Board of Education — November 18, 2025

All right, called to order the regular meeting of the governing board of education is called to order by myself, Dr. Melinda Anderson, at 3:00 p.m. on Tuesday, November 18th, 2025 at the district office conference center. Are there any requests for changes to the agenda? You have quite a few. Okay. I'm pulling the warrant list, by the way, so if anyone wants to

not do that, so I'm pulling the warrant list, but I won't have any questions for the cabinet. Anything else, Mr. Schwartz? >> Yeah, I'm to go through them. Um and the aim is to um for the um information report to put things that directly uh talk about students or achievement first and to put other things after that.

So, I would like to increase the minutes for the reading practices agenda from 1 minute and add 2 minutes. >> Okay. And is that the um >> It's on information and report. >> Did I put the one that I put for Okay. So, we can extend Kimberly, you can have more than 1 minute. >> Okay. >> Yeah.

>> Same thing for the secondary physical education, I'd like to add more time. >> More time for secondary physical education. >> for the science of reading. >> Okay. I would like to remove item five from the agenda. >> Um action item five? >> Yes. >> Let me see where we're at. >> Action or information? >> Information and reports, I'm sorry.

>> Okay. >> Dr. Anderson. >> have a >> Can I Can I be recognized just for a second? >> Um let me finish with Dr. with Mr. Schwartz. Do I have a second to remove number five? Um are you remove I We need to just go in order. Do I have a second to There's not a second to remove number five.

>> I'm going to second it. >> Okay. So, we have a motion and a second to remove number five. >> Yeah, but but just I I guess maybe a point of clarification or privilege if I can. Can we vote on these things separately so that it's because he made some motions to like increase the minutes? Are we going to do

that? >> We usually just do consensus because we're not really taking action. We're just kind of reorganizing the agenda. >> let's take consensus then. >> we start voting on everything so does anyone oppose giving more time for the three things that Mr. Schwartz asked for? No one opposes? Okay. The next one >> and I and I I think you forgot one that I want to

add to that if that's okay. >> Um we're when Mr. Schwartz is done then we'll have you take your turn. Okay? So, um Mr. Schwartz, you and um Mr. Barham wants to remove it? >> Yes. >> Do we have a third person that wants to remove it? No? Okay, so that stays on. Is there anything else, Mr. Schwartz?

>> Um I would like to move um items one and two to the end of the agenda. >> Action or information? >> This is all information This is all >> Um Mr. Mr. Schwartz, the attorney's here and I want to dismiss him and have him off the clock, so I put those there to save us money. Can we leave those there?

>> Yeah, I guess. >> That's why they're number one and two. >> I have a point of order. >> Um Point of order? >> I do. >> What is your point of order? >> I want to I mean he's making a motion to remove number five. >> He didn't make it We're not making motions, we're just changes to the

agenda. So, we're not taking action, we're just organizing the agenda right now. >> Okay. >> He would say, I move to remove, but he's just like, I want to do it. So, normally we just discuss it and decide like, what are we going to do with these agenda >> Schwartz, are we moving or are we wanting? >> Say it again.

>> Are we moving or are we wanting? Point of clarification. I'm asking if he's >> I wanted to remove item five from the agenda. >> So, are you making a motion or not? >> Yes, and you seconded it. >> Yes, so >> Okay, and there was no second. This is not a motion. This is not a motion.

>> This is This is the thing. We are approving the agenda. We are not doing action items. We are trying to get consensus and direction. How do we want this meeting to go? So, as we do that we we're going to talk. Um go ahead. What You don't You do want it removed. Why would you like that

removed? >> of order. Because he's made a motion to amend the agenda to remove the item, which requires the rules of debate to come into play. So, we are required by Robert's Rules, which you have on the agenda, that if he's made the motion and that there's a second, that the rules of debate come into play. So,

that's what needs to happen here. >> So, can I ask for consensus for the board from the board? Do we want to debate whether or not to remove it? Or since we know three people are not going to remove it, do we want to move on? >> Point of order, Dr. Anderson. Rules of debate, if there's a motion made

according to Robert's Rules, then the if if there's a motion made and it is seconded, it is automatically that the rules of debate come into play. >> You and Mr. Schwartz debate with each other why you want it removed, and then we'll go on to the next item. >> Mr. Schwartz. >> But just know we're doing this and you

don't have three votes, so we're wasting our time in getting into closed session. >> Go ahead with your debate. >> I will I will save my objections for when we talk about it when it comes up on the agenda. Just Just for the purpose of saving time. No, I I but I do agree with with what Mr. Barham said. So, let me just move

on. Um I would like to uh move uh number six, item six up to number three. I would like to move uh number three to number four. Number four to number five, number seven to number six. Only because I want to talk about the education issues before we talk about the other issues. And um I would also um also

uh that's it. Those are the other only changes I have. >> So, point of clarification, Mr. Schwartz. >> Yes. >> Is that a motion or is that a request? >> It's a request. >> Okay. >> So, you want to go cuz I really they're all to me these are all related to school stuff. You want to go

6 3 4 5 7? >> Correct. >> Does anyone care if we do 6 instead of 3? >> I don't care about any order except for I'm with you on 1 and 2. The attorneys could be really sensitive about that. So, I'm with Schwartz on that. I I don't care. >> Yeah, so okay, we'll do 6 3 4 5.

Just when I get to that point, you got to remind me cuz I'm going to >> I gave it to Lenay so she would >> Is there any other changes to the agenda? >> I have some. >> Okay, Mr. Barham. >> Okay, so I am requesting that cuz I think Mr. Schwartz missed um the secondary grading practices science

that we increase that to two increase that >> Did you say >> He got that one. >> Okay, so we got I just want to make sure. So, we got science, we got physical education increased and we got uh science of reading. >> Mhm. >> Okay. All right. >> And one thing we do that we've traditionally done is when we get to the

item if someone wants more time, they'll say, "I have 3 minutes. Can we have two?" And then I just look for the board and I say, "Does the board Is the board okay if we give this person like an extra 2 minutes?" And I think 99% of the time we say yes. So, we could do it now or we

can whatever you guys want to do. We can always do it traditionally. Is there any more changes to the agenda? >> I have some changes. >> Okay. >> Okay, so I move to move uh numbers 1 and 2 um down to the end of information and reports. >> Uh we just said that and there wasn't a um majority so we're not

>> So, do I have a second? >> Yes. >> So, you guys want to pay um the attorney to be here through all of our >> No. >> Do you want to change action items or information items? >> I want to change information items. >> We just said that we're not going to do that, but you want to move it and then

Steve said yes and then he said turned around said no. >> Okay. So, I'm >> to pay the attorney to sit through all of our >> Excuse me. Okay, so are you recognizing me or are you recognizing yourself right now? >> Mr. Barham? >> Okay. >> What do you want to do? >> Okay, so I am moving numbers one and

two. Okay, that's my motion down to the end of information and reports. >> That motion was just struck down and we're not going to take it again. Am I right? Didn't we just say that motion was just struck down? You made it a second time, Mr. Schwartz made it. Now you're making it again. >> Okay. >> I'm going by Robert's Rules

and you can't reconsider it because you were in the minority. >> to be There's nothing to be reconsidered, but I'm going to make an I'm going to make another motion. >> Okay, what's the >> Okay, so my motion here is to remove number two and to dismiss the attorney. Do I have a second? >> Yes. >> So, that is debatable.

>> Then go ahead and debate it. >> Okay. So, >> Actually, I'm I want before we do that, here's the thing. You can only debate removing it from the agenda. You cannot debate the item. >> I agree with you. >> So, why would you like to remove this from the agenda? >> like to remove this from the agenda

because we are supposed to hear information about a summary judgment made by this judge that did not happen. >> Okay. >> The The judgment did not happen. >> as a result of that, it's moot. >> It's moot. There's no impact to our students. Um there was a hearing held, but the judge Roger Benitez did not he did not rule um a summary judgment

one way or the other and that is why that is why I am asking it to be removed. >> I wanted to ask questions about it. Dr. Kamarouski you put your name on this too. I left it on there because I wanted to ask the attorney questions about it. >> I'd like to hear it during open session

especially when an attorney speaks to it because it might forecast what we can immediately do in our district especially if we hold a special meeting if he gives a summary judgement in the near future. >> I would agree with that. I think it will be brief and I want to advocate for doing what we've already said which is

keeping it put and then getting to the students and the parents who want to be heard today. We need to approve this agenda and move on. Okay. >> So we need to take a vote on this one. I'm requesting a vote. >> All right, we'll take a formal vote. Anyone in favor? Raise your hand. You can take a vote by raising your

hand. Okay. >> favor of >> In favor of removing it. All right, so the motion fails. >> Okay, so I have another motion. >> Okay. >> I have another motion. So the motion is to amend the motion that you and Dr. Kamarouski put in terms of this um summary Excuse me, let me finish. >> out of order. We'll get to it when we

get to that action item. You're not going to change the motion until we get there. You can't consider it. No, you're done. You're out of Your point is not well taken so you're done. >> So I'm going to appeal your ruling. >> All right, you have 1 second to appeal it. >> I want to know why I No, the question is

is why are you calling a point of order on this? Because I'm I am I am allowed to amend an agenda before it is approved. So you put a you you placed an amendment >> going to call point of order and I'll explain it to you right now. Point of order, so listen. You are trying to make an amendment to

an action item that we haven't got to yet. You cannot amend that. We are only discussing the agenda, not the action item. So, your point is not well taken and it hasn't passed, so let's move on to the next thing. Do you have anything else that you would like to your your What did you say? You want to um

>> I'm amending the agenda as I >> not amending the agenda. You're amending that that you're not I mean, I know you think you you think you are, but you're not. >> with you, Dr. Anderson, and I'll deal with this when we get to the item. >> Yes, that's when That's the appropriate time to amend it, okay?

>> Let's move on. >> What else would you like to pull from the agenda? >> Um I want to remove I'm I'm I'm moving to amend uh the agenda to remove number nine. Do I have a second? >> Second, what number nine? >> Number nine in information and and reports. >> The non-custodial parent? >> Yes. >> So, this is actually something Dr. Velez

and I spoke of and we don't have any discussion >> order, are you recognized? >> Um when I I'm going to say that if I'm looking at you with my eyes, but yes, I'm I'm >> you to recognize people by verbal. >> Mrs. Wears-Mayne, you are recognized. >> Thank you, Dr. Anderson. I would say this should stay put. There was

discussion in the district office and with Dr. Velez, and this is something that needs to be heard. We need to cover it. So, again, I think we need to move on to be respectful of the people in this room who came to be heard. Let's approve the agenda and move on. >> So, there was two people that want to

remove that from the agenda. Three people Is there a third? There's not a majority to remove number nine from the agenda. >> Point of order, Dr. Anderson. I am allowed, if I'm trying to amend an item on the agenda, if there's a first and a second to debate this. >> Okay. Then I I think because we have

students here, can I get consensus to give a >> a 20-second debate instead of a 2-minute debate? Does it Is it okay? >> No, it's not because you need to suspend the rules of debate if you're going to give a 20-second debate by by Robert's Rules and by our own bylaws. >> And all I need is a majority to do that.

>> No, you need 2/3 by your own bylaw. You wrote it. >> Mr. Schwartz, these kids are waiting. Can we just move on? >> me. Why are you asking me? >> need four people to say that >> Can't you just let them talk and finish it instead of going back and forth? >> Okay, what would you like? You would

like Yes, >> So, for just clarity, Mr. Barham, you want to discuss not the content of the information on and on. You just want to discuss >> on. I want to discuss removing and why because that's what I'm allowed to do. Not the Not the merits. Okay? >> Go ahead. You're recognized. Go ahead. >> you. So, the reason that I would like to

remove this is because I am confused by it. Because when I read the uh Friday updates, I see that Mrs. Davis is working on things relating to AB 495, and then I see a proposed policy proposed by Mrs. Wiersma that is in conflict, and I would like to see something that's more clear, okay, with regard to this. I'm not saying that I'm

opposed or in favor of this, but I'm confused by it and would like to see Mrs. Davis and Mrs. Wiersma work on this, okay, together. I think that's fair, and that's why I would like to remove it because there's there's conflicting information between the Friday updates, which is what she's working on, and what Mrs. Wiersma is proposing.

I think that's fair. >> May I be recognized? >> Yes, you're recognized. >> This is why it's called a first read. This is why we bring things forward to have discussion. This doesn't need to be passed tonight. If Mrs. Diaz has additional things to share, that's great. But I've worked on this for a while, and I think we need to have a brief

conversation, and then we'll likely bring it back. And that work that you're speaking of can happen in the future. So, I believe it needs to stay put. >> Okay. >> It does take >> Can I be recognized by the board and say something? A few meetings ago, I left early and I I got home and I looked at one point in

the meeting where you guys were discussing what you wanted on the agenda. And Mr. Barham, someone looked at you and they even said, "How did you feel when your item wasn't put in information and not in action?" And you were like, "Oh, I felt so bad." And I'm like, "You're the one that was pushing everything off the agenda." And now, you

were So, the consensus of that meeting, I wasn't here, but I believe the majority of the board decides. And the majority of the board decided, "If someone puts something in information or action, that's where it goes." And that is And I honor the majority of the board. So, we need to move on. There's not a majority to remove this

item. And that is why everything is on the agenda because you said that you were your feelings were hurt when your item was put in information and not action. So, can we move on and approve the agenda? >> Well, I I mean, since you're mentioning me, I'd like to be recognized, please. >> Now, we're >> Okay, and excuse me. You are recognizing

me. Okay. >> We're done. >> Well, what is your point of order? What is your point of order? >> You're speaking. I did not recognize you. >> Okay. >> Point of order. You have not been recognized. You need to stop speaking. Your point of order is not well taken. Nope, I'm not recognizing you, so you have to be quiet, and we need to approve

the agenda. I don't know what is going on right now. So, is there any other changes? Is there any other changes? >> from the chair. >> Nope. >> I appealed I have a right to appeal the decision from the chair. >> Do you have a Is there a second to appeal the decision from the chair? No second? Then we're going to approve

the agenda. I move to approve the agenda. >> Second. >> Does anyone oppose? >> I do. >> Rene, please call roll. >> Schwartz? >> Yes. >> Wiersma? >> Komosinski's absent. >> Absent. >> Barham? >> No. >> Anderson? >> Yes. >> The motion is adopted. All right. The next is we have an announcement of closed session items in accordance with

government code section >> Dr. Anderson, can I just be recognized for one thing? >> cannot. >> I have a motion that I would like to make. It's a good one It's a good motion. I think you'll like it. >> sit here in in the meeting >> Yes, I can. I have a right, Dr. Anderson. >> you're recognized and I'm not

recognizing you. >> Then you're not you're not conducting this board functionally. >> Then I'm not because I want to get on with my goal. >> not doing it right. And I'm going to go on record and saying that you're not you're not being a good chair in accordance with Robert's Rules. >> with that. Stop interrupting. You're not

being recognized. In accordance with government code section 54957.7, the board will now meet in closed session to consider the items listed in section E. The board welcomes public comments. This is the time for for closed session public comments. Any person wishing to provide a public comment to the board is required to attend the meeting. Speakers are limited

to 3 minutes to a maximum of 30 minutes per item for the comments on the closed session agenda item. And I see we have several people here that want to speak. Okay, we have 14. Before we go go into closed session, I've talked to Dr. Velez and Dr. Woods, and I want to read a clarifying email that I have sent to the

parents, okay? So, I want everyone to hear to know as we've stated, personnel matters are confidential. Right now, the personal now matters that people are here to speak about have remained The board members have not been briefed on any of it. So, these many of these board members do not have the full story. As players, you also don't have the confidential

information, and as parents, you have also have not been given this personnel information. This It has remained confidential. I have read your emails, and I have been involved for 2 weeks, many days and long hours. What I can say is that the rumors about the reasons for changes to the program, they do not reflect the core issues that I am

concerned about. As the daughter of a high school coach, the sister of two current high school coaches, the mother of a current high school athlete who is a junior, and two and I'm the mother of two former high school athletes, this situation has hit very close to my home. I've lost I've spent nights thinking about it and lost a lot of sleep.

I have spent many long hours navigating the predicament with the administration, and my only priority is protecting the players, and maintaining the integrity of your season. I have been especially concerned about the impact that a canceled season would have on seniors, particularly knowing that my own junior athlete is working hard, and hoping for a college scholarship. If the board had called a special

meeting, and taken action to override the district's decisions, there is a very high probability and I know this because my life is high school sports. I was born into it. There's a very high probability that the boys basketball team would have been forced to forfeit their entire season due to potential CIF violations that none of you are aware about.

None of you are aware of these. At this point, I am still unsure where things stand with the CIF, and I cannot say with certainty that the team is fully in the clear. And it upsets me. You can see I'm shaking. Board members will receive a full briefing in a few minutes. They have also been informed that the

district needed more time to sort through the incoming information. And everyone has been asked to remain patient. My advice right now, someone who cares about this deeply, we need to be grateful that the district staff, especially Tina Miller, worked tirelessly to preserve the season. That's my goal. We need to preserve this season. And secure and we secured a last-minute

coach for the team. >> Point of order. Why is there a lengthy explanation like this when we should be able to hear from students? Is this proper protocol? >> This is where this is out of order. I don't think you've recognized her. She is right. >> excuse me? Can we get back >> Let me I have one more sentence and I

this is the email that I have sent to parents and I have just stated that I will read it for clarification for the the boys. Um Dr. >> is for them and the community, not for us to proliferate. That's my concern. You shouldn't be persuading anybody one way or the other. This isn't correct. >> They I want them to know they do not

have the information. So, when they stand up and start talking about the rumors that have going around, they do not have the information. You do not have the information, Mrs. Weersma. >> When we asked for a special meeting, it was to discuss these things, not to make a decision. So, you've already not represented us properly. My only request

is let them speak. They're not here to hear you. We are here to hear them. >> let them speak. I have one more piece of advice to maintain the integrity of the season. I want the boys to focus on the rest of the season supporting each other as players and supporting your new new coach. And parents should also understand

that if this highly successful, where well-respected coach is driven away, we don't have a backup. This is a last-minute thing. And the season will be negatively impacted. Remember, these board members have not been briefed. I genuinely feel fortunate that we will be able to bring him on. So, we have 14 comments. >> I have I have a comment. You did not

rule on Mrs. Weersma's point of order. Is she out of order or is she in order? >> Mrs. Mrs. Weersma >> She asked for a point of order and you did not rule on it. >> Mrs. Weersma, your point was not well taken. I Obviously, I finished my statement. >> And I'm going to I want to appeal the

decision from the chair. >> And what are you going to do by appealing it? This is >> to I want to appeal her point of order. You're saying that it's not well taken. I don't agree. So, I want you to call the roll so that we can appeal the decision of the chair. >> Wait, it's all done. I quit talking.

>> No, I want to appeal your point of order because you said that it was not well taken. >> It's not well taken. >> So, I am appealing your decision, which I have a right to do. I have a right to appeal your decision. >> everything all night long? >> No. >> Do you want to hear from the boys?

>> I want to hear from the boys, but I want you to do things as the president of this board in accordance with Robert's Rules of Order. >> have to take I don't have to consider your appeal. >> Yes, you do. Yes, you do. >> What I like to do, what you haven't noticed is I don't feel like

I want to know >> I am appealing your decision. >> Do I have a second? Do I have a second for Mr. Barham's appeal? >> There is no second. We just vote. >> I'm taking a second. >> have to. We just vote. >> Okay. Everyone, Lenay, call roll on Mr. Barham's appeal. >> Schwartz. >> No. >> Warisma.

>> If the appeal means agreeing to the fact that it was out of order and that we now need to get to the boys, I'm a yes. I'm done with the confusion. >> It's the It's It's the opposite. >> trying to be president. >> opposite. So, I'm voting with you. It's a no. I'm Her point is not well taken. So, you

would say no. >> I'll say no. I don't even know what we're appealing. >> No, her point of Her point of order is well taken then if we are voting no. >> No, no. I said it's not well taken. >> so I'm appealing it and and and and I'm disagreeing with you. Her point is well taken. >> know what Mr. Barham wants right now?

Raise your hand if you know what Mr. Barham wants. >> She can continue to speak because she made a point of order. That is >> I let her finish speaking. >> And I Yes, I think I know what he's saying. >> He wants me Does he want Jan to keep speaking? >> I have nothing to say. Bring the boys

forward. >> I just wanted to jump in there if I could be recognized. Yeah, I I know I am privy to all the details. I was a liaison. I met with these boys and I met with another meeting. So, I I I don't think the whole board has properly assessed this, but it's also not fair to say the entire board hasn't had isn't

privy to the details when you are. I am as well. >> Point well taken. It's true, Dr. Kamarowski was briefed. >> by the president reflects the whole majority of the board when the majority of the board hasn't even heard the details. So, that I'm I'm kind of there. I just want to get on and listen to the

boys. I literally >> and I agree, Dr. Kamarowski was briefed this last Tuesday, was it or Thursday? So, he is privy to all of the information. >> I want to do 3 minutes. >> Three and nothing less for each one of them. >> Here's my other thing. We had a special meeting and we allowed the parents and the boys

to speak. You want to give them another 3 minutes and give them 30 minutes to speak. >> of them, 3 minutes. They deserve to be heard. >> I second that. >> Okay. >> Yeah, give them the time. Let them speak. >> Okay, first up is Nicole Jones. >> That Can you hear me now? Okay. Thank you. Um first I just want to say thank you so

much for um willing to listen to to the parents and and the children. This is a very important issue to us. Um My name's Nicole Jones. I just just for just a quick brief history cuz I know I have very little time. I'm a psychiatric nurse. I work at um California Institution for Women. My son is Jordan

Jones. Um we attended King um sophomore uh his freshman and and sophomore years. And Jordan has been playing basketball at a high level since he was 8 years old. Um during his time at King, his actually just last year at King, he was treated very badly, very very badly. Um, we had to have multiple meetings with the

coaches, the administration. Um, Jordan was isolated. As a result, Jordan suffered um I don't think he would mind me telling you he was very broken. Um, very very broken child. Um, he went through a lot. I mean, just for an example, he uh went 13 straight games where he did not play a single game where all of the other

players on the team played except for him. 13 games. It's It was It was It was horrible. Total in the year, probably close to over over 20 to 25 games where he did not play a single minute of the game. Jordan was broken. It was terrible. It was awful. Um, he stopped talking. He isolated. Him and me and his dad didn't

know what to do. Um just quickly uh enter coach Corey. And um when I tell you when I tell you that this man has made the biggest difference in my son's life by valuing him, believing in him, supporting him. Um you know, on and off the court, discipline, accountability, um made him feel heard. It It would be horrible horrible to

remove this man. He knows how to be a coach. I've seen many coaches. I've I've been a part my I have an older son that's 33 years old that was in sports. Um, I know the difference of good coaches and not good coaches. This man is an integral part of these boys' lives. Please, I beg you, do

not remove him. These boys need him. They are They feel valued. They do things as a team that I've never seen before. I've never ever seen before. Coach Corey is is and is he you know, I I'm not still sure exactly what he is being accused of because as you said, it hasn't been disclosed to us, but I can

speak to what I know that he has done for this team, these kids. And it it it's just unheard of. And I I please ask that you please please consider everything that he has done when in taking into consideration reinstating him. Thank you very much. >> Next up is Corey Cornelius followed by Aiden Atkins. >> Can you hear me?

Um, my name is Corey Cornelius. I was the varsity boys' basketball coach of these fine young men here. And I listened to the statement read by um, Dr. Anderson in relation to um, alleged allegations um, against the program. Um, I've heard three of them. Um, I went to an HR meeting um, with um, I went to an HR meeting with um, Mr.

Arce, um, and we met in reference to it. And he brought up two issues. He discussed the CrossFit situation in which that was a optional gym membership base program in which the student athletes went to work out. We have a top five football team on our campus, limited gym space. We sent them to CrossFit to be able to have an

opportunity to work out. That situation with him and that personally happened is not in my control. We thought he was a third-party vendor. We treated him as a third-party vendor. It's no different than when Destination BBQ comes on to that campus and serves food for our in our football games in which the owner has come on campus and met people and and done those

things. I would never endanger these guys and these guys also and my college guys that went to go work out at that same facility. The second one was the cussing situation. Um there was a situation with bullying in a video. Um I handled that. I provided that in my long lengthy email that I sent to the board

as well. And the third situation now is the transfers uh situation. Uh I work for the Regents of UC. I used to be uh the director of payroll and day-to-day now I'm in foundation payroll. Literally in IO is the payroll that I oversee. I would not violate these two kids that we're making an allegation of to put

them in a situation where they would be ineligible or discount all this effort that these kids have went through. Why would I go through coaching for free from August to to September or to to make the season invalid? I said in a text message in which I had an AD and we communicated and I just want to say

Coach Laquore is one of the best damn ADs I've ever seen. Um he's communicates, he's works hard, he's a good dude, and we communicated. I indicate in that email and I mean in that text message that we're going to submit a hardship waiver for two student athletes. Yes, I had pre-enrollment contact with Jordan Jones. We can disclose that. But Jordan

never played with me. He didn't. He went to different event, but he never played. All right, that's visible evidence. Angelino Munoz Christian, his brother, was asked to be a coach on my staff. He's on my payroll team. He's been on it for 3 years. He's qualified to be a coach. I have he plays college basketball. I have three stipends in our

program. It's hard to get people to coach. I don't want to use PSG funds to fund for coaches. I wanted to use PSG funds to put it into the program for the kids to be able to do cool things. So when I say that I would put in danger him from being able to play a senior year or any of these seniors to have the

opportunity to play is outrageous. It's absolutely outrageous. I am allowed to apply for a hardship waiver. That's what I was prepared to do. That's what I indicate in the message. So, that accusation is categorically false. I was willing to provide that information. We stated it and and that's >> Aiden Atkins, followed by Brandon Archie. >> I'm saying this off of what I know about

the situation. I feel as if coach as the new coach inheriting the team that coach Corey built from the ground up is nothing but a spit in the face of him. To know that he brought us from nothing more than basic teammates to making us a whole a well-connected family that is now getting somebody someone new that's

supposed to replace the man that poured blood, sweat, and tears into us to get us to the to this point. We didn't have a summer. We were playing catch-up all fall to regain what we lost. And now we have to do the same thing during season with the loss of coach Corey. We had been doing so so much to get us

to He had been doing so much to get us to the point that we are today from CrossFit and speed and agility training to weights and weights with coach coach Gino after coach Corey found out about the allegations on the CrossFit coach. He has done nothing but help us progress and had and had done all that he could do to his

knowledge to keep us safe and healthy with all all we did under him. The coach has done I mean, the principal has done nothing for us to help with the situation. I feel as if she is scramb- scrambling to make coach Corey look at fault because of her own pride and bias in the situation. She started off with

firing started off with firing coach Corey by greatly insinuating that he had been fired because of safety reasons, which could only be because of the CrossFit coach. When we found out when we found out he hadn't been informed and her argument seemed um hurried. He We had heard it was because of him cussing in a group text against bullying in the program.

Then with no mention of what mention of that, she released a statement about an investigation on CIF rules saying that he had recruited using money as an incentive. Everything she said seemed far-fetched. I'm going to transfer that straight transfer, but I had already been made my decision to come here in June. I had already put in for the

transfer before Coach Corey had been released from my old school. I was sad to have left Coach Corey when I decided to transfer, but I was but I rested assured that my brother was under under him knowing that he would do all that do all that was best for him in the program as a whole. When I learned that

Coach Corey was coming to Chap, I was elated because I knew that I had a coach that cared about my well-being and future as a whole. I had no contact with him the entire time and was told and told nothing about the situation. His firing was was in my eyes a clear sign of sabotage with her attitude towards

the players. Mhm? That was all I had written. With her fired his firing was a sign of a clear sign of sabotage with her attitude towards the players and her scrambling for any valid validation she could to get to fire him even those that were clearly untrue. Knowing that Coach Corey didn't recruit any players and that they came here with their own choice,

yet she's self-reporting the school to CIF knowing that that this year of CIF violations violations and eligibility possibly sabotaging Coach Corey and the transfers. You behind the coach before this meeting to complicate the issue of rehiring Coach Corey. >> Time is up. Mr. Franks >> Brandon Archie followed by Max Bryant. >> All right, I'm going to read from cuz I

I I forget things. So, my name is Brandon Archie and if you know me, you know I show up. I'm a mother bear, fiercely protective of my young, and when they join a team and a community, I join it, too. Directors, athletic trainers, coaches, teammates, they all know my face. Uh because I am always there. I cheer loudly, but I also watch

closely. Uh I watch for effort, I watch for character, and I watch for safety. My son's well-beings has always been my first job. And that's why I'm here today, to speak for a coach that changed everything for my family. When Corey arrived, I didn't know what to expect, but quickly he transformed the culture. Actually, let me let me go ahead and

sideline because uh my kid is the kid that just talked, and so we know him from Liberty. It's not just from Chaparral. But when he showed up at uh Liberty, um I didn't know what to expect, but quickly he transformed the culture. Practices became consistent, standards rose, academics mattered, and I watched 80% of those boys make honor roll. Not

because they had to, but because they he had inspired them. He treated them as scholars, as athletes, and as young men with futures. What But what mattered most to me happened quietly in the small moments. The moment when he noticed my sons weren't feeling well before they even spoke. When he checked their breathing. When he bought them food with his own

money. When he looked me in my eyes, this overprotective single mother who never let her guard down and said, "I got this." For the first time in years, I believed someone else can protect them like I do. Coach Corey isn't just a coach. He's a mentor, a guardian, and a steady force who helped my boys see their potential.

One of my sons, who once did the bare minimum, now talks about college. My other son found discipline and confidence. Corey reached each of them in exactly the way they needed. No one's perfect, but this man has been a blessing at a crucial moment in my boys' lives. He believed in them when they needed hope the most.

And the belief changed our family. So today, I'm here fiercely as a mother, a teacher, and a woman who has spent a decade fighting for equity and inclusion to say that Coach Corey is the kind of leader our kids deserve. And I'm proud to stand on his team. >> Max Bryant followed by Andrew De La Torre. >> Uh hello, my name is Max Bryant. I just

wanted to thank you guys for having us. And thank you for Coach Corey for allowing me to speak. I've had a lot of coaches throughout the years, but Corey uh stood out tremendously in almost every aspect. I was welcomed from the beginning. I liked his leadership, his goals, and how he was a brother first. He cared not just

about basketball, but our academics and our way to manhood. Those rules and standards build a culture. This job wasn't taken for the money or the title, but for us, us students, us parents, and our school. He got fired for someone that wasn't a part of the us. Josh was there for only 30 minutes across his session. His unacceptable

acts were never okay, and Coach Corey would never put us kids in that situationship at all if he knew what he would end up doing. A simple follow-up from the office making sure Coach Corey knew these rules like fingerprinting would have saved us from all of this. His all whole mindset with CrossFit was to better our speed and strength,

nothing else. And the most important was that CrossFit was never mandatory. Yes, it may have seemed with the attendance, but that's because our coach has built a program and a family, not just a team. As these fast As these last few weeks have blown by, the fact that a truly team and player-first coach could be fired hasn't. No one in this room

besides us players truly felt the impact that Coach Corey had. He lifted us, he bettered us, and he bonded us to be a family. So please from the voices of the parents, the voice of Coach Corey, and then most importantly the voice of the student who spent every early morning, every team event, and every game with Corey to be fair, to be honest with the

issues that lay in the office of Chaparral and the firing of Coach Corey. So, please give us our coach back, our leader, and our brother. Thank you. >> ANDREW DE LA TORRE FOLLOWED BY CALEB AUSTIN. >> SO, I want to first off say thank you guys for this time. It's been long waited. Um I'm Andrew De La Torre. I

spent 4 years on the basketball team. I served as a captain for 3 of these years and I've basketball has been my passion. It's been my life since I could walk. And I devoted my life to the sport. Throughout my journey I've encountered numerous of coaches on my I'm going on my fourth now. However, my time at the school has been

marked by down challenges throughout my years and I've constantly been let down by the staff. Um it's been challenging trying to stay motivated stay motivated without the support and negligence of this program. We finally felt some sense of relief and hope from the Coach Corey. Um when he was hired as our coach he's made a significant impact in such a

short time. Helping me grow as a player, a student, and a person. He's installed hope in such a struggling environment inspiring not just me but me and my teammates to believe in ourselves when we felt like giving up. He has given me the confidence and helped me more than any coach has. If we're here advocating for our Coach

Corey's return, it's become the gen it's it's because we generally believe he is essential for our success and happiness. If the school and district truly cares about students and how we feel, bringing him back should be the only option. We deserve a chance for a fulfilling season with a coach who believes us. Thank you. >> To begin, my name is Caleb Austin and

I'm in 11th grade and play varsity basketball. I'd like to point out that I've only played 1 year on varsity and if the mistake is made that coach Corey isn't brought back, then our new coach would be the third varsity head coach in just 1 year of me playing. I believe this perfectly represents the issues for the basketball program because what

other schools are dealing with this? Other schools says I have media day, picture day and I've gotten their spirit packs and if Corey was still here, we would out we would have all those things. But because the front office abruptly fired him, as players are stuck with nothing. Not even jerseys and we have a game on Saturday.

I just want to play basketball with my friends and have fun, not be stuck in a cycle of having a new coach every year. Especially since we had the perfect coach in Corey. He was truly the best person for the job. I'd also like to share coach Corey's impact on me as a player and person. Corey is much more than just a coach to

me. He is someone I can reach out to for anything and I know he has my back and I value our relationship because I know he truly cares. Throughout our few months together, I've gone from disliking to truly appreciating all he does for my teammates and I. Corey brought the true varsity experience to life, something we didn't

have last year, which included team events to football games and team meals that involved everybody. Coach Corey also ensured we maintained excellence in the classroom and this was dispersed throughout the entire program. Having weekly grade checks to monitor progress and make sure if we weren't on track, we did all we needed to to raise our grades. On the court, he broke us of all our bad

habits and instilled confidence and leadership in the each of us. Personally, he has made me more vocal and I play with more confidence than ever. I'm sure all my teammates can attest to this because the record 11 and 4 shows the growth we've all had as a collective unit. No coach I've ever had has connected a team this well and

removing our leader this close to season is crushing for my teammates and I. Without Corey, we are missing the energy, focus and drive that we've had since he took over in August. He doesn't deserve any of what's happened to him. I speak for all my teammates when I say we need Coach Corey back. I ask you to be empathetic to what

my peers and I are saying and to seriously understand what the reinstatement of Coach Corey would do for the entire program. Thank you for your time. >> Riley Gresham, followed by Aaron Agundas. >> Um my name is Riley Gresham. I'm a senior at Sorry. Uh my name is Riley Gresham. I'm a senior at Chaparral High School. Um I played JV last year because of a

transfer from Florida. Um I've never I've had four coaches in my time of playing and I can say proudly that Coach Corey is the best coach that I've ever had. Um when I first got here, I had no summer. I had no summer in Florida and I had no summer my junior year, either. That's 3 years without a

summer and every single year turned out to be a bust. This year, we went out and during fall we had to play catch-up and we went 11 and 4, which is the best record that I've had in my 3 years of playing basketball with zero summer. Um I did not like Coach Corey whenever I first met him.

Um I thought he was stubborn. I'm not going to lie. Um but Coach Corey has turned out to be one of the best coaches that I've ever had and he holds everybody accountable for everything. Um grades and being a good teammate and just being a good person in general. He has funded uh team events by himself um

he he's never been in it for the money. He has always put money into us while um while not getting much in return. Um again, Coach Corey is the best thing that has happened to this program from going 0 and 10 on freshman last year, 0-10 on JV, and it was a very low record on varsity last year. And he has turned that

program around and has made it one of the best programs that Chaparral has ever seen. Thank you all. >> Aaron Agundas, followed by Angelino Munoz Christian. >> Hi, my name is Aaron Agundas and I am a junior on the Chaparral High School boys basketball team. I transferred from Vista Murrieta seeking a fresh start and an opportunity to focus on basketball

without the surrounding drama. Unfortunately, the transition has not been as smooth as I hoped. Because our head coach was not hired until midsummer, we were already behind and had limited time to prepare as a team. At the start of the season, however, we experienced significant progress. Coach Corey introduced a system unlike anything I'd been a part of before. He

He emphasized not only improving our skills on the court, but also becoming better students and better people. In all of my years of basketball, no coach has demonstrated the level of commitment, leadership, and genuine care that he has. He has personally checked in on me multiple times to make sure I was doing well, and his support has meant a great

deal to me and my teammates. In Coach Corey's absence over the past few years over pa- past few weeks, we have been unable to maintain the growth and momentum we previously built. With his reinstatement, I believe we can return to being a cohesive, focused, and high-performing team we were becoming. Our team has tremendous talent, and it would be a missed opportunity to not

reach our full potential under Coach Corey's leadership. Thank you for your time and consideration. >> Angelino Munoz Christian, followed by Ariel Arieli, sorry, Maddox. Sorry if I said that wrong. >> Uh my name is Angelino Munoz Christian. And I just wanted to say that I believe that Corey has been a blessing to everybody on his team and the impact

that he's um that he's given us. The reason why I'm up here is because well, what's helped me be able to come up here is the life skills that Corey has taught me. He's told me to lead with more confidence and speak cuz he believes that um that I'm really intelligent and that I'm a good person. And that has helped me

in the classroom, outside the classroom, at work. And he has had such an impact on the rest of me and my teammates. And I've known Corey from when he's coached my brother to now coaching me. And from what I can see from my brother right now, he's had a long-lasting impact on my brother. When I've when I've been coached by coach Corey or

since I've been coached by coach coach Corey this year and last year cuz my brother was on the uh coaching staff. I've This has been the happiest couple of years that I've had since growing up. And I believe that Corey should be reinstated. I don't think that he's personally has done anything wrong. He's only boosted us up

and gave us more confidence in and outside the classroom. And academically, he's also helped me and my teammates. Even when I was struggling, he gave nothing he gave me nothing but a confidence boost and told me that I needed to work harder and that I needed to get my grades up so I could graduate. He wants everybody on his

roster to graduate. I don't think he's had one person in all his years of coaching that hasn't graduated. So, I I like he pushes us to be the best version of ourselves. And yeah, that's it. Thank you. >> A rally Maddox followed by Ronaldo Wilson. >> Hello, my name is rally Maddox. Uh I transferred from Great Oak High

School in Temecula. Um my time at Great Oak, uh I'm going to be honest. It was hard. It was hard for me. Every day by the coach there, I was treated and I I I was felt like I was nobody, like I was worthless. He made me feel bad. And I had to get It was like It was not

healthy for me to stay at Great Oak High School. So, I transferred. I I met Corey at Chaparral High School. I transferred to Chaparral High School. Corey has been nothing but great. He's has set a great example. Not only did he taught me basketball, he taught me life lessons and how to be a better man, a young man.

He is not only a family to me, he's way more. Words can't describe how much I love Corey. He keeps me responsible of grades. He has built brotherhood that that more than I can ask for. Right here behind me, these are my brothers. I love them all. And um I don't know what I would do without them, especially Corey. Corey built

that. And yeah. That's it. Thank you. >> Thank you. Ronaldo Wilson followed by Tony Lisby. >> All right, good afternoon. My name is Ronaldo Wilson. Um just a member of the community. Uh Corey was my son's coach last year um at Liberty High School where my son currently still attends. Uh I think the biggest impact as far as a student that

had my son has is as a freshman he struggled with grades. He was having a 2.5 GPA. Corey came in, his GPA went from 2.5 to 3.4. He's a junior now at Liberty. His GPA is back to a 2.4. Um but let's step away from basketball for a second. Uh this year has been the worst year of my family's life.

Um uh my wife was diagnosed with colon cancer in 2019 and sadly we lost her this year um in May. But during that time from December when she was told that she'll be going into hospice care with in the entire school staff, there's only one person that constantly reached out to my son even to this day to check on him, to see how he's doing

mentally um has been Corey. Um you know, from now going from being married for 17 years to being a single parent, it's hard. And to be completely honest, my son would probably be a chaperone, too if I had the resources to move here. Uh but I do have a young daughter as well that goes to school inside that school

district. So, I'm not capable of moving. Um but it's not It's sometimes we have to step away from basketball. It's not about basketball. It's the character that he puts inside of these kids. Um I see it now like he has a new coach that's within the staff at Liberty that I've talked to once this year. Um I don't know any of the parents that

actually know anything about the new coach and he's just employee of the school. Um But, I think the biggest impact is is more than just basketball. It's the drive to push these kids to want to do more, you know, even last year with my son, he'd come home, he'd want to work out, he'd want to do the shooting machines,

he'd want to do stuff to improve. This year, everything he's doing, I have to force him. And it's kind of hard now being a single parent trying to navigate life with a 10-year-old and a 16-year-old daughter um 16-year-old son. I will say like, you know, losing Corey is going to be a massive impact. It's a massive impact for me as a parent inside

that school district not having that outside support. And Dr. Anderson, as you said earlier, that sports has been in all your life. So, you know how impactful a coach can be on a student's life, whether it's grades, their mental health, their physical health. Um you know, I truly miss him as a coach for my son, and you can see it now.

You know, it's it's just different. He's just he's a different kid now. The the impact's not there, and it really stinks not having that extra support as a parent while having a coach like Coach Corey. Thank you. >> Tony Lisby, followed by Joseph Lisby Phipps. >> I'm going to be reading just because this has affected my family more than

any of you will ever know. Sorry. My son tragically lost his father in front of us at 17 months old. He was murdered. My son recently tore his ACL in July. These are just two obstacles that my 16-year-old has already had to go through. I've sent numerous emails within the last few weeks to most of you on the board.

I came here because I wanted you to see my son as a human. To understand that he cares about this game, yes, but he's never been so impacted by someone in his whole 16 years of life. I'm black. My son is black. However, our skin tones don't match. However, in my family, same thing. My son has never once called any man in

his life a father figure until coach Corey. That's what how much coach Corey means to my 16-year-old. He is the only one that was able to bring my son out of some depression in July when he got his ACL torn. The only thing my son had in his 16 years of life to look forward to was basketball.

No coach in that entire 10 years of him playing has ever impacted him the way that Corey has. I will fight for Corey because he makes a difference in my 16-year-old's life. He makes a difference in my life. I felt like there's finally some kind of ease for me as a single mom to finally realize that there

is someone out there, and yes, he is black. So, that makes a difference to me, to my family, especially in the world that we are raised in. I can't do it. My brothers can't do it. My brother-in-law can't do it. The only person that has been able to influence my son such a positive way has been Corey.

He needs Corey. He can't even play this season. And unfortunately, that has impacted him. He continues to be impacted on a daily basis. Tina Miller doesn't give a damn. And I will say that because I was the parent that got kicked out of the meeting with her because I told her the truth. I told her the only reason she

wanted to have a meeting was because we pushed for it. She does not care. She showed that every single word that came out of her mouth during that meeting. The fact that she had to look towards the AD director in order to kick me out of the meeting showed that she didn't respect me. I kept asking her, "Do not address my

16-year-old. Address me." She showed disrespect. She does not care about these kids. >> Time. >> Thank you. >> Last speaker, Joseph Lisby Phipps. >> Sorry, one second. I have to turn on my phone. Um my name is Joseph Lisby Phipps, and I'm a junior on the varsity basketball team at Chaparral High School. Um Coach Corey has been like a father

figure to me ever since he came to Chap. When I tore my ACL, like basketball has always been my passion in life. Like I don't really know where I'd be without it. Like ACL, I thought it would be all over. I didn't know what I would do. And Coach Corey, I told Coach Corey about it, and he

he reassured me everything would be okay. He helped me through it, and he said he would like like help me with like rehab and like stuff like that. And for me personally, this just goes beyond basketball. Um when I heard that I tore my ACL, uh I kind of like I zoned out. Like my ears started ringing, and I didn't know what to do.

My mom tried to comfort me, but it didn't really help. He let me sit on the bench and watch practices, and made sure that I felt like I was still a part of the program. He motivated He motivated me to stay focused on getting healthy and ready for the next season. That kind of dedication and care is

rare, and it shows the kind of person he is. And that's it. Thanks for your time. Okay, we have no further public comment. Um I want to start by apologizing to Dr. Kamrassbi because he has worked as the board liaison with the parents, the coach, and the administration. So, I just personally apologize for um leaving you out of that. And he has

I He is a great advocate for for students and parents. So, um my apologies, Dr. Kamrassbi. >> Thanks. Thank you, young men, for speaking. Sign of character. Thank you, parents, as well. >> And Mr. Schwartz, I asked you to go to the meeting and you went, and he brought back good information. Um so, he will be discussing that in the

um meeting as well. Thank you for attending and representing Yeah, and he And you said you stayed after, and I think some people here had an opportunity to speak with Mr. Schwartz. Um lastly, I want to um address Coach Corey. Um We know you're an outstanding mentor and coach. Your character is not on trial in in my book.

Um People have Like I said, people have rumors about profanity. Everyone knows I have more profanity. Uh the public have come and protested my profanity. So, what we are determining is whether or not you boys are going to have a season next year. If we make changes, we have to get all this information in. Um I'm glad that you came and you

brought your your heartfelt stories. Uh Um, when the board finishes with their decision, I just want you to know that Coach Corey's character is not on on trial. We're trying to sort through a lot of information. And I think that everyone can say the priority is the players and the season. So, um, having said that, we will now

go into closed session. Thank you for your time.

>> Yeah. Do we have three board members? Yes, we do. >> Okay. I'd like to turn the time over to Dr. Woods. Thank you for coming tonight. >> Good evening and welcome. I understand we have some Battle of the Burgers recognitions to give out. Mr. Mike Marble Oh, it's red. >> Okay, here I am. I actually got to go to

this event. It was really great. Um, and what an amazing thing. I am looking forward to going every year now. And we have some of our uh involved participants who are here to be recognized tonight. So, I'm going to invite Mrs. Jenny Huder and Mrs. Amy Ricken up to do our official recognitions. So, let's welcome them. >> Good evening, governing board and Dr.

Woods and our executive cabinet. I'm the supporting director of career tech education here in the district and I couldn't be prouder of the awesome event that we hosted this year um in partnership with Pchanga Resort at Conceed and Visit Tmacula Valley. But mostly it was made possible because of our amazing Tmacula Valley students and our staff. This event was an amazing

success. Pause for a clapping. Pause for clapping. Um just a couple data points. We sold $440 tickets and after we cleared all of our expenses, we raised more than $12,000 to support our CTE culinary arts pathway at Tmacula Valley. So this partnership with visit Tmacula Valley and Pachchanga Resort and Casino is really important and I want to make

sure that we understand that they donate everything for us to be able to put this program on. And then our students and our faculty who work in that um culinary arts pathway reap all of the financial benefits. And we know in times that we're currently living in, things are a little more expensive at the grocery store. And so by working with um these

two partners who are incredibly generous, it allows our students more opportunities in terms of curriculum and content throughout the season as they're working with their amazing culinary teaching staff, Chef Malaysia Burrquist and Chef Ivan Flowers. I would also like to acknowledge our amazing district CTE team, our coordinator, Stephanie Medina, Jenny Huder, who is the heart and soul

of our CTE department. She supports our industry partners and our work-based learning opportunities. Um, if there's a person in TmAcula that doesn't know Jenny, I don't know who they are. Um, but she constantly is bringing in industry partners to work with our students and provide pre-apprenticeships, job shadowing, internships, um, amazing opportunities that help them prepare for life after high school,

whether that's college or career um, ready. And thank you for all that we do as a district to support the governing board, helping us support our executive cabinet, helping us support our CTE pathways at all of our middle schools and high schools. So, it's been an amazing event to celebrate. And tonight, we're going to announce the winners of

our loaded fry teams, which were incredibly competitive this year because Pachonga narrowed the focus a little bit on how many students we could take um behind the scenes and work in the kitchen. Um so, I would say that this is the most competitive group of fry winners we've ever had. Um so, I'm going to start with our judges choice.

First place, the fry title, Taste of Asia Fries. And our winners are Adrien Torres and Andia Shirani. So, come on up, shake principal Leon's hand, and get your certificate. All right. Next is our people's choice first place and the judges choice for second place fry title Mexican street corniaada fries winners Sophia Gooden Patty Rico and Megan Ta

>> a sample you had to attend in the battle of the burgers to get your samples, Mr. RC, next year. >> All right, our next group of winners, people's choice, second place, and judges choice for third place, smoked carneasada fries, winners, Dana Rodriguez, Selenus, and Jaden Kolan. And our final group of winners, people's choice third place, the Texmech barbecue

pulled pork fries winners, Tyler Shura, Bana Corno, Miles Ortiz, and Ash Chappelle. All right, congratulations to all of our winners. Let's give them one more big round round of applause. Mrs. Rick and I'm hoping that some of that money could be used to buy a Texas offset smoker for CTE program. I know one board member would be happy.

>> Okay. A smoke. >> That's all right. That's good. Yes. Thank you. Good evening and welcome to the regular open session meeting of the Tmacula Valley Unified School Board of Education on November 18th, 2025 at 6 PM. In attendance this evening are Dr. Melinda Anderson, Mr. Emil Barham, Dr. Joseph Kamaroski, Mr. Steven Schwarz, Mrs. Jennifer Wearsma, and Mrs. I'm sorry,

Miss Melissa Chai, student board member. We also have Secretary to the Board, Dr. Gary Woods, and executive team. We will now have the pledge of allegiance to the flag of the United States of America and to the republic for it stands. At approximately 9:30, the governing board will determine which of the remaining agenda items can be considered

and acted upon before 1000 p.m. and may continue all other items on which additional time is required until a future meeting. All meetings are scheduled to end at 10 pm. Items considered in close session for action in open session. We'll give Mr. Schwarz just one minute before we do. Okay. Close session item E1A. I call for a motion and a second to approve the

recommendation of the administrative hearing panel regarding the following student expulsion matter number 36223 suspended expulsion. Do I have a second? >> Second. >> Len >> Schwarz. >> Yes. >> Where's >> Kamroski? >> Barham? >> Anderson? >> Yes. The motion is adopted unanimously. Um I have one quick statement to read. and welcome to tonight's meeting. We value your participation and look

forward to hearing from our community. To ensure an orderly and respectful meeting, I'd like for us all to review the following guidelines. Please treat all speakers, board members, staff, and attend attendees with courtesy. Public comments will take place during the designated comment period. Each speaker will have their allotted time to share remarks. Comments should relate to matters within the board's jurisdiction

and we ask that you stay on topic. Disruptions such as shouting, interruptions, or aggressive behavior are not permitted and they inter interfere with everyone's ability to be heard. Our board designate Brian Pastor has been authorized to act on bea on behalf of the board in enforcing rules of decorum. Mr. Pastor is empowered to determine if and when individuals may be

asked to leave. Please be reminded that it is the board's duty to maintain safe and respectful environment so that all voices can be heard fairly. Thank you for your cooperation and joining us tonight. Thank you, Melissa. >> Thank you, Dr. Anderson. Right. Good evening, everyone. I'm about 5 months into my term as the district's first student board member, and this role has

taught me more than I ever expected. Not just about policy or governance, but about people. I get to sit on this DES and see the big picture of our district. And then the very next morning, I'm back in the student parking lot, grabbing my backpack and walking through the hallways at Chapra like any other senior. That contrast between being here

and being there has given me a very real understanding of how change feels in our community. Students feel it, staff feel it, families feel it, and I feel it, too. Every morning when the bell rings, I'm reminded that graduation is coming closer. Whether I'm ready for it or not, we're all stepping into a future with new faces, new responsibilities, new

expectations. Some days that excites me. Other days it scares me. And I know a lot of students feel the same way. Because change, even the positive kind, asks us to let go of something familiar. But I've learned that while we cannot control change, we can control how we meet it. Across our district, on every campus, things evolve constantly.

Programs shift, people transition, traditions adapt, and when something changes that we didn't expect, it's natural to feel uncertain or emotional. Sometimes it's tempting to hold on to what we know, to stay grounded in what feels safe. But the truth is, we rarely ever get to see the whole story when change happens. What we do see, what we

do experience is how we support each other through it. And that support is what makes this district strong. I've watched my classmates lift each other up during stressful weeks. I've seen teachers adapt to challenges with resilience and compassion. I've seen how parents show up again and again because they want the best for their children. And I've seen administrators make

difficult decisions with the future in mind even when the present feels uncertain. All of that reminds me that change is not something that happens to us. It's something that we move through together. So tonight I want to encourage all of us, students, families, educators, community members to approach change with openness instead of fear. to look for growth instead of loss, to seek

understanding instead of assumptions. There's always a silver lining, even if it takes time to find. And there's always something to learn, even when we least expect it. And there is always an opportunity to move forward. It's not going to be perfect. It's not going to be without difficulty, but we'll move forward stronger, wiser, and more connected than ever before. As we

continue into the rest of this school year, I hope we all choose the path that leads to growth. I hope we welcome new chapters with grace. And above all, I hope we remember that the way we face change says a lot more about who we are than the change itself. Thank you. Um, we now have a readout of action

taken in close session. Action taken in close session must be reported to the public once close session ends. Today's closed session began at 3 p.m. The board of education took the following action in closed session. Mr. Barham. >> Thank you. It was moved by member Anderson and seconded by member Schwarz to approve the separation agreement and release between the Tmacula Valley

Unified School District and Dr. Gary W. Woods effective January 1st, 2026. The motion to approve was adopted with a vote with a vote of five to zero. It was moved by member Anderson and seconded by member Schwarz to approve the subtle agreements for classified employee number 341685 effective November 10th, 2025. The motion to approve was adopted unanimously with a vote of 5 to zero.

It was moved by member Anderson and seconded by member Kamaskki to approve the confidential settlement agreement between Tmacula Valley Unified School District and Kronos, a UKG company. The motion to approve was adopted unanimously with a vote of 5 to zero. It was moved by member Schwarz and seconded by member Kamaroski to approve the settlement agreement for LB. Uh the

motion to approve uh was four with one abstension for adopting one abstension. It was moved by member Anderson and seconded by member Schwarz to approve the compromise and release agreement. This motion was approved and adopted unanimously with a vote of five to zero. That's all. Thank you. >> Thank you. And then Melissa Chai will introduce our student organizations.

All right. As your student board member, I have the honor of introducing tonight's student spotlight. Each month, we have the opportunity to highlight our amazing students from our schools who remind me why we do what we do. And just a friendly reminder, our spotlight speeches are limited to three minutes. From Chaparel, we have Brillin Walker and Maline Fox.

excited to share what our Puma family has been up to. Yesterday, our ASB class had the privilege to attend the Kata Leadership Conference. They spent the day learning from student leaders and came back inspired with new ideas to bring to Chapperel. >> We have had our falls giving donation drive happening since last September. Students and staff donated non-p

perishable food items to support local families in need this holiday season. November 12th, our students packed the donated goods as care packages for Operation Christmas Child. It's been heartwarming to see our campus come together in the spirit of giving. >> Our intramural dodgeball tournament has finally concluded. Congratulations to the baseball team on the win. >> We also celebrated senior night for our

football team during our home game against Roosevelt. Friday the 14th. We face Shamanod in round one of CIF and won in a high score high-scoring game 63 to 42. >> Unfortunately, our football our football team lost the round two of CIF in a close game against Louisinger High School. Three of our clubs, Club America, Student Venture, and Turning

Point put together an amazing Veterans Day thank you event during lunch. Their letters were taken to a veterans affair office for distribution. >> We just celebrated Red Ribbon Week with themed dressup days, lunchtime activities, and a strong message of living drug-free. Each student received a drug-free wristband and a pin for participating in Red Ribbon Week. We also hosted our middle school outreach

program, welcoming leadership students from James L, Bella Vista, and Summit Academy. They played games and activities that involved sharing ideas and leadership development. We just celebrated Midnight Madness last Thursday. Students packed the gym for a night of basketball, games, performances, and school spirit as we kick off the winter sports season. Thank you again for your time and for your

continued support of our programs, students, and campus culture. Please enjoy this please enjoy this video we put together for you. Everybody, let me tell you about my love brought to you by an angel from above. Fully quit with a lifetime guarantee. Once you try it, I am sure that you'll see. There's no reason to live without you.

>> What would I do with the love I give? Thank you, Chapprell. And from Great Oak, we have Abby Huth and Cadence Lane. Good evening, board. It's nice to see you guys again. Here's November at Great Oak. This last month has been full of hard work and celebrations. Back in October, we competed in M at MV for flag

football unified games. All of our athletes showed so much heart. Seven of our student athletes signed last week on National Athletic Signing Day. On Monday last week, a few of our WSB students went and visited the Nixon Library for our prom venue. They said it was gorgeous and we are looking forward to prom. We celebrated red ribbon ribbon

week with a meme day, PJ day, and red day. We really love seeing all the silly memes. We also hosted a bring your own bowl where students brought a bowl from home and they got ice cream for free. Our boys our boys in football have ended their season, but they made it to round two of CIF. In cross country, our girls

won league and are looking to looking forward to racing at CIF finals on Saturday. Peer leaders went to our elementary schools and continued with the first lesson, teaching students never to give up and encouraging students to believe on themselves. They also hosted Red Ribbon Week, where students pledged to stay drug-free and celebrated with a bring your own bowl ice cream

day. Mental illness awareness week featured informational boards that highlighted different mental illnesses and worked on our and worked to dis distigmatize them. Also, we handed out fun fidget toys. Hindu Heritage Festival was hosted with our Hindu Yuva Club. Filipino American History Fest was hosted with our Filipino Culture Club. And this month we have our Native American Culture Fest with our

Indigenous Club. And that's it. Thank you guys. That's okay. See if I can knock me down in bed. I came right back on my feet again with your best shot. Why don't you hit me with your shot? Thank you, Great Oak. And from TV, we have Megan Hammond and Kenzie McMacken. Good evening. Thank you for having us

here tonight. There have been so many fun events and plenty more to come. We're so excited to share what TVHS has. I'm Megan. And I'm Kenzie. Our boys water polo team has been fantastic and made it all the way to CIFF Championship game. It was the first time in school history that our team went to the final

game. It was a heartbreaker losing by only one point, but they've got another chance in the state playoffs. They're currently playing right now across the street against Granada Hills. If they win, they'll be back at home on Thursday. We'd also like to give a shout out to our girls volleyball who made a division 1 quarterfinals. Boys cross

country did great at league finals. Ryan Lopez and Jackson Price were named all league first team and Grant Thur and Jordan Malbero and Logan Cool placed all league second team. The boys team complete competed in CIF finals this last weekend. As the fall season sports wrap up, winter season rolls in. Tomorrow evening, we have the annual marvelous show with over two over 20

special education students from Chaperel, Great Oak, and TVHS. It's been a pleasure having all three schools work together. The group dance is amazing. Last week, we distributed our academic pins. Those that received a 3.0 0 GPA or higher on the 9week progress report or improved their GPA by.5 since the last progress checked, received an academic pin for their achievements. We handed

out 1900 3.0 plus pins and 430 improvement pins. Students get to bring their pin slips to our fall drive-in movie to receive a free treat. We have concessions and a few trailers. It's a real drive-in movie experience. Our 7v7 flag football inter mule began last week and continues this week. We have 11 teams with our best matchup

between the football team and the basketball team. It's a great competition. Lots of students come out to watch during lunch. Drama's production of You Can't Take It With You finished last week. It was an amazing production. Our stage tech crew went above and beyond. The set was great and the show had some really funny situations. TVHS is excited to be a part of the

Electric Light Parade on December 5th. ASB Golden Valley Regiment Cheer Dance and Ballet Folk Glory are all representing TV and can't wait to show our Barry Mary spirit. Congrats to our science Olympia, the winners of the GPA championship. They had the highest average GPA or any group on our campus this fall. Our Dancing with the Bears Disney was last Wednesday and so much

fun. Next up for dance is Valley Fusion in December. On Halloween, the seniors hosted trunk or treat for all the 9th through 11th graders. The class of 2026 went all out this year with some amazing decorations. It's the a generous thing for our seniors to spend money on candy. It's not cheap. We even had a car hand out

Chick-fil-A nuggets instead of nougat. They went fast. >> Thank you, and we'll see you next month. Go Bears. Thank you, TV. And from Rancho Vista, we have Gina and Manon and Sophia and Gulo. It's been a while since you've heard from us. Our last update was back in September. So, we're excited to share what Rancho Vista has been up to during

the month of October. To start, our entire campus took part in a daily ghost hunt. Each day, little 3D printed ghosts were hidden around the site and students had fun searching for them as part of our Halloween activities. We also hosted a fun tattoo staff fundraiser where students purchased temporary tattoos for staff to wear. On Friday before lunch, our staff showed

off their tattoos in a mini fashion show at lunch. It was definitely a highlight. Another big event was our flag football team color challenge. The great team came out on top and earned the chance to play against the staff in the next matchup. October was also spirit month with Red Ribbon Week. We had great participation with themed days like Monster Monday,

Twin Tuesday, Wicked Hot Wednesday, Throwback Thursday, and Costume Day, Scare Away Drugs Friday. During spirit week, we also hosted a blood drive on October 28th where both students and staff donated to live stream. The very next day on October 29th, we celebrated our fall festival. For fall festival, we were on an activity schedule during the school day with booths like soda ring

toss, mummy wrap, and pumpkin bowling. Later that evening, the fun continued as we opened the festival to families. Students brought their siblings and parents for games, prizes, and fall treats. We also held a pink up pop-up spirit day to support can cancer awareness month which was meaningful to both staff and students. In honor of our Hispanic Heritage Month, our Latino

Unidito's club sold yellow flower grams as a celebration of Mexican culture and friendship. And finally, to close off the month, we hosted a pumpkin pie, a pumpkin painting event during lunch and a fun, creative way to end October. We also had a career day where all students were able to learn and figure out what they want to do in the future.

We also celebrated kindness day. Students wrote uplifting notes to each other and even themselves. the whole school felt more positive and it was a great reminder that a little kindness goes a long way. And lastly, we hosted our super fun pie eating competition. Students and staff went head-to-head to see who could finish their pie the fastest. The crowd was loud and the

energy was high. It was definitely one of the most entertaining events of the year so far. >> That's all for now. >> Right. Thank you all students. Now it's the time to recognize the important school organizations that supports our students and staff every day. So first from our teachers association we have President Edgar Diaz. Good evening everyone. Happy happy

Tuesday. Right before we go on break, a very much needed rest from our classified and certificated staff. They're all waiting. Can't wait to get there. I'm sure our students are are doing as well. Uh today I wanted to mostly speak to you about December 2nd. December 2nd's the 50th anniversary of Individuals and Disabilities Education Act, otherwise known as IDA. Before IDA

was passed in 1975, um only one in five children with disabilities was educated. More than 1.75 million children with disabilities were excluded from public schools. Children with disabilities were often institutionalized where they received little to no education. Parents who kept their children with disabilities at home had no support and few options for education. States were legally allowed

to deny access to students with disabilities because they couldn't accommodate them. IDA required schools to provide equal access to education for all students with disabilities and provided federal assistance to make necessary accommodations. In 50 years, the promise of IDA evolved to provide inclusion to students for a free and appropriate public education, accountability, and equitable access to instruction and parent and student

involvement for individuals birth to I think it's 26 years depending on where they're at. And all that was enforced by the Department of Education. While the education side is delivered thanks to the advocacy of educators and their unions across the country, 50 years later and we continue to wait for the federal government to fulfill its promise. IDA promised federal funds to

pay for 40% of the excess cost to identify, assess, and support students with disabilities. 40%. TBSD is appropriated $6.5 million currently with an estimated appropriation of about 20 million, which is what it should be. That is a gap of $13.5 million. That is way less than 40%. The difference comes from the general budget that we receive from California.

IDA is run for the department of education to protect students rights to an education. The special education department is now decimated though. The talk that is shifted to different federal department. But what will they know on how to educate a student with diverse learning needs? to TVSD. The underfunding con contributes to increasing safety concerns in our classrooms. With I think one in four

students, we're closing in on 20% or one in five students, we're closing on 20% of students that have an IEP. And so that means that there's a shortage of funds coming into the district and also a shortage of support staff and burgeoning case loads for teachers. This inacts impacts service minutes and compliance with IEPs. Special education classrooms are forgotten when rolling

out new programs and teachers are expected to deliver the same instruction to a diverse group of learners. Many times technology is outdated or incapable of the new platforms for assessment. Our special education teachers and staff are asking for the support they need to help students be successful with appropriate staffing. There's less safety and compliance concerns. Join us on December 2nd. Wear

a blue shirt and a gold ribbon. And reminder to keep all cuts away from classrooms. Thank you. And from our PTA, we have Stephanie Mcoli. Good evening. I'd like to take this opportunity to highlight some of our individual PTA's accomplishments so far this school year. These are just a snapshot of the many programs our PTA and PTSAs host at 25 of our schools in

TBUSD. Leavia Elementary is celebrating 20 years as a PTA. They had a successful back- tochool bash where students got to meet their teachers and create their very own Leo the Lion. They currently have 100% teacher membership which which is a reflection of the heart's commitment and belief in a school community that their teachers have. Paloma Elementary has seen more support

and parent involvement than ever before. Their membership coordinator, Sherry, has been hard at work involving students and parents. Every single class has earned a prize through their participation in the membership drive. They have also been able to fund new murals on their two ball walls. They are now extremely bright and colorful, adding spirit and fun to their school.

Veil Ranch Middle had an amazing walk-in roll to school event attended by Bike Tmacula Valley, caught with your helmet on, and Mayor Calfus. Each student who arrived at school wearing a helmet was given a gift certificate to a local restaurant. As the school with the largest number of ebikes, the PTSA at Veil Ranch is committed to promoting

safe riding in the community. Vintages Elementary had a successful fund run where they were able to exceed their fundraising goal, allowing for additional low to no cost events for their school community. They also have 100% teacher membership, a reflection of their teachers continued dedication. Tmacula Luiseno hosted a family kindness night where they participated with their local em with their social emotional

team to create several activities that encouraged conversations and overall kindness. They are also collaborating with Great Oak High School's EI team to host a holidays around the world event. Veil Elementary hosted their annual harvest festival where Tmacula Valley High School's JOTC dance team and marching band all performed and engaged with students. Many schools hosted trunk or treats in October, giving families

the opportunity to engage with their school community in a relaxed and fun environment. TVCPTA is hosting their annual National Reflections Art Program Awards Ceremony in December. This night allows us to celebrate all the students who have advanced in the program. Student success and strengthened school communities. Decades of research shows that when families are engaged, students have better outcomes in all areas from

grades and attendance to social and emotional well-being. On behalf of the PTA and PTSAs in TBUSD, thank you for your continued support. We look forward to seeing you and other families at our next events. Thank you all for the work you do to keep our school strong. And at this time, do we have any student comments? >> All right. And then briefly, I just

stated that mo action taken in close session is read out in open session. If there's no action taken, then we don't have anything to read out. But I w I did want to clarify that the board considered the changes made to the Chapperel High School basketball team in closed session and no action was taken. Um, we have one public comment for

consent. So, um, uh, I'm commenting on the, uh, warrant list. There uh is a amount of $67,000 for AALR. We've had $229 working days from December 15th and that is about $292 per day. That means you've been spending an hour with the lawyer every day pretty much from the day you guys were sworn in. Um with no benefit

for the students. When I say don't get involved in unnecessary culture wars, this is what I mean. 67,000 nothing to show for it. $300 per day could buy a lot of things for elementary schools. Equipment for kids. There is a lot. $67,000 down the drain. Thank you. Thank you. Okay. All right. Um and then I pulled the

warrant list as well. So because I was I wanted to address that. Um, I went through I went through the warrant list and um I feel like this is not even a very aggressive um I went through through the bills and I signed them off and I want to point out that $36,410 has been spent on cure and corrects and

complaints against board members um and mostly Brown and Brown Act complaints that we cured and corrected one event and the rest of them were found not to be in violation of the Brown Act and we've had several complaints against board members. So as board president I am not an attorney and one thing I do is I forward in fact I

have to forward the complaints the Brown Act complaints to the attorneys for review. If someone makes a complaint about a several meetings, I think we had one that was like eight different complaints in one letter, then the attorneys have to sit down and go back and watch those meetings and that's hours of attorney time. So, my plea to the public

is to reduce the number of Brown Act complaints because we have had to cure and correct one time. The rest of them were not found to need um correction. I noticed that some people chat GPT their um complaints. I recognize them when I see them because I too use chat GPT and chat GPT will give you what you ask for. If

you ask for a letter validating your complaint, then chat GPT will give that to you and then when I send it to the attorneys, we find out that it's actually not in violation of the Brown Act. So, I'm going to ask the public to help reduce these fees as well. I also want people to know that we use this law

firm for se several different things. So, so it's not just um it's because you're the 67,000 that was separated from the superintendent. Okay. Okay. Um this is privileged information, but any board member that wants to look at the um invoices can look at the invoices for their own clarification. So, but that's what I found is a majority of this is um complaints and

cures and corrects, hours and hours and hours. And just to clarify a question that someone had um regarding our attorney policy, if the attorney is going to present in close session, then I usually don't send an update or a brief summary of the conversation. I will ask, are you going to discuss this in close session? And I

think it's better that the attorney discuss it rather than me send a two sentence. I I can start sending the attorney will discuss it in close session if if people want that. So that's it. >> Okay. >> I have some comments, but go ahead, Mrs. Wears. >> I was just going to say I have one item to pull on the consent calendar, and

that would be number three. >> Can Can Mrs. Wears Mcman, can I I want to stick with the legal though, if it's okay. >> Can I Okay. >> Okay. >> Um, so I actually looked at the invoices myself. And first of all, I found the invoices, with all due respect, Mr. DeMarco, I found the invoices very vague. It was hard to keep track. It was

hard to track exactly what was happening in terms of Dr. Anderson's um um interactions with your law firm. Um I saw things on there like um boardmanship matters. Um you know, >> Mr. Birham, you have to be really careful because it's a privileged document. >> I am. I'm I Well, they there's nothing privileged there because it was it's I'm

making the statement that it's very vague, but I do want to point out that $62,000 in September and October were related to the board of education, not to anything else. Um, and we need to be better, in my opinion, we need to be better stewards of the taxpayer money because I I see twohour phone calls. I've never had a

conversation with an attorney for two hours. So, I question what is being talked about for two hours and I see multiple conversations like this. I see um things like conference office regarding board issues. I don't know what that is. Um, and I think what needs to happen is I think what needs to happen, Len, can you please put up the

uh the policy? I >> please and and this is to help us be better stewards of the taxpayer money, which I don't feel we have been in this particular area. So I would like to point this out so that whoever is in the seat of president whether it be you if you continue Dr. Kamaskki or whoever it's going to be can you please

highlight that item that we talked about? >> Oh >> yes because I would like everybody to see this. Can you highlight it please? >> Is it there? >> Okay. I can't see it. There it is. Does it say the board president may act may not act alone when conferring with legal counsel? When when when we made this policy and

passed it in January, this was a safeguard to protect the taxpayer money. And I remember you, Dr. Anderson saying I feel the pinch. Okay. So I'm ask you know when I call an attorney. So I'm I'm calling upon you if you remain in the seat or for anybody else to feel the pinch of calling an attorney. And I've

also talked with Dr. VeZ because I feel like she has a responsibility since she's part of this board policy. She's part of the internal control here that if she says no, we have to respect that as well. Okay? Because we have talked about this on this day that it is not typical for a board president to be

conferring with attorneys. It is typical for the superintendent to be conferring with the board of attorneys. So, all I'm saying is let's try to do better. Mr. Mr. DeMarco, if we could get some spec, you know, better. I mean, I I'm I'm addressing you. I don't know if I'm able to, but I would like to see some spec,

you know, I've reviewed like our general legal counsel invoices, Mr. Huff. >> They're good invoices. Thank you. >> May I have one more minute? Is that okay with the board? Can I just take one more minute? >> Um, I agree with you, Mr. Barham. Um, when there's complaints like I'm gonna file an FBI blackmail complaint against a schoolboard president and send it to

the FBI, that takes time out of I I I'm not going to address that. I send that to the attorneys and I say, "Here's another complaint for you." In fact, you can look at my emails. They literally say, "Here's another one. Here you go again. Here's another one." and then they research them and they come to close session and address them. So I

think as board members we can all work better. We should be careful about what we also put on the agenda regarding attorney um because that wasn't was expensive too. Okay, >> that's all I have to say. Okay, Mrs. Where's my Did you want >> Go ahead. I'm sorry. Go ahead. Sorry. >> Not with this topic. I just have number

three that I'm pulling. Yeah. So, I want I would like to just say one more thing that if you or anybody else who is sitting in the seat can comply with the last part where it says because what what the last part says is if you're going to call an attorney, write out who you're going to call and

why because it it keeps the board informed as to what's going on in terms of the legal issues that we're dealing with. and you're the only person unless we get permission that is talking to the attorney. So, if you could, it'd be great if you could follow that part of the policy so that we're kept informed in the future.

>> And and I'll do better. I've been trying to do better with that. Um, sometimes the attorneys report in closed session. So, I ask, "Are you going to report in closed session?" And I assume I've actually mutually said like, "I'm not going to send an email. I'll let you report because it's more detailed and I feel like I'm not

>> Okay, no problem. >> It would be through the grapevine so I might muddle it allowed them to I just want us to do better here. >> I I agree with you. I'll do better. Okay. Um we're going to pull item number three for Mrs. Wears. >> So this I'm not going to go into detail with, but basically I'm not prepared to

ratify a coaching situation. We can't talk about personnel issues, so I'm not going to. But that is why I pulled it and my vote will reflect that. >> I echo I echo exactly what you just said, Miss Worma. >> Okay. Um, was there any other items pulled from consent? So, I'm Let's see. I move to approve consent

items 1 through 32 with removing number three. Do I have a second? >> Oh, wait. Did you want to pull one? No, we're not removing it. We already heard the objection. >> Oh, did you want to remove it and approve and vote on it separate? >> Oh, you want to vote? >> They want to vote on it separate.

>> Oh, it's okay. It's okay. Not a big deal. So, we're going to we're going to just remove number three so we can vote on it se separate. Um, you have a second. >> Yeah, I seconded your motion. >> Okay. Len, >> yes. >> Where's no? No, no, this is to vote in items outside of number three. One and

two and then all the rest. >> Okay, let me correct myself. That's yes. Everything but three. Thank you. >> Kamroski, >> yes. >> Barham, >> Anderson, >> Student vote, >> Okay. So, the motion is adopted unanimously. I move to approve. Did you have any other comments on personnel item? Okay. I move to approve personnel item listing um 1118 2025. Do I have a

second? >> Second. >> Len >> Schwarz. >> Yes. >> Wearsma, >> no. >> Kamoski, >> Barham, >> yes. >> Anderson, >> Student vote, >> I'll pass on this one. >> Okay. So, action item number one. Did we Did we switch these around or is the December board meeting still? >> Okay, Len, we switched stuff around. So, keep me

>> keep me on track. Do we have public comment on December? >> Not on number one. >> Okay, Mrs. Mrs. Wears, I'll turn this over to you. >> My situation here is pretty simple. We are looking at P1, the December board meeting date and certification. My work calendar had not been put together when we decided on a Friday

evening for a board meeting. And what I'm respectfully asking is that we figure out a new day and time. I would also like to add that if we're going to do the organizational aspect, which we have to do, I'd like to request that it's a little later in the day versus a one or two o'clock so that people have

the ability to speak into that. I think it's really important. So, I do apologize. On the 12th, I'm running a huge event and there's no way that I can be here, but I want to be able to be at a December meeting. So, I don't know what we can discuss. I'm pretty flexible on other dates, so I'm hoping we can

come to a consensus on that. Mr. Schwarz, can I ask when do you leave to go out of town? >> On the eth. >> Um, can we look at maybe the fourth or fifth? I hate to kill a Friday night. >> Fourth. >> That's a Thursday. >> A Thursday. >> The fourth is a Thursday. Which would be

better than a Friday during the month of December. There's just too much. >> Would you be able to do Thursday? >> I could do a Thursday. >> Um, is there anyone opposed to rescheduling the meeting on Thursday the 4th? I have to skip my trail life mountain line leading, but that's fine. I'm good. >> And if you want to do it later, if it's

more convenient, that's fine, too. >> It would be still with a work day if we can bump it a little bit later. >> Five o'c. >> Oh, yeah. Yeah. >> Okay. So I have I have I have a question. >> So are we going to do the special meeting that we talked about in close session on that day,

>> right? >> We could like come in at three or whatever earlier. >> Yeah, because Mrs. Dr. Biz is saying yes. >> That would be my preference to do that. We can just start with that. I think that would be the best thing to do. >> Can I ask do we need a special meeting or can we start closed an hour early?

Um I >> Yeah, let's just start closed. We don't need a special meeting. >> That's fine. >> Okay, >> we're going to start closed at four then or three. >> Three. >> 3. That gives us an hour. >> That works. That works. >> Okay. >> And if we need more time, I'll vote for 3 I mean 2:30 too. I mean, whatever.

>> Yeah, >> I think that'll be better to change it than have Mr. Schwarz here for the Okay. So, >> officially that is only that is our only board meeting in December, right? That is the big Okay. >> All right. >> I think we have consensus. Do we I don't think we need to make a motion >> before you vote.

>> There's one other challenge. We have to have the December 1st interim budget report December 4th. Um is it a possibility to tack that on to this meeting? So that's a really really tight timeline to try to get budget done because of the holiday. Um and everything would have to be posted by Monday and available to the

public by Monday, which is less than two weeks from right now. And um so there's a poss I'm going to see how much we can get done by the end of the week this week, but there's a possibility that we might need to have a special board meeting on that Thursday night. um just for the budget that would buy us two more days to post

the budget for public viewing. So >> let me ask council. So Tony, the idea is we would have the reorg meeting on the 4th. We would also post a special meeting for the 4th following this meeting. >> We don't need a special >> which means we could regular meeting. >> Just make it a regular meeting. >> Well, the problem is the posting though.

See, that's where our concern is. We don't want the 72 hour. >> So we can do a 24-hour posting. >> You think we can do that? Double them up. >> You can have a special before your regular. >> Okay. >> Okay. So the meeting is all on the 4th, but to buy Mrs. Lash more time. We're going to just

post two separate things. We're going to post a special meeting and a regular board meeting, but it doesn't change anything for us. >> Correct. Yep. >> That's what she's requesting. Yeah. Okay. Good. So, we have con we have board consensus to do that and I don't think we need to make a motion. >> But we do need a motion to certify.

>> Oh, we need a motion to serve it. >> Okay. I move to certify the new meeting date of December 4th at 3 >> second it'll >> to be held at the TV 3150 Rancho Vista Road. >> Second. >> Seconded. Uh, does anyone oppose? Then the motion passes unanimously. >> Very good. >> All right. >> Perfect. >> Do we have any comments on the TVUSD TV

member? Okay, >> Mr. GS. My apologies. I thought we were further up on the agenda. Uh, right. Okay. So the time invested into developing sitewide programs to address student needs is valuable and necessary. Our elementary and middle school teacher leaders appreciate the recognition by the district with the stipens provided by the SMOU. It provides the time for

them and the acknowledgement that they're put invest a lot of time into making sure that their students have their students and their school sites receive a lot of input from the practitioners that are in the classroom working with them. While this is an temporary that runs until the end of the year, we want to make sure we don't

forget our TK teachers. This group of teachers uh got really big this year. We had one site uh one one would be at a site. Now that we have three, four, sometimes we have number of the kindergarten teachers. So, we want to make sure that we're able to add a stipen for our TK teachers moving forward so that they can also be

recognized in these processes and these meetings as well. Thank you. Oh, and if I can take a moment, thank you for the conversions you did earlier for our for our temporary teachers moving to probationary contracts. I just want to come up another time to acknowledge that, but thank you so much. >> Thank you. So I move to approve the elementary and

middle school instructional leadership team ILT and professional learning community PLC lead stipens memorandum of understanding 1021 2025 between TC Valley Unified School District and Tmacula Valley Educators Association. Do I have a second? >> Second. >> Okay, >> you got it. >> Got it. Okay. Seconded by Dr. Kamaroski. Um does anyone oppose? Is there any discussion? And no one opposes. No one opposes. So

the motion is adopted unanimously. Um do we have any public comment on number three? Nope. Then I move to authorize resolution 2025-2614 for district staff to utilize the design build delivery project method under ED code section 17250.10. 10 for certain school facility projects districtwide. >> Second. >> Is there any discussion? Does anyone oppose? Then the motion passes

unanimously. Is there any public comment on number four? I move to adopt resolution number 2025-26-16 authorizing the district to utilize the best value procurement method pursuant to public contract code 2019.8 for applicable construction and modernization projects exceeding $1 million. Do I have a second? >> Second. >> Does anyone oppose? There's no discussion. Then the motion passes unanimously.

Do we have any public comment on number five? All right. I move to approve the new cert certificated administrative job description assistant director of compliance. Do I have a second? >> Second. >> Is there any discussion? >> I do have a couple of questions. >> Okay. And I don't know who the point person would be to answer these. I I

know there's been some change um with compliance and so forth. And I understand this assistant director position, but then as we look at what it won't handle. I'm wondering if someone could remind me what's going to be done as far as the PAS and requests that come in. Did we say we're having texts handle that or I just wanted a reminder on what

that looks like now? Great question, Miss Whisma. So, the reason we are proposing and recommending that this position go to an assistant director position, this position is actually currently director of compliance and as you'll likely recall, uh was held by Mr. Michael Marble, who is now our marketing innovation communications officer. Uh so, uh that's kind of the um public relations area. In

the past, public records were actually uh assigned to that position. So we are going back to that format and as such because it's impacting then this job description we recommend this one go to assistant director of compliance and Mr. Marble's office will uh continue to work on public records and that involves things like email communications um district records potential text

communication for school district business and things of that nature. But I'd be happy to continue to work alongside Mr. Marble as we have in the past as it relates to those specific duties. But given that change, we recommend that this position go to assistant director. Are there any other questions? All right. Does anyone oppose the motion? >> Then the motion passes unanimously.

>> All right. Public comment on two. >> Okay. We have two public comments on item number six. >> First, first up is Caroline Hoffman, followed by Sarah Bell. >> I want to address the CSBA delegate assembly nomination, which is a 2-year statewide commitment April 26 to March 28th. This role is supposed to represent the district, not serve as someone's

campaign proper political stepping stone. So, let's talk about who's actually appropriate here and who very obviously isn't. Jen and Joe have given us a master class in how to prioritize personal politics over district needs. There's a way to turn if there's a way to turn routine governance decision into political billboard, they'll find a way. And now that it's election season, I

anticipate they will suddenly care about statewide representation. They want something flashy to slap on a mailer. The CSBA delegate seat is not campaign troy, but let's face it, they will treat it as that. Emil, I'll give credit where it's due, has genuinely tried to support the district, but was appointed to fill a vacancy, and his future is uncertain. CSBA's timeline

makes that a real issue. We can nominate him now and then have to watch the district scramble if he's not even seated when the term begins. That's not planning, that's rolling the dice and hoping for the best. And once you apply the extremely basic logic of can this person actually serve the full term, we're left with two possibilities.

Melinda and Steve. Um Melinda, I'm sure she's trying. I really am. But her tenure as board president has not been exactly a showcase of strong leadership, steady communication, or even basic follow-through. If we're handing out awards for chaos management, maybe. But adding more responsibility when the current responsibility already seems overwhelming, that's not fair to her, the district, or to CSBA. Which again

leaves Steve, the one person who's not juggling re-election drama, not trying to use the position as campaign glitter, and has actually demonstrated competence without turning every task into a spectacle. So if the goal is stable, capable election year free, dramafree representation, the choice should be obvious. Nominate someone who can serve the full tune, do the job, and not turn

CSBA delegate seat into their personal political stage. Good governance isn't complicated, but some people really try their hardest to make it that way. >> um I wasn't aware of the and Sarahel. I wasn't aware of the previous speaker and what she was going to say and it echoes mine quite a bit. Um, I just want to thank the board for um, being thoughtful

and mindful and I hope that this is also the case um, when selecting a nominee for the delegate assembly because this role represents our entire region at the state level as you know and so it's important that the delegate reflects our commitment to collaboration not individual you know goals and desires. um that the person can be professional

and keep the focus on our students. Um there are board members that have proven and are more than happy to say that they're unwilling to serve in the best interests of all students and families. I don't think that's someone that you should consider nominating to represent us. um you know that the representative is a voice for our community and it

affects statewide decision-making which is therefore affects TVUSD. So I hope that you will choose someone who can res represent us with integrity, cooperation and a genuine ability to work constructively with all types of people and families. Thank you. And that's it. So before we start discussion, let me make the motion and get a second and then we can start discussion. And can I

well before I ask a clarifying question I move that the governing board if it so desires nominate candidates for the 2026-28 CSVA delegate assembly nominee to submit the completed biographical sketch electronically to the superintendent's office by Tuesday January 7th 2026. Do I have a second? >> Second. >> Okay. So up for discussion. Can I ask a clarifying question before we discuss?

>> Yes. Who are you asking? I >> I'd like to ask Mr. Schwarz because he's been a delegate. Can you please remind myself and the public once a candidate is nominated how the voting how the person actually becomes a delegate? I have forgotten. I can uh our region uh CSBA region is 18A which includes uh goes from Tmacula

which is the bottom of Riverside County up to um Riverside out to the desert. Uh I believe we have somewhere around 20 delegates give or take. Uh the delegate assembly is held twice a year, usually right before CSBA. So this year CSBA begins on December 3rd. The delegate assembly will begin on usually on December 1st. So it's usually

two days before there's a general meeting. There are uh and at that general meeting uh you vote for different uh people, different uh officers in CSBA. We also meet at we also met when I was a delegate as a group and talked about regional issues uh things that affected us. For example, um some districts could not deal with the electric bus mandate

because their district is so illy that by the time the electric bus went up to the top of the hill to pick up kids, it ran out of power. And so we had to advocate for those districts to make sure that their needs were included in what went on. >> Okay. Can I can I ask another question?

Sure. So is there is there a prescribed number of delegates that are going to be assigned to a region? >> I believe uh there are a number of vacancies. You're elected for two years. So anyone who was elected in 25 serves 25 and 26 and is if they want to be reelected is up for re-election in January. Those who were elected in the

even years are um ex yeah in the even years have another year to go. They were elected in 25 they serve 25 and they will serve 26. So there are x number of open slots and they are filled by the nominees. Usually there are more nominees than slots. >> So just because you're nominated doesn't necessarily mean you're secured a spot.

>> No, absolutely not. When I was nominated last year um I was not uh reelected. Um when Mr. Kamaroski was nominated, he also was not elected. People were elected. uh the x number of spots were filled by whoever got the most number of votes. >> Okay. Thank you. >> Sure. >> And e uh just to clarify each district

when the when the slate comes out votes for the delegates. So in January we will get a slate of all the people who are up for election and it will say there are say there are 15 candidates uh 11 or 10 or nine will be elected. I don't know what the exact number is at this point. Okay.

>> Okay. >> Thank you. >> Sure. Gotcha. >> Can I ask um anyone to raise their hand if they don't want to be a delegate? >> All right. Can I propose that we nominate the two board members that we did? Can I make a motion to do that that we did last year or do you want me

to make it individually? Individually. Okay. Um, I'm going to make two motions then because I'm going to nominate two board members. Um, I'll start with um Dr. Komoski. You'd be okay if I nominated you. I motion to nominate Dr. Komoski to be a delegate. Do I have a second? >> I will second that. >> Um, Len, >> do we get to discuss?

>> Oh, yeah. Do you want to discuss? I'm sorry. Plea, please discuss. I'm going to I I want people to know I'm going to nominate Dr. Kroski and Mr. Schwarz to be delegated. >> And just to be clear too, I'm gonna I'm gonna motion for Steve as well. So >> Okay. >> Uh M Mr. Barham, did you have any

discussion? >> Yeah, I'm going to discuss. >> So, I thought a lot about this. Um, I'm going to support your nomination because I do feel that even when you put it in chat GPT, it says that CSBA could stand a little bit of conservative influence. And I think we all know that. Um, so within the spirit of let's work

together, I'm going to support your nomination. That's all. >> I do have one additional comment. I would like to point out the irony of the fact that none of us at this point are going to CSBA. And if you're looking at nominating a board member as a delegate, that's aligned with the thought process that you go as a board member and you take

part. So I just want to point that out because it doesn't make sense. I would like to see Dr. Kamroski in that position. With the three years of experience you've had, you will be a great voice and you should be at CSBA as well. Anybody who wants to attend should be. So that may be a moot point, but

that will be a discussion. If they get nominated, um it's too bad that they miss that opportunity in December. >> The the election is not till January. So if you're nominated, you wouldn't whoever wins or is elected would not attend this one. It would be the spring one in San Diego would be the next one. >> I understand that. I'm just looking at

the alignment. That would make sense. If we're doing CSBA, we're doing CSBA. So, >> okay. Um, >> so there was a motion and a second. Len >> Schwarz. >> Yes. In the spirit of um working together as as Emil said, um although Mr. Kamareski and I may not agree on much except soccer and the San Diego football club. Um I Oh, thank you. I did

>> playoffs. I do respect his um his right to have his own opinions and beliefs and I agree with Emil. Uh we could use with a little bit more um >> I'm going to not say diversity a little more difference of opinion at CSBA. So I would vote yes for Dr. Kamroski >> yes Kamroski. >> Yes and I echo what Mr. Sorch said. In

fact me and him talked about it before uh even this meeting started after close session and I agree with Mr. Barham and I agree with Mrs. W. >> Oh, sorry. >> And there you go. >> Barham, >> yes. >> Anderson, >> Student vote. >> Yes. So, the motion is adopted unanimously and then you do you want me to make the

next motion or did you want to? >> I'll motion for Mr. Schwarz to be a CSBA delegate. >> Second. >> Is there any discussion? >> Go Schwarz. Lenny >> Schwarz, >> yes. Thank you. >> Wearsma, >> no. >> Kamaroski, >> yes. >> Anderson, >> Student vote, >> Barham, yes. >> Oh, sorry. I'm sorry, Mill. So, the motion is adopted four to one.

All right. The next one is revised board law board bylaw parliamentary procedures. And this was just um a recommendation by Mr. Dedric to update this language. Can you pull it up? >> We have it in our governing workbook, but not in the policy. And uh he just recommended to add this line to the policy. Do I have a I move to approve the

revised board law 9323.7. Do I have a second? >> Second. I have a second and a comment. >> Okay. And then Mr. Schwarz. >> Uh I took the liberty of doing some research about parliamentary procedure which I would like to share with my fellow board members. There were some things I never knew. For example, I didn't know there was a difference

between information items and report items. So I did take the time to print it out to give to everybody. And I think the next time we do our agenda, we should have information items separate from report items because they are a little bit different. So, if you could pass these down to uh the president and to Mrs. Wema.

>> Can you give these to Len so she can make them available to the public? >> Yeah, I'll give them to Joe and Emil. >> Just make sure these are posted. >> I'll give her my set because I have them on uh I have them on uh recorded. >> Did you get both? The front page and the

back. >> Yeah, I think so. >> Did you get them all? No. No. There's this >> two two pages. >> This one. You got this one. >> That one. You got the back one. Emil, >> I got Yeah, stick to the >> No, no, this one. Information and reports. >> Okay. I have it on my computer. >> So then we'll have him email those to

Len the public. I'll >> send them to you. >> Okay. Is is there any additional comment >> Mr. Barham? >> Okay. So I have a confession I would like to make. >> Uh oh. >> Do we have a pre >> that sitting up that sitting up here for the last year I have not felt entirely secure. And the reason for that is

because I passed off the knowledge and understanding of Robert's rules to someone who said that they knew them. And quite frankly, at the time, my head just wasn't there and my body wasn't there because I was ill and I just couldn't wrap my head around something as dry as Robert's Rules of Order. I didn't want any part of it.

But last meeting I thought to myself, I need to feel secure in this position, which means that I need to know and understand these rules. So for the last four and a half weeks, my nose has been planted in this book. And I don't want to point any fingers at anybody at this time, but we have been

doing a lot wrong in my opinion as I read this. And this is not only from a lack of going into the book and doing the work to understand the rules. My own behavior has been impacted by the fact that I don't know what's going on here. And I I talked to Dr. Anderson about this and took some responsibility

for the fact that when I open my mouth and interrupt, it's wrong because I'm supposed to be recognized and she's supposed to recognize me. So, there's a lot going on here that I am hoping that either Dr. Anderson, if she stays in the seat, or the next president understands what's going on here so that our meetings are more functional. So,

fair enough. >> That's that's all. That's fair enough. I like that. >> Mrs. Weman, >> so I have a comment as well. I do remember before you were sworn in last year. We actually did sit and talk about the fact that it might be helpful to have a workshop or go over some of these parliamentarian rules. Just so you know,

a board doesn't have to adopt this. They can make that decision. So it's important to delineate that if we are going to do it then we do need to embrace it with knowledge. So I agree. I also want to point out to this board that months ago I suggested a parliamentarian for much less than no offense Tony than an attorney because

the point is we all had things to learn and we probably would have saved a lot of money in terms of the Brown Act. Is it what is it? Is it a first amendment violation? What is it? And that was my hope long ago in in bringing that forward. So, here we are today and hopefully moving into 2026, we can get

better with all of that. I think that uh we we can do some study ourselves. Maybe it can be a workshop item. But the other thing that I don't love is the fact that we micromanage our minutes. I see Brendan Kus here from city council. I'm going to give you a shout out because actually the Tmacula city council has been phenomenal in how

they've dealt with one another and had conversations without I'm in a minute. Can I have another 30 seconds? I didn't get my two minutes. It's just like it's been so embarrassing and I think we need to look at that too because we should be able to have some conversation without that kind of bickering back and forth. And I would hope that we could grow into

that. Yes, follow some standards and rules but not micromanage one another to the fact of the public shutting us shutting us down as they should at some point. So I apologize to the listeners. It's been difficult. So, I think we I am hopeful when we have a new president in January, whoever that is, that we can do

away with some of this, and also split public comments so we don't make people wait until 10:00. There are things we can all do to get better, and I'm hopeful we'll do it. >> Thank you. Is there any additional comments? >> I would like to go again because I know I've been hard on you tonight, okay, before close session with regard to

following the rules because I knew that you put this up. Um but I do want to commend you on this fact is that you added rules of debate into the process okay at the beginning which I feel is was very important in terms of how this board functioned and Mrs. Wema I agree with you in terms of we're sometimes a

stickler for the debate rules and we can't have a conversation but there are motions that you can make for a more informal uh conversation and we can we can approve those things. So that's part of Robert's rules. I mean, we can make motions for more informal conversation if we all agree to it or or if the majority agrees. So,

just I agree with you. It's hard to like sometimes even though the rules of debate I think have served us well in many cases, we need to have some informal conversations sometime. So, let's motion for those. I agree with you. >> Um, >> can I make a comment, Mr. Baram? Do you know how to temporarily suspend the

rules of debate? Have we got to that chapter? Good. >> Good. >> No, I do. >> Okay. And I do want to point out that before close session, I stated you needed a second when you appeal. And in section 24, you need a second. I It depends on the appeal, Dr. Anderson. >> That's not true. >> It depends on the appeal. So, we can we

can argue about that later. >> It depends on if you're the one appealing it or not. But >> it depends on the appeal. Whether it's if it's decorum, excuse me. If it's to quorum, interrupting me. Mr. Barham, this was my time and you interrupted me and it was my two minutes. And so again, if a member section 24, the ruling may

be appealed immediately after it is made before any debate or other business intervenes. The appeal must be made by the member raising saying, "I appeal from the decision. If another member seconds the appeal, the chair states the question, shall shall the decision of the chair be sustained?" That's very formal. I usually don't do that. After debate, the assembly votes. A majority

or tie vote sustains the decision of the chair. So, it does need to be section seconded. That section 24 appeal. And lastly, the reason that I did I asked for rules of debate is I remember and I've been heavily criticized for having a meeting that went into 1:30 in the morning when board members were giving comments that were 14 minutes long and

17 minutes long. And I'm like, we can't always sit here till 1:30 in the morning so someone can talk till 17 minutes on a topic. But the board is really the power >> the consensus of the board is the power of the board. So if the consensus wants to suspend the rules of debate, then you make a motion and you suspend the rules

of debate temporarily. That's >> Can I respond? >> No, because Dr. Karaski didn't have a turn and it was his and you've responded twice. So Dr. Kamaskki >> pastor that I used to be under for many years ago he's not with us anymore he would say that the blessed are the flexible for they shall not break these

are guideline Chuck Smith these are guidelines they are not legally binding any board can say we don't want to follow Robert's rules of orders but they're they're good though in case things go sideways case in point in the last year I know that many times and I didn't raise my hand go oh Robert's rules of order of

When somebody calls to question, that shuts down conversation. You have to have a second, then you have to vote. Then you have to make a motion and vote. Call to question doesn't mean we're going to vote. It's a two-part deal. Did I have to call that every single time? No. Why? Because I was trying to be flexible. So, the fact that we're even

getting into it up here shows me that the board dynamic still has these growth pains. And the more I don't know, the more we start trusting each other, giving each other the benefit of the doubt, the less we rely on those. So, I'm I'm I'm for them, but I'm for the spirit of the law, not the letter of the law every single meeting.

It's just getting old, guys. That's just my point. You can be a master of Robert's rules of order and have no wisdom at all when you're during you when you're trustee up here. You have to have a winsome character while following these rules. So, that's just my two cents. Any other discussion? >> No, I want to get the over.

>> Did you want to speak again, Mr. >> No, we're just betting on the uh closing time of the meeting. >> The overunder. >> Len, who will you call ro? >> Schwarz, >> yes. >> Yes. >> Kamoski, >> Barham, >> With flexibility, >> yes. >> Student vote, The motion passes unanimously. Um, we have revised board bylaw 92 9124

attorney. Was this sub who was this submitted by Mr. Bar? >> What's who submitted this one? >> No. Next is uh >> five. >> Oh, did we switch it? >> No, >> I'm on number eight. attorney. >> Yeah. >> Okay. >> You have to change his I'm sorry. >> No, never mind. >> Never mind. Go ahead. >> Who wants to start?

>> Where are we? I'm sorry to action >> the bylaw. >> Discuss. Do does someone want to make the motion? >> Mr. Comments on this. >> Is there any public comments? Nope. Did you want to make the motion? >> Oh, I can make it. >> Uh, yes. I move we adopt uh >> revise board by 1912. Attorney.

>> I'll second. >> Is there discussion? Go ahead. >> Um, sorry, Mr. Barham. Go ahead. >> Okay. So, I was very appreciative of the attorney update from Advocates for Faith and Freedom because I've been asking for something from them for weeks. and it was very detailed and very complete to where I found that okay now I know what's going on with this case.

There are other summaries that I get that are one sentence that don't help me at all. Um so in providing a summary of what was discussed um I don't know who would be doing that. I'm I'm going to assume Dr. that maybe you're going to take up that role because you're going to be involved with Dr. Anderson in collaborating with the

attorneys. So, is that safe to assume? >> It is, Mr. B. >> Okay. All right. Yeah. I mean, all I'm asking for is if it's it's it's simple if the if we're talking uh I mean, I'm I'm part of the client. Um, and I would just like to know what's going on so that I, you know, on the front end like

I talked about with why are we talking to an attorney and then what was the result of that conversation and I think that's that's a fair request and it's in accordance with um the amendment to this bylaw which I think is a good one. So that's all I just need a minute, but I need to ask a question because it's regarding

something that has been discussed in closed session regarding attorney close session. Okay. So, it's just a a question I have that we'll address in close session because um you brought up the up update with Advocates of Faith and Freedom. So, that's a close session question. Um um no I just had a I just had a question about certain circumstances with this if

it's pertinent with revising the bylaw. One thing that I would like to be sure of is if we're discussing something where we're receiving council's advice that's written that it's not peacemeal or parcled out without context. I feel like at times recently there's been a paragraph but there's me wanting to know what the rest of it said and I think

that's really important so that we are all on the same page and it makes me feel more solid in thinking I'm getting all the facts. So, if we can just decide to do things that way, that will give me uh more stability in reading it and going, "Okay, I can trust that this is it." And there wasn't it wasn't just a a

chosen paragraph for a specific reason. If that makes sense. >> Is there any language that you would like to amend at this time? Uh, I don't know exactly the best way to word that. I hadn't thought that through. It just kind of came to me because I know I'm going to talk about it on another item. So, anything that we

can simply say if if advice and counsel is rendered that there is full and complete information there. >> Okay. >> Can I make a suggestion? Wait just one second. So this is this is >> under action because again I was told like I have to put things where you want them, but this is not a first read and

it has not been attorney reviewed. Okay. >> Can we um I I want you to look at it and know if you want any amendments. Mr. Barham, I think I put my name on it with you. I think it looks pretty good. But let's Can we count this as a first read? Can I ask the board what your thoughts

are on that? I'm I'm I'll I'll consider what anybody >> gives you time to review it. >> Yeah. I think it's pretty thorough though. I mean, I see it as thorough, but I >> I would like it attorney reviewed. >> For what reason? >> Uh so we don't get in trouble and have to >> I mean, all we're asking for is a

summary >> is a summary. >> That's all we're asking for what the conversation was. I mean, I don't find that to be like, how can we get in trouble for that? Actually, I think it'll be good because I have a question I want to ask the board in closed session. So, are you guys okay if we just wait a few weeks? It's only a

couple weeks away. >> I'm all right. >> Yeah, it's fine. >> Okay, we can bring it back. >> Fine. But I can I can I make a suggestion to Mrs. Wearsma, Mrs. Wearsma, >> if you would like to because I think Dr. Valz is going to take the lead on providing these summaries that you provide her direction and with the

consensus of the board, she gives you that context. You guys are gonna Can I make a comment? I believe that the board should have the we're here for over district oversight. So, I think my opinion is the b the attorney should be writing the summary to the board and not to the superintendent. That's my thoughts. But we can bring it back next time and

discuss it. It's just like how are we going to approach this? >> I mean the thing is for me it goes back to what is typical for a board and what is typical for a board is that the superintendent be conducting the legal business of the board so that she is able to write the summaries to the

entire board. But we're it doesn't seem like we're in agreeance on that aspect of and I'm I'm I'm going to ask you to comment Dr. Dr. Veles. >> I'd just like a point of clarification on this because this is meant and you if you read the language on here, it's litigation. So it is litigation that the board is involved with and it is

soliciting updates from attorney firms in a written format that is sent to me and then sent to the entire board. So part of this conversation and what you're seeing on this board bylaw came out of conversations about wanting to be updated on litigation. It's not necessarily the small things that we may reach out to doc or to Dr. Mr. DeMarco

on. It's the larger litigation pieces so that all board members are informed of what's happening with litigation. I'm not creating that. that is created by the attorney, sent through sent through me and and the reason that I had it sent through me to ensure that all five board members received it evenly. >> I agree with what you said, Dr.

Anderson, about oversight to the board. I agree with that. I also agree with Dr. Vez as far as sometimes you want the superintendent to coordinate that information so that there's no spokes on a wheel with the Brown Act. But I Yeah, but I firmly believe the governing board is the oversight to the district. >> Yeah, I was thinking just direct from

the attorney to the board, but we can do it however we want. I'm not like totally >> I think that's good. I mean, so yeah, let's think about it. >> Let's think about it and bring it back and and it looks like we want more discussion. So, we do have consensus to bring this back. >> So, Dr. Dr. Anderson, just um in regards

to what Miss Wearsma said in in some of the feedback that she might have, what I would ask is that you each if you have feedback on this, send it to me individually. Then we can look at incorporating that into the board into the board bylaw. >> Yeah. And I think that'll make the next meeting efficient when we do that. I I

like that idea. Thank you. >> Okay. Um so that one will be on the next agenda for a second read. We now have um information and reports. Do we have any public comment on item number one demands to cure and correct? Okay. >> Uh upate. So u I read the letter uh with this and unfortunately I had to contact an

attorney for the September 30th meeting with uh where I was under a very similar circumstance where there was a discussion for bant feasibility study going on and suddenly one board member started pointing at me and yelling at me at the audience but um and the lawyer did give me some advice but I decided not to pursue it

any further. Um I think it's better to find out like what are you asking for like you said like you know Chad GPD is going to tell you what it is like is it a Brown Act violation all of you have gone under the workshop what a Brown Act violation is like what is the spirit of the Brown Act basically it was like for

public transparency whenever you do board business you do it in front of the public you don't do backhand deals you don't do backroom deals that was the whole idea why Brownack came into existence because there were backroom deals happening in San Francisco and it basically as you can say I I I don't think blaming the public that you're

filing Brown Act complaints is because we getting legal bills. Don't do things that like you know lead to Brown Act complaints. It's pretty simple. That's the advice Dr. um sorry Mr. Demarco is going to give you too. You all had a workshop in January where it was told to you like what you can and cannot do for

Brown Act or notifications. Again, you've mentioned like you know your job is oversight. If you stick to the oversight only it'll be better like I don't want this committee member there. I want to file a brief. I want to do that. All of this, you conduct a meeting, you get a bunch of things out of that meeting and it has absolutely

nothing to do with the board business. So, you can cut down all of these Brown Act violations and your legal bills if you start sticking to the board's business, which is education of the students. Thank you. Um coming to this item again, this uh uh talks about a summary judgement hearing from judge Roger Bonitz. Uh a judge who

is a judge in the southern district. We are in the central district. So I was curious like why this is there. Usually cases are put in with the plaintiff's name. Whatever it is like you know for example it's if I filed a lawsuit it would be like you know Daliwal versus Kamaraski. Why the judge's name is over

there. The case that he decided he was supposed to give summary judgement on was the Mirabel belly Olen case which has nothing to do with our district. We just mentioned in the brief once that there was a lawsuit May versus Kamroski and they're trying to come up with a class action lawsuit. This might go on forever because I'm not going to comment

on the merits of like you know whether the classes are defined. The classes are like the employees of the school district, the parents of the school districts. They can do their reasoning. I've read through the whole thing, but I don't see the point of getting uh Mr. Demarco sitting over here. Most of the lawsuit, whatever the judge decides,

let's say he says something's like completely illegal, completely unconstitutional, CDE will get that information, they will send it back to our school district. Why do we have to insert ourselves into anything and everything that has to do with notifications? The problem with the school district is not uh we're trying to keep secrets from the parents what that lawsuit is about or where certain

teachers object to uh certain trainings or keeping. The problem is the parents over here are have full knowledge of their transgender children but some board members refuse to respect that and they are targeting those students. They endangered those students which is completely different. I don't think we need to insert ourselves or discuss every motion. There are 300 documents

filed in this particular case. Are we going to have like a discussion and have a lawyer sitting over here for every motion that is filed at the case? I think this is again adding up to that 67,000. We absolutely have nothing to do with this case. We should not be discussing it over here. Thank you. >> All right. So, I actually asked Mr.

DeMarco to give us a summary and I know he's he's probably preparing a a written because he didn't make any um he didn't say anything today. I I've received a lot of emails and a lot of assumptions are being made um with action that we can take. I don't understand this completely and I would like attorneys feedback on how does this affect our

board and where is this going? >> Are you Dr. Are you going to make a mo we have? Is there a motion here? >> No, because it's just an information item. And Dr. Karaski, did you have anything to add? >> I might comment after Tony, but I'm in agreement with what you just said, but we're just starting this. Yeah.

>> Did you have a question, Mr. Schwarz, or do you want to wait until >> I I have a question. Isn't there a recommended motion on this? >> No. >> I I'm pretty sure. >> Well, the motion to discuss. There's a motion to receive information regarding the summary judgement hearing from Judge Roger Bonitz. Are you going to make a

motion to receive the information? >> Let me see where that was put. >> It's It's >> I motion to receive information. Do I have a second? Second. Does anyone oppose receiving information too? >> I do. >> Okay. >> I have no idea what this is about other than what I looked up online. Apparently, it's a case uh about um not

parents being notified about their children's something about their children. I don't know what it has anything to do with us. It's a case in court. Are we now going to start talking about every case that's in court? I mean, we'd be here forever. And when I looked it up, I was like, what is this for? Why are we talking

about this? And then I looked it up today. There was no summary judgement today. So the motion to receive information regarding the summary judgement is moot because there was no summary judgment. So as far as I'm concerned, this is a moot point and let's move on. >> Okay. So the motion to receive information was three to two. Um and Mr.

Demarco is here. So >> Okay. Can I make a point of order, Dr. Anderson, please? >> It's Uh, it was one. Do you want to call a formal vote? >> Yeah, >> we got a motion in a second. Let Len, please. We're going to >> Can I Can I make a point of order? Because I don't want I don't want to

have another Brown Act violation. Okay. That's why I'm making the point of order. >> What's your point of order? >> Okay. The point of order is is that the description that was provided um with regard to the public being informed about this item um did not in my opinion provide enough detail for meaningful engagement. Um if the agenda item states

no or little detail, this might be considered too vague for meaningful public engagement beforehand. To meet Brown Act standards, the agenda should describe the item sufficiently to inform the public of what is under consideration or information being shared. Without such clarity, the public may not be fully informed or able to participate effectively prior to the meeting. Um,

in my attorney's opinion, my personal attorney, receiving this summary judgment, which didn't occur, falls short in complying with the Brown Act spirit of openness and public engagement. While not requiring exhaustive detail, the agenda should convey enough about the items nature and potential impact because there would be potential impact if there was a sum summary judgment especially if it involves um

consequential or controversial actions. So, my point in making this point of order is not to shut down discussions because I think that this summary judgment when it's made is going to have broad implications for our district. Not right now, but we want to prevent Brown Act violations and there are members of the community who have threatened Brown

Act violations because they do not feel that this was agendaized properly. So, that's all I'm saying. You're an attorney. Go ahead and give your opinion. >> You called point of order. Yeah. >> Your point is not well taken. >> Okay. >> So, let me take There was a motion and a second. Len, please call roll. >> Schwarz,

>> no. >> Wearsma, >> yes. >> Kamoski, >> Barham, >> no. >> Anderson, >> yes. Student vote, >> I'll pass on this one. Okay. So again, this is because there's a lot of questions about it and I want to know like howffect point of order. Dr. Anderson, it's very very clearly stated. The motion is to receive information regarding the summary

judgement. I'm waiting to hear the judgement from our attorney. >> Thank you. I have one comment to interject here before we go to you, Mr. Demarco. >> May I be recognized to Dr. Anderson? >> Thank you. So, the one thing I would like to say is there is that final judgment. There's also summary judgement hearing information to go through and

have good questions to ask. I've actually done a lot of research in this. I think you're spot on in the fact that it can be applicable to our district. I have a couple of points to recommend as to how it's pertinent. So, it is important to recognize that these words right here can be translated as we can

talk about some of the discussions that have gone on thus far even though there's not a final determination and I think Mr. Demarco will provide that. >> Okay. >> So, I'm going to I'm going to make another point of order. >> No, >> I am and I have the right to do it. >> What's your point of order?

>> My point of order is the following. If the agenda states that the item is to receive information regarding the summary judgement, discussion could and will be considered a Brown Act violation. If this discussion was not properly noticed on the agenda, then the public has not had proper advanced notice and opportunity to participate, which violates the Brown Acts openness

and transparency requirements. If unexpected discussion takes place, I can guarantee you there is going to be a Brown Act violation filed. So I would like to recommend this motion. I would like to prevent that motion to receive and not discuss information regarding the summary judge the summary judgement that did not take place hearing from Roger Bonitz. Do I have

>> a moment? You had a point of order. Just a sec, Mr. Barham. You had a point of order. Okay. >> Your point is not well taken. >> Okay, >> everyone pause. All right. >> Are we violating the Brown Act right now? >> No. Okay. Um, and if people want to file complaints, you need to know you're not

punishing me. You're not punishing Mr. Schwarz who's had Brown Act. Mr. Barham's had Brown Act, Joseph, Dr. Karaskski, Mrs. Wearsma, we've all had Brown Acts. You're punishing the students when you type in Jack Tat Jack chat DPT that you want to file a Brown Act complaint. So, just that's off the topic, but Emil, you're just threatening threatening them. I'm not threatening

anybody. >> So, there was a motion and a second to receive it information >> and I want to take a vote >> so we can discuss. Are you okay with that motion and a second? Len, please call bro. >> We did those three. >> So, you would like to start with the comment, Dr. Karaski, or would you like

>> Thank God this lawyer Tony Demarco specializes in the Brown Act. In fact, he gives workshops on it. So, I think he's very well apt to handle that kind of questioning from Mr. Barham. Thank you. >> I won't be asking him anything. >> He's the expert. And listen, it's going to be a brief update because even though

there was a motion for summary judgement, we don't have the judge's ruling on the summary judgement motion as yet. Uh I would like to clarify though, uh there were some questions about how it could possibly be affecting your school district, your students, even though it's not filed against us. So, we're not parties to this and we were only mentioned once perhaps in the

pleadings. Um, one of the really unique things about uh Judge Bonitez's ruling so far is that he certified a class action and the class is very very broad uh to affect all parents in California and their students. So, it's certainly a case worth monitoring if these are issues uh that you as trustees believe are relevant to your constituents.

That said, um I think the anticipated um agenda item uh would have benefited from an actual ruling on the summary judgement. So what what the plaintiffs are asking for is either an actual ruling by judge Bonitez that the case can be completely resolved in part on certain issues only. Um and if he doesn't rule on the summary judgment,

they have an alternative request to make an injunction, a statewide injunction. And it really has to do with the uh been passed regarding sex segregated facilities programs uh etc. And the uh interesting nuance that has come up in the last week is that CDE and the state um attorney general Rob had represented to the court that the FAQ had been

removed and then um apparently it still exists in a certain fashion within a training um that is now required by state law and is frequently uh offered to certificate employees through a prism program. It's uh the the the training is endorsed by the state and what we have to look for now is whether the judge is going to

sanction any of the attorneys involved. Um, having been in a similar situation, I I I believe the attorneys probably acted in good faith in representing to the court that the FAQ had been removed, but apparently it's still available. So th this is something that I do encourage all school districts to continue monitoring. Uh, as a matter of fact, in

addition to doing my Brown Act workshop at California School Boards Association meeting in December, I will be uh on a legal issues panel talking about this uh uh case and and other parent notification, student privacy issues. But not much of an update. Sorry, I have to keep it brief. But uh I think as part of your receiving information, if you

have questions that you either have for me now or questions that you would like me to answer the next time I come back to talk about this, perhaps I'm willing to have that conversation. >> Mrs. Did you have questions? >> A couple of questions. Yes. So, just to clarify, uh, the judge is considering sanctions, as you mentioned, against the

California Department of Education for possibly misleading the court, right? And so, I think the concern and where we're at in this district is because over the last couple of years, we've talked about parental rights. Are there secrets? This is something that the judge is highlighting. And if we're looking at every district having to do a training like Prism, it's important because,

correct me if I'm wrong, but I think there were whistleblowers who actually came forward and exposed some of that training that was going on and said, "Hey, this is a problem, ended up taking it to the court, and obviously it's been highlighted. Some would say they've been caught red-handed." I'm sure we could be more careful and say we're not quite

sure yet, but obviously this judge sees something here. And that's why I think it is important to ask these questions because this has been important to us as a district with parental rights. What's going on? What are our students being told? We don't want secrets between students and families. So I think that's why this is a case to watch and

hopefully there will be I guess my question would be do you have an idea on the trajectory of when there will be finalized thought that is shared. >> It's it's not uncommon uncommon for a judge especially on a dispositive motion that's going to get rid of at least a part of the the case to take a couple

weeks to issue a a thorough written decision. Mr. >> I just have a quick question. Uh assuming the judge decides whatever he decides, the state can then appeal the decision. >> Absolutely. >> Thank you. >> Yeah. I'm glad we agendaize it and have that wonderful conversation. Um, okay. So, did we are these the ones we switched around? Mr. Schwarz, which one

did you want next? >> So, we're gonna Mr. Schwarz asked that we do the California. Oh, you know what? I'm going to take a fivem minute recess right now. >> So, do I have a second? >> Second. >> Okay. >> Okay. I'm I'm gonna dis I'm also gonna dismiss Mr. DeMarco. So, thank you for coming. How many days?

>> How many days? Get your card. My parents. All right, we're gonna get started with secondary grading practices. >> Oh, no. >> Oh, that's we're going to get started with number six, the CASP. Who do we have presenting that today? >> Oh, you have to you have to grab that one. You have to use All right. So, this is actually going to

be a joint presentation with um Miss Lisa Brown, our director of assessment and accountability, and myself. So, welcome up, Lisa. So, Lisa, you have the clicker, but I'm going to do the first couple slides. So tonight we're going to kind of walk you through a story um told with several several data sets and it's a story of

our district that has worked really hard to align its work, amplify its strengths and maintain strategic and coherent focus on student learning. Over the past three years, we've implemented a guaranteed and viable and accessible curriculum in English language arts, in math, and science and strengthened it through our um our instructional leadership teams and our professional learning structures and increased

targeted supports with our students who have the greatest need. We're steadily moving all students forward not only in the areas of strong performance such as English language arts and science but also in areas where we're still side one sorry um but also in areas where we're strengthening our foundation. So our presentation is going to highlight where we're thriving, where we're continuing

to improve and acknowledging the areas of which we need improvement. So, the board's vision sets the direction for all of our instructional work in our district. And over the past three years, we've aligned every central system we have to that vision. Our strategic plans, our instructional leadership teams, and professional learning structures, professional learning and resource decisions all

point in the same direction, which is why we're seeing consistent movement across all student groups. The gains you'll see in English language arts and in math and in science reflect a unified system working toward board commitment to high levels of learning for each for each student. And this is kind of what I just talked about. So we have to have the board

vision. We're working through strategic plans and the professional development that's actually really embedded in our LCAT plan. And again, we utilize our instructional learning um instructional leadership teams and our professional learning communities collaboration to help move the instructional practices which have a positive impact on student learning. This slide means a lot in terms of our educational support services team. This

these are really what we stand for. These six gears are the structures that turn the board's vision into daily practice in our schools through a guaranteed viable curriculum, datainformed decisions, collaborate. These anchors work together every day in the classroom guiding how teachers respond to student needs and ensuring consistency across grade levels and schools. They form the foundation behind

the progress that you're going to see in literacy, math, and science. And this is actually where I'm going to turn it over to Lisa. Lisa's going to do a deep dive into English language arts and math and science. We're going to start from a very general um CASP data um data set and then we're going to kind

of break it down into student populations. So Lisa, it's all yours. >> So first we wanted to highlight some of our strengths as a district. So you can see in the graph there on the right hand side that TVSD continues to outperform the state and the county. Um nearly 64% of our students met or exceeded standards which is nearly a 2% increase

from last year. Um when you look at our dashboard and the average student within TVSD, the average student grew by 5.3 um standard points and we maintained an high performance level overall. 11 of our 14 student groups increased their distance from standard and one of our student groups maintained their distance from standard which is strong growth in

literacy achievement across the district. This really reflects our high valued instruction assessment and professional development which is all aligned. So when we take a little bit deeper look into our CASP scores um there are four composite areas that make up the CASP assessment. They're reading, writing, listening and research and inquiry. And so when we look at the three bands, the

first band is the above standard band. So these are students that demonstrate a strong mastery of that specific domain. Their skills are solid and consistent. They have a higher level of understanding and they might be ready for like a challenge or an enrichment area. You can see that the vast majority of our students in each of the composite

areas lie in that near standard. And it's important to note that you can get a passing score, a three or a four on the CASP overall and have a couple of your domains be in that near standard. Because what that means is you might have mastered certain standards within the grade level band and then you might not have mastered

others. And so there's a bit of an uh inconsistency, but with great first instruction and some targeted differentiated support in the classroom, you can meet grade level expectations. The smallest band down there is below standards. So these are students that might have significant skills gaps. They're not quite ready for meeting those grade level expectations, and they might need some additional targeted

intervention and support. So, I wanted to give you a sample question of what our students come across during the CASP assessment in ELA. So, this is a sample question from grade six, kind of right smack in the middle of the grade. Read these 12 paragraphs and then answer a series of questions. And I'm just going to be

super candid. Some of our students are going to use their entire cognitive load to just read this passage. If I had taken this test when I was a sixth grader, I was a struggling student, struggling reader, and it would have taken me forever to read this expository text, not alone, not and then be able to answer the questions on top of it. So,

if you take a look at the questions that they might have to answer on a passage of this complexity, this particular um question is asking for the central idea of the paragraph. And it's not multiple choice. They have to be able to explain what the central idea is in written format and back it up with text evidence

from the paragraph. The second part of the question would talk about what inferences they can make about the author's purpose. And then hopefully they make the right inference or choose the right inference of that author's purpose and can back up that with the best support or the best evidence from the passage. So there's a lot of cognitive skills that go into

students having proficiency or mastering grade level standards um with text complexity. So when we look at how we did on the CAS versus how that translates onto the dashboard, the dashboard was released late last week and so our average student is nearly 28 points above standard in language arts. We grew the average student by um just over five

points last year, which is great. Um if you look at our student groups, a lot of our student groups either increased or maintained. Um we have no student groups in the red, which is great because our students with disabilities last year were in the red and they're now currently in the yellow, which is a great um attributing to our work is

that's happening in the classroom, but also the work that our students are doing. So, we're going to talk about four three main student groups and our average overall. And these are the three main student groups that our strategic plans focus around at our site levels. And so, we're going to use the analogy of a runner tonight. So, the average student

is our lead runner. So, if you're in a race, you're trying to catch that lead runner and you're trying to close the gap. And we're going to use our baseline scores from last year. So the average student last year in TVSD was 23 points above standard in language arts. Our socioeconomic disadvantaged students were negative -4 points below standard.

So they weren't quite there yet. Our special education students were negative 74 points below standard and our EL students were negative 38 points below standard. So obviously that goal is to cross that at standards mark and close the gap. So how did we do this year? The average student in TVSD like I said on the slide before grew by just over five

points. So students um socioeconomically disadvantaged students grew by 5.5 points. So, not only did they cross over that threshold mark, they actually gained on the lead runner um by.3 points. So, they near Um, special education students grew by over 10 points. So you you can see that we had um some great growth and our student populations narrowed the gap in each of the

instances. So let's talk about mathematics. So you can see again with that chart we outpace the state and county. Um based on state averages, you can see that a typical growth for a district our size is somewhere between zero and one percentage points and strong growth is between one and three points. So nearly 50% of our students met or exceeded

grade level standards on CASP last year. In math um dashboard, the average student grew by 3.6 six points and nine of the 14 student groups increased distance from standard to maintained. So this growth builds on the progress from last year. It shows that our conceptual understanding and problem solving focus are making a difference and it reflects aligned curriculum,

targeted intervention and grade level and strand level collaboration. So let's go a little bit deeper into it. So, just like our ELA scores, we have a a fairly large band of students who fall within that standards nearly met. So, they have some grade level skills that they're really strong with, some that they're inconsistent with. Um, our dashboard,

oh, sorry. So an average student, again I chose sixth grade, kind of right smack in the middle. What kind of math would they be seeing on the CAS test itself? So you can see that that first one in the upper left hand corner is really just can you identify the equation and what is the answer. So kind of the what we were all

used to growing up in math class, right? And then it goes a little bit deeper. So the second question really has three parts. So not only do they have to have a understanding of how to plot points on um a graph, a coordinate grid, they also have to plot them correctly, then find the area correctly and then determine

based on that area, part C, a third of it. How much would that be? And so you really have to get part A in order to get part B in order to get part C. And there are multiple standards embedded in this type of problem for students and these are all the right there find the answer type of questions.

So then let's talk about the performance task. So a typical student on a performance task grade six is going to get possibly a data set. So, this one gives us a data set of first choice and second choice pets in the um classroom and kind of and asks the students to determine what that data set means. So,

how many of each got the vote and then they have to create um a method to who is the winner. So they have to kind of determine what is this information telling them and they have to be able to explain their methodology. So not only do they have to do the math, but they have to be able to explain

their thinking. Then the problem levels up. So then it's asking if you assign points to your methodology, who's the first place and who's the second place? And what would be the methodology for a turtle winning the competition in class? and they have to be able to not only find the answer, but explain their methodology. But wait, there's more. So, your

classmate determines there's no point system that in which a goldfish could win. Do you agree or disagree? So, not only do they have to figure out whether or not that goldfish could win, they have to do some problem analysis on if it's correct or incorrect. I agree. I disagree. And here's why. And it keeps going. So now the principal

is bringing in a turtle tank. And here are the parameters of the turtle take. By which parameters would that turtle tank fick in the classroom and they have to be able to use um I believe volume in this case to make that determination. So you can see that this is very indepth. It requires a lot of um different

standards to solve the problem but more importantly they have to be able to explain their thinking in writing. So when we look at how that translates to our dashboard um our average student in TVSD is 7.7 points below standard. We did increase um our distance to standard by 3.6 points last year and we do have one student group that fell into the red.

This is our foster youth student group. Um they were yellow last year I believe. Um historically this student group is not an applesto apples comparison. We have a lot of transiency in this student group. Um and so this is an area of need. It's an area of focus for us as we move forward and what supports are we

going to give our students um who come to us with maybe some deficits in math. So let's take a look again using that analogy of the lead runner. So last year on the 24 dashboard the average student in TUSD was 11 points below standard in math. For socioeconomically disadvantaged student, 38 points below standard. For special education, 101

points below standard. For EL students, 55 points below standard. So, how did we make progress this year? The average student in TVSD grew by 3.6 6 points to the eight under sorry negative eight points below standard socioeconomic disadvantaged students grew by six point or sorry 1.6 six points. So you can see that the unfortunately the gap between the

average student in TUSD and the socioeconomically disadvantaged students actually increased this year. We didn't narrow that gap. Special education students grew by 3.9 points. So we narrowed the gap just slightly. And then our ELE students grew by 8.3 points, closing the gap by nearly five points to that lead runner. So math continues to be an area of focus. It

continues to be an area of focus for the state. It typically doesn't have the growth in state averages that ELA has historically had. So we continue to work on this. When we talk about science, um science is new to the dashboard. So remember that science is only tested in fifth, 8th, and 11th grade. You can see that um

again we outpace the state and county which is great. The typical uh district for size of TVSD grows somewhere between zero and one point. We grew by nearly two last year. Um nearly or just over 45% of our students met or exceeded standards. On the dashboard, we grew by 1.4. four science points, which are a little bit

different than distance from standard, but I'll get there in a second. And then five of our 14 student groups increased last year. Um, science has a rating of high on the dashboard and it really reflects our strong alignment to the NGSS standards and instruction that really focuses on inquirybased learning and hands-on science experience. So again there are three domains or

composite areas in our science CASP scores um physical science, life science and earth sciences. You can see that we have a bigger band of students that fall into that below category in science um than we do in math and reading. I'm going to show you a this a sample science question and you're going to see that to master the science test related

to CASP. So this one looks at a parramium culture and they have to be able to read the graph and explain why the population of the parramium is um growing at a faster rate or a smaller rate at as it relates to the graph. this question here. They have to be able to analyze the data set that is given to

them and um come up with a claim that meets the criteria for that data set. So you can see that that again there's a lot of expository text, there's a lot of expository reading and analysis of the information that goes into the comprehension of the science questions. So when we look at the dashboard, we are 60 points above standard. We grew by 1.4

points and we have a green indicator. Um we have no student groups in red and our student groups with disabilities um made great growth last year. We have a lot of student groups who are are in that yellow to green range. So the average student in TVSD on the 24 dashboard was 59 points ab above the base score. So science um is a little

bit different in that there's not a plus and minus to the um distance from standard. It strictly looks at here is the bare minimum a student must make and then what is the average above that minimum that TVSD is performing or student group is performing. So 59 points above standard was last year socioeconomically disadvantaged 54 points special education 40 points and

EL 45 points. So how did we grow this year? The average student grew by 1.4 points. So that's our lead runner that we're trying to catch. Um socioeconomically disadvantaged 1.7 points and so we narrowed that gap just slightly. Special education grew by 1.4 points. So they are dead even with the growth of the average uh student in TVSD. So they

didn't lose any ground, but they didn't gain any ground either. And then EL students grew by 3.3 points, closing the gap by nearly two points to that lead runner. Okay. And I know we're going to wrap up because we are um pretty much out of time, but I think um these slides really speak for themselves just in terms of

our ed services team in collaboration with our principles and our teachers making sure that kind of that strategic plan through line making sure that it's focused, aligned, systematic, and transparent. And then next steps, I think it's you can go to the next slide, Lisa. There you go. Um, I think we all acknowledge there's there's been some outstanding growth um with our student

populations and um our our students overall. I think we all acknowledge from an ed services um standpoint there's still work to be done and there will always be work to be done. And so we will come back, we look at our data, we kind of realign our resources and our conversations and our professional develop and development that we're

having to make sure that we are kind of addressing those particular needs. But as we're wrapping up, um I first want to thank Lisa, but most importantly, I actually really want to thank our teachers in the classroom. Um our teachers in the classroom are the ones that have really had the most significant impact on student achievement. Thanks to our principles

and thanks for the creativity and the the really out of the box thinking with our ed services directors. So, thank you Yeah, we do clarifying questions. Do you have a question? That's clarifying. >> Okay. >> Yeah. Are they statements or questions? >> Okay. Ask your question. I'd >> like to uh if it's if it's okay with you, um Dr. BZ, can I have uh Mrs.

Wadell come up to the podium? >> Mrs. Wadell, How's it going? >> It's going well. >> Good. I I have a question for you. Um can you describe your role and your impact along and I know you have a TOSA that also works with you. Um, can you describe your role in impact in helping to close the achievement gaps of the

vast majority of our subgroups? >> Well, I think it's a group effort first of all and I have a great team here with the ESS directors and I think together we support our principles which then support our teachers. Um, some of my role is to help with the P uh professional development with that's also with the coordinator. Our EL

coordinator is fantastic. Crystal Filstra is amazing and she does some amazing PD along with our instructional coaches, but just to kind of oversee what they're doing and really try to meet the needs of our special populations. But again, it goes back to a group effort with our principles and our teachers in the classroom as well. >> Okay. And you know, we're in the red

with foster kids and math. So, what I mean, what changes do you anticipate making for this upcoming year to move the dashboard from red to another color? Well, I'm hoping to get to work a lot with our SWS team and Ryan Dco who does that foster youth and devise a plan where we can help with the foster youth

and see what the best researchbased strategy is for for that population. >> Okay. >> And Mr. Barham, I'd like to add we're in collaboration right now with um somebody from one of the directors um at RCOE um because our foster youth can be a very transient community um a group of students >> and RCOE is Riverside County Office of

>> That is correct. Thank you. So, we're working collaboratively with them to try and find some ways through um actual technology to be able to help them no matter which district they go to to continue their learning. So, that collaboration I also feel with Miss Wadell will be beneficial. Okay. All right. Perfect. Mrs. And then I have a

question for you, Dr. VeZ. That's okay. Dr. Vez, um, how much did the model of in of continuous improvement impact the raising of our scores and can you describe what this looks like at a site? >> I think it was dramatically impactful. I think we started the we started the work about three years ago in terms of

empowering our principles and really giving them the right information on how to appropriately utilize their um instructional leadership teams at their site and our our outstanding teachers are talking about data. They're talking about individual students. And so I actually think that in alignment with the very specific work done through LCAP and our strategic plans, you combine those two things, I think those are one

of the main reasons why we're seeing some of the numbers we have because some of the numbers are actually very impressive in terms of just in if you look at ELA alone, some of our student populations have grown significantly. But I do think it's a major contributor. >> Okay. Mr. >> Yeah. I just want to uh first thank our

staff, our teachers, our school aids, everyone who interacts with our kids because when I saw these scores, I was really impressed. I just have one or two quick questions. Um Dr. or Dr. Woods, either one of you. I know each school has its own strategic plan. Is is there a point where they might share with another school? In other words, if

school A all of a sudden shot up in one area and school B is, you know, not so much, assuming the populations are the same, do they have an opportunity to share with each other of what they're doing and, you know, their best practices because what may be great in one school could be great in another school if they even knew about it.

>> Mr. Schwarz, that's a great question and we have multiple avenues for that. We actually have our horizontal meetings. So, all of our, you know, middle school and high school and elementary are getting together sharing that. We actually have our district-wide leadership um meetings that we hold approximately once a month where they're having those conversations. But part of

the most beneficial thing that I think we've started in the last couple years is learning walks. So what's happening is our principles and our assistant principles are going to each other's sites collectively and they are walking through talking about their strategic plans looking at the instructional practices that are has been such incredible benefit in that this year

alone we started villages so you have the north side the south side and the central into villages and we have high school um administrators walking in elementary classrooms and vice versa so it's been a great growth and a learning experience for our principles. That's a great question. Thank you. >> I I forgot to uh thank our curriculum

specialists like Mr. Bowweg and I did I see Emily back there and Natalie and all our principles like Dr. Wayne and all of all of our people all of our people who are people who have never worked in schools are not aware of how impactful a principal can be or a curriculum specialist can be. and and I know we

have a great staff and sometimes we kind of don't f reach out to them to thank them, but I have a visit coming up on Friday, Dr. Lane, so we're going to see some more good stuff. Thank you. This I have one more. Can I do one more? >> Just one. I want to ask for board consensus because I feel like this was

kind of pre-planned and I've sent emails to the board before and I know that we've tried to do clarifying questions. Um, is it a clarifying question? Are you going to call someone up? >> No, I'm not. But there was nothing pre-planned about anything that I just want to make sure you're not calling. >> Yeah, but I just want to go Excuse me. I

want to go on the record to say that nothing here was pre-planned. But I have a question um for um Dr. Woods and or Dr. VeZ because Dr. Kamar, >> can I get board consensus? Are you guys okay if he goes one more round? Okay. >> Dr. Kamroski and I had the pleasure um in our accountability and goals

subcommittee of listening to a lot of the strategic plans. But after the plan was presented, Dr. Kamaroski and I got the boot out of the room. So, I'm wondering if there was a struggling school after that presentation if you had critical conversations with that principal after Dr. Kamroski and I were asked to leave. Just just curious, >> you know, I don't know if I'd use the

word critical because we're always trying to get better, all of us. >> Okay. And I think the principles are looking at these scores and they're they're seeing where their school u matches up with others. I think when you build a culture of growth, excellence, all those kinds of things, you're just trying to get better. >> Okay? >> And on the on the site visits, I see

that every single time in individual classrooms, teachers working hard, kids working hard. I know they're going home and parents are taking care of them and feeding them and getting plenty of sleep and taking it it seriously. I I'm just so proud of these scores. I just think it's a great reflection of our school district. I really do.

>> Okay, >> good. >> No more questions. Dr. Kamarzki. >> Yeah, I just want to give a thanks to everybody and Mrs. Brown for present presenting. It's getting late. Um, but trying to get it out. >> Thank you. >> Thanks everybody. >> And for the record, the one strategic plan that I remember the most is Schlottman making it all about landing

an airplane. Everything was about an airplane, >> right? >> Um, and can I ask the board, I had put the update on science of reading right after the CASP because it tied in together. Can we let Dr. Veles just report on that real quick. Is that okay? >> I I have public comment. >> Okay. And then we have a public comment

on that. >> The science of reading public comments. >> How many? >> First up is Jennifer Catalano followed by Anna Lisa Buhas. It's a great thing. Um, my name is Jennifer and I just want to um just say a few comments about the science of reading. Um, I do want to thank the district for investing in the science of

reading training through the Orton Gillingham. Um, this reflects the research has repeatedly shown when teachers are equipped with proven practices, students benefit. Um, I do want to tailor it a little bit. Um I want to highlight the critical role of early literacy uh within the science of reading uh framework. We know that decades of research that uh research

that the best window to address reading challenges is kindergarten and first grade. This is when children's brains are most ready to develop the foundational skills of literacy. It's not just about pushing the students too hard. It's about providing support when it makes the biggest impact. In fact, 90% of students who receive reading support before the end of first grade go

on to read at grade level. Yet, without early intervention, the reading gap only widens, especially after third grade, when students shift from learning to read to reading to learn. And we also know that 74% of students who struggle in third grade will continue to struggle into adulthood unless they receive targeted instruction. That's why first grade is such an important year, an

optimal year for learning and building strong readers. In our district, however, we've lost our first grade literacy specialists and the losses felt deeply across the district. Our teachers are trained in Orton Gillingham and are delivering strong first instruction every day. But even with high quality classrooms do receive daily intervention, but many of them need more than one teacher alone, more than what

one teacher alone can provide. Having a literacy specialist would allow these students to double dip to receive an additional layer of targeted expert instruction right when it matters the most. As first grade teachers, I think I can speak with um a lot of the teachers across the district that we are simply asking for literacy support to be

returned to the classrooms. We want our students, not just some, but all of them to have every possible opportunity to succeed. Early intervention is key and the first grade is our chance to close the gaps before they grow into long-term struggles with reading confidence and learning. And I do want to touch on what Lisa Brown said about when she was doing

the CASP testing and she was talking about how the sixth grader is reading a 12 paragraph um uh reading and then they have to go and they have to find evidence-based text to support their thinking. Well, the kids can't do that unless they can read. So the decoding is really really important in the primary early literacy grade levels like

kindergarten, first grade, second grade. And I know that um a lot of the teachers had that support and they just really wish that we could somehow bring it back. I don't know if there's a way to tie it in with the LCAP with some kind of testing because I know that's where that where the LCAP is right now is tied

to um standardized testing. So I'm not sure if there's a conversation we can have for first grade. Thanks. >> Thank you. >> Hi, my name is Anna Lisa and I am a fifth grade teacher at Nicholas Valley. Thank you so much for letting me speak tonight. I'd like to piggyback on what Jen Catalano had a chance to to speak

about just the um magical unicorns that our literacy specialists are and the important work that they do whenever they able when they are able to work with our youngest readers. Um, I'd also like to just point out that um some of our other youngest ringers are in combo classes. So, thank you so much. I know you're looking into providing ways to

get curriculum to our combo teachers so that they're not piece mealing things together. Um, when it comes to the science of reading, we want to make sure that all of our combo classes have exactly the tools they need in order to make sure that they're able to meet the needs of those little learners. Um, I thank you so much for the work that

you're doing. We all know that reading is foundational and if students don't master it early on, every subject becomes harder. By investing in quality curriculum for teachers, investing in our um literacy specialists and making sure that they're with our youngest learners, we're able to support teachers and students and um just keep our vision of moving forward with um our youngest

readers and helping making sure that they get what they need. Thank you so much for your time. >> Thank you. And then I'll just um so I agendaized this because um Governor Nuomo just last week signed AB1454. It's the new legislation that provides training for elementary school teachers in evidence-based reading instruction focused on phonics. And I know that this

has been um in the works for at least five years. Um a lot of parents are starting to get word of the science of reading and there's a lot of questions around it. So, I just wanted um Dr. Vez to just take a minute and let us know where we're at as a district. >> You got it. So, Tmacula Valley

anticipated the law being signed um a couple years ago. And so, we kind of have been ahead of the game. Um we utilized data and really started looking at other districts across the country that saw gains in literacy using the science of reading in that particular method methodology. Um and we decided to implement the science of reading um

about two two and a half years ago. So, we have really invested um and trained all of our elementary administrators, our teachers in grades K through two, general and general and special education on lit and the literacy specialist on Orton Gillingham. And I know our two wonderful teachers that were up here kind of talked a little bit

about that. Um and you'll you'll often hear it being referred to as OG, but that's Orton Gillingham. And many of you who have been on site visits have seen a lot of the phonics um very systematic phonics instruction that happens in our classrooms. It's a really highly structured approach that breaks reading and spelling down into smaller skills

involving letters and sounds and then builds on these skills over time. It uses explicit, direct, sequential, systematic, and multiensory instruction to be able to do that because so much behind the science of reading is the incorporation of all of the aspects of literacy, not just comprehension. It really is intertwined with its comprehension, it's phonics, and it's many things. So TBUSD has continued to

train all new general education and special education teachers in in grades K through two um through fall with through our instructional coaches. Teachers are given support through coaching with our wonderful literacy specialists and feedback from the administrators who are all trained in the program. So we've invested highly in this. Um we have a sustainability plan right now to continue that work moving

forward and especially with the new law and possible new funding coming with that. I think it's essential that we continue to to focus in these areas. I think one of the important things that we've also noticed is that um there are students at some of our secondary levels who may be in a special program who may also benefit from something such as

Orton Gillingham. So we're looking at that for some of our special populations at the secondary level. Can I make a brief comment? So I want to say I'm in full support. I think this is a huge win and I appreciate the teachers who spoke to this. Uh Dr. Vez did a great job talking about the track record

of the program and I looked into it and noted that states that switched to it completely in Mississippi, Florida, North Carolina jumped 10 to 20 points in reading scores in just a few years. So I think that's really exciting. It sounds like there's grant funding that's going to be available. Um, I really appreciate the fact that if our

kids don't one know how to read and two know those times tables all the way to the twelves by the end of third grade, then there's something wrong. And so those are great goals to pursue. And um, I'm excited about this. So I just want the teachers to know I'm glad we've had this for two and a half years and I look

forward to great things. It's obviously the right track all the way. >> Thank you. Is there any more comment? First of all, I I'm a big fan of Orton Gillingham. Um, but Dr. Vez, I have a question and help me remember. The state is requiring some kind of a tool, if I'm not mistaken, to be rolled out to assess the literacy

>> skill. Yeah. Of of like maybe I I think it's maybe second grade. I am Am I right? >> Yeah. There's a there's a screening tool. Correct. There's a screening. >> What What is that? >> So, there's a screening tool that the state put forward. The district had many different options in terms of which screening tool that they were going to

use. >> Um, and we put it to our literacy specialists and literacy specialists did work with some teachers on site to determine which one we're using. And I'm looking at Miss Tapley. What is the name of it again? >> Multitudes. >> Multitudes. Thank you. So, Multitudes is the one that we kind of landed on and it's somewhat of a dyslexia screener. um

and really looking at early literacy skills. >> So what is it? What does it do exactly? >> So it's an assessment that's given that helps us determine whether or not there are which gaps there are in a student's literacy skills so that we have a greater understanding of how to meet the needs for that student. >> Okay. So so it's data driven and that

data goes into the hands of of the teachers and the literacy specialist so that they correct so they can help the kids. >> Correct. Okay, perfect. Thank you very much. >> Just like to thank Yeah, just like to thank you and Dr. Bles for generalizing this, doing the deeper dive behind the scenes. I really love the technical

aspects of the OG method. In fact, I just like saying OG. So, but I just want to thank you because it's really robust. >> number three. >> Do we have >> Caroline Huffman? >> Um, I just want to remind everyone why the D-grade is being mentioned in this presentation. It's not because the district is debating bringing it back.

It's because Joe decided it was worth bringing up. If memory serves, a parent approached him asking why their child couldn't pass a class with a D. Rather than using that as an opportunity to explain what proficiency actually means, that knowing only 60% of the material does not demonstrate mastery or readiness for the next level. He treated it like a policy suggestion worth

resurrecting. Once again, Joe thinks that all policies that existed before his tenure should be reassessed through his own political view. even when there's no reason to. The district in response took the responsible approach using this as a reason to ensure all classes at the schools are following consistent grading practices. That's why the D-grade is mentioned here not as a

proposal but as a trigger to review grading alignment across the sites. The actual focus of this work is meaningful calibrating grading practices in science courses, clarifying assessment expectations, and ensuring that grades accurately reflect student learning and content mastery. It's worth emphasizing that restoring the D would lower academic standards, not raise them. The district removed the D years ago for a

reason. They wanted grades to reflect actual proficiency, not minimal passing. Using this presentation to revisit consistency across classes is good governance, but it's clear that only one trustes instinct to still aim low for the lowest possible bar the moment an opportunity arises. So, while tonight's discussion is about alignment, fairness, and meaningful assessment, let's not forget how we got here. One trustee, a

parent question, and a moment of let's see if we can lower the bar again. The district's work is solid, and our students deserve grading practices that reflect learning, not politics, not spectacle, and certainly not arbitrary DGrades. And right now we're gonna have Mrs. Amy Ricken come on up. >> Instructional leader mentioned um good evening again. Um I'm gonna go

ahead because Lisa teed me up a little bit. So this is just a look at the next generation science standards. So before I get into the survey data from the the grading practices, I wanted you to be aware of if you look at the yellow stars, those are science standards which also incorporate math and English language arts. And so you look at the

complexity of this threedimensional learning and expectation. Um it's a lot. I you know I heard someone say like this is hard. Um it's incredibly rigorous. And I want to give a shout out to all of our science teachers 6 through 12 who continue to take risks and put themselves out there in the classroom to try new things to build new lesson

plans. Um and I'm really I'm really proud to to share tonight in my brief three minutes um what our teacher teams are doing. Five what say it isn't so take that bellwang. Um, so we we wrote Jacqueline Dolan, our instructional coach for science. Shout out to her. She's an amazing partner. Uh, she and I created a survey that we

gave to our biology, chemistry, and physics teams when they came in September for our first curriculum design day. And in that survey, we gave our teachers, many of which teach into different curriculums. Um, so they might teach biology and chemistry or chemistry and physics. Um, and they were able to really delve in and provide some nuanced feedback to us about their grading

practices. It also created a lively discussion amongst the teams. So you had the biology team sitting there together from all three of our comprehensive high schools and kind of talking about their grading practices. Um, this is kind of the feedback as you can see it in that first column on the left. um biology across the board they're within a range

what I will say the survey feedback provided very concretely is at the site level at chaperel at tmacula valley at great oak are bud it's within I think an acceptable range and one of the questions we were talking about is how much does assessment kind of factor into the grade the grade book you can kind of see um based on the different categories

labs often count for assessment because that's really hands-on practice. Um, that's the data set that Lisa was talking about in some of the CAST data um that our students have to analyze and work through. Um, in response to the D, not one teacher, biology, chemistry or physics um had any interest in bringing back the D. And part of that speaks

specifically to they feel very strongly collectively that our students need mastery of the content before they move them to the next curriculum. Um and so that would be biology to chemistry, chemistry to physics. Um the middle column talks about assessment retake policies that yes uh collectively across the district in all three curriculums they believe in providing retake

opportunities but there are some criteria and it's a little more rigorous on some campuses with some teams than it is with others. um there's a little wider expectation um and allowability depending on how robust a Saturday intervention program is versus kind of a cap 30 or an intervention opportunity. But by and large what most of the teams agreed upon

was that um there needed to be some participation in intervention. So potentially some reteing second instruction opportunities. And they really wanted students to go back and look at their first assessment and see if they could make some test corrections and learn from that before they just sit down to take the next assessment again. Um third column here is late work

practices. Um, and I was actually shocked Jacqueline and I were talking about how tightly calibrated biology, chemistry, and physics um, were in response to this part of the survey. They all believe in accepting late work. Um, there are obviously nuances to that, but really the hard and fast line was they will take late work up for variable, partial credit, full credit,

um, late credit, whatever is in their syllabus independently. But again, calibrated by site and team. As long as it's collected before the end of the unit assessment. So once they take that unit assessment, they're not taking late work from that unit um as they move on to the next unit. Um I wanted to just show you a brief

overview of kind of the structures that we have in place. they look similar to math and to world language which Joe Bellow already shared earlier um this fall but I feel like we do a good job um and I know statistically based on what was shared tonight by Lisa our teacher teams are working really hard um they're

working hard to challenge themselves to improve as instructional leaders um they are in embracing the SAVIS platform which is a platform that we adopted as a district that has past style questions so they can build formative assessments in their classrooms um using the same style of questions that our students are going to encounter when they sit down to

take the CAST. Um and for high school, they take it one time in four years and it's in a really impactful year um when they're a junior taking the CASP for English and math, the science cast. And often, Melissa can speak to this, juniors are preparing to take the ACT, they're taking the PSAT for national merit status. There's all kinds of

assessment and that testing fatigue is a real thing for our students. Um, and so for us to do whatever we can to prepare them um for the familiarity of the platform of those cast questions, we want to do that and our teachers, our science teachers are doing a great job with that. This is what our science curriculum design team days look like.

Um, I want to speak just briefly to something that Great Oak and Veil Ranch and Gardener are doing that is now spreading across the district as a result of bringing our teacher teams together. Our middle schools use CER, which is claim, evidence, and reasoning as a writing strategy, and that's embedded in our district assessment. So, our students are getting that strategy

in middle school. At the high school level, Dr. Lane shout out uh and Great Oak High School partnered with the two feeder middle schools to bring Jane Schaefer writing which we use in English 9 across the curriculum to science and kind of provide some shared language and structure around writing. Chapperel was incredibly excited about that and their

biology team took that back to their campus and that's something that they're also interested in pursuing. Um, and then they talk all the other things, those late work policies and assessment retakes. And then we've seen the wheels when all the wheels come together and all of these pieces are kind of in motion. Mine aren't, you know, excitable

and moving. Mine are just stationary wheels right here. Um, but you can see that this is what leads to the increased student achievement specifically on the cast, which is what we're celebrating tonight. >> Questions? All right. You're welcome. >> Thank you. Um, where do I start? How many teachers would you say that were surveyed on bringing the D-grade back that you said

they don't wanted to come back? Ballpark? >> There were none of So, we had 23 teachers that took the survey um and none of them were interested in bringing the Dback. >> That's good to know. I remember back in February first agenda it was a concern brought up and I remember the two tension points I raised is one the

innovation of the district going back um years ago. The other one was inflation of grades >> and one of the things that um Dr. Bles and I discussed with Joe Ballowag before it even hit the agenda was it was your idea Dr. Bles to have site teachers surveyed. I thought it was really good. So I'm glad I'm seeing that information

come forward. I still wish the parents were surveyed because I think the community should have a right into this discussion as well as the teachers and I'm still going to remain that that or maintain that stance. Um and if a time and place comes aboard for that um I would still motion for that to crank out a survey using Infinity or whatever I

don't whatever platform we can but um thank you for the presentation. >> You're welcome. >> I have >> Thank you. I just wanted to make a comment from being a parent that back in 2010, 11, and 12 and then we went through as a district, we kind of went through a phase where we were known as the greatest district in Riverside

County, but test scores did start to slip and we saw that we weren't as great as we used to be. And I I think that maybe two or three years ago when you guys made changes um that we've seen the rebound now and our test scores are going up. So I want to give credit to Dr. Valz and the cabinet and all the

administrators. I know there's been a lot of changes in the last few years and I think that you're seeing the evidence of um what our district and our leadership teams are doing. So want to give a shout out that >> Mrs. Wema, you want to say something? >> The only thing that I would add is I would love to see that survey that

addresses the D to the entire district, >> the teachers. I I respect this information. I hear it and understand it, but I kind of echo the sentiment and maybe we'll get there and maybe we won't, but I know sometimes teams of people are asked, but there's so many more voices that might have an opinion to look at. But thank you for this. It

was a stellar presentation and I really appreciate what our our teachers are doing. >> Yeah, >> Mr. Schwarz. >> Yeah, just a quick comment. Having been a middle school teacher, I love the idea of the middle schools and the high school teachers getting together because a lot of times the trans I know the transition is really hard for some kids,

but once they when they see that there's something going on that works where they're headed. I think that's really important that it kind of sets the mood for them to be successful and also helps to prepare them, you know, to know what's what's on the horizon for them. And thank you for the presentation, Dr. >> Almost Dr. Nope.

>> Almost Dr. Ricken, >> Mr. Barham, you had a comment. >> Two questions. Um, thank you. It was really, really good. Um, in terms of taking a test again, >> are these students and quizzes? Are these students taking the same test and the same quiz once they make test corrections? Is it the same? >> No, it's not the same exact.

>> So, it's a different test. >> Yeah. Same standards. >> Same standards, but questions are different, but assessing the same information. >> Yes. Okay. Okay. >> Yeah. And that's why they have to work so hard at creating >> multiple examples. Yeah. >> Yeah. Okay. So, that's number one. And then number two, and I don't know if you'll be able to answer this, maybe

somebody in the back that does elementary, Anna, maybe you. Um are are our elementary science students, is the curriculum, >> NGSS aligned so that when they move forward into middle middle and high school, I mean, is the curriculum aligned? because I sense that maybe it's not. But I'll let you comment on that. Go ahead. >> So yes, it is aligned, but are we

continuing to strengthen that alignment? Yes, because NGSS came out about the time of COVID and we started a new curriculum. And so we've had some we've had some peaks and some valleys. We're still working on that alignment. That's an alignment that I think that all of us acknowledge that we're continuing to work on thanks to the work um that Mrs.

Ricken is doing collaboratively with our elementary, but acknowledging that that's still work we need to do. >> And I think I asked this question way back last year. Um are we providing the materials that support the NGSS standards in terms of doing investigations at the elementary level? Because I know we have books. I know we have curriculum and we

have books. I learned science out of a book when I was in elementary school, but this is NGSS. It's different. Are we being are students being provided the materials so that they can access NGSS standards? >> Students are being provided the materials. >> Okay. >> Thank you. >> Thank you very much. >> I just told um Dr. Valletz the parents

can feel the momentum. Yeah, it's you again. The parents can feel the momentum. So, of all this great stuff that you guys are doing >> again. >> Okay, I'm gonna stick to my script and go fast. All right. The thing I wanted to point it out here is in January of 2024, um, a reference guide for physical

education came out for the state of California. And one of the key indicators that was mentioned consistently as a thread throughout the guide was that in some cases the only physical activity some students are receiving in a day is the physical activity that they participate in in their school curriculum. And so overwhelmingly this guide reinforces the idea um that

we have to build a passion in students for lifelong health and fitness. And to that end that's exactly what our PE teachers are trying to do. So, the middle and high school requirement, because this is a secondary PE um update, they are required by law to provide 400 minutes of instruction every 10 days. And for high school PE1, you

can kind of see the eight uh California physical education content standards there. And excitingly, I can share with you that our high school PE team met three weeks ago. and Tim Man and I supported the team as they worked through new units to address uh the content standards for combives and self-defense. And it was a really exciting day of planning new and

creative lessons um for high school students around that particular um content area to address the standards in in that um that theme combives and self-defense. Uh we do have some schools that have aquatics uh instruction in the pool and we have some schools and programs that do dry land water safety. With the tight bell schedule that we

have in the passing periods and the changing periods and all the things um it is difficult and so I just add that in there as one of the challenges that our PE folks overcome every day. They also took a pretty extensive survey. Um every school was represented in the survey feedback. Um some PE departments answered collectively together, others

answered individually. Um but in terms of their curriculum and the credibility of what they provide every day through physical education, overwhelmingly they all said either they have a well ststructured and aligned curriculum that is clearly defined and standardsbased or um 40% said um or 59% said that they're developing but consistent and their curriculum follows the standards but there are some things

that they could probably shore up. And I use the example of the combives and self-defense as kind of one of those um talking points amongst the team in terms of building structures to support effective effective grading practices because we asked all of the other curricular um teams. I also asked PE how much does assessment kind of impact your grade book? Um and you can

see kind of anywhere between five and 20% is the most consistent with a couple outliers who have more than 30. Um, but to that end, it speaks to the fact that participation, daily physical activity is really what our PE teachers value. Getting students moving, working together, discussing curriculum and standards around healthy lifestyle and fitness. You can see our

district level support what we provide. Um, in terms of curriculum design days, we just finished with our high school team's first curriculum design day and our middle school uh curriculum design days planned for I think they picked February. um also at the site level. They're working hard on the intervention and the makeup kind of conversation, but they've done some pretty extensive work

around building online lessons for students who are on medical waiverss, maybe with an injury out with a doctor's note or on short-term independent study. And so those online lessons were built in Canvas, which can be shared across um sites, which was exciting work. Um Mr. Schwarz, this should make you excited. 100% overwhelmingly every single PE teacher in our district

uh who responded to the survey either as a department or individually said yes to bringing back the presidential fitness test. Um they're excited to be able to celebrate physical fitness uh for students who have a passion around it. And I think because we just report annual data around the PFT to the state um that basically our students have

participated in some of these criteria, you know, it's it's not as exciting as being able to celebrate them with a certificate. Um you know, maybe even in an award ceremony and some students this might be the one thing that they get an award in, you know, if they're not as exemplary maybe in the academic realm. And so what you can see in terms of the

president's uh challenge qualifying standards, we know what the events are going to be, but they have not yet released how to score. Um and so we can default back to previous scoring criteria in order to um start up the president's uh fitness test again, but we would need to do some work around that. And then this is kind of the last

talking point I wanted to address. So, I asked them pretty extensively with an open-ended question, um, which really challenged them to put into writing what it meant to them as a PE teacher to have students be PE ready. This is just a screenshot of a couple of those examples. But what you see basically is they just want kids to be excited about

coming and moving and participating, doing teamwork activities, um, learning new sports. They're trying to be relevant by adding things like spikeball or pickle ball. the self-defense techniques and adding other electives like weightlifting, yoga, things like that. Um, what supports all students being able to participate in PE every day is a universal best practice around loaner PE clothes. And so our staff at

each middle school and high school site have committed to they will do the laundry every day. If a student doesn't have their PE clothes, they will find clean PE clothes to give to those students, get them back from the students, and wash those PE clothes. So, there's not an excuse for students not being able to change into PE clothes and

participate on a daily level. Um, and just creating a positive participation culture. So, that's something we're working on in our curriculum design days to get kids excited about wanting, you know, to participate every day in PE. And that's it. Yes. Hey, a couple of questions. Um, I'll be talking about the healthy student initiative later, but in that

process, I had the opportunity to talk to PE teachers, which was really helpful. And from what I've gathered, and perhaps you have too, is that in secondary PE, there could be worked towards a universal rubric for something like running the mile because I think some of the different campuses have different standards or different ways about tracking things. So that was one

thing that I got in the feedback, just more uniformity. Hopefully we can work towards that for the collaborative goal. But I think all of us can can agree that fitness is so important. And of course, I followed in July when they started talking about the presidential physical fitness test. And I know many of us hung above the bar and turned purple and

participated in challenges that we've kind of done away with. And I think California's really lessened the emphasis there because I've gathered from teachers, they don't have to count reps. There are things that we did in the past that we no longer do. So if as a district if we're waiting for some things to dial in and make some new

goals, what I could sense from the teachers is that they're all for setting the bar higher and higher with that because I think with the stress, whether it's social media or um the mental health issues, if we have our students on consistent uh opportunities to really be fit and be talking about it and enjoying it and doing the cutting edge

to challenge them, I think we're going to see other areas improve. move. So, I appreciate your work in this and I'm excited to see what comes of it. >> I had to look up spikeball. Is that any fun? >> Yeah, >> maybe I should be playing. >> You know, I heard of this new sport, chess boxing. I'm a huge chess advocate.

I'm like, chess boxing? Anyways, maybe. >> Thank you. Yeah, just I I've been to some of our elementary schools where we have adaptive PE and I think that doesn't get talked about enough and it's really important for our some of our kids who would normally not get that activity that we have those people doing it. >> Yeah,

>> I have a question. >> Thank you. So, in talking about PE ready in terms of clothing, >> I knew you were going to ask this. >> Yeah. >> Is is according to the teachers because the feedback's important >> is does does this clothing uh require a PE uniform? >> Yeah. I mean, what's interesting, it's a great question and it's one that Tim and

I have been asking, you know, the teams and it came up last spring was the first time I had the conversation with our sixth and our eighth grade middle school folks who were writing, you know, planning organizers and pacing guides. We haven't got to seventh grade yet, so our calibration isn't as tight. Um, but one of the things that they all talk

about is when students change, there's almost like a flipping of the switch of now I have to participate in PE. And many of not surprisingly, many of our PE folks have friends in Hemtt Unified School District. Currently, Hemtt Unified School District is not having their middle school students change in the locker room. students can um if maybe they're wearing, you know, shoes

or clothing that doesn't necessarily provide an opportunity for them to be physically active. What they are reporting to our TmAcula PE colleagues is that the level of participation has dropped and that instead of running, they're seeing more slow walking. >> Yeah, for sure. >> Um because there's not necessarily that shift of I'm doing something different in this class than what I was doing in

periods one, two, and three. Yeah, I see that. Okay, thank you. >> Can I make one other quick point with that piggybacking on that? It did impress me that the teachers really do feel like they need to dress out and it totally makes sense. I just think the elephant in the room is that we've discussed issues with the locker rooms

and I think we need to take a little bit more of a defensive approach to be sure that if any student has issues with privacy, what is being done in the moment to address it? because I think a lot of campuses don't want to talk about it and wait until there's that situation. But I think we need to be

proactive and that's a conversation teachers want to have so that with the privacy if there's that question and a student says where's the form? What do I do? What is that PE teacher going to say? They have to be safeguarded right from the beginning so that they're on the same page and not wait until it happens. So that's more conversation,

but I'm hoping we can get there as well so that there's clarity for everybody. >> So I'm wondering if Mrs. Deas maybe wants to talk about in partnership the two of us reached out to all of our middle and high school PE teachers and our administrators >> to make sure that they were having do you want to

>> Yes. Just exactly that. uh they've taken that information back since our last meeting in the documents that we've talked about missma and they differ across our sites in terms of dynamics of the layout the footprint etc but the common message coming forward is what's available how we access it and how administration is supporting through that process so those conversations

should have been had or are being had with our PE departments per our discussion that you and I had a couple weeks ago >> having been in the trenches and talked talking to a few people. I think there have been some statements made where if you have any questions, here's the information. Let me know. I just want to

be sure that again if a teacher's in that situation where it happens in the moment, what are you doing in that moment as opposed to waiting and then I think there's confusion where the forms can be found. I just don't think there's clarity yet. So, I'll make sure that we get it. Yes. That's all I want to do is

dial in and make sure there aren't questions because I've talked to enough people who are a little foggy to say we need to tighten up that. >> Yeah. So, when Nicole Deas brought that to me the first time, we created a Google form to send to each of the middle schools and high schools uh administrator who supports physical

education. And part of that was literally a check that you have met with every single member of your physical education department to familiarize them with each of the documents, the opt- out forms, and to also relieve the burden of responsibility that it's not it's not solely on our physical education teachers because I think they were feeling a little bit of that burden, not

necessarily especially when they didn't understand, but that it's in partnership often with our counselors because students go and talk to counselors, with our administrators who are often the front line of, you know, receiving the email or the phone call. So, we we haven't had all 23 um or all middle school and high school campuses respond yet, but I gave them a deadline. They

have one more week um before Thanksgiving break, actually, it's this Friday, to be able to get that professional development. So, I think many of them are actually planning tomorrow during PLC time. Uh they're going to use that as an opportunity if they haven't already. Um, and we know who they are because we're tracking who's had those conversations and who's

providing that professional development. And then I think the other thing is Tim Man is kind of an expert in PE and I lean on him a lot um for nuanced, you know, curriculum ideas and very practical middle school ideas. Um, and so I I would hope that our middle school and high school folks know that they can

always reach out to us if they have any questions and we want to partner with them to help with any of those issues. Great presentation. Thank you, >> Sammy. And we are on number five. >> Do we have public comment? >> We have three. First up is Caroline, followed by Ana Lisa, and then third is I believe um

I want to address the proposed healthy student initiative. Much of it is being proposed. Nutrition, fitness, and mental health supports is already covered under existing education code. Jen, this is your thing. Maybe listen. Programs like um the children and youth behavioral health initiative provide funding and structure to support these outcomes. It's also worth noting that Jen previously voted against anou

with Riverside University Health System Behavioral Health, which would have directly supported student mental health services. Now in an election year, she's proposing this high-profile initiative that reads more like a campaign platform than a substantive plan for students. Finally, I want to address the suggestion to ban cell phones bellto bell. Students currently have access to their phones during the day and there is

an established expectation in place for communication and safety. Rolling back to a '9s style approach where students are completely disconnected would be regressive. Phones are critical communication tools, especially in the context of school shootings or other emergencies, allowing students to reach parents, guardians, or authorities immediately. Removing that access puts student safety at risk. If we truly want

to support student health, learning, and safety, the district should focus on implementing existing programs effectively, providing resources students actually need, including safe access to technology, and maintaining clear lines of communication rather than creating politically flashy initiatives. Next, next is Anna Lisa, followed by UPNI. >> Thank you so much. Um, I'm very excited to hear that our district is introducing

a healthy student initiative. I'm hoping that this initiative includes education on how students can use technology at home in um a safe and healthy way. There's a growing concern um in our schools, the connection between student health, emotional regulation, and excessive technology use. Many of our students are at home on devices for over eight hours a day.

As a result, they come to school stressed and anxious and disregulated because they have a dopamine addiction that causes fragmented attention problems. The lack of grit, perseverance, and executive functioning is causing major behavior problems inside of the classroom. Students have an attention span of about 10 to 15 minutes because they're used to um doing scrolling. I'd like the district to partner with

parents and families by providing education on how to establish healthy technology boundaries. When parents understand the impact of excessive screen time, students benefit, their focus improves, their mood improves, and their ability to learn grows. Thank you. um I think I understand the intent behind this. It's a great idea but um u my concern is like everything starts

with like a thing. A lot of the a lot of the framework which is in existence I've already emailed regarding this and I think a lot of what I emailed was reflected in Mrs. uh in the presentation we just saw. So um my like I said in my email I don't see an actual like you know great we want to do

presidential awards let's give everybody a medal. It'll take some money to, you know, print certificates, hold events, like how how are we going to go do do that? We are in a deficit right now. We are continuing to spend money on things which is not necessary, not education related. And u this agenda item is also another example of AI gone really bad.

Like when you put in so many references, you should check what references you're putting over there. if you're putting broken links and u one person really got offended and I gave them the idea when you put an idea out there like you know people are like why do people listen to you or like you know when you're

presenting an idea to somebody there is a principle called the pyramid principle put your idea first and then put supporting facts you know that what you're supporting in this agenda item the rationale talks about mental health talks about MHSA talks about CIA the grant that this district already rejected MHSA has nothing to do with the district. The county decides on that

funding, so we really don't have access to that funding. And then it goes on to talk about obesity, mental health, and social. Nobody is disagreeing that kids need more uh physical activity. Nobody's disagreeing like social media phones are bad for kids. Nobody has disagreed on any of this. Nobody has disagreed like phones shouldn't be allowed in class.

And I did send out that we do have a board policy in place where the phones remain need to remain in uh the backpacks. certain math classes I did go to, they have a little uh thing uh right by the door where all the kids are supposed to put their phones in there like you know you don't need to use

phones at all. So u I I what I would have liked to see over here is I I just don't want to be like u you know a lot of this stuff is already existing like uh Mrs. Versma you've been advocating watchd dogs which was which has previously been criticized for not being exclusive. I would have loved to see an

idea over here like how about starting a program uh called playground playground pals where like you know parents can come in the teachers for especially at elementary school kids love seeing their parents like you know maybe you can have organized certain kids might not be good at running the mile but maybe if there's like a noodle race or something else

that activity but again equipment needs money like whatever you need to do I I know miss u at the middle school the teacher did raise a lot of funds for getting other fun activities for kids. So, everybody can participate even if they can't run the mile or can't do the set number of pull-ups or push-ups. Thank you,

>> Mrs. Weman. I appreciate everyone's feedback. Um, I do think my hope here is that we can pull pieces of this and see it evolve together. It's probably one of the least political things that we could agree on is that benefits in increasing physical activity, decreasing screen time, thank you to the teacher who spoke on that, and improving the quality of food for

young people. I do know what we have. For example, in terms of food, we have relationships with local vendors. We've got some great fresh fruit and salad choices. We also have had people point out, gosh, the hot dog is heated up and plastic and it's gross, you know, and I know we can't be perfect as a district,

but my goal is how can we get the conversation started in these different segments to see what we can do better. It doesn't have to look like anything that I'm dictating. I think a group effort with all of us is important. Physical fitness, we've already gone over that. And I do want to say in talking to a PE teacher, they mentioned

the fact that there are times where appointments or counseling will happen and a student will be pulled out of PE. And that really hit me that gosh, I wonder how often that happens because I do really believe that fitness and them moving their bodies and their minds is just so important. I probably say that because I grew up as an athlete and a

dancer and if I don't work out, I I don't think as clearly. So, it's it's that's just how we're designed with our bodies. And so, PE, we know it's important. In terms of the phones, um my youngest graduated a few years ago, so I know things have evolved since then, but they would come home and talk about

students sitting on watching the Final Four or full-length movies or having that extra time where they pulled out their phone instead of doing something more constructively. I can't say that's where we're at now, but my hope is what can we do? And I know in talking to Dr. Vez, there's been a conversation going on for five or six months and that's

great. I want to be brought into that be updated. Even Governor Nuome that I don't often agree with looked at a district like Santa Barbara Unified. They've got a cell phone policy called off and away. It started as a pilot and it's grown stronger every year. And what's so awesome about it is that you see initial complaints fade within two

to four weeks. You see students reading at lunch. You see fewer discipline issues, reduced cyber bullying, calmer environments. And the state is asking us by next summer to have a policy. They're not telling us exactly what it has to look at, but we have to have one. Will we be like a district who decides bell to bell and even at lunch we're not

having phones out, we're doing other things? I understand the concerns parents have with contact and wanting that. And I'm not saying strip them from every campus, but can we look at some of these different layers so that we can go where we need to go for the health of the students? Maybe that's something to survey. So, that wasn't quite long

enough, but that kind of gives you a nutshell of what I'm hoping to achieve through collaboration. >> And you still get two minutes twice. >> Um, who would like to comment first, Mr. Schwarz? just a couple of things. Uh we already have the uh physical frameworks that come from the state. We also have tmacular fresh food, pupil nutrition,

health and achievement act which regulate processed and fried foods. Um, the phone free school act was passed by the assembly. Uh, bill number 3216. Every school district needs to adopt a policy to deal with, uh, cell phones during the day. I know some of our teachers have like a shoe bag. When the kids come in, they put their phone in

there. Some have cubbies. And from what I've seen, almost every teacher uh, has some kind of a policy where the phones are away during class. um banning personal devices bellto bell. I think ban is really a stra uh kind of a strong word. God forbid a parent needs to get in touch with their child during the day. Like when I was working in New

York on 911 and people needed to get in touch with their spouses and their kids, banning phones bellto bell would have been disastrous. um device-f free environments that support undivided attention and real world interactions. That is a big issue. But that's a parent issue. We can give all the education we want. But if the child goes home and mom says, "Go to your room

and close the door." And their child as as the teacher pointed out is on their iPad for eight hours a day or on their computer. It's not something we can control. We can give advice and we can point out the dangers, but once children get home, it's the um uh responsibility of the parent. So, there's a few of the points I wanted to

make. >> Thank you. >> Sure. >> I'll just take a slice out of this. Um outside of the addiction that phones causes, and I understand, you know, you banning phones from bell to bell. Maybe I'm against that because if there was an emergency, you know, everybody should have access to the phone. I'm going to approach this from an EMF perspective,

electromagnetic frequencies. That comes from my radiation safety background. Yes, it's non nonionizing, but I would encourage the public and the teachers and the admin, anybody else to look into this, but you can have things like direct gene impact related to Alzheimer's. You can have fog, mental fog. You can have cognitive decline. You can have blood clotting association.

There are just a whole slew of side effects that come with people in their phones all day long. And I'm not just talking about kids, talking about adults, too, even in the classroom. So, I'm for less technology when it doesn't impede on instructional, you know, time because I mean, each teacher has their own specific methodology. And I'm not

just talking about phones. I'm talking about iPads. They're EMF emitting devices. Everybody look into this. Um, but I am definitely for the phone part of this 100% for a whole different reason on top of the one you mentioned. It's just radiation safety. >> Thank you, Mr. Barham. >> Um, when I taught, I never had a problem with phones in the class um because I

took them. That's what I did. And uh I don't know how we deal with that now. Um, but you know, the phone would come out the first couple days I would take it. They never came out again. So that's the way I handled it. But I guess you know I think you know we need to have something

in place by 2026. I know that we have policies in place. I guess what I would be looking for because I've made this mistake here on the deis and I don't want to make it again because I even said it in my closing comments last time. I am very reluctant to support any policy that comes from the top down

because we have done that for the last three years. Okay, we have the school board culture has been to write the policies and most of them have failed outside of for example controversial topics which was written in conjunction with the staff and it has succeeded. So what I'm looking for is I am looking for policy development to come as I said

last month in my closing comments to come from the bottom up. And so I am very happy to look at this, Mrs. Wearsma, and in conjunction with someone else from the staff as well as yourself, however you want to do it, because I think it's important, but I would like it to come from the bottom up. And

that's my thought on this. >> So, I wouldn't disagree. Oh, go ahead. Yes, go ahead. So, um, we're all in support of this and there has been, um, legislation passed. So, so far I don't hear anyone that disagrees. We've got different ideas. The district has been working on this and Mrs. Wearsman's the one that brought it first. I don't think we need a

another subcommittee right now, but I think if you would spearhead working with seeing what the district's putting together and I kind of and and then bring it back to the board and not form a subcommittee at this time, just have you kind of oversee the cell phone policy. Um would you be okay with that? >> I would. I would be happy.

>> I'm just throwing out there. I'm >> Yes. No, that's a great idea. And um just a couple more comments. What is exciting is to look at the data and we always talk about data being so important. So I just want to read a few nuggets to you. Southwest or Southside Independent School District in Texas, a pilot program showed massive engagement

gains now expanding districtwide because they're doing kind of the the belltobell ban. Portland public schools district-wide ban with pouches. Teachers report the biggest positive changes in classroom culture in decades. Norwegian middle school national study strict bans reduce bullying by 40 to 60% raise girls GPA cut mental health visits one of the strongest researchbacked examples globally the most consistently cited

successful implementation of a strict bell-to-bell phone ban uh with publishing how we do it is Orange County Public Schools in Florida the eighth largest district in the US over 210,000 students they went beyond Florida state law which only banned them during class time and implemented more of a full banan with dramatic reported improvements in focus, behavior, school

climate, all of it. So, I definitely don't want to dictate. I think from the bottom up down and from the top down, we can talk about it. I as a parent of course would want my child to have something available to them. So, uh I know that that can be an aspect of concern. So, we can address that. My

kids reminded me back in the day, they also had little video cameras where they could capture video and they ran around and played with that, but they didn't have those phones where you could go so many places and be distracted. So, there's a there's a way, I think, to get to a place of where we want to be. And

I'm happy to join conversations that are already being done because I'd love to hear what they're discussing and then go from there. >> So, can I propose that instead of forming a new subcommittee, can you work with Dr. Vez because Dr. Woods is almost out. I'm just going to propose this and then I'll have your um and we have so

many subcommittees. Before we form a subcommittee, can we give >> Mrs. Weman a chance to work with the district and then bring something to us before we form and that's just my proposal. Um who who's next? >> My opinion's no. But here's the thing. I don't want to join another subcommittee. But in this sense, I really don't. But

in this sense, if it's the cell phone one, I can come in with a lot of research, not not not like lowgrade, but the best of the best that I can find to substantiate my claims on EMF related to that and I would be willing to hop in because that's a skill set that you're not really talking about that I could

add to. >> So, um, only because I'm looking it's the board decides. So, this is just me proposing. the board decides I would prefer not to form another subcommittee but two board members can work together as long as they are not working with three other board members could you guys put something together and then if I think because we all agree on it we

don't need a subcommittee I think you're going to put something forward and if you can meet with district staff and I see Dr. as nodding. Um, are you guys It just cuts out back on like red tape and one more subcommittee, but that means that no other board members get to work on it. >> I guess the only question I would have

is with the healthy student initiative and looking at some of these other components. There could be a question for whether or not that could come into existence. I loved what the teacher said tonight about family education and training and and Mr. Schwarz is right. I mean, families have to they have to be on top of what's going

on at home. So, um, but I'm happy to join the discussion that's gone on about the phones and maybe we can revisit a couple of these other things in another way. I'm open to all of >> those options. >> Are you open to me working with you specifically on what I suggested on the phone? Of >> course, that's what we're Okay,

>> can I make a really quick comment? >> Yes. And let me the most Let's get some student feedback. >> Okay. Thank you. Um, really quick, I would just like to echo what Mr. Schwarz mentioned about the Belltobell phone ban. As a student, I hear discourse about this all the time on campus, like pretty much every day when we first came

back this semester. And I think that most students, including myself, can agree on this. Uh, we're all aware of like phone addiction and the negative effects of like too much screen time, but we believe that an entire ban is unnecessary and also would bring up those safety concerns that were mentioned. And currently what's working with in most of my classes is that my

teachers, they don't take phones, but they make it clear that phones should not be visible during instructional time. And then if phones are spotted out during instructional time, then students are forced to turn them in or put it in like the phone pockets that they have hanging on their door. Um, and I think that that fear is kind of enough for

most students to just keep it in their backpack. I think that it also helps students with self-control, too. So, I think people should be given a chance to keep themselves in check before resorting to just like taking everything. That's my thoughts on that. >> Do you guys do Quizlet on the phones? Do you do games that >> We do games on most games are also

available on laptops. So, yeah, >> they all have laptops. >> Oh, I have I just have one. >> Okay, Mr. Barham. >> So, bring I think bringing up the food was great, >> Mrs. Lash. We We have relationships with local farmers, right? I'm just checking. >> Yeah, it our nutrition services department, that's all they do is try to

have minimize processed foods, get as much locally sourced produce as they can. Um, but of course all within quantity, you know, quantity, demand, and then availability and the food regulations, which are but that's literally the entire department's focus is >> can we get away from plastic wrap? Um it it it just depends because those are commodities that we buy in bulk and so

when we can we do but there's also contractual obligations and things like that. So we do minimize it but we can look into it. >> I just think it's important to enhance those relationships with the farmers because there's no pesticides. >> Right. >> There's no pesticides and we're supporting the district is supporting >> local business >> the local economy. Correct.

>> So that's why I think it's important. >> And where these two worlds collide, I just want to make a comment. Our high school child nutrition programs are dependent, and I don't use that word lightly, dependent on students having cell phones. We serve 1,200 meals a day at each of our comprehensive high schools. And the only way that that

happens is that they pull out their cell phones and they scan to go through the line instead of punching in their student IDs. So we would have a significant it would be a significant impact to our child nut nutrition department who depends on students scanning to receive their lunch every day. So you'd have to change the bell

schedule to make lunch longer in order to accommodate the food nutrition services every day on a high school campus. >> And if I could just Dr. Wood >> real quick can I add um Dr. Vez and then we'll >> sorry and then you're she >> and then we'll we'll go to you Nicole. Um, one of the things that I'm thinking

of with the um, with the proposal that you've brought forth, Miss Wesma, we're looking at a couple different things. So, we're looking at our compliance with the law um, in regards to having a policy for cell phones and then we're looking at other components of what you brought forward. I'm looking at them as two separate things. I think number one,

I do think that Miss Deas who has been working on the cell phone policy um with administrators um with teachers kind of working with student services can provide some updates to the entire board where we're at. Now, I'm not dis I'm not I'm not taking you out of the equation. I just think it's really important you hear what's been done thus far so then

we can move forward on the second piece. um with the other components that's currently in the proposal that you brought. I'm hearing that there is an interest in all in the district exploring the option of c of trying to create a policy and guidelines. If we get board consensus on that, then we as a district administration ex um

executive cabinet and directors can start working on that and bring forth a proposal in that area that would work within the confines of our district because what Mrs. Lash just talked about in regards to those phones being needed for lunchtime. That is a component that I don't know that everybody is completely aware of. So, we're more than

happy to bring forth work on a policy, bring that forward for feedback, and we can come back and revise it as many times as needed. >> Good. >> Miss Das, I'd be happy to meet with you after this as well to talk about what you already have. >> Can I propose then we've got Dr. Kamaraskki, Mrs. is we think board

members need to be involved because my biggest thing is the board is elected for oversight and I think it's okay if we collaborate with the district. So if these two board members will meet with Mrs. Davis and collaborate on working on a policy and then will you meet with Mrs. or Dr. VeZ about the nutrition portion is everyone in agreement with

that? >> Yeah I might also want to meet with Dr. about the cell phone as well. Yeah, that's why I said you and >> what I'm saying is Mrs. Dez, Dr. >> Um, I'm saying I turn it over to you and Dr. Vez and Mrs. Deis. So, what you guys decide and then bring it back to the

board? >> Okay. >> Yeah. And Dr. Kamaskki, it would probably be both of us. M. >> That's what I'm saying. And then bring it back to the board. Are you okay with that, Mrs. Davis? >> Yeah. The only thing I was going to say, Dr. Anderson is that um in terms of the board policy, I just want it noted that

we do believe that our current board policy on acceptable use meets the specifications put forward by the state of California and Governor Nuomo. So in terms of having to update or change a board policy, we believe that it fits the specifications and scope of the intent of the update on the cell phone use. What we currently are doing is uh

seeking information from our students and also uh from our technology committees and uh really looking at what our sites have done like uh Great Oak High School and Susan Nelson Rancho Vista High School. So I'm happy to share with you what we've done with that. I think we do need more time on those things and it would be wonderful to

provide you an update so we can give you the scope and sequence of that work so we can get your support and provide you feedback with that. >> Okay. So I'll leave it up to these two board members to and Len to schedule meetings and then you guys and when you're ready present back to the board with what you found. Any other Are we

good? >> Good. Okay. Perfect. I like that. And I think that it is good to bring ideas. Um you did mention several times it's an idea. I remember saying that before. This is an idea. We can discuss it. So it's good. >> Subcommittees. >> Okay. It is it is now 9:30 and I said at 9:30 we're going to decide

what we will consider for the rest of the meeting. Um, let's see what I personally think that we need to remove item number 12. It's been considered three times. We've had public comment on it before and um it was brought back by someone that voted in the minority to um keep it on the agenda last time. Do we want to

keep number 12 now or do we want to postpone that for another meeting? >> It's the >> people waited to speak on it. >> What >> there's public how many public comments >> at 9:30 the board is going to consider whether what additional items we're going to see talk about tonight and which ones we're going to postpone. So

the it is in the purview of the board to decide what are we going to finish what do what do we want to talk about the rest of the night. So I personally think that one's been brought back three times and we can postpone that till the next meeting. We don't have to bring it back a fourth time. The other one

we can postpone subcommittees as well. >> I'm for postponing the rest of the agenda items. That's just me. >> I agree. Is that because you're under and I'm over on the time? >> No, I have a bet with Gary for clarity. >> Oh my god. >> You don't even know what it is. >> Do you can What about um I wanted us to

briefly talk about 10 because our next board be board meeting is organization. Um can we just do 10 and then wrap it up? >> Let's do 10 and 12. >> 10 and 12. I I don't think we should do >> People have been waiting to speak on it and I'm just going to keep bring I'm going to keep bringing it back.

>> Done it four times. >> I'm just going to keep bringing it back. >> Oh, yes, I can. >> Okay, then we'll keep postponing it. >> You know what? You voted. >> You can't Excuse me. >> Let can I be recognized, please? >> Yes, you're recognized. >> Okay, I can I can renew motions that have been defeated as many times as I

want. Okay. There is no reconsideration here about being in the minority. That is incorrect. And that came from David Huff and he is wrong. Excuse me. I'm still speaking. So I want to renew I will keep renewing this motion because it's in the best interest of the community and I've asked Mrs. Deis to speak on it for three minutes. She said

she can speak on it in one. So let's consider the motion and let's put it to bed once and for all. >> You want to make sure it's like voted no on. >> You know what? You're you're talking about voting on something before it's even heard and that's inappropriate. >> So, we voted on this before and it

didn't pass. >> Let's see if it passes. Let's see if it passes this time because I'm going to keep bringing it back every time. Let Mrs. Dis speak on it. She's been allotted three minutes. She said she can do it in one. >> She's spoken on it before. >> She's never spoken on it. >> She never has.

>> Oh, yeah. Okay. So, here's what I want to do. I want to consider Dr. Karaski. I'm ready to let the whole uh agenda go, too. So, it's 9:42. Wow. >> And we can postpone everything till the next meeting. >> No. What are you guys saying? >> You cannot postpone. >> Mr. Barham, you're interrupting. >> You cannot postpone something until the

motion is considered. That is Robert's rules. >> Point of order. You need to quit. >> Point of order to you because you don't understand the rules. >> You cannot postpone anything until the motion is considered. >> Mr. Barham. >> So, if you would like to consider the motion, then you can >> Are you the president? I need you to

stop. You don't understand the rules. >> This is embarrassing. No, it's embarrassing for you because you're the president and you don't know the rules, >> Mr. Barham. >> So, let's do number 10 and 12 and get this thing over with once and for all. >> I just want to say something for the record. When you say that Huff, which is

our still our general legal counsel, is wrong. >> He's wrong. >> I'm just going to pause on that and I disagree with you. You are not a member of the prevailing party. But with that said, I'll let the board president continue to lead the meeting >> because this is looking unprofessional. >> Yeah, Mr. Mr. Barham, I'm going to I'm

going to ask you to quit interrupting. I said at approximately 9:30, the governing board will determine which of the remaining agenda items can be considered and acted upon before 1000 p.m. Dr. Komaroski said he's okay if we postpone the rest. And we have Mrs. Wearsma has the non-custodial thing. I'm sure she wants to address that, but I'm

asking it's 9:44. What we can postpone to a later time? I really wanted to talk about re uh how are we going to manage our organization but you know what again it's not up to me. Um >> I think that's a really important one to do too. >> So we'll start with Dr. Kamaroski. You may you mentioned to postpone 9 10 11

and 12. >> I'm up for hearing the public comments related to the agenda item because it was agendaized. I I have no problem with that. And I'm up for hearing the reorganizational item itself. and two on 12. >> One on nine and two on 12. >> Plus, we have 10. I think >> I'm up for hearing the people that came,

but I'm just one member of the board. >> I talked to we did I did discuss this in one of those phone calls that you that Mr. Barham saw was when an item is postponed or removed and we're not taking action on it, it's kind of um there's no purpose in taking public comment on something that we're not

going to act on. Um >> you cannot You cannot postpone something unless the motion is being considered. >> You are out of order. >> Unless what motion is being considered? >> If you want to consider number 12 and you want to postpone it, you can postpone it at the time that it is considered. So that is the appropriate.

>> Okay. So do you want me to go through and and just do it one at a time and ask each board member, do we want to wait? Because >> that would be fine. >> Our agenda forever has said at 9:30 we're going to stop and decide That is fine, but let's go one at a time and do it right

>> because you are not doing it right, >> Mr. Barham. >> I'm sorry. >> You are out of You've been out of the whole time. >> Not out of order. I'm just trying to get the rules right because they've never been done right. Sorry. >> We can literally We can literally stop the meeting right now and go home. Mr.

Barham, there are a multiplicity of ways how to lead this meeting. >> Okay, let's go one at a time and do it. Let's go one at a time. So, so my question is Mrs. Mrs. Weman, do you want to consider this at the next meeting or do you want to consider it now? >> I'm fine to put most of this off until

the next meeting. I think talking about organizational structure is important. I think that anybody who was here to speak on one of those items, if they're here for general public comment, they can comment on anything that they please. so they could still be heard. We do need to hear people that are here to make comments. So there is the compromise

that we're looking for. As for my item, yes, I'm I'm fine to let it let it go for now because we've got I think several hours of meetings first week of December, right? So we'll be back here soon. >> Thank you. Um number 10, board consensus. I just wanted to talk about how we were >> I wanted to talk about how we were going

to organize the voting at the next meeting, but if we don't want to, we can just are we have bylaws. We don't have to talk about it tonight. >> I agree. >> Do you guys want to talk about it tonight or just stick with what we have? >> I want to talk about it. >> Is there anybody else that wants to talk

about it? >> There's no bylaw. There's nothing in the bylaws that say how we are to conduct the election. >> So, I'm just talking about right now whether or not we're going to postpone it. Um, and I did talk to legal about it. So, we can come up with something that night. We could come up with like,

hey, we want to talk about it now. So, talked to Mr. Demarco or actually it was Mr. Dedricch and he gave us he gave a hundred different ways we could do it. Do we want to do it tonight or next time? >> My thought is we've been doing this for years as a district. People have been voting in board presidents, clerks, vice

clerk, new vice clerk. Now, we haven't done that previously. This has been going on for decades. >> Just leave it. >> This is super derogatory. It's not necessary. >> Okay. If it it then let's not we'll remove um number 10. Um >> just my opinion. >> I think we should remove number 11. And I've already said the reason we

should remove number 12. And we can put these on the next meeting. >> And number eight. >> Oh, and number eight, board subcommittees. Do you Does anyone want to talk about board subcommittees? >> I'd rather talk about number 10. Let's just talk about number 10. >> Wait, we we're we're looking for we're going in order. You said we were going

to go in order. So, we're Okay, let's go in order. Go for it. So, nine is checked off. 10 is checked off. 11. >> We can postpone 11. >> Excuse me. Did we get consensus on Yes, we did. >> on number 10? >> Yes, we did. I was one. Dr. Kamaroski was >> You don't want to talk about it? Okay.

>> Okay. So, there's three. Um number 11. >> I I could talk about it at the next meeting. >> Is that okay if we do that? Thank you. I'm going to put you on the next >> I want to I want to state I want anyone here who wanted to make a public comment. I want them to have the ability

to do that. >> Okay. During general public comments or Okay. Absolutely. >> Um and then the last one, we've brought this back. It's been on and off. Um Mr. Barham thinks that he has convinced someone to vote the yes on this. >> No, I haven't. >> Oh, okay. I would like to postpone this one more time >> and go to general public comments and

let the public speak. >> I think we should give >> consensus. I need three people. >> I need three people. >> I I vote to postpone. >> It's not considerate. >> And then Dr. Kamaroski. Okay. >> So, yep. So, now is the time. The governing board welcomes public comments. This is the time for open session public comments. Public comments

are allowed up to a maximum of three minutes per comment in the order received to a maximum of 30 minutes per item for comments on agenda items. >> And let's move >> for clarification. Is it that is it that number um 12 is being pushed to the next meeting which is literally two weeks from now. Is that what's happening? I'm

gonna check with the attorneys because this has been put on and and taken off and so I just I already asked about >> the majority of the minority bringing it back. >> The other question, >> can I just ask Mr. Barham a question about it? Go ahead. We've talked about um Mr. Barham brought this idea that like the city council members have this

way of like if it doesn't get a majority, they don't consider it. But right now, I don't feel like you're going to get a majority vote on this. So, let's give it some time. Let people think about it and bring it back. Cuz if three people want it off the agenda, the chance that you're going to get three

people to vote for it is probably low. So, we've already decided that >> all I can say is is that we have to have a program. It is a necessity. And that's why I would like to give Mrs. Das one minute. >> We'll bring it back. The three the consensus is we're going to bring it back. Um

>> then I'll add to that with Mr. baram and instead of one minute when we bring it back give her more time give her three to five minutes. >> Yeah, >> I think that's fair. >> So we'll bring it back with and we'll and why don't we start where we left off when I make the agenda. We'll start with

all of these items in order. So it'll start with your item because you were next and then we'll go down the list. I'm going to totally remove the reorganization because clear, you know, we'll we'll figure it out at that meeting. >> How are we going to figure that out do you think? um that we talk about it and

decide how we want to vote. So the the next thing is um general public comment >> get to speak one time for three minutes. We've done this before and someone filed a Brown Act complaint and it was found that it was not valid because if something is postponed or moved off the the agenda, you'll get to speak on it

next time. Um, is that good? Full time three minutes. Okay. Who is 14? >> Okay. First up is Jack Callahan, followed by Daniel Molina. >> Hi there. Uh, my name is Jack Callahan. I'm a junior at Chapel. And >> all right, >> my name is Jack Callahan. Uh I'm a junior at CHS. Uh and I just kind of

wanted to come up here and address this really quickly. This is my first time going to a board meeting. And frankly, I am disappointed. Um I'm not going to, you know, personally attack anybody here, but at the same time, it felt like today, more so than addressing our educational needs, I saw personal debate and political strife come before the students that you guys

are supposed to represent and lead for. Um, I don't I don't deny that argumentation and debate is definitely going to always be a part of this, but the fact that for that first half especially, it felt like more than any sort of discussion about our education or our voices or anything like that, it felt like you guys were discussing

amongst yourselves against personal values rather than upholding what would be best for our education. Um, and I just hope to see that change in the near future. I mean, I'm I'm starting a club about it and everything because at this point it's just ridiculous because since 8th grade, all I've heard is just about political discussion and the school

board when it's a school board. You're supposed to be addressing our education and not national, state, local politics. You're supposed to be addressing us. Um, and all I've seen is just those merging of different conflicts and values that aren't related to our education. And I want to see that change so that way I can see my education become better while

I go into my final year of high school. I'm a junior right now. I still got one more year left. And I really hope to see that change, but as of right now, I don't. Uh, so I just wanted to come up here and demonstrate my disappointment as of right now with how this has gone. I'm going to be coming back next time

and in future board meetings and I'll be bringing more students with me. That's the point of our club. We are we are enforcing student engagement in like local issues that involve them such as our education. And at this point, we need that because obviously, at least to me, it seems like y'all are kind of forcing past your personal

ideals while we don't really have a voice. Melissa Chai is up here and she does great, but at the same time, her voice is extremely limited. Uh, we need to have that strength in numbers and I will be bringing fellow students here to represent our voice and to show our discontent with how this has been going so far. And hopefully that will spark a

change because none has been seen in recent years. Thank you. Next up is Daniel Molina, followed by Anaisa. There we go. All right. Uh, good evening board. I'd like to address the item number 12 that was removed. I don't understand why we keep bringing it back and Emil made it very clear today that he's just going to keep bringing it

back. You know, I haven't seen anybody from the community support this. One person, you're related to her and her child will not be impacted by these services provided in our district. And I think that it's important to note that when you read through the policy that was presented, there is a section in there that says following TV TVUSD's

rules of parental involvement. But then there's another section that says TVUSD will not stop somebody that wants to self bring themselves to the program. So if if this is about drug abuse, adults don't even self admit themselves. So we think that children are going to I'm not sold and UHS has already violated their trust with our community and you seem to

want to represent them over the community and I have an issue with that. So as long as you keep bringing this forward, I will keep um speaking against it. You know, Dr. Anderson, I somebody told me that you think that uh I have this vendetta against you. I really don't. You know, I dropped my podcast. The last two episodes I recorded. I

haven't even put them out because it's just I I I I edited them. I listened to them and it's really an attack on you and I just don't want to put that out. But then when I was watching the meeting today and I watched how you basically opened up by blaming the community on the failures of the deis the gas

gaslighting us for the fees that you're bringing forward while you were sitting next to an attorney and the bill was just racking up while you were saying that it's our fault. You also said something about you needed to speak to an attorney because you heard of some sort of FBI some some sort of report to the FBI for

uh um for something. Um but what's interesting is why would you need to speak to an attorney about that if there's no validity in it? Like if somebody right now called the FBI on me for some sort of weird collusion, I wouldn't need to speak to an attorney because it's just not true. So I find it odd that you posture on certain things

and then on the dayish you kind of show us your hand and I don't even think you realize that. Shout out to that last gentleman that young man who had the courage to come up here and speak to the adults in the room because a lot of students won't do that and I hope he brings his friends. I hope he brings

more students. Maybe then we will get some real leadership in these seats. I mean Melissa Chai does a great job. I mean, I I would love to maybe replace everybody with some of these high school kids. I don't know what we need to do, but this is just it's embarrassing at this point. I've supported most of you.

I still like all of you. I respect everyone, even the staff does a great job. Miss Deis, I'm sure with that UHS thing, you put a lot of work and effort into that, and I will listen when you do present, but we need to do better. Thank you. Next up is Anna Lisa, followed by Ron Larson. >> Thank you for letting me speak again. Um

once again, I'm Ana Lisa and I'm with um a fifth grade teacher at Nicholas Valley Elementary School. I wanted to address an issue that is quietly but deeply affecting our schools. The growing impact of studentcaused violence in our classrooms. The toll it's taking not only on just the children involved but the students who witness this violence and staff is really getting difficult.

When violence erupts, whether it is hitting or throwing objects, flipping desks, or making serious outbursts, it doesn't only affect the moment. It sends shock waves through the room. Other students become anxious, distracted, and on high alert. Some worry it could happen again and again. Others begin to associate school with unpredictability rather than safety. Over time, this chronic stress affects their ability to

learn, their confidence in the classroom, and even their willingness to participate. While teachers are and support staff are deeply, they care deeply about every child. They are reaching a breaking point. Many are managing repeated crisises on the top of full classrooms, academic expectations, and emotional needs of dozens of students. They are evacuating rooms, absorbing aggression, and carrying the

weight of trying to keep everyone calm and safe. The emotional exhaustion is real. Burnout is rising. Talented educators are questioning how long they can continue under these conditions. Teachers are no longer willing to silently accept these dangers. But please don't take my word for it. See for yourself. We have amazing educators at the district office level. I invite

them to come in and sub for a day in any of our classrooms. See for yourself while why kindergarten students are flipping desks and cursing at teachers just because the teacher told them no. or sub in an SDC class and see why teachers are having to evade violent students who are trying to stab them with scissors, kick them, and throw

heavy staplers at their head. By having folks at the DO come in and sub in our schools, our district could save some money on subs and help keep them relevant because most of the district folks um have been out of the classroom for a little while. So, it might be really helpful for them to see what kind

of dangerous uh behavior is happening in the classroom. I truly believe that having them come into the classroom um will help them make really important decisions for our students and our staff because the class uh um let's see, we won uh I'm so sorry. I'm so tired. Um I just want to thank you very much for listening to all of us tonight. Um this

is an important matter. I appreciate you. Thank you. I got a green light. Eh, good evening, Dr. Anderson, board, Dr. Woods, Dr. Vez, executive staff, and fellow citizens. My wife and I moved to Tmacula 24 years ago. We selected TmAcula based on three criteria. great public schools and staff, a community that welcomed all irregardless of ethnicity, religion, or sexual

orientation, and a strong city council and staff whose focus was on the quality of life for all everyone in TmAcula. These past eight years, politics has broken our national spirit and our collective identity. I have no use whatsoever for the far right, nor the far left. Too many elected officials are only interested in what benefits them. They are failing all Americans.

We need change and we can initiate those changes at the local level. We only need to find the courage to do what is right because it is right. Our country was founded on the principle that all are created equal. We are at a critical point that will determine the future of the United States. Our democratic republic will survive or day die based

on our next steps. The challenge facing our school district is in the hands of you five. You can make an effort to be reasonable and find a solution that serves our community and our schools. Or you can follow an irresponsible and destructive national 2025 agenda. Separation of church and state is a cornerstone of our country. The government has no business interfering

in school in the churches and the churches have no business interfering in schools. Tmacula residents are fortunate that they have three options for educating their children. They may homeschool them, they may take advantage of our superior public schools, or they may enroll them in any of our excellent private schools in the community. For those families who can't afford tuition,

I suggest the private schools and churches step up to the plate and pay tuition for those who cannot afford it. At this time, I think we may need to move forward and put Steve Schwarz on the board for next year. Thank you, >> Caroline, followed by Jennifer. >> Um, Jen and Joe, I heard that you guys were at the No Kings protest at the

beginning of the middle of last month. A little surprising if that's true, but we welcome you. Um, Joe, uh, Jen, Joe hasn't served for three years. He only served for two and a half because despite your constant claims that the recall was unsuccessful, it was in fact successful. Um, Melinda, you can't excuse attorney costs by telling the public not to file

complaints. These meetings are chaotic at best and shows at any other time. Uh, Joe, I love how it's apparent you don't listen when actual parents speak because I address that the D-grade does not show proficiency. Additionally, when a student receives a D, they are passed, which means they aren't eligible to retake. Yet, you want to pull parents and give power to

parents who support their students just barely passing. Okay. Uh, Jen, your obsession with students in locker rooms is bordering on disturbing. FYI, uh, Great Oak, um, from my understanding, phones are required, uh, to use their cell phones. School ID is digital. Hall passes are also loaded in the school app. Cell phones are built in. You wasted 12 minutes deciding if you should

table things. I'm going to just dump them. Oh, wait. No, I get to do adjust number nine cuz I didn't get to do that. No one's trying to abduct kids. We already have a policy in place with non-custodial parents. I don't know when the last time you registered your kid, but you put it in there. There is a box a tick if there is

a legal reason that somebody can't. But nothing prevents a parent from also providing their information to register their child. Okay. So, it's just performative BS. It's just like come on guys back there. Good job, boy. >> Jennifer Catalano followed by Drew Williams. Hello again. Um, I was here last month talking about school safety. I'm here this month to do the same thing. Um, so

I'm here to talk about school safety. And when we talk about school safety, we recognize that it extends far beyond uh locked doors and emergency drills. It includes the everyday realities that staff and teachers face that directly impact student learning, teacher well-being, and the overall stability of our classrooms. Since the beginning of the school year, our elementary

buildings have recorded 36 incidents of workplace violence invol involving students in general education settings. These incidents include biting, slapping, scratching, hitting, punching, kicking, shoving, grabbing clothes or arms, leaving welts and bruises, causing bleeding, stabbing with objects, and making verbal threats towards teachers and peers. And of those 36 cases that were reported, those were the only formally um documented ones. There are

many more that go on that um are happening in the classrooms where teachers just are going with the flow and they're not documenting them. Um in multiple situations, teachers have had to es uh excuse me, evacuate entire classrooms just to deescalate one child that's in crisis. When this happens, instruction stops, learning stops, and the well-being of the 20 and 30 other

students is compromised. These students deserve a safe and predictable predictable and calm learning environment. One where their education is not disrupted by repeated unsafe behaviors. Safety is about listening. It means taking concerns seriously even when they are inconvenient. It means acknowledging that the adults in the classroom, the ones who spend every moment with students, often see problems

emerging before anyone else. When teachers report that a child is escalating, when they say that something feels unsafe, when they say we need help, we must listen. We cannot dismiss them or be or or told, excuse me, to be told or simply just to handle it or document it. Um, this is not a place of blame, but we need to come up with some

solutions. Our teachers are doing everything they can every single day, but they cannot do it alone. It is time for change. We need to prioritize safety in meaningful actionable ways to ensure that both students and educators have the support they need. Uh every child deserves a safe place to learn and every teacher deserves a safe place to teach.

I want to conclude um with this. I want to remind everyone that just two short years ago, a first grade teacher by the name of Abby Zwer was shot by a six-year-old student in her own classroom. In the days leading up to the incident, Abby repeatedly reached out for help and was not supported. Thank you. Thank you. Next. Up next is Drew

Williams, followed by Brendan Keelus. Good evening. My name is Drew Williams. I'm an ESN special education teacher, and this is the second time I've come here to talk about staff and student safety. The situation in our classrooms is worse, not better. And I know that you care, but the injuries happening in our classrooms are not accidents. They

are not just part of the job. They are the direct result of a system that that is broken and is willing to absorb staff as collateral damage rather than build safe conditions for everyone. Here's what that looks like in a real life for teachers, staff, site admin, and principles. We have been kicked, punched, spit on, vomited on, been

urinated on, had feces thrown at us. We sustained fractures, dislocation, bite wounds, concussion, injuries that require stitches, and injuries that require hospitalizations and more. I have gone to urgent care. I have gone home with injuries I have to explain to my family and children. I joke about it so my friends and family won't worry. But I'm not okay. I don't sleep well

anymore. I have panic attacks on my way to work, at work, and after work. I am afraid for the well-being and safety of my staff and students. I keep showing up, but the cost is now showing up in my body and in my mind. I am not the only one. Staff are operating in such a constant state of crisis that

disassociation has become normal. They are not calm. they're shut down. This is what happens when a ner This is what a nervous system does when it's been pushed past its limit. Repeated trauma causes the brain change causes the brain to change and erodess the very skills we rely on and need to regulate kids in crisis, judgment, impulse control, and

emotional steadiness. When we normalize staff trauma, it directly undermines student safety. I have documented injuries and near misses. I have asked for adequate staffing and onetoone support while IEPs clearly call for it. Instead, I've been asked to make do and assist with crisis in other classes. And even when and even cover other classrooms while mine is left short, and I have and will

continue to do it. I have been assigned students whose documented supports we struggle to implement in a room and I can't sustain. The pattern is clear. Things happen when something goes very wrong. Then we are in damage control, sometimes punitive, instead of following a plan. Let's be honest about what this means for our children. Staff safety is

student safety. When we are underst staffed with multiple students in crisis, no one in that room is safe. Not the child in need, not the other students witnessing the traumatizing events, not the staff trying to support and stand between them and harm with no backup and no current training. Provide staffing that reflects the behavioral risks in the room. No student,

especially a high need student, should be placed without the supports they need. End the culture of blame. We can't ignore safety issues. We need to start fixing the conditions that create them. This includes building real recovery protocols for physical and emotionally injured staff, not just filing a report or being told to handle it. We are committed to our students and staff. We

care deeply about them, but our commitment cannot be the safety plan for this district. We cannot keep running a high-risisk dangerous system on the backs of people who are and will burn out. The board in this community have a choice. Treat these injuries and this trauma as the cost of doing business or recognize them for what they are, a red

flag that the system is broken. I invite you all to come to my class for a day. >> Good evening. Is this on? Yes, it is on. Well, first off, good evening, board president, trustees, student board members, staff. Um, thank you for allowing us all to speak tonight. This is my first time at a meeting. Um and

honestly it was a great uh learning experience. I want to start I have a prepared speech but before I start that I just want to say that um I respect each and every one of you for everything you do. You know it's one thing to run for local elected office. It's another thing to win and actually do the job

that we are elected to do. Um so the following comments know that they are with the utmost respect um that I have for each and every one of you. I am fortunate enough to be mayor of this wonderful city. But here tonight, I am come as a parent and as a community member. I want to offer a simple

reminder. A reminder of why each of you chose to serve on this board. I want to remind you simply of the mission, vision, values that define TVUSD, the district I grew up and graduated from. Every decision made in this room carries impact. Not some abstract fake impact, but real impact on real students with real futures. When we step back from the

disagreements, the politics, the pressures from outside communities or even from local political action committees and simply step away from the noise, we're left with the same foundation, our responsibility to put students first. The TVUSD mission is to elevate experiences, opportunities, and each other. Your vision strives to create high levels of learning in a welcoming, collaborative environment for

our future leaders. and your values, opportunities, experiences, care, and leadership aren't just words printed on our TVUSD website. They are the guiding principles for every decision that is made in this room. Leadership, especially in children's education, is far from easy. It asked you to rise above personal interest and individual viewpoints. It asked you to listen to even when listen even when the room or

topic is tense. It asked you to make a decision even when the path forward isn't perfect or clear. But most importantly, leadership asks you to model the behavior you want reflected in every classroom across this district. Students don't just learn from the teachers. They learn from all of us. They watch how adults handle conflict, how we treat one another, how we

collaborate, and how we pursue common goals. They look at you, their elected leaders, for an example of what it means to lead. So, as you make decisions for the rest of your time on the board, I encourage you to align every conversation, every item placed on the agenda with one guiding question. Is this what is best for the students? If

the answer is yes, then the mission is alive. If the answer is yes, then the vision is being followed. And if the answer is yes, then the values of our TVUSD are more than statements. They are action. Being born and raised here, I know personally that Tmacula has been built on a community, on the pursuit of excellence, and on a shared belief that

our children deserve the best. When the board leads with clarity and a student- centered mindset, this district thrives, our educators thrive, and our students thrive. The future of Tmacula starts here in this room and it depends on you putting the students at the heart of every decisions. These students will become adults and those adult >> time. Sorry.

>> Next. >> Uh, mayor, I think I lost my speech. Very well said though. Um, I waited a long time. This is my first uh board meeting as well, but it means a lot to me because I have four kids. Talked to many of you. uh any range age from four all the way up to uh 15. And uh first

thing I want to say is ma'am I just wanted to direct it strictly to you. Um you're the president, you're the leader. Um leadership is not easy. Uh I've seen many mistakes tonight. I felt like from a leadership perspective. Um I don't say that as a negative. I just say that as a positive because we're going to make

mistakes. But what I did see to encourage me is this whole entire staff, including a student and another student that came in and the community has your back. They they have passion for it. I spoke with her, she's a gem. The first time I I met her at my at my kids school, nothing but love for the kids, nothing

but everything was focused on the kids. Just like the mayor said, we need to start asking ourselves as a community and as a governing body. Is it about the kids? If it's not and we're not focused on that, I don't care what politics you're in. I don't care whether you get along with Governor Nome. I don't care

whether you're Republican. I don't care whether you're a Democrat. I care about what you're doing for my son, what you're doing for my daughter, and the education that they're getting. And then you're going to provide for their future. Every single teacher in here I have so much respect for because they're underpaid and they never get appreciated unless it comes on graduation day.

Graduation day, everybody loves them. Other than that, nobody really even looks at them, says thank you. Here's some class uh items that you need for your class. So, with that being said, I don't want to waste the rest of my time. My son's basketball coach got fired. I'm not leaving this subject. I want you guys to understand this. I'm not leaving

the subject until I find out answers. If there was a sexual assault, I want to know. I don't care whether you give me the the the backstory. I don't care any of that because when my daughter was a chap, the same thing happened at SHAP when she was on the girls basketball team. Now my son's on the boys basketball team. You

guys tried to put it under the rug by saying, "Hey, there's a email that came out. It's going to go up to CIF." It ain't going up to CIF. If it goes to the CIF, I'm going to go to the Congress. I'm going to have a congressional investigation over it because I want answers. I don't want it

swept under the rug. My kids infected by it. Our community is affected by it. We need answers. Not CIF. Not going up to CIF and saying, "Hey, give us a a investigation on did other kids get brought here to this school." I don't want I I don't want something smoking mirrors. I want to know was there a

sexual assault? Did the athletic director know about it? Did he do his job? And did the principal do their job? Not just a coach. He's the bottom line. I said that at the school that day and I'll keep on saying it. And when I do my congressional investigation, it'll go up to them, too. Thank you. >> Thank you,

Is this on? Okay. Good evening board. I'm a community member, a taxpayer, and a constituent in Miss Wearsma's district. I also live in a brand new development of nearly a hundred new homes, new families, new voters, and new voices in this community. I I plan to currently run for our HOA board, and I regularly speak with many of my

neighbors. I want you to know clearly and directly the overwhelming majority of them supported theou that got postponed tonight. This is the third time that this has come before you and I'm urging you to just revisit it. Both state law and our own board policy already require the approach this agreement supports. Ed code 48900.5 requires schools to use interventions,

counseling, and support services before suspension in most cases. Ed code 48915B allows exposion only when other means of correction aren't feasible. TVUSD's own board policy 5131.6 6 mirrors this and requires immediate parent notification and parental consent before any student receives intervention services. A few months ago and then again today, the same viral video is being used as a

supposed evidence against this partnership. That single video was taken out of context to claim RUHS would transition kids while the many positive and accurate testimonials about their actual work, drug and alcohol intervention and youth support are ignored. This m this misinformation keeps resurfacing, but the facts haven't changed. What's most concerning is that this misinformation is now being used to

deny parent choice. Some conservatives want all parents blocked from a free state of aligned support service simply because they personally don't want it. That is not protecting parent rights. That's removing them. And let's be clear, if a student self-refer, that is outside this district's control. Using that hypothetical fear to block a parent consent, required service on campus only harms the students who are

here now. Kids showing up to school drunk or high who urgently need intervention. And I'll be honest, it's really hard and tiring to hear these extreme hypotheticals like, "What if Johnny suddenly wants to be Jane?" And then blaming RUHS for that. That is not reality. If a student wants an outlet, they can find one online in seconds.

RUHS is not the cause of these fears, and we must stop chasing imaginary scenarios instead of addressing real substance abuse issues. Theou is not about gender affirming care. It is strictly for drug and alcohol intervention and only with explicit parental consent. Our UHS provides this at no cost. Paying outside vendors would be unnecessary and fiscally irresponsible. Denying this a third time

doesn't change our obligations. It only withholds the resources we need to meet them legally and responsibly. For student safety, parent involvement, and alignment with ed code, I strongly urge you to revisit thisou. Thank you. um, I would like to start by commending Jack and Melissa. Every time a student comes up over here and speak, it really gives me hope and it uh makes me believe

kids are all right. The adults could learn a little bit from everybody. And as Christmas is coming up, I'm actually going to give you guys all of you a better book. I planned on buying it earlier, but it it just went on sale. I'll give each one of you a copy. It's called Soul of Civility. And I think

it'll help better than having any rules, regulations, laws and just reading how to be civil with each other. And uh uh one important thing is uh I think which all of you are lacking is social capital where a lot of information like you know you're like oh let's form a committee let's do this. A lot of these can be

actually sorted out in like two-minute conversations. Uh I had if you remember I had emailed you in January about the science of reading because I read the same study about Mississippi. There were like articles like you know within three years they were able to do a lot. I never heard back from you about it like whether it was because I did mention I

don't know what the district does because my child started in the middle school. She did not go here in the elementary school. But just as I was walking out I don't know Mr. Diaz very well. I had a 5-minute conversation with him outside and that's why I never followed up with you after that because he did like you know uh mention how they

utilize science of reading what and I did ask him is there anything the parents can do to ask for programs or are there any grants available since it it wasn't law at that point like you know maybe we can be the pilot district if there's any money available maybe we can get it for our teacher training and

that was a fiveminute conversation no committee nothing and he did say like you know whatever they can they are doing whatever they can so that is another thing like you guys really need to earn your social capital and uh there was a mention about Prism and uh uh uh uh the training and uh about sanctions. I did read up uh all of this is public

information. There's a system called Pacer. Any lawsuit you're interested in, you can go in and read everybody's uh declarations, whatever it is. What did the state attorney general say? Like you know, okay, yes, they took off the FAQs. Prism is a third party program. Mistakes can happen. There was a devil a deal with the devil problem. All of you

approved it and it came up with the parent. When the parent brought it up, we took action like okay we won't give it to the next person. Mistakes do happen and that's why we have policies or recourse. How do we go about it? And then another thing we've discussed cell phones quite a bit today. I did look up

I was like how are we doing without cell phones have been around for a long time. There is board policy 5131 and we don't need an extensive study about EMF or anything. We already agree like cell phones are not good for like you know whatever reason. not even like medical reasons. And another thing uh we keep on

talking like you know you never suggest to a doctor a dentist or anybody else how to do the job but we strongly feel like parents should have like a voice in grading practices not the people who have earned their masters PhDs and they do this day in and day out like we feel like you know which parents should be

surveyed you have voice in your own child's raising thank >> thank you >> all right um do we have negotiations update Just to share with the community, Dr. Anderson, that we'll meet with TVA for negotiations again on December 5th and we'll meet with CSEA uh for bargaining on December 10th. That's it. Thank you. >> Okay. Thank you. Um board member

comments, we usually go in voting order. Does anyone want to start? >> I'll start. >> Okay. Um, so with the drug rehabilitation uh program that we need in this district, I am looking forward to hearing what Deis has to say and if this board because we've remained steadfast against this specific resource. I'm interested to hear maybe what Jen has for alternatives because

you're on the drug awareness committee. So that's my expectation is if it's not this, what could you possibly bring forward as an alternative? And if not, Mrs. Where's uh the board, the district, the staff? Because sometimes if a board doesn't want to go one way, it might be healthy to give two or three options and say, "Okay, maybe we can pick this one

or maybe twous so that parents say, you know what, if I don't like this uh program, maybe I do like this one." Just again going back to flexibility of the board. I'm looking forward to see this because I think drug and alcohol rehab is absolutely necess uh necessary and it also helps lay the infrastructure of something I'm

already working on with Jess Capgro and Brian uh director of um security on a whole other program that I'm going to bring to the board in the future. So this is very important. So make no mistake about it. Um at least for me I'm not pushing this off at all. I want to know alternatives. So, that's just my thought on that. Um,

the young man that came up with the defensive gear working with sped kids, I do want to visit your classroom. Thanks for doing that. And on that note, just know this that on one of the committees, I heard Mike Brewer complain about the same thing. And because of his comments and I reached out to him and he reached

out back to me, I joined the safety subcommittee. So, thank you for coming up. I really appreciate it. I was going to say if you need a volunteer, I was about to say it, but I know it wasn't a a joking matter, but um so I heard you and I heard Mike Brewer. So yeah, it it's absolutely important. I

don't want teachers getting beat up in the classrooms, kicked, punched, things thrown at. And I wasn't really aware that it's happening way more than the community knows. So you have an advocate out there, me, at least one of them, behind the scenes learning um to understand. Um there's a few other things I got time. Hold on. You know what? It's late.

That's it for now. Thank you. >> Did anyone want to go next? >> Just real quick, um Thanksgiving next week. I want to thank uh all our staff cabinet for all the work they do. I know those test scores didn't go up just because they went up. and also the parents who work with their kids at home

and do extra stuff with them. Um, and uh I want to wish everyone a great vacation, a happy Thanksgiving, healthy Thanksgiving, and see you all uh in December. >> Yeah, thank you. >> Just want to say God bless all the veterans out there. I'm a veteran. I know Dr. Veza's husband's a veteran. I know there's more veterans out there

probably in the audience and I know that that holiday has already passed, but um huge shout out to all the veterans in the community of Tmacula. Um they need more resources, not less. And shout out to the city hall for giving the veterans breakfast last week that I got to attend with a bunch of veterans. It was

awesome. That's how we say it. I'm not making fun of the Marines, but I don't say the other way. That's all I'm saying. Um, anyways, love all the veterans out there, including Coast Guard and Space Force and all that. National Guard. Just shout out to everybody. Army, Navy, Air Force. Yeah, it's a huge deal. If you see a veteran,

thank them. It's hard to know where to start tonight, but I want to thank all of you for being here. I'm disturbed with what I'm hearing with safety issues going on in the classroom. So, we feel you. We hear you. Thank you for all the work that you do. We really appreciate it, but we need to do more

than appreciate you and look for some solutions. In terms of drug treatment programs, done a lot of research and study. I do understand we want to support our students and our families. I think there could be other options. I have had questions in looking at this and perhaps the next meeting will address it. Do we have malpractice insurance? Schools has

sovereign immunity. What if something goes wrong within the process? These are real questions that need to be asked. It's not about us just turning down something because we want our kids to suffer or that we don't care about families. We do. But I think there can be some strong questions that need to be asked that families need

to be aware of. Students are most successful walking away from addiction when their parents are on board and when they're in the room and aware. And that's what we've always advocated for. So I know we'll continue with this discussion. November is a season to be thankful and I am. I'm imperfect. I have learned so much in the last three years. I count it

a great blessing to represent this community and the words weigh heavily on me. I don't agree with what went down with releasing a coach. Just so you know, and we're not getting into personnel issues. I feel for the team at Chapperel. I'm with you, and I am praying that we're going to be able to move forward, whatever that looks like.

I'm thankful to be a part of a district-wide initiative to expand watchdogs. And I know I talk about it a lot, but when you're talking about safety and leadership and dads on campus, it means everything. I have been so blessed to meet some of these men who want to make the additional difference and be eyes and ears and give kids high

fives and encourage them and the staff. It's beautiful. I was honored to attend the Tmacula Valley chapter student of the month program where our own student board member was there. It was such It was awesome. You go to these and you have your cup filled. They've celebrated for 30 years the achievements of our students and they're there with their

families and the principal and the administrators. And when there's so much angst with everything we're all trying to accomplish, it's so awesome to hear the encouragement. So, there are so many good things happening in the district. I understand that. I'm also glad to be a part of a parent group looking at math. And this is a concern for us. Data from

the 2025 fall cohort at UC San Diego showed one in eight incoming freshmen placed into math below a middle school level, a nearly 30fold uh increase from five years prior. I don't know if I read that right. I'm spending a lot of time looking at that too, which is highly academic and important. >> Thank you. Um, Dr. Woods, did you have

superintendent comments? >> Oh, Emil, sorry. Did you have comments? >> I want to spend some time outlining what I've accomplished this year as a board member. And I'm doing that because of my work being questioned on certain subcommittees and my time here spent as a district. Because our community deserves results, not promises. I have focused on academic safety,

transparency, and responsible fiscal leadership. Everything I have campaigned on, and the progress we've made together is real. I helped establish and spearheaded the accountability and goals subcommittee, which has already contributed to higher math and ELA scores, achievement gaps closing across most subgroups, datadriven planning that keeps Tmacula competitive. Thank you, Dr. Woods. and strategic planning by our site admin, ensuring that the bar stays

high. Strong academics protect both our kids' futures and our property values. I helped create the grading practices subcommittee to ensure grading consistency across schools and in subject areas. A grade should reflect mastery, not inflation, not inconsistency. I supported and spearheaded re reinstating the constitution and civics test for eighth grade which will take place I am told in the spring.

I have helped to the greatest extent possible in strengthening our sped services. Although we have a lot of work to do, we have greater collaboration between families in the district and we have moved toward hiring more specialized personnel as a result of our specialed subcommittee. I have taken act district action on campus safety personally participated in multiple campus safety site visits with

our director of safety including major access and safety issues at Tmacula Middle School. Thank you Mrs. Lash Osborne and Brad for fixing the back stops um this last couple of weeks because we've had safety issues with the ball going through the hole of the back stops and hitting the community members if they've watched little league games. I've worked with the city for safer

access routes, working with Councilman Schwank to ensure students can enter campuses safely, including from bike paths. Safety is not a talking point. It is work. And I've been doing that work. I've advanced parental notification by developing these polic policies focused on transparency and non-discrimination while avoiding costly lawsuits and draining taxpayer dollars. I've developed clear talking points for

neutral classrooms. These talking points are being negotiated with teachers association and are designed to keep our classrooms focused on academics, not political, social, or ideological agendas. I've expanded student employment opportunities through basis. I will continue advocating for a free drug and alcohol support program for families. Too many families in our community need access to prevention, intervention, and help. and they can't

afford it. >> And there's more, but time's up. >> Dr. Anderson, may I make my statement? >> Sorry, Dr. Woods. Okay, really quick. Um, I would like to share an overview of our first Superintendent Student Council meeting of the year, which was held on October 29th. For those unfamiliar, the Superintendent Student Council is a group of about 30 middle and high school

students from across the district who meet directly with district leadership to share authentic student perspectives. As a student board member, I help guide this council and ensure that our conversations are truly studentled and centered around the real experiences of the students we represent. So, we open this meeting with a theme focused on happiness. This theme is grounded in

research showing that students who feel happy at school are more productive, more engaged, and overall healthier. With that in mind, this meeting aimed to understand what actually contributes to student happiness and what changes students want to see on their campuses. I led the structure of our discussions by dividing students into four groups and guiding them through two

collaborative brainstorming sessions. First, we asked, "What makes you happy at school?" Students consistently highlighted friends, supportive and engaging teachers, clubs, extracurriculars, spirit days, school events, hands-on activities, CTE pathways, and lunch activities. In the second discussion, we asked, "If you were the principal, what would you add or improve at your school?" And students brought forward thoughtful and practical

ideas, including better Wi-Fi, cleaner bathrooms, updated furniture, improved PE equipment, more electives, language options, expanded CTE access, more funding for clubs, more green spaces, and additional mental health supports and programs. I want to emphasize why I'm sharing this update today. As student board member, it is my responsibility to make sure that our community knows that we are actively

listening to our students and that they are truly a part of the conversation. This meeting reaffirmed how much students care and how thoughtful their ideas are when given the space to speak. These suggestions and feedback will be taken into consideration at the district level and I look forward to continuing the work of elevating student voice. And just a few other brief updates. On

October 28th, I had the opportunity to be a guest speaker at Summit Academy where I shared my civic engagement journey with their third grade students. Thank you to Miss Hurley for the invitation and to the Summit leadership team for the warm welcome and the campus tour. On November 13th, I was honored to be recognized as Shapar's November

student of the month and attended a celebratory breakfast at Sizzler. Thank you to Mr. Leonardi for nominating me and to Miss Sally Meyers and the event sponsors for hosting. Congratulations to the other students who are recognized alongside me and I hope everyone has a wonderful Thanksgiving. >> Thanks Melissa. And finally, for those of you that are here, thank you for

being here. Gosh, it's almost 11:00. It's it's amazing to see you in the audience. On behalf of our cabinet team, we wanted to wish all of you a meaningful Thanksgiving holiday season. It's time to take a rest. Take stock of your family. We're fortunately in a thriving public school district in Tmacula Valley Unified School District. I think the

presentations today demonstrated that. God bless all of you. Thank you. >> Thank you. >> Okay. >> That's it, right? Okay, this meeting is adjourned at Oh, when's the next meeting? >> December 4th. >> Okay. >> The next regular open session business meeting of the governing board of education is scheduled for December 4th, 2025. This meeting is adjourned on

Tuesday, November 18th, 2025 at 10:41 p.m.