Board of Education — October 13, 2026

I'd like to call this meeting to order at 6 p.m. Thank you for coming this evening. We're going to start with roll call. Vice President Hollihan.

Present.

Clerk Ayala Quintero.

Present.

Board Member Olson. Here. And Board Member Wilson. Here. And I am here. Would anybody like to do the Pledge of Allegiance tonight? Jeanette. To the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you, Jeanette. In closed session, the board took action to accept the superintendent's recommendation to approve the compromise and release agreement regarding student matter one. Services rendered pursuant to this agreement shall be funded by special education administrative funds. Motion was made by Patty Hollihan, a second by Melissa Ayala-Quintero, and was carried on a 5-0 vote. Our Empowering Positive Moments this evening. To continue with our Empowering Positive Moments student highlights, I'm pleased to welcome the Moore Middle School journalism team. And here to start us off is the counselor, Steve, from Moore. Oh, a teacher?

Thank you, yes.

Oh, I'm sorry, what's your name?

Oh, it's fine. I'm Kevin Simmons.

Kevin, nice to meet you. And the Moore Monarchs are here, so... Welcome.

Thank you. Good evening. I'm Kevin Simmons. I teach and advise the More Monarch Media program at Moore Middle School, and the program's now in its fifth year. More Monarch Media is a student-run program, so the students take the lead in producing journalism across our website, broadcast, yearbook, and social media accounts. My role is simply to teach them skills, to coach them in what to cover and how to cover it, and to advise them. while students take responsibility for the stories that they tell and how they'll share them with the community. So over the years, our students have earned national recognition for their work. They've earned a gold medal for broadcast excellence from the student television network, a first class rating from National Scholastic Press Association for their yearbook, and recently a best of snow for excellence in writing and that recognition came from the student newspapers online. Our students' work is also regularly featured in our district's Redlands Film Festival at Harkins Theater. We are honored by the recognitions that we've received, but what matters most is what the students learn, what they create, and how they contribute through the program. So tonight, four of the Student leaders will share their experience with student journalism to spotlight the program. I wanted to start with a quick promo.

And welcome back to The More Morning Show. I'm Claire Tang. And I'm Sebastian Gonzalez. Bringing you more stories, more voices, and more moments. This is The More Morning Show.

Good evening board members, superintendent Kerberal, district leaders, and staff. My name is Amy Zhao. I'm the editor-in-chief of our school's More Monarch media program. And through my work with student journalism, I've come to understand that journalism is about more than reporting what happens at school. It's about making sure our students' voices are heard, their experiences are represented, and their stories are shared with the wider community. And student journalism matters because it gives students a voice and ensures diverse perspectives, experiences, and achievements are represented. It promotes inclusiveness and helps students feel seen, heard, and connected. And it extends beyond the classroom by helping to connect students' experiences with the broader community. And we serve our school and district through our morning show, news website, and yearbook. We provide platforms and opportunities to share students' stories and perspectives. We cover school activities and community events, including the RHS chess tournament that recently happened and the science fair. We highlight student achievements and community involvement that might otherwise go unnoticed. And we help families and community members stay informed and connected to our school. And this matters because it strengthens the connections between students, families, schools, and the wider community. It helps communicate the learning, growth, and contributions happening beyond the classroom. and it represents our school and district thoughtfully through the stories we choose to share. Ultimately, student journalism gives students a voice, strengthens community engagement, and shares the stories that reflect on our schools. And now I will pass it along to Adina Zhang.

Good evening. I'm Adina Zhang, and I'm also an editor-in-chief of the Moore Monarch Media Program. In this program, journalism looks like students working together and taking responsibility for their work. For example, one of our four teams puts the Moore Morning Show together each week by Thursday night. This is actually a bigger undertaking than you might think. In taking this on, we learn how to manage our time, work under pressure, and take on leadership roles. We have to communicate with each other, solve problems, and make sure our work is ready for our audience. Of course, journalism is more than just producing a show. As Amy mentioned, it's also about giving students a voice and the opportunity to decide what stories matter to their community. We can highlight the accomplishments of others, bring attention to important issues, and share different perspectives, all through an interview or even just a two-minute news story. on our shows, and on our website, we host our Roar interviews, where monarchs can share their views on a certain topic through a series of interviews or questions. In my first year in journalism, I remember walking through the halls with a camera looking for someone to interview. And as it turned out, people started rushing up to me asking to be interviewed and also talking about their experiences being featured on our shows. That experience showed me that journalism isn't just about learning how to use a camera or produce a story. It's also about learning how to listen to people, represent their perspectives, and take responsibility for the stories we tell. And perhaps most importantly, we have to finish our work and publish it for others to see. In a student-run journalism class like ours, we're learning skills we can use beyond the newsroom while giving people in our community the opportunity to feel seen and heard. And now I'll pass it along to Adelaide Downe.

Hello, I'm Adelaide Downey, and I'm the editor-in-chief for Moore Middle School's yearbook, and I come today to represent the entire yearbook committee. So why does a yearbook matter? A yearbook is more than just a list of students who attended more each year. It is a historical document. We preserve precious moments that would otherwise be lost in time. In 50 years, students can search through our yearbooks and remember their years of early adolescence. But even more so, anyone can look through the book that we are producing to understand the story of the year. As journalists, we learn to capture the smaller moments and to tell a story with a single camera frame. In doing so, we can tell the stories of our monarchs and share their views on the world, their personal triumphs and struggles, and how they are growing and evolving as people. Students in our yearbook class are taught how to effectively communicate and work with others to ensure every person is heard. Beyond just what a yearbook students are taught, we show that all our students matter, both in school and in the world. Often, if a student is not pictured or interviewed in the yearbook, they can feel like they don't matter. They feel overlooked, overshadowed, and unimportant. However, when we work hard to record all monarchs, it shows that they are seen and appreciated. Whether it's just one quote or well one composed photo, it can make a world of difference to a student who feels invisible. They are not hidden, and we are proof of that. Additionally, we help students feel connected to the school around them. Every year, peers alike excitedly line up to collect their personal yearbooks. elatedly flipping through pages, searching for themselves and friends, gazing at photos of amusing moments shared in friendship. As the final pages are filled with signatures and messages of uplifting spirit, the yearbook becomes a bridge that unexpectedly connects classmates who spent the entire year in separate worlds. Now I'll pass it along to Mateo Hernandez. Thank you.

Good evening. My name is Mateo Hernandez, and I'm the social media director for More Monarch Media, as well as an editor for the Monarch Post, our student-run website. One of our main goals in this program is to connect with our school community, whether that's through posts on our Instagram, interviewing Monarchs throughout the school day, or producing our weekly More Morning show, we're finding ways to share stories and keep people informed about what's happening at More. But connecting with our audience is about more than just putting out content. It's also about building trust. Transparency is crucial in journalism, as is making sure we're sharing accurate information with students, parents, and teachers. That's a responsibility we take seriously because the information we publish reaches people in our community. Through the experience that I've had in more monarch media, my perspective on a lot of things has changed. I've learned to become a better journalist, to tell stories through someone else's eyes, and to understand perspectives different from my own. Attending events and watching stories develop in real time while holding my student press pass has also helped me understand how important it is to listen, ask questions, and see beyond my own point of view. All in all, if I could share one central message with the Redlands Unified School District and our school board, it would be that student journalism is much more than kids playing with cameras. It's a source of information and news for our community, and it is an opportunity for students to learn, share experiences, and tell stories that might otherwise go unheard. At the end of the day, our job isn't just to share school news or announcements. It's to make sure that even the quietest monarchs are still heard.

Thank you. That's what we understand.

Thank you very much. Anybody have anything they'd like to say? Oh, we'd like to do a picture with all of you.

I just want to say, you guys, I know you have to for the job that you guys do, but you guys are so well spoken. You guys are so confident in your speaking skills. And I know that's, you know, I know everybody's got a phone in their hand and a camera and they're always recording themselves, but it's still something else to be able to do it for a group of people and especially to come do it at a meeting. So you guys did a phenomenal job and I want to congratulate you.

I love that you brought your own camera person. If you could come forward with your teacher and also Ms. Esquivel, the assistant principal at Moore, if you could all come forward for a picture.

Are you ready?

Thank you again, Moore Middle School journalism team for sharing with us this evening. Approval of agenda. There's one minor revision to the recommended action item 21. The date should be October 13th, 2026. So we'll make that correction. But do we have a motion to approve the agenda with flexibility?

So moved.

Second.

Thank you, Candy. Any discussion? All right, we'll call the vote. Oh, hold on. No, I'm trying to get in.

Motion carries, 5-0.

Thank you. Do I have a motion to approve the minutes of September 22, 2026, Board of Education meeting as provided?

So moved.

I'll second.

Thank you, Patty. Thank you, Melissa. Any discussion on the minutes? I'll call a vote.

Motion carries 5-0. All right.

Moving on to association reports. Redlands Teachers Association. Mr. Caperton, you are up.

All right. Good evening, board members, Superintendent Cabral, cabinet and community members. Tonight's agenda includes this year's RTA contract proposal, and I want to share our priorities with you. Following last year's prolonged negotiations, RTA is now operating under a two-year bargaining cycle that limits us to just two contract articles each year, in addition to salary and benefits. With so few opportunities to strengthen our contract, we must choose those articles carefully and with clear priorities. After surveying our membership, analyzing the results through member committees, and working throughout the summer with our bargaining team, executive board, and representative council, RTA has made a deliberate decision to prioritize employee protections and staffing, two issues that directly affect the safety, working conditions, and success of our educators and students. RTA remains firmly committed to ensuring that every employee and student in RUSD has a safe environment in which to work and learn. I have repeatedly brought this escalating safety crisis to the board's attention, yet the conditions putting employees at risk persist. Since the beginning of this school year, RUSD employees have reported more than 200 workplace injuries, the overwhelming majority resulting from student aggression, including biting, hair pulling, physical assaults, spitting, and thrown objects. These are not isolated incidents, and the injuries rates show no sign of declining. Our educators should not have to risk their physical safety to simply do their jobs, and our students deserve schools where safety is a priority, not a wish. Across our district, increasingly dangerous and disruptive student behaviors are compromising student and staff safety. Classrooms are routinely evacuated, forcing students to rush out while another student is in crisis. Instruction is interrupted, and educators are left managing situations no school should consider normal. In just the past week, teachers have reported physical assaults, severe behavioral incidents requiring classroom evacuations, and even a student running naked through school hallways while urinating on the floors. These incidents are not isolated to a single classroom or campus. They reflect a district-wide safety crisis that continues to disrupt learning and put students and employees at risk. I have said this before, and I will reiterate this tonight. I do not blame the students who are struggling. I am a veteran special education teacher with over 20 years of classroom experience. I understand these students have struggles and needs that are going unmet. The problem is not that our schools have students with challenging behaviors. The problem is that the district has failed to provide the staffing, resources, and effective interventions necessary to keep those students, their classmates, and our educators safe. That is why we are bargaining for protections that keep staff and students safe in the classroom. For effective emergency response procedures that ensure when a crisis happens, someone responds and has the resources to do so. We want district administration to spend more time in our classrooms experiencing what we are dealing with every day. We seek support staffing ratios that will allow the sites to have personnel to address student needs. As educators, administrators, board members, and community members, we must understand and meet all student needs so they can learn in a safe and welcoming environment. Thank you.

Thank you. Mrs. Brewster, you're here to give us a report for respite.

Good evening, Board President, Board members, Superintendent Cabral, and guests. Last month, RESPA held a fun event bringing our members together to celebrate, connect, and strengthen our union family. October 2nd was Custodian Appreciation Day. Did you take a moment to thank a custodian for their hard work? Our RESPA bargaining team has now met twice with the district. Although compensation has not yet been discussed, I want to make one thing clear. Our classified employees deserve a fair, meaningful raise this year. Our employees have endured layoffs, staffing shortages, increased workloads, and growing responsibilities, yet they continue showing up every day for our students. Board members, we often hear how much classified employees are valued, but appreciation cannot stop at thank you emails, recognition ceremonies, or kind words. True appreciation must be reflected in our wages, working conditions, and the district's budget priorities. We recognize the district faces financial challenges, but our employees face financial challenges as well. Many struggle with rising cost of living while continuing to give their best to this district. Maria, a paraprofessional, comes to school with a smile, helping students learn, managing behaviors, and supporting their needs. But after work, she struggles to make ends meet. At the grocery store, she puts items back because she can't afford them. At home, she decides which bills can wait until her next paycheck. Maria loves her students, but love doesn't pay the bills. James, a custodian, works hard every day, keeping our schools clean and safe. After his shift, he heads to a second job to support his family. By the time he gets home, his children are asleep. He's exhausted and wonders how much longer he can keep going. James isn't asking to be rich. He just wants to provide for his family without working two jobs. Maria and James represent the reality many classified employees face. They dedicate their lives to supporting our students, but struggle to support their own families. We cannot continue calling classified employees essential while failing to pay them what they deserve. One job should be enough. Tonight I'm asking the board to make classified employees a priority during negotiations. A fair raise is about more than money. It's about respect, dignity, and recognizing the essential work our employees perform. Our employees deserve more than appreciation. They deserve action, fair compensation, and a board willing to invest in them. Thank you.

Thank you.

We do not have anybody from Rapa here, is that correct? All right, moving on to public participation. Community input for agendized items. This is a time for members of the public to address the board regarding items listed on the agenda. The Board of Education values the perspectives and participation of our community members. Public comment provides an important opportunity for individuals to show their view on district matters. If you wish to address the board, please scan the QR code provided at the meeting and complete the brief public comment questionnaire at this time. Registration will close once the first speaker begins speaking. Staff will be available to assist with the questionnaire. Once registration is closed, speakers will be called to the podium in the order received. When called, please proceed to the podium and state your name and trustee area. Each speaker will be provided the amount of time announced by the board president before the first speaker begins. will not exceed three minutes. The board encourages comments, feedback, and input from all voices in the community, including those who may have differing opinions and perspectives. The California Office of the Attorney General asks us to share that in their view, matters pertaining to specific, identifiable students or any group of students should remain private to the extent possible. If you have a complaint about an employee or a student matter, please utilize the appropriate complaint procedure. Dr. Rudy Wilson, Assistant Superintendent of Compliance, can assist you with filing any such complaint. As a reminder, this is a public meeting where minors may be present, and we ask all participants to conduct themselves in a respectful, civilized, and non-threatening manner. The Board may enforce reasonable meeting procedures and time limits that apply equally to all speakers. How many speakers do we have tonight?

Board President, we have six speakers, one topic each.

You won't be afforded three minutes each.

First up, we have Erica Grossman. And then next, Michael Paisner and Kayden. I have two. Ma'am, you will wait on the public hearing until the next section.

No, both are agenda items. Yeah, both of them. Two. I have two. Both are agenda items. Thank you. Yeah. Okay, so the first one is on RTA. So the board has repeatedly ignored RTAs and RESPAs, urging to help them. Instead, you have focused on attacking racial minorities and LGBTQ+. Shame on you. Classroom safety has been a serious concern, as RTA and RESPA presidents have repeatedly pointed out. Recently, I worked in a middle school special education classroom where so many students and adults were jammed into one room that I could barely walk without bumping into someone. How is that safe? Another problem is that the classroom included students who use wheelchairs and require assistance with mobility, as well as students who are physically mobile and have significant behavioral challenges that could pose risks to other students and staff. The teacher actually warned me about my own safety. That is not acceptable. This was the same classroom my late daughter attended. where my son worked as a TA and where I worked for five years. Conditions like this were never an issue before. Why are you placing so many students and adults from multiple elementary classrooms into a single classroom? This clearly shows how little the district values students with disabilities and the people who care for and support them. I wouldn't be surprised if some paraprofessionals left their jobs because of these conditions. I don't blame them. I would not want my children in a classroom like that. Our students and educators deserve better. Okay, second one is on a discussion item. Regarding the AP psychology materials, a speaker recently complained about the new fourth edition, saying, quote, according to Candy Olson, the third chapter is going to have modules on human sexuality. The speaker argued that the materials discussed gender identity and sexual orientation and said students should not learn such topics because they are not based on truth. To make it clear, the old edition also covered these topics, but they weren't consolidated as they are in the new edition. Sexual orientation and gender identity are part of human biology and psychology, and students deserve to learn about them. I know some of you believe these concepts are made up, but they are not. In fact, some of the claims being made against them are based on misinformation. For example, Janet told people that schools are transitioning students and providing litter boxes for students who identify as cats. We all know that is not true. you really have no understanding of education. I took psychology classes in the United States and they told me some of the most important skills I have ever learned. Do you know one of the greatest strengths of American education? Critical thinking and ability to evaluate empirical evidence. Gender identity and sexual orientation have been researched and studied for many years. That is why these subjects are included in psychology materials. Do you know PragerU? Are you familiar with that, a conservative nonprofit that produces educational materials? They even acknowledge that transgender individuals have always existed. In their video, Abigail Schreier says that the gender dysphoria had been studied nearly 100 years, historically involving boys who identified as girls from early childhood. You need to update your information. Please stop sexualizing LGBTQ+. and stop trying to take important educational opportunities from RUSD students. I cannot believe this is happening. Michelle, I'm truly disappointed in you.

Thank you, Erica. Welcome, Michael.

Mike Paisner, Area 5. Before you begin your discussion about the psychology AP instructional material, which includes topics on gender and sexual orientation, let me remind you that Candy and Jeanette have been on an anti-LGBTQ crusade for years. Examples include Jeanette on video advocating against gay marriage, both of them in an email thread advocating against normalizing the LGBTQ community, Kendi labeling the LGBTQ community a cult, and posting and liking anti-LGBTQ content, which included the promotion of violence. Recently, Ms. Olson also posted about the psychology book on social media, where she both admitted she hadn't read the book, but also advocated against it, which begs the question, why crusade against something you haven't taken the time to understand? Let me briefly provide a few basics from that book she doesn't want to acknowledge. DNA is determined at the time of conception. Biological sex develops around week six to eight of pregnancy, and the neural circuitry that defines sexual orientation and gender identity occurs between the second and fifth month of pregnancy. The results of these phases, staggered in time, are often consistent, male or female, but not always. The bottom line is that being part of the LGBTQ community is not a choice you can indoctrinate people into or dissuade people from. It's the result of processes that happen before people are born and part of the beautiful variety of life. And while you can try and disavow this science, all you are really doing is compromising our students' education. I presume the question you will discuss this evening is whether you will enable students to study the most current information on this topic and be properly prepared for AP exams or attempt to roll us back more than 60 years. Let me remind you that before Stonewall was a time when being openly gay risked being ostracized from your family, fired from your job, put in a mental institution, locked up in jail, beaten or murdered simply for existing as your authentic self. When they say they want to prevent normalizing the LGBTQ community, they are advocating to return to a horrific time in our history for some people. That is Candy and Jeanette's documented agenda, and you, Ms. Rendler, are their eager collaborator. Let me add one more point about this anti-LGBTQ crusade. Previously, you described librarians as the problem. Now I suspect psychologists will be cast as the villains. At what point do you stop pointing the finger at everybody else and admit that the only problem here is you?

Thank you, Michael. Thank you. Caden? Welcome, Caden.

Hello. Hello. My name is Kayden, area two. I was an AP psychology student. That class gave me a love for psychology. I went on to major in psychology in undergrad. And after that, I went on to get a master's in counseling. And that would have never happened if I hadn't been in AP psychology. I hadn't learned everything I did. And I think that anything that happens that could prevent future students from being able to have that opportunity and find that same love that I did would be really terrible.

Thank you, Kayden.

Next we have Aaron Fernando, Pat Molnar, and last, Catherine Appleby.

Welcome, Erin.

Hello. Erin Fernando, Area 2. Now, I don't know what the specifics of what your discussion about AP psychology is going to be about, but I can take a guess based on the fact that Candy Olson is an empty shell without an original thought in her head who does whatever her puppet masters decide. So let's talk about what those puppet masters did in Florida. They made it illegal to teach foundational content on sexual orientation and gender identity. Well, it just so happens that gender and sexual orientation are highly relevant to the field of psychology. One aspect of the AP course asked students to describe how sex and gender influences socialization and other aspects of development. That's been a part of the course since it was launched 30 years ago. Now, Candy, I highly doubt you ever took an AP class or even know the basics of how they work, so let me explain it to you. AP classes are college-level classes offered to high school students. Students all over the country take a standardized test at the end of the year, and their performance on that test counts for college credit. Individual school districts do not get to choose what's on that test. Individual states don't even get to do that. The AP psych curriculum is set by the College Board based on the standards that colleges must adhere to in an accredited psychology program. So I know, Candy, that the tiny bit of power you have right now is making you feel like a big girl, but you have no power over the American Psychological Association's Commission on Accreditation. Okay, so let's go back to Florida. What happened when they passed their law? Well, the college board wasn't going to let the course be taught in the state if it couldn't be taught to college-level standards, and the administration eventually conceded to let AP Psych be taught in its entirety. They didn't really have a choice, did they? They put Florida students at a severe disadvantage in college admissions and hiring practices. A degree from the state would be undesirable in a resume since it would tell you they received an incomplete education. But that's what the Christian nationalists want, isn't it? They want to raise our children to be as ignorant as they raise their kids to be. Because ignorant people are easier to control. They don't want them going to college and broadening their horizons and learning about how the world works outside of their small slice of it. They want our kids to grow up poor and ignorant so they can accept their propaganda without any critical thinking. After all, ignorant kids grow up to be ignorant basement-dwelling adults who rant about Dr. Fauci being a criminal or ignorant nursing home escapees who think climate change is a leftist hoax. Ignorant kids grow up to be Republicans. So in your discussion on AP Psych tonight, the rest of you, I urge you to treat Candy like the moron she is and ignore whatever whining she does about the curriculum. Her personal politics should not get in the way of preparing our students for success. And since I have just a little bit of extra time, I'd also like to thank Mrs. Dewey from RHS. She was a great AP psych teacher, and I learned a lot from her. And I'm sure she would be disappointed in this as well.

Thank you, Aaron.

Welcome, Pat.

Thank you. Pat Molnar, now Area 2. And I wanted to speak about AP psych, but also the controversial topics policy, because I think To me, they're just intertwined. And what comes to mind is the idea of topics that may be controversial is weasel words, hypocrisy, and bigotry. I see you as a board. congratulating Nashay Thompson on the equity committee, and it's great, you're going to help all kids, or congratulating students who are talking about presenting material that's factually accurate, and then in the same hand, in the same breath, on the same night, you can go and turn your back on facts, facts that are presented in the AP Psych textbook, facts that will get students to be able to to what our creed is at the school. and if you want to deny science you can do that at your own time but help our students to be able to reach the capability the critical thinking level the information that they need trans people exist no matter what you think gay people exist black people exist but you consistently on the left side to the left side here you consistently fight against Equality in sports, books that you find threatening, books that have nothing to do with porn but have to do with the fact that there's trauma in the world and you don't want kids to know about that and be able to accurately have information. That's disappointing. My students, my children are disappointed in you because they follow what you do. Facts about history, facts on the AP psych, support for field trips to the historically black colleges. flags and celebrations. I am here representing the students of my all-in club, and they're going nowhere. And I look forward to a day when I will be represented in Area 2 by someone who will support the kind of education our children deserve, and when I don't have to come here all the time to try to explain to people who should know better because they're scientists, because they're in the medical field. what facts are, including the facts that there is global warming, the facts that students exist. And you can hide and say this banner, this flag represents everybody, but the flag does not represent my children, not when the federal government, not when your policies are threatening to take away their ability to study AP psychology, their ability to be represented in books. that talk about their realities. You are denying reality here. You're denying reality. And your narrow, bigoted views, some of you, your narrow, bigoted views are a problem.

Thank you, Pat.

Welcome, Catherine.

Good evening, school boards, Superintendent Cabral, everyone else. As a parent, I have rights to my child's education. And I have to say I'm proud of our AP scores in this district. Consistently, they're really good. They're higher than some of our neighbors. They make me proud that my child is attending an RUSD high school. My child is now a junior. My child, as a junior, as a senior next year, is exactly the type of student who would be taking AP Psychology. Because of their AP teachers already, they earned a four on their first AP exam last year. I'm confident that they are going to earn fours on their two AP exams this year. I am not confident in a school board that removes a textbook that supports the rigors of AP psychology that those AP students will earn anything higher than a three. We talk a lot about parents' rights. We talk a lot about students being able to learn, being able to be critical thinkers. These are juniors and seniors. These are not the precious little babies. These are not your daughter's age who you took to Godspell candy These are almost adults. In order to be critical thinkers, we need to encounter ideas that challenge our beliefs. They don't change our beliefs, but they challenge our beliefs. That is how we develop into being critical thinkers. And yet, in your discussion of Meyers Psychology for the AP course, the fourth edition, you are telling me as a parent that my parental rights do not matter because you don't like what's in the textbook. I want my child to be able to take an AP course, to pass that AP course, to have the best instruction in that AP course, to submit that on their college applications. and not to have had their education ruined by a school board that is petty in their beliefs. So I am asking you, as a parent of a student who has every opportunity to take this course, that you think long and hard about all of our parental rights, not just the parental rights of those who believe in certain things. Students are not required to take AP courses. You don't like the curriculum? Don't take the course. And unlike the Bluest Eye, which you informed us that AP literature students could go buy on their own or could go borrow from the public library, students cannot purchase this textbook on their own or borrow it from the public libraries. Respect all parents.

Thank you, Catherine. Is that it? All right. On to public hearing. We will now open the public hearing on the initial proposal for the 2026-2027 Reopener Negotiation Cycle from the Redlands Teachers Association, known as RTA, to the Board of Education. Is there anyone who wishes to address the board regarding this public hearing? Yes. Yes. All right. Seeing no further comment, I will close the public hearing. We will now open the public hearing regarding the consideration and adoption of a statutory school fee increase for new residential and commercial industrial construction. Is there anyone who wishes to address the board regarding this public hearing? Seeing no further comment, I will close public hearing. I'm moving on to board committee reports. Anybody have anything they'd like to report?

I have quite a bit from CHIROP. So student services in collaboration with Redlands Chamber of Commerce held the Veterans Job Fair at Crafton Hills Community College. Our employment placement specialist prescreened 100 student applications, selected 18 for interviews, and supported the placement of 10 students in the 2026-2027 Redlands Youth Employment Placement Program, a work-based learning partnership with the City of Redlands. 44 REV students in the aviation program attended a field trip at CBU to their aviation program on September 28th. Culinary teachers and education services staff attended the San Bernardino County Regional Culinary Advisory on October 8th. RHS ASL students celebrated Deaf Awareness Week September 21st to the 27th. CRS teams supported the RUSD College Fair at REV on September 15th. And judging by the date, it looks like tomorrow, 120 ROP students will be participating in the Ambassador Training Day hosted by Crafton Hills Community College. So it works on team building, leadership development, campus tours, and learning their vital roles as ambassadors supporting the mission of CryBots. And that'll be it. Thank you.

Anybody else?

We haven't met since the last time we spoke.

Moving on to the superintendent's report.

Oh, sorry. I thought you would look around again.

Oh, you have something?

Yes. From Compact Club, the first mixer is taking place on the 22nd of October and And from 5.30 to 6.30, so if there are any staff or community members who would like to assist our students with an opportunity to network with adults, the kids gain skills in conversing, and really it helps develop their confidence. So this is our first mixer for the year. And then also, oh, no, I'll save that for later. Thanks. Okay.

All right. Superintendent Cabral or any members of cabinet, if you have any informational reports for us.

Thank you. I don't have a report tonight, but I did want to inform the board that next meeting we will have a discussion item about community schools and a direction that we can take as far as being able to get community schools funds. And so look forward to that on the 27th.

Anybody else have any?

Zero. Nothing? Okay.

Now on to business services. Mr. Hill, do you have any changes or additions to business services consent or action items?

No changes or additions tonight.

Do you have a motion to approve business services consent items 11A through 11F as presented?

So moved.

Second.

Actually, I would like to, what am I going to do? Oh, nothing. I'm sorry. Wrong section. We're good. I have nothing. All right. Any discussion? All right. We'll call the vote.

Motion carries 5-0.

Under business services action items, do you have a motion to adopt resolution number 11, 2026-27, approving an increase in statutory school fees imposed on new residential and commercial or industrial construction? I'll move.

Second.

Any discussion? Second. We'll call the vote.

Motion carries 5-0.

And do you have a motion to adopt resolution number 12, 2026-27, authorizing the execution and delivery of mitigation agreements in connection with the annexation of additional territory to Redlands Unified School District Community Facilities District number 2024-1? So moved.

I'll second.

Thank you, Patty, and Tish, that was me. Second. Any discussion? All right, we'll call the vote.

Motion carries 5-0.

I move that we accept the committee's recommendation, but add the title doctor before the name, so the name will be Dr. George Barrett's Administration Building. Is there a second? Second.

Thank you, Patty. Thank you, Patty.

Any discussion?

Why would we add that to a building's name? That seems strange to me.

Because he's a PhD. So you put doctor in front of his name.

No, I know about a person. I'm talking about a building's name. You don't usually ever see that for a building's name.

That's his title, Dr. George Barrett.

I know what his title is, Michelle. I'm not talking about what his title is. I'm talking about a building's name. You don't generally see that on a building's name.

It'll be the Dr. George Barrett Administration Building.

I've seen it in different places.

I've never seen it. I don't think that's the proper form, but obviously you guys want doctor on it, so that's fine. He's not a medical doctor, but...

I didn't say he was a medical doctor.

I know you didn't say that, but typically buildings aren't labeled that.

Any more discussion?

I'm happy to see this. I've known Dr. Barich for a long time, and he was one who started Orangewood High School, for those of you who do not know, and it's well-deserved, and I'm sorry he's not able to see it. He will have been gone. It'll be two years or three years, actually, in December.

Okay. All right. We'll call for the vote. And on here it says the George Barrett Administration Building. That will get corrected. Okay.

Motion carries 5-0.

Moving on to educational services. Mrs. Buckmiller, do you have any changes or additions to educational services consent or action items?

And tonight. Thank you.

Thank you. Do I have a motion to approve education services consent items 13A through 13H as presented?

I'll move, but I will be abstaining from H. Second.

Thank you, Melissa. Thank you, Patty. All right. Any discussion? All right. We'll call the vote.

I wanted to say something about the LCAP funds for the $125,000. So the public knows it was only we're paying, LCAP funds are paying for the subs, which is about $1,500. So that $125,800 isn't on the general budget, general funds. Any more discussion?

All right, we'll call the vote.

Motion carries 5-0 for items 13A through G. And motion carries 4-1 with a nay from Board Clerk Ayala Quintero. Or abstention, I'm sorry, abstention.

National Services action items. Do you have a motion to approve the second reading and adoption of revised board policy 6144, Controversial Issues?

So moved.

Second.

Any discussion? No? Okay. We'll call the vote.

I'm sorry, Board President. Who made the motion and the second?

Andy, may the motion and Jeanette need a second?

Motion carries 3-0 with Board Vice President Patty Hollihan and Board Clerk Melissa Ayala-Quintero with the needs.

We have a motion to approve the second reading and adoption of new administrative regulation 6163.1, library media centers.

So moved.

Second.

Thank you, Candy. Thank you, Jeanette. Any discussion on this one? All right, we'll call the vote.

Motion carries 3-2 with Board Vice President Patty Hollihan and Board Clerk Melissa Ayala-Quintero voting nay.

We have a motion to adopt Resolution Number 13, 2026-2027, supporting the 2026 California Red Ribbon Week Program and the National Red Ribbon Campaign, October 23rd through October 31st, 2026. Move.

Second.

Thank you, Melissa. Thank you, Patty. Any discussion? I'm happy to see so many plans from so many schools. I hope we get other ones from the other schools that we didn't see. It's really nice to see so many schools and PTAs getting involved.

Yes, I wanted to acknowledge that too, although I believe most of them were elementary. So I'm curious what the middle school and high schools are doing as they have the majority of the actual need for the Red Ribbon Week. So I'm curious what they're doing on an educational basis, not just activities. Yeah, what are they doing?

I don't know.

That's a great question. What are the middle schools and high schools doing?

Maybe we can get that for... We can find out.

Yeah. Probably something through their ASPs.

Do you know, Patty?

I'm going to call for the vote. Sorry.

Motion carries 5-0.

I have a motion to approve the stipulated expulsion regarding student 2026-2027-002 through the first semester of the 2026-2027 school year with the expulsion order suspended for the second semester. I'll move.

Second.

Thank you, Jeanette. Any discussion? All right, we'll call the vote.

Motion carries 5-0.

Ms. Berwick, any changes or additions tonight? Thank you. Do you have a motion to approve human resources consent items 15A through 15E as presented? So moved. Any discussion? All right, we'll call the vote.

Motion carries 5-0.

Thank you. On to discussion items. We will now hear a discussion regarding instructional materials for advanced placement psychology. Superintendent Cabral will provide the information.

Thank you. Yes. I want to be able to answer any questions, but a question came up a couple weeks ago, maybe, a few weeks ago, regarding Citrus Valley and their purchase of the fourth edition of the Myers AP for Psychology. And I wanted to just... share with the board how that purchase came about because we've treated it very much like we do supplemental materials in that it was purchased by the school by site funds and only for Citrus Valley. But it isn't being used as a supplemental because it's the textbook for the class. The second edition was approved in 2014 and is a book that's being used by all AP classes, Redlands, REV, and Citrus Valley. But the teacher over at Citrus Valley attended AP training, which you have to do periodically to stay up to date with your certification. And she felt like the fourth edition was better aligned with how to prepare kids for the AP test. More specifically, there's portions of the book that include, that highlight, that reference where you can study for the AP test. Version two has it at the beginning of the book. This fourth edition, they did a little better job with embedding it into each unit so that it's highlighted a little bit better. Citrus Valley asked for permission to purchase the books. We said we wouldn't buy them with district funds because it wasn't going to be a district purchase. All of our schools were not going to be using it. But if they wanted to purchase it with their site funds, they could do that. And so in September of 25, they purchased, I want to say, a class set. There were 23 students in the 25-26 class that were taking AP Psychology. And so they purchased the books in September of 25, and they used it for the first time last school year. The AP scores in 26 were at 86%, which is pretty good. How much is that attributed to the use of this textbook? I don't know. We'd have to ask the teacher specifically, but I'd like to say that it's been successful. This year, because they had additional kids wanting to take the class, 43 students now, or 47 students are now enrolled in AP psychology, so they had to purchase more books. And so we recently saw a transmittal come to the board that highlighted that purchase. And so that's just kind of a history of how Citrus Valley ended up with the fourth edition of the AP psychology book. And it does have a unit that is specific to gender identity unit three that has modules that it doesn't exist in version two or the second edition. Although the second edition does have themes that are similar, there is not a specific unit or section that is just for that topic. And so I just wanted to explain how the book got there.

I have a question. Will this book eventually be put at the other Comprehensive High Schools too?

Well, we weren't going to purchase it as a district, so if the site's have the money to purchase it and they wanted to purchase it, I don't know that we would deny them because we let Citrus Valley buy it.

But they're using it as an actual textbook, not so all schools need to have the same textbook?

We could, but typically if we do something like that, it's a district purchase, and we don't have the funds right now to purchase that as like a district-wide use. I think the success of the book could merit us looking at it and saying, you know, maybe other schools should be using it too because it is a newer edition. It's the same publisher. It's just the fourth edition as opposed to the second edition.

One thing I read in there that when I was reading, I read a lot of the book, not just that section. I really enjoyed the tip section, and then it had possible questions that could be on the AP test. I thought that was a neat, neat section. It did that. I've never taken an AP psychology test, so... I don't know if all the books always had that or what, but I thought that was a nice addition.

I think the question is that since this is a textbook that was not formally adopted by the board through board approval and public... What do you call it? Public notice. What do you call those? Public hearing. And the opportunity for stakeholders, our community members to be involved, to see the curriculum. That is the formal process for textbooks, and all textbooks should be board approved. So I think the question is whether we have the class go back to the original board-approved one or we bring, if you all want to have this current textbook used, and we bring it for adoption. So this is really the question at hand, not whether or not, you know, you like certain tips of it. The problem is that it wasn't board-approved.

Well, I'm trying to explain the history of our district because it is not – 100% accurate that every book that we use for our AP classes specifically have come to the board for approval. All textbooks should be. I know when you talk about adoptions, I know exactly what you're referring to, and that is a process that we typically follow in general. But there are pockets of books being used specifically in our AP classes that have not come to the board for approval.

I think we should know about which textbooks are being used as curriculum that haven't gone through their official approval process.

Well, and I think also from reading our policies, they're very old and they're very vague. But the one thing that is clear is that the board has... An important board responsibility is to have oversight of curriculum in our classes. So if we need to tighten up our policies, that would be another option as well. Because I was originally got the impression it was being used as a supplemental. But then when finding out it's an actual textbook, yeah. I think we need to have a standard procedure for textbooks.

Yeah, that's what we were told at first. We were told it was being used as a supplemental, and then now it's a textbook. Our policy says the governing board accepts responsibility for establishing what students should learn. And over and over in all of our different policies, which they are vague, but they continually, including Ed Code, Ed Code says the same thing. So that curriculum, the governing board sets overall policy, adopts the core curriculum and materials, and retains ultimate authority and oversight. So I think the question that we have to deal with tonight as a board discussion is whether we – revert, put it back on the next agenda and revert back to the 2014 edition or bring the new curriculum forward for adoption, the proper way for parents, community members to review the content and see what their children would be learning. Because that's a proper way. It's not the proper way to sneak it in as a supplemental. It's not really used as a supplemental in only one school site. And then parents had no idea what was being taught. That's really not the way the process is supposed to work is that the curriculum is transparent and the public is notified when necessary.

I don't think it's a fair assessment to say that it was snuck in and, I mean, without anybody knowing. Okay, it was brought in. It was brought in. Can I finish saying what I'm saying? Our superintendent did say that we were aware. They did ask. And they were told that, yeah, they could do it. But, like, I don't see why you're saying that, like... It sounds so nefarious. I don't see why it's an issue for an updated edition. I talk to publishers all the time, and this is actually part of my job, where other editions are not available. I mean, publishers are always providing, sometimes at a lower cost, newer editions of textbooks. So I don't see what the issue is.

Well, that's not standard procedure throughout all districts.

Okay, I have a suggestion. Can we bring this back to the next meeting as an adoption or not adoption? Like, do we want to adopt it or do we not want to to the next meeting? And if we do put that on there and it does pass, does that mean all schools need to use it now or they can use it if they want to because the other one is still

Wouldn't that require those other teachers to then review it? I don't know. Yeah.

So that's what I'm wondering. How do you do that? You can't require all the schools to use it if they haven't looked at it, right? But if we do this at the next meeting, since we've all had a chance to look at it.

Well, I think another option could be that since this has already happened and all this money has spent on all of those textbooks, I think that one possibility could be to finish the school year out with the textbooks that we have now. and send an opt-in letter to the families of those kids enrolled in that and let them be aware of what the content is, what differs from the old textbook. And maybe their opt-in can be done for the rest of the school year and then future school years they can revert back to the board-approved curriculum. I mean, that's one option. There are several districts, when I was looking this up, that require opt-in for this particular addition. And most additions, every board member I've talked to, it's not just an automatic, it automatically is approved. You have to approve each addition because sometimes they change dramatically. So it's not just like it's new addition, automatic approval. That's not the standard process.

And so I'm saying if we bring it back at the next meeting for approval or not approval, because these kids are going to be studying for their AP test, and if all of a sudden they're not using this book anymore...

What about the option of just getting through? They've already started using this book. What about the option of opting to have the parents opt in for the rest of the school year? And then the next school year, if it's not brought forward for public adoption, then they go back to the board approved version.

Okay. Why would you not want to bring it back next meeting to be voted on?

Because we can decide right now if you want to bring it in.

This is just discussion.

Well, I know, but if we have a quorum and then we can know which way the district wants to go. I don't know if we have the funding to do a new curriculum adoption on psychology. We can barely afford our math, and that's what's desperately needed more than anything. And then we have English coming, so I don't think we can afford a board.

I don't think it's a whole new curriculum. It's the updated edition.

But to put it out, to do the proper course of approval, allowing the public to be involved in the process, I don't really know that we have enough time before the next board meeting.

I think what I hear is like a compromise, which is to get through this school year, I think an opt-in is what I'm hearing.

Well, is that an option? I would think it's reasonable.

If we have a consensus on a direction, then I think it's okay to do that.

And we're treating it as supplemental because it's only a one school, right?

I will just say that the board has done a good job of safeguards for parents who are concerned. We have opt-outs available. And last year with the 23 students, nobody opted out of that section. And right now at 47 students, nobody has opted out up to this point. I'm not saying that they wouldn't.

Because the parents, they didn't have the public hearing. Nobody knew about it.

I don't know that that's... necessarily the case because AP classes especially do a good job of notifying parents of what their kids are going to learn.

I was just about to ask about that because usually at the beginning of the year you have to sign something saying that this is, they'll tell you this is what my child is learning.

I think if we have direction to move forward to get through the rest of this school year with the understanding that we'd bring it back at some point to make it official.

If we're going to continue to want to use it next year, it needs to go through the formal adoption process.

I think it's a good compromise because I do believe that they have the rest of the school year planned out and it allows for them to use the book. And we can look at the process and the policies and just make sure that And I do agree that if we do a district-wide, we don't have the money to purchase fourth editions for everybody right now.

Are you saying there's 23 went to 47 and increased by 14 students? Obviously, someone wants to take that class. You don't want to lose that.

24 students.

Yeah, so 24. That's awesome.

If that's the direction that we want to go, then I can make that happen.

I mean, I just want to make it clear. My concern is the process. And if we have board policies and ed code that guide how that should be, then I want to follow it. And if we need to tighten that up, like I said before, that's fine, too.

We could bring back one of these policies and be more specific because, you know, like you're saying, tighten it up, you know, like.

It's, yeah, it just seems like you mentioned it, Michelle, as being supplemental. I think you were asking, but it's not supplemental. No.

It's not being used as supplemental, right?

No, no. A textbook technically wouldn't fall into that category if you read the definitions of supplemental. A textbook wouldn't.

The only way it would is if they're using the other edition for the students and then just pulling the section... as the supplemental.

You're right.

That would be.

Which I don't know with copyright laws. I don't even know if that's possible.

Supplemental would have been like they're using the second edition still, but only grabbing some units out of the fourth edition. And they would have to have both books, though. I don't think we would make hot like.

Why were we told that it was being used as supplemental?

I was trying to say that we had purchased it through the process of supplemental, and it just got lost in translation.

Oh, I see. So that's something, though, that we need to... We do need to tighten it up, then, in the board policies so that with the number of schools we have, that they're not purchasing textbooks... And using the supplemental process.

So maybe we could bring back 6141 so this doesn't happen again. Can we put that on the agenda for the next time? Why can't we just make the directive?

No, I know, but if our superintendent decides to tell everybody that don't do that, what's...

It's always good to have something in writing. And it's better to be like, well, you know, how do these things happen? These things just keep happening. And everyone's like, well, there wasn't a policy against it.

Why do things keep happening?

We've had repeated discussions on different areas where there's no oversight. And so it's probably a good idea to put in here that, you know, textbook adoption requires board oversight. You know?

I mean, a policy that's, I think this one was at least 30 years old. This is 1995. What is wrong with making it current? That's part of what policy should be is current. And maybe this issue wasn't happening 30 years ago. But that is part of our role as board members is to keep the policies current.

So we're going to bring that policy back for discussion. Okay.

Why don't we add some language and maybe we can...

Discussion's a good start just because we don't know what the language would look like.

Well, we could suggest some language.

So if everyone could maybe get a copy of that sent, and then we could all read it, look at it, see what...

Copy of what?

That policy.

Oh, the one we already have?

The 614, yeah. This is what we already have. To be able to mark it up yourself.

Oh, this is the...

Like we do with the other ones.

There's two. There's 6141, and then there's also 6179 that vaguely address this same subject matter.

And also 6161.1. There's three. There's three of them here. But these are... 6179 is about supplemental instruction, and then 6161.1 is about regular instructional materials, and then 6141 is curriculum development and evaluation. So probably... The last two should be similar, yeah.

Maybe, excuse me, maybe the education division could work on a draft or- The reason I said discussion is just because it's always beneficial for the whole board to give input at the same time so that we're not hearing the same things separately.

Well, if they draft up something about the process of curriculum adoption and then we bring it to, like, add it to one of these policies and then it can go on our agenda and then we can discuss if we like it or not. Something like that. And then I think we need to provide an opt-in for those parents that are in the class with a textbook that wasn't board approved.

I think we have opt out, right, if they don't want to.

No, to get us through this year with a textbook that wasn't board approved.

But don't they please have the opt out forms already?

Yes, nobody's opted out, but I think you want to make sure they know that this unit is in there and they've agreed to let their child be in there. And this is different than the previous board approved copy, yes. Yes, which we can do.

Great. Anything else on this? Okay. Okay. Public participation and community input for non-agendized items. This is the time for members of the public to address the board regarding matters within the jurisdiction of the board that are not listed on the agenda. Public comments are permitted upon submission of a completed registration card prior to the start of public participation. This is not a forum for debate. Policy concerns will be referred to the superintendent. When called, speakers may proceed to the podium, state their name and trustee area, and speak for the allotted time. The amount of time will be announced by the Board President before the first speaker begins and will not exceed three minutes. How many speakers?

Board President, we have five speakers tonight.

All right. You will be getting three minutes.

Okay. First up, we have Erin Fernando, then Karen Appleby, and Celeste Juarez.

Welcome back, Erin.

Hi. Aaron Fernando, Area 2. I guess a few things I want. I did want to start out apologizing to Candy. I know I was a little mean to her, and it must be hard when all her friends are at a Klan meeting or something instead of here. So there's no one to support you. But my main point I wanted to bring up today was just to remind you all that Candy Olsen does retweet Nazis, and we shouldn't take anything she says seriously. And just because she... ties up her hatred with polite sounding words doesn't mean that we need to treat her with respect or dignity because she is a Nazi and doesn't deserve any of the most basic respect or dignity because she doesn't give it to us. Thank you for your time.

Thank you, Aaron. Welcome back, Catherine.

Thank you. I'm sorry, I forgot to say I am in Area 4. I do want to second, lend my support behind both RTA and RESPA's comments tonight. The RUSD employees deserve more than recognition. They do deserve a living wage. They do deserve safe working conditions. And I understand budgets are tight. I would like all of our students though to attend schools in which our staff are not exhausted because they are working multiple jobs. I would like all of our students to attend schools where our staff can continue to provide the love and dedication that does not pay the bills, that does not keep them safe, but they can do so because this board has made them a priority. And they have prioritized our staff so that our students can be the priority. I did do, the benefit of not sitting on the board is while you all are talking, we can all do some basic research. And while board member Olson is correct that traditionally buildings have not been named, including the doctor, USC's own campus renamed their international and public affairs building in 2021 to the Dr. Joseph Medicine Crow Center for International and Public Affairs. So while uncommon, it is done. I know that we often have, I know AVID actually visits USC as part of their AVID college tour. Candy on a bad day, it's a three hour drive out to USC. On a good day, depending on how you drive, it's 45 minutes. I don't know, submit and be board approved to be a chaperone for the AVID trip and you could actually go see this building in person. As a parent, I know we don't have the budget. I would really like it if we could bring the fourth edition of the AP psych textbook to the board through the public hearing. Agree that you won't be able to pay for it for every school site, but if every school site wants to buy it out of their own budget, allow them to do so. That book was published 14 years ago. That means in the publishing world, it was written at least 15 years ago in 2013. Science changes. I don't want to be treated with medicine and practices that were current 14 years ago. I don't think we should be encouraging our students to study sciences that are that old as well. And finally, I would encourage this board to go into classrooms because I don't think you guys realize that the textbooks you buy for or that you purchase are very rarely used during the entire year in many courses. Thank you.

Thank you, Katherine. Welcome, Celeste.

Good evening. My name is Celeste Juarez, and I'm here tonight because my grandson John, a student at Cope Middle School, was abducted and assaulted on campus by two students. I'm here because the response from the campus leadership has been an absolute failure in accountability, shifting blame onto the child who was terrorized. John used to be a boy who got up early, excited to go to school, and then suddenly he began sleeping through his alarms and begging to stay home, claiming he was sick. I missed the red flag then, but I see it clearly now. For two weeks, he was relentlessly hounded by a student named Brandon until he finally felt forced to agree to what these kids call a friendly fade. The administration could not claim that they didn't know there was a problem. Before this escalated, I made anonymous calls to the principal's secretary to let her know crap was going on in her bathrooms. And I called the superintendent secretary also. Then I called them both back to say, hey, it happened in the gym bathroom. And I asked where the hell the coaches and the PE teachers were. My warnings have been ignored. Now he's being told that Brandon's going to kill him and shoot him. And when we met with the principal and the campus officer, we were met with victim blaming. The officer explicitly implied that this is continuing after John's assault and false imprisonment were his own fault because he didn't tell adults sooner. And they claimed John was complicit because eventually he gave in to the pressure to fight and he went into the bathroom the first time. The officer investigated. Had he done his job, he would have known that John was hounded that long before he finally did it, and he was afraid. Worse yet, the school's solution is to deny John his right to a safe, normal education. Principal tried to wash her hands of the situation by pushing independent study. When we refused to let John be denied an education, she got upset, halted the meeting, declaring it no longer productive. School's current safety plan is to tell John to hide in the classrooms during passing period, except being late to classes, and confine himself to the library during lunch just to avoid Brandon Castillo and Xavier, the two little assholes that assaulted him. They are punishing the victim while the perpetrators walk the halls freely. Officer explained that these restrictive measures were necessary because he and his partner, I guess there's two of them, cover multiple schools, leaving Colt Middle School with only two security guards for over 1,000 students. By his own admission, he said the campus isn't safe. We all know what happens when a school district ignores bullying. Right now, it's all over the news and social media. A student who was bullied has died by suicide. Well, the media can call it what they want, but I call it murder. I'm putting this board on notice tonight. If anything more happens to my grandson, I'm going to call this district, this administration, and the officers' accomplices. I want to know why the victims are being forced to hide.

Thank you.

Next we have Julian Juarez and then after Julian we have Anique Juarez.

Welcome. Hi.

Good evening. My name is Julian Juarez and I'm here because my son no longer feels safe at school. On September 22nd, John was pressured into playing a game called Bodies, where students punch one another on the body. Another student, whom I'll call Student B, escalated the game by striking my son's face in the head. Afterwards, Student B sent messages pressuring my son to do it again by calling him names. My mother contacted the principal anonymously about fighting inadequate supervision in the locker room. There were warning signs on October 2nd another student student a picked my son up despite him saying no and holding on to his locker to resist according to my son student a carried him into a restroom prevented him from leaving and allowed a student be inside where my son was punched a few times my son said no Yet he was still placed in harm's way. Afterward, John received messages reporting that student B had threatened to shoot and kill him. I spoke to the principal and the school resource officer on two separate occasions about these reports. On October 12, principal confirmed in writing that the school's investigation found statements threatening John's safety. Although the specific reports involving shooting or killing were not sustained, the school confirmed threats. So why does my son still feel unprotected? When I was approached by the SRO about pursuing misdemeanor charges against both students, I felt pressure to accept infractions instead. I wanted each student's actions thoroughly investigated, not dismissed as a school fight. Meanwhile, my son John is terrified of returning to school. He leaves class early or arrives late. He hides in classrooms and takes longer routes to avoid the students. While those students appear free to walk around campus, my son is the one hiding. And when I asked how the school would protect him, principal initially suggested independent study. To me, that felt like revoking my son from his education instead of addressing the students who harmed him. Why should my son sacrifice his education, his routine, and his peace of mind? I am asking this board for a thorough investigation, accountability, and a documented safety plan that allows my son, John, to attend his regular classes without fear. I am not asking for revenge. I am asking for protection.

Thank you, Jillian.

Good evening, members of the school board. My name is Anique Juarez, and I'm here today as a concerned aunt speaking on behalf of my nephew, John. I am going to reiterate a couple of these incidents, but John is new to the district. He began attending Cope Middle School in August, and what should have been an exciting new chapter has instead become a frightening experience. For over a month, John has experienced repeated bullying and physical violence involving the same student. It began with name calling and pressure to participate in something these middle schoolers refer to as friendly fade. When John eventually participated, the other student repeatedly punched him in the face. This was captured on video, but it did not stop there. One week later, another student reportedly picked John up against his will, took him into the locker room bathroom and kept him there until the same boy arrived and physically attacked him. John told us all he could do was cover his face. I asked every parent in this room to imagine their child in that situation. The students involved were suspended and have since returned to school. But once again, it did not stop there. John was approached and texted by other students telling him that the same boy wants to shoot and kill him. This was not simply a rumor. The principal investigated and confirmed that the threat was made. The student was suspended again. At what point does suspension stop being an adequate response? My nephew has been physically attacked, repeatedly targeted, and now threatened with death. I'm not asking this board to discuss another student's private disciplinary information. I am asking what this district is going to do to protect my nephew. A suspension is temporary. The consequences of ignoring a warning sign could be permanent. John deserves an education without fear, and above all else, he deserves to come home safely every single day. Our family has tried to address these incidents through the appropriate channels. We have spoken with school administration, and yet we are still left without reassurance that John will be protected. We would much rather work with this district to find a solution than feel compelled to seek accountability through other avenues. Thank you.

Thank you, Anique. All right, moving on to board comments. Anybody have anything they want to say? Okay. Do you have something, Patty? Okay.

I just wanted to give a shout-out. We had the Highland Run. Actually, I don't know if it happened because of the rain, but we had a volunteer student or a student volunteer from CVHS to sing the national anthem at the Highland Run, which I was really excited and happy that that happened. And also... I guess that's it for tonight. I appreciate the comments from the family tonight, and I definitely can guarantee you I will be looking into more information. Thank you.

Patty?

Yes. First of all, to the Juarez family, thank you for coming today, and I'm sure we'll get information from our superintendent. Thank you to the Moore Monarchs for coming out today and showing what the media with journalism and yearbooks are doing. Sounds like a great program. Certainly didn't have that when I was in high school, or middle school, I should say. I attended the Redland Symphony fundraiser. All the funds raised attend go to our fourth graders so that way they can go and see the symphony and their bus, the transportation, everything is included. So thank you to the Redland Symphony for hosting that and for the people who attended. I attend to the superintendent's awards, and congratulations to our students. And thank you to Rev for hosting, especially the jazz band. They were amazing. And I think the winner with the shoes was from Redlands High School, I believe. She was, yeah. Yes, that was great. I think that's really nice, and the donor is amazing for doing that every month for our students. I attended the Children's Fund 40th anniversary event. So many lives have been touched by them. Our foster youth deserve more. And thank you for Children's Fund for supporting for 40 years. It was a great event at Cal State San Bernardino. And if you haven't been to Cal State lately... especially in the evening. The lighting is amazing. They've done so much renovations, and I know the new president is going to do an awesome job. And then finally, I participated in the Believe Walk, and I think we had someone from the district who was also there as well. Thank you to everyone who participated, and seeing our USD chair and sports people at different corners always makes me smile and proud. And then I attended the CV Rev Homecoming. Congrats to the Blackhawks on their win, and look forward to the Smudge Pot this weekend. And then just remember, think pink for the month of October for breast cancer awareness. And thank you very much.

What a heavy note of ending to our meeting, and it really makes me sad to hear about the family and the experiences. I'm sure we'll look into that and figure out what's going on, and I sure wish that it's one of the problems that's been in our schools increasing lately, and... I can assure you, even previously another speaker had spoken about it, and they speak frequently about it, the violence and the problems in the classroom. And we do talk about it a lot, and we are looking for solutions. we know it's a problem and we're trying to figure it out. And, um, I am really sorry for all of the kids that do have to suffer this. And I, I just hope that a lot of bright minds can come together. And, uh, one thing is funding and trying to figure that out. And we need to figure out the right thing to do, um, to try to secure new funding if it's possible. And if it's, um, wise to do so, or it's a lot of things to consider. Um, And also thank you to the Moore Monarchs. They're gone right now, but they were super cute, and they did a great job, and they were brave standing up here and speaking to us. So if you're still watching, thank you for coming, and that's it for tonight. Thank you.

All right. Well, good evening, all of you who are still here. I have had a busy few weeks. I visited Moore Middle School, and thank you, Moore, for coming to Empowering Positive Moments tonight. I appreciate that. You did a great job. Also went to Krafton, Kimberly, Mariposa, eAcademy, and Rev. It was just really nice to speak to our principals and different staff members. And it just showed what they really... love about teaching and their schools. They all just have such a heart for all these kids. And I truly love this district, our employees and our students. Today I met with Brita Davidson and the SRO, Mr. Casey, at RHS. They brought the entire safety team in. I'm extremely grateful for their service to our district. I loved hearing how they all work together to keep our students and staff safe at RHS. They care deeply about the students that are in their care, and I thank you all for allowing me to visit today. I also attended the football games this past Friday and want to congratulate CVHS on their win against Rev. The Grove game was fun to watch. I also send a little sad face to RHS and to Rev. because I wish you all could win, or at least tie. All these boys play their hearts out, and they stuck with it until the end. This Friday, CV will play against Yucaipa, and it's also the smudge pot game, Rev versus RHS. Good luck to all three of our teams. A few weeks ago, along with a few of my colleagues, I attended the Dinner in the Grove. It's a beautiful event put on by Family Services to help our families in the area who are going through difficult times, and I'm happy to support this worthwhile organization. I was also delighted to attend a day pack meeting again last week. The board has many exciting things planned for this year and their meetings are fun. They always have like a fun little activity. It's great. It's really fun to talk to different parents and about the needs for their kids. I understand that all our kids need things and understanding what those needs are for them and their families is crucial for the success of all of our children. I hope everyone will attend the resource fair this Thursday at 5 o'clock. It's at RHS. I look forward to some entertainment and some good food. And that is all I have. So have a great rest of your week. And moving on, Superintendent Cabral. Thank you.

Juarez family, I know that Dr. Wilson, I saw him go back there to get your contact info. So I look forward to you connecting with him so that we can see what we can do immediately to help. And Dr. Wilson, thank you for being proactive in getting the contact info. And thank you for being here to share that information because it's important that we hear it. I continue to visit fifth grade classrooms, and it's just every class that I go to is more exciting than the last. I went to Cram, E-Academy, Mariposa, Bryn Mawr, and Franklin. And this week I have three more schools scheduled, and speaking to our fifth graders has been enlightening. eye-opening food is really important to them which really shouldn't be surprising best idea I heard is they want if they had all the money in the world they want to create a food court so that they could get different meals every day I thought that was kind of fun they also want classes like coding and so it's it's actually been really a good experience Smudge Pot is a huge deal, but what makes it even bigger this year is that for the first time, Rev will be hosting the game at Rev. And so if you do have a chance to go out on Friday night, they're pretty even. I'm not going to say that. I don't know how they'll match up, but you'll have to see for yourself. It should be good. It should be fun. How about that? All right. That's it. Thank you so much. Have a good night, everyone.

And this meeting is adjourned at 7.