Board of Education Regular Meeting, January 13, 2026

001order. >> All right, we're going to call this meeting to order. I'd like to welcome everyone here in the chamber and those watching via live stream and call the January 13, 2026 regular meeting of the board of education to order with almost all trustees almost present. Okay, we'll start with the Mir Mesa High School Army JRTC color guard will present the colors. Uh, please stand for presentation of the colors. Guard all arms left space arms. Trustee Ordaz, could you please lead us in the pledge, please? >> I pledge allegiance to the flag and to the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Four arms forward arch [applause] me. We've all been moved around now. Um, all right. So, land

002acknowledgement is a traditional custom that dates back centuries in many native 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. Play the video. 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

003right to safeguard their sacred connection to the land for future generations. >> With gratitude and strength, we stand with the Kumi, embracing the past while forging a brighter tomorrow. >> All right, we will now move to item B, adoption of the agenda. Tonight's agenda includes the second reading and approval of the 2627 title one eligibility rankings, a report on our capital bond program uh and a semiannual report from our independent citizens oversight committee. Can we get a motion to adopt today's agenda? A move by trustee Whitehurst Payne, seconded by trustee Hazen. Any discussions? If not, uh student trustees, please vote. Okay. All other trustees, please vote. All right, that motion passes unanimously. Okay. Um, Miss Sultz, can you please provide information for public speakers about today's meeting protocol? >> Yes. Today's meeting of the board

004of 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 to unmute yourself, we will call the next speaker. Please follow along with the agenda so that you know

005when 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 Souls. Uh, we will now hear a report from the student advisory board. Trustees Wyn and Ord, please provide your report. >> Hi, everyone. So, I just wanted to start off by saying that um yesterday Ashley and I went on a school site visit to Scripps Ranch High School. And during the visit, one of the things that

006we wanted to do was to set up a table and basically talk to students during lunch. And the two main things that we talked about were the anti- vaping campaign, but also we talked about the student advisory board and um we gave kind of more information on what the student advisory board was. So by doing that um we also had a few student advisory board members help us yesterday. So we have about three from Scripps Ranch High School and all three of them helped us promote the anti- raping campaign which I think we got don't quote me but I think we got like 10 to 15 more interests um that said that they will be submitting a video to the competition and um yeah it was really great. It was really fun and yeah, >>

007thank you, Lena. And on the topic of schools, I wanted to highlight a very important expo that is happening. The San Diego Black College Expo is hosting on February 12th from 11 to 2:30 p.m. at the Bay View Church. There are so many important things that happen this event like the chance to meet over 50 colleges and thousands of scholarships. I believe this is an amazing opportunity for our African-American students in this district that they should highly take advantage of. I also wanted to remind the students that H.B.CU are a place to apply and they are more than just colleges. They are places where excellence is celebrated, culture is honored and students are supported not only academically but personally. These instit in institutions were built out of resilience and purpose but not just personally. these

008in um I want sorry I want to just tell you guys that you know HB.CU are very important and that they are incredible options schools you can apply to thrive in and call home and no matter your background or path there is a place for you. >> Thank you. Thank you Trusty Odas and thank you trusty win. Yeah, trust. >> I just wanted to say thank you to the students for really being out um between the student advisory board and having representatives from that group and also just being out and going to the schools. Um you know, I know it takes away from your own um you know, school time. Uh but I I really appreciate you guys being out there and and talking to the students. Um and also this anti- vaping program, we

009really wanted to make it a whole year round thing, not just a competition. and now having a little bit more exposure, a little bit more opportunities that the students are aware of and getting them involved because we weren't getting a lot of um people or a lot of kids st signing up especially in the middle and high school level. So um I just wanted to say thanks to both of you for your efforts. >> Thank you Vice President Bazo. Okay, we will now consider item C2, a resolution recognizing January 19th, 2026 as Martin Luther King Jr. Day. Is there a motion to approve item C2? Moved by trustee Whitehurst Payne, seconded by Trustee Ord. Um, any do we have speakers? [snorts] We don't. And any discussion? >> Yes, Trusty Wers. Uh I think that uh

010as we move forward we have to keep in mind that this country exists for all and uh the fact that you point out for one who has done a lot of good things in this country. Um does not mean we exclude others but we do want to keep the focus on those who have. And uh I want to say to to you about the announcement about the HBCU. >> I I grew up in in Norolk, Virginia where you had several H.B.CU around Norolk State, Hampton Institute at the time. Uh big state was up in in Petersburg. Um Lisbon City, lots of schools around Howard was only three hours away, >> but I chose to go to to Duke. Um, but on the other hand, for those who have not had an an exposure to the

011African-American culture, um, I'd say it's a good opportunity for you to really get an exposure. >> I felt like I didn't need it because I I went through it as a child growing up, >> but I I mean, it was segregated when I went through and um, schools were not desegregated until I was uh, in college. So, uh, I've had that experience, but it's a wonderful opportunity for those who would like to participate in that and to really understand what your culture is about to share in that experience. >> Thank you. Thank you, Trust. And yes, >> yeah, and I really wanted to highlight this resolution because of how important it is to me personally and how it should be for everyone else in this district. One of the final sentences in the resolution says

012that Dr. Whereas Dr. King serves as a role model for all students through his determination to improve society as a whole and conditions for the poor, disadvantaged, and racially oppressed in particular. Dr. King showed us what is possible when courage meets conscience. This resolution ensures that his legacy continues to inspire the generations and the more to come and to lead with integrity, purpose, and hope. And I think that is something that he would really appreciate and that I really love that us as a district we're still honoring. >> Thank you, Okay, any further question uh questions or comments? If not, uh trustees or doawen win, please vote. And all other trustees, please vote. Okay, passes unanimously. You uh okay, under item D1, uh do we have any reportable actions from close session? >> No. >>

013Thank you. And uh Superintendent Bagula, under item D2, are there any management appointments to announce? >> Yes, actually I'm uh we're we're starting to add um a welcome to our associate principles here. And so um we have two associate principles that I want to welcome to their position. Actually, one of them I'm really proud of because I've been asking her to apply for admin for years. So this is uh the new associate principal for Benley Weineberger and Daylor, um Isabelle Watts. Congratulations, Isabelle. I can't wait to give you a call. And the second one is associate principal for Pointloma High School, Crystal Crystal Hemple. So, welcome both of you. I'm looking forward to your leadership. >> Thank you, Superintendent. And could you please now give your information report? >> Yes. I have two pieces of

014information that I want to follow up on, but I want to begin actually uh with some sad news of of of a passing of one of our colleagues. Um it was very sudden. Um I want to honor Principal High Tower. Um, I know we're going to be going to services on Monday the 19th and everyone is invited, but I want to say um I know how impacted um a lot of her staff members are and were and also her colleagues. She was not only a leader for ASD, I've always known her to be a great principal um with a solid heart for students and learning with a lot of integrity and my favorite part was how much she loved music and jokes. And so she always had a smile. She was always so very welcoming.

015Um, and I appreciate just the way that everyone's honoring her. Um, but I also want to just stop and say we want to honor her here from the DAS as well because she was a long-term colleague for San Diego Unified. So, thank you, Principal High Tower. >> Thank you, Superintendent. Would it be appropriate to take a moment of silence? >> I think so. Thank you. >> Okay. Yeah. >> And the two pieces that I'd like to um talk to the board about is the governor's proposed budget. Um so on Friday, Governor um Newsome proposed this budget and we're encouraged by the investments being made in public schools. As you know, together with seven other urban school districts in California, San Diego Unified has been advocating for investments in our schools, and it feels like we're

016being listened to. Our team is examining the budget to determine how the discretionary block grant funding, continued investment in community schools, and resources for educators will support our district. One area where we do believe the state can do more is with its Proposition 98 funds. To the governor's credit, he dedicated 59 million in ongoing Proposition 98 funds to support special education, but he is withholding 5.6 billion in Proposition 98 funding. I understand the importance of cautious budgeting, but the Proposition 98 funds should be fully appropriated and we're going to continue to urge him to do so. Um, the second piece that I'd like to uh brief have a brief moment with all of you is to um update you on the San Diego Regional Housing Finance Authority. In December of 2024, this board approved a

017resolution authorizing our district to partner with the San Diego Community College District to establish a regional housing finance authority under new state law. I want to report that this work is well underway. The authority has been formally established and meets on a monthly basis. This board appointed trustees Cody Patterson and Richard Bareda to serve on the authority alongside trustees Craig Mgram and Mariah Jameson from the San Diego Community College District. Chancellor Smith and myself. We serve as exopicial members. At this stage, the authority is focused on foundation building. There is no staff, no revenue, no revenue authority being exercised and no housing projects. Instead, the board has been intentionally focused on learning, governance, and developing a shared strategic framework, values, mission, vision, and goals to guide any future decisions. This work matters because of housing

018stability is deeply connected to student success, workforce retention, and regional economic health. But it's also complex work that must be done carefully and transparently. I'm sharing this update so that the board is aware of where we are early, deliberate, and focused on getting the structure right before any policy or funding decisions are contemplated. As the work advances toward any milestones, I will continue to update you all here. I'll pause and invite both trustes Peterson and Bara to add anything they feel um would be helpful for the board. Aside from my written comments, I do think this is really exciting. I keep thinking about how what would it look like if we build affordable housing for families across our schools where they can walk to school. Like what a beautiful neighborhood notion of solving several different

019issues at the same time. So, I'm very excited about the progressiveness of this um piece and don't want to lose the foundation of education organizations coming together to do this, but I invite you to to say anything you'd like. >> Sure. Thank you. Um it's been my pleasure to serve thus far um with um now President Barrera as well. Uh and what I would say is most exciting for me is this district and the community college district have made the decision and the commitment to lead in relation to housing. Uh housing really is under when we talk about our enrollment when we talk about the future of education not just here but throughout California and many of our um urban states um housing is underneath everything. That's if you look at our enrollment decline, we

020have a you know five somewhere between 0.5 and 1% enrollment. A secular decline every year that's down from one and a half or up or 3% during COVID. Um it is driven in large part by demographics and the the overwhelming factor in that is the cost of living and the cost of housing in particular. So, um, we, I think, as San Dieans have not seen a lot of movement in terms of tackling this issue, and I'm very proud of my colleagues and our colleagues at the community college district for taking the bull by the horns and taking responsibility. And this is distinct from our agenda at the at uh on this in this district. And I would say our district is focused on housing our employees, but we recognize that ultimately we also have to

021help house our families and our communities. Um, so I'm very excited about what we're doing in relation to that in particular about having conversations not only on our board but with stakehold stakeholders about what what we want San Diego to look like, where we want housing, what what what I often say is we are either going to build housing where it should be or somebody else is eventually going to build it where it shouldn't be. and envisioning what that looks like and envisioning how a regional housing finance authority could actually um facilitate that through investments and ultimately through a a a propos a measure that would could generate revenue. Um it's very exciting and we need to get this right because if we don't get it right, it becomes much harder for us to sell

022the vision to the community and ultimately we're going to need our constituents to uh support this financially and at the ballot box. So we are really trying to get a vision right that is not only aligned with our values but is aligned with where our communities are and what they will and what they are willing and excited to invest in. Um and so I'm very happy to be working with my colleagues on that. >> Thank you. No, I agree with everything that you said and we should know Trusty Patterson is the president of the regional housing finance authority reports. Thank you. >> All right. Thank thanks so much superintendent. We'll now move to item E1, which is our second reading and approval tonight of the 2627 title one eligibility ranking report. Uh, superintendent, please introduce

023the item. >> Thank you, President Baras. So, trustees, at our December meeting, you received the first reading of 2627 title one eligibility ranking report. Tonight brings that conversation to a point of decision and second reading. I will walk through the scenarios um in a moment, but I actually want to stop um because I've been thinking a lot about this problem and have jokingly said, if I was on a debate team, you can give me either side and I can argue both sides of this. I want to offer a reframe of what we're trying to do. I kept thinking about what does this eligibility um number mean to us and what is it that we're actually trying to do? And I really think that the reframe is not the threshold itself, but whether or not we're

024actually using Title One funds in ways that are meaningful, precise, and clearly tied to improve student outcomes regardless of where the threshold is set. And so I keep thinking about our DAC colleagues that come and say we need to work together and have really great shared decision-making processes with healthy SSC's. We need to be make sure we have meaningful SPS that have monitoring that have very clear outcomes where at the end of the SPSA we also revisit it and say how did we do did we meet our goal is this scalable I think that's the robust conversation we need to have and we need actually need to go after it and so I'm I've been talking to that about what would it look like if we were to target this type of action with a

025cohort of about 10 schools that are primed to move forward and then practice this so that next year when we have this discussion, we actually have some examples of really great practice of saying actually we have examples of schools that are investing in their title one funds in a really great way with scalable pieces. So, I'm going to add that um here because I'm thinking that that's something that we actually need to go after instead of this number piece. But I'll go back to my talking points. I've just been thinking about this a lot. So I think building that level of accountability um has to be our focus in the is in this next phase. I think we can do a pilot with about 10 schools for the next year. Um however, so let's go

026back to the scenarios that you that you got at first reading. We reviewed two scenarios and at your request staff developed a third one to address the balance you raised between access and impact. Scenario one maintains the longstanding rounded eligibility threshold of 40% with a per pupil allocation of $620. Under this approach, Tiara Santa Elementary and Dana Middle School would newly qualify for title one. Four schools, Doyle Elementary, Pacific Beach Middle, Stanley Middle, and Henry High would fall below the threshold, but would receive a one year of extended eligibility to support a smoother transition. The strength of this scenario is its focus. It's fewer schools, its higher per pupil funding, and a clearer ability to invest at scale. The trade-off is reach. Schools just below the threshold would not continue to be served beyond this

027transition year. So again, I could argue all of that, right? Scenario two lowers the eligibility threshold to 35% with a per pupil allocation of $616, expanding access to schools that are close to but historically outside the cutoff. Under this approach, Tiara Santa Elementary, Gage Elementary, Dana Middle School, and Korea Middle School would newly qualify with the four schools currently below 40% would continue to receive the title one without extended eligibility. The strength is inclusion. More schools, more students, and continuity of services. The trade-off is depth. The added schools receive smaller allocations, which can make it harder to build investments at the scales that some sites may need. Scenario three combines the two approaches. Lowering the threshold to 35% while maintaining the $620 per pupil allocation. This option expands access while preserving investment in strength, but

028it carries a clear fiscal implication, an additional $143,000 that the district would need to absorb or offset. Lowering the threshold to 35% also has a multi-year implication. As percentages shift year-toear, the pool of eligible schools may grow. For example, there are 10 schools within five percentage points of the 35% threshold that could qualify in future years and increasing the need to sustain funding commitments over time. So again, lots of things to consider. As required, the district advisory council reviewed all three scenarios. After weighing the same questions before you, reach, [clears throat] impact, sustainability, fiscal responsibility, scenario three received the highest level of support at 60.4%. Tonight's action asks you to approve the title one eligibility ranking report in selecting a funding scenario including authorization for a waiver for schools between 35 and 40% if such

029a waiver is required under the scenario you adopt. There's no perfect option only deliberate choices and each scenario reflects a different answer to the same core question. Do we concentrate resource to maximize impact expand eligibility to reach more students or absorb additional costs to do both? So, I have Dario Gutierrez as the director of the SPSA department here available to answer any questions. Um, any technical or pragmatic uh questions that you might um have as you deliberate. Thank you. >> Thank you, Superintendent. Just to clarify, so the DAC is recommending scenario three. >> Yes, they they appreciate the scenario that the DIS came from the DAS. >> Okay. And you are not making a recommendation or you are? >> I'm saying my recommendation is that we focus on accountability. I I actually think that that's

030actually the work. Um I do think that we I if I had a magic wand, I would say can we just keep status quo to work on accountability >> and then we can come back and actually look at this a little bit more intentionally. So that's the part of of the move that I would like to. >> Okay. Okay. Appreciate. >> Okay. Uh do we have any speakers on this item? Okay. Trustees, any questions or comments? Trusty Hazen. Thank you. Um I appreciate uh Superintendent Beula uh what you've shared um because I do think we need more accountability. Um, when we look at disparities in achievement and wellness and college and career readiness among low-income students, it says to me we are not doing enough with our title one funds um to really provide students

031with with all the things they need. And I really appreciate the the recommendation of of the DAC and the work uh Dario that you've been leading um around the the ranking reports and the recommendations that are before us. Um and I know we're trying to balance equity and continuity to schools um and um the responsible use of limited resources. And I've been thinking a lot about this um and I just I want to zoom out. I think Superintendent Bula started this and I want to sort of dig in a little bit more because while I understand tonight we have to vote on the most impactful funding scenario before us. I worry that we haven't really answered a more pressing question which is how do we ensure that students experiencing economic hardship no matter which school

032they attend receive the supports that lead to meaningful measurable improvements in wellness, academic achievement, and college and career readiness. We're allocating nearly $24 million in title one funds for next year. So this clarity around impact I think really matters. And while again I know we need to focus on this funding threshold, I think it obscures some real need and concerns I have. So, I look at in in district B at Patrick Henry High School, our largest high school, um where 37% of students are lowincome, which is about 925 students. Um and that's more students experiencing poverty at that school than many of the schools that qualify under the 40% model. Um, and so for me it raises this important question about how we're using districtwide or non-sightbased title one funds and other resources to provide

033targeted supports for these students. And so I know this is not for tonight, but I don't want us to lose this. And I think as we think about a pilot program and the work that we need to do soon to really think about the efficacy of this these funds, it's really important. So, I'd like to pose just a couple questions, not to be answered tonight, but I'm hoping that can come back to us. Um, because I'd like some insight about So, we're using this schoolwide program. There are two options under title one. Um, all the scenarios that are being proposed tonight are this schoolwide program, which gives us a lot of latitude and a lot of flexibility. Um, the other option is more complianceheavy. Um, but the schoolwide program doesn't require us to identify or

034monitor outcomes for specific low-income students. Um, and so my question is, how do we know Title One dollars are being used in ways that are improving outcomes for those kids? So, the questions, um, I'm interested in knowing more about moving forward are how are we identifying which Title One funded strategies are actually working for students experiencing poverty and in which contexts and doses. Um, I've heard, well, this works at this school, but it didn't quite work the same way somewhere else. And so, really understanding where and why and how. Um, where are we seeing strong results in terms of the use of title one dollars? And then how are we scaling those effective practices? I'm also wondering, so I think about this within the context of spotlight students. Are systems like our spotlight student initiative

035effectively functioning as a parallel coherent mechanism or are they disconnected from the title one strategy? because presumably we should be using the same strategies um sort of irrespective of of the dollars available or the site we're talking about because we're talking about the same kids and seeking the same outcomes and at schools below the 35 or 40% so you gave the example of Patrick Henry which is below 40 what opportunities should we be exploring to ensure that low-inccome students don't fall through the cracks I know Daria I've heard from you that implementation quality varies from school to school, right? This is us being really honest when it comes to the use of Title One funds. And so for me, this isn't meant to be a critique, but really an opportunity for us to think about

036how do we make the best use of a big pile of money to to do better for kids in schools. So, a long-winded way of saying I I agree, Superintendent Pagoula, with your recommendation that we maintain the status quo at 40% but really commit to doing the work to make better use of the dollars we have. >> Thank you, Trusty Hazen. Is that a motion for scenario one? Okay, >> it is a motion for scenario one. Thank you. >> Is there a second? Someone else may do it. No second as of now. Okay, let's continue with discussion and see if there's a Yes. [cough] [clears throat] >> So, thank you. I appreciate everything my colleague just said except her last motion. Um [laughter] but um what I would say is you know in this scenario

037I have um I very rarely have I guess perspectives that are that are rooted predominantly in my subdist. I try to think of things just in general for the district. But what I would say in this is I just see the I see precise schools that are disproportionately impacted. And what I would say as a matter of principle and I think my colleagues can test this. I am I am very skeptical of of of step functions that things that are like at this step it's a dramatic it's a drastic change and I know you need steps to a certain extent because we can all look at a very affluent my own kids cluster and the cluster I grew up in frankly does not need title funding so it's clear that there some type of step

038is appropriate. Um, at the same time, however, I'm looking at this the the schools that are on that edge. Um, who I mean, the most glaring of which is like Koreah, which is the students when they're at Cababrio or they're at Dwey definitely get need the support and they get the support and then they move. I mean, and Dana's right on the edge too there. So, as you may get some gentrification, it may drop to 39. They're still the same kids. They still need the same investments. And so it's it's really a glaring example of they get to Korea and now they just there's no funding left for them. And if you look at the way the step function is different differentially impacting the the impact even if you add scenario two it's very diffuse

039across you have so many sites that the burden is very diffuse. I mean, it's what, like five $5 per pupil in terms of the impact, but now you've got kids at and in mine Stanley's Stanley's on the edge. Um, uh, it's not, we have elementary schools as well on the edge. We have um we have as I noted Koreah and Dana PB PB middle. I mean the the step to go from 40 to 39 is in terms of the over of your 100 PR is a trivial transition and to go to such a dramatic um such a dramatic loss of funding for kids that need it. Ultimately it it needs to be going to those the children who who who are in need. So, I would I mean I given that that um our staff

040uh our our committee has recommended um scenario three, I I see that that has a what $140,000 impact on the general fund. I'd also be open to scenario two and and and sort of, for lack of a better term, peanut buttering that whatever several hundred dollars to other campuses, but I think $140,000 is probably something we could sustain given the the the scale of our budget. So, I won't make a motion, but I will say I'm open to listening to my colleagues and either scenario two or scenario three. I I would be I would be open to approving either of those. Yes, trust. >> I think it's interesting because I think we're all all over the map on this. >> Uh, and I'm going to put Darius on the spot. >> Okay. >> And, um,

041ask him what is his choice, but be I know you're swallowing. I think I'll let you do it first and then I'll talk. >> I want to lift up uh, you know, Irene Highard, too, because I learned some. I want to lift up Irene High Totower here because you we talk about like historically what's happened. So Irene was in our department many many years ago. So I relied on her when I first started in the program um you know her visions and all that. So doesn't bring that forward because part of it is like historically what has this been 40%. There's been multiple scenarios throughout the years. We've always had a barrier 40% not barrier but the threshold has been 40%. We used to do it by blocks in the past. like 81 to 100

042or yeah it was 80 to 100 and from 50 50 to 79 and from 40 to 59%. That's the way the the per student allocation was done in the past and maybe about nine years ago we went by a per student allocation. So the question last year was posed, you know, why do we have a 40%? Why is that set? Can we go to 35%. And the answer, I mean, it's a yes, we do have to have that uh schoolwide program. The the I think what happened in the past is I was always told no, you can't go under 40%. Like 40% is the threshold. And the answer is no, it's actually incorrect. We can go to 35%. Um the difference is that 40% is where schools can choose to be a schoolwide program school

043that provides targeted support to individual students without having those reporting requirements that have to go through the CDE. It's just a lot of paperwork to be a targeted assistance school. Targeted assistance school is a default model. So the default model is targeted assistance. we have to report the students who are being serviced by title one and it could be any student at the school site density of support. Um however they don't actually ask for like the metrics. It's just who receive services. So really it's not very impactful for us. It's just a reporting nightmare for some of us a lot of times. Um, so that being said, we talk about like Patrick Henry and Stanley. Stanley Middle School has is one of those schools that's right at the edge every single year, you know, between

04437 and 44% or so. They come in, they come out. Sometimes they they dip from 42 to 39 and then they get grandfathered for a year, they go back up to 42. So they come back in and then they get grandfathered again at 38 but then the following year they go to 37 and so then they drop out of title one fund. So we talk about continuity of services and I understand the Korea situation. um you know when they come from Cababrio and from Crown Point the students are receiving services but some students that you know low-income students that go to Silvergate or Sunset View that didn't have those services can maybe receive the service of Korea as Fab said you know my son was part of the debate team when he was in high

045school like you know you tell me which way we want to argue it um it's the way it is there's positive implications for each unfortunately Dr. White horse pain minus you tell me which which way you want me to to tell you it's yes or no I will tell you yes at 40 and yes at 35 unfortunately but I love what Dr. Bula said you talk about accountability in the services everybody's been asking about that and ultimately how I feel about it is yep let's start with a small little study you know those 10 schools fortunately we want about like title one services the implications to that is really we write school plans for student achievement which incorporates all multiple strategies so is it the title one strategy or is it the strate strategy itself.

046So it's really about the strategy if you ask me and how it's done to fidelity. Um so that's really where I want to lean towards unfortunately a non-answer in the sense that >> you know I I will I will I will but what I can share is what the DAC because I do represent I want to lift their voice up in here to the recommendations as to the why. um the recommendations to the why we looked at some of them was about providing greater access to students. That's really what it was. if we have an opportunity at this moment to provide greater access to it to students, you know, why don't we why don't we do that um for our students and we want to try and serve as many you know the the when

047they looked at it said like how many students at I didn't tell was Korea or gauge because I wanted to be neutral so it was like you know school number I forgot it was 127 and school number 128 and so I did tell them the number of low-income students at that school size like we can make an impact for forgot what it was Korea was like you know let's say it was like 500 kids but they were only looking at the low-income students the number of students that qualified really the impact for a school like Korea is the entire student body because the way we do title one is the school gets the qualifications and then the entire student body is eligible to receive services. So that's one thing we have to consider that you

048know we we say we do qualify schools based on low-income students but once we are title one qualified then any student at that site is eligible to receive services. Um one other things I may lift it up here it's a difficult decision. We actually looked at different districts throughout the state and um the way federal guidelines come in is that there has to be three different uh groups uh elementaryaries and middles and high schools. Um and one thing we have to consider I know the Patrick Hen situation I'll address that uh trustee Hazan is that um every ban can have a different threshold. Long Beach Unified for elementary goes to 40%. For elementary they go and I don't want to bring scenario four by the way. >> They go for this what and it's a

049yearly it's a yearly decision right so Long Beach that's 40% for elementary 40% for middle school and 75% for high school. Uh LA I don't know why but that's the way they do it. Okay. uh Ala USD they have their threshold at 45%. So not every district does it. I'm sure they're looking at the reasons why every district does it, but there's >> it's I see a lot of like >> wonderio I super appreciate it [laughter] you you make [snorts] five and six desperate for a one-handed economist. I got to tell you that. >> But I just wanted to say what I wished out to DAC. >> Yeah. I I'm gonna push see if Trusty Whitehurst Payne can get us to emotion here. So >> Oh, wow. Uh my my problem is that I have

050had a lot of experience with title one also. I was a resource teacher. I was a regular teacher in the classroom. I was a program evaluator for it. I was I've been a trustee dealing with it. Um so I can see the whole spectrum. And um the thing that I like that was said tonight related to what our superintendent said in all of my different roles. I still wondered um what are the programs that really work >> that work for children because the implementation turns out to be you have x number of dollars you hire a person to do something and the question keeps coming back to me how is that person helping the children which is what the money is for it's not for employment it's not an employment agency although that's the implementation

051but it's supposed to making an impact on the children. I don't see it in all of my roles. I've never seen that it really made a difference for the kids. So, I kind of like that suggestion that you made about keeping it the same, but then I don't want us to be here a year from now and we have the same issue where we kept it the same and nothing happened. So if we give everybody a little dime or nickel or whatever and they make a difference, that's different than us really pinning it down and saying this practice works >> for kids. And we can we can hold it up and say >> title one made a difference here. >> Agreed. >> Then that's what we really want. >> And please know even though I

052said status, I'm not married to that. I'm I'm more married to the accountability piece because when you were speaking about Dana and Korea, I thought it'd be great to start with them and see if Title One funds actually change outcomes there. So, I'm Please know I'm I'm more I'm more concerned about what are the healthy structures to build um around this money to make sure that it is going to students and it is moving achievement. So, >> Vice President Bazo, >> thank you, President Barrera. Um, you know, I'm listening to this conversation and normally I have a little bit more specific idea, but I'm kind of I'm also feeling a little bit all over the place. Um, but just for clarity, if we went with the scenario three, does that mean less for the students

053that have typically been getting title one funding? Will that lessen the amount that No, it won't. Okay. So, they would >> not for this year. >> That's that's one of the implications Dr. Bula said that we have I think 10 schools >> that are within the five percentage points of being the 35%. >> I see. >> If we had dropped it down 35% last year, I think it would have been five schools. This year it happened to be two schools. So >> So we're supplementing. >> We're setting a precedent about the 35%. But again, it's a yearly requirement that board takes actions on the rank called the rank and serve report. And did you also say that if we go to the 35% there'd be a lot more administrative? >> No. Part of it is

054is the board uh reserves the right to uh do a waiver a school way program waiver which has always been our our recommendation to school sites to do that uh move away from that reporting requirement for it. >> So it wouldn't be because I thought you mentioned something about there being a lot more paperwork involved. uh part of the board for I think the mo uh the way it's written is that we will do it with the school plan but it's authorization the that like Korea engage would uh operate as a schoolwide program school unlike a targeted assistant school >> oh I see okay >> it's just a waiver that would be >> yeah because the only thing and I get both sides my concern with title one is I just don't want it to

055get so watered down that just every school we're giving money and um you know is that at that point I don't feel like it's going to be really worthwhile. And you know I know some schools are right on the edge and none of them are mine. So I don't really you know I mean I'm not saying that I don't support all the schools but I don't have any specific schools that are going to be impacted either way. Um but keeping that in mind that there there's always going to be some that are going to be on the border. I mean if we go to 35% then we're going to be looking at the ones that are 30, you know. So, we're always going to be having this discussion about which schools get and which schools

056don't and how close they are to the threshold. So, at some point you just have to say this is what we're going to do and you know have that be it. But, um, >> so what are we going to do? [laughter] >> Sorry. Trust you. Um, so I kind of agree with everyone that I'm a little bit like all over the place right now, but um I mean this is my first time being like behind the scenes of this Title One funding, but I am leaning a little bit more towards scenario two um just with the fact that um I mean it's like a $5 difference between scenario one, but it also opens a lot more opportunities for a lot more students in a lot of schools. not necessarily all schools, but it I feel

057like it would be very beneficial for a lot more students. And like also jumping on to what Shaina was saying, like Patrick Henry, they're kind of like in that spot where they're like, "Oh, like we're almost there, but we're not there enough." And then us as a district, we're like, "Sorry, you're not at 40, so unfortunately we can't give this to you." But I do know a lot of students and a lot of my friends go to Patrick Henry and they I feel like that title one funding could really help out with them. >> Trusty, >> just a point of clarification. So my understanding so specific to Patrick Henry is that in scenario one, two or three um they would receive title one funding. >> That's correct. >> Trusty Ordaz. Um, I just wanted to,

058you know, make a quick comment to like another thing that we should all think about. Um, which Alina kind of said and what we've all realized, but like I just personally as from the student perspective, some students don't even know what Title One is >> for the ones that need it. And how are we going to make a change on something that hasn't had anything happen yet? like we we have this money that a lot of people and a lot of students and a lot of families don't know how to spend and don't know where it's going. So, we have this money and we just haven't done that good of a job personally on on spending it. So, it's and and now doing even like a 1% change drops at all. Like why we we

059have to be really careful with you know if we are going to move to a different number like how much is it going to benefit exactly like is it really going to benefit and improve the things that we already want have to work on with the percentage that we already have >> that's that's that's how I see it but you know it's it's hard because there's so many schools that are in that in between like we we have Stanley who you know drops and then goes back in and then drops and go back And there's Patrick Henry. So just there's there's so many there's just a a lot of factors that we really need to think about and what we need to worry about the most is how is it going to improve >> if

060we do change it. >> Trusty Person. >> So um I um I just want to be clear about when we say that we want to maintain the status quo because of the changes we're seeing actually maintaining the status quo. I mean just and to be totally clear the majority almost exclusively although I think Gage is not mine but the majority of these are in subdist C and they're in those areas of subd district C that are um where there remains pockets of poverty. I mean subdistrict C is largely a a pretty affluent um subd district. Um but the concrete impacts are and and Henry yes Henry at 37 would is gets one year one year more grandfather but under under the 40% it would lose it the year after that $280,000 one year to the

061next. So I I would just say and and I to me this is not so much a question. It is clear that when I look at this this list, I go, "Okay, Tory Pines Elementary, my kids elementary, does it need title funding?" No. It's got foundation money. It's good. Um, so whatever La Hoya High, what you we we all have a we all have a model in our mind about where the threshold is that we're like, "Yeah, that's not that's on the other side of the threshold." What I would say is the problem and some of this may be unique to our we have a San Diego has peculiarities in terms of the way it distributes wealth and poverty and affluence and this may be characteristic of that but I would say you know sta

062Stanley would they and they given the percentage they are below 40 so if they lose it this year or next year based on grfing so I'll just say they will lose it this year or next year Um talking about Stanley Doyle, huge immigrant population or huge um and a lot of parents who are grad students for definitely needs this money to help those those families accommodate. Um PB Middle's right on the threshold. Dana's right on the threshold. Um Koreah is on the threshold and Henry next year will fall off. These sites lose 90,000 80,000 $280,000 one year to the next. What I would say is the impact is very modest spread out across the whole whole I would say this honestly if this were even a parallel situation of like we're a human community and

063all of us have to bear a small thing to allow these children to still get the funds whether they're in my subjects or not be like okay look that's a very modest impact and but it has a substantial impact on these sites so I'm gonna make a motion And but I'm also going to have a little writer on here because I I think what a lot of us are uncomfortable about is the is not only just the effectiveness of the interventions, but it's this issue about whether or not because in a perfect scenario, the money would follow the kids and I think all of us are a little uncomfortable about the fact we understand that there are impacts of concentrated that's why we have some that's why I have concentration funding. There are impacts of

064concentrated uh disadvantage. Um but but I I think we're also concerned that in a site that is if if we're dropping it to 35 that that means that 65% of those kids don't necessarily need it but they're going to get that funding. So, I I have a question for you and then I I I I'll make a motion on option three because I think we can sustain the $140,000 especially if we have clear instruction support for DAC in terms of what are effective interventions. But my question for you is is there a way that we can either encourage or mandate or incentivize those funds being targeted on those sites for those students that actually qualify. So, so they're qualifying based on the the the the the title qualification of the individual students in aggregate, but

065the funding can go anywhere. Is there a way that we can encourage either through our the spreadsheets we're developing in terms of what the best interventions are, but can we encourage sites to invest the predominant amount of that that funding on the students that actually allow them to qualify in the first place? So when it comes to like SP so the yes the students are what's driving it. Um >> but I mean so you're developing a strategic plan >> right you're the strategic plan is not necessarily focusing on the students who were lowinccome qualified because we don't have that. Yes there is there's one dashboard indicator for socioeconomically disadvantaged students. there's that uh and most dashboards um have um some needs and gaps for those groups of students. So inherently sometimes the strategies that are

066because you're supposed to address the indicators inherently some sometimes those student groups are the ones that are going to be receiving the services. Well, I guess I'm saying having served on a whatever SGT or whatever, um, >> when you when and and I was in the opposite problem where you're trying to figure out how to spend I mean, we have zero title and and we have zero site budget and you're figuring out how to spend foundation money or you're having conversations about it, but you're talking about investments that have implications, equity implications. Even on that level, you're like, well, should we invest in tutoring or should we uh maybe cover half an FTE to get uh some additional an additional counselor or something? So, your decisions you're making even at that level have equity implications.

067And I think because the board is I I can sense a certain discomfort that this funding if we reduce it to 35 that the funding may go towards students that are not qualified. Um uh is there a way that we can support sites to understand the equity imple implications of their investments and to help and encourage them to make investments that actually disproportionately support those students that allow them to qualify for the funding in the first place? Is that >> Dr. McLar say something? Yeah, trust. >> I guess my curiosity is I mean presumably the SPSAS that have been adopted by every school has goals around students that are underperforming and need additional supports um which I assume includes socioeconomically disadvantaged schools when those students are underperforming at those sites. And so if that's true

068then the SPSA becomes ideally the mechanism by which we should be measuring and evaluating. And I think you know my experience is what happens is we approve SPSAs on the front end and say yep those are the goals go do the thing but there's never a circle back on the back end. Um maybe kind of sort of uh through well I don't there is no circle back. And so what would it look like for the board to find out at the end of the year how well sites did at achieving their SPSA goals? Um and again not in not as a punitive measure but for us to really understand what strategies were effective at moving the needle. How do we scale the use of those strategies and and where weren't they and and how do

069we change the use of dollars? I mean would SPSA be an effective way to do what Trusty Person's proposing? Um I'm I'm sitting here a little hesitant because I have gone to schools where um I've heard like those are the title one students where that field trip is for the title one students and so that level of segregation and identification worries me. Um so that's that's what I'm holding with with your comments. >> They're doing it with spotlight students now. I mean there SPSAS we've encouraged them to target spotlight students. That's certainly in many ways a proxy for disadvantage. we can see statistically. So, so my my point is not so much that they're targeting title one students per se, but that we are helping them to understand how particular investments have disproportionate benefits for

070students that are traditionally disadvantaged. I mean, we're doing it. We have to be doing it to to Trusty Sha Hayen's point. We have to be doing it. Equity is a element of our SPS already. Spotlight students are in equity of our SPS. >> And I want to be able to answer those questions and say like these are this is these are the ways that the monies were invested. these are the outcomes that we're I think are worthy of scalability. These are the ones we should abandon. I want to have that level of clarity because I think it'll actually ease this conversation. >> And I'll make a motion on I'll make a motion for um >> uh in in part in I like I say I was balanced between but in part in deference to to

071um uh the the advisory committee um for scenario three. >> Okay, we've got a motion for scenario three. We've got a second by trusty white pain. Yes. vice president. >> No, no, no. I was just saying go with >> Yeah. I just wanted to add an addendum to for the SPSA discussion in that I feel like if we start coming too hard at schools and saying what have you done with your title one it is going to come across as punitive and schools are going to start to kind of I think >> maybe even get paranoid and you know oh what did you do and how how did you get higher scores and I mean and let's say a school doesn't do as well like are we going to you know I mean I don't

072know I just I feel like To me, I I would push back on that a little bit. It just seems like it's going in a negative direction rather than a positive direction. And I feel like the title one school title one funding may not always be completely successful, but it's providing opportunity for students that need that funding. So, I don't think we should be there should be not all the emphasis should be on, you know, um there should be emphasis on change, but also sometimes there's not going to be change. And are we going to just take that money away or are we going to make it like feel like they did something wrong? I don't know. It's a little bit um I don't like the vibe. >> Yeah. I I just think that that

073um it's not punitive. >> Yeah. Uh but we as a system should just stop doing things like a broken record. Yeah. >> Like a robot. Just because we've always done it this way, we're going to continue to do that. We need to stop and ask the question. >> Why am I doing this? Is it making a difference? What what is my goal here? >> And I think that we become very ritualistic and robotic in our our implementation of activities. For example, if I had my way, I would just say, "Do away with all this stuff and let's focus on what the kids need and want." >> And we say we do that, but I would hire somebody to talk to every kid and figure out where we need to put them as a group for

074>> um meeting their needs, whatever it is they want to do, >> and just focus the attention around that instead of the general everybody goes through the same program. We all meet the same thing. For example, calculus, you know, calculus, you can have some econ calculus. Some people have it for u math teachers. Some have it for engineers. They're all different programs, but it's all calculus. It's meeting the needs of which business model, Cody, which business model you want to >> say [laughter] zoned out, >> but there are differences. It's calculus and you can say later I had calculus but no it was designed to deal with business and predicting whatever I want to predict in terms of stocks or whatever versus um with engineering which is figuring out the water and the on and

075on and on but you still had it with that focus. If we started focusing on the kids >> and what they want and need and pushing them to do it, then we could >> direct the attention to help them to meet those goals instead of just generics. But I'll go with that motion. >> Okay. So, we've got a motion and a second. Scenario three. The only question that I would have is the $143,000. Is that something that we can take out of the district's central fund allocation for title one? >> I wrote that down. It's one of my general fund and restricted. Yeah, >> it won't necessarily come out of general funds. It has to be coming out of our district title one funds. >> Yeah. >> So, it comes out of district title one

076funds. >> So, we've got a um we've got a motion and a second on scenario three. I think there's an obvious conversation about um when we come back with reports uh and we've talked to the DAC about this, you know, about how we're doing with Title One. We're interested in effectiveness. I think we're interested in best practices that we can that we can lift up. >> Um but we've got a motion and a second on scenario three. Any further comment or question? >> Yes, trust. In scenario three, the 140,000 that's coming out of central office title one funds, does that mean is it an FTE or how I mean how do we make it balance? What do we lose to make this possible? I believe at the last board meeting the suggestion was that schools

077typically leave some unspent funds >> and so it was from the uh carryover funding from title one that would support the two schools coming in. So I think at the presentation we had like a million dollars from previous years. We're hopefully going to get to net zero at one point >> but there will still be at least 140 there. Got it. Thank you. >> Could I just put a clarification about grandfathering though because I think we've missed that part. 35.00% we've done historically rounded 40%. So you're at 39.5 we would round you up. The 35.00 the hard cap. You cannot be grandfathered if you go below 35.00. So there's no grandfathering. And so if you're currently at 35.5 and you drop down to 33, there's no grandfather provision for that. 35.00 is a hard cap.

078>> Yep. >> Okay. >> We're going to need more affordable housing. >> That's right. Okay, we've got a motion and a second. Trustees, win and or please vote. All other trustees, please vote. >> All right. Unanimous decision. Thank you. >> Thank you. All right, we will now consider items F1 through F4 related to student discipline and collective bargaining. Is there a motion on these items? Uh so moved by Trusty Wider Spain, seconded by Trustee Patterson. Um these are not uh items that our student trustees can vote on, right? Okay. So adult trustees, please vote. Okay, passes unanimously. Okay, we will now consider approval of item G1, which is the board of education meeting minutes. Is there a motion on this item? >> Motion to approve. >> Uh motion by trustee or do second by vice

079president Boso. Any discussion? Not uh trustees or dozen win, please vote. Adult trustees, please vote. >> All right, we're now to district operational matters item H1. We will now hear a report on our capital bond projects program uh and consider approval of the construction bond project plan. Uh superintendent, please introduce the audit. >> Thank you, President Beda. trustees. Every time I visit our schools, I see tangible improvements taking shape in our facilities. Just last month, I attended the dedication of a new classroom and student services building at Mirram Mesa High School. It was really beautiful to see and it was really powerful to hear directly from students and teachers as they experience those new spaces for the first time. Our school facilities are the heart of our communities. They reflect the vision of the board,

080the dedication of our facilities team, and the partnership of our architects, contractors, and community members who make this work possible. Research shows that safe, modern living learning environments support attendance, achievement, and student well-being. So, this is very important as well. There's even research that says the classroom is the second teacher in the room. So, tonight we'll receive an update on our school facilities, bond programs from Lee DGRO, followed by our independent citizens oversight committee. Thank you, Lee. yours. >> Thank you. And good evening, uh, Dr. Bula, uh, President Pereira, Vice President Bazo, members of the board. I'm honored to report the progress and financial status of our bond programs. I'd like to begin by acknowledging our dedicated team whose efforts make these accomplishments possible. With 185 active projects, our bond program continues to improve the

081condition of our schools and create innovative new academic spaces for our students. major school construction projects have been completed. And you can see uh these photos here. You can see our progress of groundbreaking of the whole site modernization and steam lab at Millennial Tech and and the new Kernney High classroom building. um pictured here today. We have currently uh $1.5 billion dollars of work in progress. Our our fiscal year uh expenditures are averaging $2 million per calendar day or $61 billion a month. Now, um expenditures uh total 6.4 billion on $8 billion in revenue. Since 2009, we've created over 68,000 job years of employment. Our independent auditors uh recently presented to you in December positive financial and performance audit results and for 17 consecutive years, our bond programs have received the highest opinion an independent

082auditors can offer. Our 16-year partnership with the San Diego uh building trades and carpenters unions is a huge success. Uh, under the PSA, we've employed over 22,000 construction workers on 278 projects, and union referrals are the key to achieving our goal to employ residents from targeted zip codes in San Diego. 2025 was another successful year for emerging business outreach at San Diego Unified. And I want to highlight a couple things here. Womenowned business participation was 21 times market capacity. Minorityowned business participation was almost nine times market capacity. Total EBE participation over exceed was 45% of market capacity which exceeded the market capacity in all categories. This fall we plan to issue 795 million in Prop S measure Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

083Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y and U b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b bss to fund projects like the one they're celebrating here at Mir Mesa High and the whole site modernization project. We we continue to keep our commitments to voters and the and the communities that we serve. And this pie chart illustrates the categories of work that are included in our bond program. And the details are included on attachment one of this item. Our plan of future projects prioritizes school safety, TK facilities, sustainability, and

084the instructional focus facilities improvements outlined in the voter guides. Student safety is our highest priority. We've invested over 232 million in physical security improvements at schools, including perimeter fencing, secure single point of access, security cameras, and emergency communication systems. Our bond program enables San Diego Unifi to provide educ educational spaces and playgrounds designed to support our four-year-old TK learners. Across the district, we are pri prioritizing TK classroom construction and renovation to create enough capacity to meet enrollment protect projections. We've completed 50 new or renovated TK classrooms thus far and 83 more uh classrooms are uh and renovations are currently being designed. For the last two years, we've been in a race to complete our solar projects before the NEM 2.0 deadline. And as a result, we have planned to have 132 operational systems producing 62

085million kilowatt hours a year. This equates to 60% of our total electricity consumption. These clean energy systems will offset 20,000 tons of CO2 emissions annually and save the district about 22 million in utility costs. We are implementing EV charging, battery storage, and building electrification with our modernization projects. And in the next several months, uh staff is going to bring forth some EV charging policies and and projects for board consideration. our facilities team and works closely with our IT department. Torren Allen here. I want to give a shout out to Torren and his team. They're they're fantastic to work with. We work in close collaboration continuing to refresh our student devices and upgrade our data centers, our high speeded wired and wireless network infrastructure. We improve we're improving together improving capacity, security, and resiliency. Well, we

086have one more summer here in this ed center without air conditioning in this lovely old building. Um, we're one year away from completing construction on the new George Walker Smith Education Center. And for those who don't know, George Walker Smith was the first African-American school board member. Our project team is busy coordinating the construction technology, ordering furniture, and managing thousands and thousands of details that comprise this of the project of this magnitude and complexity. Um, and we've been hosting tours of the new facility that's under construction. Many of our staff just can't wait to move in. There you go. Coming soon. Uh 622 million has been expended to date on projects to provide better quality school facilities for our charter schools. We value community participation as we know it improves the quality of our projects

087and our our communications team has facilitated over 600 design task force meetings leading to successful projects that we celebrate with our students, teachers, and staff at milestone events like these. Our ICO and charter school facilities committees are functioning well. And uh the next item on your agenda, you're going to hear a report from Andy Berg uh from our ICO out there. Uh and um wanted to open up this a new subject here. Um our long range facilities master plan. So, um, San Diego Unified has over 15.7 million square feet of school buildings. And most of our schools were built to support the baby boom generation. And while we've made progress, much work remains to reverse the cycle of deterioration and decay in our aging school facilities. So, um, and and we know in looking at

088initial, uh, reads, our long-term facilities needs exceed the capacity of our current programs. At the same time, under Fab's leadership, we need to continue to align our school facilities improvements with academic programs and pathways. And as we look ahead, we started to update our long-range master plan through 2040. The world of education continues to change and our new facilities are infused with technology, energy efficiency, sustainability. Our plan needs to support changes in pedigogy, steam education, college and career technical education and college readiness. Uh visual performing arts and and TK of course. Um we've been meeting with various departments to update our design standards. For example, um our new elementary school playground uh design guide includes shade and natural play areas. And in addition to the typical playfields and hard courts, our facility staff will be

089working closely with our academic leaders and to align improvements with academic programs and pathways. And we're interested in student perspective. And we know it's hard for busy students and parents to attend evening meetings. So we plan to use an engage app to make it easier for students, teachers, parents, and staff and community members to share their ideas and provide input regarding their school facilities. So, I'll finish with this presentation with the staff recommendation to adapt uh the a resolution that you see here um approving the project plan as shown on attachment one and answer any questions you have. Thank you. >> Right. Thank you, Lee. Can we get a motion to accept the staff recommendation moved by Trustee White Horse Payne, seconded by Vice President Boso, and we've got one speaker, I believe. Yes, we

090have one virtual speaker, Serena Pela. You have three minutes. Go ahead, please. Thank you. Can you hear me? >> Yes. Hi, good evening. Um, this is Serena Pulka from Climate Action Campaign where we're fighting for an affordable pollutionfree future. Tonight, we really are calling in to celebrate the district and say thank you for your meaningful action to expand clean energy access across campuses in San Diego. Um, Superintendent, I think you said it perfectly. Facilities and classrooms themselves play such an important role in the student experience and having spaces with clean air to learn is is not a guarantee, but the district has made it a reality for so many kids. Um, back in April 2023, we worked together with brilliant student advocates with staff and the board to get an electrification resolution passed that includes

091commitments to implementing clean energy and building electrification solutions. So now, thanks to the dedication and truly incredible work from staff and commitments from the board, it is just so amazing and I'm really excited to hear tonight about the clean energy projects that are taking place throughout the district that include solar, battery storage, EV charging, and more. Um, as was shared in the presentation, $22 million in utility costs are avoided each year. Um, that's $22 million that are able to go into classrooms and other areas that need it instead. So, I really I had to reread that number several times because it's such an unbelievable accomplishment that um that the district should be very proud of. So, as you move forward with the facilities master plan update, we do look forward to seeing commitments from the

092electrification resolution continue to be incorporated into project planning. But um really just calling in to say congratulations on leading in clean energy on optimizing and taking in the financial benefits of your smart climate investments and most importantly for setting an example for San Diego students to see what's possible. Thank you so much. >> Thank you Serena. Board members. Yeah, Trusty Person. >> Thank you President Bar. Um thank you Lee. It's always a pleasure to have you here. Uh we are very happy to have you leading the team. Um, I'll just say lot to be said here and I want to thank Andy as well and our entire um, ITOC and um, that this is really I'm I'm not like a big cheerleader dude, but um, this is a dream team and it really takes an

093incredible team to pull it off. Um and uh always part of that dream team is are the voters of San Diego and the property owners of San Diego um that have been very generous um with uh with their tax dollars. I just want to so I won't I won't go at length. I just want to point out two things. Um there's a at some point we have a current model where we're using uh RFPs on the housing but at some point it would be great to see the streams cross um and to start get some to get some collocation with some of these sites. Um I think it would be great for families. It would be great for staff to actually have I mean we want to get it closer and closer to amenities and

094closer and closer to our school sites. we have school sites that have additional land and we can find really novel ways to have that collocation. Um so I'm excited about that and hopefully maybe we can come back later this year with a with with a proposal that might have an example of that. Um and then the other thing that has been a tough nut to crack and I know you and your team have been working on this. Um and that is how we start there's some challenges especially around um access for disabilities and that sort of thing and and but how we number one how we as a as a as a district and as a board um think through the interface between our sites and our open space. I it must be at le

095more than half of our sites are are on canyons or on open spaces and it's really a tragedy um when a lot of these students live in environments in which they are not necessarily exposed to nature to actually in my own life and my kids' life you know you puncture the universe at any point and the whole universe comes pouring out but certainly interacting with open space I can just remember back when my my son was very young he would he would have tantrums and at a certain point I realized the universal solution. It was like a miracle. You walk outside into the open space and suddenly there's bird sound, there's trees and it's like boom, it's within an instant it's done. And I think that that's um both at a social emotional level and

096a behavioral level and at just an intellectual level. Um and so one thinking through that interface uh and then number two uh and this is also a problem because of the on ongoing maintenance requirements but to think through how we can how we can get more trees onto our sites. I know we put them in the ground and and 10 years in 10 years they become a maintenance challenge and a maintenance cost. But if we can think through and whether that's maybe that's sponsoring legislation that can help all sites across the state um figure out a way to sustain um to pay pay the uh maintenance costs or how we think of that as a district and um because there are carbon benefits, there are health benefits, there are um there shade benefits um so

097and there's educational benefits to having trees on site. So uh those are my two little nitpicky things, but I'm very grateful for this presentation. Thank you. >> Did you want to >> Oh, sure. Um, well, that's that's one of the benefits of of this obviously looking at the long range plan and updating our standards and we've we've updated our design guide to include natural play areas and more shade through either with shade structures or tree and or trees. And I do think that I I agree with you 100%. I I think that there's a natural calming kids clamor for that for contact with nature and if they and and there are so many uh schools that have nature nearby. There are certainly issues with equal access for students with disabilities, physical disabilities, but and that

098we need to overcome. But even those students need that contact with nature too. And and we need to find ways to make that happen. and our new and our new design standards um in addition to the men the the the menu of of you know grass fields for sports and hard courts for sports as well. Adding that those two the two other elements imaginative play and and natural play I think are really key to um to that experience on the playground and and providing a variety of experiences for elementary school students especially. So I'm 100% and I think that's you know as we do these whole site modernizations our team's going to and our designers in with our new design guide are going to be looking through that lens and and trying to you know

099create a more natural uh um experience for students on the playground >> since you started it I'm going to continue I I want to uh publicly acknowledge and to say thank you to Julie or um knowing our schools. I think Sabrina was saying that if she called and asked you about one of our schools and we only have almost 200 schools, it seems like you know all about it, the history and you know how to calm the neighborhood down and tell them everything they need to know and more than they wanted to know. But you have a way of really working with our community and helping us to even today with Webster School. I really want to say thank you for knowing, understanding, and working with the community to help them to solve their problems,

100whatever they are related to our schools. And um you're a gem to us. >> Thank you. Thank you. >> Yes, Trusty Hazel. Thank you. And I will definitely jump on the bandwagon of appreciation for all of the reasons we heard. Uh and I think also um you really staying on the pulse of you keeping your finger on the pulse of sort of the latest trends and how we can continue to up our game and implement best practices. I do have a couple questions. So, one of the things I'm wondering is if increased construction costs are impacting our ability at all to complete all the projects that were initially planned through the existing bond programs and are there any projects on the list that will require new funding to be completed? Um, I have a couple

101others. So, do you want to do one at a time or we'll >> Sure, I can do that. Yeah, let's let's do that. No, that that's a great question and and yes um over the pandemic we saw a tremendous amount of um you know well above I would say above our standard level of inflation. I mean we all experienced it at the grocery store. We experienced it um everywhere but construction um did experience quite you know substantial above the norm inflation. And I I'll just say it. I don't want to get too political, but the tariffs uh in in steel and aluminum are also impacting um our construction costs. Okay. Um um what that means for our projects typically is we we have a vision and we we do less of the same types of

102work. But but a a typical classroom now today in today's dollars for a new classroom is about a million and a half dollars. We have fully outfitted. That's that's design construction out the door. Um and that number is actually rising. And if you and there are other districts that are spending more than that. Um so um costs are going up. Um and um and so what what that does is it just reduces the purchasing power of our of our already authorized um but we also have you know the other thing is this is a dynamic equation. So so while we're renovating schools our 15.7 million square feet of buildings are experiencing wear and tear and nature's you know every you know you have to replace a roof every 20 25 years. So there's a a

103clicking a ticking clock. even a new school starts to age on day one. And so we're we're actually not dealing with a static equation. We're dealing with a dynamic scenario. I hope that answers your question. >> Not not quite, but I appreciate. So I guess the question is are there projects that were planned that we are not able to complete with this funding? Um >> no, the answer the answer is no. But but we'll be doing less on those schools. We'll be doing less of the scope contracts. >> The scope contracts. Yeah. So, the projects will continue, but we'll need to make harder decisions about the v the quantity and quality of scope that we implement. We'll be implementing the same kinds of scope, but we'll be doing less of it on each school site.

104And that and that makes it challenging because you want to do um you want to do a full renovation. You want to do what what's really needed, you know, um to to bring a school back to reset the clock when you when you're renovating a school. So, um, so sometimes you have to, you know, there's some difficult challenges that we and we work with our communities when we're making those when we're having those discussions about priorities and things like that. >> And do we have an opportunity with new bond funding to backfill and sort of bring back up to the original scope these intended projects? >> Yes. Yes. Yes. Absolutely. Absolutely. and and and we would look at also look at I mean um if we were to do you know with additional bond funding

105that would that would help to to backfill that uh as well as look at our priorities and look at the wear and tear moving forward to 2040 you know and and and and you know this decade and the next decade we need to really think about that and start planning for it and and and so that's yeah >> thank you and was the development um and improvement of So I noticed 250 TK classrooms. Was that included in UU or was that an unanticipated expenditure within the current bond program? >> So we knew a little bit about TK when measure U was being born in 2022. You know, we just just it was just the inkling. And so we we sort of thought we better put some funding in. We didn't know exactly what it was

106going to look like. We didn't know how universal it was going to be. You know, they they kind of phased in funding. And so uh in terms of the operational funding for the program so um we did allocate money but it's not enough you know frankly to get to do especially if we want to make sure that the our youngest students have the playgrounds and the restrooms in every classroom. Now we've we've provided T you know every TK class has a space to meet but is it optimal for the needs of four-year-olds? No. Not not at this time. And that's what we're really and that's why it's one of our priorities is, you know, to focus our resources in that direction, but we will need more resources to complete the work. >> Thank you. Yeah.

107I mean, I think it's something that's incredibly important as the devel responding to developmental needs of four year olds is is really important. I'm wondering >> if we've thought about or have an opportunity to think about maybe TK hubs to maximize the dollars we have. Um, and then lastly, I'm wondering if, so you mentioned that the master plan is going to reflect our academic priorities. Are we doing anything now um to align construction with wellness goals? And if not, is there an opportunity to build that into the master plan as well? >> Uh, no, that's a good point. And we need to I we're I'm looking forward to spending more time with our with our academic uh leaders and our and our teachers at the site level and the the district level to really make

108sure that what we're doing with facilities supports the academic program. Exactly. What you know and looking what is it what is it going to look like in the future? What does it look like today? Um and and you know making sure that we are um supporting the pedigogy and the work that's happening. Thank you. >> Thank you, Vice President Bos. >> Thank you, President Barrera. And yes, thank you, Lee, for all you do. And not only does he know the schools, I think each school, but he also knows each community. Like, he'll know the people in the community. I've many times I've I've brought Lee to to the meeting to make sure I'm the answers are they're getting the correct answers to their questions, and I I really appreciate that. Um, and from a selfish

109perspective, I'm very happy that we're finally kind of moving up the coast or moving up towards district, you know, A and and because I've got get a lot of complaints about, you know, where we have meeting spaces and now we're going to have those up a little bit farther north. So that so I'm excited from from that perspective as well. Um, and also excited not only for the current bond measure as we're talking about, but also we need to continue as as Trusty Hayen mentioned continue that work and are with new bond measures because as we get up to um, uh, you know, more north, we're, you know, by the time we finish, I mean, even in Scripps Ranch, they're having they have older schools there as well. I mean, we we think it's a

110newer area, but they're, you know, they they they also have areas where they, you know, need that they're I know we're looking at um whole site modernization, and by the time we get done with that, we're pro there's going to be stuff, you know, other schools that need that need to have things redone. So, I think it's important not only for what we're doing now, but as we're we're thinking about that, um for, you know, future bond measures um as well. And I think with the I think what we're we're talking about with more trees, I think all of that is incredibly important, too. Um I would just caution as a parent, we've done community gardens and planted trees and if when that teacher retires or the class leaves, sometimes they just die like no

111one's taking care of them. So when we are doing that, we just want to make sure it's it's something that's going to be able to maintain because that's that that's always sad to me when you know parents or communities have put come together and put something together and just because there's not you know the maintenance isn't planned out it doesn't it doesn't stay. >> Yeah. Absolutely. >> Yeah. So working of course closely with the communities to make sure that >> it's going to be there for for future years as well. >> Absolutely. you know that may no we need to make sure that whatever we're planting ideally we want to plant species that are that's will survive in our in our in our you know environment where it rains really hard a couple days of

112the year and then the rest of the year it's pretty dry. So we have to think about that's a a big part of that and we don't want to import a lot of water to to to do for non-native species. Yeah. 100%. Yeah. >> All right. We've got a motion and a second. Um, and I would just, you know, add to Trusty White Payne's comments, Lee, that um we're an incredibly lucky community um because of the investment that our community has made consistently in our schools and in our uh young people. And we're incredibly uh lucky to have your leadership. uh it's a we we should never take for granted you know these presentations about what we're able to achieve in this community. So thank you so much. >> Thank you. >> Okay. And with

113that trustees or dos and win please vote >> and all other trustees please vote. >> All right. Thank you. Pass unanimously. Good. Okay. Okay, we will now hear uh item H2, the semiannual report from our independent citizens oversight committee. Superintendent, please introduce the item. >> Yeah, I got that. >> Oh, >> yeah. Thank you. >> Thanks, President Barrera. Trustees and superintendent, student trustees. Um just a couple of quick comments from things I've heard since I've been been sitting out there and then we'll go through the slides like we always do. But um first off, this program and the support from the community go hand in hand, right? There's four bond measures up there. There was mm before that, I don't think a single one has passed with under 60% of the vote, right? So, as

114long as we continue to do what we say we're going to do and we do it well to, you know, trustee's point and stuff, you will need a new bond. This is a huge district, right? The reason we're building up, you know, need to build in Scripts Ranch and La Hoya now is because those were the new schools when this got started, right? They're not new anymore. They need work. They're going to get built 10 years later. We're going to be back at Lincoln and Morse again, right? So, that's just the the cycle that it's going to be. There's just a lot of money to keep this going. We do not fund schools through the state level. We either fund them with foundations at Roy High School or we fund them through school bonds, you

115know, otherwise. So, we need to keep that going. Um, I will say sometimes I I feel a little like the May Tag repair man here as an ICO member. You know, if you remember those old commercials, there's not a lot to do, but we still need to be there, right? Nothing is broken. It's working really really well, and we'll go through that on the slides, but we do need to keep that up. I will ask you to do one thing, too, for us so we don't get into a fight about this later. when you do want to do that new bond, talk about the trees, talk about all that stuff before we put language in the bond, right? Because if you start doing stuff that's not in the bond language, then you're going to have

116a problem with me, right? We're going to say you can't do that, right? That's the problem. So, make sure you know what you want before we put that board language out there and we get it going. But, but things are going well. Um, all right. So, I've obviously been on the ICO longer than any of our other members. you know, going back to the start of Prop S, and I probably going to be termed out again here pretty soon and and take a little hiatus from it and then hopefully come back again. But I really am appreciative of the opportunity to do that. I'm really proud. Um, you all probably know I live up in the Powe Unified School District and I actually moved there when my now 32-year-old daughter was in the womb uh

117because of the great schools and the great things. And we've been talking to the people up there about doing another bond. And I told them from a political perspective, one of their best arguments is going to be, "Are you kidding me? Look at San Diego Unified. Those schools are freaking amazing. And everybody in Power Unified School District moved there for great schools and they don't even compare now to the facilities we have here. So pass this thing, right?" You know, I mean, that's that's where we're at. I mean, you guys are the envy of pretty much the state right now with what's what's been done. and definitely thank the public for that. Okay. So, want to clarify what our responsibilities are, what they aren't. We had somebody come to one of our meetings one time

118and told me, swear to God, told me that said, "Your job is to tell Lee what to tell the school board to do." And I was like, "Okay, well, that's completely backwards. The school board decides what to do. They tell Lee what to do. And we're kind of a rearview mirror, right? We don't tell anybody what to do. We just tell you if you're doing something you shouldn't be doing and correct that and try to reverse the course. So, we really do have only two two roles. Make sure you spend the money correctly, right? Don't do it to plant trees unless you say you said you were going to plant trees and make sure the public is aware of that. And and we do do that through quarterly reports, annual reports. The meeting minutes are

119open. Our website is super transparent with all sorts of links. I'm sure a lot of people aren't looking at it, but I'm sure that's because they're happy, right? We've had a couple of instances over the years. Turf fields, right? Remember that turf fields are killing the kids. Oh, our meetings were packed. Um, lights for stadiums. Oh my god, your your light pollution in my neighborhood. You know, that was we got we got a lot. We don't have people coming to the meetings. I haven't seen a single public comment in two years. So, obviously, nobody's really upset about something. But that's our only two roles. spend the money correctly, inform the public what's going on. Um, there's just a list of tours we've taken of the facilities. That is something else we're supposed to do. Um,

120get out to the sites, make sure things are going the way they're supposed to be going. It it is pretty neat to to see the schools. I, you know, I I was a graduate of University of California, San Diego many, many years ago. I think some of the high schools are better now than I was when I was in college, you know, at a top 50 school in the country. you know, it's just it's just amazing. And and the middle schools look like high schools, you know, so really fantastic. It's fun getting to see them. Um we do get an annual audit. Um obviously we get an annual audit and we get to review that. I want you to know that they do interview random ICO members and our chair every time to make sure

121not to go necessarily in depth with us, but do you have any concerns? You know, is there something you want us to look at? So they're really doing a pretty good job. And if you remember many years ago, we had a couple little minor glitches. Nothing nothing corrupt, nothing wrong. Just the way we were reporting things and they got fixed right away. And again, I haven't seen any findings, and findings are bad in audits. You don't want findings. I haven't seen any findings in the last few years on the audits. They've been just just great. And we also do something called performance audits, which are not required. All right? You need a financial a performance audits not required. They were something this board um came up with many years ago. Said, "Okay, that's great. I

122want to make sure we're spending the money right, but I also want to make sure we're doing it efficiently, right? So, tell me if we're performing right. Don't just tell me we're doing it legally. Are we doing it the best way we can? And those have come back really well as well. Um, deferred maintenance seems to be the be the only person in the world that cares about an FCI rating and even understands what it means. But I'll but I'll bring it up again and and I want to be I don't want to be the only person, but I am the only person that comes here every six months and lobbies on behalf of facilities, not on counselors or teachers or anything else but facilities. Um FCI is really simple. Buy a home for $500,000.

123If it needs $50,000 worth worth of repair to make it brand new, your FCI is a 10%. Simple. Our district is 13.2%. It's not great, but it's actually pretty good. I mean it was 20 plus percent when we started on this and it's getting better. But realize, you know, the day we build a new school, it starts deteriorating at about 2% a year. So, you know, in addition to just the bond money, this is my lobbying pitch. You need to put money in the general fund, too, for for maintenance and repairs and to keep these things up. There's even the bonds are not enough to keep up with it unless there's money. And I know there's no money for anything. I just heard the title one discussion. So, um, but you really got to protect

124the facilities because the reason we're doing this is not for bragging rights, you know, it's not for adults. It's not for the contractors. Don't let my contractors hear that. Um, it's for the students. That that's the bottom line. We we're you're here. You're up there for one reason. Student achievement, right? We do this for one reason, improve student achievement. I made a comment about my staff and my real job. I said, "My staff's only job is to make sure my members can do their job better. And if we don't do that, we don't have a job." Right? So, if we don't have student achievement, you don't have a job. Nobody has a job. So, and the numbers are are amazing. I mean, you've seen that now. We had a blip during the pandemic like everybody

125did, but the scores are coming back. And prior to the pandemic, the scores were going through the roof because you're sitting in a facility that's amazing to be sitting into. You feel great about yourself and you do well. You know, if you work in a cubicle with no windows, you're probably not as effective an employee as if you're working in this beautiful room with brand new computers and windows all around to look out. It's no different with students. So, this is all about student improvement. Um, we want to keep driving that FCI down as much as we can, but it it does take money and, you know, we're fighting against the erosion of mother nature. So, um, I think Lee actually went over this. The amount of money being spent is just obscene. I mean,

126it's amazing. Um, to to give you an idea, you know, in the construction world, a $2 million project is a medium-sized project. You're doing that every day. I mean, that that's just kind of insane if you think about it, right? So, for Lee and his staff to be able to manage all of that with I don't want to say it's perfect. Nothing's perfect, but very, very little minor issues on a daily, weekly, monthly basis is amazing. and and you are very lucky, you know, to have him and his staff and, you know, keep him. He's getting not getting younger. Don't let him retire. Keep him around. Um, all right. So, how do we inform the public? I kind of talked about that. You know, our meetings are open. They're posted. We're Brown Act committee. You

127know, we have to do that, right? Uh, the website talks about all the committee schedules, everything else that we do. Uh we post both quarterly and annually and very easy to read. I wish you would have put up one of the other pages there where we actually have dots that you can click on and it leads you to the minutes of any meeting, leads you to any site and what's being spent and what's expected to be spent. Um whether people use it or not is up to them, but we definitely want them to have the opportunity to know everything that's going on. Totally transparent. Um, when you're not transparent, people think the worst so much worse than whatever it is you're trying to hide by not being transparent anyway. So, just be transparent. And I

128think it works out really, really well. Um, and that might be the last of my slides. So, I guess I guess I'm done. Um, another six months is as good as the last six months. Hopefully, the next will be. And my promise to you as always is if it's not, I will talk to Lee first, but if I don't get the answers I want, I know all of your cell phone numbers. and you will hear from us. So, thank you for the the time again. >> Thank you so much, Andy. Any questions or comments for Andy? >> All right. Welcome. >> Yeah. Dr. >> You talked about UCSD. >> Yeah. >> And how we're prettier. Uh, I told this group about how I had to pass the SLP, the speech language pathology report, the uh,

129OT, occupational therapy report, and the there's another one, a PT report, physical therapy. We have them all in our school district. And I tried to recruit some of them to come back to the school district. But I was telling them about Crawford High School and how it's so beautiful. Uh, I had to go out to the outside to the stairs and walk up and down. And I showed them I know I was bragging about. >> You should, >> but I I uh told them about how we wanted to have the setting so that the children could walk outside. They could go up the stairs, they could have lunch outside the stairwell. I mean, it's just a beautiful site for our kids to really >> interfaced. And I think it helped me because I passed my

130test. >> I I guarantee it did. It just there's there's there's no question that atmosphere makes a huge difference in your success and your achievement, you know, and the students nodding their head. You know that. I mean, >> you're lucky. If you were here 20 years ago, you wouldn't have had as good of an experience. >> Yeah, it was. >> Thank you. >> Great. Andy, thank you so much. Thanks for your continued service. >> Thank you. >> Yeah. Okay. Fantastic. >> Okay, we will move to uh items H3 through H5. We will now conduct a public hearing uh around easements to the city of San Diego and San Diego Gas and Electric. The public hearing is now open. Do we have a motion on these items? Trusty W seconded by Trusty Ord. Any uh questions

131or comments? If not, uh, trustees or dozen win, please vote. And all other trustees, please vote. Okay, that motion passes unanimously and we will now move to the superintendent's consent agenda. Uh, we will consider items I1 through I32. 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 request specific items be removed from the consent agenda for separate discussion and action. Any agenda item removed will be voted upon following the motion to approve the consent agenda. Does the board have any items they would like to have pulled from the consent agenda? Trusty Hazen. >> Trusty Hazen is point I8. Any other items? Okay, with that, can we get a

132motion on items I through 32 without I8? >> Uh, approved by Vice President uh motion by Vice President Boso, seconded by Trustee Patterson. No public comment, any uh discussion? Uh if not, uh trustees win and or please vote. All other trustees, please vote. Great. Okay. And Trusty Hazen, you wanted to pull I8? >> Yes. Thank you. So I8 is um ratification of an agreement we have uh with an outside agency to provide services related to student tobacco use and vaping prevention. And unfortunately, we've had to actually decrease our work in this area. Uh which was surprising to me. And my intent is not to say we don't vote for this. We we have to. The funding isn't there. Um but we know that vaping is a real issue. We've heard a lot from Vice President

133Baso and from our student trustees that this is a major concern. Um but I worry we're going to have to eliminate this quit the HIT initiative um and reduce the programs we're providing around tobacco sessation by about $200,000. uh this year and and even more in the coming years. Uh and so I'm wondering if there's an opportunity for us to do some state advocacy um since this is state funding and it's state t funding that has been decreased if there's an opportunity to see if there are ways to backfill um from other funding sources because we know the work's so important. >> Take that as a question. >> Yeah. Okay. >> Thank you. I'll write it down and pursue it. And then I also know we've been in um conversations with the San Diego County

134Health offices for their services as well through this. So >> did you want to then move I8? >> Yes. >> Great. Thank you, Trustee Hazen. Do we have a second on I8? Trusty Patterson. Uh any further comments or questions? If not, trustees win and please vote. Okay. And all other trustees, please vote. Great. passes unanimously. Looks like we've got one non-aggenda public. >> Actually, we have two. >> Two. Okay. >> Yes. Two non-aggenda public speakers. The first will be Arlene Newbart. You have three minutes. When you accepted your seats on this board, you accepted a duty of care, a legal, ethical, and moral responsibility to safeguard students, staff, and the integrity of this district. That duty is not optional. It is defined in law. The Americans [snorts] with Disabilities Act and California's FIHA are clear.

135Employees with disabilities must be accommodated through a real interactive process. California's early learning standards are clear. Play, movement, and developmentally appropriate practice are not optional. These laws were written to protect human dignity, and they bind this board. Yet, in practice, this district falls short. Staff are retaliated against. Disabled staff are pushed out. Children in kindergarten are stripped of play despite the state itself affirming it as essential. These are not small oversightes. They are systemic violations. The public is watching. Investigators are watching. Policymakers are watching. Parents, teachers, and students are watching. You can still choose to align this district with both the law and basic human decency. Or you can keep defending practices that have already broken trust. And here is what matters most. In law, in equity, and in morality, failure to act is complicity.

136This board will not be remembered for what you claim to value. It will be remembered for what you chose to tolerate. Education Code Article 9 Enforcement 260. The governing board of a school district shall have the primary responsibility for ensuring that school district programs and activities are free from discrimination based on age and the characteristics listed in section 220 and for monitoring compliance with any and all rules and regulations promugated pursuant to section 11138 of the government code. >> Genevie Z, you have three minutes. Board of State and Community Corrections Title 24 minimal standards for local detention facilities decrees that inmates must be provided with and have free 24/7 access to a toilet. How many inmates developed genital rashes, infection, broken skin, and anal tearing due to forced prolonged genital contact with excrement before corrections

137facilities started firing the sociopathic deputies with a documented history of obstructing toilets. Can we get a three strikes throughout policy for teachers who obstruct toilets, injure three kids, guaranteed teacher termination? Is another million-dollar lawsuit against the district the only way to protect students from this genital injury? Or do you have the power to compost the bad apples without waiting for parents like me to press charges? The district knows the medical risks. The burden of safety policy compliance should not be upon parents of excrement injured children. The principal of Golden Hill K8 School directed me to complete a parent grievance process for alleged teachers union contract reasons. She repeatedly told me I had to introduce the subject of my parent grievance, refusing my request for an emergency meeting without me confronting the abuser. School admin directed

138me to send class dojo messages, written messages, purple follow-ups, meetings with the teacher, but the teachers union later told me the school was wrong. The principal had made up the parent grievance process. I was ignorant, so I followed direction, initiating the subject of my parent grievance by saying to Anne Whitmire, "Our kids have a right to use the bathroom. Force feal compaction is child abuse." That overcommunication fulfilled the principal's fake teachers union contract requirements, even though the teacher walked away. So, I went straight to the principal to schedule my meeting. The principal then told me the teacher felt unsafe, and because of that, I was no longer allowed to volunteer or ask the teacher any questions. She said she didn't want it to escalate to a stayaway order. I was only trying to escape Miss

139by following principal child abuse reporting demands. I returned for school pickup with copies of the health and wellness policy for parents. That day, I chocked the word child abuse in the school parking lot, large enough for district cameras, in hopes it would trigger crime reporting procedures. On this day, Principal Julia Martinez purposefully isolated and removed my child from school property without my permission during school hours. The bell had not rung. I watched shocked as my child was carried out of school through a locked side gate while I was quietly explaining the crimes to other parents on the sidewalk. A white man arrived and remained parked blocking the crosswalk covering the child abuse chalk. After reporting the child abuse crime to police, I spent several mornings looking for the other affected parents quietly passing out crime

140reporting resources off school property. The principal saw me and yelled at me from across the street. I couldn't hear her, thinking she wanted a crime reporting info. I approached the crosswalk with a polite smell to hand a flyer. That is when the principal took out her phone and aimed her camera at me. I walked away confused. Moments later, the school office radioed the police for parent harassing teacher. Police already knew of my child abuse report and did not approach me. When I approached them, police said, police said the school was attempting to build a harassment case against me. Police told me I had to sue the school. Police told me to file a restraining order against the person who injured my child due to her retaliation history. I biked directly to the courthouse that morning.

141How did you know the principal called the police? Edith asked the very first ICA question about her child abuse and retaliation report. Shaw denied our experience altogether. Here's what I recommend. to create an independent watchdog committee to protect students from district legal defense team misdirection and child abuse reporting to bypass admin completely and assist parents in documenting crimes with proper authorities. The district is unethically dismissing and harming families to prevent costly lawsuits. We all know painful gastrointestinal dysfunction is not the worst trauma a teacher can inflict on a child. Safety first. >> Thank you. Thank you for taking the time to provide your comments to the board and superintendent today. We appreciate your input and please know that your perspectives help us to better serve our students, parents, and the community. This meeting is now

142adjourned. Uh special board meetings will be held on January 26th and 27th, and the next regular meeting will be held on January 27th. Thank you.