Board of Education Regular Meeting

001time check 503 and I am calling this meeting to order uh I would like to welcome everyone here in the chamber and those watching on TV and Via live stream and call the February 11th 2025 a regular meeting of the Board of Education to order with all board members present save trusty baldis uh who is participating in mock trial uh so good luck to him uh and with that we will move to A2 which is our flag ceremony uh Canyon Hills High School navy jotc color guard will present the colors please stand for the presentation of the colors please join us in the Pledge of Allegiance superintendent beula would you like to lead yes put your right hand over your heart ready begin I pledge aliance to the flag of the United States of America

002and to the Republic for which it stands one nation under God indivisible with liberty and justice for all thank you [Music] thank you please be seated that brings us to A3 the land acknowledgement the land acknowledgement is a traditional custom that dates back centuries in many native nations and communities our land acknowledgement was developed in partnership with local Kumi leaders students from the San Diego School of Creative and Performing Arts prepared the following video to show our respect for the Kumi people who are the original stewards of the land our school district occupies we respectfully acknowledge that the Kum my people are the original inhabitants and caretakers of these lands now known as San Diego despite the attempted genocide and ongoing impacts of colonization the Kumi Spirit remains unbroken and their Traditions continue to thrive

003as they carry the memories of their ancestors who bravely resisted cultural Erasure and fought to protect their land and way of life in honoring their legacy we pledge to uphold their cultural heritage and right to safeguard their sacred connection to the land for future generations with gratitude and strength we stand with the Kumi embracing the past while forging a brighter tomorrow all right thank you to the students we will now move to adoption of the agenda Item B we have a full docket tonight in particular we will hear a progress monitoring report on goal one Wellness do I have a motion to adopt uh today's agenda as published truste um Hazen uh m do I have a second uh trustee white Hurst Payne with a second uh we have a motion in a second student

004trustee please vote all remaining board members please vote all right that is unanimous consent all members present uh with uh bald is not present so okay uh Miss stultz can you uh please provide information for public speakers about today's meeting protocols yes today's meeting of the board of education is a business meeting that is conducted in public and board members will not engage in a 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-agenda comment please listen for your name to be called speakers are listed and called in the order

005received 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 in-person comment iPads are available in the back of the auditorium and in the lobby okay it looks like um unless I'm mistaken there's no student Advisory board report

006this evening uh trustees the student trustees will provide that at the the following following meeting yeah yes good um okay General Council green under item D1 are there any reportable actions from Clos session no all right proceeding to D2 uh Dr bagula are there any management appointments to report tonight yes I'd like to welcome our new associate principal Christopher Bara toer I can't wait to see that partnership at whiter so yes thank you welcome all right short and sweet uh we will now move to item D3 uh Dr bagula once again uh please provide your information report yes thank you president peton I want to begin by thanking the board for attending the Black History Month flag raising last week and for your support um I could start with about 10,000 reasons or I'm stealing

007that joke from one of our students I really appreciate it that he began with the joke but students of all ages from schools across the district join together to lift their voices and raise the Black History Month flag events like these not only give our students a platform to represent themselves and their school to the public but also give them the agency to go back to their campuses and continue to use their voice to build connections amongst their peers I was really proud to see them and I I think we got some really cute pictures together um I know uh it's a little early to start talking about summer but yesterday priority enrollment opened for eligible families who receive both an email and a text message for enrollment summer will be here before we know

008it and we have plenty of Summer learning opportunities I want to thank our team for gearing up to serve our students during the summer um in anticipation of the great opportunities we're going to offer them so thank you finally I want to make some comments in our efforts to remain a welcoming district for all of our students regardless of their immigration status or how they may identify we have been tracking the flurry of executive actions at the federal level and we anticipate there will be more actions in relation to the education department I want to remind us the resolution adopted by this board back in December which affirms our values as as a welcoming District to all of our students including our immigrant and lgbtqia plus students and we also have California law to consider

009which for example protects transgender students from discrimination as I said and I will I will I said then and I will say again to our students today you are powerful you belong here your voice your perspective your identity enrich our community we see you we believe in you and we stand by you to our board I along with the task force for equ civil rights and safety have been tracking all the federal actions that may impact our students the team has updated our website providing training to our school leaders and have developed guidance for front office TR staff training as well in fact item H1 in today's agenda updates our existing administrative regulations related to immigration response to reflect the guidance provided by state general Rob bont I have also shared our materials with County

010superintendents in our region and the task force has ordered red cards in four languages and is printing a have a plan poster for each school so thank you for our support and our continued dedication to ensuring that all students feel welcome at our schools thank you thank you Dr Mula uh we will now hear item E1 the progress monitoring report on goal one student wellness and consideration to adopt the wellness definition and framework Dr bugula can you please introduce the item thank you president petson so as a followup to the work we started during the wellness Workshop held back in December the team has provided an updated Wellness definition for the board's consideration after receiving feedback from over 700 students from across our district they will also be sharing potential assessment tools and data points

011as we consider options for creating a wellness index that aligns to the elements within the updated definition I would like to thank Melissa Spen our partner from the County Office of Education for supporting our team with this work and I also welcome Scott Irwin who's our execuive Ive director of student services to share where we are now in development of the goal one Wellness I want to remind us that it is this is our most important goal and also the most Progressive one where we are navigating the traditional and pursuit of something better for our students My Hope Is that even though we're asking for approval for this definition that we remain open with whatever emerges in our study and that we're able to come back to verify if this is still it concurrently Dr

012Del Rosario did create a wellness survey to check in on our students now and as we go through these results I'm grateful for the large participation rate and now it's time for the analysis and creating actionable supports as necessary we're also currently working on how to communicate these results to our communities um I was really excited to see the response rate but also as a parent if my student if my child got a survey I would like to know the results so we're working on communicating the results to our community but thank you Melissa and thank you Scott for joining us and all of your work um pass it on to you we're excited to be here and we're also excited that we got upgraded to the uh big people seat up here in the

013front so um so my colleague Melissa spade and I are really excited about continuing the conversation that we started uh in December 9th when we met over at the Ballard center around the development of a wellness goal with the target being that a goal would be provided for you to review and to discuss in June of this year and um I I liked how you were sharing the idea that this is like a progressive goal and that we know that's important I think that um what's exciting for us about the fact that we're incorporating a wellness goal into our student driven um go data work is that we do know that it's fundamental to the other three goals but also sort of complex and I think that by the end of the presentation today you'll

014have a better understanding of the work that's taken place since December and you'll have some um ideas about the work that we have in mind for leading into the spring as we prepare for that Target of June so um I think a good place to start by the way uh a good place to start would be where we have been so far this uh Wellness definition in framework really has been a journey right there's been five or six different iterations of what it is that you'll be looking at today they um I remember back in uh around July when I was listening to a workshop and the feedback was to make sure to reach out to the Community Partners and to reach out to research and to create a definition and a framework that was

015grounded in that and what it is that you folks saw in December really represented some of the thinking that came from Myers and Sweeny and wellness together which is one of our partners and from the youth Wellness movement the concept of incorporating a communal aspect of Wellness into the definition and framework and those are all pieces that you folks saw in December and then we engaged in that activity and there was some feedback that we had received from you folks uh during that time period uh the definition that you saw at that time uh the idea was that uh it was important for us to be uh concise with our language to take uh Concepts and to to Really distill them down to one sentence and to organize the framework by individual and Collective wellness

016and also um to really make sure you're tightened up that conclusion um and I wanted to say that that's what we did uh there was another piece of feedback that we receiv received back in December was to broaden the amount of students that were able to provide feedback uh you remember in December we had mentioned that in November we had created a wellness think tank we went back and we took a modified version of The Wellness definition and framework one that was modified from that meeting that we had in uh December and we shared that with groups of students from across the cluster and across the district uh we actually relied upon um one of our partners who works out of our um Mental Health Department within San Diego unified um and her name is

017uh Danny Octon she oversees the wellness coordinators at five of our pilot clusters uh we have five clusters that are part of a cluster of Continuum care and that would be uh Mission Bay Morris Mir Mesa Canyon Hills and Sango high and so we took this modified version of the definition provided to Danny who then turned around and shared it with students across the district from elementary middle and high school we actually received 7 48 different responses and so then we decided to distill those responses down to figure out what types of adjustments should be made to this definition framework before we share it with you today you know there was um some general consensus from the students that they liked the idea of the relationship of Wellness to the body they thought that it

018was very important that we referenced the relationship that exists between wellness and understanding your culture um the students said that they thought it was very important that the definition and framework address Stress Management they thought it was very important to um emphasize connections with others right whether it be with friends or family and they um also enjoyed the interconnectedness of it the idea that there was physical mental and social wellness and that they were all interwoven which by the way is a core tenant of Myers and Sweeny's work called The Wellness wheels so that was interesting that their findings were similar to Myers and Sweeny but what we also did was we asked for feedback we asked them to answer three questions not only what did they appreciate but what didn't make sense to them

019and also what would you change um I think it's important to understand that of the S 700 responses we received over 400 of them actually said I wouldn't change anything that makes sense to me and that's fine but there were some key elements that students said that they wanted us to modify or to adjust I think that the best way to describe the feedback was that it's driven around two core tenants and one of them was to be very precise and concise with language make definitions one sentence long the other piece of feedback we received from the students was about the words we were using adults tend to use words like understanding my body supportive spaces nurturing and the students were like I don't know what that means and you need to figure out another

020way to address that now it leads to an interesting conundrum that I want us all to sort of appreciate here which is um we want to create a definition and a framework that represents all of the elements that we believe in what Wellness is and yet at the same time we need to craft it in a way in which it makes sense to our target audience which are students so there's sort of that give and take and I and I hope that for example um while we as adults have talked about the concept of um mattering that didn't make so much sense to students but if we were able to say it's important that your voice matters that that actually was something that resonated with them so we're very we had to be very careful

021with the word choices that we had and I want to say just personally understanding my body is actually one of the ones that was most important to me as an adult I'm able to uh address my stress because I have learned to know and this is just works for me that if I am feeling anxious that my heart rate goes up and that I feel tightness in the chest in other words my body is communicating with me so it was a little sad for me to see where we took understanding my body out of here but I think it's important to understand just because the concept doesn't exist in the sentence doesn't mean it's not a core element of wellness and it is something that we are not going to teach into when we do

022this work so what you have in front of you is our current definition of wellness and its framework and here are some key elements I'd like you to keep in mind as you review it the first is that our Wellness definition and framework applies to all ages and so when you see the word youu in there it it applies to a seven-year-old a 17-year-old or a 54 year old like me and we do that because we know that just like how you put an oxygen mask on someone you know in an airplane you have to put it on yourself first that same concept applies for wellness we as adults need to be well if we're going to be teaching and supporting students in their own development of Wellness but so so it does apply to

023both but since this is a board goal that's supposed to follow the framework that we're following it needs to be student centered focused and that's why you'll see a lot of the language that's driven around student needs um I think that the other piece I wanted to share out with you was that um the definitions and framework for wellness will be an evolutionary process the purpose of us to having a uh agreeing upon today to a board goal and definition is it gives us the foundational uh work that we need to be able to do the work that M Melissa is going to explain to momentarily but I wouldn't be surprised if our definition of Wellness will evolve as our own learning evolves and if you think about it if the target audience is both

024a seven-year-old and a 17year old there is going to need to be some variance on how we communicate what Wellness is but I do think we have a good start and it will lead us to the work we need to do to create the necessary assessment plan so what I'd like to do right now is give Melissa a little bit of moment of time time to be able to share with you the logic that we're following behind developing an assessment strategy for wellness what will a wellness goal look like and how will we measure that so I'm going to turn it over to my colleague Melissa good I was going to say good evening good afternoon um in between uh my name is Melissa speden and I am the director of system of support with

025the San Diego County Office it's lovely to see you and to actually speak this time uh in your presence um a little bit of background for those who don't know me um my current position is leading a team that supports social and emotional learning restorative justice practices positive behavior intervention strategies mtss Social Work services but my deep expertise and background is an assessment and measurement um I moved here from Maryland and there I served as a nape State coordinator I was an assessment specialist at the state level I led professional learning Statewide around um formative assessment classroom practices um I helped lead some of our work around Park which no longer exists our version of Smarter Balance um and I love being able to marry those two pieces together because I think it's really important

026that um with any of our measurement work we get really close to the person really close to the individual to the student in this case so I'm going to have to seal this from you Scott um so all of our work that we're doing is community centered measurement design um we're trying to get as close to the individual as we can in all of our measurement work because as Scott said um what the language that you're going to use as a seven-year-old is different than what you're going to use as a 54 year old or as a 17-year-old so understanding your body in my house we say I listen to my body right but that that's something that we specifically use and it's not Universal so all of the work that we're doing is really

027thinking about um decision driven data collection which is a term I like to use so that we start thinking about what decisions do we want to make before we start collecting the data instead of what we usually do is gather data then make decisions whether or not that's the right data we also want to have a vision for what assessment looks like when it's done well and done um with kindness and honoring those that we're assessing um we're working to build internal assessment literacy uh I've had so much fun with the disc team but not not everybody loves assessment the way that we do um a lot of people have very negative connotations with the word assessment and so we're just building our own internal understanding so we're on the same page and then what

028we're going to be talking about a little bit is the assessment inventory process because we don't need to start from scratch um you know we've done an assessment here uh with Roman's team already and looking at all the different ways that we're already measuring assessment measuring Wellness um social emotional well-being um or anything that's kind of adjacent to that so that's an quick overview of our vision that we're going through together so one piece of that process is um starting with the end in mind what are we going to use this data for these are some of the conversations we've been having um in our overall measurement team as well as in specific different groups that are going to be tasked with some of this work so why are we collecting this we know one

029reason is obviously for reporting um because we want to understand the state of Wellness across the district but what other reasons are we going to be communicating this to our schools to our students at what level of data are we going to be reporting who's going to make those decisions um about the data and then what frequency will they be making that are we going to be looking at the data once a year like we do with some of our cast data which kind of feels way too late or are we going to do some progress monitoring um how often will that be happening and so I do want to share that this is not something new um it's a it's a big process to do but we've actually partnered um with westad in the

030past to work with them on creating and implementing a climate data profile so we are firm Believers in when it comes to things related to Wellness a multiple measures process and multiple measures tool we can't narrow it down to literacy numeracy the same way uh this is a very specific number for graduation for suspension instead we want to look at a number of uh different measures that are correlated to give us a a wider understanding of student wellness so um a district that we worked with locally we help them design this um and then they actually have implemented this into their internal data system and it now serves as their ear early warning system at a district level as well as for each site and so what we're doing uh this is the roughest of

031rough drafts so please don't look at this with any um sense that this is where we are in our thinking it's already changed since this was submitted but essentially thinking about the the dimension or category of body what are some of the domains that might fall within body and so our team is going through that thinking um how are the different ways that we would measure Wellness within the body so we might think about physical weal health and what are the ways that we are able to collect data about student physical health what are the ways that we want to actually collect data um because just because we can doesn't mean we should um and then along with that you'll see on the right side we're thinking about as we're thinking about the measurement the

032interventions and supports because you really shouldn't be collecting data if you don't have an aligned support if you can't provide that next step so we're as we're designing this if there is not a support identified already we're thinking about where could we possibly look if this is really data that we want to collect and so our teams in a lot of different teams actually this is the conversation um I'm a firm believer of the smartest person in the room is the room and so we're trying to be in as many different rooms as possible and so this leads me to my my favorite part which is um I'm sorry I know I shouldn't say my favorite with assessment but the assessment inventory process um this is really fun I've done it at a state level

033I've done it District I've done it with students at a site and so what we're doing is looking at what we're currently doing to assess student wellness um we know that there's the healthy kids uh at a very large scale level but there's a number of smaller projects like there's the Care Network um some people use panorama there's uh a Coreal survey so there's a lot of surveys out there um there's a lot of one-on-one conversations that people are having and so finding out what those questions are that they're having and trying to have a a firm understanding of what's currently happening um where are the overlaps where are the gaps and uh working from there because we don't want to start from scratch that's we want to honor the work that's happened um along

034with that process um we're going to be going through and having this evaluation process with students so we're bringing the students back we're going to be casting a wider net we want students to give us feedback once we have those questions that we feel are aligned to one of the four dimensions and saying what makes sense to you um how would you answer this question so that we can make sure we're getting the kind of responses that we're actually attempting to get because there's nothing worse than putting out a survey getting data that you can't feel as reliable and then having a qu a conversation with a student afterwards saying why did you respond bless you to this question this way and they tell you oh well I didn't understand so I just chose something

035so we really want to make sure that we are getting into the student mindset uh because you know as young as we might want to think we are we're adults we're not living their current life we have different language different experiences um and so we also want to make sure that it's as accessible as possible possible um and our final refined survey questions will be going through a couple different processes at the end making sure that they are um valid that they provide reliable data and that they um are the questions that we should be asking so our next steps um we are working through the inventory process uh Scott can tell you he sent it out to a number of people um throughout the district already and they are quickly completing it which is

036is wonderful um we're working on figuring out some of those data points and we we welcome your input as well if you have ideas around the body um relationships Community um and ways that we could think about measuring it um ways that we should measure that as well um and then we hope to come back in April with um just an update on where we are in this process we're working closely with the disc team making sure that whatever we're doing is something that could be aligned and Incorporated with first of all what they're already doing as well as internal data collection processes and then our goal is June to have that strategy um ideally our questions ready to go um for approval I can't really um emphasize the importance of us sort of Landing

037upon an agreed upon definition and framework at this moment I think that in the presentation that Melissa gave and I'll back up a couple slides here you'll see that we're starting to play around with prototypes of templates that will help us create that compilation score which you can see what we're thinking about is aligning those uh templates um to the to our framework that we agree upon or I wanted to reflect back too upon the idea that we are currently assessing schools with the variety of Wellness assessments that are currently out there we're actually in the process of doing that and that's a two- tiered process the first one right now is just for us to develop a general awareness of what is out there but then the second is to align what's out there

038with an agreed upon framework so we can figure out how we can rely upon what's already out there to do this work and not read vent the wheel so um I think that that just sort of goes to say I guess that's a summary of the work that we've done so far with developing the um definition and the framework and to uh have a general understanding of what our belief is regarding what assessment strategy will look like and um thank you for your time thank you thank you so much um Scott Melissa uh do I have uh a motion to approve St staff recommendation regarding Wellness definition and framework and N E1 from the board uh vice president Barrera I have a motion do I have a second I see a number of hands I'll

039I'll I'll give it I'll give it to trusty bazo over there with a second um as a photo finish and uh so we have a motion and a second are there any uh speakers from the public yes we have three speakers on this item Marlon Morgan if you're here please come forward you each have three minutes thank you and it's wonderful to be here superintendent magula members of the board it is I was going to say a few things today about what it's been like to partner with San Diego unified but earlier today I heard from superintendent agula uh navigating the traditional in pursuit of something better and that's what it's been like because uh I think what I've seen leadership do and how we've partnered with this district and with the county is to

040be able to learn from what we're already doing learn from what other people are doing but not rely on other people to do it first and with what's happening here with the wellness framework that is an incredible example of where you could play it maybe play it safer and kind of wait for someone else to do something for a large diverse district and then copy it that's not what what's happening here it's really incredible you have to be passionate have perseverance have the relationships to bring together from the community and San Diego unified has all of that it's just not typical we work with hundreds of school districts I live here I started my career here as a school counselor um if at shout out Dana Middle School and uh if you think that's why

041I'm here it's not because Scott forgot that he wrote me a letter of recommendation uh so I had to send it to him but uh anyway my first day on the job in the early 2000s actual first job was actually Northern California and not one word was said the first week of my training about student wellness and when I tried to bring it up at a school district meeting or um with leadership back in 2007 it was not very popular so needless to say when I got uh to be partners with this district and with the county here and you know work in the 29 schools and serve nearly 20,000 students here in the district uh to be able to work with you all and find out that the fifth goal for student Achievements not

042student wellness the first goal for student achievement is student wellness I can't explain to you how much of for someone whose life's work centers around this it is an absolute privilege to be here to partner with with you all to uh see the work that we're doing organically pulling in student voice and creating a vision that is truly going to bring us I think in San Diego uh a lot of people who say we want to be able to do what you did and then we can allow them to uh to benefit from the lessons that we've learned so thank you for allowing all of this oh you didn't know no uh I'm um Marlon Morgan the founder and CEO of Wellness together one of the district's Mental Health Partners and um it's an absolute

043privilege Steve [Music] hornberger good evening um uh Steve homberg I'm the director of the social policy Institute at SDSU and our mission is very simple uh bridging Academia with government business and Community to improve individual family and community Community well-being uh we currently work with three different counties creating integrated system Wellness systems of care and um I attended the previous meeting the go one Workshop in December and I've been following the continued development of the traf Wellness definition I want to commend the board and the SDSU leadership for setting Wellness as a goal this work is so far so far as groundbreaking a strong foundation for the future and the amount of student participation is significant and impressive Bravo to Scott and the team um Scott his team and the students of ented student centered

044factors necessary for wellness going forward they however they will need to differentiate goals objectives and metrics for the different educational settings in which you work it's going to be very different from Universal K to elementary school to middle school and high school and address and consider factors such as age devel developmental status uh culture and Community factors all of that plays into it's more of a contextual thing rather than a straight number or index the index guides you but it's not the final conclusion historically Wellness has been seen as a individual trait or a series of actions that are easily measured but just as health is no longer seen as the absence of illness Wellness is much more of a dynamic interactive adaptive complex of multiple factors it's not simple is the point I'm making

045here and it's going to be much more is very very different in different communities with different age groups it's more than a singular health status or a social capital that's necessary it's an part of the skeleton but it's not the whole piece it for me Wellness is a belief a value an operating principle that permeates the entire organization it has been proven to be essential for quality of life high performance in business healthy communities and successful sustainable Human Service organizations I would suggest as the as the design team and the boards coord in coordination with the board moves forward in assessment measurement and performance they start to Define ranges you know like basic better and best because this is going to be an iterative Adaptive process that's going to happen over time and so it's

046important not that it just be a score but it be a guide for decision making um and I then I just want to say um thank you for this opportunity because I really want to support what the board and and the team is doing because um goal one Wellness is critically important for not only for current but future students thank you Amy Bentli good evening my name is Dr Amy bintliff and I'm a developmental psychologist and former youth at risk teacher where I began my career for the first 15 years teaching in alternative settings in North miniapolis I am also the director of the partners at learning program at the University of California San Diego um the program called pal places over 500 tutors every year in your classrooms and nonprofits and so we have

047um a firstand chance to improve the well-being in lives through mentoring and tutoring I also as a researcher um study adolescent well-being and study the well-being of teachers so I'm here tonight to celebrate and support the district prioritization of Wellness or what we in the research Community call well-being through the adoption of specific and measurable Wellness goals wellness and well-being are difficult to Define so research shows that it's essential for districts to establish and adopt definitions and goals so that Improvement in Wellness can be measured across time positive well-being in schools is associated with lower student absent ISM decreases in bullying and increases in students academic achievement and motivation when inviting students to weigh in on concepts of well-being stud students identify relationships with self teachers friends and peers as Central to their well-being Wellness

048goals help to support positive teacher student relationships and feelings of school connectedness which are both associated with lower student depression and positive student mental health positive well-being in teachers who we can't forget as a former teacher is associated with teachers recognizing and highlighting student strengths improved job satisfaction improved student learning and improved classroom climate additionally High teacher well-being is associated with improved psychological well-being for children and their their students I support the district goals and definitions because they prioritize both individual and Community well-being which is essential we're in Partnership the language of the goals will help both School Wellness teams and external Partners like myself to support positive Child and Adolescent well-being in a time when Child and Adolescent depression and anxiety is on the rise as the pal director for example I can share

049these goals with our tutors to better prepare them for engagement with students in your District District thank you so much for your support of these initiatives and I'm happy to share resources and provide any additional information thank you thank you to the members of the public uh I presumably my colleagues on the board uh have some questions and comments as well would anybody like to address questions or comments to our presenters trusty W's pain I see your hand half up thank you president for this opportunity first of all I I would like to commend you all for the work that you're doing because having spent two years doing research in this District I know it's very difficult to take on different different tasks and this is different it's not a score it's not simply uh

050on and off what's your health and that's the answer you made it very clear that it takes a plethora of things there are various factors that go into defining wellness and what we're talking about so if we are trying to distill it down to one one uh measure I think we're opening ourselves up to something difficult but having said that we know that someone commented that it's the first goal if a person is not well they're not going to perform that that's where you get suicide you get people doing crazy things because they're not well they could have a 4.0 or whatever but we want Wellness first so that they can then do the other things that we're articulating and um hoping our children will be able to do I must say that I look

051forward to seeing what you guys are going to do and it's good to hear in East coaster Maryland to say what they're doing over there so we can compare like my sisters say to me you take care of the West Coast and we've got the East Nails well you bring both of them together and all the research that you've been exposed to so far so as we continue on this journey we know that this is not the final answer and we also know that what's important to a 7-year-old as you said versus a 17-year- old is quite different but we're trying to look at this as a universal uh question for all of us and thank you for at least taking that step thank you trusty uh trusty Hazen thank you and thank you for

052for all the work um really particularly appreciate the work you've done to engage um a broader and I think more representative cross-section of student St um as you're working to refine the goal um I know that some of that was missing last time so thank you for taking the time um to do that work um I'm thinking through the definition um and you mentioned sort of variance in the definition depending on age group and I get a little nervous um when we talk about variance in the definition because and I'm wondering if you can speak to um the importance of having a standard universally understood definition of Wellness while also um providing something that is student facing that makes sense to students um that because I guess my curiosity is um does the definition we

053adopt today have to make sense to all students because my assumption was we would create a student friendly definition so maybe if you can speak to that um before we vote on this when I think of uh when I think of my experience in being a classroom teacher I rely upon how I need to modify rdap text so it's accessible for the students that I'm working with I'm a former US history teacher and so while I have taught us history at different grade levels and the Constitution has always been one element of that how I bring the constitution in and what exact access to to language they have sort of varies Now The Core theme is is that regardless of whether or not I'm teaching US History to 11th grader an eighth grader and we're

054talking about the Constitution the the core components of the Constitution still exist how much of the language varies from place to place and so what we're expecting is that when we get closer to our goal and start to figure out what's that roll out going to look like that part of it is going to be about adapting or modifying language that makes sense to students you heard m list is sort of mentioned the importance of us bringing a student voice in when we're actually dividing the assessments um we actually expect to engage with elementary middle and high school students regarding what we're trying to measure and then say what would make sense to you and so in the sense that the same concept might be measured but how it's measured might be might vary a

055little bit when it comes to language just because it's based upon the grade level we expect that same kind of concept will probably be taking place when we're trying to communicate the elements of Wellness to them thank you yeah I guess I get a little nervous um that you know we're simplifying it too much because at the end of the day it has to make you we heard from some research partner but we want to make sure that it sort of fits into this I think broader um context and make sense um not just for students but for all of us and it sounds like you believe this does both of those things and we haven't dis distilled sort of out some of the important factors I completely you hear what I'm saying yes I

056do I do and I think about the way that we um when we're introducing a new concept to a student um we would hope that a teacher would put it in student friendly language so like success criteria I can I can identify um healthy foods or I know when I am feeling well right and so I think the definition the language that that we have now is pretty Universal um but I think it's just when you're putting it in front of a student what would that look like for them in their context and and I think that's the major difference you know I'm just picturing it taking a concept that you want that kind of a standard that goes through all of our grade levels and what would that look like in a kindergarten classroom

057well you know we don't have not everybody's reading so we might have visuals to help them understand the text and so not just changing the language but really contextualizing it to in a middle school context what does it look like to have positive peer relationships and so integrating some of the pieces of vision 2030 and some of that language as well saying this is what a positive peer relationship looks like um these are the ways at my school that I can get involved in my community and so I think we're looking at a universal definition but really being able to contextualize it for the student age by using visuals by using student friendly language I can statements things like that um as well as helping them make meaning of it ideally at their school you

058know when I am a a join or Jaguar um I know I'm healthy because because I I eat three fruits and vegetables um I you know choose something from the the fruit table when I'm going through the lunch line whatever it might be um but really making it something that they have ownership of um for their grade level for their site as well yeah thank you yeah I just want to make sure we're not taking out critical elements of Wellness or of well-being simply because maybe that word didn't resonate with a student um right I know we talked you said we tried mattering they didn't think mattering mattered or you talked about um feeling things in your body and but some of this stuff is backed up by research um and maybe a younger student

059might it might might not resonate but it doesn't mean it should still be included in the definition um so just some things um that I'm wondering about curious about and want to make sure that we're not taking too much out um I think also I'm curious um I think we had talked last time a lot about growth um and I think you reflected some of that that Wellness is in a fixed state right that you can always become more well so curious um why that isn't reflected here um or maybe if it is um why I don't see it I'm just trying to figure out how to respond to your question I think that that there's an overall understanding that any goal that we develop would be put in place so that we could measure

060growth okay okay so the goal would then reflect the growth that and it would be communic so it would be clear because I just it's not not here and so I just want to make sure right that what I think is a shared belief and consensus you know that we all believe levels of Wellness can increase is reflected and is communicated right and all we have to vote on is what's in front of us and you know that notion isn't reflected here and and I hear we hear what you're saying and we'll take that feedback back okay thank you um and then we had talked and I'm thinking back to I don't know probably a year ago um sort of reluctance to use a survey instrument and I know other tools are more costly and

061challenging so can you talk I you talked about the index and using multiple instruments but how much or how little will we have to use a survey do you think I think no matter what we do that's going to have to be some component of it if we really want student feedback about how they're feeling um you know because I think most of the data the data that we collect is often not the data that students want us to know um and so those survey questions are the opportunity for us to get closer I mean we talk about Street data a lot with my team um really get closer to the student to the street level information um because it would be ideal for us to have one-on-one conversations with every single student and we're

062talking about how we could try to include some of that qualitative one-on one data because we know that's happening at many of our school sites that there's conversations that are happening that could be maybe included at a site level of these are quotes that students have given us um but without student self-report survey data it's really hard to get the kind of information that we want um to know how to support their needs because otherwise we're looking at adult focused data like referrals like suspension you know and that's that's obviously a component of it but those are really more tied to adult actions um than student feelings or students reflection of how they are feeling um and so our goal is to really have questions that students can easily interpret understand and feel you know

063a lot of the questions that we hear our middle and high school students talking about related to Wellness are related to anxiety our younger students maybe that's not where we focus but we want to ask the questions of students that will help us understand their thinking and get inside their heads in a way that that um in a district of the side we we couldn't have those one-on-one conversations with every single student that could then be rolled up and then I have a few additional questions but I don't know if they're for you well I know so they're about the student survey attachment and I know um Dr uh Roman's name was attached to it so I don't know if the question should be directed to you or to a different team yeah that that

064will be for Dr lario okay okay for now or later are you open to answering some questions I mean it was included with the item so I just want to make sure that I'm asking it to the right people thank you and yeah really appreciate um the attachment that was included the student survey attachment um and how it talks about specific ways schools will use their survey results to inform site-based practices and student supports and I think we've heard that also in some of what you shared as we thinking about well what are the interventions right what are those some of those inputs um that'll lead to the outcomes we seek um and I'm wondering and I think it was referenced in there um how you expect um the next round of spsa to be

065updated to reflect um The Wellness survey results that were included um in that attachment and as we're sort of in this in between phase as we're figuring out the index and um goals for next year yeah that's a a great question and good evening board um I I really often think um my time as a principal when I've had the opportunity to have a mirror kind of held up and there's uh particular questions such as I matter to the teachers at my school site and we included a protocol and it's meant to kind of feel a little bit sterile but really like to to drop like truth bombs when you really look at at it because there's filters so you pick your school you go to that area belonging or School climate and I matter

066and then we feel maybe validated that 75% of our students reported that they strongly agree or agree and then you hit a filter and you see that there 62 English Learners and then you see that that number goes from 65 to 38 and that they're going to see that you know we're not going to have to like pound them over the head with those values they're going to see it because um they're going to be working through this protocol and as a team you know collectively we say can we do better with those students and if we can what's our plan and that plan needs to be reflected in that site plan that sipa and and that's really uh where we're going with just uh guidance around our sypsa is that this is a live

067document we've made this realization now uh we've talked to our school site Council about it we've talked to our plc's we've talked to our staffs and we're making that change in our in our sipsa now and so in a lot of the tools that we're building out reflect that just that dyam that Dynamic nature of the work we do as as research practitioners I I would like to add though um and I said this but I think it was in the process of moving seats um that we do have this I'm in the process of analyzing that I want actionable supports as a result of this data but I also want to report out this um to communities because I I keep saying if my child got this survey I would like to see the

068results so we're still it's very fresh so we don't have all of the steps yet but there's some missing components that we're going to add to thank you and also just want to appreciate um in in this uh student survey attachment um I think it referenced that uh Wellness monitoring reports will include or maybe it was in somewhere else in the item information about school level differences bright spots and positive outliers um an anal analysis of Wellness disparities for students with disabilities so really appreciate I think it's your um commitment um to helping us better understand um how well our students are and how we can better address their needs thank you and and I do want to share that it was really a collective effort we started with um engaging our site principles knowing

069that um that our site leaders are tasked with really being the curators and the stewards of the the culture of the school we had a really high participation in a principal survey where they prioritized which questions they felt they most wanted to know the answers too and then we had a representative group uh we engaged our ASD partners and we met a couple times to talk about which questions we were going to select and so it was it was really a collective effort there was other folks that weighed in all the way through so um it was you know it's definitely not Roman survey it was our San dieo unified uh student survey thank you and then just lastly because I heard this this morning um I was at uh I was listening to a

070Stamford researcher um this was actually in the context of first five um and this is connected to your defining the why and talking about um emotional intelligence and she introduced something that I hadn't heard before which was relational intelligence RQ um so I think as we continue with this work to think also about RQ um could yield some interesting results so thank you justy B thank you president Pon and I first wanted to go back to the superintendent report and just um lift up our superintendent and the entire staff here for our support of our students because that is the basis of Wellness what we're doing U particularly for supporting our immigrant students our lgbtq students and you know our vulnerable populations because if we don't have that basis we can't do any of this

071work so you know I'm I'm very proud to be part of a district that's doing that that's not that's not happening everywhere and the fact that we're not just saying that we are student focused but showing in our work that we really are um you know I think that really says a lot especially right now with everything going on so um I love that that's like our base for what we're doing and I wanted to ask a couple questions I'm I'm excited about this work I think it's it's fantastic with regard to the student group feedback I was just wondering cuz like in three of the areas there's only Middle School and High School represented one of them area a my area it's only middle school and then in the D and E there's like

072Elementary I I would just argue that across the district our students are you know an elementary school student in area A or B might have different comments or things they're going to share with you than maybe another area and uh why it just doesn't seem that representative from a regional perspective for me um so I just didn't know what kind of the thinking was behind that or if you're going to be getting additional feedback from you know some of those areas so it's not just limited to you know one middle or two middle schools in one area and five elementary schools and another but um like how are we going to get more of that perspective but across the whole entire district from all different levels K through 12 well I think that one thing

073we've discovered through this work is that uh talking about Wellness is something students appreciate doing so uh wouldn't I don't have any doubt that as we continue working into the spring on defining this that we'll be able to continue to bring additional groups into the conversation but I guess I was just curious why it was chosen the way it was was it just kind of was there a thought to we relied we relied Upon Our the partnership we had with the wellness coordinators and the five clusters for them to identify the classrooms that they wanted to um touch base with in January all right thank you I just have a few uh comments and and questions uh I guess first I want to just situate this a as part of this really a two-year process

074of of settling on this goal and I think when we started out um our uh folks from the Council of the great City Schools I think they were counseling us on three pretty hard academic goals and we s we sort of as a board said no we're going to have a social emotional goal and we had several iterations we came back and then it was drifting toward social emotional learning we said no we're not talking about I mean learning is a part of this but we're talking about something more fundamental than learning and so it wasn't and one of the things that we were counseled on early on by our Consultants was hey there's nothing like this in the country so you're out over your skis on this thing you should probably pull back on

075something that is measurable and we as a board over many many iterations said you know what this is so fundamentally important to what we're doing and so foundational that we're going to take the lead in doing this thing and it's not we're not completely alone there's a lot there's a whole sort of um ecosystem as we saw from some of the testimony here tonight um doing it but in terms of large school districts that are actually committing to hold themselves accountable to Wellness um were really out there and so I think um and then we came back we had our workshop and I think our input was similar to the student input in a certain sense that hey let's simplify this let's what are we actually talking about and so I want to I think

076we have clearly have the right team purpose purpose built through your lives for this this role so I'm excited about that and I think um you know I we come at this work both members of the public and staff and board from different perspectives and I know myself and some of my colleagues come at it from as parents and um and so I was listening to James Baldwin on the way over and um not personally it was book on tape but but um but uh and he was talking about the fragility uh he was talking in particular about black youth but about youth in general about the fragility of self-image and how vulnerable it is Youth and and youth and children how vulnerable it is to these exogenous inputs that are really forcing children to

077feel a certain way about who they are and um and it really it brings it home you know I have an elementary school student and a and a middle school student and they are vulnerable in different ways their Wellness is vulnerable in different ways but they are both you know whether you have a middle school student who's going through all the changes that Middle School brings um or a child who's you know going through their own changes and growth and development that sort of that fragility comes comes back to me frequently I guess as a parent you're just you're very protective of them and then we have all this immigration anti-immigration stuff and anti-lgbt stuff and you have so many vulnerabil I mean the fragility has to be at all-time high well post Civil Rights

078Movement alltime highs um but and so I guess what I what I particularly appreciate about this work and and I think it deserves to be explicitly said and hopefully it'll make its way in um subsequent iterations is the belief that the board has repeated repeated is that we're doing this work for two two reasons one because it is foundational to all the other work and some of my colleagues said this it is foundational to achievement it is foundational to growth it is foundational to academics to be well me this is like back to like Julian of Norwich all shall be well and all shall be well in all maners of thing shall be well you know that is the foundation and it's also I think when you make it especially when you make it your

079goal number one what you're saying is we're essentially saying two things we have a belief on this board and in our leadership team that if you target Wellness it will have collateral impacts on everything else but we're saying something else simultaneously each of these each of these goals stands on its own which is to say and this is how it translates onto the level I had a principle say yeah my cast scores are a little bit low this year but we've been I dropped a point or two on this thing but we've been focusing on uh on campus climate you know on culture culture work and and wellness work what we're saying by making a goal is look we want everyone to achieve but if you come back with metrics that show you kind of

080slipped a little on math are here but you know what your kids are loved they matter we we are empowering our s leaders to say we are focusing on this we believe that it has collateral impacts on everything else but it is important per se and we're even we're even willing to take not huge hits but we're able to take some minor hits on these other things because it's so important to us and um and I want to say as a as a parent I appreciate the work you're doing it I appreciate that you're committed to to for my own kids and for everyone's children that the most important thing is they want to go to school they feel Lov to school I always say to fbby I say and I'm I'm not sitting right

081here because anything s UniFi taught me I'm sitting here because I spent 13 years in this district and my teachers all treated me like a golden child and it has an incredible impact to spend 13 years being well and having people love you and all of our children deserve to be treated like golden children you know and so that's what I hope for our students um I would just say a couple of things here a couple questions one is in terms of the definition I see the challenge that we're working with which is the tendency is to say Wellness is healthy body healthy mind healthy connections and like what does Health mean blah blah blah you could go cascading problem part of the the challenge with making it be so about one's own actions Wellness

082is taking care of our body the other part of Wellness however is being taken care of and when you come to our district we have to our staff and to our families and to our children we are saying not only that Wellness is taking care of our body but having staff that take care of your body and your relationships and your mind and having students that reciprocally do that for one another uh and children that do it for their parents and parent you know what I'm saying I mean so I just I don't know how to frame it but I want to emphasize the fact that this is also about a positive commit commitment not just to taking care of ourselves but to taking care of one another um and so I don't know how

083to fold that in but but um and um and then I have another uh I have just a couple of things um I I You're gonna laugh Fabby um there's a borad short story it's like one paragraph long it's called on exactitude in science and it's this funny short story where the emperor tells someone to make a map and the the map gets so detailed that the map becomes coextensive with the city the map of the city becomes coextensive with the city and the map of the Empire becomes coextensive with the Empire it's so detailed in some way it' be an ideal if we had a map of Wellness that was so detailed that it's literally you can see the young child talking to their friends you can see the youth on the phone oh

084my god did you see you can see the parents there and their care or they're having we're not going to get there obviously and that's why we're developing some survey instruments that approximate that but I I do want to part of the exciting thing about this is thinking through Beyond I mean obviously to your point it's going to have to be multiple measures but it would be powerful to me to to stay what is going to be revolutionary I think is if we can actually hold ourselves accountable to identifying some metrics that are and your work on formative assessments as as part of this that are not lagging indicators of Wellness but that are leading indicators so that you can see it as it starts to drift into unwellness and intervene both at an individual

085level but at a communal level so uh I guess that's my question and part of this goes to your work on mtss which is like the tier one tier two I mean different students need different things and but how do we think through some metrics that might be leading indicators of Wellness sorry for the Preamble for yeah um I think that goes back to what our goals are with the data um and what our expectations are so um with all of the data that we're collecting it needs to be something that first of all can be collected on an ongoing basis um there's you know we're partnering right now with Kelvin we've worked with Kelvin as a as a really quick snapshot uh assessment tool they can do formative assessment um minute to- minute day-to-day

086um that are quick questions that they ask students right so that's one tool that is the student self-report um but I think it's a a balance of what is possible what we're already collecting what our system our data system is able to do as well um and then you know Roman mentioned like what is the expectation at the site they're creating protocols and tools for at the site level but we have to be clear about what are the metrics that are going to be able to be measured on an ongoing basis that we can have the progress monitoring um something like attendance that's an easy one right we we can look at that on an ongoing basis um how many students are out for sickness um whether we have services on site and their frequency

087like I know my students school has a dental clinic that comes and um there's food distributions things like that so we'll be looking at not just what is the data that we want to collect but how often could that data be collected and monitored um and who's going to be responsible for taking those next steps that's where the mtss piece comes in is looking at the site level what is the teaming structure who is responsible for this a lot of work falls on our school-based mental health professionals like school counselors and school social workers but we need to think about what is our teaming at the site so that it's not falling on one maybe two professionals to be monitoring all of this work so creating systems of Care at the site as well um

088and so we're doing that with the mtss team here at the district to think about what would that model look like as well at the site um because we have to have both the data collection and then the people to do something about it um in Partnership and so we are working on both of those at the same time um but I think that's a a really important question is how often are some of these data points going to to be able to be measured we want that leading data we want teachers to be able to call home and step in and and find out what's going on with the student um on an ongoing basis and I have one last question in relation to that and I hate myself for even asking this question

089this question is not who I am but it's seems to be inherent to the issue which is what role does large sort of big data type analysis or like AI assisted anal and again why I say you know me I'm like no I'm not into AI but I mean at some point there's going to be patterns in Wellness that are not necessarily apparent to an individual counselor or something is there any possibility of using AI or using big data to take a look at the data we collect and identify patterns that might not be apparent in terms of correlations On Wellness sorry I'm sorry I asked about AI Scott I had a recent conversation about this because I am a parent and I've also been working in data for a long time and so I'm

090very cautious when it comes to uh access to student data and student privacy you know everything that goes on in this District just so you know I'm a parent here so I I'm I'm aware of that and so I'm always very cautious so if we have tools and systems that that our it team that our disc team feels are safe are able to analyze that data and give us information in a way that will not jeopardize this is something I care about a lot is student privacy and so if it will not jeopardize student privacy U because I don't want that information out there about my student um you know and I don't think any parents do um and as we've learned it's it's really hard to hard to ensure that privacy so whether we

091use uh machine learning for that or whether we use some tools that uh focus on the deidentified student data um I think that's a little bit more likely at this point um I'm so I'm a skeptic when it comes to a lot of things I'm very leery when it comes to student student data privacy Richard I see your hand up you did ask a question and I wanted to make sure um I wanted to connect and answer your question I from my please push back on me because I I want to make sure I have this right in the definition when we're talking about the framework with relationships that's where we see the relationship of taking care of each other so you express like this is take me taking care of my mind my body

092but in relationships it's also how I relate to others and I make sure that you're okay that I'm not that I'm being kind that I'm so that empathy piece I believe that that's how I saw it when I was looking at all of the documents um like there's also Community how are we in this classroom making sure that all of us are okay um that we feel like belonging so I believe that that's what I saw in some of the iterations of this that that's why it's broken down of like body mind but I'm also in relationship too and then there's also Community but please push back on me if I'm wrong that was what I took away when I saw that report so I just wanted to make sure that that is a part

093of it as well and that a lot of these pieces as well we say if you if you assess it you have to teach it and so with the body you know I think about PE minutes um and and other physical activities at the site those are some of the data pieces that we've talked about collecting um the mind you know this is where social emotional learning um and the emotional intelligence comes in our teachers focusing on students having ways of uh cing them we do Comming Corners work right so having ways that the teacher is showing students to address their emotions whether it's a high school English class or a third grade classroom you know thinking about that um in in a a history social science class if we're doing debate you know how

094do we engage with others in a way that's productive and manage our own emotions as well so I think with each of these pieces if we're assessing it it it is something that we assume is part of the school day already um and pulling out what those pieces are that we can address and can measure that's I think where the work comes in um just one final comment because I appreciated when I saw the documents of in community also means I'm in community in my classroom but I'm also in community out at recess with hundreds of more students that's a totally different way of being well and then during lunchtime so there's different Community spaces so I appreciate that that was that very distinct um because when I was a teacher that's when all the

095complaints came in was during recess not dur during class time uh vice president Baro yeah thank you president Pon and superintendent and I just want to pick up I think on everything that we're saying right now which is um if this is goal number one that means that this is about structuring school in a way that the six seven hours or what however much time a student is in our school um we are creating that environment that no matter what is happening outside um we're promoting Wellness you know I I think a little bit about uh a few years ago teachers at Perkins K8 uh were completely overwhelmed you know the the um percentage of students in homelessness was Rising rapidly and and the teachers were essential I mean they were saying look we live

096the this uh goal number one because we cannot teach our kids with what's happening and we need strategies we need techniques um and and that's about the environment at school and what students experience and I think what that you know pushes us towards is Wellness is not a set of techniques um and it's also not something that is kind of isolated from other things that are happening in school so I think about um the role that Lee and his team play in creating physical environments you know I think about you know curriculum and uh you know vapa and career Pathways and you know ethnic studies and all all of um it's what is a student experiencing um every day that they come to school and is that the environment that we um are confident is

097promoting Wellness part of that is US asking ourselves what are we doing at school that takes away from student wellness you know are we creating um or not creating are we perpetuating uh you know kind of a definition of what school is that just beats our students down so in the development of the assessments and again I just what the work that you know Scott and Fabby you know are leading with our partners is so exciting appreciate our partners coming and speaking um because it just does feel like you are pulling our community in you know to this work uh you know at San Diego unified um but it's are our the development of our assessments and our ways of monitoring you know from up here uh are our students well and are and and

098our our students getting better you know sort of the the growth concept that trusty hayen talks about um but are we doing this in a way that is going to lead to actionable change in our school environment um and and so that's you know what I would hope and that feels like as it should because it's goal number one this is everybody's responsibility you know this is not you know kind of a an a a separate um you know strategy that that we're taking on here but if a student is coming to school despite whatever is happening outside of school and is saying that this this is where I feel right this is where I experienced where Cody experienced um then we're doing our job and so it's how does this work that we're doing

099now and developing assessments and goals get us to um uh you know the comprehensive environments that uh that we know will promote Wellness including giving kids a break from this yeah yeah looks like trusty W pain thank you just um last comment for me um thank you for bringing that up about what's happening on the campus and so forth I think there's an element that we're kind of forgetting and you alluded to um this board you did also trust you buzza this board has has said regardless of what's happening outside of this District where the federal government can say we're no longer going to recognize Black History Month we're not going to recognize any of the ethnic groups uh we're just going to go forward and ignore that and we can stand on it and

100the kids can come remember the kids came they were in charge of the program they decided this is my truth in our school buildings you will participate at a level that's the same as everyone else it will not be relegated to uh white males only or to uh whites only and and back to the White History rather than bringing everybody's history in and that's coming out as a piece of their mental well-being what the way they feel they hear this outside of school but when they come to our campus we say you matter we're all going to work together we're going to continue to build on what we've learned in the last few years we're not just going to say stop we're no longer recognizing anybody we're colorblind we don't recognize your history we don't

101know where you've come from and don't care we don't care where you're going because now we're all like you know little soldiers here doing the same thing I think that we as a board and we will be tested and tried we have to stand on that and say that our student body is different we've got a a just a large pleora of of different groups coming together and we acknowledge each and everyone and what they bring to the table We are continuing to acknowledge each child for what he or she brings and working with them to develop them to the point where we can all say mentally my well-being is good and I want to learn and do learn thank you amen oh I see trusty haen with a late breaking hand I apologize I'm

102gonna blame you because so do want to Echo the interest in safely secur securely exploring AI um and and how might that help us to do some of this work um emphasize securely um and then also think also uh president peton referenced say you have like taking care of our body our mind um and the connections we have with family friends and Community versus or in addition to being taken care of um and so I grapple with sort of a how active the definition is instead of it being a a state of being right Wellness being healthy mind body and so the because sometimes you're just well maybe you're not taking care of it you're just well and so want to make sure we're leaving space um for that um and also like some of

103there's some other language that I think also gets at the having to do a thing um it references a daily Wellness practice feels very prescriptive um and so just want to create room um for clear but also broad interpretation of wellness and just agree with everything that everybody says that Wellness is the most important thing um and if we can't get Wellness right nothing else matters so really just appreciate all the work all right on behalf of the board thank you so much we will move to uh our vote I believe yeah we have to do votes on these uh student trustees please vote or I I'll take the S out student trustee you got it okay all other trustees please vote this is on acceptance of the report that is unanimous consent of all

104board members present thank you so much we really appreciate it this is very exciting work and thank you to our test test those who testified I'm sorry I didn't interrupt you I just wanted to say we're also excited to come back and visit with you in April which is when we'll be able to give you our next update on the work that's taking place so we'll see you then all right we will now consider item F1 student discipline uh is there a motion on this item okay trusty W's pay a second discipline second looking for okay uh okay so we have a motion a second are there any speakers on this item okay trustees do you have any questions or comments on this see no questions or comments we will move uh to a vote

105uh trustees this is trustees because it's discipline so trustees please vote motion passes unanimously all right we will now consider uh board consent agenda item G1 appointment of Representative to the community advisory Community the CAC for special education is there a motion on G1 trusty baso with a motion do I have a second trusty Hazen with a second um uh MZ is there anybody who has signed up to speak on this item see no comment we will move to a vote student trustee all remaining board members please vote that is unanimous motion passed unanimously yeah right um okay we will now consider items H1 through H5 revisions to administrative regulations adjustment of attendance areas for Claremont and Madison cluster schools and public hearing and approval of easements to the city of San Diego and private

106resident Beverly close is there a motion items one H1 through five trusty Hazen with the motion trusty wers pay with the second let's see here um M staltz are there any speakers on this item no do any of the trustees have questions or wish to discuss the these items I believe trusty Hazen yes so specifically on H one which is the approval and revisions to existing administrative regulations want to reiterate I think what is already been said tonight but I strongly support these updates to existing policies that address our responses to immigration enforcement I think they are critically important right now we want to remind our entire student body and all of our families um that we are here to ensure they are safe and protected thank you trusty Hayes and here here um okay

107okay we have a motion and a second uh any additional comments see no additional comment we will move to a vote student trustee please vote we've got it all right uh all other trustees please vote uh we have that motion passes unanimously miss stsz all right we are up to agenda item H6 uh it is a public hearing for the board to take any public comments and make findings rela to two solar contracts that appear later on this board agenda under consent as item I6 uh we are opening the hearing Miss stultz are there any speakers on this item okay seeing no public comment uh we can open this item for board discussion government code section 4217 do12 authorizes a public agency to enter into Energy service contracts if its governing board determines it is

108in the best interest of the agency at a public hearing during a regularly scheduled board meeting attached to the agenda item is an energy analysis one for each contract prepared by outside experts showing that the cost to construct the solar panels will be less than the cost of energy consumed by the district without them the first analysis shows Savings in energy costs of 11,590 th000 through 2050 the expected life of the solar PV system for the contract with in deos Construction LLC for four sites Foster green green Kumi and Rolando Park Elementary Schools the second analysis shows Savings in energy costs of 20, 197,000 through 2050 for the solar contract with straight line General Contra Contractors Inc for five sites curri and Linda Vista Elementary schools and Dana Innovation and Montgomery Middle Schools do any

109trustees have questions or wish to discuss this item seeing no comment from the Das uh is there a motion to adopt these findings that based on these energy analyses it is the district's it is in the district's best interest to award the two solar contracts to achieve these cost savings trusty Barrera truste Hazen with the second student trustee please vote remaining trustees please vote uh that motion passes unanimously Miss stultz with student trustee concurring the public hearing is now closed Elvis has left the building um we will now consider uh items i1 through I29 the superintendent's consent agenda consent items are considered to be routine and will be enacted by one motion followed by a vote there will be no separate discussion of these items unless the board member of the public or staff request

110specific items be removed from the consent agenda for separate discussion and action any agenda item removed will be voted upon following the motion to approve the consent agenda does the board have any items they would like to have pulled from the consent agenda trusty Hazen I2 trusty Hazen would like to pull item i22 trustee white pay would like to pull i18 has anyone from the public signed up for any of the items Miss STS okay so we have pulled i18 and i22 and uh we will now we will come back to them separately but um I believe the superintendent has some comments on the this consent agenda yes I have a few items I would like to highlight and actually one of them is i18 but uh um item I two we're excited to partner

111with San Diego State University and the University of San Diego with item I2 to implement a teacher Residency program which will help the district ensure adequate Staffing of high need teaching positions with highly qualified teachers we know this is a high need area with so many of our deserving Educators taking advantage of the supplemental early retirement plan for I8 uh and is it do I talk about it now even though it it's pulled U you can talk about it now so we're excited to continue our partnership with diamond educational Excellence partnership or deep to provide literacy support for students at Encanto choas me Johnson and Webster Elementary schools and then lastly both items i16 and i21 appreciation to trusty boso for the idea to leverage contracts with other big Urban school districts you'll notice we

112have two of these where we're partnering with LAUSD and Los Angeles County Office of Ed on our agenda this evening there are items i16 and i21 thank you thank you Dr bagula um let's see do we have a motion to proceed on all the items except for I8 and i22 trusty Hazen on the and trusty wers pay all right um we will move forward with a motion since that is our consent agenda we that that implies that we do not have comment on that item either from the public or from the board so we will move directly and do a vote student trustee uh please vote all of the trustees please vote all right so we have unanimous consent on all items with student board member concurring and we will now move to the two

113items that were removed from the consent agenda for discussion that is item I 18 and item i22 we will move in the order uh in which they are on the agenda so that is we'll start with i18 thank you president for this opportunity to comment on I 18 and thank you superintendent for that comment uh I received the note from them today indicating that uh for this year they've raised a164 cents for critical resources and services outside of what they're getting for from us us so they're supporting reading and education for even children before they come to school and that's one of the beauty points about this that children are learning how to focus on reading to enjoy reading they read books before they come to school they're focused on reading a thousand books and

114so forth so I just want to lift that program up for the professional training that they provide for teachers for the preschool child care not just making it a babysitting opportunity but also bringing in the reading component of it in in school like issues so I want to thank the Deep program The Deep staff for all that they're doing for our schools and they're showing progress in um the work that they're doing so thank you I can move it too if you want to thank you yes so we have we have a motion already you and I moved it no they you moved the main motion or the consent agenda so we will take that as a as a motion and a second for I8 trusty Hazen will second the motion I probably should have

115taken that before discussion um however we have had discussion now and we have a motion in a second uh we will move to a vote uh student trustee please vote remaining board members please vote uh that motion passes unanimously on i8 we will now move to i22 uh do I have a motion on i22 trusty Hazen with the motion do I have a second truste boso with a second um do any of the board members have comments on this item trusty Hazen yes thank you uh so i22 is our uh agreement with San Diego Foundation to provide services for extended uh summer learning opportunities level up and just like we know that Wellness is essential for academic success research also tells us that high quality summer programs are key to supporting both emotional development and

116academic achievement particularly for historically marginalized students that may not otherwise have access to such programs and I'm glad to see that despite a significant reduction in funding will be able to provide full day level up Summer enrichment programming with the San Diego Foundation this summer while our funding has been reduced by about 50% for summer programming I was heartened to hear that we expect to be able to serve about the same number of students I think this is really important uh through level up as we did last summer but it will be for fewer weeks I think that it's crucial that we maintain high quality programming for our TK through sixth grade students this summer and avoid reducing the number of students served and I think as an aside and connected um to the budget

117Workshop it's interesting because we're expecting a year from now to have more money for this but this year it will be going down but glad that we're continuing the program thank you trusty Hazen uh do we have any more comment from the board or questions all right seeing no further comment we will move to a vote student trustee please vote remaining board members please vote that motion passes unanimous asleep well well we have arrived at our final moment some of you have been waiting for uh we will now receive public testimony on non-agenda items Miss stultz have we received any requests for non-agenda comment yes we have one virtual speaker and three in person so we'll go with our virtual speaker first Masha melnik you have three minutes hello um my name is Masha melck

118and I'm a former student at Patrick Henry High School class of 2008 I now work at the San Diego Community College District and I'm here today on behalf of the sdccd district queer Alliance I'm speaking in support of rainbow groups or gender sexuality alliances uh back in my day it was called the gay straight Alliance and or GSA and I was a member of the gay straight Alliance in high school even before I realized I was queer myself even as a straight Ally as I thought of myself at the time the GSA helped me with building Community Learning destigmatizing and supporting others in early college just a few months after I finished high school I realized I was actually queer myself and my time in my high school's GSA helped me to instantly accept myself

119having minimal queer phobia or bobia both internally and in my community made a huge difference I had enough stress without adding more needlessly also being part of the my high school's queer group it's probably why I also went weekly to my College's queer Student Union that again really helped me with self-acceptance and community and allowed me to come out to a supportive group within just a few hours after realizing that I am queer myself so please understand the value that queer Community groups have for students and former students for those who are straight or queer CIS or trans please do whatever you can to recognize misinformation and fight against backwards steps that hurt queer people like me and like many of your students we students have enough to deal with without losing these valuable lifechanging

120life-saving supports thank you okay Mohamed as you have three minutes good evening honorable uh president of the board uh the superintendent and trustees my name is Dr Muhammad Asad I am the ex director of the California mental health board I'm here to advocate for the special uh ed students uh I found in the last few years with my son there is a lack of support the lack of understanding uh the lack of uh motivation the board should adopt more simplify and help and motivation for those students uh especially you know they trying their best you know uh to achieve the goal and graduate uh I haven't seen I'm sorry I have not seen any awards from the school district to motivate these kids to say wow you did very good you know here is the

121award it's only a piece of paper but it means a lot to the students and to the parents and for them to keep going and Achieve you know every 3 months what a what a a certificate for him say you know you have you achieved the award for the month I think this is would be a very good methods not only the wellness if I'm will I'm a medical doctor I'm if I'm well but I'm depressed and stress and sick you know because the cancer doesn't understand how doesn't know how to deal with me and I'm not getting what I need to get you know my son is being asking Mr peton I have reached to Dr Fabiola and everybody and I haven't received anything back from the board neither from the school we being

122back and forth back and forth his stress my son has a medical problem as well as the special aid but I've been supporting him there is no reach out from the teachers to communicate with the parents there is no social invitation to the families to come to a social night at the school to meet the teachers to communicate with the parents to work together to help these students so I would appreciate if the school uh adopt a resolution to help these students achieve their goals you know through many ways you know every 3 months you know a certificate to to push them m mate them keep them going instead of putting them down you know for the past two years he hasn't slept he stressed himself he got sick and and at the end of

123the day he want to get you know like every other kid his essential diploma and I think they should the district or the school reach out to these special ID and and facilate this help and and and and make achievement to these students you know they are part sorry yeah but anyway I I would appreciate the board in to think and check this and hopefully these students will be achieving and part of the normal uh community and going thank you very much thank you Dr o Valerie trainer hi it's Valerie trena resident of District e and volunteer with Grassroots nonprofit group defense of democracy I'm here tonight to thank the trustees of San Diego unified for your authentic love of our public school students teachers and Librarians I'm grateful that I unlike my colleagues in

124defense of democracy in other states am not confronted with a school board that deliberately harms children who are already vulnerable due to their gender race color sexual orientation noncitizen or disability status since the new regime has seized power in DC I'm terrified for our students especially the marginalized ones I fear that all hell will break loose once the fascists destroy the federal Board of Education I'm furious at every person and agency that has capitulated to the fascists in hopes of plating them I will be watching with the hope that you all have learned the first lesson of the Holocaust not to ever appease na Seas thank you Arlene New Birth good evening I'm here today to address an issue of significant concern for the San Diego unified Community unchecked power of administration principles hold immense

125influence over staff students and school culture when admin's power is misused through harassment retaliation or in the creation of a hostile work environment there are in my limited experience no safeguards in place to hold them accountable when I told my princip her approach to leadership was making me have suicidal ideation she said well that's your perspective when I told HR about this same fact and that my mental health provider was offering me three weeks of mental health leave to work on skills to cope with the problem because they couldn't fix it HR replied well that's your right teachers are expected to endure mistreatment while trying to provide quality education under increasingly difficult conditions with in inadequate support or risk their careers in speaking out and most aren't in a position to do that in the

126first of many punitive meetings that my principal called me into she said you're lucky I'm not a different kind of principal insinuating that she was not about to be controlling and manipul manipulative like I read her to be she was when I requested a meeting between my principal the Kinder team at Emerson or at the very least myself and the math department to ensure my students received the support they needed my principal refused she outright said she would not hold any such meeting as everything at Emerson is done her way that wasn't just a refusal to collaborate it was a blatant dismissal of my students needs and yet where is the accountability for that decision where is the oversight when a principal chooses control over cooperation control over best practice the reality is when leadership

127prioritizes compliance over problem solving students suffer teachers are left without the resources communication and respect they need to be effective if a teacher refused to meet the needs of their students they would be disciplined ironically I am over behavior and traumatized students that I was not able to fix so why are principles specifically my former but plenty of others allowed to ignore staff needs without Consequence the question I posed to you today is simple how can we claim to prioritize education when we allow the very leaders entrusted with our schools to act without oversight there must be real accountability measures independent review processes protections for whistleblowers and consequences that ensure power is not used as a weapon teachers should not have to choose between their well-being and their livelihood it is time to ensure that

128principles are held to the same standards as the Educators they oversee thank you that concludes public comment all right well thank you to everybody who joined us online and in the room uh I I think I'm about to give you back to your daily lives prior to seven which is a small miracle um and thank you to all the staff that presented tonight that was an excellent report we all appreciate it uh this meeting is now adjourned e e