Board of Education Special Meeting, February 24, 2026

001Okay. I'd like to welcome everyone here in the chamber and those watching via live stream and call the February 24th, 2026 regular meeting of the board of education to orders with uh to order with all trustees present. Trustee Hazen is participating via Zoom teleconference and per the Brown Act. All votes will be taken orally during this meeting. Uh now for our flags uh ceremony, the Kernney High School Army JRTC color guard will present the colors. Please stand for the presentation of the colors. Ready. 3es. >> [clears throat] >> I pledge allegiance to the flag and to the United States of America and to a republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Oh, wait. [applause] Land acknowledgement. It's a traditional custom that dates back centuries in many

002native nations and communities. Our land acknowledgement was developed in partnership with local Kumi leaders. Students from the San Diego School of Creative and Performing Arts prepared the following video to show our respect for the Kumi people who are the original stewards of the land our school district occupies. We respectfully acknowledge that the Kumi people are the original inhabitants and caretakers of these lands now known as San Diego. Despite the attempted genocide and ongoing impacts of colonization, the Kumi spirit remains unbroken and their traditions continue to thrive as they carry the memories of their ancestors who bravely resisted cultural erasure and fought to protect their land and way of life. >> In honoring their legacy, we pledge to uphold their cultural heritage and right to safeguard their sacred connection to the land for future generations. >>

003With gratitude and strength, we stand with the Kumi, embracing the past while forging a brighter tomorrow. Okay, we'll now move to item B, adoption of the agenda. Tonight's agenda includes an update on interim goals 3.1 and 3.2, economic self-sufficiency, and the midyear report on our local control and accountability plan. Can we get a motion to adopt today's agenda with charter school related items H3 and H4 to be heard next? Moved by trustee White Payne, seconded by Vice President Boso. Uh we'll start with student trustees. Trustee Wyn. We're doing roll call. Yeah. Sorry. Just say I or Yeah. Okay. Um Trustee Ord. >> Okay. And uh Trustee Person, >> hi. >> Trusty Hazen, >> hi. >> Trusty Whitehurst Payne. >> Hi, >> Vice President Boso. >> Hi. >> And I am an I. Okay, Miss Stoultz,

004can 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 on agenda items at 10 minutes per side, pro and con, or 20 minutes total. Speakers will be able to provide testimony at the beginning of the appropriate agenda item or at the end of the meeting for non-aggenda comment. Please listen for your name to be called. Speakers are listed and called in the order received. When your name is called, please come to the podium to speak. Speakers participating via Zoom will be asked to unmute when their name is called. If you are unable

005to unmute yourself, we will call the next speaker. Please follow along with the agenda so that you know when your item is coming up for discussion. When you begin speaking, the green light below my name on the dis indicates that the timer has started. When the light turns yellow, you will have one minute remaining. A buzzer will indicate that your time has expired. If you have not yet done so and would like to sign up for in-person public comment, iPads are available in the back of the auditorium and in the lobby. >> Thank you, Miss Stoultz. We will now consider item H3, the Price Charter School Charter Petition renewal. Uh, if we could ask Dedra Walsh, our director of the charter schools office to come and provide staff's recommendation on the item. Thank you and

006good evening. Uh, tonight's item uh, H3 is the renewal for the Price Charter. Staff recommends that the board approve the renewal of the charter for a 5-year term beginning July 1, 2026 and ending June 30, 2020 2031. The public hearing to consider the level of support for Price was held on January 27th. Uh the staff report includes a summary of the charter petition and its renewals, enrollment data, and fiscal analysis. Um, we note that in January of 2026, the state determined that PRICE is classified as middle performing for purposes of renewal and per education code, middle performing charter schools shall be renewed for a 5-year term. Tables five and six summarize the school's academic results. Uh, beginning on page six, uh, Price submitted verified data to support its postsecary results reflecting rates higher than the

007state and county. And I had a comment. I just to follow up on the question from the public hearing about um the public hearing comment about instability and teacher turnover. Um regarding this, I think it's important to note that Price is part of the larger UC union and must abide by those university negotiations. Um the school serves grades 612. Um but it's in the university's union. So at times there are um unique challenges that the school and the negotiations have and so Price continues to move forward in the process. Um and they have been actively working on filling positions and increasing their teacher retention rate. Um we don't have this year's um CASSASS monitoring trails a little bit but we do know that they have made improvements um in that area and we in discussions

008with them know that they have um improved in the teacher retention area. >> Great. >> So thank you. >> Thank you teacher. Do we have a motion to support staff recommendations? Trusty Widers Payne seconded by uh Trusty uh Patterson. Um board questions or comments? And do we have public speakers? I'm sorry. >> We have one potential public speaker on Zoom. Um, Arthur Congo. >> If Arthur is available, please unmute. >> Hello, I'm here. Can you all hear me? >> We can hear you, Arthur. Go ahead. >> Thank you. um appreciate the the positive staff recommendation and thorough explanation of the challenges that Price is um facing in terms of staffing retention and turnover. Um fully supportive of this renewal. Uh Price has really lived up to their Price promise of preparing uh first generation uh

009low-income students for college. um as you can see in the staff report and the verified data that was submitted by the PY school um and just their performance uh and and the performance of those students throughout college uh and their time in college. So fully supportive of this renewal um and thank you. >> Thank you. Uh board questions or comments? Okay. If not, we will do >> I have >> Oh, Trusty Hazen. Yes, sir. >> Thank you. And I just want to make sure so I believe when we first heard uh this item um we there was some um feedback and we had some questions and I'm wondering um Dedra is is that the information you just shared um around um filling positions was was that your followup on on on the requests we had

010made? >> Uh yes. Um thank you. Uh the price comments from the public um hearing were around the um instability and teacher turnover. Uh the next item that we have had um other uh public comments connected to it, but for Price it was specific to that um teacher retention and turnover rate >> and and we have no concerns based on what you've shared about that. It sounds like that is now under control and you have no concerns about that. Um I as I mentioned they are improving. Um so we do have concerns when we see vacancy rates or mis assignments. Um but um over the last year um or so year and a half we have seen improvement in the school uh in that specific area. So >> and achievement continues to be high. >>

011Yes. >> Thank you. >> Okay. With that, we'll move to a roll call vote. Uh, Trustee Ordas, >> Trusty W >> I. >> Uh, Trusty Hayen >> I. >> Trustee Patterson. [snorts] >> Hi, >> Trusty White Payne. Vice President Bazo >> I. >> And I am an I. Congratulations, Price. Okay, we'll now move to uh item H4. This is a request for a new charter petition by Tidespeak School. Uh, and Dedra, uh, could you please provide staff's recommendation on this item? >> Yes, thank you. Um, yes. So, this is a new charter petition that did the district received to establish a charter school. Staff does recommend that the board deny the charter petition um, as a new charter school and adopt the provided written factual findings in support of the denial. On page two of

012the staff report, we've included some summary information about the proposed school. Uh page three summarizes the statutes and criteria that govern the review process for new charter petitions. Uh we do note in reviewing petitions for the establishment of charter schools that the chartering authority shall be guided by the intent of the legislature that charter schools are and should become an integral part of the educational system and that their establishment should be encouraged. However, that must be balanced with the charter authorizing entities responsibility to ensure that any proposed charter school is of educational benefit to students who attend and is financially sound. Moving on to the specific factual findings. We had the summary at the beginning, but the specifics. Finding number one, the tides petition presents an unsound educational program for the pupils to be enrolled

013in the charter school due to deficiencies including but not limited to lack of annual goals and actions to achieve the goals. Lack of high school information and requirements. failure to indicate how the needs of special student populations will be met, including students achieving below and or above grade level, and failure to include a comprehensive special education plan. We've included the ED code and uh California Code of Regulations information, which details the criteria to be considered as part of the review. Um, as noted, the annual goals um and actions to achieve those goals are nowhere to be found in the charter. Uh the charter proposes to serve grades PK through 12, but the charter does not include any information regarding graduation and diploma requirements and course lists and sequences for high high school students. In the

014area of meeting the needs of uh student populations, the charter fails to include any mention of ELPAC testing or other means to identify English learner students. There's no information about the required integrated and designated English language development instruction or how reclassification will occur in special education. The charter fails to include information regarding the special education plan and how the school will comply with its child find requirements. Um it also is lacking other basic information regarding um students with disabilities and the IEP process. Um, finding number two, the petitioner is demonstrably unlikely to successfully implement the program because the school has presented an unrealistic financial and operational plan in the areas of administrative services, financial administration, insurance, and facilities. Once again, we've included the statutory and CCR criteria that are to be considered. Um in the

015area of administrative services, the information uh noted in the charter does not satisfy the minimum requirements of including the structure for providing personnel transactions such as hiring of staff, verification of teacher credentiing, monitoring teacher assignments, and it does not include a timeline for developing and assembling that uh necessary expertise. It also fails to describe the criteria and procedure to be used for the acquisition of contracted services even though the school plans to have um contracted services. There were significant deficiencies in the areas of financial administration including lack of cash flows, reasonable estimates of revenues and expenditures, descriptions of assumptions and overall budget viability. Uh the charter does not include any of the required cash flows uh in any of the budget pro projections. The estimates for revenues and expenditures are off. The revenues are overstated

016um and the expenditures are understated or not included. Uh part of the um lack of there's a lack of understanding of the difference um reflected in the charter between enrollment and ADA. The terms seem to be used interchangeably. um which they are not. Um the expenditure projections includes 385,000 for the first year for salaries and benefits, but that would not cover the benefits um for any of the employees. Um and the budget fails to identify um multiple expenditures um as staff has created a table. Our estimate is that um those missing expenditures would be about 166,000 per year. Um when the the charter um does not include include um clear assumptions, they don't identify a projected ADA rate that's used to estimate revenues. And LCFF U per pupil rate is a flat rate for all

017pupils. it doesn't account for the um varying grade level rates. The budget on the whole is not viable um um even in three years into the charter. Um we have created a table on page 10 that shows our projections um for it. We adjusted the first year budget um that includes a $400,000 PCSGP grant from the state, but the school has not applied for um and at this point is not eligible to apply for that grant. So once we remove that 400,000, it makes the first year ending fund balance negative. The school was already projecting a negative balance in year two. Um so and then once we add in the missing expenditures uh they are negative through at least year three. Um in the area of insurance they don't budget for anyure insurance expenses. Um

018facilities does not adequately describe the potential location. The charter notes the mid city or central San Diego area eg communities within San Diego Unified School District. So, we don't have a good sense of exactly where the school intends to locate. The charter does state that they intend to use Prop 39 for the first year of operation, which would be next school year if it's approved. Um, but the school is not eligible for Prop uh 39 facilities due to low ADA and the statutory timelines. Um, finding number three, the petitioner is demonstrably unlikely to successfully imp implement the program as the petitioner is unfamiliar with the contents of the petition or requirements of law. Specifically, the charter does not include any information regarding the minimum number of instructional days or minimum number of instructional minutes required

019for students. Uh the charter petition does not reflect compliance with conflict of interest laws and governance as it appears to misinterpret the requirements of government code section 1090. Finding number four, the petitioner is demonstrably unlikely to successfully implement the program due to lack of ne necessary background in the areas of curriculum instruction and assessment and finance and business management. Uh the charter does not indicate the that petitioner has this necessary background and there's no requirement in the charter for the executive director of the school to have this background or that anyone in contracted services would also be required to have the background. Um, tides, sorry, finding number five, the tidespeak petition does not contain the required number of signatures as petitioner was unable to confirm that the proposed charter was attached to the position petition

020as required by education code. Um, per ED code, the proposed charter shall be attached to the petition. The tidespeak representatives were able to confirm that it was attached for two signatures and they had conversations about the petition with two other um petition uh two other parents who signed the charter petition. So that would only make four valid signatures and they need a minimum of 10. Um, finding six, the petition does not contain an affirmation of each of the condition conditions described in education code section 47605E. We've summarized the relevant portions of that um ed code section. Essentially, the charter fails to include an affirmation um that uh of required conditions, including being non sectarian in its employment practices, confirming that admission to the charter school shall not be determined according to the place of residence

021of the pupil, parent or legal guardian within the state. Confirming that admission and/or continuing enrollment in the school does not require parental volunteer hours and notifying the school district within 30 days if a pupil is expelled or leaves the charter school. Finding number seven, the tightsp speak petition does not contain reasonably comprehensive descriptions for 11 of the 15 required elements. Uh we include a table that summarizes which elements are not reasonably comprehensive. And while the majority of the uh required elements do not have reasonably comprehensive descriptions of particular concern of the educational program and health and safety elements. uh for the educational program. The uh findings from uh number one uh are the same reasons that it's not comprehensive, but we also noted concerns about the operational plan and the recruitment of students. The school

022proposes utilizing a co-eing model, but there's no information in the charter regarding how co-eing uh will be implemented across multiple grade levels in a school that intends to serve um K through 12. Um and in the health and safety um section, the ED code requires the charter to include the procedures that the charter school will follow to ensure health and safety. Um but there's very few procedures um in the charter itself. There's um a full procedure for fingerprinting. Um and the school has not developed a comprehensive school safety plan per the charter. Uh and the charter fails to include any information regarding the required immunizations, vision, hearing and scoliosis screenings of pupils. The tuberculosis information is not compliant with current education code. Um and finding number eight, the tide speak petition does not contain a

023declaration that the school shall be deemed the exclusive public employer of the employees of the charter school. Thank you. >> Thank you for that comprehensive analysis. Dedra, do we have a motion uh to accept staff recommendation to deny this charter petition? A motion by trustee Person, second by by Trusty Whitehurst Payne. Uh do we have public speakers? >> Yes, you have two speakers on this item and uh they will have equal time to the um presentation that Miss Walsh made which was 10 minutes. So the two speakers would have five minutes each. Christa Sison is on Zoom. If you could unmute please. >> Hi. Can you guys hear me? >> Yes. Yeah. >> Perfect. Um so good good evening everyone. Um, we want to sincerely thank the board and district staff for the thorough review

024of our petition and for the detailed feedback that was provided through the process. Uh, as we spoke with Dedra, we recognize that this was just our first submission and with any effort there is significant learning. Um, we especially appreciate the clarity around the need for greater specificity and stronger budget development. Um, that feedback is very valuable to us and we've taken diligent notes and we take it very seriously. Um, while we might be disappointed in the charter not starting this year, um, our commitment to serving students and families in this community remains strong. We will keep refining our financial planning and the operational details and we intend to continue this work with a goal of possibly resubmitting in 2027. So, thank you so much for your time and consideration. Uh, it is very much so

025valued. >> Thank you, Christa, and thanks for taking the time to bring the petition forward to us. and Joe Chup is also on Zoom. >> Yeah, I just want to say um I want to echo uh Christa's uh sentiments and just appreciate and respect the board and the board office uh and their decision and again just echoing what Christa is saying that we're excited and looking forward to continuing to serve the San Diego community and being a partnership with the board of education. Thanks everyone. Thank you. Okay. Any board questions or discussion? >> Trusty White, [clears throat] >> how much discussion or preparation or whatever insight do you give folks when they decide they want to bring a petition forward? Um so as the potential authorizer um we are careful not to put ourselves in

026a position of um possibly helping to co-write a charter petition for someone. So the expectation is that when a charter petition is submitted to us it is um comprehensive and it meets the requirements of law. Um and so we have had conversations um with the petitioners and their representatives. Um we met with them after our required 15-day posting was um put up to share the denial. Um, and we kind of reviewed at that time the expectations of when you submit a charter petition to San Diego Unified School District that we are looking for uh a school that is um ready to go and that you are ready to successfully implement for students. So there's no discussion about if you are interested in submitting a charter proposal then you need to go to the website and

027figure out what it is you need to do blah blah blah. None of that discussion occurs. >> There is some of that. So when petitioners reach out to our office we will provide them with information um to reach out to the CDE. The CDE has a web page specific to charter schools and the requirements of charter schools. Um it has all of the information regarding the ed codes that charter schools are required to follow. I believe there's information regarding the um California code of regulations as well that um tells petitioners what's required of a charter school. Um we did share also with this petitioner our AB1505 implementation plan so they would have a sense of um other pieces beyond specifically what's in those ED code provisions that I mentioned so that they would have a

028sense of what we look for in addition um primarily in that community impact piece. Um, so we we provide some information. We point them in a right direction, but we are very careful about not helping to co-write a charter petition because that would reflect that the district would know how to implement the school, but the individual petitioners may not um have that >> guidelines, the framework is on the web. Trusty Patterson. >> Thank you, President. Um, was there um any indication they'd work with CCSA? Um, I mean, not to do their homework for them, but it seems like this is kind of a typical thing the CCA might assist a potential petitioner with. >> Yes, we did. When we conducted our capacity interview, we asked if they had worked with one of the advocacy agencies,

029um, primarily CCSA or CSDC. Um, and I believe they had reached out to a consultant, but I don't know that they utilized the services. But the the response to did they work with CCSA was no. >> Okay. Any further questions or comments? Okay. Uh, Trustee W >> recommendation which is to deny the petition. Yes. Thank you. Trustee Ordas. >> Trustee Wers Payne. >> Trusty Patterson. >> I. >> Trusty Hazen. >> I. >> Thank you. Vice President Boso. >> I. >> And I am an I. Thank you. Thank you, >> DJ. [clears throat] Okay. We'll move to item uh C1 and we'll hear a report from the Student Advisory Board. Uh trustees or dozen? >> No report tonight. Okay, got it. Okay, we'll move to um item C2 and this is uh to issue a proclamation

030rec recognizing school police services. And I will just read the proclamation. Uh whereas in January 2026, school police services received after hours notification that a student had posted a message on a district issued device indicating the intent to selfharm. And whereas the district subscribes to a software program that sends an alert to school personnel of students utilizing district devices to search for or add content about potentially dangerous activities. And whereas school police officer Sergeant Roberto Bonia, Officer David Palison, and Officer Jess Allenssworth acted on the message by going to the student's home to perform a wellness check. And whereas upon conducting the wellness check discovered the student in the act of committing self harm. And whereas the our officers were able to stop the student from harming themselves and obtain appropriate follow-up care services for

031the student and their parents. And whereas we commend the leadership and commitment of school police services to student welfare districtwide. Now therefore, be it proclaimed that the San Diego Unified School District Board of Education hereby celebrates and expresses our deep appreciation for our school police services for your exemplary dedication, professionalism, and unwavering commitment to student safety. And we commend your swift, decisive, and heroic actions that save the life of a district's student. Be it further proclaimed that we honor your actions not just with words, but by continuing to build a culture of care, readiness, and appreciation throughout our schools and neighborhoods. Uh, and this would be adopted and approved by the board of education of the San Diego Unified School District at the regular meeting held on the 24th day of February, 2026. Can we

032get a motion? Uh, moved by Trusty Whitehurst Payne, seconded by uh, Trustee Ord. Any public speakers? >> Yes. Uh Dave Beller, potential speaker. >> I guess he's not here, so no. >> Okay. Uh board uh questions, comments. Yeah. Trusty White Payne. I have always said that. I remember many years ago when students were challenging me about school police and I said to them, I support school police 100%. Because they're there to protect our students. And this is an example of what I mean. They go over and beyond to help our students. I happened to know about that incident that occurred at Gumpers um many years ago and how the city police were invited in and or just came on campus and the treatment of our staff, our students is in stark contrast to the way

033our police officers, our police department treats our students and take care of our students. And although we're a large district, they focus on the individual student as much as on the entire group. And this is an example. This is a demonstration of how they really care for our students. So, uh, I want to commend even our our all the folks involved and you know who you are beyond this group, but I'm eternally grateful for the things that you do to help protect our students because that's what it's about to me. Yes, we pay the money so that we can get the kind of service that our students deserve and I say thank you from the bottom of my heart. >> Thank you. Trustee, >> other question? Yeah. Oh, uh, Trusty Hazen. >> Thank you. I

034just want to express my deepest gratitude to the officers uh who took action uh swift action and used the software tools we have available to ensure our kids are safe. Um and we're able to use that to save a child's life. Um I think so often, you know, we wonder are are these tools effective? Do they make a difference? um are we able to act swiftly when we need to? And this is just a prime example of how on top of things uh our our police are and how when we have the right tools that are used in the right ways, we can keep our kids safe and well and save their lives. So, I just am so grateful um for the work uh that our police do day in and day out and that

035on this day um they were able to save someone's life. >> Thank you, Trusty. Trusty Person, >> I'll be brief. Um you know, it often it sometimes comes up, we fortunately we're a large district, so we have the the opportunity to have our own police force, but it some folks are surprised about that and sometimes it comes up as a budget question. um in passing uh never very seriously. Um but uh but I think one of the things I've learned in being on this board with our police force is it really becomes a model of what community policing should look like, which is to say our staff, I'll just say at the risk of of um of controversy, I would frankly be a little uncomfortable to have our sites be policed solely by, for example,

036example, STPD. STPD does great work, but I our staff, our police force actually treats these as their kids. I mean, I think that's what is distinctive about having a school district have its own police force. Um, it is as though they're our children the same way we think about our police force thinks about it. And, um, I know for me personally, um, interacting with, uh, with our officers, it makes me feel safe. It makes me feel not only that our kids are our students are safe, which is ultimately the the the the base of student wellness is that they are physically well, that they are safe and um it gives me great confidence in knowing personally our officers and knowing that they love these kids. Sometimes we'll have misbehaviors and and sometimes a student threatens

037other students or whatever's happening. We see a lot of behavioral stuff, for example, in close session. Um but ultimately we know that even if there is serious mis misbehavior for example these officers ultimately think of these as their children and that's what we want. There's accountability. Um they we are keeping our students and staff safe but ultimately our officers are thinking about all of these students as their children. So I I appreciate that and I I thank our officers. >> Yes. Vice President FA. >> Thank you President Barrer. And yeah, I I think everything that has been said, I I would definitely u echo those comments and um just say along with that since I've been on this board, I've just understood more deeply [clears throat] the role of the school police and how the

038connection is really made within our communities going out to our schools and and definitely, you know, feeling safer, also feeling a little bit more peace of mind for our students. Um there's a lot of school districts that don't have school police and you know we have discussions about that and you know I I just can't say anything because I don't want to brag but uh we you know we um I think have a a very good situation at San Diego Unified. Um we were at a California schoolboard association meeting last night Dr. White horse pain and I and there's a district in South Bay that had to hire school police for three months because they were having so much disruption at their meetings. But um just knowing that we have that consistency and that continuity

039and you know if that comes up we we're going to be ready. We can handle it and you know we have the the best um team behind us. So thank you. Yeah, I just want to echo everybody's comments. Um uh this was a a heroic act and it's not the first time and uh unfortunately it won't be the last time and we are so uh uh privileged as a as a district to have people who are committing themselves uh as educators and as uh public safety officers. And the only way that this um you know could have turned out the right way for this student is because of the relationships that you build uh with our students and with our campuses and it's the work that you do every day. It's not easy to hire

040the right people for these jobs. Um, it requires training, but more than that, it requires uh people who want to devote themselves to young people. And that's who you are. And so we want to say thank you, of course, and we want to appreciate you uh for this specific uh action, but for the work that you do every day that prevents tragedies uh and just makes our schools uh not just safer, but uh places of community that our students and our parents and our educators want to be a part of. So, thank you again for for the work that you do for us every day. Can we get a vote? And we will. Uh, Trustee Ordas, >> hi. >> Uh, Trusty Wyn, Vice President Bazo, >> hi. >> Trusty Hayen >> I, >> Trusty Patterson,

041>> I, >> Trusty White Payne. >> And I am an I. Congratulations and thank you for the work that you do. [applause] And could could we ask you to come down here and do a little group photo? Yeah. Thank you. [applause] We will now consider item C3, a resolution recognizing March 2nd, 2026 as Reed Across America Day. Uh trustees Hazen and Whitehurst Payne, would you like to say a few words about the resolution? Chelsea Hazen, would you like to lead off? >> Sure, absolutely. So, this is one of my uh favorite times of year when we get to celebrate literacy. Uh, I know many of our elementary schools are celebrating ReadAcross America Day and it's always such a joy to go and read with our students and celebrate all that reading brings uh both to

042our young learners um but really to all of us um no matter our age. Um, and I think particularly now as we've prioritized literacy achievement as one of our board goals, um, I'm really excited to celebrate uh, this special day. >> Thank you, Trusty H. Trusty Wersp. We all talk about wanting informed and educated um citizens and that in part is our job to educate children so that they can then read and get their own information and then teaching them how to discriminate of which is right, which is wrong, pro and con. and not just to accept what someone says, but to really try to ferret it the answers out for themselves. And it all starts with us because we need to help children to know how to read and um it is possible. I

043mean, I always talk about my grand nephew. He's now doing CAT, CA, writing CAT andow >> drawing pictures and understanding what it is. Uh but we it's our job to teach children how to read and reading across um America San Diego. I've done that every year and it's a matter which school am I going to do this year. So I'm sure all of us get invitations and go out and sit with the students. That's really valuable. And to everyone sitting here listening to me, uh, whether you're in the general public, city council members, news media folks, whoever, just choose a classroom and go and sit for a few minutes and read to children. That's all we ask. They value. Teachers want you to come and help demonstrate to our children that reading is important and

044that all of us must do it. And it takes doing nothing but doing it. Actually read with them. They have books available for you. They'll give you some snacks when you go in. Um but just choose a school. I don't really care what school it is as long as there are children. go and read to children and this is the week to really invite yourself if you haven't been invited. Thank you. >> Thank you Trusty Whitehurst Payne. So can we get a motion for item C3? >> So moved by Trusty White Payne and do we have a second by trustee Hazen? >> Um great. So any other board questions or comments? Any public speakers? No speakers. >> Okay. Uh Trustee Wyn, >> Trustee Ord, >> Trustee Hazen. I >> trusty Person. >> Hi, >> Trusty

045Whitehurst Payne. >> Vice President Bazo. >> Hi. >> And I am an I. Thank you. >> Okay, let's move to section D. Uh, and assistant general counsel as any reportable actions from close session. >> Yes. The board voted five to zero to release one probationary certificated employee, to reassign five certificated employees, and to release all temporary certificated employees. >> Thank you. Uh Dr. Bula, uh any management appointments to announce? >> Yes, I I want to welcome our new associate principal to San Diego High School, Mr. Andrew Wanssky. I look forward to seeing what your leadership will do and you'll be in great hands with uh Dr. Franny. >> Thank you. Why don't we move into the superintendent's information report? >> Thank you, President Beretta. Last week, board of education vice president Sabrina Boso and I

046visited Sacramento to advocate for our school district with state legislators in the governor's office. We specifically highlighted the need for increased funding for several things. For students with disabilities, we advocated for money to support robust behavioral support supports and early intervention in TK through3 classrooms. We emphasized the importance of fully funding Proposition 98 and pushed back on a proposal to short change schools by 5.6 billion. Overall, I feel like our advocacy was heard. Also, we continued our informational meetings with San Diego area leaders by meeting with them at Hoover High School and going over those asks as well. We had about 20 attendees to hear Dr. Sierra Cook. Um you welcome them as well there as um Vice President um Bazo. Thank you for that. Um our lead on governor on government relations, Dr. Sierra

047Cook led this meeting and she gave an update on our state and federal advocacy and its impact on our budget. We really appreciate all this community leaders who attended and are asking um and are taking an interest in staying informed. We continue to seek out these partnerships because it's all of our responsibility. So, thank you. On another note, I'm very proud that our San Diego Unified Student Athletes are taking up the mantle of leadership when it comes to addressing their mental health. Last week, our student athlete advisory council planned and organized a regional student athlete mental health summit in partnership with our student wellness education and resources committee. CIF San Diego and San Diego City Conference Student Athlete Advisory Council. More than 300 student athletes from across San Diego County came together to discuss and

048learn some practical skills to support their mental well-being both on and off the field. I love that this is our number one goal and I also love that our student athletes are taking a leadership role in conjunction with that. But let's take a look at this news clip about it as well. More than 300 teens attended a student athlete mental health summit yesterday. San Diego Unified and Student Advisory Council put on the inaugural event. The goal was to normalize the mental health conversation in sports, provide resources to deal with increasing pressure and anxiety, and eliminate the stigma of mental health issues for athletes. >> It's okay not to be okay. It's okay to have issues and have struggles. What's important is that you talk about it and that we can overcome them together or as

049a community or with your school. >> You're not alone. That's really what we're trying to get that you're not alone and a bunch of these students, we all have shared experiences and like you're enough and you're really not alone. >> Organizers say they hope every student athlete at the summit takes at least one thing they learned back to their school or team and start the conversation about mental health on campus. So, I'll always uphold the student voice. So, it's really nice that they came together and said we care about each other in this way. That concludes my superintendent's report. Thank you. >> All right. Thank you, Superintendent. We will now hear item E1, a student outcomes focused governance progress monitoring report on interim guardrail 3.1 and 3.2, economic self-sufficiency and financial literacy. Superintendent, please introduce

050the item. >> Thank you. So, trustees, last year when we first reported on guardrail 3, we affirmed a simple but powerful commitment. Our students should not graduate without the financial literacy skills necessary to achieve economic self-sufficiency. We were clear that this priority came directly from our community through the student outcomes focused governance engagement process. Families told us that they want graduates who are prepared not just academically but practically ready to manage money, build credit, avoid debt, and make informed financial decisions. Although details are still emerging from the state regarding this impending graduation requirement, tonight we report steady progress towards implementation. As reflected in the February 2026 progress monitoring report, we have moved from vision to action, identifying course requirements, advancing curriculum approval, engaging educators in implementation planning, and preparing for rollout beginning in fall 2026.

051This has been deliberate work. It's about building coherence and ensuring every student has success and access. With that, I invite Dr. Erin Richardson and Dr. Tracy Makings to deliver the presentation on this guardrail. Thank you for joining us. Thank you and good evening, Superintendent Dr. Buggoula, board president Barrera, Vice President Boso, and trustees. Um Dr. Bings and I tonight will be updating the board on our work on guardrail 3, more specifically 3.1 um financial literacy. In April 2025, uh we presented to you on schools that were piloting different courses across our district to meet the um California financial literacy course that's going to be required for the class of 2031. Um and we also reported on their success that they were having in those courses. Tonight we are going to share the most recent development

052and our timeline to ensure our district is successful in implementing the courses on the timeline required by California. I'm going to invite Dr. Makings to share a little bit more. Um this evening I'm here to provide an update on our work to adopt and implement a financial literacy course that will support our students in achieving success beyond graduation. Beginning in the 2627 school year, San Diego Unified will have an initial course offering of a standalone one semester personal finance course to meet the new state guidelines graduation requirements established by AB 2927. This legislation mandates financial literacy education for all California high school students with the goal in mind that they graduate with the knowledge and skills to navigate their financial futures. The first cohort of students required to meet this graduation requirement will be students

053entering 9th grade in the fall, also known as the class of 2031. The course that we have designed in partnership with Next Generation Financial, Next Generation Personal Finance meets the graduation requirements for students around topics such as basic banking, saving and budgeting, credit and debit, and paying for college. Students will also explore investing, insurance, taxes, and essential consumer skills like navigating contracts and avoiding scams. The learning for students also includes housing and transportation, income and employment, including understanding your knowing, understanding your employee rights, and then long-term financial planning, giving students a comprehensive foundation for financial wellness well beyond their high school years. In the fall of 2025, we ga began by reviewing the state requirements and collaborating with next generation personal finance team around best practices for implementation and drafting an initial rollout plan. This

054work was informed by our prior experience with course graduation requirement rollouts and was a collaborative team effort and kept student learning needs at the center of our work. In January, we brought educators, site leaders, and community partners together to review financial literacy guidelines, explore the next generation personal finance curriculum, and provide feedback on what implementation could look like at their sites. This input was invaluable in shaping the direction of our work. With that feedback in hand, we submitted the course to the ICC where it was approved to move forward and to UC doorways for approval as well. This initial course offering will provide our sites the opportunity to begin meaningful conversations around implementation. This summer, San Diego Unified teachers will be invited to participate in FIN camp, which is a professional development opportunity hosted by

055Next Generation Personal Finance. They will have an opportunity to engage in curriculum review and collaborate with other educators who will also be implementing the course. We are proud of the collaborative work that has brought us to this point and remain committed to ensuring every San Diego Unified student has access to the knowledge and skills that they need to thrive beyond graduation. We look forward to continuing this work alongside our educators, site leaders, and community partners. >> Terrific. Thank you. Um, do we have public speakers? No. Okay. board member questions or comments. Uh, yes, Trusty Ordas. >> Yeah, I just wanted to say a comment and commend you and your department. I actually just recently started my financial literacy course like a week ago in my class and I have a lot of students in my

056class including myself who are actually enjoying the course and you know my math teacher has us doing okay pick the career that you would want for your future and then we would calculate each and every taxes and I hear students walking out the door saying oh my gosh like I didn't know I had to pay that much taxes when I grow up but it's nice to see that you know we're going to have those courses implemented now because some kids really don't realize whether it's because maybe their parents don't talk to them about it or maybe they just don't have that type of support. So, I really want to say thank you. It's really helpful and I'm very happy about this >> and I'm glad to hear that because that was going to be one

057of my assign uh my suggestions. Parents should really engage. You know, in the beginning they have to help uh children to learn how to read and elementary school. they're engaged and then they kind of fade away a little bit for middle school and into high school. But this is a time to reconnect because I think it might be informative for parents if they actually had a conversation with their children about their own uh income and how they spend it and taxes and you just vouch for that. That's what you're doing to really get involved and they may even help the parent some to know and do some things >> challenge. >> Yes, we could all use that. >> Yes. >> Trusty Hayen, >> thank you. I think it's really exciting uh to hear the progress

058we're making on this. Uh I know I guess two years ago it was when we were doing our community listening uh to develop our goals and guard rails. It was very clear in every community we spoke to every group whether it was parents or students or community members. We kept hearing over and over again how important financial literacy and life skills are. Um and it's something and I think not unique to San Diego Unified statewide where an area where we had maybe been shortch changing students and so knowing that we are doing this work hearing from uh trustee Ortaz that it's engaging uh that students are learning really valuable life skills uh is is really terrific to hear and I think you know in the same way uh this district really led the state on

059TK Um it sounds like we may be leading on on financial literacy as well which I really appreciate. I'm wondering um for uh the and I can't see who's there um Dr. Richard Richardson if you can share um a little more um about sort of the implementation plan. So, I heard next year um we'll be offering a financial literacy course, one at each school. Um how many students do we expect to participate? Um well, when do we expect to be offering more courses? Um will we be able to scale up offering more than one course if more students are interested? um because I think based on what we're hearing um from Trusty Ord there may be um significant interest. >> I'll attempt to answer and Dr. Makings here is with me also to help out.

060Um I think it's important for us to note that um the state requires us to start with the fall of 2027 is when we need to have a full offering for all of our campuses. Our goal was 26 of fall and so we are going to make that with one course. There's been a lot of conversation about um what's in the course, how should we um place the course and so really what we're going to do is follow the states guidance and test it out at each one of our schools. Now how many sections will be offered? will be working with our schools closely to see how many students have the interest because it won't be a graduation requirement and then offering that many courses. Did I miss anything? >> I think the only thing

061that I would add is that we are still waiting for the finalization of the standards for the course which should be coming out sometime in April or May. Um and so as we look at adopting additional courses that would also fulfill this requirement, we're going to align them closely with those standards. >> Thank you. And I guess lastly, just piggybacking on what Trustee Whitehurst Payne shared about how valuable uh some of these lessons could be for families as well. Um I would encourage us to think about how we may be able to extend the learning to our families. Uh I don't know if uh NextGen Finance has modules for parents um but if that's something we could explore, I'd very much like to see that. >> Great. Thank you. Yeah. Vice President Baza. >> Thank

062you, President Barrera. And yeah, I would second that. Um, Trusty Hayen. I think it's important to, you know, or um make sure that we're implementing not only through the students, but uh the families and their support system as well with this process. I was just going to ask um I know at some high schools I know when my daughters were in high school a few years ago they did some of this work actually their senior year through like econ classes and it was more you know at the end of the their senior year. Um it some of the work around putting together personal budget and they had a certain amount and what kind of car they could it was very limited so it was kind of fun watching them have to figure out where they

063could live and you know all all the things and and so I don't know if this program is going to take the place of that or is this a supplemental program or is there places for both of those and is this more and sorry maybe I missed it for students entering high school or older >> [snorts] >> So this specific course is for anywhere from students from 9th to 12th grade. Where it's going to fall or fit in is going to really re depend on what each school community comes up with as where it fits within their site schedule. And so I think kind of our next steps are working with the schools to determine is if this initial course is going to be added um into their course of study for the fall or

064are they going to wait and see what additional offerings we have? And that's really going to be an individual sightby-sight conversation that the office of graduation will engage in. >> Okay. And um the only question and we've talked about this before. So um uh recently we uh passed a resolution around implementing AB800, you know, labor studies, rights at work. How are we incorporating that potentially into this uh course? So this course will have pieces or elements of that, but I do think that there's an importance in that specific idea of what an employees rights are. And so as we move forward with look looking at additional course offerings, I think that's something that we need to explore a little bit further and make sure that we're lifting that up so that students have a really

065solid solid learning base around those that topic. >> Appreciate that. Yeah, appreciate that. >> Great. Okay. Well, with that, thank you so much. uh really efficient presentation and but but great work. Thank you. >> Okay, we'll move on to uh item F1, which is approval of uh student expulsions. Uh do we have a motion? Sorry. Do we have a motion on item F1? Uh Trusty or a second from Trusty Whitehurst. Oh, I'm sorry. No, you can make the motion. You just Yeah. and and a and a second from uh trustee Whitehurst Payne. Any uh public speakers, any board questions or comments? If not, so uh student trustees do not vote on this item. So, uh trustee Person >> I. >> Trustee Whitehurst Payne. Trustee Hazen >> I. >> Vice President Boso. >> And I am

066an I. You. All right. We'll move to item G1. This is approval of the addition of March 3rd, 2026 regular board meeting to the board meeting schedule. Moved by Trusty White Payne. Do we have a second? Seconded by Vice President Boso. Uh, okay. We'll move to a vote. Uh, Trusty Wyn >> I. >> Trusty Hazen >> I. >> Trusty Whitehurst Payne. I'm sorry. Did I skip Trusty Ord? Yeah. Trusty Ord. >> Yeah. Trusty Patterson. Hi. I did trusty weather saying I ad vice president Boso >> and I am an I. All right, we'll move to item H1. So this is our 202526 U LCAP midyear update. Uh superintendent Bula, please introduce the item. >> Thank you, President Bara. Trustees, this evening we're presenting item H1, the midyear update on our 2526 local control and accountability

067plan or LCAP. This is anformational item and no action is required. The purpose of this is to provide a clear status update on our progress at the midpoint of the year consistent with statutory requirements. Specifically, this update includes available mid-year outcome data across LCAP metrics, implementation progress on district actions, mid-year expenditure data, and fiscal alignment. Our LCAP remains anchored to the board schools and guardrails and guided by student outcomes focused governance. This mid-year review provides an opportunity to examine coherence, ensuring that district priorities, departmental actions, and school level implementation remain aligned. It also reinforces the connection between the LCAP and each school plan for student achievement so that central office strategy translates into measurable impact for students. We will continue monitoring our progress and engaging educational partners throughout the spring. And in June, we will

068return with the annual update and the proposed 2627 LCAP for board consideration and adoption. I would like to thank our LCAP leads and Marissa Allen for coordinating this comprehensive review and for ensuring clarity, transparency, and cross departmental alignment in the report before you. They are present this evening and available to address any questions. If you haven't um studied this yet, one of the things that I'm really proud of that we've incorporated is actually an LCAP web page which provides videos to families explaining them what the LCAP is, ways they can engage in them, how to talk about those things and we're really trying our best to make this something I've been saying meaningful SPSA. It needs to be a meaningful LCAP as well. So, thank you team. They're here to answer any questions. Again, this

069is anformational item. >> Thank you, superintendent. Thank you, President Barrera. And um yeah, looking at these results, it looks like for the most part we've been on track, which is great to see around chronic absenteeism um you know, uh or literature or literacy um impact in that area and career and college readiness in particular. But, and I mentioned this [clears throat] when I've talked with staff, but it doesn't what I'd really like to see is a more um what around what we're doing or what we, you know, need to do going forward is really how are we encouraging again the families, the communities to help us with this work because we don't work in a bubble here. We, you know, our students leave school, they go home, you know, they're not with us for, you

070know, afternoons, evenings. Um and so things around spec es especially the student wellness goals um but also math and literacy um I don't see very there's one comment I think under one of them about parent uh some kind of workshop or conference but what are we doing to en encourage our community or getting our community more involved I think it's great we have the website but are they getting guided to that website is someone telling them to go to that website um and not only, you know, maybe a workshop for parents, but are we really drilling down to our spotlight students and making sure we're meeting with those parents in particular? And um, you know, really trying to individualize this work and we can't leave the community and our our, you know, our parents and

071guardians, whoever, you know, grandma, grandpa, aunts, uncles out of this plan. So, thank you. >> Absolutely. Um, parent engagement is a huge part of developing the LCAP. The actions in the LCAP align align to our board goals. So, our family engagement department, part of the work that we do as LCAP leads is engaging with our educational partners. So all of our advisory groups um get to participate in the development of the LCAP and provide feedback on the actions and what they think is valuable and what schools should be providing in order to meet our goals. And so it is a huge part when you talk about the website which we're really proud of. It's not just go to the website and figure out the information. When we provide in each phase of the LCAP development

072uh meetings with each of our advisory groups, we're going over the information with them. We're providing the mini clips, the videos, and we're also referring to the website by showing it on the screen or referring to it, not just pointing them in that direction. In addition to that, one of the new things that we've done is we're inviting our invi advisory groups to participate um here in this room when when we're providing the interim goal updates so that they're informed along the way more in depth. So it's not just a part of creating this document one and done. They get to participate in many different forms. >> Sure. >> So I I appreciate that push because it's always been I mean I've So, when I worked at the county, I had to read LCAPS and

073I didn't like reading them because they were they were like the kitchen sink. Um, and it wasn't very uh feasible. They didn't make any sense. And so, that's actually been one of the biggest pieces I've been working on. So, that's the p the the sheet that you're seeing now is our way of saying this is like an overview, a quick overview for someone that can actually look at this document. The 80page document is still there as necessary. We've been trying to cut it down. and I believe it was 160 pages at one point. So, it is 80 pages now, but we we're trying to make it as as readable as possible and actually have it be actionable. So, we'll we'll continue to chip away at that. Um, but it is something that's very important. >>

074So, I would just ask under some of these if we could add just a line about how we're engaging the community because I, you know, in the implementation highlights, I'm just not seeing that very much. So, that'd be my request. >> Thank you. Trusty W >> related to that uh we challenged I want to thank Dr. Rao Enrique um and I met with the councilman uh Henry Foster and he was looking over some of the data and he said there are some things that we can do from the city council to help challenge with the scores with the attendance and that's one of the things that I liked about the Padres's they got involved as a community organization entity to help us to challenge students to come to school. >> So, uh the councilman was

075saying, "What can we do to help?" And we were talking about ways that we can get involved. We need everybody on board. This is not just San Diego Unifi's problem. This is not just the folks on this dis. It's not even principles alone and teachers. This is a community event. This is San Diego's city. And that means that we all have a responsibility. I know I'm preaching real hard tonight. I just want you to listen. It's all of our responsibility to help our children. Whatever you can do, help our students. I'm begging you. I'm literally begging and asking you to help. And um thank you for always saying to us, how's the community involved? And I know you've you're doing some things to make that connection with the city so that they see their involvement

076also. >> Thank you. >> I would like so thank you for those comments because that's a new practice that we've just engaged in. We think all of our local electeds should have how our schools are doing and specifically the schools that they're responsible for. So, we're having meetings not only with city council members, but also assembly members providing them the data of the schools they oversee um because we need the mutual responsibility of the city and ourselves. Um so, I know I have a meeting with the mayor coming up as well, but just sharing like here's all of the data of the schools that you're also responsible for. And I I really do think it's a mutual responsibility. Trusty Hazen, >> thank you. And I couldn't agree more uh in terms of bringing our entire

077San Diego community together uh around our goals uh for our students because I know that we each have a role to play um whether it's the mayor, council members, um state legislators. So, it's great to hear um that we're all committed to doing that. Um I really appreciate uh the executive summary that's been provided as part of this uh midyear uh LCAP summary report. Um it was really helpful uh to see everything outlined so clearly and to see the progress we're making. Uh it was also really refreshing uh to already know what to expect because of the goal monitor monitoring that we're doing um on a regular cadence. There weren't any surprises here. I think it's really exciting uh this shift we've seen over the last few years to really align the LCAP with our

078specific you know four board and district goals. um to be monitoring that progress on an ongoing basis so that when we receive this mid-year report or you the final LCAP, we already know what to expect. This isn't just a compliance document. It really is aligned with the work we're doing day in and day out and the shifts we're seeing happening uh by principles and at school sites and in classrooms. So, it's really exciting uh to see this all coming together. I know we still have more work to do and we aren't where we want to be yet. Um, but I notice a significant difference here and really appreciate the leadership uh of of Dr. Beula and of the entire team that is doing this work. >> Thank you, Trusty Hazen. Any other questions or comments?

079Um, one question that I had because uh, like Vice President Boso, I noticed uh, uh, encouraging progress on chronic absenteeism. My question is, should we be excited about that or should, in other words, are we monitoring um, where students are at this point in the year? In other words, have they been missing 10% of school days so far or is this something that is likely to tick up as the school year uh goes on? >> So the data that is provided in the report is as of winter December. So that was the cutoff date when we pulled the reports for all of the metrics that are in the report. Yeah. >> So as of December the percentages that you see there is what is being reported on chronic absenteeism and more. >> Yeah. Yeah. Okay.

080>> All right. Thank you, Marissa. >> Okay. Well, thank you so much um for the update. And can we move on to uh item H2 uh which is approval of our 202526 LCAP federal addendum. Can we get a motion on that? Moved by Trusty Witers Payne. Seconded by Trustee Person. Any board questions or comments? If not, trustee ord >> I. >> Trusty Wyn >> I. >> Trusty Whitehurst Payne. >> Trustee Patterson >> I. >> Trusty Hazen >> I. >> Vice President Boso. >> Hi. >> And I am an I. All right. Now we will move on to item H5. Uh we'll consider approval of the recommendation for the new Claremont High School mascot. Trustee Vice President Baso, would you please introduce this item? Yes. Thank you, President. >> Thank you, President Barrera. Um, the San

081Diego Unified and Claremont High School started this journey to change the name of Claremont's mascot, Chieftains, in April of last year. This came after the 2024 passage of Assembly Bill 3074, which prohibits using any derogatory Native American term. The process included establishing a 10-person naming committee that included area A superintendent Maria Gomez, as well as site principal Carly Johnstone, who are both here this evening with us, the site athletic director, a teacher, two community members, two students, and myself. Students, staff, and the community at large were invited to submit mascot suggestions, and each was discussed during town halls to determine if it would be moved to the next round. Discussion included whether the suggestion adhered to the agreed upon naming values as well as input from those in attendance. Six town hall meetings were held

082and the general public was invited to attend. The meetings were livereamed. The final four mascot names were included in a survey which students, staff, and the community were able to rate the four finalists. More than 500 individuals responded. All information was updated on the district's web page. The outcome of the process was a recommendation to change the mascot from chieftains to captains, which was chosen largely for its inclusive application and being a title students can strive to attain. Though captains is a human reference, Claremont is looking for its mascot to be genderneutral animal or symbol which will represent the inclusive culture of Claremont High School. So before I turn up this over to if anyone else has questions or wants to hear from uh principal Johnstone, I just want to say from my uh personal

083perspective how interesting and it it was a really painstakingly you know specific task that we had to we had as I think I can't remember if I said but um over a hundred different name choices and we looked at every single one. We voted on every single one. Um I think it was a democratic process. We had, you know, town halls, you know, we had coaches, we had teachers, we had people from the community, parents, students at each one of them. And I'd like to thank the whole committee as well as the whole um community of Claremont for really, I think, coming together for our students. Um so because this law is in place, um this is what prompted the doing this process. But at the same time, you know, we as a San Diego

084Unified School District stand, you know, stand in alignment with our tribal communities. And so it's not just that it was a requirement, but we really wanted to take the lead on this. Um, you know, I think we had three years to roll this out, but we wanted to be the leader and principal John Stone was a perfect example of that. Um, you know, making this happen. you know, we took our time, but it was over a relatively short period so that we could by um the end of the school year really start looking at artwork and um you know, making sure that that we did what was right for our students um as we move through this process. So again, I'm really proud of the community and the staff um and the committee for coming

085together really for our students. And of all the naming name change uh uh experiences that I've been, you know, heard about or been involved with since I started on the board, this was definitely the most positive I would say of all of them. So thank you. >> Thank you, Vice President Boso. And can we take that as a motion? >> Yes. All right. A motion. >> Thank you. Do we have a second? Uh up Trusty W. Thank you. Uh seconded by Trusty W. Okay. Any speakers on this item? All right. Board member questions or comments? >> Uh Trusty Hazen. I'm just delighted to hear how well the process went and want to just express my appreciation to uh Vice President Bazo and uh the team at at Claremont uh for making this process so positive.

086I I remember about a year ago or so where where where things were a little bumpy and we knew that we needed to refine our our naming process and and think through how we can um better engage community and it's great to hear uh that this went so well. So, thank you to everyone involved. >> Thank you, Trusty Hayen. And I would just agree and thank Vice President Bazo for your leadership, Principal JSON for your leadership and the community for coming together in a in a positive way. Okay, with that, Trustee Ordus, >> I >> Trusty W >> I, >> Vice President Bazo, >> I. >> Trusty Whitehurst Payne, >> I. >> Trusty Patterson, >> I >> trusty Hazen >> I. >> And I am an I. Thank you. Do we want to invite up?

087Yeah. Yeah, please. >> I don't want to take too much time, but yes, I do want to um say that I appreciate uh leadership coming together to create a process. um we still had to figure out how to to uh implement that process and so that was a learning experience but I think that it did go well and I and I want to extend my appreciation um as Trusty Boso already said to our community um and those who participated because it was largely positive and realizing that we were going to go through this process and really to try to figure out what could best represent um our school and our community now and for years to come. And so I now look forward to figuring out what this new mascot's actually going to look like

088and how we can um really integrate it into our culture and how it can represent all of our students regardless of their interests and and their future plans so that they will be proud not only to be a Claremont High School student but also a Claremont captain. >> Thank you. Okay, we'll now move on to item H6 and this is our uh uh consider consideration of uh updating our board policy uh uh with respect to uh our response to immigration enforcement. Do we have a motion? >> Yes, Trusty Person. Thank you. And a second by Vice President Spazo. Uh, do we have any public speakers this item? Board questions or comments. Okay, with that we will move to a vote. Uh, Trustee Wyn >> I. >> And Trusty >> I. >> And Trusty Hazen >>

089I. >> Trusty Person >> I. >> Trusty Whitehurst Payne >> I. >> Vice President Boso >> I. >> And I am an I. Okay. We will now consider items I1 through I23. The superintendent's consent agenda. Consent items are considered to be routine and will be enacted by one motion followed by a vote. There will be no separate discussion of these items unless the board, member of the public or staff requests specific items to be removed from the consent agenda for specific discussion and action. Any uh item removed will be voted upon following the motion to approve the consent agenda. Do any board members have any items they would like to have pulled from the consent agenda? Uh nope. And do we have any public comment? Nope. Okay. So, can we get a motion on the

090consent agenda? Uh moved by Trusty White Payne, seconded by uh Trustee Wyn. Uh any further board discussion? Okay. Trusty Ordaz >> I. >> Trusty W. >> I >> uh Trusty Person >> I. >> Trusty White Payne >> I. >> Trusty Hazen >> I. >> Vice President Boso. >> Hi. >> And I am an I. Okay. That moves us to non-aggenda public testimony. Uh, Miss Staltz, have we received any requests for non-aggenda comment? >> Yes, we have about 30 requests for non-aggenda comment, and we do have 30 minutes for non-aggenda comments. So, each speaker should plan to have one minute to speak. Um, I'd like to start with the virtual speakers. We have two on Zoom. Jamie or Haime Franchimon, if you are available, please unmute yourself. if you would have one minute. >> Good evening.

091I'm a teacher at the Adult Learning Center North at Trace, where I provide services to students ages 18 to 22 with disabilities who are striving to earn their high school diplomas. I'm advocating for these students who show up every day. They're working incredibly hard to build independent, meaningful lives. It's an IEP goal for many of our students to attend the adult learning center. And it's a pull down on the goals page in their IEP. They make significant progress when given the support that their team creates. In our adult learning center, I'm not only supporting students in earning credits, but I'm also often making up for significant gaps in their education. I provide direct, explicit, and individualized instruction in math, reading, and writing to meet students where they are. I have some students who come to

092me with many high school credits, but they still don't know their letter sounds. This is a disservice to them, and it highlights their critical. >> Thank you so much. Thank you. >> Okay. >> Thank you, >> Elizabeth Chennametti. >> Hello. Um, I hope you have I'm here as a parent of a STARS student. I hope you have time to have a conversation about and consider the perspective of students who are in the STARS program. It's important to become familiar with what the program truly is and why the team that exists is in place and is necessary. STARS students are in a unique situation. When you start dismantling a program like STARS, you start to interfere with a student's ability to access their day and ultimately their education. When that happens, systems start to fail and

093students begin to fail. The idea to pull other school staff to cover STAR services diminishes the purpose and the effectiveness of the program and it becomes a reactive response, not a plan. It's extremely clear what works in a program like STARS, and we know what we were told would be provided when we signed our son's IEP and agreed to have our son placed into this program. We have lived through our son's educational journey with appropriate support and without appropriate support. Hoping and wishing and trusting that a system will make sure that harm does not occur is not an option for us. We've been down that road before. We will not do it again. The result for a program that failed is time and energy. Thank you so much. >> And we'll move to our in-person

094speakers. [clears throat] I will call a few names at the same time. If you could come up and line up behind each other. Stacy Williams, followed by Jesse Wolf, followed by Rita Jeff. I am speaking to request clarity and transparency regarding recent staffing changes within the special ed department that directly impact our adult transition program and the students we serve. Recently, the district made significant programmatic changes without engaging in shared decision-making process with site staff are utilizing our site governments. These changes include the elimination of four full-time equivalent positions that were specifically aligned to documented student needs, including our two adult learning centers where our students learn to read. We had six mild mod educators excess, while three excesses were attributed to declining enrollment. Three appear directly tied to the elimination of these specialized FTA

095positions. These decisions have resulted in increased responsibilities being added to remaining staff without clear communication, collaboration, or demonstrated alignment with individual student needs. and IEP service requirements. What is this most difficult is not only using losing my position after 19 years, but how these changes were made. Specialized roles were eliminated and their responsibilities real reassigned without meaningful shared decision-making with the edgers who knows these students best. >> Thank you. [applause] >> Uh hello. I'm here to speak about the uh cuts in the stars program. Uh my son entered into STARS program uh in the sixth grade. Uh as of fifth grade, he was reading at a first grade level. Uh his placement in STARS ultimately was a result of a mediation we went through with the district. Um today he has a 3.7 GPA and

096he is mainstreamed into most of his classes in 8th grade. This program works. The counselors at STARS have specialized training in spectrum disorder, learning disabilities. They carry out IEP services for behavioral implementation supports and none of these prom parents were promised that they would be cut. They are I they are um cannot be replaced with gened counselors at FARB. The stars program has a 1 to28 studentto counselor ratio. At GenEd it's 1 to 250. I understand the district's guidance cited to me by Dr. Watkins is that it can go up to 1 to 900. These are gened counselors that do not have specialized training and all of the disorders that these children need and you will fail them if that if these cuts happen. Thank you. [applause] >> Hi, my name is Rita Jeff and

097I'm a school psychologist at Trace School. Trace is a 100% special education school serving students between the ages of 18 to 22 not earned a diploma. Our students represent a broad spectrum of disabilities and they are some of the most vulnerable school students in our district. Under IDA, student school districts are required to prepare special education students not just academically but for life after high school employment, post-secary education, independent living and community participation. That is not optional. It is a federal mandate and it is exactly what Trace does every day. Our teachers ask questions like can the student find and maintain a job? Can they manage money? Can they read a bus schedule and safely get to work? Can they navigate adult systems that many of us find overwhelming? Last week, we were informed that

098Trace will be losing six of our mild mod teachers. All of these educators have years of experience in transition services. They understand adult agencies, employment systems, and the complex needs of our students. These case loads are far more complicated than they appear. Rats. Okay. Thank you, [applause] [cheering] >> Glattus. Glattus Cruz, Trace uh Trudy Sharp, and Yiani Rivas. Do I start reading now? >> Yes. >> Okay. Um my my name is Trudy and I am over over 30 years old. I participated in Trace over 10 years ago. My case manager was Stacy. Uh she helped me get on social security uh get uh get regional center services and get a job at SeaWorld. She helped me she she connected me to the adult learning center which helped me increase my basic reading and math reading

099math skills and writing skills. Statie helped me practice uh Sta Stacy helped me uh skills through babies and beads. Uh run a micro business and sold jewelry and donate money to young moms. It helped me build my communication skills which helped me get a direct hire job without the Thank you. [cheering and applause] Stacy [applause] from the interpreter. our summary in English. Good afternoon. I'm here to support Stacy. Um without Stacy, my son GMO would not have achieved his goals. Um today he has achieved his driver's permit and that would not have been possible without her. [applause] I'm also here to speak about the Trey school in the excess of six uh mild moderate teachers along uh due to the implementation of the new um district the new diploma. I'm also um transition is not

100just about earning a diploma. It's about preparing students with disabilities for for life. Um, it's about preparing them through with employment for employment skills, independence, community access, and most importantly, dignity. At Trace, students learn essential real world skills, work experience, community experience in in community settings, public transportation, um independent living skills, how to access their own communities, financial literacy, um and [sighs] identification, access, government identification, connections to adult agencies like regional center, department of rehabilitation, self- advocacy skills that are needed for life, um including employment services. A diploma alone does not guarantee readiness for adulthood. The true measure of success is what happens after students leave us. Are they employed? Are they connected to services? [applause] Can they have any attendance? [cheering] >> Adria Bogart, >> I think. >> Jesse Witworth. >> Did you have

101Yenni? Yenni Rivas. >> Oh, yes. I'm sorry. I thought that was thought that was Can use the lower bike too. >> I can get you any closer. You're used to lower bike. >> Yeah, this one might come over with I learn more about the city bus. Anyhow, I learn to get around to say all by myself with the book. I think that cutting the book is not fair. It's not right. [screaming] All of us wish you somewhere that we get to go after the high school as a high school. What are we going to do? Stay at home. No, that's why we need we should keep that poker. >> [applause] [cheering] >> Hi everyone. I'm Adria Bogart and I am a stars counselor. Um I'm honestly not going to say anything different than any of

102my colleagues or support staff are going to support people are going to say. So I'm going to yield my time to uh Jesse Whitler. Thank you. >> Thank you. >> Good evening. I'm Jesse Whitworth, Stars counselor at WGAforth Elementary. I'm also six months pregnant and I would not be here unless I was very passionate about advocating for you to reconsider the excessing of full-time counselors without any plan for compensation of the support that will be lost. Just this month, board trustee Hazen visited and saw some of our star students co-regulating with staff and learning while in our Zen den since they were not safe to be around peers. She commended us on our creative solutions to keep all students safe and as many as possible learning in their classrooms. Any loss in staff for the

103star for stars will make creative solutions like this impossible to implement. When our students are not ready to learn, the STARS counselor is ensuring safety of those outside of class or stepping into the classroom when others respond to crisis outside. Assume assuming the site school counselor, >> you can wrap up. >> Does she give me my time? >> You you've had your full minute, but go ahead. Wrap up. Assuming [snorts] the SK site school counselor will take over some or all of these responsibilities doesn't make sense without increasing their allocation for each school. The loss of stars will leave our students with special needs in further crisis or decimate the comprehensive school counseling program for the rest of the school. Thank you. [applause] Joseph GM, Jennifer Andrews, and Roger F Fox Starky. Hello. I just

104found out we only have one minute, so I'm most likely going to be cut off. Good evening. My name is Jennifer Andrews and I am a middle school stars counselor. I am here tonight to speak for the students who depend on our stability and for the program that provides it. Eliminating the star counselor's position does not just change staffing. It changes the outcomes of our vulnerable students who rely on this support every single day. on February 12th, [clears throat] 2006, we know that we um made a commitment um and we rectified well on December 12th, San Diego Unified School District and San Diego Education Association reached an agreement and included investment in special education and the commitment to safe, supportive programs for our students and families. The STARS program is one of those programs. As

105a star counselor, I provide wraparound support for our students with complex social, emotional, and behavioral needs. These students are not just data points. They are young people who require consistent trust and specialized support to access learning. My role is to help translate these needs to the pathways of their academic success. >> Thank you so much. >> Thank you. [applause] >> Hi, good evening. I'm Roger Foxy. I am a STARS teacher from FARB. I'm here today to speak out against the slated cuts of our counselors. Our counselors play a vital role not just in our program, but our entire school sites. Many of our STARS students regularly need counseling support. Without dedicated counselors, the remaining counselors at our sites will be stretched impossibly thin. This is also going to place more strain on our admin as

106they step in to assist in these crisis moments. STARS students are not just going to feel the brunt of this change. All students at our STAR schools are going to feel this change. and that is a total of nearly 4,000 students throughout the school district. Thank you very much. >> Thank you, [applause] >> Francis Hoover, >> Joselyn, and Sarah Kefir. Okay, see how fast I can do this. Good evening, board of trustees. My name is Sarah Kefir and I serve as chairperson of the community advisory committee for special education in San Diego Unified. I'm speaking today alongside the CAC transition services and graduation pathways subcommittee to share concerns regarding recent cuts to trace and the restructuring of the programming within the model. As CAC chair, my understanding is that declining enrollment in trace was anticipated

107due to the expansion of diploma pathways options for students struggling academically. However, my concern as a parent leader is that families may be advocating for these newer diploma pathways without fully understanding the full range of transition options available to students with disabilities. Trace has been historically underutilized and often overlooked. Personally, I had to invest invest significant time researching how a student becomes eligible for trace and what programming is offered there. This raises concerns about accessibility of information and whether families are able to make truly informed decisions. I'm also deeply discouraged by reports of learning center closures within trace. These centers provide essential academic instructions and functional skill development that are often not prioritized in traditional high school environments for many students. >> Go ahead and finish this. >> I'll just say my last bit. Um,

108I respectfully urge the board to ensure that trace is not diminished through restructuring without a transparent review of enrollment drivers, family awareness, and the long-term impact on post secondary outcomes for students with disabilities. >> Thank you. [applause] >> Let's see. Naen Allen, Erica, and Monnique Barrett. Gonna do my best to cut this short. I'm Naen Allen and I'm here tonight as the parent of a future trace student. So, you've heard from people that have been through the program, people that are in the program, and I'm talking about the future. My daughter is in 11th grade. She's a deaf student and she has no chance of earning a high school diploma at this point by her senior year. Um, she's experienced her first academic mainstream classes this year. Our experience in this district has been dismal.

109I think a lot of you have known this story, so I'm going to cut that out. Um, recently I've listened to the superintendent talk at meetings about making special education a main focus. I watched the last board meeting when the office of graduation gave their updates and listed students with disability as a low point, an area needing attention. Yet here we are cutting resources to a critical, albeit underutilized, program. Why isn't anyone investigating why it is so underutilized? I'm certain that had I not been involved in CAC, I would not have learned about this program. My daughter's IEP transition plan does not mention trace. So, um, serving on the community advisory committee with Stacy gave me some hope. I'm going to cut to the chase. I hope that despite the shortcomings of the district's gaping

110academic deficits my daughter will be leaving K through 12 with that there is something to look forward to. So I urge you to take a deeper dive and reconsider those cuts. Thank you. [applause] >> Good evening. [clears throat] I'm a special education teacher and the vice president of SDA. Speaking about the STARS program using the district's own published description, the district states that the STARS is built around coordinated support centered in a separate classroom environment, including specialized academic instruction, low staff student ratios, integrated services, and the allocation of a dedicated school counselor because all students in STARS are eligible for counseling services. Removing that counselor contradicts the program's design. Many STAR students are students with autism who require structure, predictability, and consistent mental health support. When those supports are destabilized, students experience dysregulation and lose

111access to instruction. That is harm. This is also a civil rights issue. Students with disabilities are entitled to a free appropriate public education implemented with fidelity. Counseling is a part of that infrastructure. Many STARS counselors are trained in culturally responsive and trauma-informed practices. That expertise cannot simply be absorbed. I'm going to finish elsewhere without impact. If we believe in equity and restorative practices, we must protect specialized mental health supports. I urge you to reconsider this decision because the impact on students will be immediate. Thank you. [applause] Arlene Newbart. Arlene New and Genevieve Z. The district's 2024 employee engagement and well-being survey summary summary states that the greatest opportunities for improvement are to free people from unnecessary stress and help them see their value. It also states that employee experience varies widely across teams. The district's

112own data says leadership is the primary driver of employee experience. Meaning unnecessary stress is not just happening. It is being produced within leadership environments. Are leaders trained in the behavioral competencies that Gallup identifies as predictive of engagement? Or are we just assuming people feel safe? Identifying stress as a major problem without identifying the leadership conditions that create it is not a solution. [applause] After escorting my child and her terrified classmate to the restroom and back, witnessing the fearful classroom and hearing the disturbing accounts of other students forced classroom excretions, I told the office what I witnessed, as you know, and I left the school for work. When I arrived at pickup, my daughter was running at me for a hug, screaming, "Mom, Miss Anne said no." Miss Anne said no. She wouldn't let me get

113my lunch box. I'm so hungry. She was crying, sniffling, and inhaling her own tears, coughing. Mind you, this was 5 hours after Anne Whitmire appeared unusually upset that I was taking my child to the bathroom during family Friday reading time. So, this nutrition denial event was particularly concerning. I walked my hungry child straight into the office. The same staff was there from the morning when I tattled on Miss Anne for the humiliating force, public excretion, severe student distress, and zero access toilet policy. My child was assertive, but choking back tears when she told the principal how Miss Anne repeatedly told her she could not get her lunchbox that day. My kids said Miss Anne also moved her clip down before lunchtime for going to the bathroom. My child's lunchbox never came home. The California [clears

114throat] Department of Education said Boulden Hill School had a legal obligation to report the neglect my child suffered. This child neglect incident was also not properly reported to authorities by the school. There have been victims of child neglect every year at that school for the past three years in a row. What can you do to ensure PC 11166 is actually followed? Thank you. And Sylvia Castro. Hi everybody. Hi. Uh good evening board. Very respectfully here. Um it's just perfect timing for me. Um I'm not here to complain or to argue or fight. I'm just here to expose an experience that happened to me. Um I'm very happy that the school district has decided to um build housing for all of us, you know, employees, uh teachers, classified, everybody. That's that's wonderful. I think it's something

115that we all need. Um I just want you to kind of consider the process of selecting the people uh who's who are going to be um uh benefiting from that. Um, so the it's called Leivia the Levia housing up in Miramsa. I signed up. It was probably like five years ago, maybe even six. Um, that I signed up to be on the wait list and so I, you know, I even forgot about it. the other day. Um, it was 2:15 in the afternoon and I'm getting on the freeway 8:05 to get to a school. >> We're gonna have to ask you to wrap up. >> Yeah. So, what happened to me is that I got a call from them. I returned the call three minutes later. Three minutes later, and I was already off the

116wait list. Okay. >> Like, they took my spot. Like I was supposed to answer right there. >> We got We got you, Sylvia. Thank you. Thank you. We'll we'll >> And I Yeah, I I should talk to you oneon one, one of you, everybody. But it's just that I wanted to come and express this that there needs to be a process. First come, first serve, >> but give us at least 24 hours to respond to the to the call because I missed out on winning the lottery. >> Yes. Thank you. Thank you so much. Appreciate it. >> That's it. Okay. [applause] I want to thank everybody who's uh taken the time tonight to come and speak to us. I know Superintendent Bagula um is very aware of the uh issues involving trace and and we're

117looking to work together to find solutions. So, thank you. Uh this meeting is now adjourned and our next regular meeting will be held on March 3rd, 2026. Thank you.