001All right, we have resolved all the technological challenges we were going to face and if we couldn't resolve them, we are going to work around them. So with that, it is 5:06 is a very hot mic tonight. Uh, I'd like to welcome everyone here in the chamber and those watching via live stream and call the October 14th, 2025 regular meeting of the board of education to order with all board members present. Can you believe it's October 14th already? Unbelievable. Um, we will start with our item A2, which is our flag ceremony. Uh, the San Diego High School Army JOTC color guard will present the colors. Please stand for the presentation of the colors. [Music] Brother [Music] Time. >> Please join us in the pledge of allegiance. Trusty Basa, would you like to lead? >> Yes.
002Ready, begin. I pledge allegiance to the flag of the United States of America and to the republic from where it stands, one nation under God, >> indivisible, with liberty and justice for all. Thank you. You may be seated. >> Coming right at you. >> All right. So this evening typically we run uh our land acknowledgement but it's not loading tonight. So I will just acknowledge from the dis uh we are uh on unseated territory of the Kumi people uh and we uh we have run them through substantial trials over the last 500 years nearly 500 years and uh and we acknowledge that we are on their former territory and uh we will continue with our traditional land acknowledgement at our next meeting. Um, with that we will move to adoption of agenda. We have a
003full dock tonight including several resolutions and consideration of implementation of a 4x4 or block schedule for our three high schools. Uh, I'd like to uh entertain a motion. Do we have a motion on the agenda tonight? Uh, I have Trusty Wen uh with a motion and a second from uh Trusty White Paint. Or we don't have to fight over it. It's good. Um, so we have a motion, a second. Uh, we will move to a vote. Student trustees, please vote. [Music] I'm not seeing that. I think you're doing your job. I saw I saw your the finger motion out of the corner of my eye. We'll try it again. Student trustees, please vote. We'll we'll maybe just do a hand vote. >> We'll probably >> got some feedback there. You want to cut your mic?
004Cut your mic. >> We'll probably have to do an oral vote. The box is not lighting up to it. >> Oh, okay. So, we will uh for the time being and potentially for the remainder of the night, we will do uh oral votes. Um so, I will actually do you want to do we typically do a roll call? We've never had this happen under my presidency, but we'll do a roll call. I'll just run through a quick roll call for the sake of the record. Um so, that will have trusty with us. I >> trusty W. >> Getting some feedback there, too. We got them all tonight. We get them. Um, Trusty Bazo, >> hi. >> Uh, Trusty Wers Payne. >> Uh, Vice President Barrera. >> Hi, >> Trusty Hast. That motion passes unanimously with
005student trustees concurring. We now have an agenda. Okay, it's going to get once once it gets strange, it stays strange, so just be prepared. Um, uh, Marty, would you like to provide information for our public speakers about tonight's meeting protocols? >> Yes. Yes. Today's meeting of the board of education is a business meeting that is conducted in public, and board members will not engage in dialogue with members of the audience. Board bylaw 1025 sets the time limit for public comment on agenda items at 10 minutes per side, pro and con, or 20 minutes total. Speakers will be able to provide testimony at the beginning of the appropriate agenda item or at the end of the meeting for non-aggenda comment. Please listen for your name to be called. Speakers are listed and called in the order
006received. When your name is called, please come to the podium to speak. Speakers participating via Zoom will be asked to unmute when their name is called. If you are unable to unmute yourself, we will call the next speaker. Please follow along with the agenda so that you know when your item is coming up for discussion. When you begin speaking, the green light below my name on the 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 inperson public comment, iPads are available and in the lobby. And I believe we will try a vote on the box for the next one, the next voting item.
007>> Okay. Oh, are you think we're back online? >> We're on track. >> Okay, great. It's dawning on me why we have this like burning man comm system set up here. Um, so okay. Uh, now our next item is C1 and we will hear a report from our student advisory board and trustees Wen and Ordas will introduce the item for us. >> Perfect. Thank you. I would like to invite our student advisory board committee member Harry Park. He's going to speak on the report. >> He can he come to the dis. Is the dis working? You can come to the dis. You're part of the testing. Okay. You might as well take the opportunity to come to the DIS. >> You're official. >> Okay. Do I use this mic? >> You can use the DIS
008mic. Yeah. >> That's going to be of some feedback right there. [Music] >> Hello. Um yeah, I'm Harry Park and I am a member of the student advisory board executive board. And there was three topics that were discussed in our last meeting yesterday. Um the first was AI and the second was vaping and the third was at the very end the 4x4 schedule. Um and I would like to go through all three. So first of all during AI the um miss uh Mrs. Buggoula came over and asked what was some of the inputs on the pros and cons of AIS and there was quite a lot of feedback. Um, on the pro side, I actually got to learn about a lot of novel uses of AI, like using it to make study guides for like
009Quizlet and some very like academically fulfilling uses of AI. And then this could possibly be integrated within our classrooms. Um, on top of that, there were also things like using it to write essay outlines, which may or may not be harmless, um, but could could be implemented in the future. However, there's also a lot of um, discourse on the negative effects of AI. One of the first ones was an over reliance that students are facing nowadays. How there's a clear phenomena of students not being able to write essays during a class where they don't have these tools available. Um, another problem with the use of AI is its effects on the environment, especially when you're training new models. Um, it uses as much energy as like feeding a pound to train these models. And while
010the usage itself, like using the models are not very environmentally damaging, training the models is. And um the last point that I would like to talk about on like some of the problems with AI is ultimately these AIs are corporate uh corporate products and they are not the large language they're not just a bare large language model it's a large language model with input from the companies to give certain data and this could it's very dangerous to first of all use these AIs in school because um two reasons one company agendas that are may or may not be unknown and two a lot of the purpose of these large mingles model is to make money and that's to be able to make the users as engaged as possible. And when you're talking to AI and
011thinking along with it, asking AI, how's my thesis for this essay? It's going to give you positive responses, it's going to flatter you, congratulate you, tell you you're right always, and it's not going to it's actually the death of critical thinking as we know it. So, that is a problem that AI is not being AI when it's um being used by these companies to try to increase retention. it's just being used to reflect the user's own sort of thoughts and strength of it without having any critical insight. So that is one of the main um and so what was discussed is if we are going to use AI um we cannot use these company AI chatbot interfaces because of the issues brought up earlier and if we're going to use the large language model technology
012um it should be a bare large language model without the sort of guise of a person behind it and also um without any of being like open source so we know what exactly um is being put in because a lot of the content that AI is trained on is also from like Reddit and other untrustworthy sources. So that is AI. Um for the anti- vaping, there's a lot of responses from a lot of different schools. So it's not like we have one clear thread, but yes, um the the one clear thing is that yes, vaping is a massive problem at every single school. And even our middle school representatives at SAP, they notice vaping. So this is this is not good. Um there are certain types of ways. It varies campus by campus, but there
013are various different ways that um vaping is being addressed. On some campuses, they have a smoke detector um like inside the bathrooms and a camera that sees who goes in and out of the bathrooms. On my campus, La Hoya High School, there is no such thing. There's a person who sort of comes in at different times periodically. There's dogs that come and check for like weed and stuff every now and then. And um there has been like misresponses on what if there's enough punishment, if there's not enough punishment, whether punishment creates the effect of like a forbidden fruit. Um and so yeah, one solution that our board proposed was being able to find people who actually had to go through vaping, who actually experienced this. Because while it while it is true that we can
014do all the safety presentations, whatever, that's not going to really change the minds of people who are vaping. and maybe an insight from someone who previously vaped in the past. It doesn't have to be a high school student. That would be very awkward, I'd say. But yeah, to to put it mildly, but yeah, maybe hearing that I think that was an issue. That was something that we reached a consensus on like maybe that might be a good thing. And one other problem from a member of our school um at PointLoma and Scripps is the rise of sins, which is basically like you put it in your mouth and you just chew it and it's like has has the nicotine. So um and then they saw a massive influx of this during the um football season.
015A lot of football players were just doing it and chewing it maybe because they're stressed at being an athlete or not. But this is another problem and I think it it has to be addressed in maybe a different way because you cannot just you have a smoke detector or whatever. It's very subtle and it's becoming very popular as well. And at the very end of our meeting, I'd say in the last 15 minutes of yesterday's meeting, um we discussed the 4x4 block schedule for Mir Mesa, Canyon Hills, and Madison. And we have students on our advisory board that are from those schools. And so, um if we understood the resolution properly, it's so that these schools are going to have adopt the 4x4 block policy. Um, and it's because of they were already sort of
016committed to do this in the first place and there was already like consensus on yes, we should actually go through this. The schools actually want to do these 4x4 block schedules. But when we asked the students themselves from those schools, um, it was more like they didn't have a say in it. The teachers sort of said, "This is what's going to happen next year." And there was no really student input on whether or not they wanted a 4x4 block schedule. And um, yeah, a lot of it was very shocked. And then when we did hold like a very informal vote of show of hands at the end, very few supported it. Even people from very few supported it uh on like pushing forward this 4x4 block schedule. Most of and very few people outright denied
017as well. But most people were looking for like a postponement to really have more student representation when doing these issues because that's what they felt like there was not enough of. So yeah, and that concludes what I had to talk about today. Thank you. [Applause] Good then. Okay. Thank you, Harry. Thank you, trustees. Um, I'm gonna stick with black coffee. Um, we will now consider apologize. I I just want to Harry, thank you so much. Um, I gotta say that was the clearest and most concise pros and cons about AI that I think I've yet heard from anybody. So just really really appreciate it and again it's why student voice uh is something that needs to needs to drive our decision making. So thank you. >> All right. Thank you. Uh Vice President uh Barrera.
018We will now consider item C2 through C4 resolutions recognizing October. Trusty Hazen. >> I had just a quick followup. Um and it's a curiosity event. really appreciate uh the report specifically related to vaping and hearing about the inconsistencies from campus to campus in terms of detection mechanisms. Um so it' be great if at a future um meeting or individually if we could find out you why there's that variability um and what that means in terms of student health and wellbeing. >> Thank you Trusty Hazen. All right, as I was saying, we will um move forward item C2 through C4. Uh resolutions recognizing October as Filipino American History Month, National Bullying Prevention Month, and LGBTQIA plus History Month. Is there a motion to approve items C2 through C4? Trusty Bosa with the motion. Uh Trusty Wyn
019with the second. U we have a motion and a second. Uh, Marty. Oh, are we going to do a we'll do a video presentation to introduce? I believe we only have a Filipino. Do you want to do it? Is it work? Is our video working? Okay. The motion's on all three items, but it appears that we have a video for the uh Filipino American History Month. Filipino History Month uh is important for um not only our students but the community at large because it gives us uh time to pause and really reflect on what our our contributions in American history, our contributions in the classroom. >> Yeah. because it's >> uh my name is Joanne Fields and I am a community partner um with San Diego Unified School District >> at Marram Mesa High School.
020We are launching again this year our road scholars program at Morris High School. I was uh the chair of the Morris cluster. It was. >> So, I've been really involved for past couple of decades. There are fun ways to be included. For instance, with the road scholars program, uh we had a field trip with students during the summer break to meet with our mystiso uh leader, our San Diego mayor, Tag Gloria. And that's where the students became face to face with someone that um has made history. but they asked questions of what motivated him and and those are the type of experiences that I look forward uh to working with the school district and we do that also during the time of Filipino History Month >> just shows how important sound is >> Filipino history
021month >> whenever I think of like Filipino American um heritage month I just think of my mom but through her she's like a way that I can like be connected with who I am hi my name is H. I'm a senior at Morris High School. [Music] Filipino History Month uh is important for um not only our students but the community at large because it gives us a time to pause and really reflect on what our our contributions in American history, our contrib contributions in the classroom. >> Uh my name is Joanne Fields and I am a community partner um with San Diego Unified School District at Marram Mesa High School. We are launching again this year our road scholars program at Morris High School. I was uh the chair of the Morris cluster. So, I've
022been really involved for the past couple decades. [Music] There are fun ways to be included. For instance, with the road scholars program, uh we had a field trip with students during the summer break to meet with our Mystiso uh leader, our San Diego mayor, Todd Gloria. And that's where the students became face to face with someone that um has made history, but they asked questions of what motivated him and and those are the type of experiences that I look forward uh to working with the school district and we do that also during the time of Filipino History Month. >> Everyone for being here to celebrate Filipino history month. >> Whenever I think of like Filipino American um heritage month, I just think of my mom. But through her, she's like a way that I can
023like be connected with who I am. Hi, my name is Hinn. I'm a senior at Morris High School. So, my mom is very like familial andospitable and I feel like that's a core value in Filipino households. For example, she caters and she makes food like Filipino food and she has her own catering business. [Music] I was a part of the first Asian-American studies class and through that class I was able to learn not just about like Filipino American history but also learn about other parts of Asian-American history. Through that class it just connected me with a bunch of people from or a bunch of students from my school that also don't feel connected with their culture. And through that disconnection, we bonded and we were able to be like, it's okay if we're not connected
024with our culture because like we're still Filipino no matter what we practice or what we do. That's why I I love working with our schools because we create a fun experience while teaching and having a teachable moment to show again that it's not only Filipinos, but we are Filipino and we should be proud because we have contributed into the history and are part of the fabric of uh the US. [Music] All right. Sorry about that. We we apologize for the technical difficulties. Turn. All right. We could all use a whole site modernization here. Um can uh Marty do we have any public comments? >> We do actually and we will post that video on our website with sound uh tomorrow morning. So for those of you who could not hear it but could see it,
025you'll hear the whole thing. >> Yeah, the superintendent had a good comment. We we'll we'll show it again at the next meeting. Yeah. To get that great >> honor it deserves. >> And for those of you who could not hear Joanne Field, she is here in person to provide comment. So you will hear from Joanne Fields and Mark Phillip Valerio Santos who's also speaking on this topic. You each have three minutes. >> Which one? Good evening superintendent president. >> This one sorry I'm learning communications now too. Good evening, uh, Superintendent um, Bagoula, President Peterson, um, of Trustees, staff, and our community. Thank you for um, celebrating Filipino History Month because sometimes we don't take a pause. Life is lifing and then we forget, right? And, you know, our history is trying to be erased if
026it's even mentioned. So having this opportunity to share this with all of you is really an honor and a blessing so that people don't forget we have contributions that we were once a territory of the United States that July 4th 1946 was when we became our own country when we became independent and the Treaty of Manila was signed. But we're also making new history. I hope you enjoy when you hear the sound of our young people. We have a program called road scholars so that they are learning who are the leaders up and coming because we have a motto if you be it if you see it you can be it and we want them to see you can be mayor if you want to. If you want to be the attorney general you can.
027If you want to be elected official you can. You like how I like the the theme of decision makers because we need to partner with all of you. It's not about just us. It's for all of us. And we just want to be on equal ground with you. And when we forget that there's a Filipino community that is the largest Asian segment in San Diego County where there's over 217,000 living throughout the county. Yes, we're in Manila Mesa. Yes, we're in National City, but we're throughout the county and throughout the district. I'm so happy to learn that you have a new communications department. I love when I got the call from James and then working with Maria to create that beautiful video. That's something new and innovative and I hope our kids will take advantage
028of the opportunities that they have at their own neighborhood school. talking to um principal uh Jeff, I'm sorry, I can't remember your last name. I need notes. But uh but with our principal, he was telling us about the new state-of-the-art, you know, um communications and broadcast. So, if they want to be in broadcast, they can do it. And you can learn about it at your school. And you can also learn some college um classes or take some college classes at Myiramar. And it started with Mayor Mesa and it includes the language class. So there's a lot of things to celebrate from the past but also to create um new history in the future and we're all a part of it. So again, thank you for the opportunity. I feel like I'm going to eat and
029run because uh we have a group here, hello group from the API initiative and also from our Filipino community who've been invited to KUSI to um speak and I'm going to talk about uh today's experience. But I'm going to hand this off to one of our young entrepreneurs and uh he'll introduce himself. But thank you, thank you, thank you again for uh today's celebration. >> Good evening. My name is Mark Phillip Valerio Santos. My family owns what's known as Valerio's Bake Shop. It's a Filipino American bakery that was started by my grandparents, Victor and Magros Valerio. has become a huge community aspect in a lot of Filipino Americans today. If you ask any Filipino where they buy their bread, they're going to say valias. My grandparents started it in the 1950s in the Philippines. And
030they came here into the US in the 70s wanting to share that same tradition of warmth and taste of the Philippines. And so today, I really want to honor them because they've made such a large impact in our communities. Uh, something that has happened recently in light of Filipino American History Month is that I was able to go and make Filipino history at Ibie, which is the Western Hemisphere's largest bakers convention. In that competition, I submitted our traditional Filipino bread known as Pandisal. and Bisau won. And that marked a momentous occasion for Filipino representation on a global stage because now we know that Filipino bread can stand among the best breads and bakers globally. You know, the bra uh the bakery is more than just food and nourishment for the body. It's emotional. It tells
031a story about a Filipino family wanting to come to the United States to share their traditions, history, and culture. And I love saying this because every bite is a connection to home, a tribute to the past, and a promise to the future. So, thank you for allowing us to continue bringing the heart and soul of Filipino baking to your family's table. And we brought some treats for you guys to share. Filipino food is our love language. So, thank you to the Valerio's bakery. We have cheese rolls and we also have pow. So you'll get a taste of uh our our baked goods as well. So thank you again. >> Thank you. Wow. You know how to get invited back. >> All right, that was a beautiful speech actually. Um so with that, do any of
032my colleagues have any comments on these items? Uh Trusty Bazo. Thank you, President Person. And uh I also just want to thank all of our um our that all of you that came tonight as those that spoke as well as our additional visitors. And thank you for these yummy treats. And um I've just wanted to say a special thank you to Joanne because I know she's she's done so much um to support not only the Filipino community but you know our just youth uh across San Diego and not just city of San Diego but the county of San Diego and um living in the Mesa area um I've just you know we've lived there now for almost 30 years and um that you know there's a lot of so many Filipino um residents there that
033are just part of this thriving and really vibrant community and have really grown to appreciate that. Um, and a lot of them coming from the Philippines and and really, you know, being absorbed into the culture here, but also being able to maintain their own culture, I think is important. Um, you know, my f my daughters had a lot of friends growing up that were Filipino and just learning about their families and some of them migrating here and just the heart how hardworking they are and just fun people. I mean, Filipinos parties are the are the best. They have the best food. Um, but again, thank you for being here and I'm I'm really honored to be able to um to have share this resolution with you this evening. Thank you. >> Thank you, Trusty Bazo.
034Do any of my other colleagues wish to say anything? I think I see a finger from Trusty Hazen. >> You know, it's hard when there's food in front of you. Yes. So, I want to thank uh Joanne and all for all the work you do and for sharing your history with all of us. Uh I can't wait to hear the video with the sound and for all of our students to be able to see it. I know in my subd district uh at Dayporta Middle School there was a special celebration uh which was really wonderful to see. I also want to speak briefly uh to C3 which is bullying prevention resolution. As we all know our board and district have made it our top priority to support and boost the wellness of every student. And
035we know that begins with ensuring they feel safe, seen and valued at school. And so this resolution recognizes October as National Bullying Prevention Month and reaffirms our commitment to building inclusive school communities where kindness and respect are the norm and where every student can thrive. And I really appreciate all of the work of our educators and our principles and counselors uh to support that and build the culture uh that we seek for all kids. >> Thank you, Trusty Hayes and Trusty Wires Payne. >> Thank you. you. And I know you guys have to go, but I just want to say uh thank you to the community for all of your support with Vthun uh K8. I know you were there because I was there too looking at you and you made a difference. Thank you
036for caring for our children and making a difference in the community. >> Okay, >> I just want Sorry, I want to add one other thing. Um the Filipino um community is one of the fastest growing immigrant community of any in the state of California. I wanted to mention that. And also we there's Tagalog classes offered at I know Challenger Mir Mesa Bell or >> Morris and Bell. Yeah. So so yeah that's fantastic and hopefully we can increase that number. I might be out of >> Sorry, I might be out of order, but I want to share with you Tracy Badua is a Filipino book author. So, we have a book that we're donating to help start a book, a Filipino book section at Marram Mesa High School. Once we get funding, we'll try to get
037every library to have a book. I left some of the bookmarks um so that you can read about her and uh enjoy. So again, thank you and I'm sorry that we have to run, but we hope that you uh enjoy the the b um goods and enjoy the rest of your night because I know it's a packed agenda. >> Thank you so much. We we appreciate the disorder. >> All right, I believe that's uh it's all for comment. We will therefore move to a vote on items uh 2 through 4 if my recollection serves me right. C2C, C2 through C4. Uh student trustees please vote. I think okay all the trustees please vote. That motion passes unanimously with student trustees concurring. I'm going to stall for time as my trustees finish eating so they can
038comment on the next item. Um uh our next uh item is D1. Uh Deputy General Counsel Ames under item D1. Are there any reportable actions from close session? >> All right. Thank you very much. Uh Dr. Beula, are there any management appointments to announce under item D2? >> Yes. I'd like to welcome our new principal for Benley Weinberger Elementary School, Miss Lindseay Aldo. Let's give her a round of applause and a welcome. [Music] Thank you. >> All right. Welcome aboard. Uh we will now hear and consider item E1, approval of 4x4 schedule. Did I >> Yeah, Bobb's report. >> Oh, you d we do we do a double Fabi on this one. Yeah, I always forget that. Um so we'll do D3 uh before E. Dr. Dr. Please provide your information report. >> Yes. San
039Diego Unified students are continuing to make gains on state of California math and language assessments and our students are outperforming the county and the state >> school in Logan. I >> think we should congratulate all of our educators here. So, I'm going to give them a round of applause. Thank you. About 56% of our students in San Diego Unified met or exceeded the English language arts standards. That's an increase of 2%. And about 45% met or exceeded the math standard. That's up a little more than 1%. Ahead of the results being released, state superintendent Tony Thurman visited Burbank Elementary in Bario Logan to preview our results. And I'd like to play a short video clip of what he said about the success of San Diego Unified. I hope it works. >> Is shining bright celebrating
040math and reading scores that outperform thousands of other schools in the state. ABC 10 News reporter Danny MSL was there Friday as they got a special visit and some muchdeserved recognition. The students here at Burbank Elementary School have just made huge gains with their English reading and writing test scores. The school leaders tell us that they are especially proud because the majority of the students here speak Spanish as their first language. >> Great things are happening in this district and that's why we came here today to put a spotlight on that. >> Burbank Elementary School and the San Diego Unified School District overall is showing standout growth. The students performance are stronger. They're not just getting by. The last two years, we've built a robust system of accountability that requires ongoing progress monitoring with actionable
041data. >> San Diego Unified Superintendent Dr. Fabi Vagula says the school district's test scores for third through fifth graders continue trending upwards with English and math, but she's especially proud of one group in particular. >> Our Hispanic and Latino students, they are leading some of the most impressive gains districtwide. State Superintendent Tony Thurman's move the needle initiative has been pointing billions of dollars and strategies towards helping students at risk of falling behind. At Burbank Elementary, the school identified key barriers holding their students back. >> What we were noticing is the connection to the literacy. Many of our math problems or math work is related to reading problems. Principal Francisco Solis says many of the students spoke English well but had difficulty putting their ideas down on pen and paper. >> We began to work around
042uh what it is that the students needed. >> Thurman says San Diego Unifi, which represents one of the largest districts in the country, is now recognized as a leader in statewide test scores. >> San Diego Unified School District is number one in fourth grade and eighth grade literacy and math. Danny Mscoll, ABC. >> Thank you. I know we have technical difficulties, but thank you. And I want to say thank you to all of our educators, all of our leaders, all of the people doing the work in our classrooms. Um, and of course our students. Thank you for that celebration. Our work towards 100% of the students 100% of the time will never stop, but I know everyone's um dedicating not only the instructional time, but also the care. So, thank you to all of our
043educators. With student wellness being our number one priority as a district, it was fun to see how our students have really taken up the mantle of leadership when it comes to mental health. Um, I visited with some students from our student wellness education and resources or swear committee. These are students from our high schools who are passionate about the importance of maintaining and improving the mental well-being of students in our high schools. While visiting with them, what I saw was a commitment from young people to support other young people and communities in being a healthy and well community. I know I have just begun my partnership and dialogue with them, but there's so much more to go. And what I want to say about this that I think is really important is wellness really is
044about how well I not only take care of myself, but how I also show up for my community and how much I care for the students or for my colleagues or when I'm in a space, I'm also responsible for that. So, I appreciate that they're seeing this and taking on that leadership. I'm going to pivot to a a third topic. Um, college and career preparedness is the end result we want for 100% of our students who graduate from San Diego Unified Schools. And during our last meeting, we highlighted our graduation rate and the success our college and career technical education program is experiencing. We told you that we have 13 career pathways for our students to explore and I recently met with the San Diego Carpenters Union to begin a conversation about developing a partnership
045between them and our districts. We want to make sure to create apprenticeship opportunities for our students with our labor partners. Eventually, we want to have apprentices from our schools working on the hundreds of millions in school improvement projects we're also doing at San Diego Unified and building an ecosystem of support. It was a good meeting and I thought it was important for you and our community to know about it. I will provide updates as they become available. In August, I mentioned during my report that the California School Boards Association informed us that our Equity by Design, the San Diego Unified Office of Graduation Initiative, was selected as a finalist for the 2025 Golden Bell Awards. And tonight, I'm pleased to to report that we won that Golden Bell Award. So, congratulations to our team who
046have led and worked so hard for this initiative. It's a group of doctors, Dr. Robersonson, Dr. Richardson, Dr. Del Rosdio. Thank you for all of your hard work and dedication. Um, and of course all of the people that are doing the work for office of graduation. For those who are unaware, this is the work that we've done to reimagine graduation as a gateway to post-secary success rather than a checklist of credits. Our office of graduation has pioneered a systemic data-driven and equity- centered approach that is closing opportunity gaps and delivering real results for students who have historically been underserved. And that concludes my report. Thank you. Thank you, Dr. Bagula. We will now hear and consider item E1, approval of 4x4 schedule implementation for Air Mesa, Madison, and Canyon Hills high schools. Dr. Bagula, please
047introduce the item. You're back. >> Thank you. Yes. And I want to welcome up uh Deputy Superintendent Nicole Dwight up to the DAS. Um, there we go. All right. >> Who is wearing Doc Martin saddle shoes. God bless you. >> So, I want to introduce this item um by first saying when hosting listening sessions, when you go out into our schools to truly listen, to hear, and to understand, you realize that leadership at its core is about listening. It's about paying attention to what emerges and allowing what you hear to shape what comes next. And that's exactly why we're here tonight. What you'll see in this presentation is a reflection of what we've heard across our listening sessions from schools that were ready and eager to engage from those that shared concerns or hesitation. This
048presentation represents the collective voice of our educators, our students, and our families. I want to acknowledge that while some schools have been deeply engaged in these conversations over the past several months and years, not all communities had that opportunity and I appreciate the push to slow down, take some time to collect data and design a process that is not a top- down approach, but it's rooted in the values of each community. I also want to acknowledge that this is high stakes change. We are talking about the experience that shapes our young adults as they design their lives beyond graduation. My concern has always been about how well this is done, not the speed. Our responsibility is to ensure that every student is prepared to live a choice-filled life, one where they have multiple pathways to
049success, not just a single route. I also recognize that California's high school accountability system is complex and perhaps not something that we've unpacked as a community together. The California dashboard measures so much more than graduation rates. It looks at how schools create opportunities for the future, career pathways, dual enrollment and community college courses, the seal of biiteracy, and many other indicators that reflect a well-rounded education. The goal of the proposed schedules for these three sites is to ensure that our students have the time and access to benefit from these opportunities to be enriched, challenged, and supported in preparing the careers for the lives that await for them. So what you'll he see tonight in this presentation born from this deep listening from the data and feedback that emerged across our schools. It represents also our
050collective effort to create the conditions for every graduate to walk across the stage ready for a choicefilled life. So I'm going to begin a little bit actually um I wanted to speak to the first slide because I did um I just mentioned that the complexity of the dashboard with this particular has about 10 different categories and one of the things that I was working on when I was working at the county office of education is helping districts unpack the complexity of this measure. Traditionally, what we think about when we think about graduation or high school is graduation rate, maybe AP passage rate, maybe D's and Fs. But what this what this change causes is it looks at not only our uh CASP data, our AP exams, our IB exams, our completion of dual enrollment, our
051UCG diploma, the CT pathways, and there's even additional criteria. So this is talking about a well-rounded graduate, not just one single measure. And I really believe that is something that we need to continue to not only understand but also engage with community about how deep um this assessment is across our high schools. Um so thank you uh deputy dwit and I'll talk to you. >> Thank you so much for that introduction. So like Dr. Bulao was saying the question that we're really posing is how do we best support the college and career goals for all students and so we do recognize that students need access to acceleration early college credit as well as opportunities for grade remediation because as Dr. Maggula just pointed out one of those college and career readiness indicators is a C
052or better in A throughG coursework or a C or better in our CCTE pathways. So, if you're a student that happens to earn a letter grade of a D, what's an opportunity for you during the school day to remediate that grade? We also know that it's really important to have career industry experience. And so, having an opportunity to participate in internships, apprenticeships, or even earn industry certifications while still in high school is very critical. And we want to make sure that students are able to not just attend to their academic needs, but their social, emotional, and mental health needs. How are they able to find that balance? Right? Sometimes it can be very challenging to focus on six rigorous academic courses all at one time. And so, do we want to look at different opportunities
053to create more of a balance there for our students? So, this slide should be very familiar. Um, we've used it several times when we've talked about our goal four for college and career readiness. These are the levers that are researchbased in showing improved outcomes for students. And so, the one we really want to focus on tonight is around strategic scheduling. What does that mean and how could that look for our schools? So just a reminder that we do already have a lot of schools that are using alternate schedules and not just a traditional six period day. So you can see here we have schools that are on a straight quarter system. We have schools that are a hybrid model where they're using quarter and year-long courses. And then we have schools that use an AB
054model where they're actually participating in eight courses. So the schools that we're really focusing on tonight are the ones that are highlighted in red. Canyon Hills, Madison, and Mirram Mesa. And the reason why we're focusing on those three today is because they have been doing engagement not only with staff, but with families, with students to see, is this something that we want to pursue as a school community. And in just a moment, I'll be asking them to come up and share a little bit about what that community engagement process has been. So, as Dr. Dr. Bugula mentioned one of the college and career readiness indicators is being on track to meet our A throughG requirements. A throughg requirements are the courses that you must take in order to apply to Cal State Universities or University
055of California system. So in our previous presentation, we showed you this is how we're defining on track that in the ninth grade year you need to at least earn these three credits. In 10th grade, you're building on top of those three credits and adding more until you get to the 12th grade year. So, you can see by 12th grade, you've taken a lot within your four-year career in order to be A throughG eligible. So, how do you fit this all into a student's schedule? That's really the question that we're posing tonight. So, our first interim goal, goal 4.1, was focused on completion of A throughG coursework and really wanting to lift up our spotlight students. So you'll see here that if we schedule into a regular six period day the A throughG coursework, you can
056see how that develops throughout the years. I also want to point out that in addition to A throughG coursework, there is statemandated courses that don't meet A throughG requirements that aren't part of the college and career readiness indicators, but are mandated in order to earn a diploma in the state of California. Physical education is a great example. you must take two years of physical education in order to earn a diploma in the state of California, but that does not actually count towards A throughG requirements. So, in addition to A throughG, we have to fit those two years of PE in there as well. So, as you can see, there's not a whole lot of wiggle room in a student's schedule until they get to their junior and senior year. So, there isn't a lot of
057opportunity for acceleration. It's really challenging to complete a pathway. You may have limited opportunities for internships and apprenticeships. And if you did happen to earn a D in one of your classes, grade remediation is only available in that junior or senior year. Um, which could be cutting up close when we're talking about trying to graduate on time. In the bubble over to the right, you'll see that these are the spotlight student rates for each of the three schools that we're talking about. So, if our goal is to move from 24.7% to 42.7% by spring 2030, you can see that some of our schools have a lot of work to do when it comes to reaching that goal by the year 2030. For goal 4.2, this is specifically focused on completing a college, career, and technical
058education pathway, again with a C or higher. So if you now are trying to meet A through G and potentially finish a pathway, your schedule becomes even more impacted and constrained. Now are there some courses that meet A through G and part of a pathway? Absolutely. But sometimes it can be difficult to fit that all in and students may have to make uh difficult decisions. I know being a former high school principal myself, we always referred to the sophomore years as the sophomore squeeze because that was the year not only are you finishing your second year of PE, but now you have to take a world history course. And so if you started a CCTE pathway as a freshman, you actually might not be able to fit that into your schedule in your sophomore year
059and return to the pathway in your junior year. So there can be a gap in pathways when you're trying to complete that. So again, you can see here there's a little less flexibility when you're adding in those pathways. And again, if we want to reach our goal of 39.4% of our spotlight students uh completing a CCTE pathway, our three schools are below that goal right now. And then in interim goal 4.3, this is focused on community college courses earning a C or better, which we commonly refer to as dual enrollment. So again, similar to what we saw in our CCTE pathway, it can be very constricting to u also fit in the dual enrollment courses. Could they also fulfill A throughG and potentially be part of a CCT pathway? Maybe. But if you're trying to
060do multiple college and career readiness indicators, it can be very challenging. We don't have data yet on our dual enrollment for the class of uh 2025. That will come in our joint board presentation that we have with our community college district later on this year. So, I've been talking a lot about our goals and the goals that we've set in our different uh college career readiness indicators, but I actually want to point out two student populations that have even more constraints when it comes to a sixth period day. So, going back to what is statemandated, if you are an English learner, you have to be enrolled in a designated EL course in addition to all the other courses that you're taking. So that's one more slot in your sixth period day that now you don't
061have the flexibility to take another course. For our students receiving special education services, many times it will be written in an IEP. That's a certain amount of support hours that need to be provided and many times those support hours are provided in study skills classes. And so that could be again another class that takes a spot in a sixth period day. So, particularly for our English learners and students receiving special education services, you have even less open periods. Now, you're looking more at maybe only one that's available within your senior year. So, what we're asking the board tonight is to consider schedule changes for our three schools, Mirram Mesa, Madison, and Canyon Hills. And the reason why we're focused on these three is because they've done a lot of input from different educational partner groups
062over the past several months and even years for some of these schools. So some of the student groups that they have worked with have been their ASB student athletes. They've done grade level presentations. For staff, they've worked with site site councils and instructional leadership teams to gather input and feedback. And for families, they've hosted a lot of informational sessions via principal coffee sessions or within their SSC meetings as well community meetings. And so what I'd like to do now is I won't do it justice speaking to all the work that's done. So I'd like to actually invite um principal Sabins and one of his staff members to come up and speak a bit to the engagement process that Mirror Mesa High School has done. >> All right. Hey, thank you everybody. Um, so to kind
063of take you back a little bit and I won't I won't go too far back but just to take you back to the the reason why we started to consider this schedule was uh coming out of co right one of the things when we were pulling our students about were there any positive aspects that happened during the closure. One of the things that we heard in a resounding way was it was unbelievable to only have to focus on three classes at a time because our students are used to focusing on six, sometimes seven. And if they're highly motivated, you have a student in zero period and then taking additional college classes at night. So we were trying to use that as the foundation for us to explore other schedules and figure out is there something
064hidden here that we can glean from this experience that helped to make our students have a better experience. And so we started investigating a multitude of schedules. We looked at a a 3x3 schedule with a common period 4 prep for all teachers thinking we're going to have cross departmental uh conversations is going to be amazing. Uh we were surprised that nobody else in the county was doing a schedule like that. Then we found out that it didn't abide by California minutes. So it was not surprising at all that nobody had this schedule. But we started looking at uh trimester systems with five periods. We started looking at 4x4 abs. We started looking at 4x4s and we said, "Let's find a school that closely mimics our own and let's figure out if they're doing a schedule.
065Is it successful there?" So, we started to look around, right? We looked at Canyon Crest Academy, we looked at uh Westview, we looked at Brancher Bernardo, you know, we looked at a bunch of different schools, but the one that we found that was most similar to the demographics and socioeconomic status of our community was really Helix High School. And so I got an opportunity to pop out and come over with a group of principles to Helix and kind of experience what they're doing there. Um I was so moved by it, I went up and asked the principal afterwards and said, "Can I bring my teachers here so that they can hear from your students? They can talk to your teachers. They can experience what we're what you guys are doing here because we think that
066this is really something special." He agreed to doing that. He let me bring 18 of my teachers over to Helix High School. So, we had representatives from from basically all departments to be able to come over and really talk to the students. The thing that moved me the most that day was I probably talked to at least 50 different kids. And every kid I talked to when I asked them, you know, do you like this schedule? Every single student said yes. And that's unusual. If I ask students anything, you know, you're not going to get a universal yes typically. So, that spoke volumes about how the students felt about that schedule. When I asked them like what's so special about this, a lot of students were able to tell us that in this schedule I
067don't have to take as much work home. That in this schedule I take two core classes and I have two elective classes and so I don't feel so stressed out with I'm not taking a multitude of core class is that our students are under immense pressure when we're getting into college. When you look at the average acceptance for some of the schools that when I was applying to was like a 2.2 two to get into San Diego State. Now it's over a 4.0 acceptance to get into schools. Like our kids are stressing themselves out in a major way to try to be competitive to get into these schools. So they're taking five college class or five AP classes mixed in with a college class. And some of the kids are still in band and athletics
068while they're doing that. So to give you an idea, if you're if you're one of those students at Mirram Mesa on a Thursday, that means that you're showing up for zero period band that you're going through, you know, five highle classes, possibly a college class after the school day is over. You're in with your football team, going to practice the whole time, and then you're going to night rehearsal after that for band, right? Then you're getting ready for your tests on Friday and getting ready for a Friday night where you're going to be in you're going to be there all night. That is extremely stressful to ask of anybody, right? So, we tried to look at are there systemic ways that we can reduce some of this stress and yet create more opportunities for students
069and the 4x4 was one of the answers to that. I I do want to stress when we talk about the outreach, I really intentionally started with staff and I did that to not polarize the community. I wanted to make sure that our staff was really on board and was supportive of us going into a 4x4 before I talked about all the benefits to parents and to students because what I didn't want to happen is parents and students to see the value in this but my staff wasn't quite there yet. And then we have folks saying why isn't your staff wanting to do what's best for kids? Because I will stress this point. We have folks that are in support of this. We have folks that are hesitant about this. But it's all in the area
070of what is best for kids. And that's what's been great about this conversation. Very little conversations have happened that really seem to come from a selfish perspective. It's really been about what do we believe is best for kids. So that's that's kind of what's been amazing. So for the last four years, we've had conversations with staff through ILT, through department meetings, through going over to Helix and visiting. After we went over to Helix and visited, uh we sent out a survey and said, you know, how are we feeling? Do we feel like we're ready to do this? you know, I think it was uh 58% of the staff said, "Yep, we're on board. Let's go right away." About 18% of the staff said, "Absolutely not. You know, don't fix it till it's broke. We're doing
071something that we're achieving at a high level. Let's continue doing what we're doing." So, that was about 18.9%, let's call it 19%. And then there was a group in the middle that said, "You know, Jeff, I just I need to learn more. Like, I need to know more about what's going on." Um, I really wanted to have a large contingency from our staff really on board. So, we continued to invest in what it means to learn more about the process. And one of the things that staff was asking for over and over again was if we make this change, please don't make it in April and tell us that we're going forward in August. We need a full year to plan for this. And we need pullout days and opportunities for us to meet as
072a staff to be able to engage meaningfully to change tier one instruction and to make sure that we're meeting the goals of our kids. If we simply go up there and lecture for 85 minutes and give them an exit ticket in the last three minutes, this 4x4 is going to fail. Like it is a big lift on the administration and on the staff to really redesign what classes look like at Mirram Mesa and how we're engaging with students over that period of time. One of the concerns that folks have have mentioned was really around like uh students with special needs um and our English learners and how are they going to engage in a class for 90 minutes and will that be more difficult because of the amount of time spent. And I would tell
073you in a lecture style class that would be really rough. Sometimes my staff meetings go on for 90 minutes. It's tough on adults, right? But if we can find ways to engage students, to have time for them to talk to each other, to kind of reorganize the room, to get up and move around, to do all those things, and really be intentional with it, it's not going to feel like 90 minutes. And then for our students with um IEPs and our language learners, instead of managing five core content area classes at one time and trying to code switch all those different times throughout that day, now they're hopefully looking at two content core core content area classes mixed with two electives that they really find joy in. So that's really what we've been looking for.
074So with staff, you know, we heard their message, so we delayed the vote and made sure that we dedicated more time to having those conversations. Um, we tried to honor what they talked about in terms of how are we getting ready to go. And this year, our SSC has dedicated over $300,000 to assist with pullout days, to assist with extra time for teachers to meet on Saturdays to not only horizontally align in course alikes, but to also vertically align to make sure that when we're redesigning what integrated one looks like, we're still preparing kids for integrated two. So, it's not about just making sure that we're on the same page teaching the same subject is as they move through departments, are we aligned in that way? So, we're trying to be as as thoughtful as
075possible, but change is hard and so it is still scary for folks. I want to say um I'm going to invite Joe here to talk in a second, but uh one of the things that we did was we took those survey results from two years ago and kind of overlaid it with the survey results that we just got on Friday. And it is very similar to where we were at two years ago in terms of people feeling like, "Yep, we're ready to go." We still had about 60% of staff saying, "Yep, we're ready to go. We're ready to start next year." and other folks are still hesitant. We're going to have to continue working to to kind of bring folks along. Um, in terms of families, we wanted to make sure that for our informational
076session that we had that we really had a good turnout. So, we tried to align it and pick the day of open house so that we would get as many parents as possible for that. Um, we had a really good turnout uh for our parent meeting. Had about 250 people come out. Uh, a lot of folks hung out afterwards, asked questions. Uh, a lot of emails came my way. We did try to respond to every email and be open to individual conversations when folks needed to just kind of connect to understand and learn more. Um, again, I'm also coming from a perspective of a parent. Um, my daughters are in the Mirram Mesa cluster right now. They're going to come through Mir Mesa High School. Um, very much believe in the product that we're selling.
077That's why I'm bringing my kids through the cluster. um because I do believe that this schedule is best for them as well, you know, and as a parent, I'm excited to see what this this schedule is going to bring. So, we did have that conversation with families. Um and we had a student forum held at lunch with students to kind of go through individual concerns. Um I will tell you that over the last couple of years of having conversations with individual groups, um a lot of information is predicated on whether or not the the staff member in that area is supportive of the information as well. I can give you some examples when a staff member was not in support of the 4x4 and certain extracurricular activities. We had a lot of students asking questions
078like is this going to impact us in this way? We heard, you know, uh extracurriculars are going to go away or athletics is going to go away, ASB is going away, bands going away, these kinds of things. Um and that's certainly not the goal. The goal of the 4x4 is to open up opportunities for students to take more, to explore more, to be CTE completers, to make sure that we don't have years like you were just looking at where in that 10th grade year they don't have an opportunity to take any of these classes. So when they sign up in a CTE course as a freshman, don't get it as a sophomore, trying to reconnect them with that CTE course as a junior is difficult. It is. And so we end up with students we
079don't see the completer rates that we see from some of the other schools because we don't have that through line where it's an easy transition and they stay in that pathway. So we are excited about that. So that's kind of the first slide. I don't know if you want to go to the second one. >> No. >> Oh that was it. Okay. Let me pass it over to Joe. Hi. Thank you Steam board members. My name is Joe Saba. I am a ed specialist in the ESN classroom and I am also the AR for SDA at Mesa High School. And um I can say that um when we looked at this schedule initially there were a lot of people that were concerned about change and and how that goes. Um so what I decided to
080do this time is I did a survey. It wasn't a formal vote. It was a survey. I wanted to take a temperature of where everybody was at on this thing. And basically out of 102 staff member we got 84 responses. 60% in favor and about 40% not. And of the ones that were not some of them were more concerned about pace more than anything else. But we did have 18 people that that abstained. Some of those were because of retiring. They didn't feel comfortable voting when they weren't going to be there for that. And some of them also were, you know what, I really don't have an opinion because I think this will work. And and at the same time, if we stay in the 6x6, I'm okay with that, too. But to me, and
081as I tried to talk to them, that was a yes because it meant you weren't against, which would have been the no of going next year. Um, I will also say this. Um, I've been at Mir Mesa 16 years. I'm a graduate of Mir Mesa High School from 1987, and that's how long I've been in that community. I am a firm believer that our staff is completely in belief of Jeff and the admin team there to lead us, and that whatever challenges we do come up with, we will overcome them because that's what we do at Mir Mesa. That's what it means to be a Mir Mesa alum. That's what it means to be a Mares Mesa student. And I and I feel very positive about that. the teachers that did say no or anybody
082that didn't vote, believe me, it's about best interests of kids in their mindset. So really, that's what this whole thing is focused on. Thank you for hearing me. >> Thank you both very much. I'd like to invite uh Principal Hilers up to speak a little bit about the engagement process that's been taking place at Madison. There is one uh given rule in the senior high principal world and that is do not talk after Jeff Sabins. So ditto on a lot of what he said. And by the way, is there a staff meeting that's under 90 minutes there Jeff? um you know anyway um so I' I'm here to speak um about Madison High School briefly and I've asked uh Lily Fuller um English teacher and SDA rep and Lorie Williams uh parent and instructional coordinator
083to speak about each one of their categories. But first I need you to understand that this came from the staff. The staff brought this through SGT over a year ago. They wanted to talk about it. They wanted to explore it and we did. We had meetings, we had subcommittees, they talked about it, they vetted it, they asked opinions of other schools. So this was driven from the staff because they saw a our students. So everything Jeff said is true. This is a a a schedule that levels the playing field for all students. For our CTE completers to see students with IEPs getting that completion, for our students that are learning multiple languages and they're going to be there. This levels the playing field and allows students an opportunity to excel, accelerate, and remediate. But I
084I think it's key and important that people understand I didn't bring this forward. This came from our staff and we met with students. We met in grade level assemblies. Um we met in individual classrooms to keep it small. I talked to ASB. We we talked to the kids and got their feedback and we've talked to all the parent groups. So I can go on and on and talk about what we did up here. Um I know you guys can see that. Um, I just feel that having worked in both a 4x4 and worked in a six period day as a teacher and as an administrator, I just feel it provides us so many more opportunities for students. And that to me is the endgame. It provides opportunities for students and I think here's my spin
085and Lily can spin it a different way maybe. I think it's intriguing for our staff. Staff love to learn and this is a new schedule and a new chance to learn and for us a new opportunity to offer more enriching math courses, AP courses, things that we haven't been able to offer at Madison in the past. So to us, I find that to be exciting for our staff. But I'm going to pass it off to Lily Fuller um to talk about our staff participation. >> Hello everyone. Thank you. I'm here today both as a teacher and the AR for my site uh as well as the SGT uh chairperson. So I just want to share a little bit about our unique journey. Some things you've heard um from um President uh President Hilders I just
086gave you a promotion. >> Principal Hilders as well as Mayor Mesa but also some um additional comments. Um so our journey was yes we uh some staff members proposed this um uh 4x4 schedule to SGT last year. Um I put out um feelers and a and a survey to find out if staff in general uh were interested over 70% of our staff said they were interested in exploring the 4x4 schedule. I want to emphasize the exploration part of that statement exploring the 4x4 schedule and learning more. and we started a process of gathering questions primarily from uh staff members about what they wanted to learn and what they needed to know in order to know if this schedule was a good fit for Madison. And we went through the cycle of getting a committee ready
087um and researching um contacting uh colleagues and leaders at other schools, just internet research in general about the 4x4, the pros and the cons of that kind of schedule, taking it back to our staff at staff meetings, gathering new questions or questions that hadn't been answered. uh and through this kind of cycle um you know came to the end of the year ready to as um an SGT uh bring it to staff and students the following year which would be this year. So staff had gotten a chance to explore and we were prepared to start getting more input from students uh and parents um now that we kind of knew more and could educate them in in an intelligent um and articulate way. Um so we didn't really start intense work with parents and students
088um because we heard over the summer that it was going to be a mandate from the district and so then it was more about okay there was anformational night for parents was not by any means as well attended as as Mir's but we did get some parents there to hear uh information as if it were happening not do you think this is or should be happening um and So we did get a little input that way. We also have sent surveys to parents, talked to um students as um uh Fred said and again a little bit more from the perspective of at that point this is happening. So we're trying to kind of educate you on what it looks like. Not so much again do you think this is something that's a good idea or
089not and what kind of information would you like to know more about? And so that's kind of a missing piece I think in this process so far is that bridge for us. Yes, we were very invested in exploring the schedule, but not all the pieces of getting that community input, I think, have been in place in a way that really ask people for their feedback, not just providing them information on what it will in fact look like uh when that decision uh is made. So, we did another informal poll last week. Again, I want to emphasize this, not a vote. an informal poll last week where um 80% of our staff was either interested in moving forward for next year. Um about 10% would like an additional planning year um because exploration and planning are
090different and I would argue that the planning year is a little bit tricky because things are happening in the planning year as early as November and December. decisions about course offerings and articulation for our students. Those things are in the next three weeks. It's not really a planning year if a lot of decisions are being having to be made in the first two months of school that really impact what's available to students. Um so I think the planning year can be a little tricky and what does it really entail besides just you know looking forward. It's not really a nine month or 10 month time to look forward. It really is in some aspects a two-month time to make some decisions that could impact um teaching staff of course offerings um what's available to students
091and all the um elements that were talked about in terms of A throughG completion etc. If we're talking about opening up new CCTE pathways, that also takes planning. We have these wonderful resource uh teachers now at on staff for a CCTE. But again, if decisions are being made about your score schedule in the next few weeks, that's a difficult thing to kind of create, you know, as we are um both planning and implementing really honestly if you're doing articulation in a way you are implementing uh in a planning year some of those decisions at least if you want to be efficient. So, what I want to just say is that we had a full year and, you know, a staffled um exploration, but that doesn't necessarily mean we're ready. It doesn't necessarily mean that additional
092planning time isn't wouldn't be best in terms of getting more community input. get helping our students and staff understand or students and parents the benefits of this kind of system and why the teachers wanted to move forward with it and what all the things that we've learned and to be able to share that. But I also want to say that I think it's important that sites can make their are able to make their own decisions about this kind of work. This is a big decision. We're talking about potentially if you know you do the math on it, seven less weeks of instructional minutes per course. And that is a big adjustment for teachers in terms of teaching the same amount of content in a much shorter time period. So regardless of the 88 minutes or
09357 minutes or whatever, we can make those adjustments in instructional practice and people like myself as a peer coach can help people along that way. But some really intelligent decisions have to be made about what you're not going to do with fewer instructional minutes available. And that also takes time and planning. And maybe a year is sufficient, but maybe it isn't. If you're talking about all of the elements that are part of a planning year, maybe two planning years, an exploration and a planning year, or planning year one and planning year two. Those are things that might be more uh realistic in terms of really identifying all the different layers. um instructional practice, articulation, course offerings, credentials from different teachers, teachers that are leaving, teachers that might be coming. Um all of those things that
094impact the decisions that we make at a school. And I think it's important for each school, whether it's the three schools here tonight or the other five or six um in the in the cycle that they have an opportunity to make all of these decisions in an intelligent uh way with um community support. Okay. Thank you, Miss Fuller. And she forgot to add, you're also an alum of Madison High School as well. So, we've got a a pattern going here. Thank you for your years of investment. Um, I want to clarify that uh Mr. Hilders also mentioned that I was a parent. I am a parent and two weeks ago, I stood before you as a PointLoma parent, and I am both. I have a senior that's at PointLoma High School, but I had brought
095my freshman to Madison High School where I knew that we were in the business of education transformation. And um I want to also bring in the great work of our community schools coordinator who completed our community assessment last year and overwhelmingly some of the data that or over not some the data that came back said that they want more rigor that our families want more rigor our students want more rigor and I tell I come to you as also the instructional coordinator who led who was a part of the team that led the transition work at my previous school into the wall-to-wall small schools that we found that by doing the 4x4 it challenges teachers practice. We had great conversation. Change is hard. I was in the classroom when we did that kind of change
096um at my previous school. But it helped um to include student voice. It helped things to be more projectbased. It helped me to bring in community experts. So I wasn't the voice lecturing. it was more um involved with stu with um community feedback as well bringing in guest speakers that represented the demographics of the school I was at. Those are just some of the small benefits as addition an additional way that it o offers opportunity to increase rigor is completing those um the CT pathways making that possible in an equitable way where all of our subgroups can access those courses. It is oftentimes those students in those subgroups that are really not feeling belonging in some of the core academic but they find that real world application and that value and they feel valued in
097their CTE courses where they are explicitly hearing how they are schools and their skills match up with the workforce. So that the only measure of success, what I've heard from students and parents sometimes is a four-year degree. So what if I didn't get a four-year degree? That's not the only measure of success. And that's what creating opportunity for our students to complete CTE pathways does is it says you can be an apprentice. Here's another way that you can earn a living wage in San Diego. You can have um and provide opportunities for those certifications for internships. How many ask you how many people do you know that did go get that four-year degree and at the end of their four-year degree still didn't know what they wanted to do with it? But when you have
098opportunity to be in a CTE pathway, we're introducing our students to all to the system of the workforce, the systems within the workforce. So they get to find where do they fit? Oh, I can do this kind of a job with a certification. Oh, I do need to go and act um and do the four-year degree or more. But then I also hear from people who look like me because we're intentional about that on how they made it, how they did that, and they have hope. For the parents that um have concerns about AP classes, I just want to offer an additional opportunity for perspective from a parent, but also as somebody who has worked um very closely with our CCTE office around CCAP courses. In the time that a student takes an AP class
099all year long, then they hope that they pass the test with a grade that they will um count for college credit. And then you hope that the college that they are tr that they're going to accepts that AP score for that credit. That's a lot of ifs for a yearong investment of time. Whereas on a 4x4 schedule in that same let's say period two class, you could take a CCAP class taught by Mesa College professors on their campuses for free where they take Monday or excuse me if we do Tuesday, Wednesday that they have um Mesa English and then Thursday, Friday they have Chico studies. Well, that's just first semester and now you have three units of college credit. Then you can repeat that same pattern for those who want that level of rigor and
100opportunity in second semester. So there is opportunity for four college credits or four college classes, 12 units in the time it takes to take one AP course. So yes, choice is important, but I promise you that this creates additional opportunity for both um students for all of our uh sets of students. We did poll parents um and we had 65% um respon or 65% of our families, excuse me, um that responded favorably. Additional things that went into this is we had our community meeting and then I was out there pounding the pavement because I am a stakeholder as a parent as well in our schedule design. And so we were I was talking we were um having conversations at our open house but then also at football games checking what do you understand? What questions
101do you have? So um I thank you for uh your time and your attention today. >> And just to close um I'm sure you're familiar with the Tina Fay quote about being on top of the water slide, right? Madison's been sitting on the top of the water slide for a year. I'd sure like to go down. [Music] >> Thank you, Principal Hilgars. I'd like to now invite Dr. Renfrey up to speak a bit about the community engagement at Canyon Hills. >> Well, the best thing about going last is I'm going to reiterate so much about what they're saying, but also reiterate a couple things that are sight specific to our school. Uh, Principal Sabins and I have we started teaching together and we've gotten promoted together throughout the ranks and we tend to stand side
102by side with each other and most of the work that we do even though we have different numbers of populations um and so we actually started the conversation between the two of us before co in about 2018 2019 um and I started engaging the our staff pretty heavily in it and at first it was like we're not sure we don't know and then it was like we need more discussion and then it was like, "Maybe we need a vote." So, we went to a vote and then the world ended and that went nowhere. And what ended up happening was me and Principal Savings had conversations about this may be a perfect time for a 3x3 in the regards to it's COVID, it's the pandemic, maybe less classes, we'll do it this way, you know, and
103parents initially, I think just with distance learning were just like, "Oh my gosh, what about this, what about this?" But very quickly they saw like, oh, I have some myths or feelings about this and my child ended up being completely fine and if anything more excited to have less courses. So coming out of the pandemic, uh, Principal Sabins and I and Canyon Hills, there was a lot of talk about moving to this schedule, a lot of conversation. And I know I provided the board, I mean I know some of this is up here, but I did submit like 50 to 60 links of presentations that we have done over the last five years in order to communicate 4x4 in a variety of settings, staff meetings, community meetings, principal coffees. We had some community meetings districtled.
104I've been having them in small groups as certain groups of parents have asked based on more individual type situations. Um, and I think what they really wanted to understand is um, they understand and trust us with what is good for students. They just want to know what that looks like for their child. Okay. And so for Canyon Hills, it's a variety of different things. Um, and I think it's some of the things that they brought up before and I have a teacher and a counselor I believe that are going to speak on it, but one is about just credit recovery in general. So I can give you an example. At Canyon Hills, we only had 11 students in ninth grade not get above a 2.0 this quarter, this progress report. Only 11 students. That was
105done with a lot of creative thinking and learning and shifting of funds and doing things differently. I would not be able to replicate that over and over and over again. It just can't happen. So, not only do we have sophomore year, the sophomore year squeeze, but with financial literacy coming down from the state as a requirement, there will be no opportunities for electives junior year either. So, if we're talking about a child that may either have below a 2.0 or something catastrophically happened in their family and they ended up failing a class, they have no opportunity to do that. Um, unless it's after school, right? Or it's before school if you get really creative. um or it's in summer school. So, a child that fails multiple classes freshman year already mathematically is running out of
106time just between graduation and how many courses you can take in summer school. If they get more than a set amount in freshman year, they are not on track to get a diploma. And that's very startling because we want children to have that opportunity. And it could be anybody. It could be one of our spotlight students, but can it could be a child just something catastrophic happened. They need to have that opportunity. and they need to be on the same foot as every other child and not be in a hole. Right. I think the other thing is acceleration. I get questions about acceleration all the time. Um I've been at Canyon Hills now for 10 years. I was a principal before that and I was a principal TK through 12 and I'll bring up why
107that's important in a minute when it comes to the instructional part. But the students are able to see that one I can accelerate. So I can give you an example. if they could only get through integrated 1, two, and three in pre-calc, which is standard on a sixth period day. Now we're talking about math 151, math 152, um, and more higher level of their choice. I know, um, Dr. Beula and I and Principal Sabins interviewed hundreds of kids over the last three years for the alternative diploma pathway and resoundingly every child from every school over and over and over in all these interviews said the same things. that I'm really glad the board is taking notice. One was we want to feel safe in our schools, which is something that got brought up here a
108little bit earlier. And how do they define what that means, but then also having more choice in their school schedules. Canyon Hills, for example, can offer ASL and Spanish. I will now be able to offer Japanese very easily on a 4x4. Um, some of my kids want to take AP Chuco studies or AP black studies or just AP sport, AP sports psych. Canyon Hills is probably going to be offering a sports pathway through CCTE based on the number of athletes we have. We have about 900 athletes and 1,200 kids. Athletics after school, just like Mr. Sabin said, very important. our kids are battling band, athletics, uh zero period PE, their APs if we're looking upper in the upper echelons. And so we really just want the chance to accelerate. 10 years ago when I got
109to Canyon Hills, the highest you could get was a 4.2. My validictorians are now clocking 4.7. On a 4x4, their grade, their GPA will be even higher. So it it helps both ends and the middle of the echelon. They just want more choice. more choice in however they so define it. So we can truly create a student master schedule that is based on student interest and what they are asking for. One of the major things I hear is about instruction. You know, we we say, "Oh, they're losing x amount of hours in instruction." I think the idea of the PD plan is incredibly important. Canyon Hills is more than happy to submit ours. It's extensive. We have been working on it a little last year and we have it all through this year. It's 100%
110on instruction, but I do want to kind of break it down in some generalities. You know, we hear like, oh, they're losing X amount of learning time by the end of the year. Well, on a sixth period day, you have 55 minutes. So, by the time your children enter the classroom, get all their stuff out, get their learning started. They only have about 30 35 minutes left before they get assessed before they leave the classroom if they if they even have time to get assessed before they leave the classroom in a 90minute instructional day. So say like you had to do that twice, right? Like two lessons in 190 minutes. That's not what you would do. But you are getting rid of two warm-ups, two feedback sessions, two differing things. So the time of the
111hours is actually not doubling things like you would on two separate periods. You don't have those two greetings. You don't have those two exits and it's extended to go deeper in learning. And I think the other thing that is important to bring up and principal savings brought this up is I have three children. They're very different. One was a homeless student here in this district that graduated from Sarah, class of 2020. Despite all her odds and me adopting her at about 14 years old, she's 23 now. She managed to get a 4.2, but took everything and anything she was not interested in to get that GPA. Nothing that excited her at all. Um, at that time we only had about two pathways. We didn't have a lot of electives. And so she went on to
112thrive. But the work that I'm doing now gets her really excited when she hears what these students are going to be able to experience. I have a neurotypical child who's going along. He's doing great and he just wants to do cool stuff that he's excited in and he wants choice and cool classes and he's going to have that opportunity at Canyon Health. I also have a child who is on the spectrum. My child or children, as Mr. Sabin said, will be on a 4x4. I intend for them to go to Canyon Hills or to go to the school in which I want them to go to, which is Henry, to have a 4x4 because children historically that have IEPs are pulled out of the classroom to get the support that they need. And I mentioned
113I was a TK through 12 administrator because the best push-in model for any child that was struggling on anything at all is seen in the elementary classroom and how they organize it and how they pull small groups for support whether they have an IEP or not. My high school teachers and many have expressed going down to that level and taking a look. so my child with an IEP does not get pulled out of the classroom to lose instruction and also the kids that also need support that may not have one get one and still stay part of the community. So, I really do think it addresses several different types of students. And I do think, like I said, whether you want to accelerate or remediate or just take more really cool stuff that we're able
114to do that. And we would not be putting something forward that we would not want for our own children. And Jeff and I and Fred have been in these communities a long time. And we want to do what's best for all the children in our community. Canyon Hills is an amazing parent student body. They are very activated when they want to be as history has shown and you know they really feel like they're putting it in our hands as administration and trust us and our teachers trust us and even the ones that were a little hesitant said regardless I still want to improve my instruction for kids and so that's why instruction has become so important. So I want to thank all of you for considering it. Jeff and Fred I think made a lot
115of other really good points. I believe I have a teacher and a counselor possibly to talk about it, but I will let you know that, you know, we need creative things. So, even those 11 ninth graders aren't left with less than a 2.0. I can do better than that. I want to do better than that. Canyon Hills three years ago had 100% graduation rate. I need to do that not outside of the day and not for students that have to take the bus to and from home to miss out on opportunities. That's very important, but also the kids that are here and the stuff they want to take. Is there anything else? >> Thank you. Thank you on behalf of all of us. Appreciate it. >> Thank you, Dr. Renfrey. >> So, I really wanted
116the uh leaders of the school to be able to speak to what their engagement process has been. And I just want to say a big thank you to our leaders and also the staff from each of the school sites that came to speak. I really appreciate you taking time out of your day and your evenings to be here with us tonight. Um, so with that, again, we're asking the board to approve these three schools moving to a 4x4 schedule for the 2627 school year. So that way during the remainder of the 2526 school year, we can really work in partnership to support them on lesson design, scheduling practices that are necessary to have these opportunities available for students. the built-in supports that may be needed for college and career readiness indicators to be completed and
117also continue with that student and family engagement. Hosting a lot offormational sessions on what does this mean for my child, right? And what does this schedule how does that impact what they're taking now? So, our hope would be to really learn from these three schools. We want to do a robust data collection both pre and post implementation of this 4x4 schedule to understand is it really impacting student outcomes the way that we're hypothesizing. We have seen in other schools that it has but we also want to be really intentional on collecting the data and identifying those foundational practices that make a 4x4 model successful. That way we can bring that data back to the board. We will include this data in future progress monitoring reports for goal four around college and career readiness, but also
118be able to share this with other communities that may be still on our sixth period day, but maybe after seeing some of the successes in our schools, they may want to consider this for themselves. So we will be bringing that data back and we will be presenting that data very publicly so that other communities in the future can also decide if they want to engage in this transition process. So with that again um we're asking for approval tonight for Mirram Mesa Madison and Canyon Hills to move to a 4x4 schedule for the 2627 school year. We'll continue to support those schools with professional learning and PLC collaboration on lesson design. We'll be identifying strategic scheduling practices and building in supports for completion of college and career indicators in partnership with instructional coordinators like the one
119we heard from tonight and also continue that engagement with students and families on schedule shifts, course selection, and pathway opportunities. >> Thank you, Nicole. Sit tight. I presumably there'll be some questions and conversation here. Um, first of all, do I have a motion? We have a motion from Trusty Whiters Payne and I'll take a second from Trusty Ordas. Um, we have a motion and a >> Can they clarify what the motion is, please? >> Uh, I believe it's as stated approval for Mayor Mesa Madison Canyon Hills to move to a 4x4 schedule for the 2026 27 school year. >> Just want to make sure because last time it wasn't clear. >> Yes, I >> Yes. Thank you. >> Thank you for the clarification. Um, okay. We have a motion and a second. Uh, Miss Stoulz,
120are there any speakers on this item? Yes, please. We have five in-person speakers. Each person will get two minutes. Uh we'll start with Khloe Fernandez, followed by Elizabeth Lee. Good evening. My name is Chloe and I'm a 10th grader and dance major at the San Diego School of Creative and Performing Arts. After high school, I plan to continue dancing while studying psychology in college. The 4x4 schedule has made a big difference for students like me. Having fewer classes at once helps me focus, understand the material better, and reduce stress. It's easier to stay organized and confident in my academics because I have time to give my best effort. Keeping balance between academics and dance training is very important to me, and the 4x4 schedule helps me do that. I can also see how much my
121classmates care about training in their majors, and this schedule gives them the time and focus they need to grow in both their studies and their art. The 4x4 schedule helps students succeed academically and personally, and I truly believe many students in the district could benefit from it. Thank you. [Music] Good evening, board members. My name is Liz and I'm a student at the San Diego School of Creative and Performing Arts where we've been using the 4x4 schedule. From my experience, it's really helped me succeed in ways beyond just grades. With only four classes at a time, I can give more attention to each subject. It's easier to stay organized, keep up with assignments, and actually understand what I'm learning. I feel more prepared for tests and projects because I can focus deeply instead of trying
122to manage too much at once. The 4x4 schedule also gives teachers more time to support students, which makes a big difference. There's more time for questions, feedback, and understanding the material. Overall, the 4x4 schedule helps me succeed academically and feel more prepared for the future. I truly believe every student in the district could benefit from it. Thank you. >> We have Carara Teshner and Jenna Teshner. All right, Sean Hunter. Is that on? Okay. Uh, so I was here two weeks ago for that marathon session. Um and well one question that be great for the uh discussion to cover is there was a question around whether procedurally things were covered right there was supposed to be an official vote as far as I recall at the schools before this could proceed. Just curious if that actually
123happened. Um but I'm not really here tonight to talk about the merits of 4x4. I mean people have talked about that. What I'm concerned about is somewhat the preparedness. So my daughter has to pick classes as mentioned very soon but we haven't gotten any details on exactly how is this being implemented next year. How is this being rolled out in a way that she can pick her classes and feel comfortable with it. She's pretty stressed out about not knowing how this is going to go next year for her senior year and have to pick those classes now. Um I've been on many projects. I'm a director in R&D at a biotech company and when you don't have that solid plan ahead of time and you're just going to we'll figure it out when we get
124there. Those projects don't go well. Um so mostly I'm here to urge the you guys to vote to make sure that there that there's a formal plan in place with details on how it's going to be implemented that is communicated out prior to actual implementation. I'm not saying we don't roll this out and you could even still roll it out one year later and still hit your 2920 2930 uh target date, but um my concern is around the timing of it because like I said, we went to the information session a couple weeks ago. It was only in September. God, it feels like forever now. And we had a lot of questions. There was a lot of questions from a lot of parents. And the answers were, well, 4x4 can do all of these things.
125It was this infinite space of what it could do. no answers on what it was going to do for my child next year. And that's very, very concerning as a parent. Cara Teshner and Jenna Teshner. >> Good evening. I am a proud school counselor at SDS SCPA School of the Creative and Performing Arts and I have been an employee school counselor for our district for 26 years. SDS SCPA made maintains a 100% graduation rate largely due to strategic scheduling by our counselors made more effectively through the implementation of a 4x4 block schedule for high achieving students. This model allows us to place them in a broader range of advanced academic and arts courses, encouraging both academic rigor and personal growth in their areas of passion. For students who need the support, such as our EL
126or sped students or students who just struggle in a certain area, the 4x4 schedule enables us to offer them the same course both in the first and second semesters, quarter 1, two, and quarter 3 4 if they need the extra time to remediate a class, allowing them allowing for timely credit recovery and increased academic support, ultimately ensuring they stay on track for graduation. In terms of college readiness, students applying to universities are typically expected to have completed at least 15-year long courses. Under the 4x4 model, our students at SDSCPA complete between 28 and 38 year-long equivalent courses, significantly exceeding this benchmark and demonstrating their readiness for academic demands of college. This expanded course load provides them with a competitive advantage during the admissions process. The district's 4x4 scheduling model combined with a robust CCAP which
127is college and career access pathways program ensures our students are wellprepared to thrive in postsecary secondary post-secary education and beyond. I am not only a school counselor here in this district but I'm also a parent of two students. I have a 2022 graduate from SCPA and a 2025 graduate from SCPA. my 2022 graduate. Um, okay. Good evening everyone. My name is Jenna Teshner. I was invited to come here and speak in favor of the 4x4 schedule. I graduated last May, class of 2025 from SD SCPA at age 15 and with my AA degree. I should be a sophomore in high school, but I'm currently a junior at San Diego State University, and I firmly believe that the 4x4 schedule is the best choice for students. The 4x4 schedule enables students to be academically prepared for
128what college will ask of them. It creates an educational environment where teachers and students care for one another and are able to learn the material in a more personalized manner rather than being condensed into a shorter class period stretched out over a long year. It gives students more agency in their own education, allowing them to be exposed to a wider breath of knowledge and electives that help further develop their own critical thinking skills and self-reliance. In my personal experience, it provided me the opportunity to consume knowledge at a faster pace, which is necessary for me to succeed. If you're stuck in a setting that is stifling or feels oppressive, you will not have to endure it for your entire academic year. Rather, you will feel compelled to think positively and look forward to the next
129semester. Bouncing from class to class can feel overstimulating, feeling like you're just another cog in the system. In a 4x4 class period, you have more time to get to know your teachers and classmates, developing a mentorship relationship that is essential for student success, developing a want to go to school. Thank you. We have two ver two virtual speakers. Each will have two minutes. Megan Bloom If you're available, please unmute bloom. [Music] We may not be able to. We apologize for the technical uh delay dilemmas with um the zoom. >> I've been a counselor in the district for over 17 years and for the past five years I've been a counselor at Mesa High School. I have previously worked at other high schools in the district that were on the 4x4 schedule and I see numerous
130benefits for students. First, the 4x4 schedule allows students opportunity to take more classes during the school year. Instead of taking six classes the entire year, students were able to take eight classes, which allows for more options for electives and flexibility. Students are also able to complete a CCTE pathway and dual enrollment courses as well, which will benefit them whether they plan on attending a 4-year university, community college, or tree school. Also, with the 4x4, students are able to recover classes that they may have previously received a derm, which can put them off track for graduation. Students need to be able to have the opportunity to recover classes within the school day, as many are not able to stay after school for extended day program, which we will no longer have next year, and are also
131not able to attend summer school. The 4x4 allows for the flexibility and opportunity for students to take a class out of sequence for recovery purposes. Another benefit I have seen with this schedule is the increased class time teachers have with students. Teachers are able to build stronger student relationships with longer periods and less students to instruct each quarter and per day. With the four period days, students are only having to focus on four classes instead of six, which allows for more extracurricular activities both in and outside of school, less academic stress, and better mental health. Lastly, the 4x4 schedule allows for students who would like to accelerate in a specific subject to do so. For example, students are able to complete two years of mathematics in one school year. In conclusion, the benefits of the
1324x4 to students and staff are numerous. I encourage the board to implement the 4x4 not only for Mirrama Mesa High School but for other high schools in our district as well. Uh the next speaker on Zoom is Muhammad Raman. Muhammad Raman if you are a >> Hi. Um, I would like to talk about the 4x >> I would like to talk about the 4x I would like to talk about the four >> I would like to talk about the 4x4. As um a Mares Mesa High School student, I really like the idea because I have less stress throughout the year and also I can accomplish more classes. As I'm a high achiever by taking a lot of college classes and APs, I believe that Mayor Mesa will come up with a solution for the AP
133if I have a first semester. Also, I believe that a lot of I can get a lot of um a lot of my friends are on board with this idea and I really hope that this gets implemented next year. >> The last team speaker is Sandino speaker is Lorraine Sandino. The speaker is Lorraine Sanino. The speaker is Lorraine. >> The speaker is >> Good evening. My name is Lauren Sandino and I'm here tonight as both a parent and an advocate for our students. I strongly support moving our district to a four or actually these schools to a 4x4 schedule. The 4x4 gives us something essential. It gives us the ability to meet students where they are. It allows them to focus on fewer classes at a time to truly master material instead of racing through
134it. It opens doors for students who need to catch up and for those who are ready to move ahead to explore electives, complete CTE pathways, or discover a passion that changes the trajectory of their lives. I've seen these students successes firsthand as I've had three students graduate from SDSCP in the past four years with a 4x4 schedule. Each of them have gone on to go to an extremely strong university across the country. I believe those opportunities were possible because their school had given them the room to explore, to excel, and to recover when they stumbled. The 4x4 didn't just prepare them for college. It prepared them for life. This model supports the whole student academically, creatively, and emotionally. It allows teachers to build meaningful relationships and create deeper learning experiences. Adopting a 4x4 schedule isn't
135just a shift in structure. It's a commitment to equity and opportunity. It tells every student, "We see you and we're building a system that works for you." Thank you for your time, your leadership, and making decisions that put our students first. >> That concludes comments on this item. >> Thank you, Marty. Okay. Uh presumably my colleagues have some thoughts and questions on this item. becoy or or maybe not. Oh, trusty wires pain then trusty vice president and then trusty >> I yield to the students. >> Oh, whoa, we got to yield. >> Wow. >> Yes. >> I would Can you guys hear me fine? Okay. I would just like to say that this Elena and I are very pleased with this um new proposal. We're very happy with the information that we've been presented. We
136were very happy to hear that there will be stronger communication next time for the next two years to come. And yeah, I would just like this is I feel like this is what we all needed as a board and we also learned from this from the last board meeting when we were all confused and thank you um Trustee Hayen for reminding us before motioning what we're actually what the proposal actually was. Um but this is something that we all can learn from making sure that the proposal that is being presented to us we are fully aware of because sometimes we approve things that you know we might not fully know what it means and we just want to get it over with. So I just want to say thank you Nicole very much for your
137hard work and thank you for the entire team who worked on this. >> Ditto. She said it well. >> Oh okay. Yeah. >> Thank you trusty trustees. Um vice president Barrera. >> Yeah. I just want to pick up on Trusty Ordaz. Um I I want to very much thank Superintendent Bula and Deputy Superintendent Dwit um for not getting um stuck in a in a a power struggle. And you know, we've got three schools. And thank you so much to Jeff and uh Fred. Yeah. and Erica, I got I got you. Um and your and your uh uh team for, you know, coming with your presentations tonight. Um it's clear that you've done tremendous amount of work. Your communities are ready to go. Um we should get behind you and support you. And for school communities
138that need some time to get there, we'll we'll work with you at at at the appropriate pace as well. So, um I just think this process, as Trusty Ordaz said, is um um being done the right way. >> Trusty Hazen and Trusty Bazo. >> Yes, I agree. I want to thank the entire team who did the work, brought it back to us the thoughtful way it's been presented. So, thank you to the superintendent's office and to Dr. Robersonson and to all of our principles. um and not just for coming and sharing and speaking uh so eloquently and in a student- centered way tonight, but really for all the work you've done. Uh and in particular, Principal Refrey, who I have been talking to about this, I don't know, for a year or two. Um so,
139thank you for for all of that work. Um, I think one of the things that I particularly appreciate, um, is the way this has been presented, um, in alignment with district goal 4. Uh, this isn't something that we just want to try because we think it might be interesting and it might be great for kids. We really recognize that when we can when we shift a schedule and provide more opportunities, uh we believe that it's going to be much more likely that students complete the three co quarters of college course work, A throughG course requirements with a C or better and career uh technical education pathways. Um, and seeing it presented that way, I think, is really helpful, recognizing that this is a high leverage strategy and input that will lead to those three outputs
140that'll lead to the outcome of college and career readiness. And we now have the ability because of our new data systems to evaluate whether our hypothesis is correct and how well this model works at moving the needle at these three schools. So, I really appreciate that. Um I think the other thing uh I mentioned last time but I want to come back to is you know we heard tonight we believe that this is going to positively impact interim goals 4.1 4.2 and 4.3. Um, and I hope um, based on the feedback we've heard tonight, the previous week, I know uh, President Person and I had a chance to speak to some Claremont students who had really positive things to say about their 4x4 experience and to other students. What I keep hearing over and over
141is this theme around motivation. And so my hope is that we can think about how are we measuring how this schedule shift improves motivation? um because we know that that's a priority um that's very much aligned with the values of our community um and the priorities of this district. Um and I really appreciate again what Principal Refrey shared about how this really supports the needs of all different learners. Uh again when Trusty Pederson and I had a chance to speak to students we heard you know some students who wanted to double up on math. We know that's not all students, but the 4x4 allows you to do that. Other students want to be able to accelerate in music or band um and others in say graphic arts or a career pathway. And this gives us
142the flexibility to do all of those things. And so I'm very supportive of this proposal at the three schools and look forward to other schools being able to explore this. One of the things we heard um from Mayor Mesa is that you have allocated $300,000 uh to support professional development uh this year uh which I think is really thoughtful and prudent. And I'm wondering uh if what the plan is and what resources are available at the other two schools uh to support the training, coaching uh and scheduling work that needs to happen this year to be ready for the fall. >> Yeah, absolutely. So, I think we can all agree hearing from those three different schools, they're all very different with unique needs for both staff and students. So, that really will be a sight-based
143decision on what that professional development plan will be for their staff. But what I can share is that through the Golden State Pathways Program grant that we recently received, each of our high schools does have an instructional coordinator and also has access to funds to support professional development and PLC collaboration for their staff because the hope is that we are improving outcomes and those college and career readiness indicators which align 100% with the grant funding that we received. So they will be able to leverage that as a resource to support their staff in this work. >> That's great. And I think my hope is that when we hear about the planning and about, you know, data um in terms of implementation that we can also hear what it costs to do this planning work. So,
144as we think about other schools and as other schools consider this, um, we have a much better handle on what it takes and what it costs to support and train, uh, educators, um, to be ready for this. Um, yeah, absolutely. I think that's what's honestly really amazing about the three schools that we're bringing forward is they have a different number of students at each of the sites, right? And they have different offerings at each of the sites. So, it will be really diverse when we're doing that data collection on like if we're looking at a large site like Mirram Mesa, what does that what does that cost and what does that work entail? If we're looking at a middle a midsize site, I would say like Canyon Hills, what does that cost? What does it
145entail? And Madison is one of our smaller sites as a high school. So, we do have that diversity represented so that we can keep track of that data point as well. other thing. So, lastly, I really appreciate hearing that each administrator is prepared, does have a professional development plan ready, an implementation plan ready um because that is critically important. One of the things I heard um from a Patrick Henry student actually because I've been talking to students all over about what they think about this and this was a student who was very excited about this and someone who had been previously on a 4x4 um in another country um and is now on a sixth period schedule. He said, "What are we doing to support and coach and prepare students?" Um and so I'm wondering
146if you can speak to that as well. We know that the work is going to happen to support and prepare our educators, but how are we going to get students ready? And is that part of these plans at each site? >> Yeah, absolutely. So, a lot of the work that we've already been engaged with um this year has actually been focused on our counselors and making sure that our counselors understand what those needs are for articulation. So I think it was mentioned earlier like it sounds crazy but we're already going to start meeting with students for course selection within like the next month or two. Um and so there will be need there will need to be a lot of education of students of you know now that we're transitioning to a 4x4 schedule. How
147does that impact your course selection? What will you have access to now that maybe you didn't have access to before? A lot of times during the uh course articulation process, there's classroom presentations. Um there are one-on-one meetings that are happening between students and counselors. Um there's also parent uh nights that are hosted to kind of help explain what some of the offerings are. So that's all part and like built into what our existing structures now now are. I just think these schools will now have to think through how do we incorporate the transitional piece into those conversations. >> Thank you. I really appreciate that. Okay. And last last one which is just a data point at the end of this um or a year or two from now that I'm hoping that we can track
148which is students that are graduating early because what I've heard today and in the months leading up to this is a desire for students to be able to maximize all of these additional courses. Uh and so I think for the board to know are students actually maximizing those additional courses or are they simply leaving the system after three years is really important for us to keep track of. Yeah, for some of our existing schools, we actually already track that data. So, we can see what that ratio is like of each graduating class, what percentage is actually graduating early. So, we can track that. I can say it's a smaller percentage um for most of our existing uh 4x4 sites. Um so, that does kind of lend itself to an assumption that uh students are maximizing
149those opportunities. >> Thank you, Nicole. Uh next up, I have Trustee Boso. And then after that, um, uh, Trusty Werspan, >> thank you again, patiently waiting over here. Um, I want to echo my colleagues, um, comments and the support that has gone into this and all just the lift has been huge, not only for the district staff, but also from our high schools that we've heard from. And I think I've been talking I know Jeff's been talking about this almost probably since I started on school board. So, um, in, you know, he's an amazing educator, amazing leader, and I have no doubt that it's it's going to be successful, um, under him as well as our other principles that are here this evening. And I but I did want to mention and I think Trusty
150Hayen touched on this with our, um, parent that did come up and speak um, about concerns and I think that's important. And I think we need to make sure that we're continuing to provide communication that it's not like, okay, we're just going to start this, but this has to be a continual, you know, communication, not only with our staff, with our teachers at the schools, with our parents, maybe, you know, quarterly meetings. I don't know what that might look like, but something so it's not like we're just we just came, we listened to you, and then we left. Um, so I think that is important. and making sure that we clearly describe what that rollout's going to be, which I know is going to be different at each high school, but I have confidence that
151they will be able to share that with their their uh families um in in a timely manner. But I also wanted to touch base on what the um parent and educator from Madison had mentioned. I thought it was really interesting what you were talking about with the AP classes because you know my own kids have gone through AP classes and yeah it's like a whole year and many of them don't end up getting the credit for those AP classes. So, it's great to, you know, I mean, you get, you know, um, you know, that to take them and and at that higher tier of education. I don't know what you want to call that or, you know, challenge for them, we might say. But I think, and I'm not saying we need to get rid
152of them. Don't, you know, misquote me there. I would never say that. But I also think that we need to provide these other opportunities as we've been talking about, especially the dual enrollment for our students because those are going to be college credits for sure. So, um I think being we can do both. It's not either or. I think that's where there's a lot of misinterpretation and concern from families. Um, and then finally, I was going to say I also do appreciate you starting with staff because as Jeff mentioned, there was one teacher who retired who was uh very um um what's the word a lot of parents knew her and respected her and her opinions and she did not like 4x4. She was not about that life and so she just retired. Wonderful person.
153But now we have a new person in that role and all of a sudden it's like magically you know that it's kind of turned the attitude from the parents because I think the parents although of course you know have their own opinions a lot of them do look to our teachers because our teachers are the educ the professionals here um you know and so we want to have educated opinion based on what they are telling us and and of course do your own research but I think going with the staff first is smart and I think it really does really speak to our communities and and who's coming forth and maybe who's not based on um their confidence in the staff and the staff's confidence in the 4x4. So, thank you >> Trusty Weisman. >>
154I thank you for this opportunity. I I want to say that I feel like we're finally entering 2025 in this district, the year of 2025. Things are happening out there, folks. They are happening. You heard of AI and all these other things. They're happening. And schools want to get on it and move. I commend you for that. Do it. If you want more, just let us know. We We It's time to move out. You know, it's time to get on the move. And Jeff, I commend you and your staff and uh your site. I'm sure to the parent who is concerned and I'm not sure which school the parent is from, but I'm sure you've all been thinking about this and you're probably already in your mind's eye, you have a schedule laid out. You're
155just waiting for us to stop talking so you can take you can put it out there publicly instead of just say, "Well, we think so." uh just move on. That's my advice. Move on. And those who want to, you know, lag along, that's fine. It's up to you. But for the rest of you, if you want to think, hey, I need to do an AI class. I need to do this kind of class. I need to move it out, and I don't want to spend all year dragging with it, just do it. Oops. Thank you, trustee. I also see Trusty W's hand up. Um, I I just thank you so much to everyone who has worked on this. Um, thank you to Jen, Fabi, Nicole, and every like all the staff who have put all
156your time and effort into like listening to our feedback from the last board meeting. Um and um we're just really grateful like Ashley and I and the student advisory board are really really grateful that we have the data that we needed and I think it's just really empowering really to bring like principles and students and like staff to come and talk about how the 4x4 has really affected them and how the 4x4 will be um helping their schools and from was the perspective of a student who does come from a 4x4. I think this is the right way to move and um I'm really I feel empowered um by what we have today. And compared to the last board meeting, I'm pretty happy. Um last board meeting, I wasn't so happy about what we had,
157but this one I'm like Ashley's smiling. So is Ashley. So thank you so much for putting your time and effort into this. We're really grateful. >> Did something happen the last board me? Okay. Um, so, okay. Do I have any other comment board? Okay. So, I'll just say a few last things. Um, and my cognitive focal distance is always at like a weird place rather than, you know, on the the necessarily the concrete elements that we've been discussing. But what I would say first of all is thank you to Dr. Robersonson for beginning this conversation. Um you you've um you've had a very heavy lift and we appreciate the work you've done on this. Um I also want to I also [Applause] um I also want to thank the principles uh that showed up today.
158Uh Sabin Ren Renfrey um Hilers uh I got I got it. I got I did my homework. Um, and also the staff and parents that spoke today, uh, and the students. My goodness, I'm going to try to convince my daughter to graduate at 15. I don't think it's going to work. Um, and then, uh, Nicole Dit as well for leading this work. Um, I'd say one one thing I think the on its face this these three items seem fairly simple, but I do kind of want to speak to the larger issue. Um, uh, which sort of hangs over the discussion, but it's about the future of the district in 4x4. Um, and thankfully we're not voting on that in its entirety today. Um, but um, I will say just at the procedural level, we had
159a comment and some people at the last meeting question procedurally um, whether or not this is in the purview of the board. that's not in question. Uh there there's clearly the authority in the board to to make this decision, the superintendent or the board or an SGT with a two-thirds vote of staff. So that let's set set that to one side. There's a question of best practices in addition to what is formally permissible, but this is clearly within the purview of the board. Um I will also say um I I think to me it is important to express my my beliefs in regard to this. Maybe eight months ago I took a deep dive into 4x4 when we had started sort of some some I'd heard from some staff and I'd um spent some time
160at SDSCPA. Thanks for the folks from there who called in. Um in my subdist we have Mission Bay. it has had a 4x4 AB for a long time and and frankly it's absolutely necessary for an IB program there's it's really hard to imagine how you can fit all that in um uh without a without a 4x4 and so from from my deep dive into the academic literature on it from my conversations with staff and I would say more than anything just the goals that we've established and again I've I've said this from the DAS I've said it in public in the end the question is whether or not we are providing students with the growth and the well-being and the achievement that they're seeking from our districts and whether we are in relation to the
161goals we've set as a district whether we are enabling sites to achieve those goals. And so I want to go back to those goals and how the 4x4 as I understand it and I believe many of my colleagues understand it and just go through what we now require. And this is fundamentally we can quibble about data and competing research and and um and quantitative studies and that sort of thing. We have several hard requirements for our students at this point. We have a throughg for a diploma we need uh Frank uh we need a D or better but for it to be compliant with CSU and UC it needs to be a C or better. U that we've seen from staff that's 15 courses. We have our career and technical pathways. Um that's two or
162two or three courses something like that for to achieve the capstone. Uh we have dual enrollment uh which we've set priorities for two dual enrollment courses. We have electives and I want to come back to electives because when students talk about what they get out of 4x4 electives come up all the time but oftentimes when parents talk about what they want for their child's education electives are not front and center. So, what I want to say about electives is, and this is where it's like kind of emotional for me because I think of electives as, and this is where I may depart maybe from some of the parents in my subdist or in the school at large, but the truth is boards are not elected to be stenographers of what everyone says. We are elected
163for our values. we clearly state them when we run for office and we get elected on those values and our vision for the district and the confidence that those constituents have that we will we will advance their values and their the interests of of themselves and their families. And so for me the question of electives is it's about motivation to learn. It's about motivation to come to school every day. But it's more than that. I I went to Lowa High School, very high achieving uh school. All my peers were very high achieving. We went to great universities. I went to Berkeley. It was you could you could kind of coast a little more to get into Berkeley back in the day. Solid A minus would probably do it. Some strong SATs. Um but I went
164to Berkeley and then I did a MFA and at Iowa and then back to UCSD. But I'll tell you and my friends very comparable. This is a lot of this stuff is America unfortunately has very little social mobility. So a lot of my peers had the same trajectories as me. They went to great universities. But I'll tell you the kids who turned into adults who found the most success and fulfillment in life and who are living lives that in many ways I'm envious of. They're people that discovered early on. They had the vast good fortune to discover early on who they were. And so for me, I want achievement. I want growth. But the most important thing, and I have two kids, and I tell them this absolutely, the most important thing for me is
165that by the time you graduate, you have a clear understanding of your nature. Not one that I imposed on you, but that you came to discover and that your your classes, me as a parent and your classes and your peers, helped you to discover. It is so much easier in life to provide yourself with a fulfilling life if you know who you are. So for me, a scenario in which every single class is prescribed for a student based on our A throughG, our career and technical education, our dual enrollment uh criteria, the need to recover because some students need to recover, they need to accelerate for other students. Um financial literacy is on its way, ethnic studies, uh government, I think we have to do a half year of government. Uh also we spoke a
166little bit about EL. If you're an ELD student, you've got that. If you're a special education student, you're getting pulled out. Or let's not not forget AVID. If you're an AVID student, you're also doing AVID. You have everything prescribed for you. It becomes very very difficult for you to discover who you are. And ultimately, if you are not given the privilege to take things like electives, to explore th those spaces inside of yourself that your peers maybe not. Everybody knows I always say this, I'm sorry if I repeat it. When you're five years old playing in your bedroom, you know who you are. Your parents haven't convinced you you're somebody else. Your peers haven't convinced you you're somebody else. Society hasn't. The television hasn't, you know, haven't. You know, and for many of us, life
167is a long journey away from ourselves to discover when we're 35 and 40 who we who we always were. For me, one of the things that the 4x4 provides, and I think we've heard it, I hear it from sdcpa students all the time. I hear it from mission bay students all the time. We heard it from the Claremont students when when we talk to them. It gives you that space to take the additional coursework, many of which is electives, but it also may be you. Our requirement has two years of foreign language. I'm sorry, two years of foreign language is not going to get you to Argentina. Okay? You're going to need some additional years if you really want to immerse yourself in a language. So add two more years of language in order to
168discover yourself in order to find to me ultimately what is the true measure of achievement that you have discovered in yourself what is necessary to provide yourself with a with a meaningful fulfilling life. This the additional two courses every year is like is completely fundamental. So, I'll just say um I'll just say in closing, I I honestly think that the 4x4 ultimately, this is my informed opinion, is ultimately good for all of our students. It happens that we have three we had three campuses here today that's very excited about it. I would say one of the challenges and we heard this said explicitly in some of the comment. I certainly heard it in emails that this is the implication but in emails I heard it outright that this is for 4x4 is for sites that
169are not achieving as as highly as our our site is. This is I frequently it's not for our site it's for other types of sites. I'm going to tell you one of the universals that I have discovered in work in in my work here which is this there are two different ways of thinking about achievement. There is your achievement relative to a universal standard. We talk about distance from standard. That is a universal standard that's been established. It is very clear for sites that with certain demographic or socioeconomic profiles that they are not hitting that standard and it's clear to them that they need to actually dig deeper and figure out how to provide their students with the opportunities they need to hit those standards. Now for sites that are actually achieving higher than those
170universal standards, it becomes more difficult to identify when they're not hitting their what they could actually achieve. And for those sites, they actually have to compare themselves to to demographically comparable, so economically comparable sites. And they and it becomes much harder to talk about how what we could become if we thought about the limitations we're imposing on ourselves. And I frankly believe in the long term and and we got out a little of our skis. I'm going to acknowledge that. But in the long term, I believe that ultimately for all of our sites, especially given what we've prioritized for our goals, that the 4x4, I believe we can bring people along to understand that for our very highest achieving sites, 4x4 is also better for your students in the long term. And I and I
171want to continue having that conversation as we go forward. So, with that, um, we've spoken, all of us have opined at length, including myself. I apologize. Um but it looks like we've exhausted uh all of you and our capacity to talk and with that we will move um to a vote. Um student trustees please vote. All the board members please vote. That motion passes unanimously. Student trustees concurring. All right. And thank you again for for all of your testimony. It's very meaningful. All right. With that, we are going to move to the board consent agenda. Right, Marty? I'm reorienting myself. Yeah. Okay. That was intense. Okay. Uh I have a motion. Um I have a motion from Trusty Wyers Pain. Do I have a second on our I saw um trust trusty Wen's hand go
172up first. We have a motion and a second. Miss Doultz and a speaker. Are there any speakers on uh G1 board meeting minutes? Wow. Okay, that's good because that would be strange. That would be our first um we have a motion and a second uh to approve the minutes. Uh we will move to a vote. Student trustees, please vote. All of the trustees, please vote. That motion passes unanimously. Student trustees concurring. All right. We have now arrived. Uh yeah. Okay. We've now arrived at the superintendent's consent agenda. That is tonight I 1 through I32. The superintendent's consent agenda. Consent items are considered to be routine and will be enacted by one motion followed by a vote. There will be no separate discussion of the items unless the board, member of the public, or staff requests
173specific 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 for discussion? Seeing none, Miss Stoultz, are there any uh is has anyone signed up for public comment and therefore and and by that mo fact removed it from consent? No. Okay, great. And I trust staff have not either attempted to remove anything. I don't have anything in my notes, but um okay, with that, we have the consent agenda as uh listed on the docket. Uh do I have a motion? Uh Vice President Barrera with a motion. Do I have a second? Uh, trusty Whitehurst Payne with a second. We have a
174motion and a second. Um, we will not have discussion again because it is a consent agenda. We will therefore move to a vote. Student trustees, please vote. All other trustees, please vote. The consent agenda passes unanimously with student trustees concurring. All right. Okay, here we are. Uh, we will now receive public testimony on non-aggenda items. Miss Stoultz, have we received any requests for non-aggenda comment? >> Yes, we have two inperson speakers, Arlene Newarth and Genevie Z. You each have three minutes. Um, Andrea Padilla signed up and she wants to know why her name was not Colts. Can I read her speech for her? It was about the 4x4. Okay. [Music] Let's talk about how authoritinarianism begins. Psychologists have studied this for decades and found that authoritarian movements don't start with hate rallies. They start in
175environments that confuse obedience with morality. Child rearing manuals in Nazi Germany explicitly instructed parents to break a child's will early to teach them not to cry, not to question, and to obey without hesitation. If we believe education is about preparing citizens for democracy, then we need to shoot for more than compliance. The defense against authoritarianism is in classrooms and schools that model dialogue, empathy, and disscent as virtues. Control feels safe until you realize you've trained kids to follow orders instead of their conscience. Control. Joanna Herror in Nazi Germany told mothers to harden their children and that is how you raise a generation that follows orders even when the orders are evil. 70 years later, German educators rebuilt their system on the opposite foundation. Nurturing attachment, dialogue, and democratic participation because they understood that emotional suppression
176and blind obedience are seed conditions for fascism. Modern Germany learned the lesson. They rebuilt skills skills around empathy and autonomy. Meanwhile, our district is still teaching that being good means staying silent and being still. The defense against authoritarianism isn't more control. It's cultivating critical thinkers who can say that rule is wrong. Children raised with empathy, crit critical thinking, and emotional safety develop moral agency, also known as the ability to tell right from wrong even when authority says otherwise. If we want a generation that stands up to injustice, we must start by creating classrooms that value student voice over compliance. Fascism doesn't start in the streets. It starts in classrooms that praise quiet over curiosity. Authoritarianism doesn't sneak in wearing jack boots. It walks in disguised as good classroom management. Real safety comes from compassion, not
177control. If we don't teach our children to say that rule is wrong, someone else will teach them to say I was just following orders. [Music] >> Um, excuse me before you speak. I just wanted to remind everyone before you leave to make sure to take some of these baked goods because they're not going to stay. So, this gonna make it a little harder actually. All right. What would we do about a student who kept bullying other students year after year when they tried to use the restroom, forcing the students to excrete waste publicly onto their bodies next to their best friends in class? A student who bullied other students with hygiene facility denial so badly their classmates were forced to suffer the shameful trauma of sitting in their own costic excrement for the five hours
178of the school day till general skin rash and developed infection. Until it woke them up in pain so sharply they asked their mothers to check their groin for spider bites, until they could no longer use the restroom without screaming and pain. Bullied into severe emotional distress, crying in terror before school. Don't make me go, don't make me use the bathroom. Bullied into gastrointestinal dysfunction, causing traumatic physical interest injuries so painful they no longer slept without ice packs and Tylenol. They lost their appetite. Their previous love of school fully extinguished, and they were in medical distress, no longer physically able to urinate or defecate, kidneys hurting from the UTI from marinating genitals and feces all day long in class. Bullying so aggressive that the victims in his blood from complications of daily forced retention of bodily
179waste. So, they had to emergency transfer out of the classroom to escape danger. What about retaliation against parents who continue to report the bully? The district needs to protect students from this unbelievable bullying, which causes great bodily harm. Hygiene facility bullying can kill a child. I've just described my daughter's injuries from Miss Anne's class last year from the forced public excretions, which are still happening as of this week at Golden Hill K through8 school because of the same teachers hygiene denial bullying. To protect the district from litigation over student injury, from aggressive hygiene denial bullying, we need school policy to specifically support unrestricted availability of hygiene facilities throughout the school day and extended day. Principal Julie Martinez told me to stop passing out this medical education to other moms, claiming her superintendent had concerns. She
180had already read this document. Health risks to children associated with forced retention of bodily waste. A statement by healthcare professionals. Denying a child the opportunity for prompt relief when the need arises can have serious long-lasting physical and psychological consequences. for individuals of any age. Forced retention of bodily waste not only carries serious health risk but also con constitutes a fundamental violation of human rights. Risk to health, urinary tract infection, urgency incontinence, overflow incontinence, poor drainage of the urine from the kidneys, reflux of urine upwards towards the kidneys, deterioration of kidney function over time from back pressure, kidney infections, loss of bladder elasticity, overstretching of the body beyond its normal capacity, accumulation of urinary waste products in the blood, uria, spasms of sphincter muscles, voluntary retention of urine, urosis, inflammation of the bladder walls, and ability
181to empty the bladder. Fully painful urination, desensitization of the brain to the cues that simply limit to empty the bladder or bowels. Constipation, bowel obstruction, cereal bowel syndrome, absorption of toxic fecal products, bowel incontinent, sexual fetishes involving the retention, elimination of urine, uralia, sexual fetishes involving the retention, elimination of feces. We understand deem the practice of denying, delaying, discouraging, penalizing, or interfering in any way with the child's normal body function of waste elimination or failure to accommodate that need to be formed of child abuse and neglect. call upon educators, school administrators, education policy makers, and others in positions of public influence to strongly discourage these practices and to inform all caretakers of the involved risks. And this is by no means a comprehensive list. Force forcing a child to retain waste beyond their physical capacity
182causes irreversible permanent organ damage, including bladder rupture, fecal infection, bile perforation, and permanent urgy incontinence and fecal incontinence. Principal Julie Martinez failed to report this severe child neglect to authorities and is in violation of penal code 1116. She has 36 hours from her meeting today to report this year's child neglect to authorities or her failure to report is a continuing offense. She has lied to police to prevent me from passing out crime reporting scissors to other moms, going so far as to claim I was harassing this teacher by reporting the crimes. >> That concludes non-aggenda comment. >> Thank you. All right. Uh thank you uh to everyone who who's still here um for taking the time to provide your comments to the board this evening. Um they are valuable. We appreciate them. We hope in
183our conversation we've reflected our engagement with them. Uh and uh we hope you return. Uh this meeting is now adjourned. The next regular meeting will be held on October 28th, 2025. Thank you so much.