And these are just images of ambassadors in action. We can be here for hours and hours and hours because we, you know, we're so blessed as a district to have amazing parents. Amazing. So, they're everywhere. You know, whether they are leading parent leadership academy, they're out in the community helping us with food distributions. Um they're out at a football game, you know, cheering our fam, our students on college and career fair, college and career um workshops, community building. Madres Mades. Yes. And then so this is Savannah and Oxford but but more um schools are now part of the parent ambassador program. So these are just some images of um some schools who already started their ambassador program. Um Catella, Anaheim, Dale, um Gilbert and Polaris. And so we really want to highlight that there are such positive changes already that we see with our parent ambassador programs, especially as we're implementing more and more um throughout our district.
That is a that is part of a board member's responsibility. Silencing or discou discouraging oversight is not good governance. A significant portion of certificated workforce in this district express that trust has been damaged and that meaningful collaboration has been lacking. This situation helped certificated staff see clearly how the board feels about teachers. Many feel that their voices have not been respected or valued. Decisions like this send a message to the teachers that their concerns do not matter and to many it feels like a slap in the face. This has been one of the most difficult seasons of negotiations in the history of the district and we want to move forward. Passing a resolution like this does not rebuild trust. It does not begin the healing process. If anything, it risks de deepening the divide that already exists. If this board truly wants to move forward, it should start by listening to staff in the district instead of dismissing their concerns.
And so we really just see that um these parent ambassadors are not just seen as leaders for our staff um who not notice them, but also our parents. They get to see them as those mentors. they get to see them as those people that they can really lean on. Um, and then also like we mentioned that parent network, getting that peer-to-peer support and having people that they know that they can always ask questions to, right? Um, as staff sometimes it's a little bit hard for us to have those um one-on-one relationships, but our parent ambassadors, they're right there with them, so they're able to answer a lot of questions and build that um support system. And also, we see more parent participations, more parents want to join. Um, I recruited like basically my program almost tripled this year because I got one and then they brought three more and you know like it just keeps growing because parents are interested in being involved.
Educators are not the problem. They are asking for transparency, stability, and leadership that is willing to collaborate. We remain ready to work towards solutions. But solutions require courage, consistency, and a genuine commitment to of respectful, transparent governance. Those should be shared goals. I also wanted to thank Mr. Raleigh on his wife running for Congress up north, District 1 and Lake Shasta. We wish her the best of luck. In solidarity, Karen All right. The clerk will read out any action taken in close session. In close session, the board of trustees took action in support of the following recommendation from the superintendent. public employee discipline dismissal release reassignment transfer leave certificated and classified employees on a motion by Mrs. Longore seconded by Mrs. Buchanan. On a vote of 40, the board of trustees voted to approve the release of certificated management employees identified by employee number number one7 number 0460 number 0400 and reassigned to a classroom teacher or counselor based on credentiing and seniority effective July 1, 2026 and direct that the superintendent or her designate give written notice thereof as required by law.
They really want to um see their students succeed and they really want to be part of something big. Um, and so that's really important for them and we see more of them on campus and ultimately adding more of that positive campus culture that we need. They're part of that. It's not just they show up, but they really create that campus culture that we need for our students to thrive in. >> And also, you know, they love our school sites and our school communities so much that they, you know, even when their students graduate, they are still dedicated to our school communities. Okay. We have at Savannah, we have eight executive parent ambassadors. Out of those eight executive parent ambassadors, four of them are parents of alum whose students have already gone to university, graduated, and are still dedicated to our school and they're here dedicated to our school communities.
That was a vote of 40. In close session, the board of trustees took action in support of the following recommendation from the superintendent conference litigation. On a motion by Mrs. Buchanan, seconded by Miss Mr. Mrs. soccer. The board voted unanimously to authorize the director of risk management to approve the proposed settlement agreement and release regarding case number CIVS 2322171. In closed session, the board of trustees took action in support of the following recommendation from the superintendent. B2 Conference on Litigation Government Code section 54954 subsection 5D and 54956.95 uh S. Jones versus Avus. On a motion by Buchanan, seconded by Tucker, the board voted unanimously to deny the claim dated February 4th, 2026 of Shadrach Jones. That's it. Thank you. All right. Adoption of the agenda. The board may approve the agenda as is or add and or poll items for discussion and or action. Can I get a motion?
That's how much they value AUHSD. >> And so this is just, you know, some of the data. Savannah, we have 60 parent ambassadors active this year, eight executive parent ambassadors. Oxford who just started last year already has 57 parent ambassadors. >> Okay. And we have Kennedy, Catella, Gilbert, Polaris, Walker, Ball, Dale, Brookhurst. >> There was another image, wasn't there? No. >> But the rest of our school sites are already in progress. They're already working on their um on their um programs and what their programs are going to look like. It's going to look like different at every school because it all depends on our school's needs and what our parents feel that is important for their site. >> But the expectation is that by next school year, every single school have a parent ambassador program. >> Nice. >> So, we're really excited um to see the growth of the program districtwide.
>> So move. >> I'll second. We will be taking a vote via roll call. Mrs. Longshore. I >> Mrs. Tucker >> I >> Miss Apara >> I >> Mrs. Buchanan I >> section D recognition presentation we have a presentation on special education program so I will turn it over to Mr. Schllo. >> Yes. Thank you. you'll give me just a moment to get organized here and I'll introduce our team and and just mention that this can you hear well enough? Okay. Okay. So um as a a response for a request for presentation regarding special ed program specifically kind of the program models um whether they be a full day separate setting model any kind of inclusion model wanted to make sure and answer those questions but u give some definitions that are now going to be part of our collective bargaining agreement but also um give some background in law and so we asked Jack Clark who's been a partner with us for quite some time and helped us out with lots of different um learning and special ed world.
And we do encourage our parents who are here who are also interested. they this intrigued them that you keep an eye out for any um communication from your faces at your school site because a program is coming near. So please um be patient as our faces are um creating their programs and implementing it. But we're so excited to see how much this program continues to grow and we really ask that our parents really consider being part of this with us. >> Yes. And it's just been great to see at the different school sites and even if you follow the different sites on social media, I see, you know, some of the Oxford parents at Savannah or some of the Savannah parents at Anaheim, you know, building community and creating those really strong networks. So, it's just really awesome to see that.
Um been at our side in many situations over the years and very helpful and very knowledgeable in this area. And I thought it would be better for him to be able to answer those questions directly as they came. And so um Mr. Wheeler, special education director, myself and Mr. Clark will be here, but Mr. Clark will kind of be running through the presentation and we'll be here to answer local questions having to do with our program. So with that, I'll I'll hand things over to Mr. Mr. Clark. >> Thank you, Mr. Saucer. Um, madam superintendent, board members, community members. Oh, thank you. My name is Jack Clark. I'm a partner with the law firm of Atinson Anderson Loyal Rude and Romo. And um, just by way of introduction, I've been a lawyer for about 40 years. And somehow about 25 or 30 years ago, I started doing special education law and I've been doing it ever since.
>> And if you have any questions, we have we also have our amazing parents here that would love to answer any questions if you have any. >> Yes. Thank you. No, thank you for that presentation. >> Um, well, great pres like best presentation I think we've seen uh in this uh district. So, thank you for being uh for your presentation. Um, and earlier today we actually had a presentation on school redesign and one of the features was authentic family community engagement. So, thank you for being part of that process to make sure that we have authentic experiences for our parents and to all of our parent ambassadors here for continuing to be involved. Um, such dedication. Um, I know being a product of this district and having my mom be involved uh throughout my process really made an impact in my education. So, I know your students also feel the impact.
So, I was sharing with Mr. um Wheeler um as we were talking getting ready for today. I said, you know, I can um talk about special education as long as you want me to. I can talk for six minutes or six hours. And in light of the time in the evening, I think I'll try and keep it to six minutes or so. Um, I want to talk today about um some definitions in special education. There it is. And to try to give some of the infrastructure for some of the practical things that you you might want to know about a little bit more. One, the the IDA, many people think of it as um simply an educational support statute. It is something much much deeper than that. It's actually a civil rights statute. It protects the rights of the members of our community who who present with specific specified disabilities to a certain degree to a free appropriate public education.
So, thank you. >> Thank you. >> Um, and with that, I'll take any questions from the DAS. >> No question. Just thank you very much for bringing this to our our attention and telling the world about it. >> Thank you. Hopefully, you'll see it grow now. >> Yes. >> Even even more. >> Yes. Please join. >> Yes. >> Yeah. Thank you so much for that presentation. It's nice to hear um how the organization got started. Uh three months ago when I first got on the school board, y'all were so welcoming to me. Uh and you know, it's empower like you know, you make me want to work 10 times harder. And you know when I came here uh as a student you know I wish my mother you know and I'm thinking about you back there uh >> um I wish that we had a program like this right so that you could empower each other you know get involved be insights and just uh some amazing work um I keep your sticker right here sticker you gave me uh three months ago so great work great presentation thank you so much >> thank you thank you so much >> Marie Hey, wait a second.
And and I took quotes from the law um so that you wouldn't just think this is just my opinion. But school districts must design individualized programs that are reasonably calculated. And I emphasize reasonably calculated as opposed to precisely calibrated. These are professional judgments by multiddisciplinary teams and therefore the decisions including parent input and therefore the decisions simply need to be based upon reasonable um predictions based upon the assessment data that the district has. And and I wanted to make this point um because it's not said I think clearly enough from a a space that's from the heart enough and that is that an appropriate education does not mean the absolute best or potential maximizing education for the child and that's quoted from a judicial decision and I want to emphasize that does not in any way denigrate the work of teachers or the efforts of students.
Hey everyone, it's 8:00 right now and I I just want to let you know if she and Karen are this energetic at 8:00 at night, you should see her with a cup of coffee at 8:00m. >> Okay? I mean, she is two times that. And the engagement, you know, it's uh when I go, I think I've been to about three or four of your events and I'll tell you, it's not an organization and not even a network. It really is a community. >> I mean, I thought it was very apppropo that you had put on the slide where the the VIP thing was. It said VIP community >> and you know what and um and and then you had another slide in there that it and it said experience. Well, you know what you're doing? You're creating experiences for people and you're also creating friendships amongst parents that are that are lasting.
It is simply staining a reality. Educating a human being is one of the most complex things human beings do. Teachers are to be commended for their efforts, applauded for their efforts, and the members of our community who present with disabilities are doing their very best to learn. But a law cannot dictate outcomes in terms of human effort. And that's all that means. At the same time, um, and I know from working with the administration here, this administration is making sure that students have what they need to make progress in light of their unique circumstances, and that's the other leg of the requirement of the IDEA. I wanted to talk about the concept of the least restrictive environment. I'll talk about um just summarize some of the programs that are available in this district. But the way I describe it is because the idea is based upon concepts of Brown versus the Board of Education, Sharp versus Bowling, these um groundbreaking Supreme Court decisions that said we must not segregate people just because they are who they are.
That's why they want to stay on and they don't want to leave you, >> you know. So, so I applaud you and we need more things like that. So, thank you so much. >> Thank you so much. >> Thank you. >> Bravo. Um I echo I echo the sentiments of my colleagues as well. And um I just wanted to ask uh what are maybe some of the challenges I know volunteering in junior high because it's it's only a two-year uh what what steps do you think that people could take? Maybe staying on hopefully the the the the parents that are supposedly moving on stay on or what are the steps that you you would like to see? >> So I'm at the high school but I actually have um Yeah, my feet are patterned. My Brookhurst who I love and adore. Um, so I have pair, you know, there's parents Brookers and I work really closely together.
And the concept of the least restrictive environment comes up many times in these discussions. At the same time, I want to make it clear that there is a federal mandate under the IDEA. But there's also the state of California in the California Education Code under 56,000 of the education code has pulled the requirements of the IDEA. So we're requiring we're we're functioning under both a federal mandate and a state requirement. And the least restrictive environment under the federal law is to the maximum extent appropriate. Children with disabilities including children in various institutions are educated with children who are not disabled and special education classes removal of children with disabilities occurs only when the nature of severity of disability is such that education regular classes with the use of supplementary aids cannot be satisfactorily achieved. So this concept of the least restrictive environment, it needs to be put in the context of the requirement of the IEP team to look at the individual needs of the child.
We do everything together and Brookhurst is working on creating their ambassador program as we speak. But I have several um Brookhurst parents whose students are in um 7th grade and they're actually going to be pinned as a Savannah a Savannah parent ambassadors this March 11th at 8:30 a.m. at the Savannah High School Auditorium. Half of you, we would love for you to be at Savannah. So that's that's one of the ways that um they feel they can extend the the um yes they can extend the experience right Burkers and they start at Savannah before they even >> are there and become part of that. >> It's a great idea. >> So the number one challenge that I came across was uh communications. So, I wanted to be part of my children's um school um path, but I didn't know that there was anything remotely close to a parent ambassador program cuz my parents weren't involved in my education when I was younger.
And here's the federal requirement as set forth in the federal regulations. And you see it mirrors the same thing in the California Education Code. I want to briefly talk about these four cases in terms of what the least restrictive environment is. Um the groundbreaking breaking decision in 1994, City of Sacramento Unified School District versus Rachel Holland. And this was a student with an intellectual disability. And the court said that this is a student who should stay in a general education placement full-time because in light of her unique circumstances, she was not disruptive and she could do um she could learn from her non-disabled peers in such a way. And I want to emphasize just one point point that the court made and that is that the least restrictive environment requirement is intended not just to benefit me the members of our community, our children who have exceptional needs.