Board of Education — July 22, 2025

Governing Board of Education is called to order by myself, Dr. Melinda Anderson at 400 PM on Tuesday, July 22nd, 2025 at the District Office Conference Center. Are there any requests for changes to the agenda? >> Yes, I'd like to request um item number two on information reports to be pushed to item number eight on action items. It wasn't agendaized,

right? And I brought that up last night. So, if we could push that from information to action. Number eight. >> Do I have a second? >> Second. >> Does anyone oppose? >> No. I was going to suggest the same thing when I looked at it. >> Okay. >> I agree. >> Then number two is eight in action.

>> I agree to move it. >> Do we? >> No, no, no. I'm not understanding what Can you say what you asked for again? I'm >> move it to move Z to move item number two of the Zotterero Primary Research to action item number eight. That was just mistakenly I told Yeah, I agendaized it as an action item.

>> We have unanimous consent. So, we'll just move it to action. I agendaized it wrong. >> I promise I did. >> You just put it in. Okay. >> I promise. Okay. And then next >> number eight. Did you say >> so? Yes. We had consensus if that's okay. Is there um anything else that people want to change?

>> Yes. I'm going to move that general public comments that's at the end which is Q come before L at the beginning of the meeting. >> Okay. And we've already discussed that motion and it can't be made again. So >> it can be >> anyways. Do I have any other changes to the agenda? >> I'll second that.

>> Okay. So there are no other changes to the agenda >> at this time. Do you want to cover pulling the consent items or do you want to wait? >> Um >> let's wait. >> We can wait. likes to hear which one. >> Yeah. Yeah. They asked that we pull the consent consent items now. So, if they

need to look them up, >> any consent items that are going to be pulled. >> So, I will be pulling three. Number 32, number 33, >> and number 39. >> Hold on a second. 3 32 >> 32 33 >> 2 >> 33 and >> and 39. >> Okay. Do we have any others? >> Can I ask which contracts you're

planning on pulling in 39? >> Yes, it's the first one that has a contractor working in Texas. So, I believe that's Courtney Fingerland. Okay. >> I have some additional questions with that one. >> Gotcha. >> Yep. >> Thank you. >> First contract. Anything else? Then I move to approve the agenda with the changes that we just mentioned. Do I

have a second? >> Second. >> Does anyone oppose? Then the motion is adopted unanimously. In accordance with government code 54957.7, the board will now meet in close session to consider the items listed in section E. Do we have any public comments for close session items? >> None. >> All right, then we'll meet in close session.

is Melissa Chai, Tmacula Valley Unified School District Governing Board's first ever elected student member. Let us express our gratitude for her dedication and willingness to contribute to our mission. All right, Miss Chai, are you ready? We're going to have you take the oath of office. And at this time, Dr. Woods will be administering the oath of office.

Let's make sure this is on. This is a very historic evening. Melissa will always be recognized as the very first student board member in the history of the school district. >> You'll be able to tell your kids, grandkids, and everybody else. Congratulations. >> Thank you. >> This is the oath of office. Please raise your right hand and repeat

after me. I state your name. Melissa Chai, >> do hereby solemnly swear >> that I will support the Constitution of the United States >> and the Constitution of the State of California >> and will faithfully >> discharge the duties of student board representative >> for the Tmacula Valley Unified school district >> for the Tmacula Valley Unified School

District >> to the best of my ability. >> Congratulations. >> Thank you. >> You're more than welcome to say a couple words, but I the main thing is introduce your family. Then when you're done, we'll just take a break. We'll take some pictures, get all of that done, and then get you seated up here. All >> right. Hi guys. Um, thank you all for

supporting me here today. If you guys see these three lovely women in the front, this is my sister Annie and that's my mom and that's my aunt. Um, and I couldn't have done this without the support of my family and my friends, my educators, my mentors, um, and all of the community members. I've received a lot of support during my campaign um,

and since I've been elected and I'm just really, really grateful for this experience and I hope that I make you all proud. Thank you. Thank you. break. >> We'll now take a 15minute break >> and start the meeting as scheduled at 6. Oops. All right. Good evening and welcome to the regular open session meeting of the Tmacula

Valley Unified School District Board of Education on July 22nd, 2025 at 5:59 p.m. In attendance this evening, our governing board, Dr. Melinda Anderson, Mr. Emil Barham, Dr. Joseph Kamaroski, Mr. Steven Schwarz, Mrs. Jennifer Wearsma, and Miss Melissa Chai, student board member. also is secretary to the board Dr. Gary Woods and the executive team. We will now have the

pledge of allegiance led by our first student board member, Miss Melissa Chai. >> Ready, begin. I pledge algiance 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. >> All right. And now we have board president comments, which I have none, but we had

two changes that we didn't approve for the board agenda. Um, Mr. Schwarz, did you you said you took care of your >> I already took care of >> you took care of yours and mine >> I was going to ask for something on the warrant list, but uh I got an explanation from the cabinet, so that's fine.

>> Okay. And then mine was to postpone. Is it action item >> six? Is it? >> Yeah. Um action item >> six part two. >> Six part two. I was going to have you pull it up. Yeah, I put postpone and then when we had changes to the agenda, I didn't mention to postpone it. Um the attorneys are not ready for this yet.

Okay. >> Um, just for >> just for the one that says postpones. Do I have a second? >> Second. >> Yeah. >> Okay. Um, so we have consensus to postpone that um until a future date, but I don't have that date yet. That's it. Um, Mr. Barham, we will now have a readout of the action. Actions taken in

close session must be reported to the public once close session ends. Today's close session began at 4 p.m. The board of education took the following action in close session. It was moved by member Anderson and seconded by member Schwarz to ratify the mandatory unpaid administrative leave status for certificated employee 2983000 effective 627 2025 pursuant to education code sections 44 uh 940 and 44010.

The motion was approved unanimously with a vote of 5 to zero. It was moved by member Anderson and seconded by member Kamroski to approve the settlement agreement and release for certificated employee 112899 effective July 21st 2025 and that vote uh was approved unanimously 5 to zero. that motion. Excuse me. It was moved by member Anderson and seconded by member Schwarz to approve

the confidential settlement agreement between TVUSD and Kronos SAAHR Inc. A UKG company. The motion was adopted unanimously with a vote of five to zero. That's it. >> All right. Thank you. And then do we have any um stu recognitions from the TVA or CSEA? >> Seeing none. >> No. Okay. Do we have any student board member or

not student board student comments? >> Nope. >> No. >> Okay. >> All right. Um, we don't have any student comments. So, the next is public comments on consent items. Are there any public comments on any agendaized consent items this evening? >> No. >> That on consent. >> All right. So, let's start with the items that were pulled for discussion.

We've we have item with consent. We have item number three. Who pulled that? Mrs. Wearsman. >> Did you say three? >> I marked three. Three. You're saying >> the number three. Yeah. Okay. So, I do have three, but what I'm starting with is number 32 and 33 on the consent list. And I have just a couple of questions.

I'm not sure who would best be able to field these, but for the first one, number 32, it is a contract. And I want to be sure I'm understanding this pertains to future bonds, not anything that we've done in the past. Is that correct? Some the only way that it would apply to pre previous bonds is if so our

financial adviserss will sometimes say hey it might be a good time or advantageous to refinance your bonds we would use them to do that but typically so the board has approved thus far like a new CFD when we go to issue bonds we will utilize their service their financial services when we actually sell those bonds >> okay so this particular contract is for

2526 all the on to 2930. >> I believe >> I believe we it's an option to renew for up to 5 years. Yeah. Okay. But we still bring it back annually. >> Okay. Gotcha. All right. And then moving on to number 33. I want to make sure I'm understanding this as well. I know there's a lot with bonds. So, I know

there's a service contract for monitoring IRS arbitrage requirements related to past bonds and that's necessary for compliance, right? Um, just a procedural question. I was curious how this specific provider was selected. Was there an RFP process with multiple proposals? And then how would you say fees compare with market rates or recent service with comparable districts and comparable bond size? So, that was my

question. I understand we need it for compliance, but just wanted a little background in terms of how we arrived here. >> And so, just so you know, arbitrage makes sure that when we issue debt, it's taxexempt debt. And at uh and the debt is to taxpayers. And so, the IRS wants to make sure that we're not earn sitting

on those funds and earning interest and making a profit off of issuing debt. So, that's what the arbitrage calculation does. When this vendor was selected, I understand that there was an RFP process. We've had a long-standing history with them and we feel like these fees are in alignment with what we should be paying. Um they've always provided excellent service to us uh in

in the past and so um it's just to do that annual calculation for outst all outstanding debt that the IRS requires us to do. >> Got it. So, if I'm hearing you correctly, and I think I wrote this down, the district cannot invest at higher yields than the bond yield. And then the idea is that issuers shouldn't

take advantage of the tax exempt status to earn excessive profits. >> Exactly. And if you do, the calculation will show that you have to pay money back. >> Okay. >> So, there is a calculation and there are times when so during COVID, there wasn't a lot of construction being done. So, we sat on funds longer than we wanted to

and so we did have to pay you can pay a fine for for not spending down bond dollars fast enough. So, it's not that you're not allowed to do it, but if you do, there are penalties that you could have to pay. >> Okay. And it sounds like from your our long-standing relationship, you're confident >> that they're competitive with what

they're doing. Absolutely. Okay. Great. So, again, between the two, one has to deal with past bonds and one is looking to the future. They're they're they're different in that sense. >> Yeah. And one of them are basically our consultants, our financial advisors. Anytime we are going to issue new debt, they help work with the underwriters when we go to market. That's a huge

process. They help us with the agenda items and make sure that we're fully in compliance with new debt. Where the others are making sure we're spending our dollars appropriately in a timely manner. And it's the second one is more of just a calculation. The first one is a consulting services. And in fact, they're the ones that helped with the

presentation for the general obligation bond. >> Okay, great. Thank you for that information. >> No problem. >> Do you want me to go to the next one before we vote on the three? >> Uh, wait, it's number three. You have more on number three? >> I had No, I just had one more, but we could vote on these however you want to

do it. >> Um, well, are you satisfied? >> Um, for those two, for number 32 and 33, yes, but I wanted to also speak to 39. >> We can vote. We can vote once if she just takes care of it all. So, let's wait. Um, what's the why don't you finish with what you're >> Okay. So, for number 39, um, that is one

of our vendor contracts. And if I'm remembering correctly, this particular vendor was referenced by a constituent in January when there was a PO increase provided. And I'm looking at what I see as a broad open-ended contract. So my honest question for the board is why actually into a second year? Why would we not necessarily hire a dedicated employee to ensure that

we're in compliance with the IRS and that they're actually here bound by district policy technology that's secure. So I just looked at this and thought what will this cost annually and what did we do last year for 2425? Um, I just want to be sure we're clarified on this because when you look at a consultant and you're not

classifying them as an employee or being subject to state taxes, I know there's nuances there and I just want to be sure, can't we do this in house? And why do we have this person out there? So, I'm just piggybacking on the person who asked the question in January to kind of revisit this. >> Okay. And I I understand the question

and I would like to have Mr. Arc speak to this if you would please. >> Yeah, absolutely. No problem, Mr. Barham. Um, so just to go a little more in depth uh specifically about uh this particular employee and the services that this consultant would then continue to provide uh as has been the case thus far. This is someone who is a former

employee at TBUSD is very familiar with our processes with our database needs. Um the scope of the work that's going to be provided and continues to be provided within this contract is uh to allow us to transition to a contemporary database that fits and suits our needs along with electronic forms um that would help us conduct the business both on the fiscal

services end and on the human resources development end. uh this particular person has expertise not only with the district but with the county uh payroll systems for example and processes uh can conduct the work remotely at the compensation rate that was agreed on um work that involves importing and exporting data and as part of the contract uh that you saw there there are

elements related to the security and confidentiality of the data. Um so the work involves a data uh based piece along with uh something uh called droplet which has to do with electronic forms. This is the same person who actually helped the district transition to electronic forms through the etrief process to begin with. So uh just based on the expertise just based on the past

experience with the district my recommendation uh is that we continue to move forward with the contract for this person. Now the reason it's not a permanent employee is at some point especially as we pivot to another uh group that will provide the database needs that we have since we had to pivot from a different uh group. Um at some

point we will be at the end of this and have achieved the goal that we have in mind. And so that's not a permanent employee. This is someone who will be consulting on an uh um needs basis. Do you have any idea on a projection of numbers? Obviously, it it looks a little open-ended. So, the trajectory or the

overall cost. Would you have any idea? >> I don't at this time. I could look up uh I know last year I believe we used a not to exceed amount and so I can try to um see if our uh contract this year uh states something to that effect. Um we're kind of in the middle of the pilot

stages of a uh new database that's um providing those uh different elements for us. Um but I I cannot give you an anticipated date or an anticipated total amount as of right now, but I can do my best to try to see if we can come up with some type of estimate and follow up with the board on that.

>> Can I ask a question? Are you finished, Mrs. Wearsma? >> Okay. Do you mind if I add just a couple things before you ask your question? >> Okay. >> I just want to make sure to clarify a couple things. Um, number one is if if Courtney Fingerland was not providing these services, our current staff would have to work overtime in order to get

all of this work done, which would still cost us additional money and it would be at time and a half on a staff that is got more than a full-time job. And again, it's it's one-time implementation costs, which is why we felt a consultant was appropriate. But, uh, having been a former employee is how she knows how to

help the district. Um, and so that's why we chose not to hire someone because we would then have to lay them off when the work no longer existed. But to the part about the uh cons concern um from a um constituent that happened back in January, I actually had long conversations with that constituent. And um he actually had mentioned that the

rate that we were being charged was actually less than he would normally see from a consultant providing this type of work. And so he was um fully set at ease with this contract and the work being provided. So I just wanted to follow up with that also. Okay. Can I ask my question, >> Mr. B? >> Okay, last question. So, Mr. Ars, do you

currently have anyone in the department right now that has the expertise to bring what is needed across the finish line? No, I have staff that is um helping in providing the input as to what's needed and what kind of database we need and the forms that we populate. Many of them at this point uh literally um hard copies, right? Um in terms of

the needs they provide input as far as developing this application, no >> don't have that staff. So from an efficiency standpoint, you don't have anybody currently in the department that provides the expertise. But in addition to that, we would have to go outside basically and hire someone. And we have somebody who knows the system. So it would seem to me that this is the

efficient and effective way to go, >> right? We could either do that, hire someone outside of the scope, uh outside of the our current staff with a different job description or uh have multiple staff members from uh potentially different departments work on an extra duty base to try to kind of figure this thing out. >> Is this full-time work, do you think,

from day to day? Mr. Schwarz has a question. >> I'm sorry. >> Just a quick question. Mr. say is it an extension of what we talked about in uh with this new data system that we were talking about implementing and closed? >> Yes. >> Thank you. >> Okay. I think that is any um is the consensus that we're pro that

we're going to move this forward. Okay. So, let's go on to the next item. Is it number 39 that you pulled? >> I think that was it. >> Oh, that was 38. So, we're we've got 33. Everything's been covered. Wait, I feel like we're missing something. >> She did three. >> She Number three is the personnel items

list and she I think Miss Wearsma said three items in total. 32, 33, and 39. >> Okay. >> We could we could take a vote on this separately. And then >> we need to keep number 39 pulled. >> We'll pull that. Keep that separate. >> And 32 and 33 separate. >> And 32 and 33 separate. And then let's see. I move to approve

because they're going to probably vote no wrong. I move to approve consent items 1 through 40 with number 32, 33, and 39 pulled. Do I have a second? >> Second. >> Okay. >> Len >> Schwarz. >> Yes. >> Yes. Yes. >> Kamoski, >> yes. >> Barham, >> Anderson, >> Can I lump 32, 33, and 39 all together?

Are you guys going to vote the same on all of those? >> They need to be individually done for individual >> votes. >> You want individual votes? Um, okay. I just wanted to know. Um, then I move to approve the number 32. Do I have a second? >> Second. >> Leng >> Schwarz. >> Yes. With the advice of our uh cabinet,

I think we should do this. Yes. >> Wearsma. >> No. Kamaroski. >> No. >> Barham. >> Yes. >> Anderson. >> Yes. I move to approve the contract for number 33. >> Second. >> I already did 32. 33. >> Number 33. >> Schwarz. >> Yes. Whereersma, >> this is 33. >> Yes. >> Okay. >> Kamroski. >> Barham. >> Where's um Anderson?

>> Yes. >> Sorry. >> The motion passes unanimously. I move to approve number 39. >> Second. >> Len. >> Schwarz. >> Yes. >> Wearsma. >> No. >> Kamaroski. >> Barham. >> Yes. >> Anderson. >> Yes. The motion passes 4 to one. And next we have action items. Was parental notification in action? >> Yes. >> I just want to remind everyone that

signed up for um as we go through. We're going to start with number one. When we get to number six, if you plan on commenting on 6B, Uh yeah, six AR the AR um has been postponed. So um parental notification that you you must speak on BP5145.2 freedom and of speech and expression. And if you wanted to speak on the um

AR5145, you'll have to wait till the end of the meeting. So, let's start with number one. Do we have comments? Public comments on number one. >> We have two public comments on number one. Who's the first person? >> David Sola, followed by Josh Shirley. Thank you. >> Good evening, board staff. I'm here tonight to express my support

for our district's thoughtful exploration and implementation of artificial intelligence tools, including platforms like Magic School. These tools, when used widely, can can significantly reduce educator workload, personalize instruction, and support datadriven decision-m, something we all agree is vital for our student success. However, for our Spider-Man fans out here, with great power comes great responsibility. So, I just want to

caution everybody that when we implement tools like this, we just make sure that they're used not just um with uh with uh excuse me, not just with caution, but also uh with the understanding that we cannot just trust AI to do everything for us. So, in January, Forbes released an article that talked about um cognitive offload. I don't know if

that's been discussed here before, but essentially what this is saying is that AI can potentially make us dumber. And if any of you use this in your daily life, you can see that happening because you find yourself talking to a computer if you're using something like chat GPT. And it's just affirming what your preconceptions are most of the time

before it kind of gives you a slight adjustment to that. So, I just want to caution everybody when we're using stuff like this. It's great. It's a great tool. It can be great. We just need to make sure that and I do re uh notice that in this action item, it does talk about the ethics of it and it does talk

about the controls that are in place. And I think that we need to take a look at those controls that they have and kind of challenge our own conceptions about additional controls that we may want to consider in the future. So that that's it. I just wanted to say we should we should definitely implement this and AI is going to be uh the single

greatest disruptor that this generation is going to face. Uh, and I mean that in both a positive and a negative way. It can do some great things, but can also uh disassemble us pretty pretty quickly. So, let's just use it responsibly. Thank you, Man, that guy has to get out of my head. Uh, every generation has faced a moment

like this with a when a new tool enters the classroom, people panic. Socrates warned that writing, just writing, would destroy memory. In the 1800s, people said printed books would make students lazy. In the 1980s, teachers protested against calculators, fearing that they they had ruined math. And yet, writing books and calculators have all become essential tools. Not because they were

flawless, but because we learned how to use them responsibly. Today, we're facing the same question with AI. Used well, AI can help teachers draft lessons plans, differentiate instruction, and save precious hours. It won't replace educators. It can empower them. But we must use it with our eyes wide open. Like every tool before it, AI requires balance. We need to make sure it

supports, not supplants, teacher expertise. We need transparency with parents, clear boundaries on its use, and ongoing training so our educators understand both the power and the limits of techn technology. We don't ban pencils because they can write lies. We teach students how to write the truth. AI is no different. The solution isn't fear, is through thoughtful integration.

Let's not miss the opportunity because we're scared of the tool. Let's lead with responsibility, not resistance. All of that was uh written with Chad GPT2. So here's my portion of it. The whole point of technology is to make our lives easier to do tasks we don't want to do. How many of us wash our clothes by hand,

have never used a dishwasher, or type something without spellch check or do you we using long division to do uh your checkbook balancing for those who have checkbooks? It's something you'd write down a piece of paper. A lot of math. Uh but those tools can be abused or cause harm. How many people came here on a horseback tonight? No.

Cars, right? But cars can be used as a very effective weapon. We engineer them to be safer. They're not perfect. We train our teenagers how to operate them knowing that they're going to make mistakes. We build guy rails, not refuse to let them drive. We must do the same thing when integrating AI into society. Progress without caution is chaos.

Caution without progress is stagnation. It is part of your job as a board to distinguish between the two. Thank you. [Applause] >> We have a presentation. Jimmy's gonna do it. Jimmy. >> Mr. Mr. Edwards >> Evans >> Evans. Sorry, I was thinking TV. >> I know. >> Good evening. I apologize for always being hunchback up here, but you know,

it's it's it's tall guy problems. So, um I I just uh I just wanted to start off by just thanking everyone for having me here uh cabinet and um board. I just appreciate the time. I'm excited in my new role to be here and starting off and talking about AI. Uh AI is such an interesting topic and there's so many

opinions on it right now that I think that um it's it's amazing that we actually get to dive into this conversation. So let's get started. Um Len, if you could click the next slide. Thank you. Um with this, I want to start off with some research about AI. Um I think that if we're going to understand exactly what we're going to do in terms

of AI and in the school district, you have to understand how it's being utilized. And so these are some just some some facts I wanted to share with the board and with cabinet here that there's about 39% or 40% of uh 5 through eight year olds that are using AI for education right now. So we have 40% that

are already using at that uh that age and this all these information comes from common sense media. We have seven out of 10 teenagers that use at least one type of generative AI already. And with that we have AI being built into more and more digital platforms. If you are a Google user, you probably noticed that there's an AI option right away in

your search bar. So I think that even things like googling something as we've been knowing for many years will now be utilized in some capacity at AI at AI using that as a search tool. So just some background. All right, next slide. Thank you. Um, magic school AI is something that u we piloted but let me give you an overview. So with all these

different types of large language models that you have with AI um very much so you feed into them and what Magic School does it's a company that allows us to have a a bit of a filter and ability of way to control exactly how we interact with AI. So we've talked about guard rails we've talked about maybe like uh

some people have used it as like a sandbox to be able to interact with AI. This is an introductory level going into AI with some very uh safety precautions and guard rails in place. And the first one is is that there is teacher control. So within uh magic school AI, you can generate rooms that actually allow you

to have student rooms that students can come into and engage with whatever tools that the teacher assigns. So within the tools that are utilized, you can assign what tools you want your age appropriate or topic appropriate um tool to be implemented with that student group. And that teacher has full control of what those tools are. On top of that, you

also have from the back end of it, you also have the ability to look at what is being input by the student and what is coming out in terms of the output. So if you're doing an assignment and you have something that you're asking students to utilize in terms of AI, you will see what's being asked by the student,

what's being placed into it. So that allows you to understand exactly what they're creating and then what's being delivered um through the AI. Uh next piece that is extremely important when we talk about AI is data privacy and a lot of the u AI different tools now don't have a lot of um control in terms of not learning from what you put into

it. So in the input um we want to make sure that when students who may not be trained put in uh sensitive information that it's not shared or learned on. So it's extremely important that we have that level of data privacy when we're looking at any type of AI tool. Um, as you can see up there, Magic School has a

93% privacy rating and does not learn is not a learning model off student input that's there. So, it has a we actually have a signed DPA, data privacy agreement with uh Magic School AI, which is one of the very first pieces. If we're going to implement any type of AI, we want to make sure that we have a

signed DPA to start. So, that is extremely important. Also, um, we want to model AI for our students. uh AI is being out there and influ in influencing our society very much so in almost any piece of it. Now we want to show our students how to utilize it. What type of things do you want to utilize AI for?

And that's what's great about Mag School AI. It has specific tools that have by task. You can choose the task you want to have accomplished and then that's what it's going to be used for. So it's not open-end free reign however you use AI for however you want. It actually is very guarded in terms of what is the

purpose of using AI. All right, Len, with this uh pilot information, we have elementary and secondary. We had a pilot that was spring semester um last year. We also had middle school use because Veil Ranch implemented at uh at the site uh starting in January 2024. And we actually put out a recent survey just about two three weeks ago and we got 30

responses back. 100% of those surveyed said Magic School AI helped them save time or increase efficiency. and 93% of them said that um AI that magic school AI is well worth the investment. So I think those are some pretty staggering numbers in terms of what our um teachers feel about the the tool itself. Um and Len go to the next one. Um just some

other things I wanted to to think about with implementation is future college and career impacts with AI. Um there have been reports and you can look these up. Um, I I'm not going to go through all the details, but basically that a lot of the entry- levelvel jobs are are going away with AI. Now, you have entry-

level jobs are going away. In order for our students to be the most competitive as they can in the job workforce, we want to make sure that they have the ability to prompt and utilize AI as part of their uh tool set that we give them when they come out of TVUSD. So, I think that's a big piece. As well as some of

the quotes, 83% of companies claim that AI is a top priority in their business plans. 87% of global organizations believe AI technologies will give them a competitive edge. So these are all pieces and if I can get maybe one more minute. Um Dr. Anderson for let's finish up one minute. >> Yeah. >> One more minute. Almost done.

>> All right. Awesome. And then the last thing I wanted to mention was um uh there was an executive order and if you have not read it I um advise you do that. advancing artificial intelligence education for American youth. And basically, this was an executive order signed in April that basically is is saying that not only do we need to

expose some of these students to be able to use utilize AI, but it's more of so of getting them directly involved and using it. And you can see that last line talking about early learning and exposure to AI concepts. Not only did it demystifies the powerful technology, but also sparks curiosity and creativity. So, if we're going to hold true to our

mission, which is we elevate experiences, opportunities, and each other, I think a key component is getting our students ready for college and career ready. And I think that AI has to be a part of the conversation. And I see Magic School as a way for us to have that guard rails, sandbox opportunity for our students with um

having all that teacher control. All right, and that's it for me. >> Dr. Thanks, Mr. Evans. As always, um I had the privilege of uh working with you um through the permission of Dr. Woods to further explore um the parameters that you um have set that you've showed me that were set in place with the 50 teachers that piloted

this. For me, my appeals to the board, I don't represent um the technological companies that crank out the algorithms as awesome as they are, even if they're teacher controlled, as proficient as the teachers are with this since it's a very rapidly moving technology. I do represent the values of the parents of the community and those are the

tension points, but they could be easily harmonized. My plan was, and Mr. Evans said that he could pull this off pretty easily is to um this survey that's before you. In fact, I have another copy for this the new student. >> I mentioned this on the previous board meeting, but we could generate a um a survey. He can throw it on Infinite

Campus and Friday memo. We can set it up for two weeks. He's a master marketer. This can easily be done. I'll vote this in for the teachers 100% tonight, but I will not vote it in for the students to have access until the parents first tell me in the community. 5149 51% of the parents say yes, then it automatically

gets triggered that the students have access without us having to have another board meeting to agendaize it. It's just if you give me the consensus or sorry, if you give Dr. Woods a consensus for Mr. Evers to explore this and initiate it, >> Mr. God, what did I say? >> Edwards is the job. >> It's okay. >> We had a long night last night. Jimmy,

>> I'm just gonna Jimmy, right? >> Yeah, it's it's all blended into one. >> If we if we have this consensus and I we vote this in, the teachers automatically have access. They need it for early prep. I get it. I'm an educator. But we could set up the parameter to where if 51% of the community acknowledges the parents say,

"Hey, I want my students to use it with these parameters." it automatically just kicks in without us having to do anything else. So, can I get consensus? And before let me read you the six questions, but there's only two that I think are important. >> Can I ask a question? >> Yeah, >> because I read the question.

>> Yeah. >> What is your opinion on >> your opinion on this? >> Um, I once again I think that in terms of surveying the parents, that's that's a question that I think that is a matter of whether the board wants or not. My personal opinion is that I think that our teachers, if we have 90% of our

teachers that believe this is a good tool, I can't imagine them advocating for a tool that wouldn't have the support of our parents. So, is it that whether the survey happens or not, I really don't have an opinion on, but being that do I think that it's going to pass? I mean, do I think that we're going to have significant support for

it? Absolutely. based on based on what those teachers because like knowing a lot of those teachers in there I can't imagine them wanting to push through without parents support and also I would double that with we haven't had any complaints with the pilot in terms of any parent concerns that have been reported to me but that once again in

terms of the survey itself I I don't have much of an opinion on it. >> Can I read to you the two questions? >> Are we uh are we are we t no are we timing right now? >> Um yeah so can you just like another minute? >> Yeah I'll be done less than a minute. Uh >> I'll let you finish. Okay. Number one,

are you aware that Tmacula Valley USD is considering or currently using artificial intelligence? Um, and it's a lot, you know, yes, no, unsure. Do you support the use of AI based tools in TBUSD classrooms to assist teachers with lesson planning, student feedback, and instructional support? Number three, do you support students being allowed to use AI tools, help writing assignments,

test prep during the school day? On and on. Yes. No, only with parental permission. Unsure. Um, how concerned are you about the potential risk of student data privacy, confidentiality, um, with AI tools being used in the classroom? Five, should parents be given the option to opt their child in or out of using AI tools? Six, would you like

the district to hold anformational session or town hall before making decisions? My my number one my the two that I really think we should get on there and we'll look good as a board. It's a quick survey. we can get parents involved and be done with it. Is do you support students being allowed to use AI tools?

And should parents be given the option to opt out? But really, that's the central question. Do you support students being allowed to use it? Just bring in the parents survey and be done. It's not hard and it's the right thing to do. >> Do you want Dr. Bles to go or questions first? >> No, I I I'd like to say something

>> before Dr. Okay, go. >> Yeah. Um, so I went into Magic School AI myself and as a former teacher, I was playing around with it. Um, I found it efficient, easy to use. There are definitely guard rails to protect student privacy. Um, I went into the student rooms. Um, I can definitely see myself controlling the stu the controlling the tools that

students can use in the rooms in the student rooms. Um, I found that with what I was doing that the feedback that I get from the tool as to how I'm performing on whatever assignment I'm using, it was great. It was it was I mean it's going to help teachers. so much because you know the students can get the

feedback themselves and and it's it's going to be a lot better probably than what most teachers might be able to give. Um, I love this um application because it can identify the exact standards that students show weakness in and the tool can make an intervention plan to help the student come up to speed on those standards. Um, and the really cool

thing about this is is that there's a mechanism within Magic School AI to where when teachers across the district use the tool to create lessons, they can store them so that other teachers can see what everybody's doing, which I think is is huge. I mean, if a teacher doesn't have maybe like an elementary teacher, maybe they're stronger in teaching

English language arts than they are in math, they can go into this application and look for math lessons or, you know, they can they can ask for direction on how to teach it. >> Time. Thank you, Mr. M. Mr. Schwarz, you're next. Oh, your microphone's on. Um, Mrs. Weouth. So, I'm going to play devil's advocate for a minute here. And Jimmy, you know,

we love you, trust you. I appreciate your presentation and information. Obviously, we know that AI is a big decision. It opens a Pandora box in a sense. And I did look both at magic AI and understand what it offers. I also looked at things like the Pew Research Center where a quarter of US teachers say AI tools do more harm than good in

K12 education. So that's opinion, right? And as you mentioned from the top, there are many, many opinions. We also know a lot of times there's technocrats that send their children to schools that are classical without technology period because there is that danger that we all know could be possible whether they've talked about brain rot or whatever's out

there. The concern that I have, I know that the privacy is covered with magic AI. There's also a bias and equity concern because the algorithms are trained on data and it could amplify a bias lead to kind of a feed that comes out maybe based on things individually within classrooms and so forth. So it gives me pause for thought and surprisingly the

Pew research I was thinking let's protect the younger children and that teachers teaching the elementary would say the same. It was actually the high school teachers that were more concerned. And I have children that are a little bit older now. They're out of their teens. But I've seen the difference in them now using AI with having to develop those critical

thinking skills first. And that's my concern. We know we can pull out a calculator and do the numbers easily and perhaps that's where AI is going. But I definitely have my concerns with this. I like the idea of a survey and parents having the ability to think through it because and I would have liked the opportunity to speak into the pilot and

to know that it was going on before it did and that's done. But I think that would have been important too. >> Time >> just for a minute. >> Dr. Can we go Dr. Vez or do you want to go first? >> No. Uh just real quickly I did speak with Dr. about this and uh I have spoken to

teachers who have tried it and they think it's phenomenal. So I go along with that and I also go along with my colleague having actually tried it and seeing since we were both teachers I respect his opinion as an educator seeing that he thinks it's great and and there are so many positive feedback ideas from the teachers who piloted it.

I think it's a great idea. Thank you, Mr. >> Dr. Thank you, Mr. Evans. Um, I just want to acknowledge too that AI right now is already part of our students lives and in the classrooms, used by both teachers and students, whether we acknowledge it or not. It's currently being used. Mr. Evans currently sits on the AI task force for Riverside County

Office of Education. Dr. Woods this past year has tasked us with putting together a committee with m which Mr. Dixon did last year and Jimmy will be continuing that work this year. And I think one of the things we really have to understand and we have to grasp is that we owe it to our teachers to to our teachers and

our students to really teach them how to leverage AI in the right way. If we keep saying no to AI, no AI in the classroom, kids are always going to find a way around it. People are going to find a way to be able to use things and we don't set up the correct parameters. As you'll notice on the board meeting

tonight, there is a board policy around the technology plan and a board policy around um artificial intelligence tonight that is up for first reading. So, we have put in the safety parameters to do so. It's the board's decision whether the board lands on a survey or not. But I would like to acknowledge something such as magic school and the

AI applications which is actually on Google. Google has acknowledged that most of the searches that they have right now are AI. So, our students are utilizing it. Providing magic school AI and an a task force that Mr. Evans will lead um for the next year helps us put those parameters in place and have discussions with our teachers and with

our students about leveraging it in the correct way. >> All right. So, I just want to clarify that um Dr. Cro Rosski, you want to motion to approve it with an amendment that a survey be done? >> Yeah. Can I get an additional minute? >> Uh, yeah, you still have two minutes twice. I just didn't know if everybody

was done. Okay. >> Yeah. And and I agree with I think it's awesome for the teachers. That's not the point in contention. That's 100%. And I am an educator as well. And I am actually using it as we speak. And when I was with Jimmy, not only can parents have access to the data, the data logs, what was inputed, what was e um

>> output >> out input output. It's been a long night. Um parents can actually have that. I just think that one more step because this is not going to be the first AI tool. They're going to come like a title wave. This is just how the consumerism is in the world related to this. And I just think it'd be a polite

gesture to say, "Hey community, what do you think?" because we do value the parents. They put us in this chair. They elected us and all it is is a very simple survey that Mr. Evans could create be done within two weeks triggering an automatic 51% we surveyed you. I I actually think the community will probably say yes, but to not get

their consent, I think it's a travesty. This is a big deal. It's not trivial. >> Can I say 10 seconds? Um, I have a teenager and I'm just gonna confirm that we're all the schools, the students, the teachers, everyone's using AI. So, I like that it's being done with parameters and that's all I'm going to say. >> So,

I take care of a little guy every afternoon. He's five. When we were talking about magic AI last time, a couple days later in the car, he goes, "I'm going to use AI out of the just out of nowhere." And I asked him, I said, "Do you know what AI stands for?" And he said, "No, but I" He said, "No, but I

know what it does." He said, "I can go on my iPad and tell it to do something, and it will give me what I want. He so he knows I mean and he's just turned five. So he goes I wanted to create I want to tell AI to create games for me. So I we've we have to stay up with the times.

I think we're already behind. Um and I think that it's fair to tell parents that AI is being used in a class. It's going to be used in every class and I think if a parent has a problem with it, maybe we put it on a on a syllabus and with a survey, but I I would like to see the survey done after

maybe six months of use. I think that's fair, but I think to to hold it back, I think is a mistake because, like I said, we're behind and I think we need to we need to get moving on this. I mean, if a 5-year-old knows it's in existence, he's going to start using it. And we need to have it uh we need to

have it controlled and modeled for our students in in terms of how they how they prompt Magic School. And uh that's it. That's how I feel. >> Dr. Anderson, >> can I ask one more question? >> The motion was not to hold it back though. It is to vote. >> I know. I was I was going to bring up

like the amendments. >> I have one more statement when you're done. >> Yeah. Um, so my question is, was it a state or federal executive order? >> It was I think it's federal. >> So who made the executive order? >> Yeah. >> Uh, who made it? >> President Trump. >> Oh, I just want to clarify. >> I just wanted you to say it in my

>> the president of the United States. >> I am sorry. That was that was my only question. That was my only question. Sorry, I don't have my hat on. Um, Dr. Anderson, if I could offer up one idea. I know parent notification in regards to a um AI sounds like it is a concern. We have in the past created some slides

that we can create. I can have Mr. Evans create one slide that our teachers can put at their back to school night slides or the administrator can. Everybody does it a little bit different informing their teachers about or informing their parents about AI. So there is a possibility that we can create a district level slide that we provide to

teachers and the administrators at their site with information. >> Okay. Thank you. And then Mrs. Where's my >> and then I need a minute >> and then you get yours and then I know and we're done. >> We all know how the votes going so yeah >> I have an idea. >> Okay. >> All right. Mrs. >> So my thoughts are just for consistency

that I totally agree with Dr. Kamaroski and having a short window for a survey because we had decided a while back in doing pilots we wanted that parent feedback right we do it with other curriculum we do it because that's what we created back in 2022 2023 so that's consistency there and AI is just as important in my mind as choosing a

curriculum I disagree that we're behind I don't think that's the case because I've talked to people in other districts and some have told me they're waiting because they feel like not enough data is in and they're going to be on the cautious side evaluating it. So, I don't want to feel like that buyer's remorse like we've got to do it now. I think it

would be wiser to be able to bring the parents in and then in doing that survey perhaps there should be a threshold. Um hopefully there would be more than 50 parents that would go ahead and speak to it. But I think that gives us more validity as a board uh in knowing that we at least put that out there

considering the fact that it is a pilot and there is a lot of mixed opinion and I'm all for supporting the teachers. I have just been introduced to AI myself and so I I get where it can go but again I'm very hesitant with the kids and what we don't know at this point. So, I would feel much better in having the parents

confirm that on the back end. >> Mr. >> Yeah, I've talked to my grandkids, my three grandkids about this. One is in second grade, one is in sixth, and one is in seventh. And they're all using this regardless of what we put in or don't put in. And if if our kids are already involved in this, we should have

them using a program that we know is safe, that has been vetted by our teachers, that has the data privacy. And I think um you might have people out there who are afraid and going to say, "No, I don't want my kid doing it." Who don't even really understand what it is. So, I like the idea of back to school

night, having an information for each parent up there on the board. This is what we're doing. this is why we're doing it. And I think uh we probably are behind talking to people uh on the legislative committee. I I talked to people in other school districts all over the state and we are definitely behind. So I think we need to vote this

in based on what Jimmy has uh shared with us, what I've spoken to Dr. Vez about and to Dr. Woods about. I think they're the experts and we need to follow their advice. Okay, thank you. Um, >> so can I can I make an amendment as well? >> Well, first of all, we have to go in order.

>> All right. >> And if we start making amendments. >> Yeah. No, I just >> All right. Um, >> can I make the first motion whether it passes or not? Can we at least proceed to see if I can get a second? So, I think the best way to do was to do this would say that you want to move to

approve the contract with Magic School AI for the 2025 26 school year with an amendment that the teachers will be allowed to use it immediately and the students will be allowed to use it with a 49 5149 vote. Do I have a second >> with with amendment? >> With a two-week survey. This survey sent out >> two week survey.

>> Yeah. Okay. So, do so so Dr. Kamaroski would like an amendment. Do I have a second for the amendment? >> I would like to second that. >> Okay. Uh, let's vote. Len, this is to make the amendment. >> Schwarz. >> No, I don't think that's necessary. So, I vote no. >> Where's my >> just for the amendment? Okay.

>> Yes. >> Barham, >> no. Anderson. >> No. Okay. Doc uh Mr. Barham, what was the amendment you want to make? The amendment I want to make is that we approve this um with the addition of the slide going up in every class for uh at back to school night and that whether it's a newsletter or a syllabus

depending on what grade the student is in that there be um a statement on that newsletter or the syllabus that AI is going to be if it is going to be used that uh that statement be there so the parents can see So, let me propose an amendment. Um, so I would move to approve the contract with Magic School

AI for the 2526 school year with parental notification at back to school night on the syllabus and >> and well, all classes a slide >> and a slide. Yeah. All class on the syllabus and a slide. >> Yeah. And if it's elementary, if it's a newsletter that they send out because they probably don't do >> elementary. Okay. Elementary slide or

newsletter. >> Do I have a second? >> Point of clarification. Is it all ages? Every grade level. >> Who is using magic AI? Yep. >> Is it K through 12? Just yes or no? >> Yes or no? >> It would be a yes. >> Yes. Okay. So, it's K through 12. So, I do I have a I have a motion and a second

>> second to approve. I move to approve with the amendment that >> Do you want to make another amendment? >> No, I know on Fridays we send out the um community I I think it should go in there too. >> Yeah. >> And community connection. >> Community connection. Thank you. >> Okay. Let me write it. You got your pen.

Yep. I got it. >> You got your pen. Okay. I move to approve the contract with Magic School AI for the 2526 school year with parental notification on back to school night in the what do we say >> and the community connection >> and community connection with a slide. >> Mhm. >> Okay. Do I have a second for that

amendment? >> Okay. Len, please call roll. >> Schwarz. >> Yes. >> Wearsma. >> No. Kamaroski. >> I'm excited for the teachers but sad the parents were left out of this decision. No. Barham. >> Yes. >> Anderson. >> Yes. Okay. The motion to approve with the amendment is adopted 3 to two. >> Thank you. >> Thank you, Mr.

>> Thanks. Thanks, Jimmy. >> Number two. Do we have public comment on action item number two? >> No public comment. Okay. The Tmacula Valley Unified School District. Okay. I move to approve TVUSD TVA memorandum of understanding waiver put my glasses on of ankor bronze enroll enrollment dated June 17 2025 effective October 1st 2025 through September 30th 2026. Do I have a second?

>> Second. >> Is there any discussion? >> Does anyone oppose? Then the motion passes unanimously. All right. I move to ratify the vapus stipens memor memorandum of understanding dated June 17, 2025 between Tmacula Valley Unified School District and Tmcula Valley Educators Association. Do I have a second? >> Second. >> Is there any discussion? Does anyone oppose? Mr. Barham, do you

oppose? No. Then the motion passes unanimously. >> I move to wave a second and final reading of ordinance number. >> Just a minute. >> I need a minute. You can call. >> Do you want us to vote without you? Okay. >> No, I'll be back. >> Okay. I move to wave a second and final reading of ordinance number 2425-01

levying special taxes in community facilities district number 2025-1 upon the waiver of such reading the ordinance will become effective immediately do I have a second >> second >> is there any discussion len please call roll Schwarz isn't here. >> Absent. >> No. >> Kimoski. >> Barham. >> Yes. >> Anderson. >> We have to wait for Steve. We're waiting for you.

>> No, thank you. >> I'll reread the motion, Mr. Schwarz. >> No, that's okay. I read >> Okay. Did you >> Schwarz >> your vote on number four? >> Number four. >> Yes. >> The motion passes three to two. I move to accept the revisions and approve the finalized governance handbook 202526. >> We do have a public comment on this one.

>> Oh, thank you. Sorry. Uh David Sola. Okay. Good evening again, trustees. Tonight, I want to draw your attention to the third stated purpose of this board's governance handbook to create and sustain a positive governance culture. That principle isn't just a vague ideal. It's a foundational expectation for how this board conducts itself and how it ensures trust in our schools and in this

community. But sustaining a positive governance culture requires intentional leadership, not performative outrage, not political theater, and certainly not the in importation of out of state agitators whose sole purpose is to seow division and distrust. There's a woman here tonight who traveled literally 3,000 miles just to attack the families of this district. She's not a parent here. She's not a

resident. And she certainly not is invest is not invested in the success of our students. How is this good governance in adhering to that handbook? Her platform has been used to spread disinformation, mock and demean local parents, and even go as far as to suggest that because I disagree with the politics of some members of this board

that my children should be taken away from me. Let that sink in whenever you're reviewing the governance handbook. This is what you're asking for when you're just doing this performative thing and not actually trying to have good governance. This board has a duty not just to its policies but to its people. If you're calling for good governance, then you

must also call out the intentional disruption of this community by those who have no stake in it. If you are truly committed to sustaining a positive governance culture, as stated in the third purpose, then you must stop giving power and platform to people who only show up to tear families apart and silence opposing views. I've served this country and I serve

this community every day as a father, as a neighbor, and as an engaged citizen. And I'm not going to be intimidated into silence, nor will I allow outsiders to define what good parenting looks like in the city that I call home. Thank you. >> Thank you. >> Okay. Um, let me make uh the motion again. I move to accept the revisions

and approve the finalized governance handbook. Do I have a second? >> Second. >> Okay. I have Is there discussion? I have a question. Did you guys work with Mr. Langworthy on putting his civility information in it? >> Are you going to put that civility >> I I don't want to prove it unless it's approved. >> I I I believe in that. I believe in that

civility policy that he he spent a lot of time working on that. >> No problem. Can we postpone this? >> A question for clarity. >> Didn't we postpone his civility policy indefinitely? >> We postponed it definitely. >> That means it can be brought back and I recommend >> I thought it was the other one that cannot be brought back.

>> It can be. >> Are you sure? Because we got to go back and listen to the minutes. I I'm pretty sure M said if you postpone something definitely >> you just take it off the agenda. It goes away and you can bring it back anytime you I get the distinction, but I'm pretty sure Mr. Schwarz said he never

wanted it to come back. >> I don't remember. But you could be right, but I don't remember. I say >> it's a policy. So, what I would what I what I talked with Mr. Lingworthy about is people didn't want it to be a policy, but we don't have something in place when two board members have a disagreement.

like this would give us a pol, not a policy, this would put a civility idea in our government's handbook, something that we can follow next time there's a dispute between two board members. And I really want I I want you to know that I I won't approve the governance handbook until that's considered. >> Yeah. But Okay. So, can I Are we Give me

my two minutes. >> Yeah. Two minutes. That's my two I used my first two minutes done. >> Okay. I used my first two minutes. Now your two minutes. >> Okay. So, Mr. Schwarz and I started to work on this. We looked at the civility policy and we struggled with some of the wording that Mr. Langworthy and Harold

came up with. We did not >> too vague. >> Yeah, it was too vague. We did not reject it outright. Um, I followed up with Mr. Langworthy. I I talked to him like two or three days ago. I said, "Mr. Schwarz and I have worked on the governance handbook. I I believe plan on looking at this and working with

you and Harold and amending it to make it to where we can >> Yeah. >> Yeah. We can we can work with it. So >> we can we can always put it in. >> Will you guys >> or we >> will you guys work on that? >> Yes. >> Okay. Thank you. That's all I'm asking. So I'll approve it because I tr I trust

that you'll >> Yeah. And we just said it was too vague. Some of the terms that I'm sorry >> some of the terms that were in it were >> I'm talking >> were so vague that we we felt it wasn't it was it really wouldn't work >> the way things were described. So we'll have to go back through it.

>> Yeah. >> Change the language to make it more um >> objective rather than subjective >> because even if you just say conflict if I say I disagree with a meal. Well that's so vague. Do I disagree like Emil, you know, you're you're an idiot or do I disagree, Emil, but you don't understand. So, we wanted to try to

clarify it to make it something that would actually work, not just so it would be there on paper. >> Okay. I don't have any other questions. >> We will definitely go back and work. >> Thank you. I just want to make sure consider >> and I don't remember if it's okay. What happened if it was definite or

indefinite? >> I think it was indefinite but even then a member of the prevailing party can still bring it back. So, so, so that can be done. But my question is, >> we can vote in the governing handbook now. That can be brought back or we can just push this off to where it's all included all at once.

>> I'm open for either. >> And and it's not coming back as a policy. It's coming back as so it won't won't be a board policy. >> It's a norm, a governing norm in the handbook. Why don't we just wait or or vote this in now and then reagentize the >> I'm okay with either one. I I can move

forward now. Mrs. Wearsman, you had a two. >> Yes. So, here's what I would like to say with the civility policy. That was something I brought forward long ago with the intention of springboarding from a particular situation and realizing there's a real gap in what we have in terms of expectations and it absolutely should be a part of this. But

it's interesting because that was my idea from the beginning and something that I experienced. So, I think it's good to work towards that. In terms of the handbook, there's also other things that I think should be talked through. So, I don't know the best way to do it if it's tonight. For example, I think on page eight in the governing handbook, it

says the superintendent needs to be evaluated. I think we all agree, but I'd like to see yearly. That's standard, and I think that that word should be in there. There's another example when it talks about recognizing persons who are speaking, protecting speakers on the floor. I think we really need to be careful and we don't have to go into

last night, but there shouldn't be any time where a clerk tells you as the president to cut the mic or for someone to sit down. That's something we want to check ourselves on because one, you want to be leading the meeting and two, nobody should be usurping that. So, that's another example. Um, so I don't know the best way to do this, but I

would certainly like to be able to contribute. Those are just a couple items. I know our workshop got cut short, so I'm looking for a way that we can move forward. Maybe we have what we've got may make make a couple of these changes and then have the ability, as Dr. Kroski mentioned, to bring additional information should we choose a civility

policy of sorts. Um, I just wanted to put that out there because there's other discussion pieces that that would be good to hit on. >> I have a suggestion. Can we let's approve it and then submit your amendments or your changes at the next meeting and we can continue to make amendments and changes. Um, so >> or just submit them just submit them to

myself or Steve and then we'll get together. >> I don't know if we can do that with the >> But is that a Brown Act? one of us. >> Why don't we just bring it back to the next meeting with with the edits? I mean, do it do it all at once. >> Are we all able to contribute to the

edits? >> Let's do this. I know the way the vote's going to go right now. Let's go ahead and pass it. Mrs. Weman, you bring your edits back to the next meeting and then we everyone should be reading their agenda ahead of time and they can we can address them there and and vote them in. And I'm I'm satisfied that you

will work with Mr. Langworthy on this. >> Yeah, I will. I called him >> and and it's not a policy. We're no longer bringing back a civility policy. We're adding um a citizen submitted some ideas that I feel like should be added to the board. So, um I move to accept the revisions and approve the finalized governance handbook.

>> Do I have a second? >> Second. >> Is that with future edits? Just to clarify, we're doing what we have tonight. can always make future >> because I will vote yes if I have the ability to submit and then have it come back just like the civility aspect that you want. >> Yes. I just can't guarantee people's

vote, but I feel like there shouldn't be a problem with the edits. I I'm sure that we need more feedback on that. >> We'll take up the submissions. >> Yeah. Yeah, please. Okay. Okay. So, um is there anyone opposed at this time? >> No. And what what we could all do is send our edits to you before next

meeting if if anybody wants to revise. Yeah. That Yeah, sure. that avoids all brown act you agendaize. >> Okay. Yeah, just send them. I'll agendaize it and then we'll Okay. Um >> then the motion passes unanimously. >> Thank you. Okay. Next is parental notification. How many comments do we have? >> Four. >> We have four. No, we we can only take

comments on the freedom of speech. So if anyone wants to make comments on the first Can you click on that again? um on BP5145.2 two >> any any signal here? >> But we won't be Go ahead and scroll. >> Oh, okay. No, that's fine. >> Just ignore that. >> I'm sorry. >> Did you remove the other one? Oh, yeah.

The AR 5145.3 that is still in attorney review. So, what's posted is not what will be presented um with the final um review. So I just want to remind the public that this is comments on freedom of speech and expression. Who's our first person speaking? >> First up is sorry excuse me is Chelsea followed by Marabel. >> Okay.

>> Um I have to move my public comment because I want to speak on free speech. >> So the next one is it's general public comment. >> So Marbel followed by David Sola. Thank you. >> Confused. >> Oh, which one are we talking about? >> Freedom of speech. Oh, okay. Do I wait until the end? Because mine is

about the restroom. >> Oh, yeah. >> Just wait. >> Okay. >> So, freedom of speech, David Solo. Okay. Thank you. >> Thank you. I just was reviewing the attachment in uh this policy for the freedom of speech and expression and I just had a couple questions just for the board to think about. In uh paragraph two or item two, um you have in here,

spontaneous walkouts or unplanned demonstrations that occur during class time or involve leaving campus without permission will not be permitted. And I I just want to understand what does will not be permitted mean. Uh because if you're saying that a student will be marked as an unexcused absence, that already happens. I don't know how many of y'all actually um have experienced

this before, but if your kid, even if they're checked out, they still get that unexcused absence until you can verify that for the school. So, don't I just want to understand what does will not be permitted mean? Are we talking about physically preventing students from walking out of campus? I feel like that's problematic. So, I just wanted to

clear that up a little bit. I know that you've uh done your due diligence here and putting this together, but I did notice that. >> Um and I think David, go ahead. Can we do one at a time? >> Can we answer his questions? Well, we can't answer. >> Oh, okay. >> All right. >> No, no worries. Thank you. Um, and then

the my final note here is that uh I I think I appreciate the board members that are asking for parental input. So, let me give you some actual parental input. Um, I think you should let the kids walk out if they want to walk out. I absolutely want to know if my kid is going to walk out. Um, but I think that

we're gonna incur some additional administrative burden for the people that have to keep track of that and how do we enforce that? So, um, notify the parents the parents about these absences as usual and just be mindful that words do mean things and when you say will not be permitted, I need a little bit of clarification on what that actually

means. Thank you, Look, no phone, no ch. So, I'm just going to speak uh clearly. I wanted to thank um whatever legal council administrators or board members that worked on the edit of this. I think this is a really good compromise of balancing um security versus freedom. It's a hard challenge when you are in charge of the

safety of the kids, but it butts up against them wanting to protest in a meaningful way. So, I think removing the parental uh written slip, I think those were excellent, excellent changes. So, I just want to thank the board and everybody who worked on it, even lawyers, and I don't thank them very often for much. Um it's a good policy

and I think uh I think anybody who is critical of it that tension is a really good part of making policy better. So thank the entire administrative staff working on this. This was really good I think. [Applause] >> I'll make the motion then we'll um discuss. I move to adopt the um >> Thank you, Dr. Anderson. Thank you, Dr.

Woods. I just want to uh thank the board for a policy that really matches what our practice is. I have one request on behalf of our administrators and it falls on the second page number five where we state that we will post the students location on our website. Our request is that since we're already sending out a notification home to

families as soon as we are aware of the protest and sending that email out to the parents of the students of that school site, we believe that it could have unintended consequences by posting the whereabouts of our students even if they're off-campus. I feel confident with our students and fully in support of our of our parents having the

information. I get nervous about um our outside community knowing where a group of students are during class time. >> I would concur. Um I I think the timing of what what we present is really what's critical and we certainly will communicate with parents. That's that's certainly our intent. But if it's kind of lifetime notifications, we do tip potential

evildoers off as to where our students are at a given time. >> So, let me make the motion to strike. So, I'll remake the motion. Can I move to adopt the um board policy? What is 50 5145.2 striking that we will inform go back down to five. Striking that we will um yeah the highlighted posts scheduled protest

events on >> Yeah. Go ahead and just strike that whole that whole sentence. Let's strike that. In fact, if we strike that sentence, we can strike number five. >> Uh just Yeah, just strike the first sentence right now because the attorneys put the bottom blue part in. I don't want to strike what they I'm not going to take out what they put.

Um so do I have a second to approve this with um the ch recommended changes? >> Second. >> Okay. Is um and then the discussion is mine. Um this is attorney approved and it pretty much mirrors what we already have in place. But because we didn't have anything written out, there was a possibility that we w may not have

continuity across the schools. And now the district has um parameters which to follow for the student um walkouts. I wanted to point out Dr. Karaskki, I did submit this to um Demarco and Dedric and they said we had to strike parental guardian written permission will be required for a student to leave class or campus. They said we could not. That was a direct

violation of law. >> This was going to be my question. Yeah. And I'm glad I got to work with you. I'm glad you submitted it to DeMarco, who I actually trust because he's a spearhead in parental rights. So >> I I would have no problem leaving that. They just said that was an absolute no. >> They Yeah. So

>> So I have a question, not a two-minute speech. So I'm hoping we can parlay the time into discussion. So I want to be sure of this for parents because I understand we've had legal look at this. Is it to be understood that students are allowed to leave? They have the right to participate in protests off campus that

we don't have to let parents know and then do we have any liability or what is the concern should they go from a protest to say ponga and then onto other activities and then maybe something nefarious happens. Where's the tension with that? because most parents know they've got to sign their children out to go to a dentist appointment or for

very specific things. So, when you look at this and knowing that we've been through protests, it it alarms me a bit to know that we saw students who went places where the parents weren't aware. Is that liability for us? And then how do the attorneys cover that? Because if there is no liability on our part, then parents clearly need that communicated

>> like the Penga incident from Berall to Pachena to be specific, >> right? And I I don't want to make any more of a speech, but I I want a conversation because I think that's an important thing for people to understand. We have to follow the law and yet we've got to look at this for making sure parents understand that the

kids could go to a protest and then who knows where. And then what does it come back to the school should something happen or not? Um the attorney said that the first amendment rights of the students are very strong and I had it written like I said I write everything headed heavy-handed. I presented it differently and they said no the the first amendment

rights of the students Trump um are concerned about that if they want to leave and protest we can't stop them just like >> we can't nobody's going to physically stop them from walking out but that we'll be um >> who's liable I I I get that I understand are we liable is the parent liable because they need to know

>> I'll I'll Can I? >> Yeah. Uh, I'm going to tell you I'm not an attorney, but I tried to have this with stricter parameters and I was told no and they put these parameters in place. So, I wish I had the answer for you about liability, but I can come back. Oh, cabinet, who wants to >> So, I agree. I I feel like that's why uh

communication is so important. Um what we've been told because we've done a lot of research on this and a lot of meetings about this over the years uh because student protests are not new. Um Keenan and Associates even uh and some of our law firms put out documents about this every year just as best practices and anytime a student is leaving campus

in the case that you're referring to Dr. Kimoski there was a student protest. We had a couple kids go to the p the pachchunga mart um which was right across the street from the park that they were at. It falls under the same ed code as a truency as a stu our our high schools our campuses have free egress

because of fire code. We're not locking the gates. Um the campuses are large. So it would be the same consequence if a student decided to ditch class which is also not new. um and we always try to mitigate but their ED code that follows is 48900K which is defiance. It's a truency and the right consequences follow. In terms of liability, we're

actually in more liability if we allow permission slips because then we're saying that it's a school sanctioned event. If it's not a school sanctioned event because it's a walk out and it's not allowed, it is a violation and a truency just like it would be if a kid walked across the street to go get Starbucks at Chapperel High School. And

that would be then immediately made aware for parents because they have access to their students attendance all day. And if you're a parent in this district, you get a phone call in the afternoon if the kids miss class. And if I drop my student off and they weren't there for period three and I got an email the night before from the

principal there was going to be a protest, I'm going to make the connection that my student participated. If the student walks off campus and then walks on with the Starbucks, we're going to talk to them and probably call parents, but we have to treat them the same way they did of the students that walked off for the protest.

>> Is this any different than what we have then on the books? What is the difference? Is there nothing? Are we just revoting what we have with maybe mask or coverings or like what what's different? >> There is a board policy in existence for uh public demonstration, but what Dr. Anderson has done is create a board policy specific to freedom of speech and

demonstration, >> but it's the same. It's just kind of con it's >> this one gives a little bit more direction that matches what our protocols have been in previous lockouts. Okay. And I have a clarifying question for you, Dr. Anderson because when we sat down, it was >> we talked about the parental notification, which is a subset of

parental rights, but you just stripped off the parental notification. Is there another part of this that has the actual parental notification? Can you walk us through that one more time? >> I did not strip that off. Um, Bill Dedricch stripped that off and said we couldn't have that. And >> so we can't notify the parents in Can

you walk us through that one more time just so that I can >> Bill Dedric I asked him and he said that red line was made by the attorney because I that sentence >> was what we talked about when we met >> that was what we came up with. So I know you recognize it. >> That's not me. That's the attorney.

>> I know I got that red line. That's not what I'm talking I'm talking about to ensure transparency. Each school site will post scheduled protest events on its website, including the location and time at least 24 hours in advance. >> I think Dr. Wood said then somebody can target where those kids are going. Yeah. >> But if we go back to parental

notification, the parents, >> how how do they know? Can you walk us through that? If there's no parental notification, what good is this? >> They could be notified at a later time. I'm thinking of real time notification on the website where or we announce in advance where kids might be walking that could tip people off. >> Um,

so what we could do you have a question? >> No, I just want to make a comment. >> Yeah, go ahead. >> I don't know about anyone else. Can I can I just ask a question? How many of you cut school did school to do something? I mean, this is nothing new. This has been going on since I went to

high school. You cut out, you went to the deli, you got a sandwich, and if you were lucky, you didn't get caught, you snuck back into school. This is nothing new. I mean, really, we don't have to reinvent the wheel every time. >> Okay. So, >> I >> what do you want to call do you want that there or do you want that?

>> I'd be fine with the 24hour notification. That was the whole point of it. I'm fine with DeMarco stripping out the red. Totally. I actually trust >> DeMarco. >> Here's the thing, too. If there's if the students are going to schedule a protest, we've asked that they designate a location like the lunch area. >> I feel like the students that are going

to go protest at Starbucks are not going to schedule that 24 hours in advance. So, I I do think we could leave this on here because I don't see a student letting you guys know they're 20 of them are headed to Starbucks to protest. It's extremely common when when a student protest is planned. We're talking about our most in that sense. We have always

done our best when a student or a student group lets us know of a demonstration or protest to notify the parents. If we have the information, we want to share it with our families. And not that it's embedded, not that it's going to happen every time, but I sense that it's embedded in the schools in the school cultures at all of the high

schools that the relationship in that area is such that the students they're telling you, I mean, not that they would do it every time, but for the most part, historically from the research I've done, the students are telling the administration, "We're going to protest. We're going to walk out." >> Dr. Dr. Kamari, what if we take out

location? Because I think that's the key is >> I might be fine with that because then at least the parents are triggered in 24 hours there's going to be a protest. Uh are you you know then they can talk to their kids. >> Yeah. Like there's a save the beast protest at school tomorrow. Um let's take out le let's let's adopt this and

take out the word location >> so they're not good. >> And we did have a save the beast protest when I was principal. Um I I feel like as a parent I am not going to be checking the website for information every day, >> but I am checking my email and my text messages every day. That's why my

suggestion on behalf of our administration came for number five maybe not being needed and maybe being putting our students in an un more unsafe situation that if I'm a parent, I'm getting that notification through an email. I'm getting that notification through a text that's linked to an email and we feel that that's our best bet in immediate communication with parents

rather than them searching a website every day to see if there's something posted. >> So, Dr. Karaski, that's more specific. She's saying that we send an email or text to parents instead of just posting it on the website. >> Can we put that in there? >> Um, >> 24 hours in advance when possible. >> Oh, it is. Okay. So, you want to just

remove this one because the email or text is okay. Let's do >> So, I'm still I'm still confused. Just before we vote, if we can >> So, the email clarify in there. Are you okay with >> Yeah, as long as you show it up on the screen, all of us can see it then, you know. >> What What spot was it?

>> Safety behavioral. Wait, go back up again. >> It's the first page. >> There we go. >> Yeah, >> let's add let's add >> email or text. >> So, we'll add >> 24 hours in advance if poss when possible. >> We're going to say by email or text because that's the current practice. >> We'll do by email or text and then we'll

strike the last sentence. Which it's better email or text because I agree nobody's looking at the website. >> No. Are you are you okay with that? Uh that's more specific. >> And you're keeping the 24 hours. >> Yeah, because this moves the needle. I am okay with that. >> Yeah, that's more that's more specific. >> So, it's not that you're asking for

permission. It's that you're going to do the email or text for the notification so they know with a 24hour. So, we are moving the needle. That's what >> we can't ask for permission from parents for them to protest. >> Okay. So, let's strike the the Senate, Lenate, just to be specific. The part that's in yellow, we're going to leave that off. And then

we're just going to add by email or text on that first bullet point. Right above the red. >> Okay. And you made the notes >> within 24 hours. >> Oh, yeah. Within >> poss. Yeah. >> Within 24 hours when possible. Sometimes we don't have >> Okay. So, I move to adopt the amended board policy on freedom of expression.

>> Second. Do I have anyone that opposes? >> All right, then the motion passes unanimously. >> Are there still save the bees protest? >> There should be. >> Yeah, I mean, sounds legit. >> And now, can you click on Constitution Day policy? I'm going to make the motion before we discuss. So I move to approve the Constitution

Day policy. Do I have a second? >> Second. >> Okay. Um so I'll start by introducing this because um Christine Schmidt wanted Mr. Barham to know that you inspired other school districts. Oh, I'm sorry. Mr. Schwarz. I'm looking at I'm looking at Steve, but I'm I'm looking at Steve calling him Mr. Barham. Mr. um your your initial your initial um she

wanted she wanted everyone to know that that you inspired other boards and we had a meeting with and we agreed to put um everyone's name because I think it's good to see the public that we for the public to see. We got together um with community members that live in our district. Um Mrs. Wearsma put this on

the agenda but she was on vacation at the time. Um, and I feel like this is the kind of things we need to be doing as a board and these are the things we need to work on. So, I want to thank you for getting the ball rolling and um what we have is the the policy which I didn't

write. Um, we have the constitution test questions that were carefully worded. Um there was a lot of time spent on these. And then there's one more thing that I would like the board to allow me to add and that is the community members have worked hard to set up constit constitution day booths during constitution week. Um, let's see.

One would be Thursday, September 18th at Mya Market Night in Oldtown and the other would be Saturday, September 20th in front of the All City Coin and Jewelry where there will be crafts and different things for the kids to engage in with the Constitution as a way to celebrate Constitution Week. And I wanted to add that we would also um not

just approve the policy but that we could send out I talked to Miss or Dr. Valz about adding a notification to um what were we saying the best way to notify like the weekly update? >> Yes. So our at our elementary sites, they send out kind of weekly um and monthly newsletters to their families as well as getting the communication out at

the middle school and high school as well as um the uh community connection which comes from the district office. So we have many layers. >> Yeah. And so they'll, like I said, there'll just be different crafts and and whatnot for the kids. And I wanted to um send that out a couple weeks before Constitution Week is celebrated.

Um so I would like to make this um motion and include the approval of notification of the just for just for this year of the uh constitution events. If it's ongoing then we'll notify ongoing but I wanted to make sure that the board approved that that we'll notify the the parents that those events are taking place. Um

Mrs. So, I do appreciate that we're partnering with board members from another district, several districts. Um, I love this idea. I've had several people come forward and say, "Is there any way we can find pocketbook constitutions to donate for all of our eighth graders?" So, if any of you out there listening have connections, it would be a great thing to do. And I know

some districts around the country have found that because Too many students don't take the time to look at this and it's so important. So, I'm excited that we're bringing this forward. The one thing that's not here that I'd like to bring back as part of this and maybe it's because of the fact that it's July, there was a resolution

and it basically promoted the week in September. >> Sorry, Mrs. Wearb. I wanted to stop because I know this could be something you could bring back. So, I wanted to wait until you were finished talking. But what I would like to do is I originally had a resolution that I uploaded with this and I would like to see that brought back. Uh it's

more symbolic of course in nature, but I think it's important and we have done that with things that we stand behind as a district. So, if at the end of August or maybe in September we can look at the dates. I want to be sure we can bring that back. Can I answer that just because you were on vacation? So, we

talked about that in the meeting with um everyone and um I did explain I would be putting this on without the resolution because um we've had some problems with resolutions in the past. So, I'm shying away from them right now. Um, and I'm sorry that you weren't there for that discussion, but um, the community members and other board members um, I

think I I they may or may not put the resolution on, but I kind I let them know ahead of time that >> Well, and I think the one thing about that is if it was a day versus a week, um, I could understand that. But as much as I value these board members, I think that you needed to come back to me

because I agendaized it that way. So I think in the future before the agenda goes up that would be something to talk about because I I don't think you should make a unilateral decision on something like a resolution. >> Um okay you can put it on the next um agenda and then we can discuss the resolution. >> So is there any other question Mr.

Schwarz? Okay. >> Uh I'm really glad that this celebration is being contemplated. Uh when I introduced the idea of putting the Constitution and Declaration of Independence on every iPad, I hoped it was a start and it was. Celebrating the Constitution is something Dr. Barham and I have uh discussed frequently. When I first proposed making the Constitution available to every student, he also

shared with me the use of a Constitution test which was used in his district in the eighth grade. Action item seven is inaccurate. And it is inaccurate because number five says compliance. This policy aligns with federal guidelines requiring educational institutions receiving federal funding to recognize Constitution Day. In fact, educational institutions that receive federal funding are required to recognize

Constitution Day under federal law enacted in 2004. The requirement comes from section 111 of Division J of Public L8447, the Consolidated Appropriations Act of 2005, signed into law on December 8th, 2004. what it requires. Any educational institution receiving federal funds must hold an educational program about the US Constitution on September 17th of each year commemorating the signing of the

Constitution in 1787. If September 17th falls on a weekend or a holiday, the program can be held in the preceding or the following week. This applies to all public and private schools, colleges, and universities that receive funding from the US Department of Education. This law is often referred to as the Constitution Day and Citizenship Day requirement. >> I was almost done. In that spirit, Mr.

Barham and I would like to work on this with staff. Thank you. What do you guys want? >> Whatever whatever they want to see in the classrooms. What kind of lessons, what the test should be, what kind of celebrations we should have. We going to have kids dress up as, you know, um, George Washington or whoever else or the

people who signed the declaration. You know, we could have a whatever they think is appropriate to the curriculum and the standards. >> You know, to me, I don't do that. >> No, exactly. Okay. >> And I just want to make a a a statement on the constitution test because it's something that I talked about being inspired here by Mr. Schwarz. Um

the people in the community who made up this test that's on the agenda to be approved. Um I want to thank you because I know that these people are very civic-minded. They're retired teachers and they care a lot about um our students understanding the Constitution and our federal and state government. So, I want to thank them for

writing this test and Mr. Schwarz and I would like to work with staff in rolling out the test and uh and the other uh events that may have been planned for that week. But I want to personally thank uh the community members who wrote this test. And I I actually I don't think I could have written a better

test. I thought it was it was great. It was pretty pretty difficult. Yeah, it was difficult, but it was balanced and and it was written in accordance with our California state standards. So, >> and I do want you to know I'm I I actually feel like I'm not qualified to dive deep into curriculum like getting this going. I'm not a teacher. So, I'm

more than happy to share the responsibilities. One request is that um with the test that our school district because it's so challenging that there we consider some sort of award. I'm just letting you know what was discussed at the meeting like even if it's a chocolate bar if we can get like coupons to McDonald's ice cream or something

anything but just something. So I just wanted to give you that feedback since Yeah. Dr. Comki >> Patriot Trophy. >> Um, my thought was to check if if we could give board direction to Dr. Woods, we could um have him check with the Heritage Foundation for the pocket handbooks. They might be free, but you could verify that.

>> Maybe our I've looked into that. And point of clarification, having brought this forward. That was my whole goal was to be a part of it. So, I just want to point that out. But I think if we can each, as you mentioned, have some aspect that we can contribute. I think as a board and as a greater community as we

see who this has been submitted by would be a great thing for them to consider because I brought it forward in the spirit of hoping to be a part of all that. >> Right. So I I think it would not be a Brown Act violation if um you you guys have talked to um Dr. Veles. Um the

board members can work with Dr. Vez on taking on different aspects of that. Would you be willing to work with the three board members? Did you want to be involved too, Dr. Kroski? We can't have three board members involved. >> No, no, not involved. Doing out responsibility. So each she can give each one of them a separate response.

>> I'd rather Jen since she brought this forward with you too. But I didn't get to use my time. I just want to say >> I was just saying everyone. >> Yeah. I just want to say the more constitution for the students the better. I approve of all this. I think she should be in on it with you too

delegating because you guys brought this forward. I just want to be I want to the only part that I want to really be involved in is the constitution test because that's what I I talked about. >> And then what did you want to be involved in? Which part did you want to like maybe helping acquire the free

pocket constitutions? >> I think that would be a great part for me. And you mentioned maybe an essay contest or something to do in to incentivize students. I would love to be a part of that aspect as well. >> Okay. Can since you brought this forward and I I do feel bad because the only time everyone could meet was when you

were gone, would you like to coordinate with Dr. the um activity tables that they've got set up and making sure that Do you want to work with the community member and Christine and make sure that those >> Sure. >> the students get notified. >> Okay. Thank you. >> If that works. >> Okay. So we've all got different So

we'll have >> is delegating duties after we approve. >> Yeah. So we'll approve and then that way it's not brown act because she's not doing what they're doing. Okay. So I think everyone has a general consensus of where we're going. Um there was a motion in a second. Does anyone oppose? Then the motion passes unanimously. Sweet. All right. Now we're headed on to

information and report. >> Oh, I got the eighth action item, Zotterero, as we move. >> Oh, yeah. Yeah. I'm sorry. Okay. Let me um Okay. So, could you click on number two? A motion. We'll make a motion to approve and then we'll discuss. >> Let's see. >> I'll make the motion to approve. >> Thank you. Um she pulled it up for you

to read. Motion to approve. It's right there. >> Oh, it's been a while since I read up. Hold on. Let me get over here. What am I looking at? Motion to approve action item. TBUSD primary research tool Zotterero. Do we have a second? >> Second. >> Okay. Um, is there any Oh, now you get to present. >> Sure. And this will be short. I'm just

going to read off the comments uh or the rationale in the comments. Recognize Zotterero as a primary research tool for citations for secondary students. So, high school students. Um, the Tmacula Unified uh school district recognized the importance of developing strong research and academic writing skills in all students. To support these skills and promote consistent citation practices across grade levels, the board

of education hereby authorizes the formal adoption of Zotterero, a free and open- source citation management tool for use in grades 6 through 12. The district's recommendation platform, research documentation, and citation management. In short, I've used this through my entire um dissertation process. Uh one of my professors told me about it. I went to the library at Claremont Graduate University. I got

trained. It was mind-blowing. Just think of it as a database where when you're doing research, you can throw in PDFs, YouTube videos, books, IBNERS, whatever, and it populates the metadata, creates a database for you. You can use it for Give me one second here. I used it for tabian style Chicago format when I did my entire dissertation. 290 footnotes

over 30 pages of bibliography. I created 30 over 30 pages of bibliography in about 10 seconds. Once you self-populate this database and you go to do the bibliography, rightclick, copy paste, boom, and it formats it. You can use MLA, um, APA, whatever the teachers want. Um, I think it's amazing. I also, you know, I used it for my

dissertation. I also got peer reviewed, published, um, where I peered other papers and they peered me, uh, with the journal of consciousness studies. It was a peer-reviewed journal out of New England, really high-end journal for philosophy. So, um, I used it on that level and I think it's awesome and I think the kids will really benefit from it. Um, I let

Joe Balletwag see this. Um, Amy Richton, too. But I'm just excited about this and I think the students will be excited too and especially the teachers. It takes the workload off of them, helping to empower the students to write better. >> Um, Dr. Karaski, we missed a public comment on this one. So, um, I would like to invite

>> UpNate Up to comment. >> Good evening. Um, I actually have a couple of questions. On June 10th, we approved two research databases uh costing almost $20,000 and one was Gail DB and the other one was EPCO which said it is age appropriate like you know all the content papers everything that will be available would be age appropriate and

curriculum aligned for the students and I'm just wondering why this was brought up. I uh asked my daughter who is in 8th grade who worked for the press like you know what did you use for bibliography because they write articles and they put the u uh citations in there and um u so she said like you know they used to use

another tool then my bibliography is the other one that they started using it's a free tool it's available online and the teachers suggest whichever one they want they can use it so my one one problem is it says 6 to 12 I went to the zotterero 's uh website and they said it's mostly for like you know you're right it is for

advanced coursework uh high school students who are doing like you know AP seminar or some of those classes it might be very useful more important to learn at middle school and high school stage is which references are you using which materials are you using Wikipedia as a reference all these things are very important to learn as students rather

than like what type like the citations can be you There are like a lot of free websites. You just put it in there. The other concern I have is I work with software. This is open- source and there are if you go to their forum, if you go to their uh website, it says that they do not offer any private support. First

thing is then the safety guardrails that we talked about. I I didn't go too deep like whether you can search papers or not. What is ensuring that like you know somebody is not going to access a research paper that uh we had a big issue with sociology like you know incest just practices in Germany or something they're not going to be

accessing it how do we ensure that I'm not sure if it's actually a research database or not but can we ensure that it will not happen and the more concerning as a software engineer for me is it being open source because once uh it is open source doesn't mean it's bad it means like a person will fix it when

they get to it. There's no commercial agreement that they're going to provide you support like you know for example right now Chicago style citation 17th edition is broken on this software they're like if you're if you wrote your paper with 17th edition too bad you have to update everything to 18th edition so there will be additional software

debugging involved I don't know if our district technology like the staff wants to take that up with open source software so before approving I would like have somebody from technology review it whether they want to support it. And the second thing is you have to download stuff onto your computer to use this. So the district staff will have to

manage that too. So it's not >> Thank you. >> Uh he gets to answer the question. >> I can speak a little bit to that as well. >> Uh she asked >> question. >> What? >> Tell me we don't answer questions. Now we're answering questions. No, you can't answer a question while they're talking, but then when you're done, you can

explain the topic >> to speak to it. Okay. >> But you will absolutely. Do you want to go first? >> Okay. >> Yeah. So, >> this isn't this isn't what sources can be accessed to put into the database. This is a research tool and the primary gatekeepers of that information on what students can act. Those are the teachers

or the admin. They're the guard rails for that. This is just a research tool. And the tabian Chicago style format is 18th edition. I just used it right now in a word document. You can use APA, MLA, whatever the teachers prefer. But again, if if if one of the two cabinet members want to speak to it or Joe Bag

or Amy Richen, any one of them, it's just an awesome tool. >> Mr. >> Yeah, I um I was surprised when I saw this as an information item and then it said we were going to vote on it. So my whole focus is a little different than what I was coming I was prepared to come to. But um so I'll just read my

statement and my assumption that it was a um >> action item. >> An action item was not an action item. It was an information item. My statement is this is an action item, not an information and report item as it calls for a vote. Thank you for sharing your recommendations regarding Zotterero. I appreciate your interest in exploring

initiatives that support our students and align with our district goals. To ensure that any new program is a good fit for our schools and aligns with our policies, practices, and student needs, it is important that it first undergoes a thorough review by the relevant district staff. This allows us to evaluate the program's effectiveness, alignment with curriculum and services,

and overall impact. Your recommendation should be sent to our director of technology, Mr. Evans, and he will review it as part of the regular vetting process. Once that review is complete, we can revisit the conversation with more detailed information and recommendations. Programs not reviewed through formal processes may lack oversight, leading to concerns about effectiveness or even conflicts of

interest. Can we ask who's Do you want to go Mr. Bar? >> You're next. >> Yeah. No, I just want to say when I used to write my papers back in the day, the worst part of writing the paper >> is the bibliography. I would want to like I couldn't I couldn't stand it. Okay. So, I I get this totally. Um

and I've heard some good things about this. However, I I'm going to go back in time a little bit and I'm I'm pretty sure that we all agreed that we weren't going to bring things to action right away. That we would go through information and reports, okay, and get information on an item and then digest it and then and

then vote on it. So that's my preferred way of going through this process and because that's what I thought we agreed to a long time ago. >> Did Mr. Schwarz bring on Constitution Day on an action item. It was free. He did the same thing. It was not in information reports. I'm not doing anything inconsistent. That was a board

meeting or two ago. >> Okay. Well, if if that's the case, we shouldn't be doing that. I mean, I don't want to I don't want to do that, okay? And I'm not against this, okay? because I've heard great things about I just would like to go through the process. I would like to have Mr. Evans, our director of instructional technology,

take a take a look at this and then, you know, address some of UPNE's concerns. I mean, he he can see those and let's bring it back. But I I appreciate you bringing it forth. >> I think it could be great. >> I think it's a great It's like I said, the worst part of writing the paper was

the bibliography. Let's just wait one one meeting and and and see what Mr. Evans has to say and and and bring it back for action. >> Um Dr. Woods, could you ask one cabinet member? >> Sure. >> Any comments or thoughts on a process moving forward? >> Um currently navigating Zero. uh we when you uh have databases like

Gail and EPCO which are the scholarly peer-reviewed journals and research papers, dissertation and practice, you use Zotterero to load those documents into. It is an organizational tool that creates your own database. You're procuring that database based on approved programs and curriculum. It doesn't have a stock of articles in it, but what it does is exactly what Dr.

Koski said it logs the work. It puts all the information in. You could even add an add-on to Google Docs. So when you are writing, so this would absolutely be our more advanced classes, but while you're writing, you can have it do the intex citation for you by clicking the first name of the author and it embeds

it. So it's a time-saving tool. It makes sense for students who already understand the basics of APA MLA formatting. Um but uh I just wanted to reiterate what Dr. Kamaskki said in terms of its use. >> Okay. >> We opened the world of AI tonight and I think with this and understanding Dr. Kamarovsk's expertise and experience in education

and I did witness the conversations you had with Mrs. Ricken and others. I would have no hesitation to vote on this. I think when we talked about bringing something forward initially for a look see, it was a resolution or a possible policy and you were exactly right to point out the constitution application came forward on an action item and we

agreed to it. So I don't have any problem agreeing to this tonight. I also know you have a great relationship with Mr. Evans and you'll continue to talk as you have and I trust your judgment. Is that it? >> All right. Um, Len, >> are we >> So, I >> Do you want to keep commenting? You guys

can keep talking about it. >> No, I mean, I think that we should amend it for a look and and bring it back. >> Do you want to postpone it? >> Let's postpone it, but postpone it with the condition that Mr. Evans is going to take a look at this and bring it back at the next meeting. I mean, I'm I'm

totally open to that. You have to make a motion to postpone and get a second. >> Okay. So, I move that we postpone >> until the >> until the next meeting uh the Zotterero uh application. Do I have a and having Mr. Evans take a peek at it and then bring it back at the August meeting? Do

I have a second? >> Okay. Lenny, >> will that be under information reports just to be very specific >> or action? >> No, it would be an action. >> Okay. Just >> no because I'm not gonna >> We're debating that right now. I mean, it should be under action, right? That's what you >> No, because I'm not gonna it's not going

to come back next meeting. I already did my homework and I was gonna I've already talked to all the staff, so I'm just going to approve it right now. >> So, do so call roll on the amendment >> shorts? >> No. >> But then we have to clarify what we're voting on. >> We're voting on the amendment. Do we

want to post Oh, I mean the postponement. Do you want to postpone this >> call? >> Yes. Whereersma? >> No. Pamoski, >> no. >> Barham, >> yes. >> Anderson, >> no. Now, let's read your motion again. It It's right there. Uh, >> you don't have to read it again. >> Oh, so it's been motioned and seconded. >> I'll just I'll just make the motion.

>> I like to clarify it. So, the motion has been made to approve Zotterer's primary research tool for TBUSD and it was seconded by me. >> Uh, Mrs. Where's Len Calro? >> Schwarz. >> No. Wearsma, >> yes. >> Koski, >> Barham, >> no. >> Anderson, >> yes. >> Okay, so MA motion passes three to two. >> Thank you. The students and the teachers

are going to love this. >> I'm sure they will. >> Um, >> Dr. Anderson, may we take a quick >> Yes, let's take a five minute break. And would you consider possibly before going through all of the policies allowing for general comment to happen um since it's been several hours? >> Um we'll do the we're going to have when

we do the policies there's public comment on the policies and then when that's done and voted on then there'll be general public comment. Thank you. >> We still have other >> Yeah, we do have Mr. Valerback. So let's do five minutes. It's It's >> fine. I just That's fine. >> Yeah. No, that's fine. >> That's fine. That's

>> No, I'm with you. I get it. >> Thank you. >> Thank you for inviting us. >> Bye. >> Thank you. No, it's going to be >> Oh, I don't remember. Yeah. I mean, >> yeah. >> Where are you going? It's It's >> outside. >> It's okay. >> No, I agree. >> Well, I mean, that's that's what

Um Gary, >> we can get free uh constitution from disabled veterans foundation in New Hampshire. I think we have those in California, too. >> I think we could get them from right. Next, we have second grade secondary grading practices math update by which who's going to do? >> Mr. Joe Bowag. The famous Joe. >> Wow, that was amazing.

Now I feel a lot of pressure. It is um it's always wonderful to be able to present to cabinet and the governing board um the great work of our teachers. And I have three minutes tonight to be able to talk um to give Well, okay, even better. I can talk slower. Um I have some time tonight to

be able to give you an update as I promised during my last presentation on this topic. Um there's been some activity um and reflection around grading practices in our school district this past school year that will continue moving into the next school year as well. We have focused as I said in the May presentation um in the discipline of

mathematics and the purpose of this presentation is to give you an update following a meeting that we had a formal meeting that we had with representative math teachers where we worked on our internal curriculum of pacing calendars and um unit planning organizers and our assessments. Um during that meeting we had a >> sorry I got it I know how to work this.

Um during that meeting we had a separate conversation on the yellow gear in the lower left hand corner around grading practices itself at the high school level. Um, we made sure that we reinforced what grades are for and that they're there to effectively communicate what students know and are able to do in relation to the standards of each and every course,

in this case in mathematics. And we we reflected um formally around what's in a high school math grade. If you recall in the last presentation in May, I talked about how calibrated those grades were and really three topics came up. um in that presentation, two of which I'm going to speak to in this update. One is around the calibration or coordination

of our math grades, what's in our math grades. The second is there was a question that came up around grade inflation and whether or not that exists in our math classes. So, um after that meeting, I was able to even further um gather more information around how our math grades are composed in algebra 1, geometry, and algebra 2 at our three high schools.

They are very very closely aligned and calibrated. If you look at the the chart that's in front of you, you can see that um there's three main columns, one for each of our traditional high schools. And then you can see across the rows the courses themselves. And really what you can see is that in the assessment column,

the assessment column on each site and in each course makes up the vast majority of the course grade in those courses. When we say assessment, what we mean is quizzes, tests, um, projects, final exams, and district benchmarks. So, do you know these standards that are being taught or not? The CW/HW column is classwork homework or things that um are more participatory and

practice um that lead them to the assessment. As you go through, you'll see that each one of the courses um is at least 75% composed of assessments over the classwork and the homework. So that gets to the first question about how calibrated are we. You can see from this chart that we're very calibrated. Um the second question I think it also gets to

around grade inflation. I think it can be relatively safely assumed that this provides a really good basis when the vast majority of the grade at least 75% of the grade in some cases 90% of the grade is performancebased that we're not inflating grades in mathematics. There are some policies that are in place that help to guide us. Board

policy 5121 in essence states that the superintendent or designate has to establish a reg a a evenly regulated uniform grading policy um and system which you can see from the prior slide we have in mathematics and in those three courses and that we have to ensure and the principles have to ensure that student grades conform to that system.

We have that in place already. That's a board policy. We follow that board policy. I can say we do not have the D-grade in high school. Um, and then California Ed Code, which is very specific on the fact that we that teachers are the ones and the only ones that are allowed to um assign a grade to

each pupil of record in that course. No one else is able to determine the grade itself other than the teacher who is the content expert and the expert on those students knowledge per the standards in the course itself. I can stand here and say and especially I validated it during that day with our math leaders that we

do follow each one of those board policies, administrative regulations and California ed code very closely. We also have the systems that I presented in the last meeting that make sure that we vet and audit these systems. The meeting in May on May 23rd was one of those in how we support that. also our Wednesday meetings where our

teams get together and talk about how they calibrate their grades and how they calibrate the way they assess their students knowledge and then our systems about our internal curriculum um which in essence we have common assessments that are given that everyone gives as I said in the last assessment all help to make sure that our grades are

calibrated. So, that was five minutes. I used all five. Um, any questions? Not a question so much as a comment. Um, this is something that Emil and I were really interested in and I'm I'm thankful that you put so much effort in clarifying and making sure that what we what we wanted to see is what is actually going on. It's really important

that if you're a student at Great Oak or SHAP or TV that what you're doing in math is not only the work is the same, but the way you were evaluated for doing that work is the same. that that it's not oh well I I count classwork more than tests or I count tests more than classwork. It's that the uniformity is

there and thank you for doing the work and thank the teachers for their uh passing on the information to us which is what we really wanted to see. Thank you Joe. >> Thank you. So, in order to continue this work and I really appreciate everything that you've put into this and you as well, Dr. VeZ, because it's uh it's a comfort to me as

a board member because this is about oversight and uh you know, we had some questions about the D and I'm very satisfied at least in math that um the teachers do not want to bring back the D-grade in this subject. Um I would like to explore this further. Um and you had to leave the meeting today Dr. BZ to go to

cabinet but I was talking with uh Dr. Balawag and you weren't there but yeah you were recovering from last night. Um I would like I would like to um direct the superintendent that we continue the same work in terms of answering the questions of uniformity across the three high schools in grading. Um is there evidence of grade inflation and should

we bring back the degrade in the subjects of science and world language? So, if you could make that direction, that'd be great because I want to hit all the subject areas. >> One at a time. >> Are you clear in what he's asking? >> Absolutely. >> Mr. Veles, are you clear? >> I am clear. Um, Mr. Barham, on what

you're asking and we'll work with Mr. Bowwag and our other directors because Mr. Balawag actually is not going to be doing math any longer. Um, Miss Parro will be doing math at the secondary level. there'll be a heavy transition but I will be happy to work with my other directors on this as well >> and Dr. VZ I apologize for leaving you

out of the discussion >> just want to say thank you Mr. Valag for all your work really appreciate it >> appreciate it >> so a question who who are the uh directors that that work uh in world language and science at the secondary level at at at the high school level >> so Miss Ricken will be doing science

this year Mr. Ballowag will be doing um world language and English and then Miss Parro will be doing math. >> Okay. >> Yeah. And history and social science. Mr. Valleywack. >> Yes. >> So we get more of you then. >> Constitution day. Yes. >> Get enough. >> I know. I know. But very well done and very informative. And you know, I

appreciate uh the feedback from the teachers in math, but also the meeting that we had with the team that day before you even before May 23rd in your meeting with the principles and uh they were really helpful in answering questions and they're they're pretty on top of because they're they're the designate. I mean, they need to be

monitoring and overseeing um the grading systems. superintendent or designate but at the sites it's it's them and you as well but they're they're close to this I felt so so you guys are doing a great job >> it's pl been a pleasure working with you all and we have some great policies that help to direct our work so thank you for

those >> perfect so we can get some meetings set up as to how we're going to move forward with those two subject areas >> okay perfect >> Mr. Bow, thank you for all your hard work on this. >> Of course. >> Could you thank Bill for his work, please? >> Yes. It's hard to thank him enough. >> He's amazing.

>> He's great. When you have a question, great source. I I don't even know if most people know who he is. I know who he is. I appreciate it. >> Thank you. >> At the wish of Dr. Anderson. Thank you, Mr. Ber. At the wish of Dr. Anderson. She said we could go on to general public comment

real quickly. >> We actually have a comment on number three. >> Very good. Let's >> You want to do that one? Okay. Um Josh Sherling. >> I was hoping Dr. Anderson was going to be here. Uh I wanted to discuss the AI policy. I've actually thought the the policy u is the right kind of vagueness. if you get too specific at a point where

we don't really know how AI is going to impact things um it may not actually be applicable. So I actually wanted to complement the the policy as written. I did want to talk about uh there's something you brought up Dr. Karaski that actually agreed with the survey even though we couldn't tie it to the thing you voted on earlier. The only

thing I would add with the survey is instead of it making a yes or no option, if you make it strongly disagree to strongly agree, a oneto5 scale uh is more granular and gives you more uh accurate data. I would also love uh for the people with the magic AI if there is an uh an opportunity for parents to try

it. if they if they could provide a QR code or a link with the uh the email that was going to go out about it, I would love to try out the tool uh that my kids are going to use. So, if they could incorporate um that with the upcoming school year, that would be great. Dr. Kaskki, thank you for all the

the insight you've had about AI. I think ultimately what we're going to end up having to do is we're going to have to test kids not using computers. we're going to go having to go back to handwritten answers just to prove that they can read, write, and spell and and have the um understanding. As much as I

love AI, I think we're going to be down to um having to use old pencil and paper, >> blue book, >> the old blue book. So, thank you guys all for your leadership. >> Any other comments on that this item? She wants to wait uh till she gets back to discuss this item. So, if you don't mind, we can just go right into general

public comment. How many do we have? >> Um, 10. >> Okay, we have 10. So, let's uh let's get that started, >> Chelsea. Hi. I guess you guys know who I am because I did have somebody introduce me and use a full three minutes to introduce me tonight. Came 3,000 miles to see all of you. Um, so let's get

right into it. Tmacula's new parental notification policy is a scam. Melinda and Emile have been active on social media dressing up this policy as a win for parental rights. A win for girls rights when in fact they are gaslighting parents and these girls. Nice smile, Emil. People don't feel as comfortable as you might bending the truth. Not everybody

in this district is religious and they don't want to lie and claim a religious exemption because girls should be free to change in their own safe spaces free from biological boys. Their other alternative shaming the girls into filing a mental health exemption that would jeopardize their future security clearances and their careers for life. Melinda, you asked via social media for

a better alternative and a common sense solution was provided. If a biological boy does not feel comfortable changing in a boy safe space, he should seek a mental health accommodation and he should not be allowed willy-nilly, pun intended, to occupy a girl's space. Emil, when you ran for your seat, you hitched your wagon to Wema and Kroski

for the win. And I know this. I know this because even though I live 3,000 miles away, you contacted me. You contacted me for advice, for help on your campaign. I've got the text messages, the emails, everything to prove it. You promised to keep students safe. What you said, without safety, we cannot have effective learning. Why does

that not apply to biological girls, their safe spaces, and their sports? Emil, can you answer me that you said we need to keep the divisive ideologies out of schools and I will make sure to put the activist tenure teachers on notice. Your exact words. What happened? Why did you flip-flop? You hoodwinkedked me, but worse, you hoodwinkedked your constituents. The

ones whose daughters you're not protecting. This policy alienates and discriminates against half of this district's students. You need to do much better. Okay, next up is Marabel followed by Jeff. >> Good evening everyone. My name is Mary Bell Williams and I'm the mother of a rising fifth grader at French Valley Elementary School. I also serve as a

courtapp appointed special advocate and a certified educational surrogate parent for students with IEPs in Riverside County. I'm here tonight to publicly thank this board and especially Dr. Anderson for adopting a new religious and mental health accommodation policy that protects students uh privacy in shared spaces, bathrooms, locker rooms. Um I was one of the first parents to complete and submit both

forms on behalf of my own child. Uh my son has experienced real distress in the past when he was forced to share a restroom with students of the uh opposite biological sex. And these new policies offer families like mine a way to advocate respectfully without fear or confusion. I know that there are other parents in the district, including my

child's father, uh, who have raised serious concerns about students privacy and parental rights when it comes to the restroom and locker room, uh, the the policies. And I share those same concerns, too. But I don't believe pulling um, our child out of public school is the solution. I believe the better path is collaboration and accountability. That's why I support the

implementation of this three- tier restroom system, which is a boys only, a girls only, and um I just used the restroom, and I saw something over there that said unisex, so I like that. That's the three tier system that I'm talking about. And I'm here tonight to ask the board to move forward with the implementation before the new school

year begins. Please uh would you let the parents know when the signage will be posted and how the schools will designate the spaces? Thank you again for your leadership and for your protecting the dignity of all students, not just the boys, not just the girls, also the the transgender students and um also including the faith-based and the

mental health forms that um Dr. Anderson put together. Um I appreciate your time and I hope this board continues to lead with transparency and balance. Thank you. Thank you, >> Jeff PAC, followed by Epne. >> Good evening, board, board president, Dr. Anderson, district staff, and superintendent Woods about last night. Thank you for the opportunity for letting me speak to you all first of

all, and first of all, I want to say Dr. Anderson, I agree. Sadly, the TVSD governing board is dysfunctional. Last night's meeting was a complete waste of time and money. It should have never happened. I understand the motivation for trying to fix these issues. It's admirable. And I believe that some of you want this dysfunction to end. I say

some of you because when you step back and really look at why there is dysfunction, there are two people and only two people who are responsible for it. And we know exactly who they are. They are the same two people who have been here the past three years. The TVUSD governing board as a collective is not why I'm standing here tonight. I do

not enjoy this. not a great public speaker. This is not personal. I have never met either of you. I do not know you personally. This is about business, not personality, not politics, not social media content. I am here because two people on this DAS have been actively working to sabotage this district for three years. And it has

cost us taxpayers hundreds of thousands of dollars and soon to be millions. It started in December of 2022 and continues today. They are agents of chaos. Their goal is to destroy our school district from the inside. Data supports that. The audit will expose it. Here's one example. Last night, a member of the community came here and claimed

to have new information about the investigation. Go figure. The day he wrote the letter, July 15th, did you know that those two board members became aware earlier that same day that accountability was on the agenda for the following Monday night? And poof, suddenly one of the supporters remembers a phone call. It was not an affidavit. It was not a sworn statement. It was

nothing more than hearsay presented without proof. No recording, no text, no proof, just a letter he paid to have notorized. Those two board members, I believe, with the help of politically motivated organizations in a disreputable newspaper put out a call to action to get their supporters to show up last night and further this lie. A Myrietta resident called our board

members and our parents disgusting. A woman from Salana Beach drove in to berade our board members and now someone from Florida apparently. It's yet another example of manufacturing chaos to ex escape accountability. Listen, we have to stop blaming the entire board for this dysfunction. We know where the blame belongs and so do all of you. Finally, let's put the investigation,

the makeelieve statement, and last night's meeting behind us. Let's ignore the chaos agents. Focus on providing the students of TmAcula the best educational opportunities they can be provided by this board. That's what all of you were elected to do whether you like it or not. Thank you. I'm going to talk about last night too. Uh, I would say last night was probably the

I want to say third worst meeting we've had. The CRT one I did not attend. It made national headlines. You were telling her how bad she is at doing meetings. You could definitely be more organized. I'm not going to disagree on that. When we put certain items in agenda in certain places, there's a reason why they're put there. We should

follow that. It's prevents confusion. We should follow that. The second worst was where your friend Danny called it a clown show and even the agenda was not able to be approved. A lot of people came here wasted everybody's time and everybody just went back home and yesterday was probably the third worst. There was you are all about protecting

women talking about like sexual harassment this and that. There was an old drunk or drugged man yesterday who came here made weird comments and then while leaving pointed at every single woman over there saying you are disgusting, you are disgusting. Your supporter flipped me off in the audience sitting over here which you've when you were acting president and

you're like oh I didn't see that. And at that time I did not go crying or anything. I called her out. I'm an adult. I can point out things. I don't need to file complaints. I don't need to. And I found the civil jury complaint form, which I promised I will be doing. If you need a copy to file your own,

please let me know. I'll send you a copy. I will be filling that out and sending it out. But you can definitely do better than yesterday and pointing others out. There are a lot like, you know, u there are a lot of things. You were talking all about protecting Mrs. Versma. Your behavior with Mrs. Anderson was terrible last night

and it's got nothing to do with religion, nothing to do with anything else. It was just obnoxious and uncou should know how to behave. You don't need a handbook to tell you how to behave with other adults. I would say shame on you, but you've already proved you have no self-respect, no dignity. You were recalled. You came

back. You've already proved that you have absolutely no shame. But you could definitely do better. You're my neighbor. You live down the street from me. I would not want to walk in the night outside with when I know people like you are living down the street who behave like this with women. Shame on you. And thank you.

>> Next up is um Mary followed by Kenneth. Hi, good evening. Mary Davis here. I'm a government watchdog in Southern California and consider me your regional accountability partner. Um, I am not from this district district, but as an outside observer, I do specialize in schoolboard oversight and I have watched and participated in numerous schoolboard meetings across a variety of districts.

So, I have a comparative archival knowledge um that goes pretty deep. I want to say I did watch last night's meeting and I have to say it was one of the worst that I'd absolutely ever seen. It was abominable on several fronts uh including meeting control, scatteredness, executing the items on the agenda and most of all respecting

the public's right to be heard and I will be blunt since simply put your current president is a liability to the district. um from comments tonight like I know how the vote is going to go. That gives rise to speculation of either clairvoyance or collusion. Um from a poorly written draft letter to censoring speakers on a sentence by sentence

without giving rise to context or overarching themes or to agenda items to be dial put on the agenda only to be dialed back. um if that was some type of liability preservation. I have to say it failed because um you alluded to that others could make the FPPC or grand jury complaints themselves. I would direct you to the court case precedent of Wyum

versus RKO about duty of care and directing or encouraging others to take action. Uh, next regarding escalation to the state department and the superintendent, that body has previously shown marketked animus to two of your board members. So, as far from a neutral body, um, let's see. Going forward, I would suggest maybe a lie detector to test. Like, let's just cut to the ta to the

chase. Truth loves the light. Who's willing to take a test? Who is not? That would tell us a lot right there. Um, I would also say if you do persist with the state department of education, I uh encourage you that that would open the district and the state up to potential discovery. I refer you back to the

meeting in July of 2023 where trustee Barklay received a text on the dis but later denied that it was district business. Uh, here's part of her recording. Sorry, I have it on silent. Anyway, I do have the recording where she says she got a text and then they denied that that was related. Um, lastly, for most of all, I would say let's just cut to

the chase. Um, instead of referring this to the state department, let's go big. Refer it to the US Department of Education. Get the federal involved, especially if we have potential title n concerns. Go big or go home. Thank you. >> Hey, good evening. I'm here in my own capacity tonight and not as a governing board trustee or a delegate for CSBA,

but on my own behalf. I want to piggy back off what the gentleman had said earlier that uh words do have consequences. Believe me, I know I've had my I've had derogatory and inflammatory comments against myself and my family, but I'm here to hopefully bridge together a gap and I know uh that enable to move forward, apologies need to happen. What

was said at last night's board meeting weighed heavy on my heart, not just because of the words themselves, but because of the spirit behind them. A trusted made harsh personal comments about a local pastor, a friend of mine who has served this community faithfully for years. A man who has a wa walked alongside families in their biggest

celebration in the darkest moments, including the passing of one of my biggest supporters and a man who gave me wise counsel. This pasture has stood firmly for parental rights, for protecting the innocence of our children, and for holding institutions accountable when needed. To speak against someone like that publicly in a position of leadership was not just wrong. It was hurtful not only to him

and his family but to the many people in this community who love him, lean on him and look to him for spiritual guidance. Words can wound and in today's world words can also provoke harm of places at worship and we should be careful about that. He also made remarks about two trustees both friends and colleagues of mine because of their conservative

values. You mock the public who supports them calling these who come to speak flying monkeys. I do understand the reference, but there are some that maybe don't. However, let me say this with the heart of reconciliation. Those trustees are my friends. I stand with them and I ask you sincerely, were you calling the parents and the neighbors who showed up here

faithfully to speak truth into space, something less than human. Whether you meant it or that way or not, the term stung. And for many, animal-based insults carry apes not out of hate, but out of hope. I've shared time with you. I've eaten with you at CSBA and I've spoken with you as you began your journey as a new trustee and I believe

there is mutual respect. We all fall short, but real leadership means being willing to say, "I was wrong and I crossed the line." I truly believe that for this district and for this community that true that there needs to be true healing and I believe there this community needs an apology. Um, the pastor needs an apology. And

it's not to say that you're doing this out of shame, but you do it out of love for unity and healing and growth. And we all know that we are better when we disagree with grace, we are stronger when we speak with love and even in our convictions. And to Mr. Schwarz, even though we may see differently on

different things, sir, I thought regardless of the situation last night, it was an honor to watch your daughter be able to finish what she wanted to say about her dad. Thank you, everybody. Are we still on the live feed right now while we're waiting? Okay. >> Tell a joke. >> Anybody know where I keep my dad jokes?

where >> in my database. [Music] >> Thank you. >> Yes. >> Thank you. Uh I just have a couple questions. Um the first is that research tool that uh Dr. Kamaskki uh submitted. Um I'm all for whatever works best. If it works great and we have experience using it 100%. But if we did just spend $20,000 on EPCO, which works really well

as well, if you ever submitted a college paper, I'm sure you've used it. Um we just paid for that. So why are we why are we now bringing up the free thing that we could have brought up previously? That's my only question with that. Um another question that I did mention to Mr. Schwarz earlier is I want

to know when is the student board member going to be allowed to talk because the only time I've heard her voice tonight is when she swore in and I think that's a travesty. I realize that she's got time to to get used to what we're doing here. But I think on a lot of the discussion points that you had this

evening, you could have said, "Hey, are you comfortable speaking to this or providing your perspective, her perspective in two meetings or three meetings is not going to change or be worse than it is right now?" Uh we need to take advantage of that. We spent all that time getting her up here. we need to hear her voice. Um, one thing I did

want to mention as well was adding items to back to school night. Um, I understand the uh, reasoning behind wanting to do that, but how many of you have actually been to a back to school night here recently? Uh, as a parent going through each of the or grandparent going through each of the uh, classes. So, I'm up to 22. I've been to 22 back

to school nights in our district. Uh, and that's just because of the number of kids that I have. But you multiply that by each of the additional classes for my middle and high school kids and it ends up being a lot more. There's not a lot of time that these teachers are given to get through this material that they have

to give us. And at the beginning of the year, we talk about, you know, empowering parents and getting them more involved. Well, I'm trying to catch my breath just going from class to class in the small amount of time that we have to do that. So, please consider that whenever you're trying to add additional items to that. Um, the last item I

wanted to mention really quickly is that uh Dr. Dr. Kowski, I really appreciate that you mentioned that you do trust uh Mr. DeMarco and and his firm. I appreciate that because Mr. DeMarco also said that Nicole Miller and Associates uh is a very reputable firm who also was responsible for the investigation that took place. So, not to say that we need

to keep rehashing this out, but you can't say one thing and it only matters when when you feel like it should matter. If you support that firm, then you support who the firm recommended and you support the investigation that they performed. Point blank period. Thank you. Okay. So, good evening. Uh so, first I want to say thank you for having public

comments at the end. As a full-time working mom, I cannot make it at the start. So, once again, thank you. So, I am a survivor, and I am pretty nervous right now. I am a survivor of sexual assault. I was a teenager when it happened, and I know the lifelong impact of not being believed, of being just

questioned, doubted, and dismissed. That's why I take this seriously. False allegations don't protect victims. They silence us and harm the innocent. Both kinds of damage are real and lasting. And let me be clear, I may not align with you, Miss Wesma, but if the investigation had shown you come forward in good faith, I would have stood by you

because survivors deserve to be believed when the facts support them. But in this case, the facts didn't. You ignored process, ignored facts, and you chose chaos over integrity. The investigators, respected by the district's own legal professionals that Jen, you you utilize a lot, found no evidence supporting Miss Wearsma's claim. Yet, people now cry bias. Let's be honest, if the findings

had gone in Jennifer's favor, they'd be demanding Mr. Schwarz to resign and calling for the invest saying that the investigation was flawless. Then we have Jason Craig, who submitted a notorized declaration just days before last night's meeting. But according to his wife who personally told me he had this information for months, so why didn't he speak up during the actual

investigation? Because it's a narrative control. And let's be real, anyone can pay $15 to get something notorized that doesn't make it true. Last night's meeting was called because a female board member said she felt mistreated by a male colleague. And yet, while we were literally discussing how women are treated, Joe spent the evening speaking to Dr. Anderson with obvious disrespect

and arrogance. It was uncomfortable but not surprising. We've seen this before with how constantly how he constantly treated Miss Barlay with disrespect has harassed a female educator in the district. His social media videos attacking women calls them witches or leftist troublemakers. Anyone who dares to disagree. Joe, you claim Dr. Anderson can't run a meeting. Was last night's

meeting was messy. Yes. But I remember the CRT meeting under your leadership, watching people constantly kicked out with your red cards during meetings, comments being cut off, meetings dragging until 2 a.m., compared to that, Dr. Anderson's meetings are calm, on time, and respectful. So, forgive me if I don't take your sudden concern for women seriously. While Joe and Jen push

political drama, the other board members consistently focus on students, academics, and stability. That's leadership we need, not smear campaigns. As a survivor, I know what it feels like when your truth is twisted for someone else's agenda. Miss Wearsma, you caused real damage, real division, real harm. You owe Mr. Schwarz and this community to public apology because leadership is

about accountability, not chaos. And frankly, the public is >> Thank you. >> Yeah. Now, we had one more. Uh Josh Shirley that joke. >> Yeah, I forgot to put my name on the top. I'm so incompetent. >> You need a >> I do. I do. That was why it didn't work out. Um I feel like a broken record talking

about decorum and how we treat each other, how this could have been handled. This is this is kind of embarrassing. I actually think the reason why tonight's gone so much better, I actually chalk it up to Miss Chai. I think her presence is a solidifying. I think we're we don't want to be embarrassed next to the high

schooler. What we should be discussing, what we should be talking about is I remember during Nicole's presentation a couple minutes ago, we need to cut $3 million out of the budget. When you look at I just saw a CBS headline that said because of the ICE rates in California that California is going to lose $278 billion of revenue.

What do you think that's going to do to the tax revenue of the state? Do you think it's going to be better? We need to be discussing, do we cut people or do we cut programs? Those are your two options and both of them hurt a lot. And instead of discussing trying to do the least amount of harm

when trying to make the financial ends meet, we're having what uh try to call it. It was a conflict of credibility. Who do you believe? Whose story do you believe? Well, it comes down to who do you vote for? That's what it comes down to in this case. But frankly, I believed Jen. But I think the way it has progressed,

once you got lawyers involved, once it became public, it took a hard nose dive off a cliff. I would just really love to put this behind us. Apologies to where apologies need to be made. and then let's just get to the business of the district of being financially responsible, the good of the students, and making the job as easy as we can for

the teachers and the staff of the district. That's what we should be focused on. Thank you. >> We already passed it. >> Oh, wait. Number three. Oh, okay. Yeah. No, no, let's take it. I thought we were >> Okay. How are we doing? >> Edgar Diaz on uh first reading of new or amended board policies. Good evening. Good evening everyone. Uh

just wanted to ask for a robust discussion on policy 5127 graduation ceremonies and activities. I noticed that in the high school there is quite a few different considerations that are made there. In the middle school, it seems to everything has been taken out, which basically means anyone who is eligible to promote can participate in promotion ceremonies. Thanks,

Yeah. So, we're we're on information and reports number three, right? Okay. So, we have uh we have a new board subcommittee policy in which we got together and did some work um on several policies. So, we wanted to bring these forward for review um for a first read and uh there were several policies where I added in some language.

um on the tougher policies where I added some language. I gave the policies over to Mrs. Deis and thank you Mrs. Deis for your constructive criticism on my suggestions. Um, and that's why I always like working with the staff because it's a collaborative effort and uh my my my sometimes my suggestions don't add up with certain things and and

that's why I like dealing with them because we can get the straight scoop. So here are these policies and um >> we could yeah people had a chance to look at them. So, let's >> any comments or discussion on any of these and we'll bring them back for a second read. I guess we won't if there's Yeah,

>> let's bring them back. >> You want to bring them back? >> Okay. Okay. Any questions on any of these policies? >> All right. Let's bring them back next time. Everyone can reread them. Okay. >> Between now and then. >> Okay. But we're going to bring them back for action next time. >> Yeah, we're bringing them back. They'll

be on action next time. >> Yeah. I do have a question about that process because we had back-to-back meetings which was so poorly planned. Looking at this, if we bring it back for the second read and we have more time to examine it, do we have the ability that night to make edits prior to passing? I'm assuming we do. The other option

could be obviously we can take the time to study this accordingly. I don't know if we can send comments or edits. I don't want to circumvent anything that we need to do procedurally correctly. So, what's the best way to take this on? >> I think the best way would be for you to review all of the edits that have been

made and then >> um when we go to take action because we're not taking action tonight, why don't you make the amendments to those? So if you if you want to make a change in a policy then when it's an action you can just motion to amend it and then someone will second it and then if the

board approves we'll make your amendment. >> One other question did in did any of this go through an attorney or were the was the blue CSBA related? Was there a final I'm assuming because it's a first read it didn't. >> The blue was CSBA related. >> Okay. Um, but unless we feel like we really don't know, we're not going to be

sending these policies to an attorney. We're going to bring them back for for a sec. I mean, if you have any issues, we'll bring them back for a second read. If you have an issue, we'll deal with the staff and if we don't know and we're we just we'll send it to an attorney. We we that's what we're going to do. But

we're not sending this stuff off to an attorney right away. >> That's backwards. So there's only one then I would like to speak to right now if that works. Uh there was so much here. It was the one it was either discrimination on some level where it went through a lot of terminology that kind of um focused on one particular

group. >> Which one are you talking about? Mrs. >> That's what I'm trying to remember here. Hold on. Can you bring it up once you >> Okay, it is what it is. All right, it is hold on. Uh, regulation 5145.3 non-discrimination and harassment. Um, I kind of looked at this and there's a process by which they talk about

different groups in terms of transgender or breaking down kind of that whole group of people. And my concern was, and I'll look at this further, is that we're kind of taking one class of people and elevating it with multiple paragraphs as opposed to understanding there's a lot of protected classes in the state of California that we want to be sure that

we recognize. And if it's CSBA and that makes sense that that was the ad, I'm not sure legally that's needed. And I think we really have to be careful not to kind of drill down in that particular group. And I have looked at other districts and what they've passed and that was not something that they brought to the table. They felt like it wasn't

needed and there was an overemphasis there. So I'll look at it further. Uh but that's just my suggestion from the top that I want to be transparent with that concerned me. >> Okay. So we can we'll take a look at that. >> And then who had another question? call ahead or request >> give me the number >> good

>> if I might and and maybe this would be helpful in between the time as well. Um there's a number of these board policies on here and administrative regulations that were most recently reviewed in our federal programs monitoring process a year ago. And there are instruments both statewide and federally that have very specific requirements for language that's included in some of these. and

some of those updates may have been more fre um more recent I should say than the CSBA recommendations. So on that note um there are some districts that don't have language as Miss Wearsman noted in their board policies but it's likely because they haven't been through an FPM recently and we were told we needed to put it in in order to not have any

findings. So it would be helpful to the board. I would definitely like to put together a list of these that list our FPM BPS. State what we were told why there's some dates that are as recent as 2025 and 2024 on these because we want to be very careful with some of this language that we're not altering it as

it has been required of us in order to not have findings by the state. would we also be able then to add to be inclusive because again that's kind of looking at one particular group. So I'm looking forward to seeing that to understand the finding and why and then how there can be a more inclusive aspect versus kind of looking at one segment.

>> Can I ask um I either need to take a personal privilege and just leave or can we address this at the next meeting? It's so late. Do I get board consensus to move on? >> Yeah. Okay, let's move on to public. >> So, um I think we're ready for um general board comments. >> No, no public.

>> It's negotiations update. >> Oh, negotiations update. >> Yeah, I can be very brief. Dr. Anderson and members of the community. Just a quick update for CSEA. We met on July 7th. We continue with successor negotiations um with the collective bargaining agreement with CSEA and we settled on a couple articles. We will meet with CSEA again on the 28th. Uh

most of the TVA negotiations team continues to be on summer break, so we look forward to meeting with them when we get back. Um quick little shout out to Mr. Brian Boleris, the lead negotiator on the TVA side. Um and uh just um want to share with him that we're thinking of him and his family. They had a deep loss over the past month

and so our thoughts and prayers are with him and his family. Thank you, Dr. Anderson. Thank you. Can I make another request from the board? I feel like we should not do board comments. I think last night's meeting >> was rough and I Let's just go home. >> I think I think if the board members want to speak, they should. No, you

can't you can't do that. I'm not actually going to do board comments, but you can't stifle a board member from speaking. But I have no board comments. >> I do have board comments. Somebody wants to speak. >> Can I make a motion that we don't have board comments? >> This is a first amendment violation and I second it and actually I talked to

Nicole about sharing budget good news. So I can't >> I'm going to just >> I I'm sorry you guys. I I I just need to >> But you can leave and allow for the rest of the board. >> You have a motion in a second. Let's call the vote. >> That's a problem though. You can't limit. >> It's okay. You can do what?

>> We are elected as trustees to speak. Yes, you can't do this. >> Okay, we'll see who could do what. >> Schwarz, >> yes. >> Wearsma, >> no. Kamroski, >> no. >> Barham, >> Anderson, >> yes. >> She's finally got to take care of her daughter. >> So, wait, there were three nos. >> So, say what you want. Go ahead.

>> So, are you leaving? >> Go ahead and say it. >> I just feel like >> I think we need to respect someone who doesn't feel well. I don't disrespect her, but I'm still going to assert my right to speak. >> Go ahead, speak. >> I'm sorry. >> Okay, let's let's >> We're not going to beat each other up.

>> We're not We'll be okay. >> So, Emil, you're in charge. >> Okay. All right. So, >> Okay. >> I think >> Okay. Um, Mrs. Mrs. Wearsma, you're first. So, we got three minutes. Uh, Len, >> we can't hear the mic. >> Okay, go ahead. >> All right. So, the first thing I want to do and speak to, which is not my

wheelhouse, but it was great news, and I want to thank Mrs. Lash for uh talking with me about this. But, uh, regarding today's budget presentation from the school services of California, this was just announced. The state lottery revenue has been trending higher than projected. So we're going to see an increase with the per ADA factor. That's the money that we get per student. There

were no cuts of the Prop 98 minimum guarantee to school districts for the 2526 school year and major investments in new programs such as CTE are on the horizon. Districts can anticipate new discretionary one-time funding and increases in learning recovery emergency block grants, which looks to be um close to $9 million with two different measures that were talked about today.

So, this is the good news. We've talked a lot about money and that's a great thing. That eight or nine million, if I'm understanding it correctly, we have until 2029 and that's a great thing for us. So, we're going to celebrate accordingly. As far as last night, I just want to encourage people if you have questions about my testimony and

what I did share. Please watch it. I'm not changing my story. I've told truth from the beginning. I'll continue to stand by that. But I think the most important thing that I want people to know is that I sought mediation, not once, but twice behind the scenes and was denied. It should have never gotten to this point. That was never my

intention to see it escalate. There was failure on multiple levels. Um and it was egregious to have a meeting la last night that wasted our time in preparing for this meeting. Resources, security, all of it. It never should have happened because in that agenda, we accomplished next to nothing. And people were cut off, had to sit down. It was all over

the board. And for that, I'm sorry. The public should not have had to witness that. And I, as somebody reporting something rightfully with the UCP, right to do so. I followed the process to the best of my ability. Will I be moving on? Yes, indeed. Because I love this community. I love our kids. I will be continuing to

fight for the things that I believe in, and I will be doing it with this board. I'm not quitting. I'm not resigning. I know Mr. Barham asked me and Joseph to walk away last night. What was that? We should not be doing that. It was breathtaking. But I want to have you look at tonight and we got through a lot of it like we

needed to. Thank you for being here. Thank you for commenting. Nobody can prevent us from speaking. So again, that's incompetence on the part of a leadership and maybe that needs to change to move forward. I am open to thinking about that. Good night, >> Dr. Kamroski. >> I got no comments tonight. Thank you. Okay. >> I only have one one quick one. I'm

sorry. Um, someone asked me about the term of the student board member. It's one year. And what we talked about when we brought the student board member on was having her sit through several meetings as an observer, not counted as her term, just so she could feel comfortable. Uh, nobody wanted to stifle her speech or keep her from speaking in

any way. And she will, if she wants to speak while she's still observing, she's welcome to do that, but the term is one year. Thank you. I have made my choice um for the board advisory committee which will be seated in uh August and my choice is Mr. Gary Audi. He and his wife Debbie are pillars in our

community. Both were teachers in the district. Gary was an administrator and both of his daughters teach. Gary is committed to student safety and well-being and he works as a subadministrator in our district. He knows our schools well. He has great ideas to help our students academically and to and to improve school culture. I am looking forward to his contributions

on our new advisory board. Thank you, Gary, for stepping up. I hope everyone in the community will join us for a special board meeting on July the 29th focusing on uh refocusing and creating a culture of success for our students coming from our accountability and goals subcommittee. We look forward to your presentation, Mr. Superintendent. It is very important we focus on the

audit of funds which may have been properly misused. This is part of the responsibility of a school board. It is ensuring proper oversight and the safeguarding of district assets to be used for student educational purposes, not to promote personal political agendas. This is not a school board's personal piggy bank. The district can't even pay for all of the programs it has

right now um without the help of parents pitching in for the extras. It's it's not fair in a large organization like ours. If a CEO suspected improprieties in terms of funds in a department, what would he or she do? Send in their internal auditors and report back. This is common practice. We should be doing the same. This is about accountability

to the taxpayer and nothing else. An individual with all the power used the power to proceed in a direction on this board without the consensus of the board and spent that money on attorneys to promote their own personal agenda. This is not appropriate. If we don't take any action regarding this, it will happen again and perhaps on a larger scale. I'm

looking forward to working with Mr. Schwarz, the superintendent, and the staff as we have started conversations surrounding middle school student accountability, the interventions we currently have in place to help our students, and possibly other interventions that might lead to enhanced student success. We want to break our middle school students of any bad habits they may have right now. So when they go to high

school where a grade really counts for graduation credit, students are walking in with a different mindset. Tonight I felt was a good meeting. I'm op optimistic that we can transition on this board to what I campaigned on. Student achievement, safety, saving money are three S's. >> Thank you. >> Okay, we got superintendent's comments. >> One one question. Can we ask our student

board member if they might like to speak because I think she's open to that. So, >> this is she's the guest of honor tonight. >> There you go. >> Sure. >> All right. Go ahead. >> It's been a long night. >> Thank you. >> Okay. Um I really appreciate the concern regarding my active participation. Um and as um Mr. Schwarz explained, "Since

this is my very first meeting as a member, I was advised just to sit in observance just to get a feel for what it's like up here, which I really appreciate because it takes a little bit of the pressure off of me. Um, I really do appreciate this opportunity to be sitting up here. And I promise that in

the future I will represent student opinions during my term to the best of my abilities. Thank you very much for your support." >> Thank you, Melissa. >> It's tough to follow that, but thank you all for coming tonight. Mr. Barham and Dr. Kamaroski and I have been talking about accountability for a good six months. This time 5:00 a week

from today in this room, I will give a town hall style presentation with their help and the audience's help and cabinet's help. It'll be a group effort and we're going to talk about the direction of the district. I'm excited in the direction we're going. We've made some great progress this last year and we can all be very proud of that. This

is a very, very fine district in a fine community and I'm excited to keep pushing that envelope. >> Okay. Thank you, Dr. Woods. Any >> No, hold on. No, we have a couple things. >> Okay. >> Yeah. So, any future agenda items? Mrs. Wearsma, any future agenda items? Okay. I think on the next if I'm not mistaken on the next board calendar we

have bases we have bases report um and we also have uh the superintendent's evaluation >> which we'll do ne which we'll talk about next Tuesday um so with that where's our script >> yeah when's our next board meeting >> is it August 27th >> August 26th okay so the next uh regular board meeting is at August 26th and I

move to uh at this time adjourn the meeting at 9:09 p.m.