001via live stream and call the January 27th, 2026 regular meeting of the board of education to order with all trustees about to be present. Um, so now for our flag ceremony, the Hoover High School Army JOTC color guard will present the colors. Please stand for the presentation of the colors. Gary colors are nword present colors. >> All right. In honor of Hoover High School Trustee Win, can you please lead us in the pledge of allegiance? All right. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Carrie colors. >> Right face forward march. All right. >> Okay. Land acknowledgement is a traditional custom that dates back centuries in many native nations and communities.
002Our land acknowledgement was developed in partnership with local Kumi leaders. Students from the San Diego School of Creative and Performing Arts prepared the following video to show our respect for the Kumi people who are the original stewards of the land our school district occupies. We respectfully acknowledge that the Kumi people are the original inhabitants and caretakers of these lands now known as San Diego. Despite the attempted genocide and ongoing impacts of colonization, the Kumi spirit remains unbroken and their traditions continue to thrive as they carry the memories of their ancestors who bravely resisted cultural erasure and fought to protect their land and way of life. In honoring their legacy, we pledge to uphold their cultural heritage and right to safeguard their sacred connection to the land for future generations. >> With gratitude and strength, we
003stand with the Kumi, embracing the past while forging a brighter tomorrow. >> All right, we will now move to item B, adoption of the agenda. Today's agenda includes a semianual report from our community advisory committee for special education and an update on the governor's 2627 proposed budget. Can we get a motion for today's agenda? >> So moved. >> Moved by trustee Whitehurst Payne, seconded by trustee ord. Uh any discussion? If not, trustees or DAS and win please vote. All other trustees please vote. All right, Miss Stoultz, can you please provide information for public speakers about today's meeting protocols? >> Yes. Today's meeting of the board of education is a business meeting that is conducted in public and board members will not engage in dialogue with members of the audience. Board bylaw 1025 sets the time
004limit for public comment on agenda items at 10 minutes per side, pro and con, or 20 minutes total. Speakers will be able to provide testimony at the beginning of the appropriate agenda item or at the end of the meeting for non-aggenda comment. Please listen for your name to be called. Speakers are listed and called in the order received. When your name is called, please come to the podium to speak. Speakers participating via Zoom will be asked to unmute when their name is called. If you're unable to unmute yourself, we will call the next speaker. Please follow along with the agenda so that you know when your item is coming up for discussion. When you begin speaking, the green light below my name on the dis indicates that the timer has started. When the light turns
005yellow, you will have one minute remaining. A buzzer will indicate that your time has expired. If you have not yet done so and would like to sign up for in-person public comment, iPads are available in the back of the auditorium and in the lobby. >> Thank you, Miss Doultz. There is no student advisory board report today under item C1. And under item D1, any reportable actions from closed session will be published within 24 hours on the district's website, board action summary. Okay. And as there are no management appointments to announce under item D2, Superintendent Bula, please provide your information report. >> Thank you, President Bera. Um, today, January 27th, we commemorate International Holocaust Remembrance Day, marking the anniversary of the liberation of Ashwitz Burkanau in 1945. This day serves as a time to honor and
006acknowledge the six million Jewish victims and millions of other victims of Nazi persecution and to reaffirm our commitment as a school district to combating anti-semitism, hatred, and bigotry in all of its forms. I'm going to pause there because that's heavy. I'm going to pivot into our learning summer experiences. Um, summer will be here before we know it. I know we're still neck deep. My daughter's in Rhode Island who's experiencing 12 inches of snow right now. Um, she doesn't like me sending pictures of my dog sunbathing, but um, believe it or not, summer will be here before we know it. And I want to encourage families to start planning for another exciting San Diego Unified summer experience. It will also be going out in all of our newsletters. Enrollment for academics prime time enrichment programs for
007TK through 6 opens on Monday, March 23rd at 8 am and closes on Friday, March 27th at 5:00 pm. We will continue to advertise those times because we recognize that it is very time certain and it's a very short window. Families of currently enrolled TK through sixth grade students will receive a personalized registration link by text and email when it's time to register your child. To help families prepare, we encourage you to attend one of our online parent engagement information meetings on Wednesday, February 4th at 5:30 p.m. or Thursday, February 5th at 10 a.m. Summer options for seventh and eighth graders will be available soon, and high school students can enroll in credit recovery programs through their school counselor. The summer programs here we offer at San Diego Unified support our students achievement goals by
008strengthening academic skills, promoting wellness and providing engagement enrichments that help students stay on track. So again, we'll be heavily advertising them because there are times certain deadlines and we want to make sure to offer that opportunity to all of our families. As you all know, San Diego Unified currently provides school-based mental health and wellness supports to students at no cost to families. And these services directly align with our student achievement goal number one, which is improving student wellness. The state of California now allows school districts to receive reimbursement from insurance providers for eligible services school children already receive at school. In February, we will send information about the Cal, this is a mouthful, California Department of Health Care Services, Children and Youth Behavioral Health Initiative or CYBHI if you need another acronym fee scheduled to
009families and ask them to share their health insurance information with the district. This is no cost to families and no impact on insurance coverage. By sharing health insurance information with us, they can help us sustain and strengthen mental health services, wellness programs, and student support services across our schools. I'm going to pause because I know that was a lot of verbiage. Um, I consider this a very big deal. This is the state of California saying there's a mutual responsibility we hold for providing wellness supports for all of our students. There's ways of getting reimbursed as a school system. And so my hope is that um we've developed the trust with families that will provide this information so we can actually make sure that we we have appropriate funding um for all students. We'll again be
010communicating that with families. Um, we have a short video explainer I would like to show you right now. Again, we're trying to make sure that we um communicate this very well with our families. The Children and Youth Behavioral Health Initiative fee schedule is a California program that helps schools get reimbursed by health insurance companies for the mental health and wellness services we already provide to students. These services are always no cost for families and available at every school. It helps us keep important mental health and emotional well-being supports available right at school where students spend most of their day. One-on-one or small groupoup supports for students, wellness and prevention programs, emotional well-being activities and resources, and connections to additional behavioral health services if needed. Your participation helps us boost wellness and mental health services at
011no cost. You will receive an email or text with a secure link to the Paradigm portal. There you will sign the consent form. Enter your child's insurance information such as company, policy number, and card holder name. It only takes a few minutes. Thank you for partnering with us to support student wellness. So, I'm going to ask that we all work together on making sure we have this information because again, it's a mutual responsibility that we hold for the wellness of our students. Um, but I also recognize that collecting more information from families is a is a work. Um, so I appreciate your partnership and that concludes my superintendent report. >> Thank you so much, Bobby. Um, and we'll now hear item E1. Oh, yes, Trusty Hayen. >> Thank you. And I think really exciting to
012hear both about summer learning and CBHI. I'm wondering if you can clarify in terms of summer learning. Um because I know there are lots of questions for families. The intention is to provide it universally this year or is the intention to provide it universally this year unlike last year. We're trying to build that. Okay. >> Um hence the window and all of the pieces mechanisms. Some I want to see how many people actually sign up for that window and then how much more space we have. That is the intention because we do qualify. So, the intention, so everyone who signs up during that March window, our intention is to be able to place them into the fiveweek full day summer program. >> Thank you. >> Great. Thank you, Trusty Hayen. Uh, we'll now hear item
013E1, a semi semiannual report from our community advisory committee for special education. Superintendent, please introduce the item. >> Yes, thank you. In December, we told you about our effort to fight for all of the federal funding San Diego Unifi deserves to support students who need special education programs. We are woefully underfunded by the federal government. They promised hundreds of millions of dollars when IA was created and we know we we know we now have more than 3,500 families who have signed our petition asking for IDA to be fully funded. I continue to have this conversation, by the way, across the state and across the nation. I think this should be something that unifies all school districts. Um there is a level of support that is necessary and needed and was promised when IDA was created
014that has not been kept. But besides fighting for funding, we said in December we're going to continue to work to improve our services particularly by creating one a strong transition planning and pathway and two improving inclusive practices and meaningful access to support. In tonight's joint presentation by our special education department and the community advisory council on special education, you're going to hear about some of these efforts along with some encouraging news about our graduation rates among students using special education services. I would like to turn it over to Dr. Ni Watkins and Jennifer Hugerhide for our presentation and also our CAC partners. Um Sarah Kefir, thank you so much. Thank you. >> Thank you Dr. Regula and to our board members for giving us this opportunity to share our joint presentation. Next slide. To begin,
015our work is grounded in a multi-year framework focused on building a cohesive system of supports that strengthens outcomes for students with IEPs. We have developed a long-term plan that is aligned to our LCAP goals. This multi-year cross-dep departmental approach is designed to strengthen systems, not just individual actions. Our goal is to establish consistent datadriven referral PRA practices, strengthen a coherent continuum of support from inclusive access and effective transition planning to strong core instruction, timely targeted interventions, and individualized supports. This approach assures that students with IEPs are appropriately identified, meaningfully included, and supported toward graduation and post-secary success. Building on this foundation, our focus for the coming year centers on strengthening transition planning and graduation pathways, expanding inclusive practices and meaningful access to general education, and improving early interventions to ensure appropriate identification. We are also
016continuing to refine our behavior support systems by shifting from reactive behavior support collaboration requests to proactive behavior supports and strengthening collaboration between general and special education staff while also reflecting on our prior goals and our targeted actions for the year to come. At the January 2025 board meeting, the district projected that 70 72 students would earn the essential diploma, including students from prior graduation classes. By the end of the year, 70 students had graduated, 63 earning the essential diploma, 53 from the class of 2025, and 10 from the classes of 2021 through 24. Additionally, a review of the diploma requirements led to seven students being reclassified as eligible for the state minimum diploma, expanding postsecary options through IEP alignment. We met our goal from last year to increase from 67% to 70% graduation rate for
017students with IEPs. Our actual percentage was 74%. This was because we were able to offer the essential diploma to the class of 2025. This was also due to a state initiative to have all essential classes activated and offered to this graduating class. In order to do this work, we have several action steps centered in equity and access with a focus on students in our deaf and heart of hearing program. The district has added AO to G approved DHH courses so students receiving DHH services have a clear equitable pathway to graduation and earning a San Diego Unified diploma. Previously, course coding, not instruction, limited this access. Working with the office of graduation, we were able to address this by creating and securing approval for new A to G courses, course codes that align general education content
018with DHH instructional settings and credentials. New courses are in the process of being approved and transcript reviews are underway with additional courses coming online for the class of 2027 and beyond. I'm sorry, there's a spider on my mic. Excuse me. Yes, for someone who's afraid of spiders. Sorry. We are also strengthening our graduation pathways for all students by auditing graduation coding and IEP alignment, expanding credit recovery and course access and exploring alternative third-year math options in collaboration with the off office office of graduation, the math department, and special education. Sarah Uh CAC wants to begin by acknowledging the increase in graduation rates for students with IEPs. We recognize that this reflects real efforts across multiple departments and school sites. At the same time, families are raising a consistent concern. Graduation data does not tell us
019whether students received the instruction, services, and transition planning outlined in their IEPs or whether they were meaningfully prepared for what comes next. What families are hearing or what we are hearing from families is not confusion at a single school, but uncertainty across the system. Multiple departments have not been able to clearly explain how graduation pathway decisions, transition services, and IEP goals align district-wide. Because of this, the CAC transition services and graduation pathways subcommittee met with the graduation department on January 6 to seek clarity and consistency. We ask questions focused on early literacy access at the high school level, approved diploma bearing courses, and how and when parents are informed of pathway decisions, and how transition services are currently delivered, especially for diplomaabound students. CAC is not here simply to raise concerns. We are actively engaged
020in governance work so families can trust that graduation pathways are transparent, IEP aligned, and skilluing. CAC's role is to help ensure graduation reflects preparation and that families are partners in that process, not informed after the fact. Ultimately, families are not asking for perfect outcomes. They're asking for honest information, clear pathways, and confidence that a diploma represents a real preparation. So before we discuss our new goal around inclusive practices and meaningful access, I'm going to give you an update on the proactive behavior plan to decrease our level one request to behavior support resources. Over the past decade, student behavioral needs have increased while our educator preparation in behavior support has not fully kept pace, particularly for our new general ed and special education teachers. Our behavior support resources department partners with school sites through collaborative consultation
021and short-term outreach to address specific student behavioral needs. We are intentionally shifting from primarily individual student interventions to proactive sitewide and classroom supports. This approach helps to strengthen school structures, relationships, and instruction, aligns with site restorative discipline plans, and uses data and evidence-based practices to teach behavior. Our goal is to reduce reactive incidents by building staff capacity and strengthening learning environments. Our highest volume of requests continues to occur in the early grades due to our younger students entering school through transitional kindergarten. It's their first time exposure to structured school days and increased technology related overstimulation can also impact regulation and learning. Our district-wide data shows meaningful progress. In the 2425 school year, we recorded 93 level one requests to behavior support with a goal to reduce these behaviors from 116 to 80. And while that
022goal was not fully met, we have all we have been seen improvement. Um, this year in the 2526 school year, as of December 2nd, we've only received 14 level one requests. And overall, behavior support requests have decreased from a total of 679 in the 2425 school year. And as that same December date, we've only received 160. Our focus has not simply been to reduce the requests, but to decrease the reactive level one incidents and strengthen proactive and sightbased supports. While these district-wide results are strong, the outcomes in our five focus elementary schools are even more notable. In our focus schools, they have reduced their overall BSR requests from 23 total from last year's 2425 school year to current five. These schools have implemented focused datadriven team meetings aligned to their site discipline plans, reinforced consistent
023school expectations, leverage district and school resources. Clear communication has been happening with staff, families, and students. And in one school, Boon Elementary, there has been coaching of staff to embed proactive behavioral supports in classrooms, building site capacity rather than the reliance on BSR. But the impact of our work is best understood through the voices of those closest to it. This slide highlights brief testimonials from principles, teachers, and students, sharing how their efforts are strengthening support, improving outcomes, and shaping meaningful experiences in our schools. At Boone Elementary, the principal highlights how her targeted investment in universal tier one supports through the hiring of a behavior support specialist is building her staff confidence, strengthening social emotional learning, and creating proactive, consistent schoolwide practices that benefit both our students and educators. The site leader from Linda Vista shared
024how building a site-based behavior team and using consistent data practices has strengthened her decision-making, embedded behavior into staff and family conversations, and led to informed proactive changes that better support student success across the school day. While implementing this process, Linda Vista also only has had one referral for special education assessment in early childhood to first grade. >> Thank you. Sorry. First, most referrals were initiated due to behavioral concerns rather than academic needs. Second, many students who were referred did not ultimately qualify for special education services. When students were found eligible, eligibility was driven by behavioral factors. This combination of high referral volume and low qualification rates strains our assessment systems and it indicates a need to strengthen behavioral coaching and instructional supports early before special education becomes a default response. Building off the success of
025our behavior support goal, we are expanding this work to ex to ensure that students needs are met through proactive evidence-based supports within our multi-tered system of support framework. That includes academic, behavioral, and social emotional learning so that referrals for special education occur when truly necessary and appropriate. Goal two, inclusive practices and meaningful access, is designed with two essential and complimentary components, supporting student behavior and implementing an integrated instructional approach. These these elements are intentionally aligned because in effective effective instruction and behavior support are interdependent. Instructional access is not possible without appropriate behavioral supports in place. To ensure those appropriate behavior support, this slide introduces a two team behavior support resources model designed to balance both prevention and response. The model includes a proactive behavior team focused on building school-based systems and staff capacity and an
026intensified support team which continues to provide timely support for students with significant needs. Together, this structure allows the district to maintain essential response services to our schools while strategically investing in prevention to reduce crisisdriven referrals and strengthen long-term equitable behavior support systems. So for the 2627 school year, we will be partnering with the Lincoln and Kernney Cluster elementary schools with a focus on early childhood to first grade. This targeted collaboration will allow us to focus on early intervention, improve referral practices, and strengthen sitebased supports by the end of the 2027 school year. the 2027 school year. Our goal is to have established consistent datadriven special education referral practices across these two clusters. This work is not intended, excuse me, this work is not about limiting special education special education services. I want to say that
027again. This work is not about limiting access to special education. Students who need services will continue to be referred and served without delay. Instead, it focuses on equity and accuracy by strengthening early supports and ensuring special education resources are directed to the students who require them. This slide highlights a system level approach to strengthening inclusive practices. We are building a shared ownership for student success through stronger partnerships between both general ed and special education staff supported by consistent instructional leadership teams, professional learning communities across both clusters. Professional learning will be paired with sidebyside coaching to ensure effective implementation while multi-tered systems of support provides a clear continuum of academic, behavioral and social emotional supports for all students. Again, our goal is to establish consistent datadriven referral practices across all clusters while building a cohesive continuum
028of support from strong transition planning and inclusive access to improved to improved core instruction, early targeted interventions and deeper individualized supports. Together, this plan ensures that students with IEPs are appropriately identified, meaningfully included, and supported throughout their entire educational journey with a clear focus on graduation pathways and post-secary success. The CAC fully supports the district's goal of reducing exclusionary discipline and building inclusive school environments. Families, however, are telling us that inclusivity is not only measured by fewer referrals, is measured by whether students feel safe, supported, and respected during behavioral interventions. In response, CAC's restorative justice practices review subcommittee is examining how inclusive behavior practices are experienced when students have disabilities or other protected statuses. This is not separate from the district's work. It is directly connected. Proactive and restorative approaches only succeed when they are
029voluntary, trauma-informed, and clearly understood by families. CC's role is to surface where the intent of inclusive practices and the lived experience of families may diverge and to help close that gap so reduced referrals reflect meaningful support. Our focus is not on expanding scope, but on ensuring that the district's inclusive behavior strategies are experienced as inclusive by families of students with disabilities. This includes not only having our children use restorative justice, but the staff, administration, and any person who works with our children using restorative justice with fidelity. And my third response, um, yeah, sorry. Uh the CAC recognizes that early intervention and identification are primarily overseen uh through the ECSSE governance structures and we want to be clear that CAC is not seeking to duplicate that work. Um members of the CAC attend ECSSE governance team
030meetings to stay informed and to support alignment between early childhood systems and broader special education efforts. What families are telling us is that the challenge is not whether early intervention exists. It's understanding how early supports, MTSS, and formal evaluation connect and when those transitions occur. Families often fear that early intervention may unintentionally delay identification, particularly when timelines and decision points are unclear or communicated inconsistently. CAC's role here is to support transparency and alignment, ensuring that families receive clear explanations and assurances that early intervention supports do not replace child fine obligations. We see this as complimentary governance. ECSE leads the work and CAC helps ensure families understand the system, sorry, family understanding and system coherence as students move through the continuum. Thank you. >> This concludes our presentation. This slide is just a reminder of our
031upcoming Above and Beyond awards ceremony where we celebrate our staff. Well, thank you so much uh Ni, Jennifer, and Sarah. It was really great report. So, uh Miss Douls, do we have any speakers? >> Yes, we have one speaker. Anna Katie, you have three minutes, board president, superintendent, members of the board. I speak today as a parent of two children in this district. And like many parents in this district, I read the superintendent's recent message to families on January 8th about special education and the ongoing strike. And I want to be very clear that message was misleading and it left out critical context the parents deserve to understand. Families are being told that the district fully supports educators. We are told that case load ratios are lower than the state average. And even today, it
032was stated that it is the fault of federal funding. as if that alone resolves the issue. But that framing misses the point entirely. The issue is not whether the district is doing some things for special education. The issue is that the district entered into a specific contract language designed to protect students with exceptional needs by ensuring sustainable case loads and appropriate services. This agreement is not optional. cannot be brushed aside with the explanation that the district is doing other work in special education or that it doesn't have funding. This is not how contracts function and it is not how trust with families are maintained. What makes this especially troubling is that the community advisory committee report tonight identified goal two as inclusive practices and meaningful access for students with exceptional needs. That goal is supposed
033to guide decision-making in this district. So, I'm left asking, how does breaking agreed upon contract language align with this goal? How does increasing case load and workloads for educators create meaningful access or inclusive practices for students with exceptional needs? It doesn't. When educators are stretched beyond what was agreed to, students suffer. The very population that these goals are meant to protect are the ones who are paying the price. So, no, you are not fully supporting educators. The superintendent's message also heavily implied that the upcoming strike is unavoidable and the district's hands are tied and that is simply not accurate. The district has agency here. The district can choose to return to the table and bargain in good faith. The district can choose to honor the commitments it has made. And as a parent, I expect
034alignment between what this board says it values and how it acts. Finally, I want to acknowledge the timing of this meeting. Holding it at a time that makes it impossible for parents, community members to attend sends an unfortunate message about accessibility and transparency, values that matter deeply, especially when discussing special education needs. Parents are paying attention. I know I've activated my own site and we're asking this board and this superintendent to do better. We cannot wait. Thank you. >> Okay. Thank you. Uh board members, questions, items we wish to discuss? Trusty Hazen. Yes. >> Thank you. Um, I appreciate uh the work we're doing to really align our goals and our values and commitment to kids um with with what we're actually doing on the ground. I have a couple questions. So, the first is
035around goal one. Um, and I guess what I'm struggling with is, you know, we're celebrating that um the graduation rate uh was higher than anticipated. Um but I do want some clarity around the essential diploma. So um we I think the goal for essential diploma was not met. Um and so I'm wondering why um and is that satisfactory to us or not? Um and then also we see higher numbers than anticipated in terms of certificate of completion and non-completers which to me is not a good thing. Um and so I just want to make sure that sort of couched within this higher than anticipated graduation rate, we're not missing um some things that aren't so good. So I'm wondering if you can speak to are we concerned about not meeting um those goals? So again,
036essential diploma, certificate of completion, non-completers. Um what we think of it and what we're going to do about it if we're concerned. Um and I'm also wondering um as we think about our graduation rate goal moving forward, uh does it make sense to think about how within that goal, the different diploma types that we're working towards and striving towards? I don't know what the right answer is, but I'm wondering if it makes sense to disagregate the goal um around essential diplomas versus the state minimum um and what we're really striving towards um if we really want all kids to be successful postgraduation. Um so that's the first bucket of questions. And then the second is um for goal two, I think it's really exciting to hear about the work that's happening on the ground and
037to hear and I'm not surprised that the coaching is working right. Um, we kept hearing, you know, for a year or two that kids were having problems. Kids were having problems and and not necessarily doing the work to support adults um so that they can um use evidence-based and and best practices to really support children so that they can thrive. Right? We're talking often about four and five year olds. These are essentially babies. And so I really appreciate that we're shifting our adult practices. Um but the thing I'm concerned about is when I look at goal two um again I think all the practices are right. They're yielding the results that you seek and have identified. But I don't think once in goal two do we hear anything about student outcome goals. Right? So there's
038a lot about assessment and referral systems around inclusive practices around very technical adult focused work. Um and that our goal like it feels like the goals around data collection and continuum of services and provision of coaching. Those things are all important but what do we want for children and so my hope is um that in the future we hear these are all things we need to do so that something is better for kids. And so what I want to know as a trustee is what is that thing that we want to be better for kids. Right? Right. So, as we think about where children are today um and the implications of some of the behavioral challenges they have and our inability to address them um versus where what we want to see moving forward, what
039that looks like. Um so, I'll let you answer those. So, um thank you for that. Oh, this on. Yes, thank you for that. Uh um so for the first goal, the essential diploma goal, um yes, we did have some factors as to why some of our students didn't transition um not only just our uh essential diploma goal, but also our A to Gal. Um some of our students unfortunately did not meet the required coursework uh to receive the A to G or the essential diploma. Um some of our students that were uh we had slated or projected to receive the essential diploma chose to continue on uh on the certificate of completion track. That was also an option for them and they continued on that track. We did have other students who went on to
040our adult ed program. So those are some of the factors as to why our numbers weren't as high as our projected rate for last year. So I get I mean I'm hearing these are all about student choices. Is there anything just I'm being reflective and again I think we're doing great work um but that we are planning to do better and differently. Um so because I'm hearing on the one hand we want kids to get an essential diploma. >> We want them to ideally earn an A throughg diploma, meet those A throughg requirements. um and that well kids chose to just do a certificate of completion but if that's not satisfactory to us what are we doing better and and more so I think to answer part of that um is we are doing the
041course code as far as the looking at their transcripts earlier than we did um last year to make sure that our students uh classes align with uh the diploma track that they're on. That's one of the things that we're doing. We are continuing to partner with the office of graduation to work together to see how we from the special ed department can support our students with IEPs to make sure that they are on the um the correct path to either receive the alternative diploma or the A to G. Um again, we have a team member who works side by side with them to make sure that all of our students that are on track to receive the essential diploma that we really are looking at their pathway. um we started that work last year and
042actually looking at transcripts and she has continued that that that work so that we can make sure that more students are are on track. We're also still having conversations with families helping them to understand what this new pathway means for their student. Um and so that's a really big piece of the work is just making sure that families understand. Um and we're starting that earlier than later. So last year we looked at most of the students that were just already in that that particular uh class. Now we're starting in the middle school so that we can start having those conversations with families earlier so that we can make sure that those students are on track. >> Those are some of the things that and you know I recognize this this takes time. So appreciate that.
043>> I would like to add that we did implement the essential diploma earlier because we wanted to learn from it. So this is actually a learning piece and that's actually why we're also pushing for a data system for special education students to truly understand growth and progress. >> Thank you. >> Uh I want to thank you all for this report. Uh I said uh Rome wasn't built in a day. This wasn't built in a day and it's going to take some time. But I would like to talk about Boone School. And I just happened to recognize the picture before looking to see my glasses won't let me see the name on the school that well, but the colors are so bright and vibrant. >> I've been there several times this year and uh you're talking
044about a paradigm shift at that school. >> Absolutely. um the entire culture and I I not only do I want to compliment you all, I want to compliment Lee and I'm I'm not sure if he's here or not now, but all of them because the school was a drab uh school that no one wanted to go to and when we were talking about remodeling it, the neighbors were upset about um where it was located and on and on and on. and now is transformed into a bright and lively school where the entire school is involved in what you're talking about the special education. It's it's seamless there and um the principal Dr. Fam is uh excited about it and on board and she's changed the culture of that entire school. So, if the kids are
045now in K1, 2, you're not going to see that in graduation data, but I'm sure that eventually we're going to see something really exciting at that school because the whole thing I mean, I like to go there and drive up in the parking lot. You don't have to go around and around. Just drive right in. I mean, it's a beautiful school. Have you seen it, Rich? >> Yeah. It's really nice. And that's compliment to our community for giving us the money to make it a beautiful, welcoming, warm school and the staff for embracing the program that you're talking about. So, thank you. >> Thank you, President. >> And uh thank you for the work you guys are doing. And you know, we I love that we're starting to see the data and um discussing the
046you know, the pieces that in the past were a little more abstract or a little harder to to reach. Um I did want to just ask so in looking at the goals and some of the information included there and then I'm you know comparing that to what we're hearing from our the CAC uh uh parents family members and I they don't seem to be aligned to me. So I'm seeing a lot about communication. I'm seeing um there's not um you know families don't necessarily always feel like they're involved there enough they're learning too late about pathway decisions. So, I think I love the work we're doing, but I think there needs to be more alignment um and what we're hearing from them and what we're hearing from our staff because um I'm I just for
047me there was one comment in here about working with parents and families, but if you could kind of talk a little bit more about that because I think that's just a such a key part and I'm hear not hearing as much about that piece and that's what's going to really ultimately strengthen our student outcomes particular particularly with our younger students and our older ones too. But um how do we better align what the staff is telling us to also be in line with our committee? >> So with a couple of the schools that we've been working with um particularly Linda Vista, she has been having her coffee talk and she starts with the data around behavior and what that behavior team has been implementing. Um they also reached out to BSR to come and do
048a coffee talk where they um allowed parents to come make it take it where they could use some of those instructional materials that are being used at school and they could replicate them for the home as well. Those are opportunities we would like to do in BSR those proactive supports as opposed to always come out when things are real challenging. So, Linda Vista is one of the highlights of that and I think we can absolutely do that in other schools as well and figure out how to get parents more involved in understanding schoolwide expectations. How does that what does that look like um for your child in each grade level? How do we reinforce positive behavior? And then how do we address when students are having um challenging behaviors? I think the site discipline plans,
049the restorative discipline plans have helped tremendously with um staff and and schools understanding what resources they have and how to respond when students are both behaving appropriately and when they have some difficulties not meeting the expectations. So, I just think constant communication with families and bringing it in um is super important and Linda Vista has done a fabulous job with that. >> And yes, also um you're exactly correct. So we're partnering with uh Miss Kefir and the CAC um around the information that we're bringing to the general meetings. So we are trying to inform the parents more through that um avenue. Um for example, we've done some uh specific trainings around the diploma pathways for our families at that at those meetings. So we are trying to bring more of this information um of the
050pathways for our our families so that they know can ask questions um understand in a very you know safe environment. Um we are also going to be uh uh partnering with them on some of the subcommittees that they have around the restorative practices and things of that nature so that we can help with that understanding communication. Our goal is to uh partner with them so that they they are right at the front lines with us with the information working with Sarah to also um share out the information. Uh this coming our next exec board, we will also be sharing um this presentation with families, allowing them to ask more um specific questions, like I said, in a safe environment at the CAC where they themselves can have a better understanding. But yes, our goal is
051to make sure that our families understand each of these pathways and what we're trying to do for students. Um like Sarah shared, we want to make sure that students feel included and we want to make sure that they feel safe. Um and so that is a partnership that we plan to do and continue with um the CAC committee next year or this we've already started but continuing that work. >> Thank you. And I was I was going to say I think the coffee talks and things like that that are in person are important but also some of our parents are feeling insecure about coming to schools. Um, so hopefully we're offering um and or maybe you're working. So hopefully working around parent schedule so it's not just, you know, set at a certain time, but
052we're making sure to reach out to those parents that either can't come to school because of work issues or because they're they don't feel safe leaving the house. >> And that is one of the expectation for the two clusters that we're going to be working with that they do hold those just like uh Boon and Linda Vista. that is one of the expectations and we're more than happy to help them facilitate that so that parents understand um what we're going to be working with them on. So yes, >> thank you. >> I I want to say that we have almost 200 sites and um what all of us need to realize is by definition this is individualized education plan individual. It only takes one case out of all the sites to really give you guys
053a bad name. And so the message has to come not only from you, but every individual. I don't care if you're you're the person who greets the student on campus. If you're the aid, the teacher, whoever you are, even the gardener, the custodian, whoever you are, if we all think about this could be my child, and how do I want to treat this child as if this child is mine? We're we're in local parenthesis which means we're standing instead of the parent. Get that message out. Not only you but the whole school district to think about the fact that each and every child if we meet those needs then we won't have cases. We won't have the lawsuits and the this and the that because we'll catch it. We'll help one another. But if they're
054waiting for the district to do it, waiting for them downtown to do it, or they're waiting for the principal to do it, or somebody else, I don't care who you are. If you run into a child and need some help, just offer some help. That's my sermon for today. And I think I get a right for it. >> So I appreciate Uh Sarah, your comment that it's not it's not just about reducing the number of behavioral support referrals. It's creating this restorative environment at school. I would guess that the way that we're seeing those numbers come down at schools like Boone and Linda Vista is because they're creating that restorative. Could you bring that to life a little bit? What are we seeing at those schools that are getting those numbers down? >> There could
055be a couple reasons. I think number one is understanding the resources that are available. >> Um >> they reinforce the expectations daily um with the students. Students are able to and and it looks differently in every classroom of course from TK all the way to fifth. And from what I've seen, um, I and I've only really been attending their team meetings to guide them, you know, with with looking at data, but they just want to look at, they want to make sure they're looking at data correctly, like where are students behaviors happening. Are they happening in the classroom? Are they happening on the playground? >> Um, and then we can target supports there, right? And so that's why the data, they hadn't been tracking data around behavior in previous years. So now we're looking at
056that and understanding where does that support need to happen? Where does that proactive support need to happen students um are given that during assemblies they're also uh sharing the data at staff meetings every time they meet like this is where we're seeing it. So it's not just the folks on the team that are seeing the data but also the teachers. >> Yeah. >> So I'm not sure if that answered your question but that's what I've been seeing with that with at least Linda Visto. And I would imagine that when the teams are looking at the data, >> it's not just a sort of a focus on the individual student, but what the data probably reveals is that there are places at the school that are more restorative and less restorative. And so then the targeted
057work happens >> and and their data system is super easy to do. We didn't want to create something very cumbersome for teachers. We wanted to be super easy. Drop-own menu like this is the behavior we're seeing. And this was the response by the teacher. Did they need to go to the the counselor to get some feedback? >> It really was had to be simple because otherwise teachers are not going to they're not going to have time to do it. So, it had to be super simple. And Boon is now adapting that same data collection because they wanted something similar that was easy for them to. And then we know what what practice was supported for that child. Again, going back to that restorative practice. And I guess my last question is what's the scale up
058plan? So we've got this work going on at you know a few schools. We're linking uh Kernney clusters. >> What's our game plan so that in a few years this is the work in the district. Yeah. >> so we do plan to continue the work. We're actually working with uh Sierra Cook um and so we uh gave her a proposed plant. She's working at the federal level to see if she can get some additional funding for us to be able to do this districtwide. Um, with the resources that we have now, we're going to um f start with the two clusters that we mentioned and then each year we're going to add on two additional clusters with or without the additional funding. The additional funding would allow us to scale a lot faster, but our
059goal is to um eventually make sure that this process is throughout our district so that everybody understands how we're supporting students proactively. >> Really quickly and appreciate um the question about scaling um like I'm always asking that question um and appreciate that there's a plan. And I would also encourage us to think about um what you've described around parent engagement um and to vice uh president Bazo's question about parent engagement really thinking about how do we scale those things right you talked about well we we're doing these coffees and we how do we make sure every parent has access to that information um because I think sometimes we forget the same challenges we're seeing in the classroom I know when I talk to parents and I am a parent like we see those at home
060too and the same strategies that work in the classroom often work at home and I think families are really hungry for that. You mentioned um the impacts of screens and all of those things. So how do we share those resources widely for parents um so that things feel better for them at home. We're reducing stress um but also kids are showing up more prepared to learn. Um so we see benefits in the classroom too. So I think we can think about scale in all the ways. Thank you. >> Well, one one thing is that you have a unique advantage. By definition, you have to meet with them once a year. If you prepared a package and ensure that parents get that packet with them taking five minutes in the IEP to just say these are
061some of the resources, then you've done a quick without parents having to come out to another meeting and you're you're pushing it down so that you have trainer of the trainer models. um that it's not you doing all the workshops and bringing in clutches and all of that nor the principal, but every time there's an IEP, if that packet is ready to go with the information, these are the contacts, etc., then you can start bringing that uh number down so that parents would have to say, "Yes, I did receive it and I took a look at it, blah, blah, blah." But it's an easier way to get it more broadly distributed than through clatches and all that where they have to take off another time. So just I I just want to add that the
062first slide that we showed um that had a lot of goals all the way to 2032. There is a a I'm going to call it five to seven year strategy plan that we're working on. Um we're being very thorough about the types of supports that we need. I'm a big believer in early interventions. That's actually why we continue to advocate for more funding for the early intervention pieces. Um, but it has a plan of action, a plan of monitoring, a plan of scale. And I'm going to say I appreciate all the critical feedback that we receive because we want to make a very good plan. And to your point, the variability that exists across 200 sites when the variability is implicit in an individualized education plan um becomes a little tricky. But I also know
063that we have the heart and the desire to to do this for our students. So >> you'll see it published when it gets done. Okay, we will now conduct a public hearing on uh item H1, the Price Charter Schools Charter Petition renewal. Uh we'd like to ask uh Dedra Walsh, our director of charter schools office to come to the dis and provide information on the item. >> Hi, I'm sorry. I was told I was going to be um the speaker to speak to the CAC earlier today. >> Yes, I have you as non-aggenda. So, I'll be calling uh more folks at the end of the meeting, >> but did you want to speak to the special item? >> Yeah. >> Why don't you come and do that now? >> Okay. Why don't you come up
064and and do that now? Thank you. >> Hi, I'm Connie. I am a parent at Sparkles Elementary. So, I've been desperately trying to get this down to the three minutes, so forgive me. Can you guys hear me? >> Yes. >> All right. The CAC guidelines have been rolled out softly at our school, and I'm I've seen firsthand when behavioral needs are special needs. The CAC guidelines that they're talking about today that I saw here were a paradigm shift towards the dilution of responsibility and not the support of students or educators. There are not enough special needs providers currently to have sitewide responses. There will continue to be reactive responsive when special needs are not supported with specialized instructors and par aids. We cannot continue to push off more responsibilities to general ed teachers to be
065creative and integrate new behavioral practice with students that are already in need of greater supports. My student is in elementary school. He's in fifth grade now, but we've seen this for the past couple of years. The bottom line is those numbers for level one responses are coming down because they're basically being absorbed by general ed classrooms as a whole. My son is an average kid in the general ed classroom. Um basically his um sorry his class has been evacuated three times that I know of due to unregulated emotional outbursts for a singular special ed need need student. The whole class has gone into lockdown while the students banging on the windows and the doors to be let back in. Most recent incident included furniture being thrown towards the teacher while the students watched being held
066hostage by a single student and a hamstrung teacher. But every time we have brought this to our teachers to our principal, they're saying, "Oh, well, this is the new district policy for integrative and all this different stuff." But I want to make this crystal clear. I am not here about that student's behavior. I'm here because of Unifi's behavior. If unified district claims to support all students by creating a safe environment that is conducive to learning and um you have to support all the students that don't feel safe enough to learn in these unsupported environments. He needs help. He's not a bad kid. I don't know that kid. I just know how it's affected my kid and the other kids in our classroom. He needs support before he is pushed beyond his capability to be in
067that general ed class. And as a bigger picture, every time that class has been interrupted, which is interrupted more than just being evacuated, repeatedly interrupted, locked down, evacuated, that was 36 students who were no longer safe in environment that was con absolutely not conducive to learning. But that's also 36 young people who've been taught that one person's rights matter more than all of theirs. They've been taught to fear and dislike a special needs student. They have learned that their education isn't being supported because it's so easily disrupted. This isn't fair. It isn't equitable and it isn't inclusive. All of this is absolutely unnecessary. You have the power to change this by getting PAR and other special educators back down to reasonable case load numbers. Those numbers I see that you've hired to like 90% 93%
06898%. The hiring is true, but the needs aren't being met. Thank you. >> Okay, we'll now move on to item H1. DJ, >> thank you. Good afternoon. Uh, item H1 is the public hearing regarding the renewal of the charter for Price School UCSD. Price is seeking a renewal of its charter for a 5-year term beginning July 1, 2026 and ending June 30, 2031. The public hearing is to consider the level of support for Price. Um, in the staff write up in table one, we've included a summary of the original charter petition date and the renewals. Table two provides an overview of the school. Uh, table four summarizes the projected enrollment for the new charter term. And table five summarize summarizes the current board roster. District staff is reviewing the charter renewal documents submitted by the
069school and will bring a recommendation to grant or deny the renewal at a subsequent date. >> Thank you, Dedra. We will now take up to 10 minutes of public comment on this item. Miss Stoultz, do we have speakers? >> Yes, we do. We have a group of seven. So, that will be within the 10 minutes. And then I believe we have one additional speaker on this item. So, if you would please come up in any order. Helen Griffith, Peter Price, Matthew Stites, Abina Hen, Ja Carter, Cecil Litle, Elizabeth Simmons, and Elizabeth Garcia. You have a total of 10 minutes as a group. Good afternoon. I'm Elizabeth Simmons, the executive vice chancellor at UC San Diego, and I'm very pleased to join my colleagues in supporting the charter renewal petition for the PY School UC San
070Diego. For over 25 years, the PY School UC San Diego has played a critical role in serving students across San Diego, providing the resources, skills, and experiences they need to be successful regardless of their background. The PY School is dedicated to providing an innovative learning environment that enables economically disadvantaged and first generation students to emerge as empowered participants in society. elevating their families and transforming communities. The PY School has been consistently recognized as one of the top charter schools in San Diego, in California, and across the nation by the US and California departments of education, the Center for Education Reform, US News and World Report, and Newsweek. Nearly 100% of students graduate each year and 90 to 95% are accepted to a 4-year college or university, adding up to 2,000 PREC graduates attending a higher
071education institution. We're also committed to fostering collaboration as a model school advancing innovative solutions that can be applied elsewhere. Other charter schools and high schools have successfully uh adapted many of Price's best practices and the Price School's success is influencing policy and practice at other UC campuses as well as other universities. In short, the Price School UC San Diego is a pivotal leader in transforming students, our communities, and public education more broadly. I'm proud to support its charter renewal petition. Thank you. Good afternoon and thank you for your time today. My name is Peter Price, uh current board member and son of Peter and Peggy Price. Um, in 1998, my father, uh, UC region at the time, uh, and my mother, a former, uh, San Diego Unified teacher, uh, made the naming gift for the
072school because they believed in the promise and the vision of the school and its future scholars. They both served on the board before me, and our family continues to support the school today. The PRY School has delivered on its promise with over 95% of graduates attending four-year universities, many of whom attend UCSD, stay in San Diego, and contribute to the greater San Diego economy. Even more impressive is the transformative effect the school has had on its scholars and their families. I hope the board will renew the charter and allow us to continue our transformative mission. Thank you. Good afternoon everyone. My name is Dr. Matthew Stites. I am the principal at the PE school UC San Diego. For more than 20 years now, PE has existed with one clear purpose. The purpose to change the
073life trajectory of firstgen low-income scholars through rigorous academics, strong relationships, and an unwing unwavering belief in their potential. Our mission isn't just theoretical. It's visible every day in our classrooms as I walk through, as we comb through data to put reports together, and in our graduates who are persisting at college at a rate that far exceeds average schools in similar uh scholar populations. As a charter school though, we take accountability seriously. We closely monitor our academic performance, our attendance, our school climate, our financial responsibilities. And when the data shows that there's an area for growth, we respond with intentionality and action, not excuses. Our charter renewal is just one more example of that. It's not just a request. It's a responsibility that we embrace and we've embraced in putting the report together for you. Price
074is also also a school deeply rooted in partnership. Partnership with families, San Diego Unified, and our charter team behind us that supports us through the whole thing. um and through with UC San Diego. These partnerships strengthen our school and expand opportunities that our scholars would have no access to otherwise. Renewing the charter for Price means continuing a proven model that works for scholars, for families, and for our broader community. On behalf of our scholars, our staff, our families, I respectfully and confidently ask you for your support for our charter renewal. Thank you very much. Good afternoon members of the San Diego Unified School District Board of Directors. Thank you for allowing me to speak. My name is Abena Hasten and I am the proud parent of Ja Carter who is a senior in the class
075of 2026 at the PY School UC San Diego. Ja has been at PR since sixth grade. And for our family, this school has been truly life-changing. When Jaya was in fifth grade, Sto Pise staff visited her elementary school to introduce their program. She came home extremely excited and asked if she could attend Price for middle and high school. At the time, I was hesitant because of the distance, but Jaya was determined, persistent, and willing to make sacrifices. That's when I knew Price was the right place for her. When the lottery results were released, I remember scanning the list and not seeing Jay's name. My heart was racing. I was afraid, nervous, and deeply saddened because I knew how much Jaya wanted this opportunity. Then I turned to the second page and saw Jaya's name halfway
076down the list. And I started to cry. In that moment, I knew Jaya was being given a future she may not have otherwise had. From the very beginning, Py saw Jaya's potential and never let let her forget it. Through high expectations, dedicated educators, and a culture that truly believes in first generation students, Jaya has grown into a confident scholar and leader. As today, as of today, I'm sorry, she has been accepted to over 40 colleges and plans to become a neurosurgeon or an OBGYn, a dream that has been nurtured every step of the way at PRC. Price is more than a school. It is a promise to families like mine. and that zip code circumstance do not define destiny. It provides access, opportunity, and hope where it is often most needed. I respectfully urge you
077to please renew Po's school charter so it can continue changing lives, lifting families, and strengthening our community. My daughter's success is proof of what is possible when the school is allowed to thrive. Thank you very much. Um, good afternoon board members. My name is Jay Carter and I'm a senior at the Pro School UC San Diego. I entered Proce in the sixth grade and today I'm honored to share my experience. I want to begin by speaking to the exceptional academic preparedness that Price has instilled in me as a student. Through rigorous coursework, Price has equipped me with not only knowledge, but with the confidence and skills to succeed in any future academic endeavor. I can proudly say that Proce has helped me not um just become a better student, but a more literate, educated, and
078empowered young black woman. At Proce, I've been connected to college preparedness programs that have that have truly served as a bridge to my future. With this foundation and support of these programs, again, I have been accepted to over 40 colleges and universities with many scholarship offers. Most importantly, the support I've received at Price has been tremendous. When I've had personal challenges, staff me staff members have always been there to step in and help me navigate those difficulties and move help me move forward in my academic career. As you considered the charter renewal for the PR school, UC San Diego, remember students like me. Price works and it changes lives. Um, and I that's why I believe that Price deserves the opportunity to continue changing lives for years to come. Thank you for your time and
079your consideration. >> Good afternoon. My name is Cecil Lidle. I'm retired professor of music and provos ameritus of Thugate Marshall College at UC San Diego. Um I'm often accused as the prime instigator of pray po preschool school over a quarter of a century ago and I'm proud to join with my colleagues and asking your endorsement and extension of our charter. Your approval of this charter continues the important K12 link in a regional plan that spans kindergarten through PhD. If approved, San Diego Unified will continue in a partnership that includes joint doctoral degrees between the major institutions of higher education in our community. Our vision has always been clear to provide an educational and social environment where youngsters who are historically not found in our freshman class can prosper and thrive. But it all starts with
080you. this K12 through PhD link. I join my colleagues and community in respectfully asking for your support and endorsement of our extension. Thank you. >> Well, everything has been said. Thank you. >> Go ahead if you if you have. >> We know you. Go ahead. >> Good afternoon. As a proud graduate of the San Diego Unified School District and a former administrator, I want to thank you for your partnership in this work at the Py School. It has truly been transformational and because of your support in this work and our continued renewal, we plan to continue to transform lives so our scholars can stand on our shoulders and do better than we've done. If renewed, we know that we will continue to make you proud and continue to be valued partners in public education. Thank
081you very much. And then we had Lis Elizabeth Garcia. Yes. Go ahead, please. >> Good afternoon, board of the members. Um, and my name is Elizabeth Garcia. I am the PR PTA president or UCSD Proce. I have two kids. I have one in senior and one in 10th grade. We are here to as a parent to express a concern about ongoing instability at the school. For more than an a year and a half, the teacher contracts have remained unresolved resulting in constant teacher turnovers. This situation have affect our children learning and then emotional build well-being. We are not we are not here to create a conflict. We are here to ask for transparency, accountability and concrete solution that ensure a stable high quality education for our children. We're asking for a stability and real solution,
082not just promise. Thank you. Well, I want to say first of all, thank you for the invitation to attend their graduation every year. I'm there on campus with them as they graduate. And uh as I do with all of my students in the in the traditional schools, I shake every student's hand because I'm nosy and I want to know where they're going. And so they have to tell me before they run across the stage what they're doing the following year. And uh I vouch for for them that they tell me they're going all over everywhere and they have a plan and and they're focused. So, I do appreciate that consistently and I I don't know how many years it's been, five, six, whatever number of years I've been going out there to attend your graduation.
083And I appreciate that link that we have with U Pro school. Um, for any issues that are noted, I'm sure um Theod will work with you on on trying to iron them out, but I'm very pleased. And Dr. Simmons. Where is she? >> Oh, she had she's Harvard grad, right? >> Yeah, I told Richard that's his fellow. >> Oh, we won't hold it again. Okay. Anyway, yes, but thank you all for the work that you're doing and um I applaud you. >> Um I would just say again, thank you so much. We we know of the excellence that um Price has achieved over many many years. We know of the partnership with the district. We have heard uh from other parents, you know, similar concerns about uh the instability with the with the teachers and
084and so we would I I would like to hear something about that when we come back for uh for renewal. Yep. Thank you so much. Um, okay. So, this item will be brought back uh for board action at a later date and the public hearing is now closed. Thank you. >> Okay, we will now move to item H2. Uh, and this is a public hearing on the Tide Speak Schools charter petition. and we will ask uh Dedra Walsh uh to provide information on the item. >> Great. Thank you. Uh yes. Item H2 is the public hearing for a new charter petition to establish Tidespeak School under authorization by the San Diego Unified School District. On November 25th, 2025, the San Diego Unified School District received the new charter petition to establish the school. California Education
085Code requires that the governing board of a school district shall hold a public hearing on the provisions of the charter at which time the governing board of the school district shall consider the level of support for the petition by teachers employed by the school district, other employees of the school district and parents. District staff conducted a capacity interview with the petitioner uh which was held on January 16th. In our write up, we've included um some um bullet points regarding the school and its proposal. The school is proposing to operate a classroom based program serving students in grades PK through 12 beginning in August of 2026. The school proposes to locate in the mid city or central San Diego area and has indicated that they will operate as an LEA member of the Elorado County Charter
086SULPA. Uh we've included the mission and vision statements for TidSpeak, the proposed enrollment table um that was included in the uh charter petition that was submitted and a summary summary of the proposed governing board. And uh as with other uh charter items, district staff is reviewing the charter petition submitted by the school and will bring a recommendation to grant or deny the charter at a subsequent date. >> Thank you, Miss Walsh. who will now take up to 10 minutes of public comment. Do we have public? >> Yes, we do. We have two speakers in person and we have five virtual. So, we have a total of 10 minutes al together. We'll go with our um in person Joe Chup and Christy Toddy Christa Totty Sison. Uh good afternoon members of the board and district staff
087and everyone in attendance including those joining virtually and who are prioritizing supporting tides and unable to attend in person due to the time change and are supporting virtually at their place of employment working hard at home and doing their best to manage the complex needs of their children or child or are working in the community serving the needs of those families. We are proposing a new innovative PK through2 public school. Tightspeak is not just another charter school. It's a specialized response to a persistent challenge. Our mission is to pioneer a model that acknowledges the achievement gap by embedding trauma-informed care and striving for authentic full inclusion across every classroom. We envision a school where diverse student needs are just are not just accommodated but the very foundation of our educational practice. At Tidpeak, every student,
088regardless of their disability status, is recognized as a core member of the community from day one. Tides will continue furthering the district's mission of student wellness, effective communication and literacy, problem solving and mathematics, and college and career readiness. We also want to take time to recognize the efforts of the special education and community advisory committee. With your research, guidance, encouragement, and recommendations, we'd be honored to collaborate with the committee's findings and evidence to help ensure the continued progress of special education in our district schools. Tidpeak's mission directly addresses the achievement gap by serving as a regional leader in therapeutic equity, ensuring that academic sess success is accessible to students with complex needs. Unlike traditional models that accommodate differences, Tidespeak's vision uses diverse student needs as the very foundation for the flexible and joyful education practices.
089We believe in education for all. The school's model fulfills the district's wellness mandate by training all staff in identifying the function of behavior as it relates to communication, thereby reducing exclusionary discipline and to meet college and career readiness goals. Tidespeak provides students provides students on IEPs with clear pathways to complete A throughG requirements through modified and accommodated coursework that maintains grade level grade level rigor. Ultimately, we're all here to meet the needs of the families we serve in the district. We invite San Diego Unified School District to partner with us as we continue to raise the standard for what inclusive education can look like in San Diego. I'll now turn it over to our co-founder, Christy Toddy. Christrista Totty Sizen who will speak to our direct experience to our direct experience serving students with complex
090needs and how that translates into a sustainable school model. You want me here? We'll see. Um, good evening. My name is Christa Todd Sison and I'm co-founder of the Tidespeak School. I am a credentialed educator, a speech language pathologist, and a sensory specialist for nearly a decade. And I have supported students with complex communication, regulation, and learning needs across multiple states and settings. My work has focused on students whose disabilities, primarily autism, and trauma related needs are often described through the lens of behavior. Joe has shared our vision and how Tidpeak aligns with district priorities. I'd like to focus my time on how that vision is implemented and our demonstrated capacity to serve students with the highest levels of need. Um, so as I mentioned, I have successfully supported students with layered profiles including autism,
091emotional regulation differences, speech and language challenges, and significant socio emotional needs. These are students who have often struggled to access meaningful inclusion in traditional settings and in some cases have experienced repeated exclusion from their academic settings. At Tidpeak, we begin with the foundational belief behavior is communication. When a student is disregulated, we do not ask how to control the behavior. Instead, we ask what the student is communicating and how we can meet that need. This approach is central to our trauma-informed model and leads to improved regulation, stronger relationships, and reduced reliance on exclusionary practices. We intentionally design our program with an understanding of ACEs or adverse child experiences. Many of the students we seek to serve are impacted by food insecurity, housing instability, and family stressors that directly affect their ability to learn. As we
092know, as educators, these realities do not disappear at the school door. So our model is also designed to respond to the whole child. That is why Tides is committed to being located in communities where access matters most, including areas that function as food deserts or where families currently have to travel significant distances for therapeutic or non-public school services. Our goal is to reduce barriers, not to add to them by placing highquality supports where they are most needed. We believe deeply in the power of IEPs when implemented with fidelity and respect. At Tidpeak, IEPs are not treated as compliance documents, but as living frameworks that guide instruction, sensory access, regulation, supports, and authentic inclusion within general education classrooms and the families. Full inclusion is not an add-on for us. It is the foundation of our model.
093Classrooms are designed to flex around student needs, integrating sensory supports, co-regulation strategies, multiddisciplinary collaboration, and flexible instructional practices throughout the day. Equally important is staff expertise and retention. Students with complex needs require consistency and skilled adults who are supported and valued. Between my background in education, speech language pathology and sensory integration, and Joe's experience in clinical social work and nonprofit leadership, we understand both the instructional and organizational systems required to sustain this work. We are also prepared to accept and collaborate with community partners, resources, and any consultants on ensuring students at Tidespeak receive the education they deserve. We are already planning ahead for staff retention through sustainable case loads, embedded professional development, and clear pathways for growth. We know this can be done because we have done it. Ultimately, Tidpeak exists because students with the
094highest needs deserve the highest quality education. They deserve schools that presume competence, prioritize regulation and connection, and prepare them for academic success and meaningful participation in their communities. We are ready to bring this work to our home throughout San Diego County. Thank you for your time and consideration. There are two speakers, two virtual speakers in the in the Zoom. Uh Crystal Sta Sanford and Christine Ching, if you are available, Crystal or Christine, please unmute. >> Can you hear me? >> Yes. Go ahead, please. >> Hello, my name is Crystal Sanford. Thank you for the opportunity to share my support for Tide Speaks School. I am uh I wear many hats as a parent, as a professional, as the previous uh SDUSD employee and speech pathologist and I 100% wholeheartedly support Tide Speak and their efforts
095to create an inclusive environment in a charter school that they will be starting and I will provide support uh in any way possible to do that. I have two neurode divergent children and recognize the need for an alternative for students to be fully included and both of my children attended charter school as a result of that and potentially will be attending tight charter school. So, thank you for the opportunity and for the consideration by the school district. Thank you. >> Christine Ching. >> Hi, my name is Christine Ching. I'm a local pediatric occupational therapist and I fully support this charter tide speak um as a professional that supports a lot of kids um with sensory needs and >> hello >> go ahead Christine >> we may have lost her >> did we lose Christine Okay.
096Okay. All right. >> Okay. Well, uh, thank you for the presentation and, um, trustees, any questions or comments on Tide Speak? >> Did you want to Okay. I'm sure that Dedra, you'll give us all the information, but it seems kind of like a a boutique kind of charter where they have a specific uh narrow focus to really address some of the concerns that they and I guess nationally we all have what what is going on with a certain population. So, I'm interested in really learning more about what they're interested in doing. Uh, thank you. And we can certainly address um some of those pieces as part of our staff report. We'll get deeper into those issues. >> Great. And and Dedra, I think this is the first new petition we've had since precoid since uh
097AB1505 >> Since 2017. Okay. So, I know that um post the charter reform laws, we put a policy in place that uh now allows us to look at community impact to assess what is unique about this that's not otherwise offered uh in the district. So, look forward to that analysis when it when it comes forward. >> Thank you. Yes, we will also um in addition to the full analysis of um all of the 15 required elements, the affirmations and asurances, the budget, uh we will also address um those pieces that you've noted in AB1505 related to community impact. >> Great. Thank you, Miss Walt. Okay, that concludes Oh, I'm sorry, Trusty H. >> It's okay. Um, I guess I think this goes um along with what Trusty Whitehurst Payne requested, but I think for me
098really understanding the specific population being prioritized. Um, we heard students with autism, neurody divergent students, students with ACEs. Um, and then something around prioritizing non-public school students. Um, but really understanding uh, yeah. who the students are um where they'll come from are we talking about simply moving students from non-public to this charter um but more on that would be helpful to understand and I think to uh President Pereira's point broader community impact >> uh certainly I've noted um those questions so that we'll include those as well thank you >> sorry one other thing I have here and I forgot to mention is also being able to do PK12 effectively in such a small setting. Um is there a precedent for that? How how might that work when the proposal includes just 20 students PK12? Um
099is that a model that can be implemented with fidelity at that scale? >> Okay, great. That concludes the public hearing. Thank you. Um we will now move to item H3. So this is approval of the 2627 board report Prop 39 preliminary uh package. Um do we want a presentation before we just move to a motion? >> There's no presentation. Okay. >> But there are speakers. >> Okay. Um well, why don't we start with the speakers then and then we can >> Okay. There are approximately 11 speakers and I think it would be in the interest of time to give them 10 minutes total. So if you would please all come when I call your name in speak in any order. Abdi Muhammad, Masla Yusf, Aia Muhammad, Farardosa Ozman, Dean Sadi, Abduli Hussein, Hussein, Anas Ahmad,
100Lilana, Angie Carla, Christina, and Nadia Muse. Good evening board President Richard Barera board members superintendent Fabi Pagula my name is M Ysef I am the CEO and the co-founder of charter school and educated students in grades TK through 8 over 95% of our students qualify free and reduced lunch and 72% are English language learners. They are the most vulnerable kids to serve in the whole country. And we welcome these students and their families with open arms. We provide not just education but a safe place to learn, heal and begin a new lives since they are coming from you know refugee campus most of them and have a lot of trauma in their lives. So 15 means enlightenment in S language and which means you know not more than now now more than ever our students
101and families need that light and I would be remiss if I did not acknowledge the broader environment facing immigrant and refugee communities right now. As you know, our sitting president called garbage our families, our communities, our kids. And it's this going to have a very negative impact on them if we don't address it and make sure that the self-esteem, dignity, and respect is preserved and that they feel happy every day to come to our school. These kinds of attacks don't just happen in far away capital. They affect real children and families right now here in our district who come to school like seeking stability, opportunity and safety. If is located on the district's Jackson campus under a proposition 39 facilities agreement. Today we are here regarding the district's primary position 39 facilities proposal. You know
102our school continues to grow every day. We have very very long waiting list as we speak and we are co talking about students coming from all seno county not only in district students and because they feel safe they feel loved cared for and they feel they belong to cherry school their faith their values who they are their culture are all respected every single day throughout the classrooms outside of the classroom at the cafeteria wherever they Go. So the district acknowledged that if needs five additional classrooms to serve our indistrict students next year. We're not talking about out of district students. We have about 250 out of indistrict students. In addition to that, we still need five more spaces. And yet we met with the staff on January 21st, 2026 and they did not provide that
103to us orally. They said we're going to give you five somewhere either you know and carer far away places and imagine our families they have they are coming from large you know families which have six seven eight nine 10 kids like me. So imagine the elementary stu students are coming to the school 15 and you have to take middle school students somewhere else. It's going to be very difficult for them. So we are here tonight to ask you with do you respect because we know how much you value the students. We know how much you care about all the students no matter where they come from, how they look like, what the language they speak and we have known you for a long time and we deeply appreciate you your unwanting support and Dr. Sharon,
104Richard, Brea, you've been backbone for this school for a long time. And Fabel, I know you are very busy and still you made a time to meet with us and we do deeply appreciate you and we're looking forward to meeting with you. So tonight, we respectfully urge the board to direct it staff to allocate five additional classrooms to so we can meet industry demand and uphold our legal rights and educational missions. And you know there is a annex char school we now use 80% of the facility. The 20% is used by the district. All we're asking is give us those 20%. It's going to be easier for our families for our students for our goalies for our mission because we share same mission. We all share their future is very important because their future depends
105on what we do today. and I really thank you very much. >> Uh good evening. Uh for the interest of time, I'm going to go. I think we only have 10 minutes. Um my name is Abdi Mahmud, operations manager of Charter School. It's truly an honor to be in front of you. Um, for 20 years, Ziftton has served this amazing community, um, educating some of San Diego's most vulnerable students. We are here tonight because the facility no longer reflects our enrollment reality. Uh, the district references an average of 430 in district students. That figure has been disputed in our response. Our in district projection ADA is 450 and ha we have been consistent year after year. We have an 8-year trajectory not only meeting but exceeding our conservative projections. Uh so today we are serving
106574 students in just 22 classrooms. This level of congestion directly impacts class size, student services, and learning conditions. The district's justification, the staff for reducing projection relies on assumptions um and grade levels, but it's not accurate. For example, staff suggested our seventh grade uh uh projections is overstated. In reality, we currently serve 75 students and you can check our power school uh current as of today. Uh so, you know, suggesting low 40s figure reference referenced by the staff. Similarly, the current sixth grade stands at 61. So when actual enrollment exceeds the assumptions used to reduce space, it raises serious concerns about whether the facility analysis reflect conditions on the ground. So the district also introduced as Musl mentioned five additional spaces in a separate elementary school uh requiring shared libraries, playgrounds and lunch spaces. This
107would fragment our program and disrupt students. On contrast, the Jackson annex is physically connected to the campus. Historically one school site and already 80% utilized by it is far less disruptive and more practical solution. So we respectfully ask the board to ensure the Prop 39 is implemented in a way that is practical, equitable, and direct the staff to meaningfully evaluate the Jackson annex as most appropriate solution. We look forward to working with you collaboratively. But we need solutions that genuinely serve students. Thank you. >> Good afternoon, members of the board. My name is Dean Sadi and I'm the instructional leader at IF Charter School. And as my colleagues have mentioned, we have a historic opportunity in front of us. As Mr. Musl mentioned, we have a sitting president mentioning what he's mentioning. And we have
108you as the board of San Diego Unified School District having this opportunity to uplift these uh marginalized communities and have a great chance to show the world and the nation that we have the opportunity to have great immigrant communities with great schools and great results. So you have this opportunity in front of you and we're asking you to give us the assistance that we need so that we can show you and we can show the district and we can show the city and the nation what our children are capable of doing. Thank you very much. >> Uh, good afternoon. My name is Ferdosa Osman. I'm the education specialist at Eftton Charter School. I'm here today to speak in strong support of securing the Jackson Annex so our school can continue to grow and serve our
109community with dignity, equity, and care. If is not just a school, it is a pillar in our community. It has been part of this community since I was a child. Uh for many families, EFT is the first place where their children feel safe, understood, seen. Um in the American school system, the families we serve are largely first generation Americans, refugees, and immigrants. Many of our parents are navigating English, employment, and complex systems um all at once. Our students walk into school carrying big dreams, but but also real challenges. IFN has always been a place going. >> You can. >> Yes. Um, IFON has always been a place that meets them with compassion, high expectation, and culturally responsive um, support. Our school is growing because our community is growing. Families are seeking out because they know
110their children will be valued here, not just academically, but also as a whole human being. The growth includes our special education department. Each year we are serving more students with diverse learning needs, disabilities, and social emotional challenges. Our team is deeply committed in ensuring students receive the services and support outlined in their um plans, and we work hard to meet those needs with our current campus. As our community continues to grow, having additional space would allow us to enhance how those services how those services are being delivered. Um, it would give us the ability to create dedicated, well-designed environments that support small groupoup instruction, related services, collaboration, and student regulation. >> Okay. >> Securing the Jackson Annex would allow us to expand responsibly and thoughtfully, strengthening the supports we already provide while ensuring we are
111prepared to serve even more students in the future. It would benefit both our >> We're going to have to ask you to wrap up. >> Yes. Okay. it would benefit both our uh general education students and our students with disabilities. So, um I thank you for your time. >> Thank you so much. Thank you. Thank you everyone. >> Can we allow one minute for >> No, I think I think we've exceeded the 10 minutes, but thank you so much. Yeah. Yeah. Okay. >> Okay. So, we'll start with um do we have a a motion on the uh overall preliminary offers? Uh, is there a motion? >> I I would >> You got a You moved. Yeah. >> Okay. Moved by uh Vice President Boso. And do we have a second? And a second by Trusty
112W. Okay. Discussion. Trusty White. >> Yes. I would uh advise them to have a conversation with about um their needs and to be sure that we're maximizing um whatever their needs are. And I think you and I have gone out there. >> Yeah. >> Um Deedric U Deodric you followed up on that. But anyway, I would advise staff to follow up with them so that they bring back a recommendation that accommodates or at least looks at >> what they're asking for. >> I I appreciate that Trusty Wers pain and I I would agree this is not a new issue. You know, we've been hearing about this issue for the last several years and I do think we need to understand as a board um is the issue that there's an actual dispute over the enrollment
113projections. Um so that if is making one set of projections about the number of students it has and the district is disputing those projections. So I think we need to understand that. Um I think we need to understand why is um why are additional classrooms being offered if there is a dispute over projections? Um so if if additional classrooms are being offered at other locations that would seem to suggest that there's an understanding of a need for the additional classroom spaces but then obviously the question is what are the district uses that are currently occupying the space that um IFO is requesting and what um what would be involved if uh if those district uses were needing to move some place else. So I think we just need to understand this and we need to
114have an open open conversation about this. Yeah, Vice President Boso. >> Thank you, President Barrera. And I think just to be clear, I'm moving the first three um approval, but I also have concerns about the um Jackson campus request. Um it's my understanding that there's actually a home and hospital um classroom for students that are extremely medically fragile and cannot be on a general ed campus. Um they're you know due to their immune systems and they are on that campus every Friday. So they do attend school on Friday the ones that can. Um, so it would be extremely concerning to me and I would not support moving students from that location particularly because of um their situation. So I I I would not be in favor of that at all. Um I don't know if
115there's any further information that the district can provide around that or if we're just going to get that information and come back future meeting. Well, I it's my understanding they're not. I talked to our I talked to my super to Maria. She said they don't they they can't be on a general ed campus because of their immuno compromised situation. >> I think it needs to have general ed kids. That's what we're talking about. So >> well yeah school it's general ed >> but it's the home and hospital kids would be displaced >> is the problem. Sorry, Superintendent. >> I'd like to ask uh our council to chime in. >> Okay. >> Sure. Thank you, Superintendent Fabula Bula. Um I can't speak to the uh population count or how many students they have, but what I
116can tell you is that the site that they're asking for was looked at and it does house both home, hospital, and trace. Um and it was determined that it wasn't feasible to move them. Um, it was also determined that it would be uh half a million dollars for the move to relocate them. And it is my understanding, and maybe there's somebody else here who can verify this, that this would be a temporary move for a year because the IFEN uh facility is being modernized and would then have capacity for their entire population. >> Yes. And Regina is also here. if thank you. Thank you trustees and superintendent and I'm Regina Va and I'm the manager of instructional facilities planning department and I'm here with facilities planner Gabby Elliott and we work on the Prop 39
117requests on behalf of the district. We did go out to meet with Charter School to reassure them that we are hearing their request and that we're taking it seriously doing the full analysis of where can an additional facility be located that isn't occupied by district students. So, we talked about that a little bit. And to address your question, President Barrera, the ADA that we agree on is uh does allocate according to Prop 39 formulas and the way that our district students receive facilities, corresponding facilities based on this ADA that is projected for IFEN does uh afford them they're entitled to more classrooms than in addition to the classrooms that they have accepted the 22 in the current building. So, Prop 39 formulas tell us the same formulas we use for every Prop 39 applicant that
118the corresponding district students are afforded a certain number of classrooms and that's in the report and that does bring us to a higher number more than 22 classrooms. So now it's a discussion of where do we have that space. >> Okay. >> So okay so I think thank you Regina that's very helpful. I really appreciate that. Um >> the motion is on the um offers other than if is that correct Vice President Bazo? Okay so we've got a motion and a second on that. Why don't we handle that motion? Trusty Hazen. Yeah. Okay. So, so the first question is on the um the preliminary proposals aside from if is there any further question or comment from the board? Okay. If not, trustees win and or please vote and all other trustees please vote. Okay. So
119now the question is do we want to further discuss the IFEN offer now or do we want to bring this back? Trusty Hazen did you have a >> yeah it's it's a question if we want to discuss it. So yeah I mean I defer to you President B. Would you like us and do we have sufficient time to discuss it now or is this something that you'd like to postpone? um to do our way in. >> We're currently at the last board meeting for January and it is by February 1st that the district is obligated to make a preliminary offer and that's what we have on the table. But we are committed to developing a final offer for a future board meeting. >> Yeah. Because I guess just procedurally, what if we didn't support the
120preliminary offer tonight? We I don't know if there's another scheduled opportunity for for board approval before February 1st for the preliminary. >> Okay. So, it sounds like the the solution is to vote for the preliminary offer now, but then when you bring back the final offer, I think the board just wants to have a fuller understanding of what the options are. Obviously in the best of all worlds if needs additional classrooms and we could provide them on the same space and not displace uh you know the existing district uses I think that's the solution we would all want. I don't know if that's if that's possible. >> We we are obligated to um inform the board in the final offer of any statement of reasons if it is not a contiguous offer. >> Okay. Got
121it. Yeah. And I would ask when this comes back before the the final vote um if you can also share the details on when the campus modernization is going to be complete. So are we looking for simply a solution for the next year versus um a longer time frame. I think that's that's really important as well recognizing none of us want to have to displace certain students and have them on another campus. Um, but if it's for one year, that's different than for an extended period of time. >> And also how that's going to impact the other children there, the students there. Obviously, home program has to move too or there has to be some changes. So, I'm voting for this today to say let's hold it place, but with a recognition that there's a
122lot more work that has to be done and we have to see the whole picture. >> Yeah. Vice President So, I just want to make sure I understand. We're voting to look at this, but we're not approving the the the the movement of the other students at this time because keeping in mind, they cannot be moved to another school campus. So, um well, that's what I was told right before the meeting. All we're doing tonight is approving the preliminary offer and then I think I think Regina and the staff are hearing what we're looking for and and in the final offer we want to see if that's possible. Sorry, trustee person. Yes. >> Okay. Okay. Motion by trustee Person, second by trustee Hazen. Any further discussion on that? If not, trustes or win, please vote.
123Uh all other trustees, please vote. Okay, thank you. Thank you so much. >> Okay, we will now move on to uh item H4, which is an update on the governor's 2627 budget proposal. Sorry, superintendent. Did you want to introduce the No, it's >> apologize. >> Thank you. Thank you. >> Okay. So, during our last meeting here, I provided some initial reaction to Governor Gavin Newsome's budget. Amy Shackleford, our chief financial officer, will provide a brief overview of how favorable the governor's budget will be for our district. One area where we believe the state can do more is with its Proposition 98 funds. To the governor's credit, he dedicated 59 million in ongoing Proposition 98 funds to support special education, but he is withholding 5.6 billion in Proposition 98 funding, which would go a long way
124to support our special education needs. I understand the importance of cautious budgeting, but the Proposition 98 funds should be fully appropriated, and we're going to continue to urge him to do so. Um, an area of budget where we're very encouraged with funding allocated by the state is the support of our community schools. Um, I have a report actually I'm gonna go straight to you. I'm going to skip the video team. Sorry, I'm going to skip the video. I'm looking at time. Um, and actually say thank you Amy for coming up here and sharing the overview. Thank you. >> Thank you. Today's presentation provides an initial highle overview of the governor's proposed 20 2627 state budget released earlier this month. This proposal represents a first look at the administration's priorities and assumptions. Although the proposal largely
125protects core K through2 funding in the near term, it does rely on a combination of reduced ongoing growth, one-time funding, and deferred obligations. These mechanisms may lessen the long-term benefits as it does introduce greater uncertainty into future years. My clicker I'm like, Tik Tok, Tik Tok. >> Where's >> Usually it's on. Sorry. Um, so I will be covering three key areas today. the main themes in the governor's budget proposal, what this may mean for our district's budget and what happens between now and June when the state budget is approved. The governor's January budget re represents the starting point of the state budget process. Between now and June, the legislature and the governor will review and negotiate this proposal for school districts. The most significant checkpoint is the May revise when the governor updates their revenue
126assumptions and adjusts funding proposals accordingly. At the same time, school districts are required to adopt a balanced budget by June 30 before the legislature and the governor have reached agreement on a final state budget. This does add a level of complexity and uncertainty as districts won't know the final state budget until after their budget is approved. The good news is that core school funding formula, local LCFF or local control funding formula is largely protected. That means that the state is continuing to prioritize classroom instruction and basic operations with ongoing funding. Targeted programs like ELOP and community schools also remain a focus and include ongoing funding sources. The caution flag is that ongoing funding growth is modest. The cost of living adjustment is smaller than previously projected, which limits new ongoing funding. Most new investments are
127one-time, which helps in the short term, but doesn't solve long-term structural expenses. The biggest risk is the state's continued reliance on one-time solutions. This creates uncertainty in future years and makes long-term planning harder for districts. The most significant being the new 5.6 6 billion dollar settle up that pushes funding out into the future for school districts, challenging ongoing stability for districts, particularly those with declining enrollments. While the January's proposed budget assumes higher revenues than the LAO had included in their November fiscal outlook, the state still faces multi-year deficits. The governor's proposal assumes a budget deficit in of 2.9 billion growing to a 22 billion deficit in 2728. And this deficit grows to 45 billion in 2028 29 and 2930. Because of the volatility of state revenues, the governor again underappropriates the minimum guarantee for Prop
12898 with a settle up of 5.6 6 billion proposed for 2526. Risk to the state's revenues do include um state market volatility, uncertainty at the federal level, which is impacting foreign trade and immigration and pressures on the nonprop 98 side with rising medical costs and inflation impacts on the non-education side of the general fund. At first glance, Prop 98 guarantee approve appears stronger than previously estimated, increasing more than 21 billion dollars across the three-year budget window compared to the 2025 budget act. That increase is spread across multiple years with the largest share reflected in 2627. This represents a calculation of the const a recalculation of the constitutional guarantee. The budget also resolves prior year actions. The 1.9 billion deferral from 2425 is fully repaid and the previously identified 1.9 billion settle up for 2526 is
129resolved. However, at the same time, the proposal introduces a new 5.6 billion settle up. This effectively shifts a portion of required school funding into future years rather than making it available now or on an ongoing basis. Prop 98 is a constitutional guarantee for K12 and community colleges. This chart reflects how the Prop 98 has changed since the state budget was approved back in June. You will note that we are in test one for all three years which requires that 40% of the general fund be allocated towards education. You can also see in the 2526 year that's the gray bar the governor's proposal to hold back that 5.6 billion of the projected 121 billion um funding to education. In this proposal, the state reduces the 2520 oops um site reduces the guarantee by 5.6 billion citing
130uncertainty in revenue projections. This approach does reflect a con continuation of a strategy used in prior years where required school funding is deferred rather than fully provided in the year that it's earned. While the constitutional obligation to schools remain intact, the timing of when this funding is delivered is altered, providing increased uncertainty. The state previously used the entire Prop 98 educational rainy day reserves back in 2324 to avoid cuts to schools. With the increased revenue projections over the three-year budget period, this increases required deposits. And so you'll see by the end of 2627 those reserves are projected to have increased back to about 4.1 billion. The proposed cost of living adjustment is lower than earlier estimates, decreasing from 3.02% down to 2.41%. For San Diego Unifi, that translates to about a $7.4 4 million loss
131in ongoing funding than we had previously projected. You'll also note the impact of what a 2.4% COLA has on the LCF funding formula. Essentially, it is approximately $250 to $300 per ADA depending on the grade level. The final cola number will be published in April. Once the remaining two factors are finalized, the final cola will then be reflected in the May revis. So, this is an item that we are closely monitoring as it does provide a source of ongoing funding. The governor proposes a second round of one-time block grant f funding focused on student support and professional development commonly referred to as spudbug. Um, pending the release of the trailer bill language and over the next couple of weeks, it is ex estimated to be about $512 per 88. So for a district our size,
132this could generate about $45 million of one-time funding. The state is also proposing to accelerate the remaining learning recovery funds into 2627. This funding was originally proposed to be allocated over three years, but the governor is now proposing to pay the remaining two years in 2627. So that is an improvement from a cash flow perspective because we had originally projected 5.7 million a year. Now we would receive 11.4 million in community schools. So the governor proposes to allocate $1 billion of ongoing funding for community schools statewide. These funds would be split between a competitive grant program and also to support existing participating schools. This is very good news for San Diego Unified as we have several cohorts of of schools that are participating because it of the competitive grant nature of the proposal. It's un
133uh it's not something that we can estimate at this time what that financial impact would be. Another positive highlight is an increase to ongoing special education funding through AB602 or the state equalization rate. The current rate is $917. So we the governor is proposing to allocate approximately $60 per ADA. And then once you add in the COLA 2.4% that brings the new rate to $999 per ADA. Uh for the impact of San Diego Unifi, that would generate about $7 million of ongoing revenue for the district. You'll note here there are several other um targeted fund one-time funding investments uh career pathways, transportation, literacy and teacher pipelines. And so when we put it all together, the net effect is a modest one. Ongoing unrestricted funding would be essentially flat. Onetime funding increases are significant, approximately $50
134million. For programmatic ongoing funds, ELOP is proposed to receive a small influx about $60 million, but that would be applied to help stabilize the rate two rate, the rate two rate. Um, so no fiscal impact to San Diego Unified as we are a rate one district. So next steps over the next two months, we will continue sitebased and central office budget developments. We'll analyze the governor's trailer bill language when it's released and we'll monitor federal funding changes. We did receive an update recently where the House and the Senate have agreed on a budget proposal. This would essentially provide flat funding for title funds and a small minor uptick for IDA and impact aid. And so we will return to the board with updated information in the second interim report that is due by March 15th,
135of which we must also include a detailed list of budget deficit solutions. And so with that, I'm happy to answer any questions. >> Great. Thank you, Amy. Do we have any speakers on this item? No. Uh board members, any questions or comments? Nope. Okay, thank you for that update, Amy. Thank you so much. >> Okay, can we get a motion on items H5 and H6? Do we have a second? Thank uh any discussion or questions? Uh if not, uh trustees win and uh or please vote. All other trustees, please vote. Okay, it passes unanimously. Uh, and now we will consider the superintendent's consent agenda. Do we have a motion on the consent agenda? Trusty Person, a seconded by Trustee Ord. Uh, and we have speakers on the consent agenda. >> We have no speakers, but
136I do want to uh say for the record that item I 24 was withdrawn by staff. >> Okay. I 24 been withdrawn by staff. Okay. Okay, any discussion on the uh consent agenda? If not, uh trustees or dozen win, please vote. All other trustees, please vote. Okay. And we've got some non-aggenda public speakers. Miss Staltz. >> Yes, we have several. And if folks could plan to provide two minutes of comment each, that would be helpful. The first in-person speaker is Kendra Carer. Kendra Carer, Giovanni Fuentes, Agular, Maria Rodriguez, uh, let's see, Marlon Austria, Genevieve Z, requesting their collective minute demand. Teachers prioritize student biological needs over curriculum. Students can't learn why sitting in urine and feces humiliated in pain and thus for thirsty for water. I was volunteering stapling up new display borders when I
137heard a tiny voice say, "Miss Anne, may I have some water?" I looked down to see my child's seven-year-old classmate pointing at a case of seemingly unopened Costco water bottles on the floor. The teacher looked at the child and expected her to attend to the kid's biological needs, smile, make eye contact, and say yes. Instead, she turned her back on the child and started doing a strange, nervous thing with her hands. Her eyes were worried as she looked towards the wall and started stuttering and mumbling to me about how parents donated water, struggling to explain to me why the water was there. I was confused cuz I didn't ask why the water was there. Wasn't it obvious kids need water? I silently stared at the teacher's anxiety reaction, wondering when she was going to snap
138out of it and lovingly hand the kid a water bottle. She never did. She never responded to the child. I witnessed a thirsty child stare her back for an uncomfortable length of time until another student's IEP saw what was happening and crossed the classroom to do the teacher's job. Parents push purchased that water for students. So Miss Anne could not deny them water in class as she had a documented history of causing student health harm previously by dismissing their biological needs. And now I was witnessing an unhealthy emotional reaction from an adult who was only requested the simple permission to drink water. I was forced to observe the same classroom child neglect my own kid had been crying about after school. the same acts of admission that caused my child's UTI, forced classroom excretions, and
139resulting genital rashes, fecal compaction, and coprices, fecal incontinence, urgency incontinence, and rectal tearing. This teacher regularly ignored students when they asked to attend to their basic biological needs, and the police have a documented history of her illegal behavior from moms for the last three school years in a row. I witnessed my child's physical and emotional health plummet from the severe and pervasive child neglecting class. I went to the principal for help and quickly found out she was willing to lie to authorities to protect her friend from the police. But you can't kill all the messengers. Biological needs are more important than curriculum. This school year, Miss broke the law again and forced to know the third grader to publicly discrete waste in the classroom. This lack of serious action on your behalf is child endangerment.
140When I told principal Julia Martinez this was a powder cake liability, I worried about school funding. What good was my silver level school sponsorship if illegal teacher behavior ripped money out of student hands from injury and trauma lawsuits and wider gave my child a genital rash. I told the ICA, I will testify in court for you as a witness to the child abuse. I don't need money. I regularly volunteer for schools across San Diego County. I care about students enough to report child abuse when I witness it in a classroom. Thank you. Charles Alexander. >> That is everyone who signed up for non-aggenda comment. >> Okay, great. Well, that uh concludes. >> Yes. >> Oh, yes. >> Did you sign up? >> No, I apologize. I >> Okay. What's your name? >> Bradley M. >>
141Okay, Bradley, go ahead. I thank you for your time. My s both all I have two children by my b my my ex and they're both autistic. She has two other children. One of them he was born with spinal bipida cleft feet and hydro syphilis. If you don't know what that is, it's fluid on the brain. Uh before I go forward, I would like to ask the board if any of you have special need children. If you do, please raise your hand. Okay. My boys, my oldest, I'm going to take him for example. He was 13. He's been diagnosed with autism and recently with ADHDA. Now, I'm a resident of the state of Wisconsin. I moved out here to California originally in 2003 with the United States Navy. When my father passed away in 2023,
142I began my residency in Wisconsin. My children have been my world. Their mother recently informed me that this board is considering terminating all the counselors and funding for the special needs programs in this San Diego Unified School District. I do not know what that if that is true. If the counselors that they see besides the teachers that are doing a great job for these students is the these counselors are needed. I understand this committee has to take all students into account. I understand you have to take all students into account. But releasing these counselors from their job is going to be have a very detrimental and negative impact on the special needs students. My 13-year-old son, when he started with the San Diego Unified School District, he was had very hard times. He was assaulted
143by staff at WGForth Elementary. This board did an outstanding job, ran a thorough investigation at that STARS program, and terminated the entire staff. Not just because they didn't have the proper training, but they found that this was not an isolated incident with that staff. >> Okay. Thank you, sir. >> Uh what I'd like you to consider, sir, my 13-year-old son has turned around and he's now receiving a 3.98 GPA because of these counselors. He is a very good role model to his fellow students. And it's all because these counselors have stepped up and especially at CPMA with the coloring counselor he has Mrs. Bogart >> and they need the these students need them. >> Thank you for those comments. Appreciate that. >> Y okay that concludes this meeting. We will reconvene at 5:00 for our
144special housing workshop. Sir, >> did you sign a difficult time signing in to speak about the STARS program? Uh, >> okay. We'll give you two minutes. >> That'd be great. I really appreciate that. >> Yeah, sure. Thank you. >> Can you say your name, please? >> Sure. My name is Randy Rose. I have two children, one who's graduated from San Diego Unified and the other who's at CPMA. My 12-year-old who's a CPMA is a sixth grader and he is both he's high functioning autistic but he is also OCD ADHD with sensory issues. Imagine Sheldon Cooper and Monk were to have a child. That would be my kid. He's the love child. I have no doubt that my child's going to be a rocket scientist. However, my biggest concern about my kid was that he was
145going to wind up getting the kicked out of him in middle school. It wasn't a matter of him as an adult. Yeah, I'm pretty I'm Brooklyn. Sorry. It wasn't a matter of him as an adult. It was a matter of getting him to be an adult who could uh effectively uh advocate for himself. He spent 3 years in the Hawthorne Elementary School seminar program cuz he is 2e and he is far exceeded in his academics, but he would die without the stars program. Now, I don't think he'll need the stars program by the time he gets to high school. I'm hoping he'll be able to go to something like San Diego Met at Mesa College that will support his academics and also be a place where he has a small enough environment that he gets
146the attention that he can thrive in. But my child will die in a school that doesn't have a stars program. And this is a child that's going to rule the world. You don't want to kill these children off. Adria Bogart has been an extraordinary uh advocate. the system at the stars program. I have friends that work in the stars program in Mission Bay. Without that program, those kids are not going to thrive. They are going to it's you're missing out on a major investment on some of the best quality people that you could ever have. Thank you for your time. >> Thank you so much. Yeah. Okay. Okay. >> 5:00. Yep. >> At 5 o'lock.