Board of Education Regular Meeting, April 14, 2026

001Apologies, I'd like to welcome everyone here in the chamber and those watching via live stream and call the April 14th, 2026 regular meeting of the Board of Education to order with all trustees present except for trustee Bazo who is ill today. Um for our flag ceremony, we will welcome the University City High School Marine Corps JROTC Color Guard to present the colors. Please stand for presentation of the colors. Trustee Ordaz, would you like to lead us in the pledge? 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. >> Thank you, University City High. Land acknowledgement is a traditional custom that dates back centuries in many native nations and communities. Our land acknowledgement was

002developed in partnership with local Kumeyaay leaders. Students from the San Diego School of Creative and Performing Arts prepared the following video to show our respect for the Kumeyaay people who are the original stewards of the land our school district occupies. We respectfully acknowledge that the Kumeyaay 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 Kumeyaay 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 stand with the Kumeyaay, embracing

003the past while forging a brighter tomorrow. Okay, we will now move to item B, adoption of the agenda. Tonight's agenda includes public hearings for three of our charter schools. I would like a motion to adopt today's agenda with charter school related items H4, H5, and H6 to be heard next. Do we have a motion? Uh, moved by trustee Whitehurst Payne, seconded by trustee Wynn. Uh, trustee student trustees, please vote. All of the trustees, please vote. All right, that motion passes unanimously. Uh, Ms. Stoltz, 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 limit for public comment

004on 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-agenda 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 are 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 dais indicates that the timer has started. When the light turns yellow, you will

005have 1 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, Ms. Stoltz. We will now conduct a public hearing on item H4. This is a new charter petition for Universal Access High School. I'd like to ask Deidra Walsh, our director of the Charter Schools Office, to come to the dais and provide information on this item. Thank you and good evening. Um item H4 is a public hearing for a new charter petition to establish Universal Access High School. On March 2, 2026, the district received a new charter petition to establish the school. The school will be operated by Health Sciences High and

006Middle College, um or HSHMC. Uh so it will be a partnership in that school. Per California Education Code, the governing board of a school district shall hold a public hearing on the provisions of the charter no later than 60 days after receiving the petition. We've included a brief summary of relevant information from the charter petition. Um the school proposes to operate as a non-classroom based program beginning in August of 2026. Will pursue dashboard alternative school status when available and intends to locate in the facilities currently utilized by Health Sciences High and Middle College. We've also included the proposed enrollment for the school uh for a 5-year term and district staff would is reviewing the petition and will come back to the board with a recommendation to grant or deny at a subsequent date. Thank you.

007All right, thank you, Deidra. We will now hear up to 10 minutes of public comment on this item. Um Ms. Stoltz, do we have speakers? Yes, we have 15 speakers on this item, so I'll call all the names. If you can please come up and speak as a group for 10 minutes, that would be uh the guideline. Dr. Ian Pumpian, Dr. Beth Fischer, Andrew Papaquai, Jesse Cruz Azul Ramirez, Darian Burrell, Adrian Padilla, Liceth Carillo, Adrian Escobar, Cal- Caleb Castillon Darris, Francesca Sanchez, Saul Calderon, Jack Penward, Sa- Samantha Rios, and Jen Roberson. Go ahead, you have 10 minutes. Thank you. It's easy to say that schools beget school failure, but the reality is tra- traumatic life circumstances that overwhelm school resources and structures beget school failure. Um we uh bring before you a petition to start

008a charter school, which is uh focused on a group of students who life experiences really extend well beyond the school boundaries. They require a school model that moves beyond those school boundaries to serve them. Talk about 12 to 15% of our students, as you know, drop out. And an even even larger percentage of those students graduate without a life plan that has any um options or merit. This is not a marginal issue. It's a structural outcome. And so we're at one sense hoping that the IC- the experiences we've had in our ISP can turn to an into a school that attracts and serves more disenfranchised and disconnected students. But we have an aspirational agenda as well. And that aspirational agenda is to use the school in cooperation with the district as a pilot, as a

009proof of concept to try to ask the question, can any comprehensive high school, in this case health sciences, uh expand its uh structure and governance to create an entity, in this case a new charter, that's specifically designed to support the needs of this group of very needy students. And at the same time allow for the student to have continued connections and um opportunities and access to both schools. If this can be accomplished, it's a game-changer for public schools. We know the path is going to be filled full of challenges and setbacks, but it's really work that needs to be done. And um I guess this is our moon mission. And you are ground control. I'd like to introduce to you uh Dr. Beth Fisher, uh who is currently the director of our ISP program and

010has a prominent role in our proposed school. Thank you. We have learned that students navigating above-average risk factors and instability require an intentionally school that is designed just for them. When support is structured for these conditions, those who have put survival first and youth who have been transitioning in and out of the juvenile system restore momentum to change their lives. Partnering with our mentors like Dr. Carlos Nelson, Gabriel Tapia, Eric Caesar, Sam and Pete from Dropkick, Jacques from Raindrop, Community Wraparound, all who are here tonight and Juvenile Probation, we've begun connecting students to real pathways. More students face complex challenges and we must grow this into a school model. Our students show this best. Now welcome Andrew. I was in a really dark place, in and out of juvenile hall for multiple charges. And I

011take this for responsibility. Even now I face challenges outside of it that makes it hard to show up. I've done things you wouldn't imagine from someone so young, but I have a school now and a support system that changed how I think, how I act, and the direction of my life. I've also began I've also been given access to opportunity structure and people around me that keep me from going back to those choices. You might be you might hear about gang diversion, but this is real diversion. The ones making this happen are in this room. I got lucky because HSHMC happened to be there. But right now, not everyone has access. Making this a school gives students like me a real chance of a different future. As a first-generation American student, my goals come second.

012I support three of my siblings, and normally that's where I'm from is normal. I lived daily struggles, housing stability, and also survival first. Staying in school isn't always the easy choice. It's also the hard one. It means pushing through what people don't see. That's why schools like the one we want to open aren't optional. They're a lifeline. We want the focus to be on what actually support us, housing, mental health, and also real job opportunities. I know my family isn't the only one with these struggles. That's why I'm sharing I'm sharing my story so you can have the opportunity to help. Thank you. For years, I struggled with my mental health, and I couldn't stay in school. Graduation didn't feel possible until my school helped me stabilize and rebuild my confidence. This is the longest

013I've stayed in school because the staff helps students like me get back into learning. Now, I'm graduating early. There are other students struggling quietly who need this kind of support. A school that understands mental health should be able should be available to more students like us. There was times I didn't think I would make it back and not just to school. After spending over a year and a half incarcerated, I didn't see how I could recover. I'm the newest thing here and they took a chance on me because of Dr. Nelson. And more students should have this opportunity, too. I know I'm a success story and I don't want to help others get the same opportunity. I was just in the halls with kids like me, kids who need more than a program. Being raised

014around gangs is different. It's not something you just see, it's something you become. That's what happened to me. With the support of my family, HSHMC, and community wraparound, I'm starting to change. This life doesn't just go away, it's something I have to work against every day. That's why I need the stability and structure this provides. As a neighborhood kid, I know San Diego, not just City Heights, is full of youth like me who could benefit from a school like this as well. Thank you. I didn't think I was going to graduate on time. Being on a regular campus drained me and I was falling behind. School didn't feel like a place where I could succeed. At HSHMC, everything started to change. Now I'm passing all my classes, completing my work on time, and showing up

015every day. It finally feels good to have someone who understands me and I can I and I actually want to be at school. I know that there are other students who feel the same way I used to and they need a school like this, too. I joined this program because I saw opportunities I wouldn't have had in a larger school where I felt lost. I had responsibilities to take care of and this smaller environment helped me stay focused and move through them. We've built a strong community here. We push each other to do better. There are other students like me who need the same opportunity. A lot of us has had uh hard stories. We go through things that could stop us, but we still here and move. Here from Honduras and I'm still learning

016English, but I know I have to learn because it will change my future and my family's. As an immigrant it's different. I have to work harder. There's are more students like us who need same support. Learning isn't linear and neither is life. I've moved in and out of New York State and I've been through things that made school feel impossible. But I'm still here taking college algebra in the fire pathway and graduating early. I'm someone who breaks the mold and this program does too. That's why I choose it. It shouldn't be a program, it should be a school. So students who don't fit fit traditional models can succeed this way. Thank you. For me this meant having a family I didn't grow up with. When you don't have a home, you find one somewhere else

017and I think everyone knows where that can lead. I was starting to fall into that. But HSHC found me. They don't just give me your resources, they have hard conversations with me and hold me accountable. There are students going through the same things without anyone to pick them back up, but this should be a school so they do. I've had a lot going on in my life and I'm still dealing with. Some days are better than others, but I haven't given up. In this program people keep showing up for me, so and they don't let me give up on myself. That's why I'm still here. My mentor Jacque taught me that when life gets hard you can't control everything, but you can position yourself to rebound. I've learned I can't do it alone. Jacque connected

018me to Hope and other mentors like Sam from Dropkick, who will be sharing now. Hi, my name is Samantha Rios and I'm one of the owners of Dropkick Coffee in City Heights. What started as a tour and conversation at our roastery became an impactful realization of what these students offer. In that brief interaction, we saw a level of resilience and grit that simply cannot be taught. These students aren't just looking for a diploma, they're looking for the structure and consistency to rewrite their trajectories. As a local business owner, I'm committed to providing the mentorship they need to navigate workforce pathways. They're ready to prove prove what they are capable of and we are ready to help them find their place in the future of our community. I urge you to approve this school. Thank you.

019Good evening. I stand before you in support of the newly proposed uh petition that you see before you, not only in the proof of concept, but um it is something that we're passionate about. I'd like to remind you of our board goals of wellness, literacy, math, and college and career preparedness, all of which was articulated through this proof of concept. We see this as an opportunity to low uh to learn and grow with one another and also learn from the program in itself, so that we in San Diego Unified could replicate that for our students. We often talk about the 10 to 12% of students that we push out of San Diego Unified that do not earn their diploma and we see this as a wonderful opportunity to not only engage in the research, but

020to see the day-to-day application of the theory and practice and to learn from that and to grow this within our own high schools. So, thank you. Thank you for these comments. Thank you especially to our students uh who came. Yeah, you Yeah, absolutely. Um Superintendent, you wanted to make a comment on this. I I wanted to let our board members know I I I sit here with gratitude for our um charter school office, for our office for graduation, and also for Dr. Fisher and Dr. Pumpian because this is a concept that we actually are working together on. So, this is not a charter school petition that will then be outside, but we're actually really looking to partner so we can replicate, and we can actually continuously make sure that all of our students have the

021opportunities to graduate. Um I love the student testimony that you heard today, um but we are really pushing the envelope on what this collaboration partnership looks like, and I want to make sure we're together on this. All of the children um that spoke today, and even all of the ones that are still in San Diego, um we are responsible for. So, I really appreciate the mutual responsibility that we hold, and my hope is that we continue to not only help this charter school, but continue to be in partnership so that we can actually make sure that each and every one of our students has the support necessary. So, I also am in full support of this charter school and this partnership. So, thank you to all of the parties because I know we're pushing the

022envelope on some of the charter school rules, um because we want to make sure we create this together. Thank you. Thank you, Superintendent. Okay, this item will be brought back to us at a later date. Thank you, and this public hearing is closed. Oh, do we want to comment or questions? Yes, it's just a question, and I think this is all very exciting, and it's wonderful to hear about the impact. I'm curious to understand why within um the existing school What about the existing school um precludes this work from continuing to move forward? So, think I don't know you can answer that now or come back to us with that because it seems great, and so you know, what I heard was needs to be more than just a program, it needs to be a

023school. and so I'm trying to understand why. Certainly, thank you for that question. Um so, Health Sciences High and Middle College currently operates uh what we would consider a traditional type of charter school. Um meaning, they are classroom-based, and it's not a DAS designated school. So, this new program, which will serve uh a higher needs, higher at-risk type of population, um they intend to apply for DAS DAS status, which is dashboard alternative school status. Um in order to get that status, they would have had to go back and look at the enrollments for Health Sciences High, so that they could either convert that current charter petition to a DAS status, or create a new one that would um implement this program under DAS status. DAS has been um kind of delayed at the state. Um

024they are um reviewing the criterias and going through it, and we've been waiting for the state board to approve new criterias. Um and we think the dashboard um or the DAS window has opened up recently for applications again. They were on hold for a while, but it has opened, is our understanding, and so the school could apply as soon as they have a charter petition. And so, the best way to meet students' needs and to implement this model is through the separate you believe through the separate school versus amending the existing charter to include >> In a seat-based charter, you can only have a max of 20% of students in an independent study program. So, that limits the number of students that they could put into the program under that charter. So, this new charter

025will allow them to enroll with a non-classroom-based status and DAS status 100% non-classroom-based. Thank you, Trustee Haynie. Then I want to say thank you also because those questions replicate my thoughts, also. Uh and they're going to have to manage two charters by the same staff, but you're here, you're there, back and forth. Yes. So, um, there will be, um, new staff that's brought in to, um, support the new charter petition if it's approved. Um, and then they will also have some of the existing staff that will also be supporting that school and that program. It'll be sort of like a small CMO model where there's a centralized support team that supports all of the schools. Um, so this, um, new charter would have the same governing board. Um, they would have some of the same

026support people in the roles that are already supporting at Health Sciences, um, supporting in this program. We had a report Okay. Thank you. Uh, we will now uh, conduct a public hearing on item H5, Sorry. Uh, item H5, which is the renewal of the City Heights Prep Charter Petition. Ms. Walsh. Thank you. H5 is the public hearing regarding the renewal of the charter of City Heights Prep Charter School. The school is seeking a renewal of its charter for a two-year term beginning July 1, 2026 and ending June 30, 2028. Uh, the term is for two years because the CDE has designated the school, um, in the low performance category. Uh, table one is a summary of the former charter petitions and renewals up to date. Uh, the school serves grades 6 through 12 at a

027non-district site. Table two provides an overview of the school. Um, table four, uh, includes the projected enrollment for the two years. Uh, we correct our report in here. We uh, mistakenly put five years, um, but it is a two-year, uh, projection. And then, as with the other items, uh, district staff will review the documents submitted and bring this back for a recommendation to uh, grant or deny the renewal at a subsequent date. Thank you, teacher. We can now have up to 10 minutes of public comment. Yes, we have seven speakers and it will be a total of 10 minutes. Elias Vargas, Hashima Delawarzi, Anthony Dramani, Isabel Hernandez, Hamadi Matuia, Hector Escalante, and Arthur Congo. You please come forward. Good evening, Board President Barrera, members of the Board of Education and Superintendent Dr. Bagula. My name

028is Dr. Elias Vargas and I'm the director at City Heights Prep Charter. I want to thank you for the opportunity to speak this evening as we respectfully ask for your support in renewing our charter. City Heights Prep is a small charter school representing about 20 countries with nearly 30 languages spoken and each year we welcome new students from all over the world. We serve as a home for these students and families choose our school not just because we promote a college-going culture, but because we've intentionally cultivated a culture that's rooted in empathy, compassion, and ultimately love. In a world where many of our students and families face uncertainty and hardship, City Heights Prep serves as that as that safe haven. We're a place where students can pursue their education while building confidence and developing a

029sense of belonging in a new country. We're a powerful reflection of what public education can look like when we value students' diversity, we value their lived experiences, and where multilingualism and multiculturalism are embraced as strengths and assets. And I know several of you have visited the school in recent years and Dr. Bagula I think has an upcoming visit, but I invite each and every one of you out to visit the school and really meet with students and walk classrooms and see what City Heights Prep truly means to the community. Um and with that said, now we'd like to introduce some of our incredible community members um to speak about their time at City Heights Prep. First up, we have Hector Escalante. Hello, my name is Hector Escalante. I'm a student at City Heights Prep Charter

030School. Oh. Hello, my name is Hector Escalante. I'm a student at City Heights Prep Charter School. I am 12th grade right now, but I have been attending this school since I was ninth grade. When I first enrolled, it was very difficult to me because I didn't know any English. I only know the basics. Whatever the four years I have been spending at that school has helped me improve my grade. I can now hold a conversation with someone. It helped It helped that this school is a small, which allow for more time to focus on one one student individual and to receive extra help if with subject we find confusing. I still have more to learn. The teachers at this school are are helpful and always work hard to bring out all the best in us.

031First, when I wrote When I arrived at that school, I didn't even cons- considering going to college. However, later on the on the teachers and the counselor, they helped me to understand why why attending college is so important today. Thank you to that school, I graduated and attending a good university. This The school counselor helped me like motivate me all days. I believe that this is an excellent school and it should not be closed down as there are many students who need help with their English, so they can go to college. The school has a small with good staff who believe in all students. Um hello, uh my name is Isabel Hernandez and I'm an 11th grade student at City Heights Prep. I've been at the school for the past 6 years and to this

032day is the best choice I have made. The reason why I chose this school was because of the focus it has on getting students to college with the support that they need. Um the college focus that this school offers is phenomenal. My two older siblings attended this school previously and I'm proud to say that they are thriving in rigorous universities such as SDSU and UCSD. This school has helped me grow as a person and learn how to public speak, build my own network, and advocate for myself. One of the things I appreciate most about this school is that when students advocate for themselves, their voices are heard. We don't have to fear reaching out to our staff members because we know that they'll be there for us. This school through its programs and courses has

033helped me feel confident in the next steps I'll be taking after high school. The close community has helped me build skills that I feel I wouldn't be able to build at any other school. I'm proud to say that I have recommended this school to many parents and I've brought about eight students to our school. By far, one of the best catches of the school is the safe space built for students. The students don't have to worry about bullying or fights happening at the end of the hall, which is ideal for many students and parents. City Heights Prep is like no other school. As a student, I feel supported not only in my academics, but also in my personal life. The teachers and staff work toward reassuring academic success while also making sure that the student

034is also doing well personally. What I love most is that when a student has a goal, the staff and teachers work towards helping the student get there and make it possible. One way this has happened with me personally is when I was presented with the opportunity to obtain a certification for entry positions in IT. I took the test and successfully passed with the support of my teachers. Earning the certification supports my future goals. Last but not least, the environment provided by our school is welcoming and I, along with many other students, have the freedom to express ourselves. Our diverse community has helped many of our students attending learn about other cultures and learn to work with people with different very backgrounds. City Heights Prep has made a major impact on my life and the lives

035of many and I know I wouldn't be the same person without it. Thank you. Good evening. I believe 2 minutes cannot dignify the trauma a lot of the students went through and a comprehensive explanation of the school performance. My name is Anthony and I was born on October 1st, 2001 in a heated genocide in South Sudan and my family fled to Uganda due to the war and which uh conflict happened and my parents were attacked by the Lord's Resistance Army in early 2000s leaving behind many people dead including my brother. As a kid, I yearn to live and receive a formal education just like any other regular students around the world. I did not have the privilege that the Western the Western bubble of ignorance had. I was confronted again crave for more education and

036while I face the reality in the global south. When I was 10, Sudan became its own nation. A traumatic event of war in the country and I had to I had to flee as a refugee or you can say asylum seeker. However, I faced barriers as a non-English speaker and first-generation student in my family. And I believe that a lot of the students face these challenges because of the bureaucratic system that that was set. In school, I remember sitting in a standardized exam examination room, not being able to understand fully what was going on, or feeling defeated. I started to fail myself, feeling like I did not belong in school. I questioned my intelligence. And I started to feel less of myself. I struggled in school. And during my time in college, I got to

037learn through the UC Berkeley Center of Higher Education that at least 40% of the students that take SAT or ACT from low-income or immigrants is called 40% less. Not just because they they're not smart or they're not intelligent. And I'm the testimony right now. Based on my experience at Serious Prep, I had one-on-one mentorship and one-on-one teaching from uh teachers like Mr. Morris. And I will say I'm a proud product of struggle, and that's what I call being resilient. All most of the students, I describe them as rebels because they never give up. I am a product of hard work. Today, I stand before you as a graduate from UCLA earning my bachelor degree double bachelor degrees in sociology and political science, and I studied anthropology minor. This is a new reality that most of

038the students face. I believe that they can uh, uh, can thrive with all the supports the school gave them. And again, I'd like to conclude my speech with we did not come this far just to fit in. We did not come this far just to give up. We're here to rise. We're here to lead. We came this far to change the possible for more students like me in the future. And stay rebel. Thank you. Good Good evening, school board member. My name is Hamadi. I'm a parent of three students who attended the City Heights High School. I At this moment, I also have a three students who already graduate. My oldest son attended this school. It was a 20 2012. I have no regret for choosing this City Heights School because This place bring me

039memories. So, I'm sorry about that. I have no regret for choosing this school because because this school uh, the I have no regret choosing this uh, school. This school I can't continue. School hearing. What? He has no regrets choosing this school and for his kids um the school is committed to keep our kids Are kids safe in an educational environment? The teachers take their time to provide resources uh to help them the best they can. I recommend City Heights Prep for others for other parents and families. Um the school that recognizes and celebrates different cultures. I like how the teachers work hard to push the students and be ready for college. I also would like to be thankful for the amazing teachers and principal for helping students grow every day. I hope that you all

040renew the funding for this school because our community and children need it. Thank you. Hi, my name is Hashima. Um I came to the United States at the middle of COVID-19 um and I started my education journey at City Heights Prep and I was not just going through language barriers, but I was also experiencing cultural shock and imposter syndrome. And at the moment, City Heights Prep was a diverse community that make me feel belonged every step of the moment. And also um I had dreams to go to high school high education and um colleges uh the United States and I feel like at the moment the teachers they were very patient with me and it was their dedication and their belief that I was able to graduate from City Heights Prep uh with the highest

041degree and also attended I'm currently attending um the University of California, San Diego, and I'm majoring in psychology. And looking back, I feel like City Heights Prep has played a bigger role in my um achievement. And I feel like I wouldn't be where I am if it wasn't for the dedication that City Heights Prep put and the belief that I have in our future. And I'm also uh I have other siblings that have graduated from City Heights Prep, and my three siblings are still attending, and two of them are on their way to graduate this fall. And I feel like City Heights Prep is not just a school, it's a community that believes in you when you are last. Um and they have this community, and yes, their mission is to prepare students for college,

042and they have successfully succeeded in their mission, and um they believe that everybody from different um sides of the world, if they come to the United States, they should be given a chance. And they have succeeded to prove their mission, and I feel like if it wasn't for City Heights Prep, me, my siblings, we wouldn't be able to to be to achieve the dreams that we always dreamed up, and um I'm so proud and so privileged to be able to experience City Heights Prep and their belief in me. Thank you. Thank you. Okay, we will now We will now move to item H6, which is our public hearing for the renewal of the KIPP Adelante Preparatory Academy. Ms. Walsh, please present the item. Thank you. Item H6 is the public hearing regarding the renewal of

043the charter. >> All paperwork coming in? Yes, they're coming right now. Thank you. So, H6 is the public hearing regarding the renewal of the charter for KIPP Adelante Preparatory Academy. KIPP is seeking a renewal of its charter for a 5-year term beginning July 1, 2026 and ending June 30, 2031. Table 1 provides a summary of the charter petition and renewals to date. KIPP serves grades K through 8 at a non-district site. Table 2 provides an overview of the school. Table 4 includes the projected enrollment for the 5-year term. And as with the other items, we're reviewing the documents submitted and will bring recommendation to grant or deny the renewal of the charter at a subsequent date. President, while they're filtering, can I ask a point of information? Just um In practice, I've seen some of

044the at least two of the last two had um I know that you can have SELPAs that are distinct from your chartering district. And I noticed the previous two had, I think El Dorado and uh Desert Mountain, was that right? Practically speaking, what are the impacts of having a different SELPA than a than than your chartering district. Um so, it's very common for charter schools to not be part of the district SELPA um that authorizes them. Uh Eldorado is, I think, the largest of the charter uh SELPAs that schools can join. So, all of our schools have joined Eldorado County Charter SELPA with the exception of one, the school Health Sciences High Middle College. Um but that's a very common practice. The California statutes require that charter schools be in a SELPA, but um they're

045not required to be in their authorizing district's SELPA. We are the default if they can't get into a different one. Um so, we would be required to take a school that could not get into a different SELPA, but they do have the option of choosing a different one. Okay, we can move to public comment. We've got up to 10 minutes. Yes, we have 11 speakers. If you would all please come to the front. Angela Martinez, Christine Messiah, Emelyn Cortez, Mikael McHynes, Nidia Menriquez, Natasha Ramirez, Lisa Tapia Bagsby, Sherilyn Castro, Enrique Aguilar, Janita Griffin Coleman, and that's it. Go ahead, you have 3 Thank you. Well, good afternoon, fellow educators, community members, and to the wonderful speakers that spoke before us. Um my name is Angela Martinez. I'm the CEO of KIPP SoCal Public Schools, and

046thank you for the opportunity to be here today. This moment is deeply meaningful to me. I grew up in Mid-City San Diego. My community shaped who I am as a leader and as an educator. Through my schooling experience in San Diego, I learned early what is possible when students have the opportunity to be a part of rigorous schools with high expectations and environments that affirm who they are, and with people who truly believe in their potential. And that is why being here today in support of KIPP Adelante matters so much to me. KIPP Adelante has been serving San Diego students and families since 2003. Today, it serves over 300 middle school students, and you can see the impact and the strength of its classrooms, the commitment of its educators, and the goals that students are

047setting for their futures. In 2019, KIPP Adelante joined the KIPP SoCal team and family, and since that time, we work closely alongside the school to provide operational support, strengthen instructional leadership, invest in recruiting and developing strong staff, and ensure access to resources, training, and coaching. We continue to show up in that work every day because that is our responsibility to the school community. We are proud of the progress at KIPP Adelante, and we are focused on continuing to improve year over year in service to students and families. As we look ahead, our commitment to KIPP Adelante and to the San Diego community is strong. We value our partnership with the district, and we are committed to continuing to work together to serve students well. I respectfully ask for your support in renewing KIPP Adelante's charter

048so that this important work can continue for the students and families of San Diego. Thank you for your time and for your partnership. Good afternoon. My name is Mikael, and I am the student body president at KIPP Adelante. Before coming to KIPP, I was in an environment where negativity and bad influences made it harder for me to stay focused, even though I was a strong student. When I transferred at the end of sixth grade, that all changed. KIPP Adelante gave me something every student deserves, a safe, supportive community where I could focus, grow, and succeed. The teachers here make learning fun and easy to understand. They show up every day, and they show us that they truly care about their students. Because of that support, students like me can thrive academically and build confidence. KIPP

049also makes sure students' voices matter. As student As student body president, I've been able to lead, plan events, and give back through community service. That's not just my experience. That's what KIPP does for every student. This school doesn't just teach. It builds leaders and creates opportunities for students to reach their full potential. I ask that you support the renewal of KIPP Adelante. Thank you all for your time. Good evening. Oh, wait. What? Yeah. I can't see. Good evening, board members. My name is Nadia Manriquez, and I am a student at KIPP Adelante Preparatory Academy. I'm here today because this school is more than just a building where we learn. It's a community that supports and cares for its students. One of the most special things about our school is how supportive everyone is. The teachers

050truly care about us and are always willing to help when we are struggling. They take the time to make sure we understand our work and feel confident in ourselves. Another thing that makes our school special is the environment. People here are kind, respectful, and supportive. So, students can be themselves without feeling judged. Our school also offers great opportunities like KIPP Excel, our expeditions, and enrichment learning opportunities, which help us grow, explore our interests, and build our future. Every student deserves a place where they feel seen, encouraged, and able to thrive. I kindly ask that the board support the renewal of KIPP Adelante. Thank you for listening. Hello and good evening, board members team. My name is Enrique Daniel Aliga. And this is my friend and partner, We are KIPP Adelante alumni and current entrants who

051care deeply about this school and our community. This school opened the door for me when I needed it most. KIPP was not just a school. It was a safe place where I received support, community, and opportunities for my future. The teachers push us, support us, and help us grow. They also have programs such as KIPP Forward, a career and readiness program that introduces us to um to college campuses and opportunities that once felt unreachable. For me, KIPP Adelante was the first place that I actually felt seen here and supported. A place believed in my future before I did myself. Thank you so much for your time. And we kindly ask for your support to help KIPP Adelante open. All right. Good afternoon, members of the board. My name is Willie Neal. I am a teacher,

052former middle school principal in this district, and most importantly, a proud parent of a well-rounded eighth grader. I am here today to speak in strong support of the charter renewal for KIPP Adelante. My nephew has attended KIPP for the past 3 years and is now preparing to graduate. Because of the support and the care he has received at KIPP, he has maintained a GPA of 3.8 or higher and has earned perfect attendance. But what means even more to me is that he loves his school. He loves his teachers. He respects the staff, and he feels connected to the students around him. As a parent, that is everything. My child is smart, creative, compassionate, and truly a great kid. Like any parent, I wanted to place him in a school where he would be challenged academically,

053supported emotionally, and encouraged to grow as a grow as a person. KIPP Adelante has done exactly that. I know how hard educators work to support the whole child. I can honestly say that KIPP Adelante is doing the work that many schools aspire to do. I kindly ask that the board support the renewal of KIPP Adelante. Good afternoon, Superintendent Dr. Bagoola and members of the board. My name is Lisette Tapia Bagsby, and I am an actively or an actively involved parent at the KIPP Adelante community. I'm here today to respectfully ask for your support in renewing KIPP Adelante. This school has made a meaningful impact on my family. My oldest child graduated with honors, and my fifth grader, who is currently class president, is thriving here. And I hope that he can continue and graduate from

054the same school as his older sibling. KIPP Adelante provides families with choice, and it creates an environment where students are encouraged to advocate for themselves. It builds confidence and responsibility. The strong communication between the teachers and the parents also makes us feel like true partners in our children's education. And this school reflects the needs and values of our community and continues to make a positive difference in the lives of many, many families. For these reasons and more, I respectfully ask the board to renew KIPP Adelante for another 5 years. Thank you for your time. Good afternoon, members of the board. My name is Emily Cortez, and I'm proud to be a teacher at KIPP Adelante. For 18 years, I've watched students enter our classroom as middle schoolers and later return as professionals, mentors, and leaders

055in their communities. I've stayed because I believe deeply in our students, our families, and our mission. At KIPP Adelante, the impact goes beyond academics. It's about who our students become. It's I've seen former students become a former student become a firefighter serving his community. And another, once the first in her family to pursue medicine, is now thriving in her residency. I've also watched siblings follow each other on paths to and through college and to success. I respectfully ask the board to please support the renewal of KIPP Adelante so that we can continue empowering students and strengthening families in Southeast San Diego. Thank you. >> Good afternoon members of the board. My name is Natasha Ramirez. I am a therapist and a KIPP Adelante community partner. I'm It's with great pleasure to be in front of

056you speaking tonight showing my utmost support in asking for the renewal of KIPP Adelante. As a therapist working in San Diego schools ranging from Vista all the way down to San Ysidro, what I've witnessed at KIPP Adelante has been truly remarkable. From the high level of support, care, and above and beyond sentiment that is embodied on that campus daily. As a result of this, I kindly ask for your support. Oh, sorry. Let me back up for a second. Uh that sentiment is embodied daily from the importance of academics to the implementation of IEP accommodations across classrooms, lots of TLC from our incredible mental health program, and the unwavering support from our administrative staff. As a result of this, I feel it is in the best interest of our students and community that the board support

057the renewal of KIPP Adelante. Thank you so much for your time. Good evening superintendent and members of the board. I want to start by saying that I am a proud product of San Diego Unified. I grew up here. This district shaped me, and now I've come to give back to the same community that invested in me. So for me, this is not professional. This is very personal. What you heard reflects something real. Our families, our students, our staff, and our partners are all saying the same thing. KIPP matters. KIPP is working. KIPP belongs here. And that belief goes beyond this room. We've received over 125 letters of support from our community saying the exact same thing. We are proud members of the Lincoln Cluster and we are deeply committed to our partnership with San Diego

058Unified. I am not just here to run a school, I'm here to be accountable, engaged, and present partner showing up every single day to improve for our kids. We respectfully ask for Kappa's renewal because our students deserve stability, opportunity, and a school that is committed to getting better every day. Thank you. Any board member questions or comments? No? Well, thank you KIPP community, great speakers, and a pretty impressive turnout. So, thank you. And this matter will come back to us at a later date. Thank you. Thank you. We'll give you a minute to clear. Yeah, literally. So many people come like for the charter renewal. They're going to say yes now. Yeah. This one's good. I've heard a few of my friends siblings go to this charter. So, yeah. Did you relax your spring break?

059Did you have a Did you relax your spring break? When we were off. Or during years. Oh, goodness. Wait, so how many do you have? One son and one daughter. How what age difference? Oh. That's not a lot. Yeah, you showed me. You showed me. How old is your daughter? My son is 10. Get ready for her to go into high school. That's cheating isn't it? Do you know where you want her to go to high school? Have you thought about it? Oh. Nice. Oh, okay. Yeah, that makes sense. Mhm, I see. You did this. Okay, we will now move on to item C1 and that's our student advisory board report. Uh, trustees win and or does. Please present the report. I'll turn it on. Yes, thank you. So, the last student advisory board's meeting

060yet again went well. We revisited the amazing LCAP presentation from Jen Roberson that brought meaningful discussion. Members agreed that our wellness goal can continue to grow, particularly by expanding successful initiatives such as more wellness rooms, therapy dogs, and no phone zones to all schools in order to support student well-being and encourage encourage more face-to-face interaction. Then we took a deeper dive into school bullying with student advisory board members sharing insights across their different grade levels. They noted that bullying in elementary and middle school is often more direct while in high school it frequently occurs through social media. Differences in disciplinary approaches and the student-administrator relationships also vary and contribute to it. The group identified that identity such as appearance, religion, and self-expression are one of the key root causes of bullying. And we thought of

061solutions including targeted assemblies that reflect that reflect real student experiences, as well as mentorship opportunities where high school students engage with younger students to promote positive behavior early on. The meeting also included discussions on food distribution and campus cleanliness. Members explored whether students enjoy the meals provided and considered the effectiveness of shared tables at some of their schools, while others without it agreed it was a way to reduce food waste, but also is aware that there would be proper supervision and safety measures that would need to be taken. Additionally, bathroom clean- cleanliness was raised as a widespread concern with students reporting issues such as lack of supplies and broken locks. The committee chose to revisit this topic and to look at certain schools that have successfully improved these conditions and determine how similar strategies can

062be implemented across all campuses. Overall, the meeting brought issues and brought practical solutions that made the meeting engaging. Finally, I wanted to share a great opportunity I have for students in our district and that I would like my fellow trustees to know about. I will be hosting a conference next Friday at UCSD named Rooted and Rising College Exposure 2026. This conference is created to bring to life and support students in understanding their identity, culture, heritage, and shared experiences. It will include a panel discussion with community leaders in San Diego, along with high schoolers with conversations around unity and stereotypes. And a college exposure experience at UC San Diego with a campus tour and resource center visits. The school The schools participating will be Morse, San Diego, Patrick Henry, Hoover, University City, and Scripps Ranch High

063School. I'm very excited for this upcoming event and can't wait for students to enjoy what I have for them as well. I will now pass it to Alina with updates on the student board member elections for next year. Yeah, so following Ashley's really um amazing like announcement about her conference, we do have a really cool opportunity that we are inviting the public to. It is our um future student board member um candidates forum. So it'll be hosted this Saturday at 1:30 um and if you're here in person right in the auditorium of the Board of Education Center. Um yeah, please come. We will be having 12 candidates that we will be interviewing live and there will be an opportunity for a Q&A at the very end. We're very excited um to speak to our candidates

064and see who our potential future student board members are. Trustee Wynn, amazing opportunity on Saturday and on Friday it's the 24th. Yes, on the 24th. >> Great. Thank you. Okay, we will now consider items C2 and C3. These are resolutions recognizing Earth Day and Arab American Heritage Month. Do we have a motion to approve both items? Trustee Ordaz with the motion. Uh Trustee Whitehurst Payne with the second. Any uh speakers? Nope. And any board member comments? Yes, Trustee Hazan. Thank you. I'd like to speak on uh C3. I'm proud to join you uh President Barrera to introduce a resolution recognizing Arab American Heritage Month and I want to begin by expressing my gratitude to our community partners who've worked alongside us over the past several years, not only to uplift this month of recognition, but

065to ensure we're taking meaningful, lasting steps to support Arab American students and families. Arab Americans have long been an essential part of the rich and vibrant fabric of our nation and our community. I'm especially proud of the progress we've made as a district since adopting our first resolution a few years ago. We've expanded professional learning to better support Arab American students and we've taken important steps to improve how we understand and serve our community. Most notably through our commitment to include a Middle Eastern or North African MENA self-identification option in our enrollment system which will begin at the start of the next school year. This is about visibility, equity and ensuring every student is seen and supported. At a time when Arab American students and families continue to experience bias, discrimination and hate, this resolution

066is also a reaffirmation of our values because we stand firmly against Islamophobia, anti-Arab racism and all forms of discrimination and are committed to ensuring every student feels safe, respected and a true sense of belonging. Thank you. Yes, trusty Ordaz. Yes, I'd like to speak on um item C2, so adoption of resolution in matter support participation in Earth Day. So, I wanted to say that Earth Day isn't just about celebrating the planet, it's about being aware of our responsibility to protect it. The choices we make every day, no matter how small they are, they add up. For a future that's healthy and sustainable, we have to start acting like it today and I'm very happy to support this resolution in the district's efforts to help improve the environment and I'm sure trusty Boswell's just as happy

067as well. That's right. Thank you, trusty Ordaz. Okay, we have a motion and a second on both C2 and C3s. Uh trustees Winnen and Ordaz, please vote. And all other trustees, please vote. Whoop. There we go. Okay, passes unanimously. I Do we have a report out on closed session? No, there's nothing to report. Thank you. Screen. Okay, our superintendent's information report. Superintendent O'Leary. Thank you, President Barrera. I'm going to begin with an important reminder for our families as we plan ahead for the next school year. San Diego Unified is now re-registering students for the 2026-2027 school year. Families of our current students in grades TK through 11 should log on to their PowerSchool parent portal and complete the form titled student registration for next year to let us know if their student will return. All

068returning families must complete this form. This is really specific, by 11:59 p.m. on Friday, May 8th, 2026. This information helps us plan and ensure a smooth transition for all students. For families who do not yet have a parent portal account, support is available through your child's school to help you get this set up. This form can only be completed through the parent portal. If you need assistance at any point, please contact your child's school for support. Knowing that your family's plan to have your children attend ensures our decisions for the upcoming year reflect the voices and priorities of our families and communities. But, I'm going to actually like say a couple of things off off the script. First of all, thank you to the team that came together. This is a big move going into

069online registration, so I know it took a team effort. So, thank you um as you helped us lead this work. As a prior parent from San Diego Unified, I remember filling out all of the forms to the point where I was like, "How many times do I have to write my child's name again?" So, I really, really appreciate this. I think it'll be very helpful for families. And then what I also want to make sure to communicate is um families, this is really how we actually start thinking about schools for next year, how many students are coming, how we welcome, how we prepare. So, this information is actually very important. So, my hope is that we're able to transition to online because it'll make things easier in the long run for everybody, but also it'll

070help our planning. So, thank you. And I'm sure if it's at 12:03, it'll be accepted. Sorry, I had to make fun of that a little bit. Um Bell Middle School, I really want to address this specifically. So, earlier this school year, we made the decision to no longer offer 6th through 8th grade classes at Fulton and Bethune for the upcoming school year because what was being offered was not meeting the standards of having um graduate future-ready leaders. Um we were really taking a look at our graduation data and making decisions around the middle school programs that we had. Those students will now have the opportunity to attend Bell Middle School, an incredible and safe place for students to learn and grow. As a district, we understand that this transition from one school to another is

071not easy. And some families have come to our board meetings to express themselves about the change. We've heard you. Principal Muhammad, Area Superintendent Dorsey have been working with a cross-functional team to ensure that all the needs of the Bell campus are ready to welcome students. I want all families to who have um who are sending their students to Bell Middle School to know that Bell has our full support, the support of the Board of Education, the entire Sandy Unified Central Office to make this transition process as smooth as possible. Um earlier this week, we had a meeting in my office to make sure that we're meeting weekly to stay attuned to the needs at the school to make sure that children feel welcome. So, we are very committed to making sure that this goes very

072smoothly. Incoming families should have already received an invite, but I want us to use this report to encourage families to attend Bell's spring open house on Wednesday, April 15th from 4:30 to 6:30 p.m. That is tomorrow, and it's an open invitation to see the programs that are offered there and the children that are thriving at our schools. It's a beautiful chance to step into our safe campus, to meet our passionate staff, to look at multiple classes that can earn your students high school credit to expanding arts and athletics programs. Visit Bell and see firsthand why it is a wonderful school community. Thirdly, um San Diego Unified is currently updating its 2026-27 Local Control and Accountability Plan or LCAP. And we are asking for families to provide input about how, which helps us determine how That

073sounded weird. Maybe I missed something. Sorry. Which helps us determine how to support students and student wellness, literacy, mathematics, and college and career readiness. As we enter year two of our three-year plan, we're taking time to reflect on our progress, identify what is working, and understand where we can improve. Family and community feedback is essential to this process. If you're a parent, we want to we want you to complete a brief confidential 5-minute survey by April 24th and to participate in one of our upcoming sessions. We have Thursday, April 16th, um alongside DELAC, there's also a hybrid um opportunity, and that's going to take place at Logan Memorial Educational Campus, Wednesday, April 22nd at 6:00 p.m. Again, an educational partner engagement with DAC held via Zoom. Um so, these are two parent um leadership opportunities

074that uh families have, and we want to continue to have a really solid LCAP with parent and community engagement. Last year, we had over 1,600 survey results. We're hoping for more. Um although I celebrate that amount, I know we I recognize that we have over 90,000 families, so I would love to stand up here say we have 90,000 um feedback forms. Um So, in speaking of partnership, I want to take a moment to to the incredible leadership we're seeing from our students across the district. Um, there's two different student um pieces that I want to share. The first one is I'm excited to um share some inspiring work because a few months ago two students, Melanie Pestini, a 12th grader at Patrick Henry High School, and Annelise McKinnon, a 10th grader at San Diego School

075of Creative and Performing Arts, with the support of our student trustees, approached our strategic communications and information department with an idea to form a student communications committee. With their leadership, this vision quickly became a reality. Melanie and Annelise led the effort to establish a 36-member committee, selecting students from a pool of 59 applicants. The committee include students in grades 6 through 12 representing 18 schools across our district. The Students Communications Committee is dedicated to identifying gaps and solutions for how information can be better shared with students. The committee held its first meeting on March 23rd, where students discussed their vision, identified communication challenges, and began developing their ideas to improve outreach and engagement. I want to thank Melanie and Annelise for their leadership and initiative, and all the students serving on this committee for stepping

076forward to help shape how we communicate with and support students across our district. And continuing with student achievement and excellence, I would like to recognize a group of students whose work is being recognized at a national level. On behalf of the entire San Diego Unified School District community, I want to congratulate five talented eighth graders from Correia Middle School for having their video documentaries recognized by C-SPAN. Harper Hayden and Helena De Houssaye, De Houssaye, um Celeste Stout, Josie Conner, and Mia Martin. You put your talents, school, in San Diego Unified on a national stage with your terrific work. This recognition is a testament to your creativity, critical thinking, and civic engagement. We're all really proud of you. I also want to recognize and thank your families and your teachers, Stacy Tinsley and Carrie Clark. C-SPAN

077Student Cam National Video Documentary competition asked our students to think critically about issues affecting their communities by considering it's America's 250th anniversary and exploring the American story through the Declaration of Independence. The third prize winners from middle school division were Celeste Stout and her documentary The Limits of Difference from the Declaration of Independence to United States versus Virginia. Josie O'Con- Josie Connor and Mia Martin and their documentary The Writers' Declaration, 148 Days to Save Hollywood about the WGA strike of 2023. And we also got first prize winners from the middle school division, Harper Hayden and Helena I'm going to make sure I say her name um pronounced correctly, so I'm sorry. Harper Hayden and Helena De La Houssaye and their documentary This is What Democracy Looks Like about the influence of the Declaration of Independence

078on the No Kings Movement. It will air on C-SPAN Friday, April 17th, but today we have a sneak preview for you thanks to KPBS who did a feature story about them. Please roll the video. Harper Hayden and Helena De La Houssaye are eighth graders at Correia Middle School. Their first place documentary focuses on connections between today's No Kings Day protest and the country's founding. Tell me what DEMOCRACY LOOKS LIKE. THIS IS WHAT DEMOCRACY LOOKS LIKE. IF YOU THINK ABOUT IT, THE Declaration of Independence was a No Kings movement in and of itself because it was the American colonists saying that they wanted to cut their ties with Britain and that they didn't want to be ruled by a monarchy. The two spent months interviewing, finding footage, and editing. They talked to local officials and advocates.

079I just like had a completely different new perspective after listening to what they had to say about what's going on in our community and it really inspired me to go out and just live in the world, just educate myself as much as possible. Interviewees throughout the documentary emphasize the importance of exercising First Amendment rights. Both students hope it will show people they can do the same and make a difference. I think expressing our First Amendment rights is probably the most American thing we can do. Hayden and Dayla Hussein made their documentary in a class at Correia Middle taught by Stacy Tinsley and Carey Clark. Clark said they send our project around the annual competition if the topic is relevant to what they're teaching that year. They're our future leaders, so they just need to know

080that their voice, they have a voice, and that it matters. This is Hayden and Dayla Hussein's second year entering the competition. Last year they received second place for their film about fentanyl in the US-Mexico border. Now they both developed a love of filmmaking that they hope to pursue. Emmy Burrus, KPBS News. And the story is part of KPBS's continuing history coverage ahead of the 250th anniversary of the United States this July 4th. The students' documentary titled This Is What Democracy Looks Like will air on C-SPAN on April 17th. I'm really proud of them, so yes. And that concludes our my superintendent's report. Thank you so much, superintendent. Okay, we'll move to item E1. This is approval of the calendars for East Village High School and the Met to keep them consistent with the community college.

081We've got a motion from trustee Whitehurst paying a second from uh trustee Patterson. Any public speakers? Any board questions or comments? Okay, trustees Ordaz and Wynn, please vote. And all other trustees, please vote. Okay, that passes unanimously. I will move to item F1. This is approval of the tentative agreement between San Diego Unified School District and the San Diego Education Association. Do we have a motion on item E1? Trustee Patterson, and do we have a second? Trust Oh, trustee Wynn, you can second. Yes, absolutely. Okay, this is an item that trustees Wynn and Ordaz do not vote on. Do we have any public comment? No. Any questions or comments from the board? We're at F1. Yeah. Nope. Okay. Do you do? Yes, I do. Yeah, okay. Thank you. I just want to thank our partners

082at SEA and district team for working collaboratively to bring this agreement forward. Um and I think it's important to clarify what's before us because I think it reflects a shared commitment of supporting our educators by continuing to provide wages that keep up with inflation and the high cost of living in San Diego. While also being clear-eyed about realities our district is facing and I appreciate the contingency language in the agreement, which allows us to provide a 2 and 1/2% wage increase in '25 and '26 once the state releases Prop 98 funds that are currently being held withheld. So, I appreciate the thoughtfulness of this agreement and all of the work that went into it. Thank you, Trustee Asah. Okay, adult board members, please vote. Okay, and that motion passes unanimously. How can we get a

083motion on adoption of the minutes, G1? Trustee Whitehurst Payne and a second. Uh Trustee Patterson. Trustees Win and Ordaz, please vote. All other Trustees, please vote. Okay, that moves us to item H1, which is approval of our annual update to the district's home-to-school transportation plan. Superintendent. Tonight, we present the annual annual update to our home-to-school transportation plan. You will see that our staff is shifting toward a more holistic approach, one that balances technical operational excellence with a deep analysis of how transportation serves as a critical lever for student achievement. By broadening our lens, we are acknowledging that transportation is not just a logistical necessity, but a fundamental matter of equity. Ensuring that our most vulnerable learners have reliable, efficient access to their classrooms is essential to closing the opportunity gap. While we're in the early

084stages of a data-driven evolution, the collaboration between our transportation and data insights departments ensures our strategy is both precise and impactful. I want to thank this cross-functional partnership for their commitment to transparency and student-centered planning. With that, I would like to invite our leadership to share the details of this process progress. Willa Marciline Shulto, Executive Director of Operations Support, Gene Robinson, Director of Transportation and Distribution Services, and Daniel Gilbreath, Manager of Transportation Operation, please join us on the dais. Thank you. Good evening, Board President Barrera, Superintendent Dr. Bagula, and members of the board. We are here to present the annual update to our home-to-school transportation plan for the 2026-27 school year. You'll notice a big shift this year. We are moving beyond the nuts and bolts of bussing to align transportation with the broader strategic

085goals of the district. This is no longer just an operational requirement. It is a strategic roadmap designed to ensure every student has the physical access necessary to engage with high-quality instruction. Joining our leadership team tonight also is transportation fleet maintenance manager John Bersuga, who is our EV expert. And with that, let's look at how we are transforming access for our students. You've all received the full annual update in your board packets, and tonight we will focus on the key highlights shown here. As we shift towards a more student-and-family-centric model, we will still cover the essentials, our systems, finances, and our transition to an EV fleet. However, the flavor of this year's plan is very different. We've highlighted the goals and the impact study because they represent a new direction for our team. We aren't just

086looking at bus routes, we're using industry standards and data-driven insights to measure our performance. This impact study will allow us to identify our strengths and more importantly define our specific opportunities for growth as we prioritize the student factor in every decision we make. Our work is guided by two pillars, California Ed Code 39800.1 and the industry standards set by the Council of the Great City Schools. While the law mandates we adopt this plan annually, our district's mission goes much further. We view transportation as a primary equity tool. These yellow buses are the literal engines of school choice. Whether it's ensuring a student with an IEP reaches their specialized program or providing a path for a student in an underserved neighborhood to attend a high-demand magnet, we are removing barriers to graduation. Ultimately, transportation ensures that

087a student's zip code never dictates their access to high-quality instruction. This plan is how we advance equity, improve attendance, and support student success. And with that, I'll turn it over to Daniel. Thank you, Marceline. As the as the region's largest student transit system, our dedicated team maintains a fleet of over 300 school buses traversing 3.5 million miles annually. We're expanding our AC-equipped EV school buses to 43 units beginning August 2026. 212 drivers are assigned to service 886 daily trips supported by 50 extra board drivers. We achieve a strong efficiency rate of over four trips per driver by utilizing a two-tiered staggered bell time model. While our system is broad and essential to the district, it is highly resource-intensive, staffing operations from 4:45 a.m. to 9:30 p.m. Monday through Friday supporting weekend services and midnight and

088evening and after-hours services. Upgrading our operational software and our data capabilities is an essential next step to ensure we are maximizing reliability, parent awareness of the bus, and student and student success. Next slide, please. Thank you. Every day we safely transport over 4,600 students with various district programs across two main categories, mandated and non-mandated services. Our mandated services include students with disabilities, non-public placements, trace, and McKinney-Vento as these form our legal backbone. McKinney-Vento requires especially rapid logistical adjustments. Transportation with in in consultation with counseling and support services collaborates with county officials and other local area districts to process over 750 annual changes keeping 100 keeping 150 foster housing housing in in insecure youth stable at their school of origin. Meanwhile, our non-mandated programs like magnet, VIP, and neighborhood shuttle service over 2,100 students while fulfilling

089our legal mandates is the priority. We recognize these non-mandated routes provide essential equity access and are absolutely vital for maintaining district-wide enrollment stability. The cost per student breakdown provides the critical rationale for why full funding of special education is so incredibly important. Our mandated costs are inherently high because these students often cannot be serviced at their resident school or have physical disabilities requiring specific accommodations. Non-public placements represent our highest daily per pupil cost. This is due to specialized requirements with equipment, ride time restrictions, additional staff on the bus, and travel distance to site locations outside district boundaries. Conversely, our VEEP magnet and neighborhood shuttles are highly cost-effective, representing the lowest cost per student offering the district an incredible value. We manage a $40 million transportation budget working strategically with district finance and budget development teams

090to maximize available funding. This includes capturing a 60% reimbursement through Assembly Bill 181 and Title I funds for our McKinney-Vento program. A significant portion of our budget is dedicated to special education, which requires specialized equipment and smaller driver-to-student ratios to ensure safety. The general fund covers transportation funding gap to additionally support daily school on the park and ocean discovery late activities and field trips, along with special district request. While these serve While these services expand student opportunities, they require careful resource management. Ultimately, the small remaining gap covered by the general fund underscores the necessary cost of caring for our most vulnerable students while continuing to fund vital enrichment opportunities. Gene Robinson. I'm pleased to provide an update on our sustainability and innovation efforts. We began with an award of a clean mobility schools grant in

091January 2020, funding the initial 13 EV buses and infrastructure, as well as EV vehicles and equipment for use by our landscape and custodial staffs. In September 2024, we awarded an EPA grant for an additional 30 10 of these are in service now and the remaining 20 are on site awaiting motor carrier certification. In December of 2025, we were awarded 50 additional EV buses and infrastructure under the zero emission school bus initiative. And we anticipate having these buses on hand by June 2027. This will bring our total fleet of EV buses to 93, making us one of the largest EV fleets in the state. We're particularly proud that under these programs, we have acquired more than 40 million dollars of EV buses and equipment with no out-of-pocket funding from the district. Beyond the tailpipe, we are

092innovating in our workforce. We continue to work with a bargaining unit to create a van car driver position. This provides an expanded career ladder for existing classified staff, as well as an avenue to develop our future bus drivers. This new position will also allow us to use more efficient vehicles for small group transport, providing a more cost-effective solution than a 40-ft bus with two students on a route. Technical enhancements. Uh students' wellness in terms of transportation means safety and security for our students and transparency for parents. The district's work with ensuring all parents have access to parent portal also means that parents of students receiving transportation services can log into PowerSchool, identifying location and time when the students scan their Z-Pass card. We are also modernizing, combining student ridership and GPS software. Currently, parents can

093see exactly what time the bus picked up the child and what time the bus dropped the child off at school via the parent portal. We are working on enhancing this tool to provide a real-time tracking data for parents. This reduces anxiety for families as well as phone calls to our dispatch center. Our 2025 25 26 goals, how did we do? We established three goals for this current school year and here's our progress report. We wanted to maintain the the same level of neighborhood shuttle services with no cuts. We actually exceeded this goal in adding four additional shuttle routes bringing the total to 22. Uh we established a van driver position. Some That's a work in progress. Uh transportation worked with human resources to create a van driver position description and we continue to work with

094our labor partners to establish the position. Explore solutions to reduce funding by continuing to evaluate balanced bell times. We have made some progress in this area as well. The district continued to examine adjusting bell times to better balance our early and late tier service thereby maximizing the workforce. Realizing changes in bell times requires an in-depth fiscal analysis as well as community buy-in and flexibility in our thinking. We are now moving forward balancing bell times where we are able to. With that, I'll turn it back over to Marceline. Thank you, Gene. And to ensure that we are meeting national benchmarks, we look to the Council of Great City Schools for our industry standards. For 2026-27, our focus is fourfold. Reliability. This is our North Star. On-time arrival means students get breakfast and are in their seats

095before the bell rings. We are establishing a formal tracking system now to set aggressive targets for the following year. Access. We're launching a fill-the-bus model. If a bus has empty seats while passing through a neighborhood, we want to open those seats uh to local students. This supports school choice and helps us to retain enrollment. Family experience. Consistency builds trust. We are enhancing our parent portals and communication tools to ensure families feel confident in our safety and service. And efficiency. We continue to analyze bell times to maximize driver hours. We are also evaluating the ADA generated by non-mandated services to ensure every dollar spent directly supports student success. These goals serve as the foundation for the impact study on the next slide. We are launching the district's first-ever transportation services impact study. This is the tool

096we will use to ensure our goals directly support the district's bottom line through a clear return on investment lens. In partnership with our data insights team, we're analyzing four key areas. ADA revenue. How much state funding do we recover by reducing chronic absenteeism? Enrollment retention. What is the per pupil value of the families who stay with our district because of reliable transportation? Social and academic return. Measuring the dividends of higher graduation rates and improved equity. Operational efficiency. Quantifying the general fund dollars freed up by our EV transition and route optimization. We are currently in the design phase. As you see in the timeline at the bottom, we will establish our baseline this August, provide a mid-year progress check, and deliver a final report during next year's annual presentation. The study ensures our our department isn't

097just an expense, it's a driver of student and fiscal success. And now we would like to share a brief video featuring one of our amazing drivers, Ms. Sheryl Earington, the friendly face that greets her students every morning and for some families is the most consistent representative of the district that they engage with. We love our drivers and we hope you enjoy. Transportation's all about safety, getting our kids to and from school safely. Uh the first thing we do is we pre-trip our buses. We have our ZoneR wand and we check in with our ID and tag and it comes up and then we have several stations that we check on our bus every morning. Things that you don't normally check on a daily basis if you're in a regular car. Everything that has a button,

098we check it. My routes right now cover a lot of special ed or trace programs. I drive anywhere from 55 but more likely 80 to 100 miles a day. The ZPasses are pretty cool. So, each student has an ID card and they will scan it getting on the bus and getting off the bus. So, it's nice cuz parents can see where their students are at what time. We're really lucky as bus drivers because we have dispatch. They're kind of like our lifeline. So, if we have an emergency, a question, we'll call into dispatch. So, fun facts about being a bus driver. You get to meet a lot of people, a lot of students. We always do a safety lecture and it teaches them how to exit a bus, where the emergency exits are, what I

099might ask them do. My favorite thing about being a bus driver is interacting with the kids. I'm typically the first person they see when they start their school route. So, I want to be positive for them, let them know, "Hey, I'm listening. I care." I like to ask questions, get them engaged. That's fun. I have been gifted personal art from my students, which is always amazing and I keep. So, yeah. Yeah, it's fun. Whoop. So, this 2026-27 plan we recognize is quite different from previous plans and it is a true turning point for our district's transportation system. By building the district's first comprehensive data foundation, modernizing systems, and improving communication, the district is positioning transportation as a strategic asset and not just as an operational function. We believe this plan sets the stage for more

100equitable, reliable, and efficient transportation system that directly supports student success and strengthens the district's long-term stability. We recommend that the board approve our plan and of course we're happy to take any questions. Thank you. Thank you so much, Marceline, and Jean, and Daniel. Uh can we get a motion to approve the transportation plan? Moved by Trustee Whitehorse Payne, seconded by Trustee Ordaz. Any public speakers? No. Uh board questions or comments? Trustee Hazen. Oh, Trustee Go ahead, Chelsea. Let me pull my notes. Thank you, uh for the report and and for the new plan and I appreciate uh the commitment to really thinking about transportation as an input uh that ideally results in the student outcomes we're driving towards. And so, I'm really interested uh in seeing what you come up with in terms of how

101we can quantify both the physical the fiscal ROI but also the ROI on academic achievement and wellness from our transportation services. So thank you for for focusing on that and doing that work. I think within that vein I'm curious if we're planning to specifically consider the ROI for spotlight students and I'd be interested in knowing within students served by our transportation program how many are spotlight students and how transportation ideally positively impacts their lives and the outcomes that we're working towards within that population because I think as we think about what it is that spotlight students need from us knowing if transportation is one of those things how do we build that in to our plans for that student group moving forward. We we do have that intention but we want to actually build it

102first right like so I appreciate the team saying like this is new this is what we're building but we're building towards that so I'm actually going to be very curious about that particular triangulation of data so one less one. Um I'm also curious if you can share a little bit more about exceeding our shuttle service goals. So you said we actually added more shuttle service than we anticipated and I'm wondering if you can tell us why and where and and how that happened. Daniel would you like to speak to that? We were able to add um four shuttles primarily due to the bell time alignment with our current route structure in uh the Spreckels, Salk, Salk, and Lewis and Challenger area. Um the primary reason for those additions were uh either the distance to the

103school to the campus or traversing a hazard or a major intersection. And they become very fruitful and most of those buses that we laid on this year were they got full really fast. >> Oh, terrific. E- even to the point where at uh some of the northern schools there's a wait list. Fantastic. Um that's great to hear cuz I know in past years we heard shuttles were utilized to varying degrees, but hearing that these new ones are more fully utilized is is great. Um and especially in order to keep kids safe who um may have to go over busy streets to get to school. Um I'm curious about the 90 per So, this new goal around 90% on-time performance. I know you said it was an industry standard, but in the back of my head

104it feels like we're saying we're okay with students being tardy 10% of the time, buses not being on time 10% of the time. Um so why 90%? How do we get it higher? Um cuz this seems insufficient. That's a great question, Shayna, and we did take the 90% figure directly from the Greater Council of City Schools. Um certainly we would like it to be higher than that. Um so, we're going to be looking at that data really carefully at the beginning of the year. >> We don't have that data handy right now, but we can certainly get that back to you. Yeah, so I think it'd be great um just in terms of you know, all the data collection we do to be able to monitor over time. So, knowing where we were at this

105year, um where we're planning to be, and if it seems feasible in the same way um we've developed student outcome goals on sort of a five-year trajectory thinking about this in that way too. Um maybe your answer is the best we can ever do is 90% but it feels not good enough to me because we want kids on time 100% of the time. So if there's a way to think about what that incremental growth would look like and and how we get there over time that would be great to see. Um I'm wondering and and maybe Superintendent Bagwell this is a question for you. I'm thinking about the magnet and V bussing but I don't know our magnet or V strategy and so it may not be a today question but trying to understand how

106transportation fits into a broader magnet or V strategy would be really helpful because I think I'm thinking you know since I've been on the board it hasn't been a conversation we've had in the last three years and so aside from transportation what are the what do we envision for those programs? What are we hoping they achieve and and how does transportation fit in I'm going to hold on to that because it's not there but that's this is exactly and and I appreciate the team coming and saying this is new a new way of looking at things but I think what you're asking is very relevant. So right now we don't have that but it's a good I'll make sure to keep it. Okay, thank you. And Oh and I guess just do you have any

107more clarity around um the access and family experience goals in terms of success metrics. So it's really helpful to see 90% on time performance. What is the metric we're driving towards with the access and family experience? Do we have that or will we have that? I think we will have that and that's something we'll be working with our data insights folks on developing. Okay, so before the next school year we'll know what we're driving towards so everybody knows what the goal is. I I think the student has a question related to that that might help clarify it some. Yeah, thank you for your presentation and I have a question that is a little bit similar to what Trustee Shayna was saying. So, for the students that take over an hour to get home, are there

108any initiatives or plans that you guys are kind of thinking on working around that, especially now that we're going to have electrical buses? I have heard a lot about students taking over an hour to get home. Um not necessarily cuz of traffic, just cuz they have to get on one bus and then get to another and sometimes they miss that bus so they need to wait for a city bus. So, how what are we planning to do about that? We are working on um on shortening those ride times. It's particularly difficult when we're looking at some of the non-public routes that are going out of town and only have a couple of students on them. Um the the for instance, the magnet and beep routes, that's why the cost is so small because those routes

109tend to be about 30 minutes. Uh we're looking as we expand into the electric bus programs, we're looking at utilizing those in more of the short routes just because the range isn't where we would like it to be on the batteries and so forth. So, um we would look to shorten those routes, but we do have a goal of overall uh not exceeding 72 minutes um in as the longest ride. Uh we would like to shorten them all and and kind of a little bit talking about on time. When we talk about on time, when we look at it, we schedule the buses 15 to 20 minutes before school starts. So, if we're not 15 to 20 minutes there >> So, on time actually means early. So, I think as you think about maybe refining

110the metric, clarifying because it's based on that what we may want to consider is students get to school before the bell 100% or whatever, some higher than 90% time if on time for you is you know, 15 minutes early. Um but again, I think really orienting the work around student outcomes, what does student success look like? And if the goal is that you were there before the bell and they're in your seat on time, um how do we know if we're doing that or not? You raised a question about NPS. Go ahead, Trustee Weidensteiner. Uh you talked about the NPS. Um is there Are you working with the special education folks to see whether or not uh we're looking holistically at it, not only about the idea that we have to uh transport students outside

111of our region. But I mean, it might be cheaper to try to replicate some of that in in-house. Rather than have to the money's go to transportation, then we have the cost, I'm sure, of actually providing the service, on and on and on. But if we holistically look at not just the transportation piece but the whole package of what's being asked. You guys are looking at that? The design of the impact or studies to actually understand all of that. We need to have an understanding of the I'm going to call it the student and family experience on our buses, and then how again, as as it's been stated earlier, how transportation can actually be a lever for achievement and for belonging. So. Yeah. I mean, that's on page six they talk about that how it's

112disproportionately um higher than anything else just for that. And I know there's a small population, but it is out of line there. And then um with the general fund monies, you can visually see it on page seven how over 8 billion dollars of general funds go to transporting um the group that the feds are supposed to be funding or the state or somebody. I mean, this is visual. We just talk about all the the millions of dollars that general ed funds for special education, which is supposed to be paid for by the federal government and and or the state. And and this is this is graphic. We know 8 million dollars we spend on transportation that somebody should be picking up outside of the local district. Well, we have a clearer picture. I mean, it

113it just it's real and it and we can tell that story when we go to to um DC. Talk about it from a a practical point of view. So. Thank you. Uh yeah, trusty Win. Um I just wanted to start off by saying thank you so much for all of your hard work on this presentation. And I do have a few technical questions regarding the EV buses and the four correct me if I'm wrong four new um shuttle routes that were created. So, since the school district is starting to use EVs, which is a huge change from our traditional um buses, I was curious about how reliable they are on a day-to-day basis, especially because students depend on buses to get home on time and we're currently having the conversation of how do we reduce

114um the commute home and the commute there. And it seems really important to have a plan in case something unexpected happens. So, what backup plans are in place if an EV bus runs out of charge or has some technical issues? And um I also had a follow-up question to that, which was how were student commute times considered when designing the new routes? Uh first off, the the uh as far as having issues with the uh EV buses, we uh drivers are not allowed to leave the the the yard unless it's got 80% charge. Uh and our routes are running a half a route is about 40 mi. On a 80% charge, we can get You get about a mile per percent of charge. So, we When they come back to the yard, they're they're um

115fully charged and ready to go. Uh they We also get get notification if a bus is running starts at 30% and sends notification back to our our fleet department. They can get in touch with the driver to give them some some things to do like get off the freeway, drive on surface streets because it actually regenerates when you're on surface streets, where it doesn't regenerate on on highway. We were fortunate in our first grant to only have or to have 13 buses, which is enough to learn how to how to operate a fleet using electric buses, but not so much that we would have to change our our operational procedures. So, we did learn a lot from that. Uh we have uh John Berciaga that I I consider a an expert in this field. He

116has seeked out the grants. He's working with manufacturers and and vendors on how to design these buses to meet the needs of the customer. So, um And then the other question was how do we design our routes? Um I'll let you have that one, Daniel. Um well, routes historically are designed are pre-designed RV been magnet routes already have pre-stop uh stops already identified and passenger counts and uh number of resources allotted per uh site. When it comes to the special ed routing, we really look at what the IEP says and we that really uh dictates the framework, the number of students that are allowed on the bus, the safety equipment that may be needed, the length of the ride, uh the area of town it's coming from. We try to generalize and we try to

117have a bus coming If we have a uh um a a a school that's pulling from the entire district, we try to ensure that there's at least one bus from each quadrant of the district to minimize the ride time. But sometimes because of the special services, the bus ends up having to zigzag and does something that you would never want it to do, but there's uh a reason behind that sometimes. I just want to follow up on I think both uh Trustee Ordaz's and Win's question um about commute times cuz I don't know that it was sufficiently answered and I think it was a really great great question um about you know this 1-hour threshold. Is it possible um for you to in the reliability I think it would probably fall under reliability um set

118a metric around commute times because I think that's really important and hearing from our student trustees about how important that is um because students are really busy. They have a lot going on and spending potentially an hour each way, 2 hours on the bus um seems excessive. So, if we could set a goal around that and then monitor progress against that goal, um I'm seeing you nod your head with that. Satisfy your request and question. >> Yeah, I think it what back to what you were saying, students are busy. So, it's like when we're thinking about families or students that have to take care of the younger siblings and they're not home when the siblings are home or when the parents are home. So, just I think it'll prevent a lot of problems and struggles

119that our students are already having if there's a way we can ensure that kids aren't taking over an hour or so to get home. Um I appreciate for appreciate the entire presentation and the strategic thinking in this. Um and I and I appreciate the link uh that we're trying to look at between our transportation and increasing attendance, reducing chronic absenteeism. And I'm wondering if if what comes out of the data, you know, for example, is that in certain of our neighborhood schools where we may have the highest uh chronic absenteeism rates, that what would be helpful would be increased neighborhood routes. Is that something that the data would then lead us to to make adjustments? Yeah. We've already done some of that. Um an example is Valencia Park. >> Yeah. Um we initially set our

120routes and set stops. >> Yeah. And the principal came back to us and said, "That's nice, but I have this pocket of students over here who are not performing. They're not They're showing up. They're tardy." Yeah. And so, we were able to rework the routes to bring those students in. Yeah. And I I think initially when we first started the the home-to-school routes, the principals felt that it was set in in concrete Yeah. >> and we couldn't adjust. Yeah. >> And over time, we've gotten them to communicate with us on their thoughts and where the students are that we need to pick up because what we're doing on those is we're running taking regular routes and we're just making more stops along the way into the along the route back to the school anyway. So

121it's not really adding anything. It's kind of what Marceline talked about it filling the bus. Yep. Um and um That's good. >> definitely looking at how we can how we can adjust it. Yeah. >> For years it's been an issue. Yeah, it's good to hear that. Now, I appreciate that and and and I also appreciate the you know, thinking about the smaller vehicles giving us you know, an ability to be a little bit more nimble and in particular I'm thinking of in the present environment where if we have ice activity, you know, at you know, near a school which could impact, you know, families feeling comfortable sending their kids to school that day if we might have the ability to, you know, adjust send the a smaller vehicle out to to pick up students. I

122don't know if that's something that we've been thinking about as well. Yeah, I think we can we there's a lot we can do with the uh the smaller vehicles. Uh we can involve other of other um employees that we already have that aren't getting that maybe they're working 3 and 1/2 hour food service worker or or a 4 hour custodian that could drive one of those routes. That would free up another bus driver that could drive a bus and then shorten some of those those times, the the ride times and improve offering of you know, offering more to more students. Um and in addition to that it gives us the ability to at some point as we have new drivers coming in uh before they're waiting to to get all their bus driver certifications they

123can drive those vans as well. So it exposes them to student transportation and utilizes us we can utilize our bus drivers to drive buses and not be driving the smaller vehicles, so. That's good to hear cuz I know at Lincoln they also have an assigned van or something that Knox sometimes borrows to Yeah, but with the that we were >> it going on in that cluster where they work together as >> Yeah, we were able to purchase that under the the clean mobility in schools that grant that we got initially. We got them that van and they also have a passenger vehicle that staff can use for home visits, whatever it might be and they've utilized that quite a bit. Yeah. And there are more and more high schools are purchasing their own vans as

124well. And speaking of that I know that last year we were concerned about the federal government pulling back on our grant to purchase electric vehicles. Where are we with all of that now? That was the EPA grant that we are we've got all 30 buses under that EPA grant here. We're working on the on the infrastructure. I actually met with them today and they're actually allowing us to um use some of the excess funds that we have from the EPA grant to cover the shortfall that we had in the the ZEV B grant because the prices of buses went up from the time we put the grant in to the time that we were starting to purchase buses, they went up about 15%. So, that created a shortfall, but we have enough Yeah. in that

125EPA grant to cover that and they've given us the approval to do that and CARB has as well, so. I'm sure they want us to get more of them because of the price of gas right now. Yeah, a lot of the focus on the on the EV is going to be on our infrastructure now. On our lot at at transportation, SDG&E is just about at the limit of services that they have there, so how they're going to be able to meet our needs. We are we do have future solar coming in. We have some solar there already, but yeah, it's that's going to be a lot of the the focus and a lot of the grants are strictly infrastructure grants now. That's great. Terrific presentation. We've got a motion on the table. Trustees Ordaz and

126Win, please vote. All other trustees, please vote. Win and Ordaz. How me? Whoops. Okay. All right, that passed unanimously. Thanks again. Really really great. Planning. Yeah, thank you. Okay, can we get a motion on item H2 to issue and and sell general obligation refunding bonds? Moved by Trustee Whitehurst Payne, seconded by Trustee Hazen. No public comments. Any board questions or comments? Okay, Trustees Win and Ordaz, please vote. And all other trustees, please vote. Trustee Hazen, did you Okay, I know. Sticky tonight. It passes unanimously. Okay, we'll move to item H3. This is the approval of a compensation agreement for the property retained by the city of San Diego for future development. Do we have a motion on item H3? Uh was that a motion? Okay, moved by Trustee Hazen and and seconded by Trustee Win.

127President Barrera. Yes. Can we clarify that this is only for the Liberty Station NTC property? The other two agreements will be on a later date. Thank you. Thank you, yeah. Okay, um any public comment? Yes, we have four speakers on the item. Each speaker will have 3 minutes. Grace Cho followed by Mitch Mulnick. Good evening. My name is Grace Cho. I am serving as counsel to the Seligman Group and I'm here on behalf of my colleague lead counsel, Mr. Bill Urkey. Mr. Urkey sends his apologies to the board and general counsel Ms. Andra Green that he couldn't be here himself tonight. He had an unavoidable conflict, but is happy to answer any questions you might have. Ms. Green's position that education code sections 42238.02 J7 and 42238.03 C7 would reduce any increase to this district's

128funding from the disposition of the redevelopment properties. These provisions list specific health and safety code sections involving increase in funding that would net out and cannot be realized by the district. We believe that these education code provisions do not apply. Instead, health and safety code sections 34191.3 and 34191.5 govern. These sections are not listed in the education code sections that Ms. Green cited. In addition, these sections discuss long-range property management plans which would apply to the sites being considered tonight. It is our opinion that under health and safety code section 34191.3A, the LR PMP would govern and supersedes all other provisions relating to the sale of former redevelopment properties including the Naval Training Center. Under the LR PMP, if the property is not subject to a compensation agreement, it will be transferred to the successor

129agency to be liquidated. If this site is liquidated without a compensation agreement, our belief is that the district can keep its share of the sale proceeds. Note also that section 42238.02 J6, which Ms. Green cited in her latest correspondence to us, does not apply in this case because that provision essentially does not take effect anymore. The board can decline to enter into this compensation agreement. The district cannot be forced or coerced into entering a contract. State contract law requires mutual assent of the parties. If the board says no to this compensation agreement, the parties to the sale of the property may agree to the price. The 2011 valuation does not apply. Under Health and Safety Code section 34180F, the 2011 valuation of property only applies if the parties have entered a compensation agreement and cannot

130agree to the valuation. Thank you for your time. I'm happy to answer any questions the board may have for me and my client. Good afternoon, Mr. President, members of the board. My name is Mitch Mulholland X. I'm with Neil Consulting. We're consultants to Seligman Real Estate. Seligman operates and manages a portion of Liberty Station that houses a lot of the commercial properties there. And that's the subject of today's compensation agreement. I wanted to just talk a little bit about the city's lack of, I think, fair play with the board. You guys are partners in these in these properties with the city. And if they choose to keep them, they're supposed to pay you fair market value. They continually default to the 2011 date, which is the date that they were originally supposed to settle up

131with you if they were going to hold on to the property. It took a lawsuit to force them to finally begin offering these compensation agreements. Um and they're now saying that that not only is the law require the 2011 valuation, but even if the city were to collect more money for than the 2011 valuation, say today's fair market value, that those proceeds wouldn't come back to you. Our our law firm says the opposite. Says that the 2000 value isn't um the law, nor would you not be able to participate in upside. And this is a conversation both attorneys have been having in the past couple of days. So, my suggestion would be allow that to play out a little more. Our attorneys specialize in redevelopment law. This is what they do. And and I have

132confidence that they um given some time to discuss this with the city and with with your council could come to a more reasonable um conclusion. Uh You know, when you think about it, the city could just you could agree to these agreements today. They could go tomorrow and just flip these properties for fair market value and collect, you know, all that upside and not share it back with you. It's just that that is not in concert with the intent of redevelopment law. You're supposed to be fair and equal partners. So, again, you're not you're not obligated to agree to these. You can put them off and, you know, discuss them further. And I would assert that you have an obligation to to draw a hard line and insist on today's fair market value for these

133properties. And that you should share in that upside that the city is going to enjoy should you um should you approve these today. Thank you very much. Joe Hastler, followed by Michael Wong. Thank you. Uh dear board members, I appreciate your service again on this board. Overseeing a the complexities of such a school district is daunting. In age of very tight budgets, we continue to oppose uh this item H3. The bottom line is the schools need strong funding. You can see it with the bus system and all the different uh programs that you run. The compensation agreements uh set forth in H3 siphon funds away from the schools and benefit the city of San Diego. Again, we we continue to talk about the 2011 data value. The portion of the properties that are being proposed

134in this compensation agreement, we have interest in purchasing or making offers uh on current market value. And those reflect seven times what the city is offering on a portion of those properties. The city will tell you you won't get the funds. We disagree. The city will tell you you need to accept this 15-year-old data value. We disagree. You don't have to agree to that. We reject these compensation agreement agreements setting forth values that are not reflective of current market values. And I I I would also submit that all the compensation agreements of these former redevelopment properties, if you did the math and added them added them up and reflected current market value, you should expect current market value from them. It would be far more than what the city is offering offering. The city's been

135delinquent for over a decade for providing new compensation of these agreements. So, don't reward their delinquency. Thank you. Good evening, members of the board. My name is Michael Wong. I'm representing the city of San Diego's economic development department. I'm here to urge your approval of the three compensation agreements for the city's Liberty Station but for the nice assist for Liberty Station in accordance with the state's redevelopment dissolution laws. And the city intends to retain ownership of these sites to continue their ongoing redevelopment use. In order to do so, the dissolution laws require that the city enter into compensation agreements with all affected taxing entities such as the school district and pay a compensation amount to each based on its percentage share of property tax revenues. The dissolution laws require that the compensation amount is based

136on an appraisal completed by an independent appraiser approved by the oversight board and California Health and Safety Code Section 34180F specifically establishes that the 2011 tax lien date may must be used as the date of valuation. While you may hear that if the board does not approve the compensation agreements, specifically the Liberty Station agreement, that the city will be forced to sell these properties and resulting in greater revenues to the school district. This is simply not true. As explained more fully in the city's letter of letter submitted to you, there is nothing in the dissolution laws that require the city to sell and there is nothing requiring a different compensation amount than what is included in the proposed agreements. In conclusion, the city has followed all steps required by the state's redevelopment dissolution laws and

137again urge you to approve the three compensation agreements before you. At this time, only three remaining agency including the school district, have yet to approve the proposed compensation agreements. The city has approved the funding to make the required payments under the compensation agreements pending full approval by all the affected tax entities. I hope to implement the proposed agreements by the end of this fiscal year. Thank you for your time and consideration. Okay, thank you. So again, we have a motion and a second on this item that is being recommended by uh Andrea and and the superintendent. Any further board discussion? Yes, trustee Hazen. Thank you and I just want to express gratitude for all of the information that's been shared with the board over the last few weeks and appreciate General Counsel Green for and

138the city for providing the information we needed to make a decision. I made a motion to support this agreement for two key reasons and the first is because per state ed code, the compensation amount received by the district is immaterial to our bottom line. As the amount is simply deducted from the annual funding we receive from the state, so it doesn't actually increase our revenues. And second, because as we just heard now and have heard multiple times, the city has assured us of its intent to retain ownership of the Liberty Station property so that it can continue to be used to support the community and I guess my ask would be General Counsel Green, if you can affirm that those two reasons are accurate and align with your recommendation and and your understanding of the

139city's intent and also any revenues we would or wouldn't receive as a result of this agreement. Sure, I'd be happy to do that. And we have a representative from the city who can confirm their approach. Everything that I've been told by the city is that they wish to retain this property for future redevelopment. Uh it is a very valuable property to the community. Um it is also, when we talk about market value, subject to near zero leases across the uh property. So, um the idea that anyone would buy this property for what has been suggested is not really accurate, but it doesn't matter to us because the Ed Code is clear that the state will take an offset for any money that we say that we receive from the redevelopment dissolution, whether it's from a

140liquidation agreement or sorry, a liquidation or a a mitig- uh compensation agreement. And that's very clear in the code. Um this idea that the code doesn't apply now because the property has been sitting and we are implementing it a long-range property master plan is is it not correct. Um and that hasn't been our experience, so we know what happens. Um we also have experts in redevelopment. I myself sat on the redevelopment oversight board when we approved the LRM our our PNP. I never really to say that correctly. So, for all of those reasons, I'm continuing to recommend that we support that we uh approve this agreement allow the city to retain the property. Trustees Ardoin and Winn, please vote. All other trustees, please vote. Okay, that passes unanimously. We will now move to the superintendent

141and attendance consent agenda items I1 through I35. Uh does any board member wish to pull any items? Do we have public speakers? We do not. Do we have a motion? Moved by trustee Whitehurst Payne, seconded by trustee Winn. Trustees Ardoin and Winn, please vote. And all other trustees, please vote. Uh do we have to do it again? All right, then we're good. Okay, um, we'll now move to non-agenda public comment. Uh, Ms. Stolt. Yes, we have, uh, one virtual speaker we'd like to start with. Shane Chase. If Shane is available, please unmute. You have 3 minutes. Hello, can you hear me? Yes, go ahead. You have 3 minutes. Okay, thank you. Good evening. My name is Shane Chase. This is my first time participating in a meeting like this and I appreciate the time and

142commitment each of you gives to serving our students and community. I live one block from Bird Rock Elementary. My 4-year-old son and I walk there regularly and we chose this neighborhood so he could attend his local school. That access isn't just a convenience. It's fundamental to a strong neighborhood school community. I'm here because I attempted to enroll my son in Bird Rock Transitional Kindergarten for 2026-2027. Due to construction, TK has been reduced to one classroom with just 20 seats, making enrollment priorities critical. On January 22nd, I went to the school to understand those priorities. I was given written guidance, resident siblings first, choice siblings only if multiple classrooms exist, then resident students. With one classroom, it was clear that resident families would have priority after resident siblings. That approach was understandable, allowing flexibility where capacity

143exists, but protecting neighborhood access when space is extremely limited. But sometime after that, the district changed the policy, prioritizing non-resident choice siblings ahead of resident families even with only one classroom. Families were not notified and there is no proactive communication channel for incoming families. The guidance we relied on for our enrollment decisions changed without notice. The impact is significant. 10 Bird Rock resident families have been assigned to Torrey Pines Elementary, a commute of 30 minutes or more without transportation and not feasible for many working families. There is no waitlist and no clear path back. At the same time, we're told a second TK classroom may be possible with only 39 projected kindergarten students, two kindergarten classes could suffice, freeing the third classroom for TK. Yet that decision won't be made until the week before school

144starts, leaving families in limbo. Equally concerning is how the decision to change enrollment priorities was made. If a district committee can make decisions that affect neighborhood access, there must be transparency. Who made the decisions, under what process, and how families are informed? Today that transparency is missing. I respectfully ask the board to take three actions. First, restore fairness. Ensure that when availability is limited, resident students are not displaced by non-residents. Second, ensure transparency and accountability. Clarify who made this decision, how it was made, and require timely public communication of material policy changes. Third, act on capacity now. Evaluate immediately whether a second TK classroom can be opened. Assess whether staffing could support two kindergarten classes instead of three to allow a second TK classroom at Bird Rock Elementary. This is about preserving access to neighborhood

145schools, providing clarity to families, and ensuring stability for young children. I respectfully ask for timely action, transparency, and a path for resident families to attend their community school. Thank you for your time. Thank you, Ms. Chase, and I know the superintendent will be following up. All right, we have six in-person speakers. Each will have 3 minutes. Renee Catalano-Guzman Members of the board, Superintendent Bagula, thank you so much for having me speak today and for your dedication to our children's education. My name is Lenny Catalano Guzman. I am a mom of three children in the district, a member of the site governance team at a district school, and co-lead of the San Diego chapter of Schools Beyond Screens. I am here on behalf of hundreds of district families and community members to express concern about the

146increasing investment and reliance on educational technology. Here are three statistics to consider. i-Ready impacting 13 million students over 15 years. Zero high-quality independent studies showing i-Ready improves learning. Active federal class action lawsuit. PowerSchool December 2024 data breach of 60 million students, 9 million teachers. This is the largest breach of children's data in US history and has an active federal class action lawsuit. Despite over 10 years of increasing edtech adoption, we've seen declining test scores and cognitive performance. These stats raise important questions. How are we evaluating educational technology? Edtech is a $180 billion global industry and rapidly growing. K-12 is the largest revenue contributor. There's a massive marketing spend school districts convincing leaders that their quote solutions are the path forward in this digital world. But the data is increasingly clear. Students perform better with traditional

147analog learning practices over screens. Educational technology is degrading our education systems and infringing on privacy rights. This is a monumental moment in education. How will we as a district respond to better prepare our children, our future future voters, doctors, caregivers, nurses, lawyers to be productive, healthy, critical thinkers as adults? The message is increasingly clear. We must prioritize an education at all ages that prioritizes critical thinking, complex processing, social and emotional skills. This comes from humans, not screens. We must focus on tech education over educational tech. I've had the chance to interact with a few of you and understand this is something you care about, too. I come today with two requests and a lot of hope. We respond We respectfully request public transparency of the district's financial investments in ed tech, including hardware, software, contracts,

148licenses, infrastructure, maintenance costs, IT staff. We respectfully request the beginnings of meaningful reform to be implemented for the 2026-2027 school year. I hope you can understand the sense of urgency and concern parents and community members feel on this topic, and that we can partner together as re- re-realign educational practices with how students actually learn. We intend to present a resolution to the board and hope to join districts already making change like LA Unified, San Marcos, Simi Valley, Santa Barbara. We look forward to a continued dialogue on this subject. Thank you. Adria Bogart. Hi. Do I have 3 minutes? I've been here like five times and I've only had like a minute each. I feel like I should have brought my tap shoes. Um good evening, everybody. I am Adria Bogart and I am a school

149counselor for the STARS program, at least for the next 31 days. Um, I wanted to I understood that there was some confusion about STARS versus TRACE, and so before I speak I just want to clarify that I'm speaking on behalf of the STARS program, which is a program that serves uh students on autism with autism level one, average to above average cognition, and uh maladaptive behaviors that in interfere with their ability to access the curriculum. Um, we are kindergarten uh grades one through 12 at six uh seven different sites now, uh including an embedded counselor. Um, what I wanted to talk to you about today is to raise concern about student access to specialized counseling services on their IEPs, um and how some actions that are impacting staff may affect that access. Um, so there

150is a definite lack of clarity, it appears, um between executives at the board or at the district level, princip- program managers, principals, about how counselors can serve on IEP teams. Um, we're getting a lot of different feedback and input about what we can do, what we can't do, what we should do, what we shouldn't do, and so I was hoping to approach you the board with you with this, um in hopes that you might provide some clarity at some point to someone, whether it's the principals over the programs or the program managers, someone to introduce some clarity into how counselors can still ensure that the STARS students will get specialized counseling that they need for next school year, whether we are reinstated or not. In my previous times here at the dais, I have asked

151for reinstatement of the STARS counseling positions. I'm not doing that anymore. There has been so much turmoil about that, and I know that you have hard budget decisions to make. So, what I am asking is to please provide that clarity on how I, as a STARS counselor, can can ensure that my students next year, who have definite mental health concerns and need specialized, evidence-based counseling interventions for students on the spectrum, how can I ensure that they will get those extra support services that are not just relegated to special to general ed counselors, but how can I make sure that they get those services? How can I document it on the IEP? How can I make sure that my kids get what they need? So, I'm hoping for that clarity, whether it's in an email or

152a flyer or smoke signal, whatever you um feel is best in terms of communication. Um but there is a a bunch of misinformation and disinformation and a lot of frustration, and there's staff members who are being told one thing and somebody's told something else. So, if you could provide some clarity for us somehow, that would be very helpful. Thank you. Arlene Newbarth. On January 31st, the district was asked to produce records. On February 9th, it said there were numerous documents. So many, the request required narrowing. I complied immediately, limiting my request to a defined date range and final guidance. At that point, the law is clear. Under government code 7922.535, the district must make a determination. Do records exist? Will they be produced? Or are exemptions being claimed? Instead, here's what happens. Nothing. No records,

153no determination, no exemptions, no timeline. So, non-compliance. And it gets worse. The district is now taking contradictory positions. First, they said there were numerous records. Then, they required narrowing, which I did. Now, they claim they are still searching with no timeline. You don't get to argue both that records are abundant and also that you can't determine whether they exist. That's not how the law works. That's not how logic works. Workload is not an excuse. Staffing is not an excuse. The statute does not say, "Comply when convenient." The California Public Records Act does not allow indefinite searches. Once the request is narrowed, the agency must respond. That did not happen here. When a public agency refuses to make determinations and hides behind ongoing searches, it is functionally denying access to public records. So, here's my ask.

154Direct staff to comply with the law, fully and immediately. Because at this point, the next step is not another email. It is enforcement through petition for writ of mandate, which means court oversight, mandatory disclosures, and potential liability for the district. Transparently Transparency laws are not suggestions. They are enforceable rights. And right now, the district is violating them. If this is how you handle one request, the public has every reason to question how many others are being buried the same way. Aaron Payne. >> Um hello fellow San Diegans and advocates for children in the San Diego Unified School District. I'm also here to talk about the EdTech industry and its encroachment in our schools. Um first of all, thank you for the work that you do. Um for more than 170 years, San Diego Unified has

155been a powerful public institution freely educating generations of kids to become critical thinkers, leaders, and engaged citizens in public life. I want to remind this board of the power, legacy, and responsibility to serve students first and foremost. And to say no to Big Tech industry as it knocks at your door. I've heard it said a lot, "Tech is the tidal wave that's coming. It's in our schools and it's here to stay." But it has always been our great public institutions that can push back, regulate, and hold industry to a higher standard. And so, I'm urging our district to do that. Despite hundreds of billions of taxpayer dollars given to EdTech over the past 15 years, we now know the promised educational outcomes did not materialize. In fact, investment in devices like Chromebooks for kids like

156one-to-one programs convincingly correlates with declining literacy, math, and overall cognitive abilities in our students. And that's according to newly released rigorous longitudinal data presented in sworn testimony to Congress. We also know overall screen time, which would include your time at school, um correlates with more mental health suffering, attention problems, and permanent vision damage, nearsightedness in kids. Um so, just down the road at the San Diego Convention Center, the biggest EdTech conference in the world has been going on. And I can tell you firsthand that they are holding sessions on how to respond to backlash against their products, which are turning out to maybe not work like they say they do. And we can't blame them for wanting a piece of the taxpayer pie. But we can and must set some common-sense standards. First, these project

157products should be proven to work with evidence. Second, if children are required to use a device or a software product at school, their safety and privacy should be the priority. Right now, their data can be harvested and sold to data brokers and their privacy violated. Um this is the case in at least 80% of EdTech products in one study. Third, safety. Kids are seeing inappropriate and distracting targeted ads in class. They're searching inappropriate and adult content at breakfast. This happened this morning at our school. Um it's kind of a free-for-all in some sense, and this is where I think our district can um improve a bit. Um when we give 100,000 children a device, we can't just wash our hands of the responsibility of what happens after we do that. Um and then finally, AI.

158Um San Diego Unified should pull the brakes on AI in elementary schools, full stop. By their very nature, we cannot predict how large language will interact with children. We also cannot predict how using these tools, which are now inherent to a simple Google search, will impact kids' developing brains, which need to problem-solve, interact with real human teachers to thrive. Um so, let's not use our kids as a test subject for AI, and let's invest in teachers because our our school budgets are are small, and uh we should use them wisely. Thank you. Genevieve Z 10:16:24, I emailed pleading quote, "Again, how much physical abuse is an SDUSD teacher allowed to cause in the classroom?" End quote. The ICA never answered me. 10:18:24, the ICA strangely emailed quote, "We understand there've been difficulties in holding a

159meeting with the teachers you requested for the teachers' request. If if wish to speak to this teacher aside administration will need to be present. You can invite Dr. Martinez with a written notice and she'll be happy to arrange a meeting and quote. This was super weird because I was more than clear I never wanted to speak to the teacher. I clearly identified child abuse crime and expected a police officer be present during the meeting with Principal Julie Martinez. I expect professionalism, not reckless demands that I speak with someone who had the eye contact of an autistic child who wouldn't respond to their own name. I observed this person ignore student needs, clearly not healthy or coherent enough to care for my child. Talking wouldn't resolve this danger. 10 19 24 I emailed the ICA Dr.

160Bagula and [email protected] to further explain the health harm crimes and warn you of your liabilities. I explained quote, "This left Golden Hill K-8 exposed to severe child negligence liability under CPC 273A and quote. This unusual unbelievable drama-inducing environment we were trying to escape with unsafe PE practices, water denial, toilet denial, nutrition denial had me questioning is safety a student right? Is water a student right? Is toilet access a student right? Is nutrition a student right? Convicted felons in prison have these rights. This is a negotiable. But is it a right if students are later punished for it? Is it a right if it can be taken away by a teacher? Can rights be removed as punishment for accessing other rights because my child was denied nutrition after I helped turn another student access the toilet

161during class, a safety right which Ms. Ann Watterman convinced them both they did not have. Is there a policy to educate students on their own safety rights for injury prevention and liability protection for the district? Is safety a student right if they have to earn it with good behavior or buy the safety with class money? Is there a policy for safety to education on pediatric medical conditions caused by forced retention of bodily wastes? Is it a right if students have to beg for their genital safety multiple times in front of all their peers? Why are teachers interrupting the class to ask children the status of their genitals? Teachers aren't even educated in pediatric anatomy. Is it cheaper to fund ultrasound machines in classrooms? Are you paying to certify teachers to do pelvic exams to determine

162which students are actually menstruating or leaking solid waste? Teachers aren't qualified to perform medical assessments of urogenital safety. Yet teachers all over San Diego today are punishing students for the most basic biological functions for paranoia. One student at a time causes dangerously unhygienic classroom conditions. This takes away student dignity, enters student genitals, causes painful leaking of excrement, humiliation, ER visits, attempted suicides, and million-dollar lawsuits. Is it a student right if contingent on the behavior of others? Can your safety rights be taken away by your boss because of mentally ill co-worker behavior? Can your boss stop and bully you about the status of your genitals before granting your basic human right to access sanitation? Let the public record document that I informed the principal, the district, and the board of these crimes as they were happening

163and no attempts were made to remove my child from physical harm or to officially report the crimes despite extensive demands. Johnny, your spotlight student will be in prison in 5 years where he will finally learn to read. But, he will also have immediate and unrestricted 24/7 access to hygiene safety while he earns his GED because toilet denial is a war crime. Accelerated learners are injured for illegal one-at-a-time policies. This is a public health emergency that harms the good kids the most. Kids require general safety every minute of every day whether or not the rains even work. You need to reassess your priorities. Classroom cameras protect funding. Parents want them. Teachers want them. Security want them. Criminals don't want them. Immediately terminate all employees who violate human rights. Our children deserve as much hygiene safety as

164convicted felons in prisons, as much freedom from torture as war criminals, as much physical safety as OSHA-protected employees. Thank you. Brenda Taylor. Good afternoon. It's great to see you again. Again, my name is Brenda Taylor and I'm an elementary school teacher with the district for almost 30 years now. I love San Diego Unified and I occasionally come here in person to see to inform you of something that's significant that deserves your attention. A few months ago I received an alert from a neighborhood watch program. A registered sex offender had moved into the neighborhood. The person's name, photo, address, and his crimes were listed in the information. Offense: possession of obscene matter depicting a minor in sexual misconduct, pornography, child pornography with three charges. After looking at his address, I had learned that he resided within

1651,000 ft of a school. Coincidentally, the school I teach at. While in California, the law does not prohibit this individual from living near schools for his offense, I brought this matter to the principal's attention. Our principal had not been notified that a child sex offender had moved into the area, living within a thousand feet of the school. An inquiry was made about appropriate protocol regarding the situation, and I was told to trust the system as individuals like this are on parole and are monitored. Is this what happens with repeat sex offenders? Trust the system? After some research, I learned that there are almost 1,400 registered sex offenders living within San Diego Unified boundaries. About 50% of them have committed crimes against children. Approximately 41 live near Rosa Parks, 40 near Central, and 40 near Sherman.

166If I received an alert from a neighborhood watch program, why can't principals receive one, too? I'm not sure what protocols you could take to protect staff members, children on campus, or children with a living within our community of San Diego Unified from registered sex offenders. Information about individuals can be shared if the information cannot be used to harass, threaten, or injure this person. And while I'm on the topic of pedophiles, today I'm here to request that the district issue a curriculum advisory to teaching staff related to Cesar Chavez. More specifically, Cesar Chavez is still prominently featured in the California state curriculum for grades four, grades three, and kinder, and there's no mention in the curriculum about the serious allegations against him, which include being a sexual predator and a child abuser and a rapist. I

167think it would be wise for San Diego Unified to issue an advisory to teaching staff with information on how the district would use teachers like us to handle the subject matter. Uh to reach teach early trying to figure out how individually and res- and possibly screwing it up. Even some basic frequently asked questions would be helpful. This is a rather urgent matter because not only is the curriculum now, but it's my understanding that it's pervasive in the summer school curriculum across more grade levels. It would be a good to get the communication out to teachers and perhaps the public regarding what changes are being made to the curriculum at the state level, how the state the district is working with curriculum developers, and when we might see changes. If no changes are made, then a

168rationale for not making changes would also be in order. Thank you for your attention to this. Thank you for your time and your consideration for this request. That concludes non-agenda comment. Thank you, Ms. Soltes. Thank you for the speakers tonight, and that concludes our meeting. Our next regularly scheduled meeting is Tuesday, April 28th. Thank you.