0016.0 Reconvene open session procedural business 5:30 p.m. 6.1 Call to order. The board of trustees are hereby reconvening open session at 5:38 p.m. 5 point excuse me 6.2 roll call trustees identify themselves by first and last name to formally establish quorum. Dana Ridland trustee area two Scott Craft trustee area 4 Dr. William Millinger, trustee area 1. Dindy Gardner, trustee area 3. And I want uh Jordan Zerati um was not able to make it into um the district office today. He was hoping to be able to participate virtually, but since we did not have it posted by 4:00 that he was going to participate virtually, he is not able to um be a participant with this meeting. um he senses regrets and also just I know it's breaking his heart for him not to be here.
002Um I think this is the third time in six years that he's missed a meeting and it's something that he takes a lot of pride in. So no, but he he yeah I talked to him and yeah he's sad. So moving right along. I just wanted to make sure I I mentioned that. Um 6.3 pledge of allegiance led by Mrs. Whitesai. Please. Right hand over your heart. Ready? Begin. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. 7.0 Close session report. 7.1 Announcement of reportable actions taken during closed session. There are two to report. In closed session, the board took action to unanimous unanimously accept the settlement agreement for special education. Additionally, board voted
003to unanimously approve the stipulated expulsion for case 05-2425. 8.0 public testimony. 8.1 public comment periods listed on this agenda and non-aggenda agenda items within the subject matter jurisdiction of the governing board. The public comment period is administered by state law and is the points in the meeting set aside from members of the public and 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. Protocols for speakers. Any person who wishes to address the governing board on agenda and non-aggenda items within
004the subject matter of their jurisdiction must complete a speaker form and submit it to the executive secretary to the superintendent before the meeting is called to order. Individual speakers are allowed three minutes to address the board on each agenda item. The board limits the total time for public input on each item to 20 minutes. Speakers who have complaints against board members or staff are encouraged to seek resolution to those complaints by using the rim of the World Unified School District written complaint procedure rather than orally addressing them at a meeting. The board will not respond to such complaints until the applicable complaint procedure DPAR1312.1 has been followed and has reached the board level. Where a complaint concerns a district employee identified by name, position, or other facts, the board cannot respond until proper written notice
005has 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 endeavors to incorporate community views into its deliberations and decisions. At the same time, it must be able to conduct its business in in an organized and efficient manner free from material disruption. Therefore, in accordance with board bylaw 9323 and government code section 54957.9, audience members may not disrupt, disturb, or otherwise impede the orderly conduct of this meeting. Open meeting laws do not confer any privilege or protection for expression beyond the otherwise beyond that otherwise provided by law. The public's understanding and cooperation are appreciated. So we do have um seven different p um people who I think are already online to provide public comments. We do not have
006anybody here in person as far as doing public comments. The first person I'm going to ask to provide comments is ask Nicholas Nick. She who she is representing everyone and the topic is rim district's interest level. And please note that all um public comments are limited to three minutes. Hi. Um is someone able to start my video or no? All right. Y'all have to stare at my name. I'm Nick and I'm glad everyone is uh safely here tonight. Hello to those watching cozy and warm at home. Thank you, Mark. Uh for starting my video, I teach theater at MPH and Rim High School. I am also RTA vice president. I don't need to tell you how smart, skilled, talented, educated, and experienced room teachers are. You know that because you hired us. I don't need
007to tell you that room teachers go above and beyond with amazing lessons, community events, and care for our students. You know that, and you literally speak about it every board meeting. I don't need to tell you that rim teachers show up, work tirelessly, and struggle, but get the job done. You know that because you watch us succeed every single day. So, given that you already know how hardworking and wonderful RIM teachers are, why are you sending the message that you have no interest in whether your teachers stay or go? The district must not be interested in supporting their teachers who are an integral part of this community because the district has no interest in providing fair and adequate salary and benefits. The district must not be interested in alleviating teacher burnout and must not be
008interested in providing students and families with the education they deserve because the district has no interest in reducing class sizes. Now, I am personally allin here for the long haul. My kids attended rim schools and now work here. And I want my grandchildren to attend rim schools. So, you're stuck with me. But if the district wants to continue hiring and retaining highly qualified teachers, y'all better start showing some interest in fair wages, adequate benefits, and reduce class sizes. Thank you. Thank you, Nathan. Our next speaker is Sheri Sodto. Who are you representing? Myself, concerned community member. And the topic is the tomorrow's readiness starts today grant. Good evening. Um, good evening board members. I'm glad everybody got there safe. It's very scary out there. That's why I'm home and staying safe. I'm here today to
009voice my concerns about the Tomorrow Readiness Starts Today grant that ED services presented on January 23rd. Um this grant is a three-year grant um $250,000 annually and it will put a preschool on each elementary campus. Um it will be servicing three uh zero to three year olds. Then on February 20th, uh it was presented to the board the staffing for this the staffing for the preschool will cost $100,000. That's not including welfare, health and benefits. It will be $100,000 for the coordinator, $50,000 for a site lead at each site. If you have it at each site, that's $150,000 and $34,000 for an instructional assistant. That's another $102,000 if it's at each elementary site. Grand total of $352,000 per year for the three sites. That's above the $250,000 um grant. So, the grant is not fully
010funded as I was told it was fully funded. Um I was told when I went to the town town hall meeting that they will be that you guys the district will be starting small. They'll start at one site at VOE. That is still $184,000 for just 16 students. That leaves us $66,000 in operational costs. How to how are you going to furnish the classrooms? Uh health and welfare for the um preschool staff, transportation, breakfast and lunches, internet, phone are all and plus there's probably more in um operational costs that I'm not aware of. Also, um like I said, it'll only be servicing up to 16 kids unless you add another assistant or another um teacher, another um preschool teacher. That's going to be more money on top of it, too. This grant is going to
011cost us more than we are taking in. Uh we also do not receive ADA for preschool students. Um so, and at the town hall meeting, Dr. Savviano let us know that we are in a $5.3 million deficit right now that we need to cut that from our budget. It sounds like this is going to add debt to our um budget instead of reducing it. This and other grants are basically robbing Peter to pay Paul. Peter is our wonderful, amazing teachers and our great support staff. And Paul is our grant person. He's getting us so many grants, but we're robbing from one to pay for another. This makes me sad. I think you need to reconsider not adding this preschool at this time. We are in a time where we need to cut things, not add.
012And if we are, Jenny keeps telling us that we need to stop deficit spending. And this grant and many uh I didn't get to finish. Many other grants are not funded. They're we're taking money out of our funds. Thank you. Sorry. Thank you. Next we have Cassandra um Zamanis. I hope I'm pronouncing your name correctly. I am speaking behalf of fellow teachers in RI unified and it's the topic is salary. Thank you. Yes. Good evening members of the board. My name is Cassandra Zamanis and I teach English at Rim High School and I'm a resident of Twin Peaks. I'm here tonight not just as an educator, but as a member of the Mountain community who is deeply disappointed in how this district is treating its teachers. I'm disappointed because how can this school board sit
013here and say that they value the outcomes of education but not those who provide it? Schools can't run without us. There is no meeting standards without us. There are no after-school sports, no extracurriculars, no personalized education without us. There's no learning without us. We are teaching every single student enrolled at a rim school to the best of our abilities every single day. And every day in doing so, we are uplifting our community in every way we can. Any claim on your part to support teachers without making reasonable and well-earned salary adjustments is lip service at best and downright insulting at worst. In September, we were told to expect a cola of less than 1%. By January, the actual COLA was 2.43 with projections over the next 3 years showing increases of more than 3.5%. Your
014offer of a 1.5% COLA means that we'll be taking a pay cut rather than keeping up with livable wages. On top of that, we continue to face overcrowded classrooms, making it nearly impossible to give students the attention they deserve. It's frustrating to see research consistently show that smaller class sizes improve student outcomes. Research that you are either unaware of or even worse, choose to ignore. And yet those of us on the ground and in the trenches are left to struggle with overwhelming rosters. I'm mostly disappointed because we're not asking for anything extraordinary, just fair wages, raises that keep up with the cost of living, and class sizes that allow us to do our jobs well. I always knew that being a public school teacher meant I would never get accolades or widespread respect, and I
015was completely fine with that. I didn't realize that it also meant I would not be respected by my school board and that's not something that sits well with me. We ask that you demonstrate your value of education by supporting those of us who actually provide it. Thank you. Thank you. Next we have Dr. Kate St Koval um representing Valley of Enchantment Elementary School and the topic is protecting LGBTQ plus students. He's not on. Okay. And then we'll go to the next individual. Um Ashley Cheney um representing teachers of ROUSD topic RTA negotiations and other district issues. Hi, good afternoon. Um, my original speech was 10 minutes long, so I've had to cut it down a lot. Uh, and I will be sending an email to you guys with all of my points with explanations. Uh,
016my name is Ashley Cheney. I teach math at Rim of the World High School and I am a resident of Lake Arrowhead. I have experience teaching at three other districts throughout California and I have heard my colleagues experiences at nearby districts within San Bernardino County and I agree with everyone when they say RIM is unique. During my four years here at RIM, I have constantly heard how difficult it is to hire and keep highly qualified teachers, classified staff, and administration. Throughout everyone's confusion on why this is, I have continuously brought up multiple issues to co-workers, administration, district staff, and board members that are reasons why people are choosing not to work in our district. And yet, every time I do so, the response I get is, "Well, this is how we've always done it." Well,
017the way you've been doing it isn't working because the district enrollment is continuing to decline. Our testing scores are not increasing, and you are still unable to attract highly qualified employees to our district. There are many teachers that live on this mountain that are choosing to drive an hour or more to teach in other districts rather than work 10 minutes from home. It's time that changes are made and excuses need to stop. The salary negotiations with RTA are a conversation topic every year. As we have stated every year during negotiations, our teachers salaries are among the lowest in our neighboring districts and the districts that are similar in size and yet we are not the lowest performing. Again, we have many teachers that live on the mountain, but they choose to drive down the hill
018to teach elsewhere because our salary is so low that it is a better financial decision for them to spend more money on gas and maintenance for their car for commuting rather than simply driving less than 20 minutes to work here. Cola this year is 2.5% and yet the district is not even offering that. There are other districts and other public sectors that immediately pass COLA onto employee salaries. The employees are the consumers meant to receive COLA so we can afford our normal cost of living. The district is already given increases in the budget from the governor's yearly budget updates and COLA should be reserved specifically for employees salaries. We currently have over 17% in reserve when the required reserve is 3%. In the four years that I have worked here, I have watched this reserve
019increase and increase every single year. It is apparent that there is a problem in the district's yearly budgeting if our reserve is continuously increasing every single year. Yes, there is money for salary increases. No, there is no doomsday event where the district will suddenly not have money because that is claimed every year and it doesn't happen. Uh, another issue is that our district refuses to accept all years of experience on the salary schedule when a highly qualified teacher transfers here. Also, many teachers cannot financially make the transfer here because our teachers do not receive their first paycheck until October 1st, almost 8 weeks after the first day of employment when our surrounding districts pay their teachers on September 1st. And I'll email you the rest of my points. Thank you for your time. Thank you.
020Next, we have Savon Touchman. parents student is um she's list her um her student's name and the topic is a lack of evidence that RHS is enacting the necessary MTSS to meet the needs of all students and respond to these needs in timely manner. We're not. Okay. And then we have Sydney Makook. Um she who are you representing teachers and um topic is teacher compensation. Hi there. Um good evening members of the school board and district officials. I zoom before you tonight not just as a teacher and a mother but as a deeply frustrated and exhausted educator. We come before you because we are overworked, underpaid, and disrespected. And while we pour everything we have into our students, this district continues to show us through its budgets and its actions that teachers and students are
021not the priority. Organizations invest their time and money in what they truly care about. So I have to ask, where is that investment in us? We've seen professional development no one asked for. Countless programs that were supposed to change teaching but were abandoned a year later. Multiple superintendent collecting paychecks at the same time. expensive lawsuits from both employees and families and market research no one needed. And yet somehow there's never enough for fair wages, reasonable class sizes, or even basic respect. We are 33rd out of 33 districts in pay in San uh Gorgonio dead last. If that doesn't tell you how little this district values its educators, I don't know what does. Are you hoarding money for the inevitable lawsuits because you can't keep an SLP employed? You end up contracting out, spending far more
022than if you just given a raise. Now kids who desperately need speech services are stuck in front of a screen, a screen that likely aggravated their condition in the first place. Are you hoarding funds, but excuse me, because you know another lawsuit is coming after employing a sexual predator? The reason we are here is the students, but somehow they are always the ones paying the price. And then on top of it all, you have the audacity to try to lower my healthcare. The one benefit that actually made this judge nearly sustainable. You call it a raise, but after doing the math, for some it's actually a pay cut. For me, it's a whopping $200 more per year. That's $20 a month. Just enough to buy two dozen eggs. Is that all I'm worth to you?
02324 eggs. Is that all these children are worth to you? The children that are under your care? The ones whose parents trust you to give them the best possible education? I've been through a lot on this job. I've been hit, slapped, and bitten. But this this disregard for teachers and students is the worst injustice I have ever seen. Let's be clear. Let's be clear. It is infinitely cheaper to retain experienced, talented educators than to constantly hire and train new ones. But when teachers are forced to work in impossible conditions for wages that don't even keep up with inflation, they leave. And when they leave, our students suffer, our fellow teachers suffer, and our schools suffer. So I ask you, what kind of district do you want this to be? One that values and invests in
024its teachers and students, or one that watches them walk away. We are not just demanding livable pay, manageable class size, and respect. We are demanding that this district prove through actions, not just words, that we matter. Thank you. Thank you. I believe that's the last for our public comments. Okay, moving right along. um 8.3 um RIM teachers association RTA um representative and California school employee association CSEA I see um Mrs. Marovich I also see on there. So we'll start with um RTA with Amanda Marovich. Okay. I can't start my video. Hopefully it starts. Um it's Here we are. Hi everyone. Okay. Hello board members. I trust you are having a better month than the teachers of from the world unified school district are. I am not sure how many teachers are watching after receiving a
025message yesterday from the district that said the meeting would be moved to Saturday if there was inclement weather. A corrective message went out today, but you may want to post something on the door just in case people show up on Saturday. You may have heard the adage, trust takes years to build, seconds to break, and forever to repair. After the school district declared impass in 2018, trust was completely broken between the school board and RTA. After many years, it felt like trust was being built back up. But after RTA received the board proposal, the board approved a proposal last month, the trust is gone. You, the school board, approved proposing a hard cap on our benefit in exchange for a 1.5% increase on the pay scale. Even though the government will be giving more than
026that for our cost of living adjustment that they entrust the district to use across all aspects of the budget, including salaries. You also approved a a divisive offer to decrease class size at one level only if we increased it at another. The third thing offered was a very small amount off schedule which may help cover our teachers cleaning deposits for the new apartments they are going to need when they are forced to move and get jobs elsewhere. So thanks for that. I am an economics teacher, AP psychology teacher, and a leadership teacher. I can view this methodology, the methodology of this proposal in a few ways. First, maybe the board thinks the teachers they hired are dumb. As an economics teacher, I can tell you that only an extremely unintelligent group would entertain this offer
027as it results in a pay decrease. For some teachers, they would lose money immediately. And for others, it may take a few years. In fact, when I spoke to CTA about the offer you gave us, our representative thought, "You must surely have meant a hard cap for only a year." I told her, "I thought the board meant a hard cap forever." She couldn't believe that a school district or school board would even propose something so bad. How embarrassing. As an AP psychology teacher, I would say this proposal was a bullying tactic. And the offer to decrease one class size only to increase another was meant to split our members. As a leadership teacher, I would tell my kids that neither insulting people's intelligence or bullying was acceptable behavior. Our negotiating team expected to do normal
028negotiating this year. We go lower each time, the district goes higher each time, and we meet in the middle. This doesn't seem to be what is happening. The only other time that this didn't happen was when the district declared impass in 2018. This year seems very similar to 2018. And I believe the district and school board want an impass again. I remember how terrible that was. All the time away from the students, all the subs, all the long nights, the teachers no longer doing the little extras that management just expects them to do. I remember falling asleep on the floor of the district office with the CTA representatives. I remember the unnerving things we discovered when doing our research. I remember having to pay for half the cost of a mediator for a fight we
029didn't start or want. And I remember getting a raise that we hadn't even asked for. So that was the good part. In an effort to prepare myself for what seems to be the direction the board wants to go, I pulled out something produced in Impass called the factf finding binder. It's several hundred pages long. Some of you may remember the process of factf finding. Our CFO was the same person then as we have now. One of our board members was on the board and two board members were then teachers. I only got through a few pages of the binder when something caught my eye. A letter from the county. This one saying that our budget had been declined due to the three-year projection showing the district to be insolvent. The letter from the um the
030letters from the county telling us to watch our budget aren't anything new. If we are always submitting a negative looking um outlook at this budget at the start of the year, there's always going to be a letter. In looking at the actual financial reports that were submitted in 2017, that's right before impass. The district submitted a second interim report showing that the district had a $4.5 million deficit. By the time the unaddited unawudited actuals were reported for that same year, the deficit was only 536,000. It was a miracle. It's a difference of 44 million. Of course, what happened in the end was that the district had money left over to put in the reserve. This is the same cycle that happens every year. And I can't believe board members that have been around for as
031long as some of you have don't get it. I will send you the documents I'm referring to later tonight or tomorrow. Not much is different now except the bank reserve or sorry except back then the reserve was only 9.1% and now it's 19.7%. We are no longer in the declining enrollment we were in then. I can't remember if we were the lowest paid out of the 33 in the San G region public schools, but we are now at every step and column level. Um, I don't know if all groups are being offered the same offer that we're given. Cap the benefits for 1.5%. I know that all the groups usually get the same raise we get. It'll be interested interesting to see if management will be offered the same pay increase that we're being offered.
032They also need a raise. If you hire people people at the cheapest rate possible, you will end up with liabilities. A lesson RIM should know very well by now. What's the board going to do with their insurance? Are you going to take the cap as well? Will you actually pay to be on the school board? The last point that I want you to remind you of is most of the teachers in rim of the world are not just stakeholders. We're also your constituents. Things don't have to be this negative, but it's hard to have good faith negotiations when there is no faith left. Thank you. Thank you, Amanda. Um Julie Julie Perkins representing CSCA, please. Thank you. Thank you for allowing me to speak on behalf of CSEA. Um it's been a struggle. Um classified
033employees are exhausted workload. We have had tremendous more workload on our plates. I know this is a challenging time for the district and we're working to find ways to address lower student enrollment. From what has been shared with classified employees, it is clear that we have a few years to find solutions before the surplus funds we received during the pandemic are exhausted. Speaking on behalf of all, and I mean all classified employees, I strongly believe that the solution needs to prioritize students and district operations. The passage of last fall's bond measure will help with operations as it will also address maintenance and make our schools more attractive for the students and the families. But we also need to make sure that we have classified employees in place to support student programs and to maintain our
034school facilities. Currently, our district lacks some lacks some key classified student support and facility positions, including bus drivers. We are down four bus drivers. Our driver trainer not only is training working seven days a week, but is also driving a bus. She works so hard. We are down and we need to figure something out to help transportation, not only bus drivers but security, landscaping and also our custodial workers. Under the last superintendent attendant, a classified or classification study was conducted. It was only supposed to result in management titles being changed, but they also got raises. It also and while there is a new classification study currently looking at all classified employees, it is not clear that the study will result in addition of these badly needed position or in changes of raises for all of
035us classified employees. Instead, what's happening is we're taking away classified positions and we're adding more work to other classified employees, which we should not be doing. I am grateful for my job and for the raises that I've received over the past four years. However, the commitment to classified employees need to extend to offering compensation that will attract qualified new employees so that so that all positions will be filled and our students will benefit. While addressing compensation and filling positions will increase district expense, classified employees are a minority within the district. We know that. We're a number. We understand that. But we should not be a number. We are more than that. more importantly attracting and retaining well-qualified employees to provide safe transportation because while we're on Zoom, we have the snow snow day. Our bus
036drivers, it's not safe for them to be out. But transportation is so important to our district. security services for our students and to maintain our facilities will make our schools safer, cleaner, and more attractive. In turn, this will help to attract new students while retaining those already enrolled. Thank you for giving me the time to speak and I hope everything I hope you heard us. Thank you. Thank you, Mrs. Perkins. Pretty sure we all heard you clearly. Thank you. Um, so next we have 9.2 governing board members. Um, does anybody want to kick us off? One more. One more. Oh, is there one more? I'm sorry. 9.1 Oh, 9.1. I'm so sorry. You're right. 9 9.0 reports and presentations. 9.1 student representative report. Ethan Smith, Rim of the World High School. Ethan, uh, good evening.
037I apologize for my camera not working. Is not working on my Chromebook, nor is it working on this PC that I'm using. However, let's just get into the school report. Let's start with elementary schools. Uh, VOE kicked off the week with a book blast. We have partnered with books are fun to see how many books we can put in the hands of our students. Our goal is that each student goes home with new books through the help of family and community support. Our fourth grade and SED class commun culminated their Southland signs work with schoolwide and parent performances. We are excited for the opportunity and look forward to next year's partnership. CH recently wrapped up its read across America events featuring breakfast with books and a charming door decorating contest. The entire Running Springs community
038voted and congratulations go to Mrs. Lanyard's second grade class for winning. They'll enjoy a pizza party courtesy of our PTA. A special thanks to the uh Soptimus for their gener generous donation of dictionaries to our students. Lee closed out ReadAcross America with a New York Times bestselling author as our guest reader. Our students did an amazing job being active listeners and asking great questions. We will be hosting our glow crazy party Friday, March 28th from 5:00 to 7:30 courtesy of PTA. Finally, we are holding our trimester 3 community service project collecting Play-Doh for patients of Lominda's Children Hospital in honor of Sienna Smith. Send send to LE if you're interested in donating until March 28th. Moving on to MPH. Level up. Our Mario Bros. themed Coin Wars fundraiser was a smashing success. Sixth graders won
039the challenge and in and in the spirit of good fun staff and Mr. Gomes got absolutely silly string strumming into the future thanks to the new ukulele purchase. Our music appreciation class is excited about hitting all the right notes literally. On the move, MPH administration and Mr. Fernandez visited fifth grade classrooms at CH and LE building anticipation and excitement for their transition into the sixth grade. Next stop, VOE. We can't wait to welcome you. Game on. M PH students are gearing up for the attendance challenge with weekly shoutouts and end of tournament rewards on the line. We're about to see some serious commitment to showing up and showing out. Surprise. Spring surprises. Due to the snowfall, our spring bloom dance has been rescheduled to met Wednesday, March 19th, and the spring concert will now take
040place on Friday, March 21st at 4:30 p.m. Moving on to Mountain High School. Given the number of graduated and soon to be graduating Mountain High School students in our latest credit check, MHS recently held its first annual FAFSA workshop designed to assist our graduating seniors um in exploring free uh and funding. I'm sorry, I'm having a hard time reading this. Designed to assist our graduating seniors explore free and funding options uh for various post high school options including trade schools, military service, and community college. MHS extends our heartfelt gratitude to our dedicated school counselor, Mrs. Mills, for facilitating this important event, which has empowered our Eagles to take charge for their futures. With an impressive number of students motivated and ready to embark on their next journeys, we couldn't be prouder of their commitment and
041determination. RVA, exciting news for our RVA community. We're thrilled to announce the launch of RVA Leadership 101, a dynamic group counseling program led by the amazing Mrs. Mills and her dedicated school counseling intern, Miss Julia. This initiative is designed to empower students by fostering positive academic, social, and emotional behaviors through the development of empathetic leadership skills. Participants will explore the importance and uh the importance and of influence effective communication and integrity, crucial components for effective leadership in any setting. If you're interested in joining this transformative group, please reach out to your RVA teacher for more information. Let's inspire each other and grow together. RVA Rim of the World High School. Next week, RHS hosts its WASK visiting committee for its accreditation visit. The visit runs from Sunday through Wednesday and will provide us the opportunity
042to showcase all the exciting things happening at RHS as well as some student uh interviews. The sophomore classes will be hosting a spring fling dance on March 21st at San Maritz Lodge. We are excited to add another dance this year and looking forward to having a great time. On March 25th, RHS will host its annual openhouse and freshman orientation. RHS counselors visited MPH eth graders this week over uh to go over course requests. This event will give incoming freshman students the opportunity to tour our programs before selecting classes for next year. RHS leadership is hosting a March Madness attendance comp uh challenge. Each week, two second period classes will go head-to-head. The class with the best attendance will advance to the next round. The winning class will win donuts. Our high school internship is up
043and running. Our CTE students are being placed uh at businesses and agencies across the mountain, gaining valuable real world experience. That first intern being Keegan Lions of the graphic design CTE course. And that is it for the school update. Thank you very much, Ethan. Um now move on to 9.2 governing board members. Um, head Scott or trusty craft. Yeah, I'll start off. Um, these are definitely uh, every year it's the same thing and um, it's tough. This district is tough um, to manage. We do not get the funding the same as anybody else. And believe me, we are um looking for everything we can to try and fund this district and to properly represent the teachers and staff as they so deserve because they are amazing and they do so much for this district. So,
044I know the district office is also looking at cuts that we've talked about for the last few months, and there's going to be additional cuts to try and get everything we can for teachers, and I'm hoping we can come up with those numbers that are agreeable for each other. I'm very hopeful for that. It is always a tough time of year, every single year, and I'm hoping that you take that passion that I see and that commitment that I see all these teachers do. such a great job and I hope the same conversation is happening with happening with the state representatives as well because the state does not fully fund us the way our neighbors get funded and that is a sad truth and I wish it was different. I'm hoping we can continue to
045do the things that we do that'll make things better and it takes grace from both sides to try and make that work. and I commend everybody for their patience and understanding. So, I'm not going to get too caught up in this. Um, but it's every year. I like to address it every year and know that to let you know that we're working hard to do everything we can. On the positive side, I did not get to on the last board meeting congratulate the girls soccer team. I thought they did an amazing job. Um, it was so awesome to see that they did so well this year and so I tip my hat to them. I want to also of course mention Christian Granger and Jedi Jackson who placed fifth in their ace group states and
046did very well representing their schools wrestling of course and um again I just want to express my gratitude to the teachers and staff and their hard work because yeah I was a teacher I was a student here I was a teacher here and our teachers are amazing. Our teachers are I think among the best in the state with um and I'll take that fight to anybody and represent them at any time and believe me we are doing everything we can to try and do what's best for you and our students as well. Thank you. Thank you Trusty Craft. Trusty Melinger, would you like to speak? Well, I think we're all probably going through various things in our lives. I know I've faced a lot of issues with death in my family and other things happening
047in the last month or so. and and then now celebrating 50 years with the most beautiful bride that I can imagine that and we'll be celebrating that this next week as we celebrate our have celebrated our anniversary. Um during this time the one thing that I had the privilege of participating in was the dental sealants at Valley of Enchantment Elementary School where we actually with Haftra and Rotarians um actually sealed the the sealed the teeth of over 70 students at Val of Enchantment. It's really special. I got to got to help invite the children in and back to rooms and uh it's just very unique the number of people that we have and that's that that donate to and work within this community to try to meet the needs of students. um trying to not
048make comments about comments that have already been made tonight, but I would just say this that um I know we have board members who seriously look and say what's the most we can possibly give to our staff in in spite of the fact that we have limited resources. and it's really troubling how limited our resources are compared to some of our other districts around us. Um that said, um I know thank you doesn't go far enough, but it is still what I know that every member of this board believes is that we appreciate both staff, administration, and teachers. And and everyone matters. Um, and I just would say it troubles my heart when people say we don't respect you because we do. So with that, I need to say thank you. Thank you, Trusty Melinger.
049Trusty Gardner. Hi. Thank you. I just want to thank everybody who spoke tonight um and really poured their heart out. Thank you. Thank you so much. I want to also thank you to everyone who has sent me a letter, an email. Um, unfortunately, we we can't have that back and forth dialogue on the points in your letters um because that would be negotiating away from the table and I don't want to accidentally trip in it. So, I just want to put out there that I I read every letter. Thank you um for expressing and detailing your concerns um in regards to to uh advocacy and trying to change the dynamics of funding. I mean enrollment based funding would help us. However, that conversation is still in a study mode and hasn't really gone beyond that.
050However, this week I did participate in CSBA legislative action week. So, we had meetings with Senator Chobogue and Assembly Member Lackey. Um, and then in the CSBA legislative committee, the big huge push is to for Prop 98, Governor Nuome is holding back 1.6 6 billion $1.6 billion that belong with us the local districts. um the re he is doing that in case of inherent revenue risks and when isn't there a revenue risk but what is what that is is CSBA believes and and so and so do I that this is unconstitutional and we are pushing really hard to to have that maneuver that he's trying to do in withholding money from school districts to push back on that and to reverse Of course, the other thing is is in Sandabs, we had convers that's the
051other advocacy group um really pushing to make sure that we are having conversations with our congressmen to protect the funding streams from the federal government in this time of reorganization. Um, so making sure that title one, special education, title two, title three, those revenue sources are not being cut, that you may organize how you will, but protect those funding sources. And we are really pushing hard. Um, I I commend our CSBA regional director Karen Gray for having those conversations already with Congress in Albernalty. Um, and his conversation in his points to her where we are going to protect their funding streams was reiterated by his um, field rep in Sandabs yesterday. We will be following up as SANDAPS and as CSBA to to definitely have those conversations to protect our funding and not the cuts
052all the I know that that may be like okay what's the fight locally here but those when you're talking about these pots of money anything that's that's withheld from us or cut from us is is potentially catastrophic for a district that doesn't have a high unduplicated count of of students that we don't receive that supplemental concentration grant money that Scott's referring to. Um we don't have that high count that really makes an impact on our budget. So, so we do have to fight at those higher levels to protect our funding at a local level because right now $1.6 6 billion from the state being withheld is huge. Title one and special education that if we get cut, it's a huge hit to our budget. So, just putting it out there that we have to fight
053every day for our local districts at a higher level to make sure that our voices are heard and that our that we hold our state and federal legislators accountable for their actions. Um, so that's what I kind of been the focus for the last several weeks. I am going to be part of the um delegation from California that does go to Washington DC the end of April for coast to coast um with all the um reorganization in terms of talking points. It's going it's kind of in flux. It's just based on what's going to happen in the next five weeks. So it'll be an interesting conversation. But as CSBA has said, this is one of the most important Washington DC visits that we can have in the because of the of the um turmoil right
054now that that and the unknowns and the uncertainties and just making sure that we fight for our funding streams. So, um, that's I I do have to say that I have to, you know, just keep fighting the fight. You know, when you go to soccer games and when you go to on campus to watch plays and events and leader and me activities or or see how hard PTAs work to to fund events and activities, you have to you have to fight the fight on all levels on all levels and and keep doing it for the right reasons. So again, thank you all for for sending me your emails. I'm sorry I can't ex go into lengthier dialogue with you. I would love to, but I just that would not be okay. That would not be
055okay with anybody. So, don't want to step in it. But thank you. I I clicked the wrong thing. Clicked my video instead of my audio. Sorry, everybody. Duh. No worries. Thank you, Trusty Gardner. I'll make my um comment short. um for starters, yes, I've also received those emails and um replied best that I could. Um do want to express like everybody else has the appreciation that folks have taken time out of their busy days to um log on and um and and and talk to us about things. Um I think Scott spoke quite eloquently in terms of the fact that we are really working hard on your behalf. Um, and I gotta say sometimes it makes me sick to my stomach how we are getting shortch changed as a district. I look at um a
056particular spreadsheet and Jordan and I are kind of weird that way. We love spreadsheets. Oh, no. We're wonderful that way. Let me let me change gears on that. But to put it simplistically, we're getting about 80 cents on the dollar for the funding that we get from the state where districts down the hill are getting about a$120 on the dollar. So, we're get significantly less and other districts are getting significantly more and we have higher expenses. We have a snow day today. Other school districts, most of them throughout the state, do not have to contend with snow. We have labor costs. We have maintenance costs associated with snow, with weather. So, that's a that's an expense that's added on to our our our shoulders that other school districts don't have to carry. Um along with
057that snow, we have more wear and tear on our buildings because of the weather. So that's incredibly challenging. We've also had in my spreadsheet there's information on transportation. We have much higher per capita transportation costs than most of the other districts in the county. Again, our funding is less. On top of that, um we have in the past couple months experienced quite a few power outages. We've had to get working generators on each of our school sites. Most other school districts do not have that additional cost. We are doing everything we can to provide a safe and thriving environment as our teachers and our staff do. We want to be able to make sure our students are getting the best possible experience with us. And we're working with less and less and less. And yes,
058it does make me sick to my son's stomach sometimes because we're we're kind of in a in a strangle hold in terms of what we have available to us. and we're comm I think a better job of communicating out and trying to get more support elsewhere. It's just um unfortunately the reality is right now we have less to work with and we have to do more. And so um I I what I can express is my appreciation to our hardworking staff. Um, Julie Perkins described what was happening with uh with our bus drivers and I do know that we have people who are working tremendously hard. We have our our our administrative staff, our admins on campus, our clerical staff, our teachers definitely top to bottom, they're loving on our students and giving their all
059to make sure our students have a tremendous experience and that is so appreciated. It's seen and it's known and um I just want to make sure that you are being know that you are being heard. It is being seen. As Nick mentioned, she sees us showing up. We appreciate what's being done. We love what our students are doing. My kids are a product of Sprint School District and I couldn't be more grateful for the experience they've had and the community that they receive, the love of the community that's helped them be able to go out into the real world and thrive. So, um I'm saying all this just to say that it is appreciated. It you're not invisible. You are being heard and you have a school board who top to bottom, side to side
060cares. And that's just the honest to goodness truth. So, thank you from the bottom of my heart and I think I've said enough. Go ahead and close out with that. Moving on. 9.3 Superintendent Dr. Paul Seat. Good evening everybody. Been a year since I've been here now. So, yeah, it comes pretty quickly. I I also want to thank the staff and our entire community. We have an outstanding um teachers, classified staff, management staff. We do a really good job here. Very effective and working with our community. We have a terrific community who supports us. I know that the board has worked extremely hard. They've had to make some really difficult decisions about budget and we understand the impact of those decisions of budget not just on not just on the budget aspect but on people.
061Um and we do care deeply about all of our staff. Just want to share a little bit about the background. Um you know tonight there's a a budget presentation by our own CBO tonight and uh one of the things that we are taking action on also is budget reductions and and I want to share a little bit about kind of how we got here. Um the district really and all of you have said is underfunded um by the state and the funding mechanism by the state um are not equitable and and they need to be corrected. Um and our district received less um per student funding than many surrounding districts. We've also faced declining enrollment. We had one-time funds that have come to an end in CO 19. We've had some increased operational costs as
062well. All these factors have resulted in in fewer dollars for the district. Um but the district um took some action. We established a budget committee uh in April 2024. And I want to thank many of the staff classified and certificated staff that sat on that committee met over the course of the year to identify um you know reductions that don't impact the classroom. And I think that was a a big priority for all of us. And so through these budget meetings, uh we we looked at, you know, how best can we make reductions while keeping our classrooms and our student achievement intact. Um the district will continue to reduce, you know, and look at ways to reduce operational costs, save money, stabilize the district budget, and be more efficient with our resources. And we also
063want to provide compensation to support all of our employees. Our work is not complete. We'll continue to work together to ensure our district maintains a positive financial position, not just for this year, but for the long-term financial health and prosperity of our district. Thank you for that time. Thank you. Thank you. 9.4 4 education services presentation of the input from the LCAP local control and accountability plan advisory meeting during the 2024 2025 school year to inform the 202526 LCAP local control accountability plan. All right. Good evening trustees and esteemed cabinet members. Um thank you for the opportunity to share a little bit with you about our um LCAP educational partners process. So what you see on your first slide there is kind of a short piece to share all of the different opportunities we look
064at to talk with our educational partners. Um, I can say that as a mom of two rim students, wife of a teacher and the opportunity to be a administrator in our district, I I am part of that process of being an educational partner. Um, and looking at the data of our LCAP, looking at the data that we've seen in CAS that we looked at in the dashboard. Um, and then from there looking at those needs assessments at each of our school sites to determine, you know, what our next steps are. Um and so when you look there, we're looking at parent guard guardian and community. Um we share all this information in our principal roundts information that goes out to our school site council, our PTAs. Um we have our student focus group, which we
065again we don't have favorites, but that's a really amazing group um to see and to hear from our 11th and 12th graders. Uh we work with our SELA partnership. So, um, as we're going through the process for the LCAP, we'll meet with our SELA partner and review the LCAP, um, to ensure we're supporting our students, uh, with special services. Um, we provide that update to our DACA. And, of course, you've got the surveys that go on. You probably have seen multiple parent scores um that share. Please um, share that information with your survey. So, you've seen this slide lots of times, but just as a reminder that the educational partner um review and um a review of data and input and feedback is a very very important part of making the LCAP meaningful. Um making
066the LCAP align to our school plans and our SIPs and um it's just a really important uh piece that we are um engaging all of our educational partners. So, what does that look like in a timeline in a year? Um, essentially we get our dashboard data, we get our CAST data in the fall. We review those pieces and we start sending out our surveys and start those parent and educational partner meetings. Essentially in January, we uh share that dashboard feedback. Um, get that input. Um, in March, February, depends on those snow days, right? Um, then we take a look at our needs assessment, our actions, our goals, and our services that we shared in the midyear update. um and we look at how we are responding to the needs of our district. Um the review
067of the draft LCAP does go before all those same committees uh before it comes um before you all the public hearing in June. Um and then adoption in the late June meeting. These are some of the feedback pieces that we have. We also throw some QR codes out there so when people come to our meetings, they've got easy access to share that data. Um I think the QR codes have been helping. We're seeing more responses this year than last year. Um probably by about 20 to 30 depending on the survey. So which is really great. Um and then the little flyer you see in the middle again that's how we are advertising sending out our parent square is really encouraging. So if you have a friend that would like to be on the LCAP committee
068please share the details, share the QR codes and share the flyer. Um and again as we talk about what are some of the things that we share again you've seen several slides on the state measures and the local measures we go into depth with um our teams. It's interesting when you go through that information with the students that they have um a stronger awareness of their school and of their district and they say things like Mrs. Whitide I didn't know that there was data for that or that this is my report card as a school or how important the CASP is. Um so we'll look at that in a moment. You saw this slide during our midyear update. It's also important data to share with students. How do we see a change? How does that
069change happen on the dashboard or how does the color change um and how do we see that improvement and what are the things the actions and the expenditures associated with those improvements. So we review the data together. We look at the color change. We look at you know what do we do from one year to the next. Um and so again seeing that data of of the change both in the distance from standard as well as in the color. And so based on those outcomes, we identify what are the areas of need and we look to see from our families um and our students and our community what is their feedback. So this is the best part of the uh uh presentation is finding out what did the students say. Um a student shared that
070they didn't know that the school district got a report card. It's interesting to see that a school district gets a report card as well. They said we know that we get one but we didn't know that the school got one. um they knew that they take the CASP every year, but they didn't understand necessarily always the correlation or the importance of taking the CASP. Um one component that uh was repeated at our last student focus group was well, Mrs. Wside, we don't see the test after 8th grade until we see it again in 11. And so from 8th grade to 11th, we kind of forget about it. And that's really meaningful feedback from our students as we look at and you'll kind of see noted in here um that we look at as site staffs,
071right? How are we um providing information? How are we communicating that with families? Um how are we communicating that with students? How are we preparing for task not just on the day, right? How do we backwards map that through our standards instruction? How do we support our students and incentivize that process? And so what you'll see is an example here um top here kind of multicolored at the top and looks like a rainbow. Um that's an example of one of our elementary schools and how they track diagnostic assessment throughout the year. So, uh, Charles Hoffman Elementary, they will look at every single student. Of course, student names have been removed, um, to identify their programs and services and how they're doing on their diagnostics and common assessments along the way so that they have a
072strong predictor of how these students um, are progressing, but also what interventions or enrichments they might need. It's important to also note enrichment, not just intervention, right? how are we supporting our students with areas of need for growth um and to excel. Um down here you see a little picture of each of our school sites does a CASP training um with their staff to talk about the importance of CASP, how do they administer the assessment, but again the details that our students, you know, may not have a full grasp of. And then the top right corner there, you may have seen that in a parent square, an example of MPH getting little donations like the spin board. I hope I'm saying that right. Um I think you put your fingers on it and it spins
073around. Um but essentially the students have an opportunity through um positive attendance and giving it their best on their assessment um to be entered into that raffle for the little spin boards. So we're looking at um how do we incentivize and support our students with why is it important? How are you preparing for it along the way? Um how does it demonstrate your progress? How is it preparing you for college career and beyond? Um the other major topic that our students talked about was um I Ready. I Ready is a new diagnostic for our secondary this year. And so if you think about assessment with regard to CASP is once a year. The diagnostic is uh two to four times depending on your grade level. And then our common assessments are happening along the year
074to identify that standards mastery. So we have multiple layers of assessment and and um identifying how our students are doing. For I Ready specifically, we look at what is your English and your math capacity to access the grade level content area standards, alchemy, vocabulary and chemistry, US history, right? We have to identify how our students are doing in their reading and math ability so that we know how to best support our students with intervention and enrichment. Um, so interestingly, our students shared how I Ready was going. Um, kind of their thoughts about it, how long it took. Um, but we're interested to know that it's one of the best predictors of your cast performance. Um, that that we have available at current. A few other topics the students talked about with AI. Um, so artificial
075intelligence, they're always asking, how do I feel like I'm not cheating? How do I use it responsibly? How do I recognize that this is the future, but I want to do it in a way that if I go to college, I don't want to be accused of plagiarism, right? And so, these were really great conversations from our high school students who said they, you know, they want to be able to use it, but they want to be able to use it responsibly. So, we're excited. We um have a great presenter, Dr. Agular are coming from USC tomorrow for our professional development day um and we'll be presenting on artificial intelligence um and making that meaningful in the classroom as well as that responsible use that's associated with it. A few other topics they shared were
076um things about engagement, what makes them excited to come into the classroom, what makes them excited to learn and some of the opportunities that they appreciate like CTE and internships and different pieces to connect to college and careers. Essentially, that's what our students have shared thus far. We have another meeting coming up. We just rescheduled it. I believe it's March 27th, which will be combined with the social justice committee. So, we'll be able to utilize our student voice. All right. So, um next piece is wanting to share with you our DAC feedback. Um our district English learner advisory council. Always great to hear from um our parents and families across the board. Uh specifically with this group, they are looking at our English learner performance. One of their major questions was about I Ready as
077part of a reclassification process. I Ready is our standardized benchmark for their English proficiency and our English learner parents were looking for ways to help their students thrive on I Ready at home. So the I Ready learning path does go through 8th grade. Um, so for the high school, it doesn't have that intervention path, but there are I Ready resources specific to English learners. So even if you Googled I Ready Central, you'll see I Ready 4 and it has different topics like elementary, middle, high school students with special services, English learners. Um, and we have shared that information with our EL coordinators that they can facilitate that out to their school sites. One other um piece from our DAC feed uh feedback was um a request for parent engagement night specific to English learners. They
078want to get that connection to our school sites but also um while learning about the reclassification process but also some of the basics of our schools. They want that connection and relationship with their schools and they feel like they have it but at the same time they need that extra layer to feel like who can I go talk to? who who can I connect with that I know, okay, they're going to know how to do short-term independent study if I have a unique need or who do I call about an attendance concern or home hospital. Um, and so it was interesting as they shared that, we did share that feedback already with our principles and every one of our school sites is working with their EL coordinators on piloting an EL parent workshop by the
079end of the year and then turning that into an annual EL parent workshop every fall. We typically want to see that reclassification happen by the end of fall before the next ELPAC season and ELPAC's normally taken in February. Um, so we and in fact I think we have either one week or two weeks. I can double check that calendar and I'll get that date to you, but our first school that is going to be piloting their EL workshop will be CH. And so I'll get you that date. Um the last piece of feedback um coming from our educational partner committee meetings that happen here at the district office um and also through our surveys. Thought I would share with you the major themes that we were hearing from the surveys as well as from our
080meeting. We've had one so far. We've got another one that's just been rescheduled to March 19th. So I'd love to have you join us. First one was expanded learning opportunities and offering more afterchool, summer school and targeted interventions for students who are falling behind. Um the exciting piece to that is our ELOP program is amazing. Oftent times on the weight list um everyone wants to go to ELAB and ELAB also um kind of spills over if you will into summer school. We have piloted the high um high impact tutoring this year with all of our school sites. Um and in fact two of our school sites did a crossstage tutoring process where our MH students um who take the bus from LE are supporting LA's high impact tutoring and then hoping on that bus and
081jumping over to MH. So it's great to see those um student leaders u being part of that high impact tutoring. Uh next piece was uh classroom focus and teacher support. How are we supporting MTSS and interventions as well as providing professional development um for our um our staff both around um those positive classroom expectations as well as instructional practices. um several PD components across this um school year and may have seen that in another slide so I won't go into depth on all of those um uh PD opportunities u but we continue those on a regular basis um and including our teacher leaders including our administrators um and our educational partners in that process. Next piece is parent engagement and enrichment. Looking for more opportunities to engage our community which is so exciting that we
082have um Jackie Benson who has been our community outreach specialist and supporting each of our school sites with writing their community schools grants. Um lot of activities happening this year like the mixers at RVA um the the glow dances. I think there's one coming no two come one glow dance a couple of spring dances. Really exciting events. Um, and a huge thank you of course always to our PTAs who reach out and support and are always offering additional assistance whether it's with getting excited about CASP, helping out with the dance, um, supporting our parents and families. And that last one there is student recognition. Our parents and families and community members shared the importance of recognizing our students achievements. And how are we doing that? through our awards ceremonies, um through our opportunities to recognize
083students for making positive choices. Um I this year I was able to see MPH started the MPH way, an acronym that was developed by middle school students and they incorporated it into their awards ceremony um and and picked out students who demonstrated the MHA and positive expectations on the campus. um similar to like leader and me that you see here they're sharpening the saw and put first things first and forgive me if I don't remember every one of those um but uh really cool opportunities for um you know students during Friday flags to be honored so those great opportunities so essentially our family and community are looking for those expanded learning opportunities the intervention the PD the community schools um feeling and of course that recognition and support to our families so essentially that wraps
084up the feedback back um from those committees. Any question? I I uh have one comment kind of a question. I find it uh pretty informative on what the students had to say as far as not fully understanding certain things. And I thought they put it put it pretty well when they're talking about how they don't take the test very often until they often forget about it, you know, and where our state requires the teachers to, you know, test the students and give that feedback immediately so the students understand it. Yet our state does not do the same thing. Um, and I wonder what are we doing? I know there's certain things that have already been addressed here, but I wonder if you can address some of the things that are happening to help uh make
085this more relevant for our students. Oh, absolutely. So, you've got our um about this time of year, our administrators are going through their CAST checklist, right? Everything from their letters they send out that include things like who are you dedicating your test to? Um doing a practice test online or doing one in one of your classes, um dedicating your scores to someone important. uh positive in incentives with attendance and the spin boards and the different pieces like that. Um a steps for success night just on CASP. Um I think part of the piece to that though is getting that participation and that attendance at some of these events. And so um that is where the support I think is really needed. When we take a look at what we need and how you get the
086word out there, how do you share that with students? We can do that in school. We can pick a class period. We can say you know everybody's reviewing or in second period. Um, but how do we also get that out to parents and families who we know are are busy and and you know are working and and balancing sports and activities with their families. Um, and so we send out our parents flyers and we send out those engagement components, but we're always on the lookout for more ideas on how to make this engaging and how to bring in our families. Um, and so that's again where like our PTAs are very helpful to to create those incentives and support our families. So great question and I think each school site has their own unique um
087way that they go about that. I I think also just to share I know some principles are looking at establishing individual goals for students you know in terms of how they can make those gains and then what do they need to to do to achieve those gains. So that's another way of that intrinsic motivation for students. Exactly. Say Scott's question also kind of struck a idea for me and thinking about your presentation is student recognition. Are we doing anything in terms of student recognition specifically for CAST um results? That's a great question and to the point that was made that we don't see those test results right until the fall is how then do we pull that information so that we can still honor those students you know for their achievements. Sorry. Yeah. No, I
088I I don't have an answer. I mean, it might be nice as we gear up for the next round of tasks to somehow in the future look at ways to recognize students who performed particularly well in the previous year and not just like high performers but improvement especially improvement but being having a way of being able to possibly highlight that. So there might be kind of a that could be a motivator potentially. Yeah, if I may, I maybe want to elaborate on tomorrow's activity a little bit. Oh, yeah, absolutely. So, tomorrow we have multiple activities for the professional development day. We're actually kicking off with the AI and the artificial intelligence. Then we're going to be jumping into Panorama and MTSS and connecting all those tiers, academic, attendance, behavioral um and how we look at
089that data on Panorama to identify specific student needs. You can even click on specific trends associated with attendance and and academics um so that you can specifically um identify students in need of additional support and in fact the high school has already started some of those components not just specific to CASP but in terms of starting to identify the data like a needs assessment like we do with the LCAP and with the SIPOS is identifying areas of need to provide areas of support. Uh one thing we saw at the recent I Ready training a week or two ago um is they have growth uh and goal sheets that can be done with the students where they identify their diagnostic on you know their previous diagnostic what their score was and hoping to achieve a minimum
090of a 19 point gain is on average what they're looking to see. how we might um you know replicate that for CASP to say because we can pull up those scores and say here was your scaled score last year and how might we look at setting a growth goal. Uh I was in a classroom last year who was administering I Ready and the teacher made sure to identify for every student what their their previous diagnostic was and every student in that classroom set a goal and then they jumped into the diagnostic so it was real and it was immediate and how might we transfer some of those strategies to class. maybe highlight Mr. Massie's. Oh, yes. Sorry, I jumped ahead there. Um, yeah. So, u Mr. Massie from Sanino County Superintendent of Schools. Um, he
091oversees data and assessment for the county. U, he came and spoke with our principal round table about the local assessment project and looking at our beginning of the year, middle of the year, and end of year diagnostics and how we see those growth gains. Um, but he's going to be coming in to share tomorrow how we connect what we're doing every day to the common assessments to our diagnostics and to the cast and how do we do some of those things that are going to create that intrinsic motivation for our students um to to show and to demonstrate why is this important and how do I get myself on track and prepared if I haven't seen it since 8th grade and I'm an 11th grader. Um it's interesting how they take it for third through
092eth and then all of a sudden they have a stop right for ninth and 10th and jump back in at 11. How do we keep that positive momentum for the students um you know with all the things on the plate? So, we're excited about tomorrow and connecting essentially we're talking about connecting GDC, common assessment um and data literacy to the CASP, right? And how do we en encourage um and inspire our teachers in the classrooms who are the closest to supporting our students with making those growth gains? Cindy, do you have any questions or comments? No, thank you. Thank you. Thank you. All right. 9.5 educational services presentation of the annual title one report for the 2024 2025 school year. Right. Good evening trustees and cabinet. Thank you for the opportunity to share with you
093about our title on the report and presentation. You have two documents here. Um, one of them is a copy of the presentation. The other one is a report that kind of breaks down in more detail um, your title one supports and services and essentially an analysis in brief since we've already done a pretty in-depth analysis of our data. Um, and so I'm going to kind of jump around a little bit, but just tying in title one to our LCAP. It is one of the areas where we identify how are we utilizing our title one funding um as trustee Gardner shared how important our title one funding is and um that we utilize it in the best way to meet the needs of our of our students. So the goal of this presentation is to share
094our title one report um and to look at the district as well as school site um actions that are associated with their title one funding um and across the board at a district level and how we connect those dots. Essentially that's what you're hearing today quite a bit is we're connecting the initiatives that we're doing to make them most meaningful. So at the district level, um we call it the the district set aside of title one and essentially the things that we prioritize with the district title one funding. Um and so what you can see here is essentially the initiative on the left and successes on the right. Um that first one being I Ready. We have committed to utilizing that diagnostic um across uh essentially first grade through um through 12. We do have
095a fourth diagnostic window that we've added to the school year that our teachers recommended we use for kindergarten but not till the end of the year. So we could get a good idea of where kindergarten students are at the end of the year. Step fourth diagnostic which will be in May. Um we'll look at kindergarteners at the end of the year and then going into first grade. So successes you're seeing with I Ready essentially on the next slide. Um we are currently in the third window of I Ready. You're hearing a lot about I Ready because again we want to show our commitment to demonstrating um supporting our students with English and math proficiency. We can't access the grade level and content area standards if we don't master that English and math proficiency. And so
096what is exciting to share on that next slide is based on our three diagnostics thus far we have seen 74.7% of our students show a gain um across uh the you know beginning middle and end of year in reading and it's 76.7% of our students have shown a gain in math. Now, I Ready and John Massie from the county, who we're going to hear from tomorrow, has shared based on his research as well, that I Ready is one of the best predictors of what the CAST performance will look like. And so, it's really great to see that we have that large amount of growth and gains that are happening just in this first year of full implementation across um all of our great cities. Can I ask a clarified question with that um that growth?
097Is that relative to not just what they have that they've learned but that they're they're they're performing at a higher level proportionally than they were previously. Is that right? So it's showing um essentially it is a lexile growth in reading and then you have a quantile growth in math. Um and so that's showing that over the beginning of the year, middle of the year and then end of year diagnostic. The great thing about those diagnostics and and having also been a parent, um I put my fifth grader on I Ready at Home. So based on how he scored on his diagnostic, it's going to give him specific lessons associated with the domains of reading or of math that he demonstrated a need for support with. So it's giving him that intervention where we can go
098on it at home, go on it on the snow day, um go on it and give him an opportunity to continue that growth. So, so that means that with that they're performing closer to grade level than they were previously. As their grade level is progressing, they're closing that learning gap. They are closing that learning gap as we are seeing those closing gates. And that is the goal. And the really great thing that when you when you look at the I Ready screen and they're on their path, it gives them their diagnostic score. And it's really easy to see when you're creating a growth goal and you're ready to take the next diagnostic. So, um, even though our window just opened on Monday, I know we've had a lot of snow and other things this week,
099but they have till the end of this month to finish their math and their reading for I Ready for this third diagnostic. Um, so we're really excited to see once that third diagnostic closes, there will likely be even more things. So, it's really exciting. Um, so, um, I read is one to kind of talk a lot about because it's something that's new across our whole district. Our elementaryaries have had it for a couple of years now, but having it across the board, we've also learned that there's a standards mastery component to the construct we already have and our um middle school and and uh elementary grade levels, so essentially grades two through eight are are going through their GBC, the guarantee of viable curriculum days to identify common assessments through I Ready, which would give
100them an opportunity to have both their diagnostic score and their standards aligned core content area uh score within the same platform and this was based on some great work we've been doing with solution tree um at MTH and then sharing hey this is available and in looking through that with our teachers to get those collective agreements so we are moving that much closer to that common platform for common assessment in grades 2 through eight in the same platform as our diagnostic so forgive me took a little bit longer on I ready that's one of our district initiatives one of our next which you've heard me talk in great length provide is our instructional coaches. We couldn't do this great work without them. I have to give huge kudos to Mr. Wallace, Mr. Longto, and Mrs.
101uh Berto. They do just a phenomenal job um pulling together our grade level teams. I know you've heard us talk about that. We started that last year. We're continuing that work. And um and that is all through the educator effectiveness grant, which has one more year of funding next year. And next year, we're planning on pulling back together our instructional support team. you've probably heard it in the past, IST or curriculum council. Um so that we can take those collective agreements from the grade levels and then bring our grade level and departments together to start continuing our our um our agreements about um you know common assessment platforms, what does it look like in grading practices, communication and different things like that. So huge kudos to our instructional coaches. Um, also in that one you
102see our mental health support. Um, title one does support um, uh, our elementary counselor as well as a portion of our high school counselor. Um, and then gate. We are working with our team to continue to grow our gate program. We currently have enrichment act opportunities that are embedded within our school sites, but we would like that to be a more robust program. So we are redefining our gate process with a committee um, to be inclusive of STEM. And in fact, we have a demo with UC Davis STEM on April 8th here at 4:00 here at the district office. We're going to be demoing a platform to expand STEM and see how we can incorporate that into some of our gate uh enrichment and planning. Um remaining initiatives with our title one funding. Avant is
103a a testing platform. You've heard of the CLO by literacy. Last year we had 24 students who earned that seal of bi literacy. Avant is the platform that makes that possible for us to assess. Um our parent and family engagement um a portion of that is paid for through our title one. So getting those parent squares out there, our Kelvin surveys as well as our care solace commitment to supporting mental health. We do fund and have that great commitment to our AVID program. Our district title one does fund one section at Ren High and uh MTH and we've seen great successes out of our AVID program essay winners um across the board. You have seen the four-year university data at 86% last year um the the college trip that they go on the five day
104trip at the high school um the one-day trips that they'll go on at MPH that AVID program really uh advancement via individualized determination preparing our students for the future. Um then our foster homeless liaison again supporting our our CWA and our attendance and McKini Vento efforts. And then finally one coming up soon here is as we're looking at our learning continuity plan um and expanding 2 to1 access to technology. Uh we have an item up today for your consideration um for expanding Chromebooks to grades three through five. So, if we're going to ask PA families and parents to have access and go on their I Ready learning path at nighttime and support their students, um having that technology at home is a is a huge benefit. So, um that's another key component with our title
105one. Any questions on the district level so far? Okay. Now, I know at the um the school sites, I've given you a general overview for each site. Um, and I'm going to click quickly through those because I know you have that in front of you um, in both the report as well as the presentation. But what you'll see highlighted in each of the sites is their parent engagement workshops. For example, the English learner one we talked about um, how they're using their title one intervention aid to support intervention supports and services um, typically in the afternoon through our kindergarten uh, teachers who support that. Um, different platforms that they'll utilize to support. So you might see like Alexia or Raz Reflex. Um, you might see learning at Mountain or RVA. Um, so as I'm kind
106of clicking through and you're seeing that, essentially your title one is really looking at how am I providing supplemental supports and resources in my core subjects, English, math, science, and history. How am I providing that title one intervention? How are we supporting our MTSS, our multi-tered systems of support? How are we providing engagement workshops um to bring in our families? um things like the science night at BOE and how you can combine an openhouse with a science night and and highlight student learning. And so each year they look at their successes and identify what is working through their six cycle just like we do with the LCAP and they align and identify how are they going to continue to make those um um growths in student learning um through those various supports academically and through
107MTSS and parent and family engagement. So again, you're seeing um kind of a trend in each of those. So I'm going to kind of just click through. So if you have a question specifically about any one of those, happy to happy to support. Um many of our school sites once our learning recovery block grant tutoring concluded, they've transferred over to utilizing title one funding so that they could continue their supports. Um but it's great also to see the pictures of the students. This is why we're here. This is why we do this great work and to see our students thriving and be engaged in those great things like AVID, being supported with MTSS and learning the M P way, getting those cubby coupons or those Rocky rewards and feeling like I make a difference. I'm
108doing something great in my school. Um and um and then those softwares that are supporting them with that. So again, you kind of see some examples with those different softwares at Mountain and RA. Um and again um we are looking at expanding some things like you see link crew coordinator in some of our community schools not specific to title one but we are looking at where we continue to expand that. Um like you heard in a previous presentation of looking at how we will include where everyone belongs which is the middle school link ver version of bringing students in and making them feel like student leaders and valued members of their school and taking that ownership. essentially that is your title one report. Any thoughts, questions or comments, Cindy, any questions? No, sorry. Tony came
109in. He he cleared our driveway and I was in the other room so that you wouldn't hear the snowblower. So now I switched back to my office. So sorry about that. I was listening. I was listening. I'm just saying. I didn't mean to put you on the spot. I just wanted to make sure that you had a chance. No, no, no, no, no. I I got it. I I am excited about the I Ready. I just have to say um really excited about the tools that are embedded within I Ready. So, um yeah, that was exciting data to to see. Mrs. Whiteside, thank you so much. Thank you. Moving on to 9.6. Six business services room of the World Education Fund presentation of checks. I think probably because of weather they are not here. We
110will table this to a future meeting. Um 9.7 business services update of budget and enrollment report by Jenny Havlin, chief business official. Hey. Hello. Thank you very much. Uh, it's nice to get up and move around since there's no heat. I have to get some feelings in my fingers. So, hopefully I can turn the pages, but I'll be able to get them warmed up. Okay. Um, thank you uh for having us tonight. and it's this time of the year uh March um that we report on the second interim financial report and I'm going to go fairly quickly through my slides um because a lot of the information um we've had a lot of dialogue about um you're well informed on the um budget cycles and our reporting cycles so I don't need to um I
111know it's good for the audience who's on um YouTube or or in here with us um to help inform them. But I know that um in the sake of time too, I'll go very quickly. Um but please let me know if you have any questions. Yeah, I'm warming up. Um all righty. It's going on. Let's see. It changed. Do I have to like You got You're good. You're good. Okay, good. It changed. All right. I think turning it on and off. Okay, thank you. Okay, this is just kind of why are we here? Um and then what is the uh purpose of the report? And one of the things that um kind of is is going um kind of uh along with this report this year is um the additional requirement by our county office
112to to um approve a bud a bud budget fiscal solveny resolution which um along with the second interim financial report is also included on the board agenda. Uh tonight we have had to um address a resolution like this in the past. Um but usually it's around budget development, but um gearing up to um you know evaluating whether or not a district would need to file a third um interim report um is you know a as the county does their oversight and review of the budget. So along with the second interim financial report, the resolution um is in your um agenda as well to um approve or not. So um and we'll get um we'll see that later on the discussion action. I don't know if there's anything sent um the budget we have um what
113we're presenting for you today is a positive certification of our budget. That means that we um have a positive ending fund balance in the current and two subsequent years. Although we uh look at a bi budget in a fiveyear cycle, a small uh school district with declining enrollment, our county requires us to do so. It's also prudent to do so to look at um a three to fiveyear budget especially um on the operations um and and um and staffing component of of the budget. Um but in the current cycle which is the 24 256 and 26 27 we have a positive ending fund balance. Okay. Going to move forward. That's just our district board goal. And one of the things we're kind of in between two reporting cycles for attendance right now. Um we have
114not received all of month seven from the sites. Um Scott White and my office will still need to audit those. Um and so we're, you know, every couple board meetings, we're kind of in between the two cycles. Um so we'll have we may have two months actually to report to you um in April um by then. But just looking at the draft of month seven um including LA's um uh special ed preschool um which is not we usually don't include that class in our um in our budget and enrollment because there's not ADA attached to it but we have 29 um 106 students currently and like I said that's a draft because it's un audited at this point um from my office and I wanted to highlight um what one of our largest classes that
115we have in the district right now, which is our grade 12, our 12th graders. And how we use this data, it has multiple uses um because our enrollment of course gets turned into ADA on average daily attendance. Um that projects our revenue and also helps us project our our staffing. So as we go through each year, we can look at sixth graders becoming seventh graders or third coming graders becoming fourth. Um and there are different staffing ratios um along with that um with with that enrollment balance. So, you know, we want to um that ties into our position control on how many um on the certificated staff um side of the house um you know, how many um uh employees do we need um for the students. So, but just kind of highlighting you can
116see every few years um you know we do have one class that's a lot larger than the others and some years are and they're you know maybe males are heavy on females and um and and we kind of watch these classes as they kind of go through our district. Jenny, that that also uh sorry um is tabing. No, that that also um does vary correct from year to year and from class to class as I think the biggest significance is as they enter ninth grade, eth goes up significantly. Well, not significantly, but there's a measurable. So, so, um, our sixth grade class, our fifth graders going to sixth grade, we tend to find enrollment drop, students leave our district and then come back in the ninth grade. Um, and we part of our staffing meetings
117that we have with principles. Um, we were talking with Mr. Hansen and Mr. and I were talking about his master schedule and really that year-over-year average is we see that 30 about 30 student drop and about 30 student regain as ninth graders. So preparing for that ninth grade class is something we've had to get used to also and not um because then we we have had years where we've had to kind of rush to accommodate that and then going into 10th grade is a different um you know that makes that's even a tighter master schedule going into that um ninth and tth grade year. So yes, we work on that and that's we look at that also. So, looking at that fire slide, um it looks like it's potentially we have such a large 12th
118grade class that you have highlighted, um larger than any of our other years here. So, it's very possible that we'll see a an enrollment dip next year if we're not able to have an incoming kindergarten or, you know, SLTK class that's in the mid mid200s. So yeah, we're right now projecting um a probably a flat at best enrollment. Okay. The financial statements include um you know the current year and two subsequent years and and the two subsequent years um are are projected using a variety of of assumptions and I I listed the you know the major assumptions that we use um mainly step and column for all units. Um we upgrade we update our other state and federal revenues. We post carryover. We we recognize um our trend in ADA ratio um any increased PERS
119costs any savings we might know that's coming in a in a future year and then we project you know um increases for um operations such as natural gas and and electricity. So a question for you as far as Steph and column. So column is talking about like if the teacher uh takes classes or something such that they move over to a higher pay pay scale. Correct. And then step is years of experience. It is years in our district. Yes. So from one year to the next um they're making about they're making more money, right? Yeah. It's um the our the salary schedule isn't completely squared. So not every step. Um, and that's really from probably 30 years. You know, there was differences and in the salary schedule and that takes several years to kind of
120square it up. So, it's not exactly um, you know, 2% 2% 2%. There could be there's years because there um uh I'm going back probably 20 plus years where there was big blocks of time where you didn't move uh step and then they had longevity built in and part of um even before I was in my position part of some changes to that seniority was collapsing some of those longevity you know placements and so it's not completely square um but you can usually like a a two to 3% um you know from one um step to another from one step but not for every step not for every step but like for the first 15 20 years you know what I didn't bring that with me I'd have to um I'd have to like I
121do believe it I do believe it does plateau in certain areas and then make bigger jumps in other areas and as your education gets greater as well but you know I'm sure the teachers are looking at that as I did all the time trying to get my steps when I could and my would go over in the columns as necessary. And one of the things that we're required to do is we're required to calculate stuff and column both on the unrestricted and the restricted um side of the budget. So only because if we have um staff that's funded classified and and certificated with restricted funds, we want to be able to project that seven column um and potential increases and stirs curves um health and welfare on you know to to ensure that we would
122have um enough grant funds to to sustain if it's a multi-year um type of restricted grant. Is there are they still required? Um I know for a while anyways teachers were required to submit any time they were expecting to reach those column jumps. Personnel handles that. I do know that there they have a process on when they turn in units and then um u Mr. Hansen and Mr. pay, you know, co um coordinate that and recalculate the column placement. And they um once once because our our personnel database is is through the county system is connected to payroll, any change in the personnel database. So, if they've recalculated um units and moved a column, that naturally flows, the system does it for us into payroll, my uh payroll specialists will receive an alert and it'll
123recalculate that teacher's um pay warrant, you know. Um so there that that alleviates as long as the input is correct upfront, you know, it kind of flows naturally into payroll. So, hey Jenny, can I interject real quick? Um, hey, we do that on a quarterly basis. Uh, uh, Scott, and it's usually a two to 3% as Jenny said, going across um, uh, across the pay scale, but we do, uh, credit checks on a quarterly basis, and we send that out to staff members. And um if they come in in the middle of a quarter, we uh retro it back to the beginning of the quarter. So um uh it's usually two to three on a quarterly basis. Thank you. This is just a picture worth a thousand words. The increases each year in PERS and
124stirs cost. You can see that stirs has plateaued um to to pretty much a set uh amount per year and PERS is um fluctuates a bit. So, so actually if you can help me understand that 19.1 is that a percent, what is that? That's 19.1%. So, uh whatever that's for stirs would be for a teacher for whatever their salary is. Yeah. So the 25 school year um the uh for every dollar of payroll um 19 you know.1% of that is uh for our the employer's contribution to sters and for um uh for classified the 2425 is 27.05 and that's that's up a little bit. Okay. Yeah. And so then you also have workers comp, you'll have unemployment, you'll for Medicare, um on the classified side, you'll have uh social security on top of those. So
125all right, um these are just the the estimated um and actual colas. And you can see that in the 2223 year when we had the super PA that was the governor's um attempt to add dollars to the base 2324 now 2425 is hovering um you know at 2.43 I'm sorry that's for 2526 2.43 43 for 2425 it was 1 um 007 um is our cola for this current year um in 20 526 um it's estimated to be 2.43 43, but we will know um the exact dollar amount of course when the governor um adopts their bud his budget in June. Um and we'll get an idea of that at the May revise workshop. Um we, you know, are looking at probably staying in the flat twos and um you know, having to adjust those cola
126numbers and the outy years um from the the current threes into more of the two range is what we're being told. But um we'll find more information out on um in May. Jenny um just in regards to cola um one of the po talking points for CSBA legislative week was making sure that um the COLA of 2.43 is fully funded because there is talk of it possibly being reduced. And so that is one of our talking points to try to to make sure it is fully funded at 2.43. Let's let's keep up that discussion for sure. Yes. The next slide is just our year-over-year um amounts and total LCFF dollars. This is total LCFF dollars which includes base supplemental concentration, our transportation add-on and our TK add-on. So these are in totals and what portion
127are property taxes versus state aid. Um we we do have a high um uh percentage of our total revenue coming from our local property taxes. Um, and so, uh, how that's a benefit to us is it benefits us on cash flow. Not necessarily, uh, we still get the same dollar amount regardless if we had zero property taxes, um, or not because that calculation of how much a district gets is calculated and then whatever property taxes are um, earmarked towards education for the basic um, funding for ADA, um, the state aid makes up the difference. So, if we had a year where taxes came in at 10 10 million um or 20 million, the state aid would just either be reduced or or make up that difference. And one of the things you can see too
128in years of the we had a funded cola I'm going to pick on um this year 2425 in the top right hand corner are 1.07% cola. Year-over-year dollar amount changes for LCFF you can see is actually negative 1.86. 86. So year-over-year changes when you when you think about um cola, you need to think you instead of thinking about it in a percent, you need to equate it into dollars. And what does that mean for a district's year-over-year change in total LCFF? So going into 2526, if the cola remains at 2.43, or three our year-over-year assuming that all ADA and assumptions would stay the same and including unduplicated student count um that the year-over-year increase is 1.72. So if you just um you know understand that that's a um an increase in actual dollars and not
129necessarily an increase by the percentage wise. just an um an illustration of the components of total LCFF. And the next few pages are just our multi-year projections in summary form separated unrestricted and restricted dollars. Um you can see we've made notes on um on what major categories are uh you know would make up things like federal revenue or other state revenue and the type of um grants or um uh funding streams that go into those categories. And there's a breakdown of our um projected expenditures. These are budgets, you know, what we're budgeting um at towards the end of the year. We'll revise the budget again. Um this is our revised budget through January 31st. We're already working on as we um you know cut and make some um uh purchasing cut offs um and deadlines,
130we'll have an idea of what restricted dollars we have left and um and be able to adjust those. we'll next opportunity to adjust the budget to actually turn into the county would be part of our estimated um act uh actuals at during budget development. So that'll be really almost like a um a third you know third interim way to look at the at the budget. We are having an ending fund balance that's positive both on the um the unrestricted and restricted side. Um and the um the uh estimates also include um the potential savings for the resolutions that are on the agenda tonight. Now, some of those resolutions will have fallout in this current fiscal year because they are um part of vacant positions that we we aren't going to fill assuming we pass this
131resolution. So, um some of the savings will actually fall out in this year and the you know the savings is represented in total but it will cross two fiscal years for for the actual cash. Okay, going into 2526 and 2627, you can see um the amount of deficit spending that's projected and our ending fund balance. Um like I said before, we're projecting a um uh we're submitting a positive financial statement. Um but going into 2728 and 28 uh 29 is when we're projecting a negative fund balance. our um graph of our total expenditures as budgeted um as of January 31st um and of the deficit spending in in the graph form and then the unrestricted um ending fund balance um by by year going into the 2728 school year. Okay, there's components of our ending
132fund balance. Um, and so because we've had some funds set aside from the sale of the Blutney property, we had the in Grand View insurance um, uh, claim that we bought out. We have some matching funds for our cops um, project when there is a cops project on the agenda for you tonight because we're rapidly trying to spend the rest of those dollars by June 30th. Um and then we have some our our menal that we use. We hold those funds and then we um actually offset general fund expenditures with our um health aids and our nurse as we can each year depending on what we bring in. Um and then our mandated of course 3% reserve and then another look at the projected subsequent years deficit spending. Okay, just some pressures on the on
133the bud the district budgets um similar to what other um school districts like RIM um all over the state are feeling um mainly rising special education costs um and the increase in the student count um which has um you know gone up um drastically for in our district um increase health and welfare costs uh we there's a new legislation that might that will if enacted by our legislature um could have a um negative impact on personal and um business health insurance rates because they'll be mandated coverages that are currently an optional by um insurance companies right now. So the insurance industry is um embracing for having to um incorporate those into their coverages. Um we do have flat enrollment um which has some challenges of their own because kids usually aren't in a pretty little
134you know um packages and and uh it's not uh you know and staffing becomes some sometimes a challenge sometimes not um lower ADA to enrollment rate um like I said districtwide also um uh or statewide you know the postcoid attendance rates have rebounded a little Um but we're not near the statewide averages before COVID. So um and we're expectation of a reduced cola. There's continued aortionment deferrals, but because of our cash flow, um I don't uh we project cash flow for two years. Um we used to only look at it for a year. Now we're looking at it two years out. Um and we're not projecting any cash deficits at this point, even with the deferrals. So, we could have applied for an exemption of those deferrals, but we wouldn't have been able to substantiate
135need for that. And then elimination of course of one-time funds, both state and federal. Um realizing that we um the in the governor's proposal there there is uh some proposals for continued um one-time funds learning recovery block grant um which was reduced um but uh uh the state had didn't reallocate those dollars reallocating them under the learning recovery block grant um you know is is you know looks like it's going to happen. Okay. So we have just some um I'm not going to read word for word here. One of the things we want to focus on is u reing reviewing of course our revenue and expenditures as as we look at the 2526 state budget that will be approved. We want to identify any funding shifts of of new dollars, but we also want to
136see what restricted dollars um can be used to address our fiscal concerns. We do this anyway, but at this point, you know, it it I think it um uh you know, is something that we can really um spend some more time on trying to identify um something that we're currently doing that may fit within a restricted budget um and and you know, always giving those a second and third look. We want to monitor our attrition and evaluate operations in all of our district areas. Um, and then we want to of course prioritize school sites and the impact of the classroom while working on solutions to reduce our expenditures. And we talked about that a little bit today earlier. Okay. We're going to continue to monitor enrollment as we staff for next year, sweep and scrutinize
137any expenses as we close out this current year. Um, we'll start building the 2526 budget. Um and then we'll continue collaborating with our partners um and develop a fiscal solveny plan and a budget next year um that will um hopefully um uh get us on the path to reducing our deficit spending. And that's it. Any questions? Yeah, I just have a comment because tonight I was kind of reminded of when we did go to impass and um how hard I want to remind everybody that was really hard on you. It was tough on a lot of people and I want to just remind everybody that we're a community. I think our union is so much better than it was back then and their civility and understanding that they do have. And I just want to
138remind everybody we need to keep that in mind because it's tough right now and it's a tough moment in time and we don't have the funding. We don't have um the budget that we wish we had just a couple just last year, you know. So, but I want to thank you for all you do and you do an outstanding job. So, thank you for that. Thank you. No, no, no. Face turns red. Don't warm me up, right? This embarrass me. 10.0 discussion slaction items. 10.1 Superintendent Legislative and Advocacy Report. Fiscal impact. None. I think we need a motion for this. So move second. How about some discussion? Well, I'm just going to go ahead and jump in. I what I did this this month is in your board documents. I put in the SANDAPS federal
139advocacy report there the report of bills and then the um March report where Sandabs took action um on on a couple bills. But this month per what our board has been requesting is what bills do we want you know you asked for my opinion. So these are some of the bills that are top discussions in CSBA ledge committee in Sandabs and um would would definitely impact us. So, I put into the board docs um rim of the world unified school district advocacy the bills that I would recommend that we move forward in terms of a support position. This um and we can uh obviously tonight we would not vote on this but this this is what I'm proposing. Um AB1 1111 is the um EV bus bill that is C CSBA is developing and is
140sponsoring and really what it's doing is is pushing back implementation full implementation of the EV bus program from 2035 to 2045. The CSBA task force they did a survey they've collected that there are some issues in the implementation. Um, one of them is infrastructure, one of them is the supply chain, getting the buses in time. The other one is that districts that do have EV buses, they may be small and contained and flat in their area. But what they're finding is that when they do long field trips or their athletics go far, their EV buses are not able to make the round trip. They have to use their diesel buses. For us, we've had this discussion before. you guys can get some, you know, Jenny, go ahead and pop in on this. Uh, for us,
141infrastructure, uh, where are we going to put the buses, all these different, uh, the fact that right now as it's snowing, trying to get a bus across our topography or up the hill with the heat turned on and pulling all that uh, power and draining the uh, charge is problematic. And so we need the technology to to catch up for our needs and other districts the same. So I'm recommending that we support this bill. AB 1224 teacher credentiing. Shannon, you can pop in on this one. Um this is a big one. In during COVID, we were able to um allow long-term subs to go from 30 days to 60 days. And so, see, uh, this would is the ask is that we go ahead and and extend from 30 days to a 60-day period of
142time for our long-term subs to be in the classroom, which creates sustainability. It creates um continu continuous learning from one person and especially subjects that are hard to to get a sub in that can actually teach the subjects such as physics or biology or chemistry the that that kind of stuff. So CSBA um I mean sorry Sandabs took a support on this bill and so I I think this is really especially for rural districts this is super important because we already have issues with getting subs. Then last year we discussed when we worked with Senator Senator Oo Bogue about her ask from us that we support her bills that that we can in terms of of relating to education and she has her field rep uh brought up two bills in Sandab's uh SB 389
143which basically is going to allow an LVN nurse to be able to work with our nurse nurse to work under our nurse with our nurse. Um, super easy peasy, you know, uh, bill. Another one is SB 838 835. We use a the advanced placement program. Other school districts use IB. Um, other schools, I'm sorry. Oh, sorry. I thought I heard the Cambridge International Education Program, which is along the similar lines of AP and IB. Um, however, the the Cambridge International um education, this bill would explicitly add this to the examinations to the list of authorized assessments that may be used to measure pupil academic growth for a principal uh evaluation. So, she's trying to just level the playing field. There is push back on this bill from the AP/col board. You can you can assume
144your own reasons why, but she's just trying to create a level playing field for districts that are using these um advanced course curriculums for rigor. So, those three bills I would recommend us to really look at supporting. In terms of bills that I would say that we could take a look at opposing, one of them is AB887. CSBA took an uh an opposed position. This would require um computer science course. And that's not just, you know, oh here this is how you do an Excel spreadsheet. Um what what the concerns are in terms of of adding a computer science course to a high school is the fact it's yet another course that takes away from an elective or takes away from a choice to take a CT pathway course or an AP pathway course that
145it also causes inequity. EL students in EL programs when they finally exit, they're going they would have yet another required course to take that would impact their ability to take something like other CTE or arts or um AVID. You know, some of the students expressed they want to take AVID. So, it's it's really tough to have legislators start legislating our curriculum. This should be a local decision on what we offer based on student interest and based on our needs. And I just think that that adding continue we need to start as as local districts putting a line in the sand and saying you know what we we will look at our master schedule which is highly impacted. The other the other discussion point is you have somebody that can really teach that is can really
146teach computer science. In some districts this may be hard for them to say okay we've got somebody that can teach this however cannot teach anything else and we're stuck. What are we going to do? So, uh, the discussion was, you know, especially rural districts are going to have a tough time filling this position and then if they do fill it, what else can they teach so that they're not overstaffed? Another bill. Oh, Shannon, go ahead. Is that uh computer science um is it a funded mandate or is it a non-funded mandate because that's an additional FTE that to Exactly. It's it's uh right now there isn't funding attached to it. Um so this is in the beginning cycle. So of course that's the discussion. The other bill is AB1 1468. This is ethnic studies. We
147already have ethnic studies. So you think what's going on? This is another layer. What it would do is that is add to what's current law, add to the current statute. It would add additional requirements. It would add the requirement of having an advisory committee made up of of Africa at the state level um made up of experts in uh lat AfricanAmerican, Asian-American, Paci and Pacific Islander, Native American and Latino studies to come up and with and and advise the SBA, the state board of education of bas instructional materials, curriculum, making recommendations for this curriculum and then getting that input from stakeholders on the framework and curric curriculum and materials. We're talking materials now, textbooks, and that then there's going to be new requirements on top of the existing requirements. there's going to be this curriculum
148that's developed by and then adopted by the state board that then you would have to make make sure that you are using and then the the best part is that the about 50% of this the districts in California already are doing ethnic studies they followed the p what was required of what's in current law unless unless we are grandfathered into this bill. We would have to start over ethn our our whole process for ethnic studies. We would have to start back from the beginning create a stakeholder group to to determine what ethnic studies we are going to do with the added layer of this bill and then go through the whole process over again. Unless districts are rather grandfathered into this bill, that means more time, money, and it would negate what we probably have.
149The another added layer is that the CDE is going to be monitoring monitoring your ethnic studies over a 5-year period of time. And then they're going to identify lees that they deem not having high level levels of complexity and nuance and who how there's no stated you know definitions of that in this bill but saying okay we we don't think that you have high levels of complexity and nuance and so you're going to be monitored we're going to put you on the moderate monitoring list and then of course if they if you deem that you you have violated any parts of this then you can be um penalized financially. So the interesting part is that this was the this will be the only curriculum that is that has these components of monitoring like this and
150with punitive action. So, it's it's problematic all the way around and um that's why CSBA is opposing it. We haven't taken this up by sandabs yet, but I think that we already did our job. We we had a great stakeholder group. We got to a point of consensus. We've implemented. We've been doing this. And for us to have to start over and wipe out everything we do, we just need to to ask for districts to we if this is going to move forward that there's bill language written in here that we are to be grandfathered in. Districts that 50% of the districts that are already doing it should be grandfathered in. We did the work. So it sounds like they're they're taking away our local control. Exactly. Oh my god, Scott. Yes, that's a huge
151deal. You hit the nail on the head. So, looking into this a little bit deeper, we did receive on one of our CSBA daily news roundups today, there's an NES source article talking specifically about this bill. And from the the ethnic studies class in its inception, you know, many years ago was quite controversial and that was one of the things that there was especially concern among the Jewish community that it was um anti-semitic and the way it was being formed. It was revised time and time again in order to be able to get the um ethnic studies class through. And it looks like the um the purpose behind is it um AB1468 is the legislative Jewish caucus are finding that there is under anti-semitic coursework that is being put together specifically uh liberated ethnic studies
152that was put together through an organization that's being adopted by many of the school districts. So, in this um in this uh coursework that we have not adopted as a district and it's not something that we're planning on using um it does rile up anti-semitic um sentiment and so that I do find concerning. So, I think that the the the the um this bill may be unfortunately punitive in terms of how you're describing it, but at the same time, I do have a lot of concerns about in general, uh this class, depending on how school districts treat it, could end up having results that uh create more divisiveness in our communities. not our community directly, but I am concerned about anti-semitism. And so this is something that I think is um worth looking into a
153little bit more. I I agree. You can also take an oppose unless amended. Um but part of this is the fact that um the Jewish community just I have been someone approached me on this bill actually. Um the Jewish community itself there are elements in that are concerning to them in this bill and one of it is that um they are not represented in that advisory committee and yet they were part of the the initial conversation of setting up the framework. They're not they're they're not they're not going this advisory committee that's being set up. It they they are not reflected in. I hear you. It's just one of those things that um I just one group any group is being elevated or denigrated over or under another. And I I I'm concerned about divisiveness
154in general. I I get your point, but I think that the extent to what this bill does in terms of going so far as, you know, um even it's going to be posting your elements of your curriculum and your um materials on the um uh state board on the CDE website. um the the this curriculum being separated out from the rest of you know from math, English, social studies, all the other pieces of curriculum. Why is that? Why is that going so far as differentiating this curriculum from every other piece of curriculum? And then the other part is is that it that those of us who are doing ethnic studies that we should be allowed to be grandfathered in. We should we did the work at this point. Uh I don't think that has gone
155to the education committee yet has it for the assembly. No, none of these bills have gone forward on uh they are in the process of of working its way through the their own house bill and that yeah so they haven't actually gone before the education committee and the education committee will I'm sure be doing some of the same and that would be the time for us to speak up and and into the the dialogue I think wow we did in we did take anti-semitism into consideration in the forming of our ethnic studies of course um but and all different kinds of aspects of of groups that might be hurt by some kind of how should I say it improper treatment. Um but all that was considered in our ethnic studies. Exactly. It's more so from
156a state level in terms of in other areas in having accepted curriculum right now that is going in the opposite direction. So Sydney, what is the action we need to take on this right now? There's no action because we we would not um we can move forward with with it if you wish to bring up these any any of these further for a resolution to um vote on the you asked me to bring forward bills to take action on and that's what I'm doing and I'm giving you the arguments and the pros and you know what has been discussed on these bills and you can choose what you wish to do with it. But you want you asked me to bring up bills. These are the ones that have been coming up that are are
157you know have been generating great discussion. So would our action be to uh motion to take action on these later and bring them up and um more formal manner? you would bring forward um like we did with the with last year with the ooa bill fog bill a resolution. Well, what I would suggest I the other the other bills that you present actually I think there are things that I could definitely throw my support. I mean the the directions there's one actually that it was uh to not have but um it could be when it comes to um agenda items for future meetings specifically mention that this is something that you want to see the public supporting and in terms of timing bill you want to have start having conversations with the um to with
158the bill's author as well as um what you would do is you would include the um chair and vice chair of the education committees of both the assembly and this um senate. Um so like the EV bus bill, you would want to start having that conversation right now with with your legislators because then it become they have because then the resolution goes to the legislature. It becomes part of the their record and then the and they can pull that within the conversation that they have about the bill. If you wait till after the edge committee has had the conversation, then you're kind of late to the party. But when does it go before the education committee? That's not even established yet, I don't think. Cindy, I'm sorry. I don't think that that has been established
159yet when it goes before the education committee. When does it actually when does the committee actually meet on these bills? I can some of the dates have not been published yet, Bill, but you definitely want to make sure that you take action prior to the hearing on the bill. And our our meetings our meetings may not align beautifully with that. And you do not h you know you don't have to do anything. I don't really care. You you asked me to do this and this is what I'm bringing forward. And you don't have to you don't have to do any if you if you feel that there's another bill on the um education related bill report to bring forward that's too we can that's this is the place to bring them up and say I
160would love to take a look at this bill take us have a position put on to it. I appreciate you putting together this document and proposing these. And I think that there's a lot here that I know I can get behind. Yeah. So there was the swatting. So, um in actuality it would be more so when was it um agenda item um 13 right here. Okay. Okay. We don't do it now then. Correct. Okay. All right. Thank you, S. Thank you. This is closing that discussion. We good good with that? Okay. All right. Then let's uh let's move on to 10.2 two personnel services approval of resol res I don't know what a motion to disc for discussion so so shall we should we go ahead and um we need a motion to discuss it
161no I don't think so that motion okay would you be willing to resend your motion for 10.1 yes okay the motion was rescended and the second motion. Okay. So, um Mike, can you go ahead and resend the motion, please? I resend the motion. I second. Okay. Cool. Beans. Moving on. 10.2. Personnel services approval of resolution number 24/25-17 reduction or elimination of classified positions. Fiscal impact estimated savings $426,000 0 cents budget source unrestricted general fund personnel various accounts do I have a motion so moved bill second discussion well maybe Dr. Serviano wants to just speak briefly to the point of what we're trying to do. We're trying to reduce our our expenditures. We're trying to save funds. We're trying to cut back in the district office. Um Dr. Saviano. Yes. This is um brought forward to
162the board for a reduction in force and to ensure that we um essentially meet our financial obligations to reduce our operational costs. Um but we do have an opportunity in the future to bring back one of these positions under under a different funding source which would be the counseling position. So we'll be bringing that forward before um in the future. I think it's important to note that the budget committee which was made up of seemed like 29 30 different people Jenny that looked at different possibilities of of ways to try to reduce the budget which is the point of why do you try to reduce the budget because you're already in deficit spending because you're trying to save funds for the classroom. That's been our goal. And one of the things that number of people
163said was try to reduce something at the district office. That's exactly what this is about. And I know that the unions have been talked to about that. Yeah. That's also in here is is a, you know, a restructuring of the district office to ensure that our positions match the size of our district. Appreciate you doing that work. say that's a fi not a finite amount as far as the estimated savings because that's going to be um it's year over year over year it'll continue to have a positive impact any further um discussion call for the vote. It's going to have to be a roll call vote because we do have a a virtual um um board member online. So we the vote is going to be each of us individually making that vote. So um
164I am calling for the vote and um Dana Ridland votes I. Scott crap I. William Millinger votes I. Dindy Gardner says I. The one that's the problem child. You're still not the problem child. Um the motion passes unanimously. So 10.3 personnel services approval of resolution number 24/25-18 reduction of particular kinds of certificate services fiscal impact estimated savings $269,25 budget source unrestricted general funds restricted general funds personnel various accounts let me note that there is a revision that was discussed um prior to close session. Um the supporting document for this item 10.3 shows a change reduction of 1.2 FT or full-time employee, it should actually reflect 2.2 FTE or full-time employees. So the supporting documents have been corrected, but for um when the um when the agenda was first sent out, the supporting documents had that
165error in it. So do I have a motion? So moved with the identified change. Second. So, Bill and Scott, do we have any discussion? Same comments as previous items. Exactly. Okay. Let me call for the vote. Um, Dana Ridland I. Scott, I William Millinger I. Cindy Gardner I. Motion passes unanimously. 10.4. Educational Services approval to purchase 650 Chromebooks, cases, and Google Chrome OS operating system management console console licenses for all students in grades 3 through 5 at Roma World Unified School District as part of the 2:1 initiative beginning in the 2025 2026 school year. Fiscal impact $257,833. No sense. Budget source district title one funds. So Bill, sorry you didn't have your light on. I didn't know. I take it back. Do I have a motion? I mean, Scott. So move. Seconded by. Do I
166have a second? Second. Bill discussion. Calling for the I believe Miss Weiss had already made a point for this the earlier. Um so calling for the vote Dana Ridland I. Scott Craft I. William Miller I. Cindy Gardner I. The motion passes unanimously. 10.5 Business Services Appointment of Citizens Oversight Committee members fiscal impact none. Do I have a motion? So move. Scott second bill. So discussion uh each of us have a uh sheet from um Dr. Seiano and Jenny um listing applicants for the um a position of um uh for positions on our citizens over citizens oversight committee. I can't talk. So if you want to use this to help with the discussion, do you have it's in the board folder on the Google Drive, but can the public see it right now? If not, maybe
167you just read it. Yeah, that it's not it's not like published in there, but I think it's necessary for us to read it. It's okay. So um and it shows here that we have three applicants and there are six groups. So we have actually room for more applicants. We actually um need a fourth applicant to to establish a quorum remaining and we would need to keep aiming for seven. Okay. So, we um have already produced um a u draft parent square and um news blast to go out. Um that'll probably go out next week and we have an application. The application is still on our website and we're soliciting people who want to be involved too. Um and so um we we'll just plan on um having a routine um agenda item as we um
168gather more appointees, people who want to complete an application. Have we reached out to our PTAs and to the bond committee that actually served? Thanks. Yes, we have. Yes. So one of them is um on Yeah. So taxpay organization member that would be a member of a bonafide taxpayer organization. That can be several. It's um and they would self we wouldn't um run a um a background check. But what would be examples of taxpayer organizations and advocacy group? Uh there's what you hear on the news that the um there's um Howard Drive. Thomas Jarvis. Sorry, I got the Jarvis, but I I wasn't. Um so Howard Drive is Prop 13. Yeah. So all right. So some sort of a watchdog organization of sorts. Okay. So here um I the intent is to approve these. Okay.
169So and three people three community members who have chosen to volunteer and step up to help us out with oversight. Any comments? just thank you for volunteering and wanting to put the time in. You're here. You want to call? Okay. Actually, let me go ahead and list uh these awesome people who are stepping up. There's Mr. Jeff Young who is available as an at large member. Um, Miss Kimberly Chefs, part of a so she um is our current I think mountain counsel for PTA president and was also helped out with the bond committee. And then Mr. Dave Vicki um who is a reporter for the Mountain News and tremendous volunteer on the mountain member of Rivet Foundation I believe. So we need a business representative, senior citiz senior citizen group representative, forementioned taxpayer organization member.
170Um we have a parent um or guard oh sorry another parent regarding a child enrolled in a district and then at large community member actually is already filled by Mr. Jeff Young if we choose to vote and approve them. What was that? Yeah. I I just want to make um um a comment that um Mr. Vicki listed that he um is eligible to represent all groups. And the note there and Miss Jeff's is could represent two different groups. So depending on our other applicants, we do have some flexibility. You're not voting to establish what group they represent, just that them on the panel on the committee. Fantastic. Ready to vote? Yes. Okay. Um I'm Go ahead. Dana Ridland. Uh I Scott Craft. I William Millinger. I Cindy Gardner. I motion passes unanimously. 10.6 Business Services
171Approval of Resolution number 24/25-15. Resolution for maintaining a positive financial position. Fiscal impact none. So moved. Second. And Bill, any discussion. Thank you, Jeremy. Calling for the vote. Um I Dammer Ridland I. Scott Craft I. William Millinger. I Lindy Gardner I. Motion passes unanimously. 10.7 Business Services approval to accept a proposal from Allegiance Electric, Inc. for the LED outdoor lighting conversion project. Fiscal impact approximately $104,340 cents. Budget source budget uh community oriented u Paul policing services school violence prevention program SVP. So move second. Scott. Any discussion? Going ahead with the vote. Dammer Ridland I. Scott Craft I. William Middleinger. I Cindy Gardner I. Motion passes unanimously. [Music] 10.8 Business Services approval to accept the proposal from Four Seasons Roofing Inc. for the emergency roofing repairs for the Lake Arrowhead Elementary School roof. Fiscal impact $61,841.
172Budget source maintenance budget. I I so moved. Bill second. Yeah. Any discussion? Is this the same firm that's been doing the roofing at Rim High School? Yeah, I'd have to ask Jim that. I'm not 100% sure because we get multiple quotes. So, I know it's um partially of the same product as RIM, but I don't know if it's actually the same contractor and um just so you know too that we do we have turned this into an insurance claim and so we'll have um a reimbursement for good. So, it is the same product which seems like might be the same firm as well. More than one firm will do it. There is chap there we get three bids not an informal Okay, calling for the vote. Tanner Ridland I. Scott Craft I. William Melinger I.
173Cindy Gardner I. Motion passes unanimously. 10.9 Business Services approval of resolution number 24/25-14. Room of the World Unified School District regarding its intention to issue tax exempt general obligation bonds. fiscal impact to none. So move bill second. Any discussion? Going ahead with the vote. Dana Rald I Scott I. William Millinger I. Cindy Gardner I. Motion passes unanimously. 10.10. Business services approval of kitchen flooring project for child nutrition services. This will impact approximately $95,000. Budget source grant restricted kitchen infrastructure and training fund and fund 13 net cash resource. So move Scott second. Spicy bill. Any discussion? Moving ahead with the vote. Dana Rand I. Crap. I William Millinger I. Denny Gardner I. The motion passes unanimously. 10.11 Business Services approval to adopt resolution number 24/25-16 to authorize participation in the zero emission school bus and infrastructure
174incentive project. Fiscal impact none. So moved. Bill. Second. Scott, any discussion? At first, I was about to say no to this because how in the world can we do electric buses on the mountain, but this keeps us in the conversation, if you will, for busing. Um, and so it it allows us to do what we need to do to to not just stop being part of the conversation. Well, we we are required to keep moving forward no matter what because there's statute, there's current law that says to 2035. So, you're right, Bill. We have to keep plotting along. We still have to go forward with that date and being able to meet that the requirements of that date. Yep. Okay. Uh, moving ahead with the vote. Dana Ridley I. Scott Craft I. William Millinger. I
175Dindy Gardner I. The motion passes unanimously. 11.0. zero consent calendar. Um, are there any are there any items that we wish to have pulled number one? Okay. Yeah. Any other items? And are you okay? All right. Then um do I have a motion for 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9 11.10 11.11 11.12 11.13 11.14 11.15 116 11.17 118 11.19 11.20 20 and 11.21. So move second. Bill moved. Scott seconded. Is there any discussion on those items? I just would like to say that it's neat to have things like the Valley of Enchantment Monarch Meadow project and the donation that's coming in for that. We appreciate donations like that and the fact that people are involved in their local schools and I appreciate that. It's pretty sweet. Yes. Yeah. Yeah. One mic. Okay. Um
176and I'm going to go ahead and call for the vote. Dana Ridland. I Scott Gra. William Millinger. I Cindy Gardner I. Motion passes unanimously. So 12.0 items removed from the consent calendar. We have one item, item number one. Do I have a motion on that? Um on that item, I move to accept it at the moment. Right. Okay. Okay. How about discussion? So this resolution was placed regularly monthly on the board calendar so that we could have a it was meant as a continuing resolution so we could have um virtual meetings but that was if the governor has has a a what's it called? State of a state of emergency and he has has to have declared a state of emergency. He had we are not in a state of emergency. I'm not I don't
177think that we need to have this. I don't think it has any value in fact right now for us to continue to approve this or have it even on our agenda. Uh we can look at that and uh make an adjustment. So doctor, do you want us to approve it still? It's that's really the board's desire. It's been something that's been on here for for months and u as we discovered tonight virtual meetings due to inclement weather you're not permit permitted to have virtual meetings um full virtual meetings unless there's a state of emergency. So um it's really the board's they want to take action. So my suggestion is let's go ahead and and vote through this and then just not put it on the agenda. So let's follow through with the this whether we
178want to say no or yes doesn't matter and then just we're president and superintendent just strike it off. Right. So I mean to your point but regardless of how we vote it is going to be what it is. So, any further discussion? I'm calling for the vote. Uh, Dana Ridland I. Scott, I William Millinger name. Cindy Gardner. I So, the motion passes 3 to one. That's all it's right now. Scott 13.0 Z governance team feature agenda items planning 13.1 I I'm allotted for the board of trustees to request agenda items for future meetings. Okay. So I then I'm going to make a proposal for some resolutions to be brought forward as agenda items for us to take action on. AB 1111 which is the EV bus. AB1224 which is the um teacher days of service
179going from 30 to 60 to support AHOABOG SB 389 which is the um specialized physical health care services and SB835 which is the Cambridge International Education Program. Can you repeat what the first SV number was please? 711 SB Oh, the SV was 38 SB 389. The second one is SB835. Okay. Thank you. And then the last one AB887 which is the computer science and that last one was to take a stand. You're bringing all of these up for us to be able to discuss and take a take a um take position on. Right. So the re resolution would be put forward. The board can vote to accept the resolution or not accept the resolution. Cindy, what was the ethnic studies one? Yeah. Are we missing one? Um, if you want, do you want to bring
180this up as a resolution or no? I thought we were going to try to maybe the number AB1468 is the um bill number for that. I'm all right with it not being listed here. if you want to. I'd like to add AB1468 so that we actually make a statement about it. Yeah. Can we make Yeah, I agree. Okay. All right. So, those are those are There you go. So, Cia, is there a um timeline that you wish to have these uh uh these discussed? Well, I would I would if we could put them because we're doing advocacy on the workshop. if we could put them on the the agenda for the workshop. Yeah. Um that fits in with our advocacy. Um the thing is is that when CSBA or Sandabs takes a position on a
181bill, um a letter is basically written up and and sent to the bill author and to the various different um committees that lets them know of the position taken. So we could we would follow in those steps. It doesn't Okay. Are there any other um future agenda items? Then moving ahead 14.0 future meeting dates. Regular board meeting. Regular board workshop meeting March 27th, 2025 to 400 pm 24740 Sam Ridgeway, Crestland, California 92325. Regular board meeting April 17th, 2025 for excuse me 4 p.m. Close session 5:30 p.m. Open session 24740 Sam Ritu, California 92325. No need for us to go back to close session. Okay. All right. A 16.0 adjournment. 16.1 adjourn meeting. Do I have a motion? So move. Second. And the board meeting. The meeting was adjourned at 8:28 p.m. Oh, actually, you know
182what? Hold on. Yeah, we need to vote, don't we? Scott Crap. Yes. Wait. Ridland. I. William Millinger. Scott over me Cindy Gardner. I I keep messing up my audio. I All right. The motion passes unanimously. We're going to probably have to change the time. Uh meeting was journed at 8:29.