CIA, >> right, >> toolkit on gender equity. >> I read that whole man thing you gave us. >> And even as even as we question this or do something or want to change it, it has to go back to legal still has to there's a whole process. Correct.
282Yeah, there's a whole process on this one and as we mentioned before, this is going up to the Supreme Court. So the decisions that are made today could be changed, you know, within a short time period. And today we're not approving anything at this point. It is a perfect. It's just that's why I'm, you know, in terms of being able to switch sports that that we have procedures in place to to follow this policy for a child that that may be really gender fluid during a whole year. And what is our responsibility for really the the the mental um emotional needs of that student also that go beyond athletics. >> Exactly. What supports are in place at the site and for the other players the players who may not be playing ones that are are
283removed from competition who otherwise would have been competing. There is a section in the toolkits that um provides that guidance >> for counselors, school administrators. >> Are there any other um any any other items for discussion on this? I just wondered where do we publicize sexual harassment complaint procedures on campuses >> because it appears that it needs to be in multiple places on every campus. >> It's I know it's in the staff lounge and I um it's in the front office and it's supposed to go through. >> So there there's um it's visible to public and to staff. And do you have any idea why it was removed that we may require interim separation of the complainant and the alleged harasser? If you tried to rape me, I can't be separated from you is what
284that's now been removed. Do you know why that would have been removed? No, I'll need to look into that because if we're talking the title title nine under title nine, you cannot make any negative um uh you can't do any negative uh consequences towards a respondent until the title N investigation is concluded. So that's one of the conversations that we have going into a title N complaint with a complaint. we go to. That's one of the steps that we go through. Wait, you're referring to >> 41. It was 4119.11. >> 4119.11. Yeah, I'll look into that. >> And and it relates I'm I'm sorry. It was 4119.11. And then and I'm sure it relates somewhat to the Title N as well because you you are you can't do anything to the to the person who
285is the alleged harasser, the alleged well that's the other word for it or and you so you can't separate the victim and yet you can have very serious situation. you can have very serious situation. And so all those questions are asked and there's also a there is a part in the title 9 complaint to where if you if the investigator feels or the title N coordinator feels that the uh the that there is such a potential of um I can't think potential. Thank you. If there's potential harm between the respondent and the complaintant, the coordinator has the right to separate those two and to go into consequences against the respondent if the need of there if there is a large amount of harm that is that could happen or harm in general. I'll just say
286that it does strike the language, but it doesn't say you can't separate. So even if you removed that sentence and read it as it was, >> there's nothing that would there's nothing in that reading that would lead you to interpret that you cannot separate people. >> No, it was in policy. >> It was in the policy. >> Yeah. And and and the problem was as I read that I'm like, "Oh, well, you better not separate now." Is the way it felt to me. not that the words necessarily said that but since that's not there it's like well you better not and partly what Shannon was just touching on that you so if I made a false accusation against you that was really horrendous well you can't just take action on that either so it's this
287stuff is really challenging >> just uh if I may excuse the principles for the meeting at this point >> thank Thank you for being here. >> We appreciate you. >> Happy Thanksgiving y'all. >> And just on a totally different note, um more than one place there were examples of sexual harassment which got removed and I'm not sure why because it seemed like they were helpful. So why were they Yeah, that's a state CSBA that pulled that out. I have no not CSB state. They Sorry, my name [laughter] state law pulled it out. >> The state pulled it out. >> They pulled it out. I do not know why the state pulled it out. I have not heard anything along those lines of they're changing words on going away from sexual harassment. I do not >>
288usually when something like that is done, it's it's done legally. Yeah, but there is a reason. Yeah, I do not know that. >> I don't understand. >> It seems helpful. >> Okay. All right. So, I would love to um see if you wouldn't mind um modifying your motion to have us uh continue this first reading discussion in a workshop in um in 2026. first read or second >> or do you guys want to go on to the second? >> No, let's go on to the second read. >> Okay, then if you could modify motion, please. >> No, there's no modification because it's states first read. So, we're going to we're going to vote on the first read. >> Okay, I'm ready to Oh, Scott. Then the second and then secondly we can bring up like
289Bill can bring in his notes and we can take another look at it >> with and that way >> in the works but you can modify the second read to say I'd like to adopt everything but policy >> exactly >> all right >> but we're really >> do you have the discussion That's why they really >> you can add all the policies all the policies have to be simply just a legal issue and and we are uh these are the policies that were out of compliance. >> We need to get into compliance. Yes. So we minimize our spoking. >> That's why the first week. >> Okay. So going to go ahead. I'm calling for the vote. >> All in favor? I >> I. >> All opposed? Motion passes unanimously. >> Okay. 11.2. Superintendent dissolution of
290the standing board committee on social justice fiscal impact. None. Do I have a motion? So move >> second. >> Cindy discussion. >> Calling for the vote. All in favor? >> I. >> All opposed. Motion passes unanimously. 11.3. Superintendent establish a parent community and student advisory committee to provide meaningful feedback to the district for continuous improvement efforts. Do I have a motion? Simon. Cindy. >> Second. Is >> that bill? >> Yes. Discussion. Calling for the vote. All in favor? >> I. All opposed. Motion passes unanimously. 11.4. Superintendent. Nomination of representatives to the California Schoolboard Association CSBA delegate assembly. This will impact. Excuse me. None. Senator Cindy. >> Second. >> Bill. This. We need discussion. Yes. I'm going to make a recommendation that we nominate so that they can turn in their application for delegate assembly, which
291is the next step, which we then vote on that ballot in in like February, March. I would like to recommend nominating Christina Beeringer from Snowline, Amanda B. Pannon from Apple Valley, Tom Courtourtney from Lousern Valley, myself from Rim of the World, >> Adam Perez from Fontana, and Scott Scott Wyatt from San Bernardino City Unified. Um, what would happen next is if we if we move forward with these nominations, Sue, then I gave her the link to the form that needs to be submitted for these nominees and um I can follow up with them and just say, "Hey, guess what? We nominated you. You go turn in your application. Any further discussion? So, um going to go ahead and um call for the vote to accept the um um the nominees as listed by Cindy. Cindy,
292do you want to modify your um >> I make a motion to approve Christine to nominate Christina Behringer, Amanda Buchanan, Tom Courtney, Cindy Gardner, Adam Perez, and Scott Wyatt to the CSPA. >> I second >> delegate. Okay, we're just doing a motion on the region 16 delegates. >> Yeah, right. >> We have to finish that first. >> No, I did that. >> These are region 16. >> Those are region 16. So now you're But >> she amended her. >> She just amended her >> second. >> You amended your >> Yeah. >> Second. >> Okay. Now I'm assuming no further discussion. >> Well, question. So um why those and why not somebody like Eric Swanson and Men? >> Because their seat isn't up to 207. The dates are next to their names as to when they're
293up for election again. So if you look at 2026, the ones that has the 2026 after their name, >> that's how you picked that. >> That's that's it. >> But did you do Abigail? >> It doesn't look like it. >> Or have you comment? You would like to do that. That's up to you. >> Let me go with Cindy's expertise. >> [laughter] >> Is there any further discussion? >> If there's any concern about it, just so you know, anyone can nominate themselves. And uh so no, no, I mean, no, I'm just saying for anyone who wasn't included on that list, if we have concerns about it, they can continue to nominate themselves or their boards can nominate them. So it is not a, you know, end all be all game. >> Okay. So I'm going
294to go ahead and call for the vote as amended. All in favor? I. >> All opposed? Motion passes unanimously. 11.5 Personnel services approval of amendment number one to the memorandum of understanding between Sanino County Superintendent of Schools and R of the World Unified School District to form a consortium regarding the classified employee grant program fiscal impact. None. Do I have a motion? Some move. Cindy second. Bill. Any discussion? Calling for the vote. All in favor? >> I I. >> All opposed. Motion passes unanimously. 11.6. Business services approval to accept and sign the proposal for um GM Legacy concrete for the retaining wall replacement and drainage system repairs for River World High School. Fiscal impact $113,431.7. Budget source maintenance budget. >> So moved. >> Second. Bill Cindy discussion >> calling for the vote. All in favor?
295>> I I all opposed. Motion passes unanimously. 11.7 Business Services approval of resolution 25/26-074 procurement of telecommunication equipment and services fiscal impact. None. >> So moved. >> Bill second. Cindy discussion. Calling for the vote. All in favor? >> I. All opposed. >> Motion passes unanimously. 11.8 educational services approval of the memorandum of understanding for the making connections in mathematics MCM project with Riverside County Superintendent Schools from through 6:30 2029. Fiscal impact none. So moved. Cindy >> second. >> Bill discussion. Calling for the vote. All in favor? >> I. All opposed. My motion passes unanimously. 12.0 consent calendar. Do I have any items that need to be pulled? >> Number two. >> Any others? You good? Okay. Then um I'm going to calling for a motion for 12.1 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.10
29612.11 12.12 12.13 and 12.14. So >> second >> is that Jordan? >> Yes. >> For me. Any discussion? >> Calling for the vote. All in favor? >> I. All opposed. >> Motion passes unanimously. >> So, so number two is uh so 13.0 items removed from the consent calendar. So we had item number two um removed. So uh do I have a motion on item number two? >> So moved >> bill second. Cindy discussion. >> So Dr. Sean, more than once I've heard you say that that's that the CIF organization is a principal organization. Um but it's so I guess related to that is so Shannon, what's your athletic experience? former athletic director, varsity baseball coach for 11 years and athlete. Good. Because I was concerned that whoever is the second >> take that back. I
297was a pitcher. I apologize. >> Sorry. >> I thought you had been involved in sports, but I couldn't remember. So I had to ask because I think it's important that the principal have a person who really understands athletics who supports his role or her role >> and so that was my concern when I asked for us to look at it. >> Yeah, I agree 100%. >> Thank you. >> Any other discussion? >> Just a comment. Just comment in case people didn't hear because Whitey Ford's there, right? >> Yeah. He's going to be smoking on the ball field. Somebody said, "What kind of example are you as an athlete?" And he said, "I'm not an athlete. I'm a ball player." >> Okay, that's why I walked into that. Okay, so I am calling to vote. All
298in favor? >> I. All opposed? >> Motion passes unanimously. >> 14. We do. >> Oh, look it. You gave us a Thanksgiving present. >> We can provide information via a variety of things. Nothing's >> there's no action needed on my no action. >> Okay. Okay. So, 14.0 governance team future agenda items planning 14.1 time allotted for the board of trustees to request agenda items for future meetings. at our workshop. I'd like to make sure that we covered the board policies second reading. >> Second reading board policies. >> I didn't catch the January. Thank you, Jordan. >> We actually have it. >> The draft is February because last year we changed it. I just did the draft calendar for next year. So, do you want to go back to January workshops? I mean we can decide
299that next month. >> Yeah, that could be in the organizational meeting. >> So just making sure that we have that second meeting. >> We can discuss it possibly discussion >> discuss in the discussion. No discussion >> discuss the discussion >> any any other uh uh agenda items for future meetings. Okay. 15.0 Z future meeting dates organizational regular board meeting December 18th 2025 4:00 p.m. both um >> special >> we have a special meeting coming too >> we do have a special meeting it's not listed in here on December 9th um was that 4 p.m. Yes, >> here at open s as 24740 Sam Ritz Way, Crestland, California 92325. Um with that would be close session. Um and then the um organizational regular >> board meeting in December 18th, 2025, 4 o'clock p.m. close session 5:30
300p.m. open um that um open session that's 24740 San Ridway, Crestland, California 92325. Um 16.0 we just found out is not necessary. We do not need to recess to close session. Um so with that um 17.0 Z adjournment 17.1 adjourn meeting. Do I have a motion? >> Scott second. >> Cindy, is there any discussion? >> Please God. >> So we don't have anything that we need from y'all. >> Bill, you are >> we'll hear about it tomorrow. Is there any other discussion? >> You have to go to bed till midnight. >> Yeah, >> that's kind of true. >> So I'm calling for the vote right now. All in favor? I all opposed motion passes unanimously. The let me see here the board.