001um I uh means officially called the order and I'd like to um welcome everyone in our Auditorium and those watching on ITV and Via live stream and call the January 14th 2025 regular meeting of the Board of Education to order with all adult adult board members present our student board members are absent as they are at a conference in Sacramento so as usual we will start with our flag ceremony the point LMA High School navy jotc color guard will present the colors please stand for the presentation of the colors please uh join us in the Pledge of Allegiance Dr buul our superintendent will present the Pledge of Allegiance the right hand over your heart ready begin I pledge allegiance to the flag of the United States of America to the Republic for which it stands
002one nation under God indivisible with liberty and justice for all thank you please be seated next up we have the land acknowledgement uh 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 prepare the following video to show our respect for the Kumi people who are the original stewards of the land our school district occupies VI the video all right looks like we're having oh here we go we respectfully acknowledge that the Kumi people are the original inhabitants and caretakers of these lands now known as San Diego despite the attempted genocide and ongoing impacts of colonization the Kumi Spirit remains unbroken and their Traditions continue to
003thrive as they carry the memories of their ancestors who bravely resisted cultural Erasure and fought to protect their land and way of life in honoring their legacy we pledge to uphold their cultural heritage and right to safeguard their sacred connection to the land for future generations with gratitude and strength we stand with the Kumi embracing the past while forging a brighter tomorrow all right thank you to the students uh we will now move to item B1 adoption of the agenda we have an exciting evening before us uh we've got the second reading uh of the title one eligibility ranking report and um also we have the community advisory committee for special education uh their semiannual update so we're looking forward to that do I have um a motion to adopt today's agenda as published and
004we have a first and a second um let's move and typically this is the point at which we get our recommendations from our students but since they're not present T night we'll move straight to a board vote um trustees please vote and that is uh the motion passes unanimously five five Z for the record um uh missz can you please provide information for public speakers about tonight tonight'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 by law 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
005of the appropriate agenda item or at the end of the meeting for non-agenda comment please listen for your name to be called speakers are listed and called in the order received when your name is called please come to the podium to speak speakers participating via Zoom will be asked to unmute when their name is called if you are unable to unmute yourself we will call the next speaker please follow along with the agenda so that you know when your item is coming up for discussion when you begin speaking the green light below my name on the dis indicates that a 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
006up for in-person public comment iPads are available in the back of the auditorium and in the lobby thank you Miss doltz we now would typically move to um C1 which is our student Advisory board report but since our student uh trustees are not present we will move on to um I section D um which is the report on close session um General councel green under item D1 are there any reportable actions from closed session no thank you uh next uh under D2 administrative assignments um Dr bu bagula under item D2 can you please share the management appointments you'd like to announce yes I would like to welcome the following two colleagues for senior director instructional support assigned to support educator leader growth and development Dr Shannon busy and also for the director for Grants Administration
007Manuel Rubio both our important parts of our team as we ensure that we have a robust hire-to-retire Pipeline and access to funds that we weren't equipped to pursue in the past both are important in the realization of our vision towards academic excellent for all children and joyful learning environments so so thank you and welcome thank you Dr bagula and then under D3 could you please provide uh your information report this evening yes and so I'm going to have to get used to saying thank you president pson uh so um I want would like to thank everyone um and welcome everyone to a full 2025 um I know as an educator sometimes I think about the school school year when I refer to New Year um but it is something that I like to kind of
008sit down and reflect and thinking we have a lot of work before us but we have a new year full of opportunities um before I get to my report which reflects the first part of the year there's a couple of things that I would like to discuss um the first thing it's hard to go anywhere or turn on the television without seeing the devastation happening in Los Angeles um I would like to express our deepest sympathies over the loss of life and property due to that devastating wildfire in Los Angeles County and Southern California and as an educator I know the first thing that comes to my mind is are the people safe and where are the students and families going to go so I've made daily contact with Los Angeles Unified superintendent Alberto carajo
009I've told him we're ready to support them if it's needed our county is also expecting and preparing to welcome displaced families and our team is already beginning to organize for this as necessary um I do call him and please know that my grandmother raised me with this uh saying of you're more helpful if you get out of my way so I'm trying to kind of be helpful but also not get in his way um but also assuring him that we're ready to uh help is necessary um I think also it's important for us to note um that here in San Diego we do have processes and procedures um in place to help prevent wildfires from affecting our schools I'm very concerned with the Santana winds with the dryness with the lack of of of rain
010and so I want to just assure that every school has a comprehensive School site safety plan that has local emergency plans for their site that we monitor weather and fire danger maps that when extreme Wind and Fire hazards are presence present our maintenance team refrains from using any spark potential equipment in and around the areas of large vegetation and our landscape teams also actively assess sites for any potential hazards we have access to a large Fleet of school buses is transportation if evacuation is necessary and the events that in in the event that things happen out of the ordinary we have a reunification process as well um I know we have been thinking about this because I came in saying I know we did this many years ago let's take a look at the procedures
011and start updating them now my hope is that nothing like that is necessary and needed but it's better to be prepared um the other piece that I also wanted to make sure we talked about is earlier this month we learned that power school the student information system our district and other districts use was a target of a Cyber attack out of an abundance of caution as part of ongoing commitment towards transparency we reached out to our families as soon as we learned of the situation and sent a subsequent communication to the families at the end of last week um if the student if your student if you're listening was one of those affected by the release of personal information you will be offered support from Power School we're working very closely with this company and
012communicating as soon as we know anything we communicate with our families so now um to my report I want to remind us where we have been and where we're going it was really exciting in December um we ended the Year by celebrating the formal o opening of elido the first of its kind infant in toddler montor Center at the Logan Memorial educational campus so thank you for joining us I know it was a lot of visitors there um but I want to acknowledge that this took a lot longer than it should have for our community but it also makes believe that we can continue to do really big things when we come together and we're going to continue to come together as we continue to work on closing our budget gap for 2526 a few
013days ago we received the governor's proposed budget another milestone in our work and we are an analysis of where we are in this with this new information along with our fellow colleagues who are also retiring this will impact several budgetary decisions I'm pleased to note that our budget review team is working very diligently every week to make sure we're making informed decisions um and strategic decisions long term uh I am also pleased to see that the work with our government relations director Dr Cook has been helping us lead and advocate for is having an impact on educational decisions for the state we look forward to continuing this work with our elected officials along with um the education and superintendent colleagues across the state on our advocacy lastly I'm also looking forward to our work on
014the student outcomes focused governance task force this board has provided the clarity of the goals and guardrails we need to order in order to have clear outcomes for every student what you will see tonight in our community advisory committee for special education is that there are departments and other avenues that are also taking on this work even though they're not necessarily a part of the goals and guardrails the notion of setting goals monitoring for goals and having data informed decisions is very important so um you will'll be able to see that our CAC is also and our special education department are also running in that way I appreciate that this is a way of being of doing our work and holding ourselves accountable in service of our students so thank you and that's my information
015report thank you Dr bagula um we'll now consider item E1 the 2025 Title One eligibility ranking report title one is a federally funded program that provides financial support to schools to provide students from low-income families with a fair Equitable and high quality ation in order to meet the academic standards that we expect of ourselves uh a first reading was conducted on December 10th 2024 that's available on YouTube if you want to go catch that um some very good discussion from staff and uh my fellow trustees uh I believe we're we're going to move straight to the motion on this since we've already had discussion is that accurate superintendent yeah um is there a motion to approve item E1 I have a motion from truste Barrera uh vice president Barrera do I have a second and
016another from uh trustee Sharon wherst Payne um is there any discussion on this uh trusty Hazen thank you so I have a few questions and I shared some in advance that were answered um but just around um the different models um that we can use in terms of how we allocate Title One Fund so this came up I think at the last meeting we received some information about it um but there's some things I'm still unsure about and so I appreciate what was already shared um and as I read through it well the targeted assistant schools models is the default for dispersement of Title One funds um it isn't the model we use because it sounds like onerous reporting requirements um and instead we use the schoolwide program where schools that have a population where
017at least 40% % of the students come from low-income households um they receive this lump sum of Title One funds based on the formula that we use and I guess what I'm not clear about that didn't come through in the information we received is what are the student outcomes associated with each of these models I think that President pson sort of hinted at this when he asked this question a month or so ago um and I think you were asking you know in a more fluent school for example where we do have Title One Low students from low-income homes um what would it look like and what would student outcomes potentially look like um if those dollars followed the student um and so yeah if you could speak a little bit more to that um
018I understand it would be challenging but what I'm trying to understand is under which model do we see students doing better are there examples of other District districts who do it the default way um and does that yield positive results for kids sure I thank you for the question uh Dario Gutierrez the director of the spsa department so there are two tital one program models one is a target assistant model and the other one's a school way program model the services to students are the same so uh a School site by default uh is uh selected as a Target assistant program there's been conversations the California Department of Education to not make it the default model but regardless of the model the expenditures in the plan has to be uh the expenditures and strategies have
019to be written into the plan regardless of the model type so a services to students are the same the uh Target assistant does not say that specific funds go to a specific student uh that's actually U not accurate even at a targeted assistant school School uh students who are in need of services they may not have been Title One qualified are still eligible for services so once a School receives uh Title One funding we don't identify a student to be title one student so a lot of a lot of people think that you're a targeted assistant uh school which means that the funding goes to the students that's not accurate the school is classified to be a targeted assistant school so as far as like which of the two models is is more impactful it
020really uh it's really the same case because it's really the strategies that are written into the school site uh which is important when it comes to the reporting uh the difference is that when you have a schoolwide program school a school can select the students uh that are in need of additional support and provide that support to the students and not have to report that information to the California Department of Education a targeted assistant model requires uh the research and evaluation Department to contact the School site say which students receive services from Title One this month or this quarter period uh and then report to the CDE on a regular frequent basis I know of no other school district that is Us in the Target assistant model I believe for Equitable Services private schools uh
021which is a little bit different they do have to do that uh uh differentiation for those particular students but as far as like which of the two models is more impactful again it's basically is the strategies is really what's written into the plan thank you that's really helpful and you know my hope is I know we've had conversations about this but really understanding of all the different strategies we use which ones are making the most difference and I know you know the team's continuing to do work around that um and I'm sure that'll happen through this budget process one last question on on this um and it's around unused funds something else that we've talked about um and I think the last conversation we had it sounded a little bit like funds were going back
022to schools but now I just want to make sure I'm clear so if a school say has $50,000 um of unused head1 funds at the end of this school year we hope that would never happen but sometimes that happens um those dollars carry over and then have do they go into the bigger pool um so I know right now we're looking at $25 million the bigger pool that then gets dispersed to all schools based on the formula next year or might they be used for central office can you talk about what happens to the funds that aren't used by sites sure absolutely so a School site you know when we do the title and ranking report each School site is given their allocation for the upcoming school year as we know we don't get the
023final allocation until very late into the school year so about December is when we finally get the allocations so say a school does spend other funding this year which they have until June 30th and this year we do uh we do factor in the incumbrances so somebody had place an order in we do factor that in for the School site that unspent funds actually get rolled into the district's Title One reservations plan and gets used for the upcoming school year as we want to as we know we uh attempt to spend every single dollar so we don't factor that unspent funds back to school sites School sites cannot go uh cannot receive their carryover funds directly at the school site that carryover fund goes back to the district pot uh School sites or the school
024districts um can carry up to 15% of unused uh funds every single year we haven't had to use a waiver request we did I believe during uh covid when we had um other funds coming in but that unspent funds goes back to the district's Title One plan to support uh the district's Title One plan so it wouldn't so in the case here so we're anticipating $25 million it'll be dispersed to sites next year if for example there was a million dollars in unused funds at the schools that wouldn't get add there wouldn't be $26 million next year to that's correct that's part of the con app the Consolidated application that goes into the CDE actually we have to do the certification uh tomorrow for the 2425 school year what we do is we go back
025to that January board meeting of 2024 and what the CDE does is they match the funding that's in the cona which matches the January 24 board item to match up to the school plan if we give them additional funding it will not be imp or it will not be found in the school plan so we have to have that identical match so unfortunately we don't do that car carryover back to the school site so uh we determine when it comes to title and funding we say of the anticipated amount that's going to be done we reserve it back to the school sites uh that reservation then unspent funds gets rolled back into the uh District pot to support again School sites we have uh lots of different uh funding options for how we fund different
026programs uh centrally at the at our district got it thank you and I guess an important reminder for sites to use all their FS we are diligently working on that and to your first question about you know evidence-based practices that came to uh a meeting that we have with the new DAC the onboarding I'm actually working on our website right now for our site based budget that's being released and that's one of the category topics on there is like these are the uh evidence-based practices that are have proven you know what works Clearing House and different items for them to reference uh for themselves you put a smile on my face thank you that's great I have a uh comment from uh trusty W Spain and then trusty baso um thank you for raising it
027that issue because I think we've gotten a lot of different answers to that particular question um because when I I did have a school that had $50,000 it was small school that needed the money and I my hair was on fire because I don't think that we should be turning money back or not using it because it's for a reason so everybody listen to me as I go out to the schools use your money don't complain that I don't have when you have $50,000 that you have not used and we do eventually get find out which schools are not using it mean what could you buy for $50,000 especially when it's a schoolwide um title one that you can use it for the entire student population no excuses and I am fussing right now because
028that is something that uh I think we're denying student services if you're carrying that much money and to your bosses if you know you have a new principal at the site then help that principal to see that you have that much money and you need to be doing something with it parents whoever's on that title one committee do something about it please please please and maybe we'll get some students on there so they can demand some money too to help them but no the money is there from this from the feds let's use it to help our students and use some creative ways to help our students you're going to hear that as a mantra helping our students so thank you thank you trusty wherst pain trusty bazo yeah along those lines um of what
029trusty wherst pain is is mentioning also I think kind of trying to be more proactive if we know schools you know for whatever reason I I have had you know principles tell me well we didn't realize we had monies or they I mean there might be a new principal or they might some of them have said they weren't clear on what they could use it for and what they couldn't um if you see a Hu you know a large amount at a certain school is there a way I mean are you alerting the site you know the um site superintendent or the principal themselves like something just to you know kind of earmark that or or you know something in an email something saying hey you know in January of you know maybe now you
030know it's seeing how much they have left and don't forget you know especially at schools as Dr wier's Payne mentioned that had a large amount I think that might be helpful for some of these principles who are just overworked and you know maybe are have you know uh not on purpose but aren't paying close attention to it that's a great comment if I may add something um our department created an amazing website that all the feedback we're receiving um you know it's it's in it's internal so it's only for our District staff uh there's I call it the Christmas colors and I kind of referenced last time it's like you know it's slight spread I mean it is just an amazing website there is this uh there's this flashing red alert if something is not
031uh compliant yet it's a warning and and principles don't like this flashing red alert when they and we're redirecting everybody to this website and so that's a an idea and a possibility we can put a conditional format into our tital one um our uh budget tool saying like if you have X amount of funding or x amount of percentage still left you know it's January you should have spent you know 80% of the funding I'm hoping and and we you can put some kind of alert on there because principles don't like to see that red flashing red like what is this about so that's certainly something we can explore and how you do that I'd like to add um trusty baso um because I do remember being a principal in the system it was very
032difficult to access and answer the questions that you said however I would like to actually commend the team because they do have a one pager that has all of the the money and the B balances like I jokingly said we need like a US Bank sort of like what's my balance and it does show up that way this makes it so much easier to give monthly reports to our s's to make make assurances that we were spending the money and that we see again with a colored um like red green like where we are um with our balances area superintendent have access to that I myself have access to that I'm working on making sure you have access to that to your school so you can review them however I'm going to say something too
033when we receive the money right when we're planning it should be in our strategic plan so this money being left over should have already strategically been planned out to spend so there really shouldn't be a large balance if I've engaged in creating a strategy around supporting students so at that rate if I have the services if we think think about how we're going to spend the money from when we're writing our single plan for student achievement then I shouldn't have any balance and so I think that's actually what I'm concerned about and what we're driving into the what kind of support do site leaders need to receive in order to really be strategic about that and also be collaborative because that should be co-constructed with their Community thank you I have one um one comment
034just to follow up on um on trusty Hazen's comment about the current modality choosing between the two modalities of how we allocate the funding and you know it may be because I have in my particular subdistrict I have I have Point Loma cluster and so I can actually see what ha I can see who's harmed by the modality that we're using which is and I'll just use an example you have fairly um we have high Title One populations um Cabrio and dwey and so cabrio's got a 70% and um dwey has 65% the that fifth grader who's getting that title one funding at those two elementary schools they enter into Dana and suddenly Boom the money's gone no money at all for them because it dropped to 38% and they get to Korea it's 36%
035it's the same student the money's gone at Korea now it comes back when they get to Point L probably because of our V population and our choice population there presumably but particularly when you have and so I would just flag the only middle schools that really drop out because we use this threshold there's looks like four out of 21 so it's not a lot that get knocked off and two of them or three of them because persing it looks like persing and Marshall are in the same Bo oh no uh persing is in the same boat where it loses its those Elementary feeders that were low-income lose their funding so I I don't know really I don't necessarily want to like fight for the other modality just because I've got these sites but those are
036kids and they are losing the funding and that may actually have an impact on that may contribute to our Middle School our Middle School dip that we have because those students who were getting the title one funding suddenly don't have the title one funding so I just want to push back on the concept there's no harm to doing this there are specific students that I can see right here that are harmed by it so I just I I would encourage us to think creatively about how we resolve the problem of elementary school students that are qualify when they're Elementary but they get fed into a a diverse middle school and sudden they lose that funding I I just don't want to lose that that reality so any but thank you thank you very much I
037appreciate appreciate the work on this you um do I have a motion on this item oh I already got them yes good okay so we will move to a vote than oh wait uh one thing uh was there any public comment on this okay thank thank you all right we will move to a vote trustees please vote looks like the item passes unanimously with all members present voting um we will now hear item E2 the community advisory committee for special education's semiannual report and staff report on students receiving special education services Dr bugula uh please introduce the item thank you I'd like to introduce our special education leadership team Dr couger hiide and Miss Thomas who will be presenting along with our partner and CAC leader Scott sod I appreciate this level of critical partnership
038and collaboration and as I mentioned earlier they have also set goals and metrics for their progress in their work what you will see today is also our Behavior Support research plan as we think through how to best support our schools um Dr Watkins was not able to join us because she is sick and so we said please stay home um because I know that the team um leads together in that department so thank you thank you thank you good evening president Peterson board trustees and superintendent bagula as you can tell Dr bugula share that Dr Watkins is not here today and I am not her um but we hope we do her proud tonight to share our goals for special education our joint presentation is with our community advisory uh chairperson Scott sod will be
039presenting tonight with us we are here to give a brief presentation on our joint goals for the 2425 school year worked so as you can see we will be going over each of these goals in a little bit more depth but our first goal will be to increase graduation rates for our students with disabilities our second goal will be to shift our Behavior Support resources requests to a preventative proactive support plan and then our third goal will be to increase our parent participation at both CAC meetings and events so with that I'm going to turn it over to Sarah Thomas to present on our goal number one thank you so much our first goal uh is to raise our graduation rates for students with IEPs from 67.7% to 70% for our class of 2025 while
040our overall District graduation rates for the class of 2024 saw a slight decline students with disabilities made progress with a 0.5 increase from graduation rates 67.2% to 67.7% uh this incremental progress represents the hard work of our Educators staff and families um but more importantly it reflects the resilience and determinations of our students um our uh of course there's always still work to be done um as we analyze our um the graduation outcomes for our cohort of 2024 um we see a total of 9 180 students with disabilities in our cohort um of these 663 students successfully graduated with an a San Diego unified diploma representing of course a significant achievement and progress towards our goals however it is important to examine what happened with our 317 students who did not graduate to better understand
041these barriers and opportunities for improvement these students fall into the foding C categories um 122 students are still enrolled in their fifth year these students are actively continuing their education um and will we remain optimistic that they will meet their graduation requirements um in the coming year uh six students did transfer to another school district 35 did earn a high school adult diploma which is fantastic um 66 students were non-completers uh this represents our students um who did drop out or disengage from their education and while I'm not discussing this in complete detail uh this evening uh we will be discussing this um Dr with Dr Roberson's team and our office of graduation at our next board meeting um where we will discuss our special education department office of graduation and uh our many other
042departments collaboration to design a meaningful diploma um Pathways for many of our students where we hope that this subset of subset of students will find a way to make their diploma and high school education meaningful to them um and the last one that we want to discuss tonight is our 80 8 students as you see in red there uh our certificate of completion um this is an area where we'd like to move students from the area of certificate completion to diploma while the these students did not meet the requirements for a traditional diploma they achieved their IEP goals and received that certificate completion while this was a wonderful effort towards their IEP goals um this is where we feel more students um can reach their graduation with a our essential diplom which I will discuss
043now um we have begun implementing our essential diploma our first graduating class is going to be in 2026 um this new diploma pathway recognizes that success doesn't look the same for every student um this pathway um is while a through G remains an important option it is not reflective of the strengths and aspirations for all students particularly those with extensive support needs uh the essential diploma is still grounded in three different principles flexibility and requirements Real World um preparation including practical skills development financial literacy uh employability um inclusivity and rigor so they can still participate in the general education environment um and it creates that pathway for students with extensive support needs to graduate with a diploma that still holds significance it aligns with academic standards and provides opportunities for that post-secondary success we currently
044have 244 students um uh working towards this diploma pathway which is absolutely wonderful 54 students will be in that first graduating class so far so this is exciting nudes for the class of 2026 uh and I'll pass it over to Scott got very small up there are uh good evening everyone just to introduce myself again I'm sure I know everybody here but uh my name name is Scott sod I'm the chair of the community advisory committee for special education uh for those in the audience I'm a parent I do not work for the district uh I have two children in the district um okay so yeah graduation rate um so I I just uh sort of I wanted to dive deeper into the actual data that's not quite present here but I've seen other places
045uh one is that the uh while we applaud the graduation rate being 67.7% representing about 600 or so students I do want to point out that uh less than half of those qualified for an A through G diploma meaning that they got they got a C or better so uh while a through G diploma is you nice and all but they wouldn't qualify for any uh UC graduation or a UC graduation diploma or be eligible to go to a UC school so there's still uh work to be done hence the uh implementing the work done by uh Dr Jen Roberson and her team that I was participating on work group uh implementing the the the meaningful graduation uh work group uh is uh vitally important uh for all students including students with disabilities in order
046to increase that um uh those options that are available to students as just like the essential pathway is there's many PA there many ways that you can go a through G shouldn't be the end all Beall thing for every single student uh and so I would I would believe that there would if the meaningful graduation work group uh is implemented that it would increase the graduation rate across the board as well as for students with disabilities giving them uh more opportunities um I just wanted to point out the essential diploma it was mandated by law so I while I applaud The District in implementing it it's it's it's not as if we should Pat ourselves on the back to say this is a great thing we came up with but but I I do I
047do very much appreciate the the the group's work in uh getting it rolled out I will say there's still some Kinks to be worked out uh there's some individual um Case by cases where the the student was enrolled in these applied courses that are now considered that it's just like a course code thing where like oh you were in this course does this count for this so we just want to make sure that nobody falls through the cracks and that would otherwise be eligible um and we will be uh getting a report from uh the those involved in that in that work just to see that uh everything is being implemented um uh that way so uh yeah so as mentioned it's uh uh 2026 would be the first grad graduating class uh cohort for
048these um and uh yeah what I would see on the prior graph or one of the prior graphs is that the certificate of completion would decrease and then they would be moved over to the blue but it's it's you know it's more to just recat it's a graduation it's diploma it's important but it's a recategorization of the certificate of completion because it's basically the same eligibility pool that we're talking about so um thank you very much I'll turn it over to so our second goal will be to decrease our Behavior Support requests last year um for level one behaviors let me be clear about that um so level one based on the restorative discipline policy um is defined as a behavior that requires low-level interventions and supports that can be provided by the classroom teacher
049or support staff member the level one behaviors typically are addressed at the time that they occur so last school year the 2324 our Behavior Support resources department received about 116 requests um aligned with the restorative discipline policy for level one behaviors and our hope is that we can decrease those requests and put that back at the sites to create a proactive plan of support So as you see here the data compares the 2223 school year to last year's data by grade level on the requests that we receive in our Behavior Support resources department we are still continuing to see a lot of requests for utk to first grade and and the percentage of requests by ethnicity continues to be high for our students who are black African-American and Hispanic our goal last year was to
050decrease the number of requests by 5% through training our par Educators in deescalation and inclusive practices and as you can see our numbers actually went up they went from 587 from 2223 to last year a total of 702 so since the goal was not met we are planning to shift our focus by beginning the implementation of a proactive plan of support to address those lowlevel one behaviors this next set of data compares the 2223 school year to this school year as of November 30th 2024 for students with and without IEPs that we get requests for while students with IEP still make up the majority of requests we have seen an uptick in percentage of students without IEPs needing that behavior support this data highlights the importance of addressing Behavior needs for all students ensuring that
051we have equity in support and interventions as Behavior impacts all students not just those with IEPs while our BSR department has extensive knowledge and resources for behavior supports our desire is to collaborate with departments across the district whose focus is on social emotional learning as well as Behavior so that we can build capacity at sites in order to decrease those level one behaviors requests this last set of data shows the requests that come in aligned to the restorative discipline policy and again you see those level one behaviors from last year we had 116 so the level three behaviors typically are those ones that are most intensive and challenging the 2425 data again is as of November 30th and currently we have about 40 requests that are those level one behaviors those level one behaviors could
052include things such as disruption off-task Behavior maybe not following classroom agreements and so our focus of improvement really is around addressing some proactive supports for those teachers and support staff members to create preventative behavioral supports and strategies and Foster and support sites in creating a Continuum of Care so that we can decrease the level one our later goal might be to assist and support sites in decreasing the level two behaviors but right now we want to focus on those level one behaviors so what does the proactive plan look like we would like to integrate our partnership with departments such as the multi-tiered system of support children youth and transition restorative practices counseling and guidance mental health supports as well as our Behavior Support resources department the plan will be to work with schools across the
053five area networks to train coach and support the site leader and the leadership team to help them to create that Continuum of Care the focus for this work will be primarily focused around three areas number one will be a datadriven approach we not only want to look at student behavioral data but we want to analyze the data of the system itself and determine what strategies and supports and resources they already have so that we can help them determine the best strategies to support students the second area will be around those proactive strategies helping teachers coaching them to teach and reinforce positive behaviors and finally we know that behaviors are still going to occur so we want to focus on responsive strategies ones that are evidence-based responses to behavioral needs and by doing this our goal
054is to empower the school leadership team and the teachers to implement sustainable Equitable Behavior systems that address the needs not only of students with IEPs but the behavioral needs of all students so just some more highlights we hope to start working with one to two not we hope we will be working with one to two schools per area network again we're going to integrate with other departments whose focus is also on behavior and social emotional learning we want to help sites to create that Continuum of support with a focus on how do we teach behavior for all in that Universal tier one and ultimately our Behavior Support resources department we would like to see two teams come of that department one that focuses on the pre ative practices with coaching and supports and one that
055continues to respond to those challenging and intensive behaviors so with that I'm going to hand it back over to Scott yeah my first point of this is that um uh as my former chair of the CAC used to say all you know all students are general education students this is not a special educ ation problem this is a general education problem uh students with behavior should not be it should not be seen as a special education problem the the general education teacher and and staff should uh be equipped with the tools in order to address the student that's in their classroom uh and that will benefit not just people not just those with uh in Special Ed but also any students that are in their classroom further the point of um what we often sometimes
056see is an overidentification of students who do not need uh special education services but instead are sent to special education in order to address various behaviors that could otherwise be solved in a different manner so the importance of uh of this work also want to talk about soft suspensions I wish I had data about this I don't there's reason I don't have data about it is because there isn't any uh what I call a soft suspension is you get a call from your school ah your kids's not doing very well today they're just not they're not having a good day can you come pick them up that's not right like that's not a it's not a suspension doesn't go anywhere doesn't get put on any record but the kid's not in the classroom and is
057out of school uh there's other uh examples about that uh you know Kindergarten kid gets put into the principal's office is it a suspension probably should be but it's not categorized as such they're just going to you know have a little couple days that are outside the classroom so um the these are very prevalent uh and unfortunately not a way to track them that I am aware of um the other sort of point of this is that BSR referrals often or majority of them I Believe come from the school itself so if the school itself doesn't or thinks that it handles it just fine then they're not going to call BSR right so that's a it's another sort of uh issue I so I did I did want to point out it was mentioned briefly
058about uh minority students uh being referred to BSR uh for African-American students I believe it's 177% so it's still quite High uh and again just that um that idea of that there needs to be a change in culture for the entire District to um lower the impacts of minorities and uh and have them have the tools uh available to address any behaviors that that come across and the uh in the classroom I agree that with the proactive plan is a very good start and needs to be implemented and see what works and then expand it out to other schools so that's what to say this year we introduced a new goal as part of our ongoing commitment to fostering a collaborative partnership with our community advisory committee our focus is to increase our parent participation
059at meetings and events by 15% as this is a newly established objective we don't have precise percentage data to reference um given the hybrid attendance model utilized over the past few years um however we are optimistic that through Target of efforts um and enhanced engagement strategies we will see meaningful growth and participation and involvement um this report provides an overview of parent participation at our monthly uh meetings over the past few years most meetings were held online but we have since transitioned to a hybrid model allowing parent par to join either in person or virtually uh during this transition we be collecting data in person attendance through signin sheets as you can see here um last year in an effort to increase in-person participation we hosted meetings um at various locations across the district while
060the data suggests that this approach result in higher attendance um the participation for 22203 school year remained predominantly online um so to improve the accuracy of our attendance data moving forward we are focusing on encouraging families to sign in at meetings we are committed to enhancing parent engagement and will continue to refine our strategies um to ensure the broader participation uh for the 2425 school year in collaboration with of course our uh CAC executive committee we have implemented several strategies uh to increase our parent participation uh and engagement these efforts include restructuring our meeting format enhancing in communication and and uh the CAC initiative about our CAC initiatives and updating the uh CAC and special education websites um to improve our accessibility for parents um this year our special education department um developed our targeted
061trainings for parents with specific focuses uh it this emphasis has been placed on making these sessions interactive and meaningful um for our families for example last week's training um we had five small groups sessions around topics such as related Services um essential diploma IEP um Basics Elementary and secondary IEP implementation um and these rotations were available both in person and online um and with translation services and child care options for families um families were able to choose two groups to participate in and they could rotate um between the two or three I believe two or three um uh that they so choose um each one had presentations handouts available and time allocated for questions and we felt parents love enjoyed the time that they got to have with that um with those um groups um
062for our enhanced communication um to improve Outreach we have refined our communication process for our CAC meetings uh Flyers are now distributed both via email um as well as in physical formats our rooc calls uh we have replaced with more conversational tones um and sent twice a month instead of once uh text notifications are now sent through school Messenger as well as Peach jar um translation Department ensures that the information is distributed in our top five languages uh making it accessible uh to more of our broader audiences and website updates we've worked with our parent volunteer to update the CAC website making it more user friendly and concurrently we are still in the process of updating our special education website um to improve the navigation accessibility for families uh to further engage families and to
063gather feedback we have distributed a survey following IEP meetings to survey includes a question to assess families awareness of our CAC and to provide additional information for those who may not be familiar with the committee uh we believe that these goals will strengthen our parent participation and Foster more inclusive and collaborative environment and we look forward to monitoring our progress and share our outcomes with the board thank you um Miss St are there any speakers on this item oh have one oh okay one more slide such a decisive yeah I just wanted to um Sarah mentioned this but I just wanted to point out that this is only people attending in person that are not CAC members so while it looks like nobody wants to attend my meetings like people actually did show up um
064and yeah we we haven't been the most accurate of you know keeping getting role and we especially when we didn't know it was a goal so prior years would we really just wanted to make sure that we had Quorum with amongst our members uh also I do want to point out that uh with the hybrid meetings the vast majority of people attend uh online as opposed to in person um because uh Child Care issues it's dinner time any number of any number of things uh and so uh we're still committed to uh uh having that hybrid uh style uh while we would uh we very much appreciate what the district's done as far as trying to make the the uh things uh the meetings more interactive rather than just somebody talking at a screen uh
065and and to the people in the audience uh it does make it it's it's it's a challenge to uh have those be interactive but still also have the the people online participating when you're doing that hybrid thing um advance to the yeah so um I I just to plug I know that the rest of the committee uh committee chairs would also agree with me that should update the the technology in the Ballard Center where we have a vast majority of our meetings in order to make those hybrid meetings much more able to be uh uh uh more interactive so um other than uh other than that there's a flyer by the way for the uh uh flag raising for the disability um disability pride flag that is happening on March 4th at 10:30 a.m. uh
066my daughter has been invited to speak at that so uh that'll be a treat for everybody I believe so thank you very much thank you Scott are we good now good now we have I can say more but we have our own challenges around attracting audiences so we understand um Miss dols now is the time are there any speakers on this item Yes actually we have seven in-person speakers and two virtual on this item and we'll start with our in-person speakers each one will have two minutes Melissa agudelo greetings from the hive my name is Melissa agell I serve as principal at Lincoln High School and I'm here to share my strong advocacy for the new graduation requirements that were proposed by the office of graduation and mentioned in this presentation I'm incredibly excited to
067finally have the opportunity to look at graduation requirements through a unique lens that will allow for creativity and access for so many of our Learners who want a choice fill life but may not want the traditional path on October 31st I received a message from the interim superintendent and then board chair that opened with these two sentences at San Diego unified we believed in the bound we believe in the boundless potential of every student this is why our focus is on ensuring every student has access to the opportunities that will allow them to thrive and lead a choice filled life I love those two sentences very much I saw them as a Harbinger that we were going to begin to open up our Thinking Beyond adust the a tog requirements and erase to the top
068mentality that often will leave students who see a different future for themselves outside of the conversation this year at Lincoln we've opened up a partnership with our educational cultural complex just half a mile out of the back door of Lincoln High School we are now offering transferable City College and uh and uh CSU credits for programs such as HVAC and Welding to get our students out to get trade Based training I have seats that I had to leave empty because a number of our Hornets who came in due to Upstream issues outside of our control credit deficient were asked to sit in other classes that were going to be in my opinion less future future for the F less useful for the future they saw for themselves I'll tell you the story of one student
069who came in and did not want to have to take his Spanish class because he is conversational and able but couldn't pass the load due to his background in his Spanish development as a result he was not able to take the HVAC credential in class that could have led to a $1,000 a year job and an interview with a company ready to welcome our Hornets once they finish these sorts of programs I fear that well intention voices might see this as a lowering of expectations and I stress for all of you to consider something more than that finally I do have extended comments to share with each of you that you can read and I want to thank the office of meaningful graduation for taking this conversation seriously um over the last 10 years it's
070been my privilege to be part of the principles group and we've talked about this need over and over and over again because reaching that 10 to 15% of our Learners that are so far outside of what we traditionally offer is a challenge and this gives us that ability thank you thank You Enrique arous arous a r a u hello uh my name is Ricky uh en Rick at Al I like Ricky for short I went to Lincoln High School all my four years um my first year I didn't know what I was going to do even in middle school you know I was just going through what i really you know just know just the regular you know School the know the the work all that keep track of everything uh it wasn't I didn't
071like it so much so most of the time I didn't really know what I was going to do after high school so it kind of helped me with the HVAC program I didn't it just kind of just popped up out of nowhere and it was kind of like oh I really want to do something that's hands on and I always wanted to do like just like painting I I go with my grandpa and my cousins cuz my cousin we're both doing the HVAC program we both talk about it together when we first heard about it and I I told him about it I'm like we should really do it and my grandpa I told my dad about it they told me like it would be a good thing especially with my grandpa teaching us how
072to paint uh he knows how to work cars I he taught us how to you know change the brake pads on everything and it's just something that like some people don't get that chance to to like the nobody has that person there to teach them that and once they get into this this type of program it's like you know you never had somebody to like teach you this stuff and like like this stuff that you you really need to and I what I thought of it it as like I really need to know these skills as like a a boy a man and just when I'm going to have my own house my own family I'm going to teach people this and maybe just become a teacher and help people that are just like me
073Mom steps and just you know help students that have a future and make him have future and just like stay right there and you know yeah but thank you for having having me hey Seuss hello good evening um my name is jesusa uh I'm a student at Lincoln High School uh I've been I'm a junior actually in high school and this program is mostly for seniors but I had asked Miss uh Melissa if I could join it as a junior and well she led me but uh I think this program is really good because the HVAC program because uh like you know college College wasn't really for me like for most people like that's what they say the goal is to go into college and you know just be successful but that's I mean it
074seemed really expensive too and I don't know I really like the Hands-On work and I like I like the I really like the HV the HVAC program but um sorry um but I really like the H program because that was the type of job I was looking for and I just really saw it like really in uh in a good way I like I liked it because um I don't know it just sawed my future and I really liked it and I think we need more programs like this because you know most most kids in most schools don't really have programs like that and when I saw this program pop up I was like this is something I want to do this is the career I want and I think we just need more programs
075like this thank [Applause] you Alberto gardo good evening uh hello my name is Alberto gardo I just U I'm in uh 10th grade at Lincoln High School um I'm in internship program and uh I just like uh this program because I like working with my hands uh this program is all about working with uh equipment and fixing things through a real skill I think this Pro I think programs like this need to be there for more kids because now I am going to earn uh college credits when I didn't think uh I was going to before um I hope you let more kids graduate through programs like this thank you Mariana benitz good evening my name is Mariana bonitz um I transferred to Lincoln halfway through my sophomore year I'm a senior I hope you
076will make it easier for kids like me to take the programs like this as a grow getting into programs like this is harder on my own um doing this hbag program is inspiring cuz it's mostly about wiring and all that and learning it for my dad like since he does con construction it's inspiring cuz like you think a guy would do it but like many girls like don't take this program um serious and think like oh a guy could do it but I feel like many girls should build up the courage and join this program too plus I want to get the college credit so I could go to City College or SDSU if I want to continue my education so I hope you guys consider this option for kids like me [Applause] Jeff Sabin
077two minutes I'm G to try to make this work all right thank you everyone uh my name is Jeff saens I'm the principal at Miram Mesa High School I've had the privilege and Fortune to be there for the last 10 years um and I think the the students really said it best I want to say thank you to the students from Lincoln High School uh for coming here tonight and for sharing your story with us um it's powerful because what you guys talked about was connection right connection to something that was important to them and mattered to them I think so often um we get confused on what's best for kids and then we we decide that there's a particular path that is the only path that students can take to find success and in
0782025 that is just not the case there are multiple Pathways to success and I think leaning into to what these students are telling us to what the students were telling us in that meaningful work group is powerful right it it it Sparks something in us to say kids need to be connected to the education that we're providing at schools and for many for many students the message that they were hearing prior was that the ucg diploma was the only Pathway to success and we know that to not be true right but I think the unintended consequence of that is that students felt like that was their only Pathway to success what I heard today from students is that they felt connected through this program and this is just one program out of many at a
079multitude of our schools so how can we lean into CTE how can we lean into vaa how can we lean into those High interest classes that kids want to take to connect them here to get our graduation rates up because when kids feel connected they find a home at our schools and our schools are homes for all of our kids right we all have unique Pathways we all have these things for students that they should be encouraged to take and I think that the more we dive into that the more we listen to kids and say what is really of interest to you I think we're going to keep them in our schools we're not going to see them leave and go to Charters right we're not going to see them be dropouts they're going
080to go through our system because they find a connection to what they want to do in the future and to their own lives I'm I'm super fired up at the promise of of what's to come for this uh I was uh lucky enough to participate with meaningful work group for the past I'm out of time but for the past three years it has been amazing and we look forward to the presentation in a couple of weeks thank you so much for your time I appreciate it and Dr WHUR Payne I will spend that money I promise you that's a promise I will spend that money thank you RI Medina want to say good evening um trustees and superintendent um bagula I feel good about the youth here s myself see see myself in them still
081kind of look like them too a little bit you know feel good um you know I want to tap into what my brother was just talking about as well on principal Jeff and and talking about connection and uh and bring it through this ethnic studies and so talk a little bit about here I'm a central office resource teacher in ethnic studies and I'm here to verbalize my support of our future ready diploma and more specifically the clarification that's being provided on the ethnic studies graduation requirement our ethnic studies team has been able to analyze data have Rich dialogue and take into consideration the variety of students and learning settings that exist within our district all related to our ethnic studies graduation requirement we've agreed on the clarification that's presented in the future ready diploma and
082we trust it's going to provide voice and choice in meeting those UCA through G and career pathway requirements so just going to keep it brief and let you know that we've reviewed and feel good about it um have a good evening of course if you have any uh questions we're here have a good thanks we have two virtual speakers Amanda Courtney good evening please unmute you have two minutes Amanda I am here as a product of San Diego Unified Schools a third generation pointl high school graduate a current San Diego unified employee of over 15 years and as a parent of a current San Diego unified student to say I have a vested interest in this school district would be an understatement last year I attended a board Workshop that was focused on goals and
083guard rails at that Workshop I shared about the importance of an overhaul to our current current graduation requirements while I believe a tog is a great goal one that many students can and do achieve we all know that education is not one- siiz fits all if we are to say we are creating a safe and inviting schools and we are quote here for all students our graduation requirements should reflect those statements I believe the work that has been done to create a path to a meaningful graduation is the best alternative this plan honors the work we have done and are doing with a to G while ensuring that students have other Pathways available Pathways that still lead to College and Career Readiness it is my sincere hope that the path to a meaningful graduation comes
084to fruition because I know without a doubt it will make a positive impact for countless students thank you and Mitch booze thank you board members um my name is Mitchell boo principal of East Village Middle College High School a proud San Diego unified atypical School of Choice located on the city college campus I appreciate the opportunity to speak on item E2 particularly as it pertains to consideration of a meaningful diploma for all students I know the CAC presentation identifies benchmarks for special education students including increase in graduation rates it is my understanding that the board is also set to hear more details about the meaningful graduation discussions at the uh January 28 board meeting this was a process as you've heard of almost three years in the making which brought together all of our constituents
085admin teachers parents University and Industry partners and most importantly students Dr uh robertonson did an amazing job facilitating meetings over the course of many months actually years to solicit feedback about our diploma how it could be more meaningful for our students how essential skills could be reflected on a document for our special education students with an eye on College and Career access we openly discussed a win-win scenario with increased relevance for our graduates and improvements in College and Career Readiness indicators districtwide overall I'm sure my colleagues who participated would agree the student testimonials you really need to see the video panels and interviews which I'm sure Dr Roberson has um they speak volumes as to what our students want and in many ways what our community needs choice and flexibility in their chosen course of
086study at the K12 level to prepare for their next steps in life much like they would experience in their chosen care care path Community College of University setting um it's always nice to see Mr Barrera when he comes out for our commencement we have had very nice conversations about expanding the options for dual enrollment and choice that students in East Village enjoy through our partnership with City College I would suggest that this item E2 and further discussions to come regarding the potential evolution of our District's diploma offerings are examples of opportunities to embrace change and develop Innovative practices on behalf of all students thank you very much that concludes public comment on this item okay it's pretty clear there's a there's a Nexus between special education and meaningful graduation um and uh just for the
087Public's interest our next meeting will be discussing meaningful graduation at this point in time the board is discussing our um special education semiannual report um and if we could bring our our uh our group up here once more to testify um do any of the trustees have questions or wish should discuss the item uh trusty or vice president barera thank you president Pon I I just first of all I appreciate the again structure of the presentation I just really appreciate and we've talked about this in the past that we're on the same page talking about the same issues with the same goals and and hearing the district's perspective and the CAC perspective uh is is incredibly helpful and I just want to lift up Scott the point that you're making uh about uh you know
088behavioral support uh referrals is not a special ed issue it's an issue you know for all of our students and it's an issue for all of our Educators um and so really I guess you know the question is how do we are we um establishing sort of the the the more proactive approach as a numeric goal across the district rather than simply you know for for students with I APS and maybe that's a question for super superintendent actually took notes on that curious about that yeah okay thank you though yeah any further comment trustees trusty Hazen thank you I have a few questions so I think I'll go through all of them and then whoever wants to answer can answer first is not a question but simply very happy to see we're doing a flag
089raising this year it's been something that I've been wondering a lot about out um why we aren't uh being more inclusive and celebrating our students with disabilities so really appreciate whoever it is uh that took the lead on that that's fantastic um and look forward to being there um so I guess one of the things as someone who does a lot of work in early learning spaces early care and education and someone who thinks a lot about four-year-olds uh is this question about are we actually is this really problematic behavior is it challenging Behavior or is it four-year-olds being 4-year-olds um we haven't educated fouryear olds in the numbers that we're educating four-year-olds ever before right we have 5,000 TK students uh and this is brand new work for us and so I think I'm
090a little uncomfortable when we talk about problematic behavior um maybe some some of it is um but I'm curious about um the why why are we seeing this number um of Behavior Support requests um is it that we as a system we as adults need to do a better job about understanding the developmental needs of four-year-olds um and how best to educate them I'm wondering um so I guess hearing a little bit more about about that um and also do we see the same issues when we look at our four-year-olds in our preschool programs um are we seeing the same issues and if we're not is some of it about the design of our program and our instructional approach and are we providing maybe a more play-based approach in our preschool programs than TK programs
091um which may be better um developmentally for four-year-olds and thus we aren't seeing some of what we're calling you know sort of Behavioral issues um or level one um Behavior so that's question number one um and then um in terms of we received um a draft implementation plan for um this proactive plan for Behavioral support um and it sounds like based on that plan and based on what you've shared um that the need the need it exists districtwide and so I'm wondering if you can speak a little bit to why we're talking about implementation being limited to one to two schools per area um when there seems to be a need at all schools um and I guess a sort of corollary to that is um are there certain schools um where we see many
092more um VSR requests you shared data um by grade level I'm curious if we could see data um by school and and by cluster um not just by uh grade um of our students and demographics um and then lastly I know what we received tonight um is a draft plan um I'm wondering if you'll be coming back to us or if the board will receive the the final plan and will'll then receive updates on the implementation of of that plan so I'm going to hopefully speak to some of that for you um and get back to you on the others as far as um the school and cluster data I don't have that data with me but as the former program manager of Behavior Support I can tell you that year toe it fluctuates it's
093typically not one school or the other um or one cluster or the other it does fluctuate significantly throughout the years um and that's just from my experience um being the program manager previously and then looking at the data since I've been back in the last year uh the purpose for starting with one to school one to two schools per area is because we want the buyin from the leadership um we want them to want us to come and sit side by side with them we don't want to force schools to implement something that they might not be ready to implement in a uh in a true multi-tiered system of support we look at student data we also look at system data but we also look at the capacity of the the school to implement that
094so while we want to bring it districtwide we want to start small with uh leaders that are willing to try it on and then hopefully get through some of the challenges and barriers and then scale that up districtwide um as far as the four yearolds I would couldn't agree with you more sometimes four year-olds are just foury olds and developmentally they do have some you know behaviors and it's I think it is more training for our teachers for our parent Educators and support staff and so that's going to be part of that proactive plan is ensuring that we can support those I can't really speak to the difference between the preschool program and maybe a full day of utk but that might be the difference as well is the full day as compared to our
095preschool programs typically are only half day um and then as far as the final plan I can work with the integrated team that we're going to be working with to get that to the board once we finalize that plan and start implementation we would love to do that I want to add add some comments on the notion of um starting small it's not that we're starting small because we don't see the need AC cross it's that we've done that before we've had sessions where we invite all the teachers to come there's a session and there isn't enough manpower to actually go into the classroom and Coach side by side what we want to develop is deep knowledge side by-side coaching and then have a classroom that has such great practices that then can become a
096laboratory and the the scaling will be a lot faster when we have other teachers it's not just um Dr Huger hiide and Sarah Thomas leading but we wanted to actually build that that sort of ripple effect across so that's going to be one of the things that we're starting to take a look at is where should we go in how deep can we go in can we make sure that we're sitting there and we actually participate with the teacher so that we're not just showing up for a consultation but these are also my students for the day or for the week or for however long we deem um that's necessary and then we think about like great this this classroom has those that ability now I can bring other classrooms to come look and I
097say that from experience as a principal um because I remember BSR would come out give us a plan of action I would give it to the teacher and the teacher two days later would say this plan doesn't work and I'm going to say it's like Weight Watchers it doesn't work if you don't do it and so usually with behaviors um the plan that the children kind of go one or two days and it works and then they don't like it and then there's um more behaviors and when a teacher doesn't understand that that's actually the roller coaster we're about to ride while we G with stability I would get teachers that would say no no this didn't work I don't want this Behavior Support plan and then we would call again and say we need
098another consultation so we're trying to interrupt in a in a way that goes deeper and actually facilitates the learning of the teacher we're trying it on it's a theory we're trying it on um I'm also mindful that there is a lot of need across the district I'm not blind to that but I also know that if we're going to do sustainable long-term change we're going to have to go very deep with how we actually train um each other um the large scale come 200 people listen to us for six hours hasn't worked and so we want to go side by side thank you and I think just to reiterate you know if we H and I'm sure we have but really thought about the design of our program for programs for four-year-olds um right what
099do they need um you know in the same way we just heard um about graduation right from students it students who aren't graduating may not be the students issue right it's that maybe we haven't designed what they need from us and so I would challenge us to really think about um the issues we're seeing in four-year-olds that maybe it's not a them issue maybe it's not a student behavioral issue by and large um maybe it is that we need to really fine-tune the design of our program for four-year-olds you said you you talked about a half day versus a full day program right like we're asking a lot of these little kids kids um and are we asking the right things of them thank you trusty hayzen uh trusty white pain uh I share in
100in your frustration and I'm sure you know what I'm going to say you already know you can tell me what I'm going to say a part of my um my frustration is this report could have been given 10 years years ago 15 20 25 30 years ago and while um you didn't have the data for cluster you did say repeatedly the African-American population the africanamerican and my common theme has been what uh my colleague is now saying it's true for the foury olds that when you have an anomaly group that always comes up you have to ask yourself is this system for this population or was it designed not for that population I I can tell you right now I happen to have two nephews and great grand nephews I guess they call them now
101whatever they they want to go outside outside that's the word they learned at one yearold you know when first words out of them outside what am I saying that for they don't want to sit there and learn all the time the guys who came in here they want to do HVAC yes I need avac I've bought two uh two of them in the last four years Okay so we've got to find a way to meet their needs it's not working to tell them to sit down with their knees together and quietly listen and whatever it's not style that's going to work for them I could agree with am I right yes you are absolutely right and so that is why we want an integrated team to work on this together our youth advocacy department does
102a lot of work with culturally responsive practices and teaching and I think that is really truly understanding what the School site has in place and what they need support with with regards to that really understanding each child by name by need and understanding that there are different evidence-based practices that are going to be more positive than punishing or removing students from classroom so that is the Hope is that we can continue to build those proactive strategies but also meeting each student with where they are at and I agree with you I taught students who needed breaks very often we would often take walks around the campus because they needed that exercise to not sit in a chair for a half hour that's just an example because uh while um my colleague is focusing on four
103year olds I'm focusing on two and three year olds who know their alphabet who can count to 20 who can spell car know how to use it in a sentence know how to translate it to other threeyear olds and twoy olds c a car beep beep go you know Drive they know that and can be taught that but not to sit there the way we want to teach it I mean I'm I'm looking at it on video to see that he's doing it and he's teaching the others how to do it too they have their own way of doing it but we want to impose our way on children and it's coming out in the foury olds and going forward I know you guys get tired of my my Tatum my baby Tatum um but
104he's doing it he knows it and I'm going how did he learn it too because we think that they can't learn it at five and six they're behind that's their problem we need to move it on faster in a different way so that our kids can get it and do the HVAC system let them go on and do it that's where the money is La needs people now to rebuild that's jobs we have jobs here did I see Lee back there yes we have we need jobs for our children when they graduate we need to teach them train them yes I'm very country and down home and oldfashioned but that's what I believe so you guys as you move forward think about the graduation we're not saying that they can't learn the adg but let's
105just make it more meaningful to them I see the the the police chief back there he was at Horton he knows the students there they're active and engaged and involved and want to do so we've got to change the system so we're meeting the children's needs enough said Thank you thank you trusty wers pay um I trusty basa thank you and thank you to my colleagues for their their important comments and thank you to all of you for putting this together and I I like the idea that we're looking at this from different ways as Dr whiter pay and principal Sabin had mentioned and others that you know whatever we can do to help really connect with our students um and it's going to maybe look different than it has in the past um I
106had some questions around the parent participation because I think especially at the younger years um you know I I would imagine having the parents more involved is going to have an impact on the student so and I see so the parent in uh participation is that just for students that have had behavioral issues or is that for all students the program that you're doing where you're involving parents so that is for in collaboration with our CAC and so that is for all students who have IEPs already because all levels sure and so it would be really nice and I I know you're probably early in the process but to kind of be able to to match up if the parent is more involved in this process if the student is is doing better because I
107would I you know um anecdotally I think that would probably be the case but you know that way we can really sell this program too and I think it's important to have parent partici participation but I think sometimes we get caught up in the numbers and are they really like understanding what you're talking about um the parents I mean like are they taking it in and you know maybe doing a survey to see if they're what's most important to them or what they've gotten out of it um and then I was also thinking about especially with the younger ages what about talking to all the parents you know not just parents of students that have IEPs because there's a lot of parents that think oh well Johnny hit my daughter and what happened and why
108did he do that and sometimes they don't understand of course it's their kid and they don't want another kid hitting them but if they kind of understood the bigger picture I think maybe um I think that might provide a little bit more understanding on the part of all the parents especially I'm not talking about all grades but especially in some of the low you know lower grades is there because their parents might be new and at being parents and not you know understanding of of uh how that all works so I think there's ways I don't know if you have any plans for that or I can tell you a lot of our school and Scott can speak to this as well um Sarah's in the audience um some of our schools have already started
109uh parent groups for families to come and join and and really um just learn from each other as well as from the school it's really parent driven um that's what we want we don't want it to be school driven we want it to be parent driven um so I don't know if Scott you want to speak on how that's working or what that looks like at some of our schools but we are trying to Pilot that at some of our schools yeah sure so the uh specifically uh what what's uh we're talking about is is there are um uh my hopefully future uh hopefully future chair of the CAC runs a uh um uh a group at her school Jefferson which basically has uh meetings about inclu in inclusivity of special education but is for
110any parents involved in the um uh in the school that they can get better like oh why does you know why why does your the kid have this Behavior this what that that sort of thing and so they would certainly could present on like this is how behaviors work or behave how the level one BSR could come and do that that kind of thing so um so things like that would um yeah to to have um families see all of their students represented in the school uh for sure uh just to go back to the the presentations at CAC uh yeah often what our audience for these is uh parents and families who don't know almost anything right like there's they've their kids been given a diagnosis and they have an IEP they have no
111idea what's in it they right so like that's the level of you know most of the presentations that we work at UH which is completely understandable so we had uh BSR come and do a presentation earlier this year and people were engaged had we had 45 minutes of question and answer of just like I did didn't even know this existed like how do I get my you know how do I get my school to to to um get those out to to address some of these things so those are the sorts of things that we uh that we hope to see obviously you know depending on the topic that'll be you know more interest to more people or not so but yeah we try and have a variety to to get uh more parents coming
112to our meetings for sure and staying hopefully thank you and just to clarify I shouldn't just say parents I mean it could be grandparents yes ants you know could be Guardian so just be clear yeah Sharon's heading in um Grand dance can go and um thank you I am cognizant of time here we are 45 minutes past our aspirational time right here um sorry Marty uh but uh so very briefly I have a question about um from from our side you know again this is that that solipsism of every every particip been the ecosystem has their own view from the ecosystem but at this point um in my tenure and certainly my colleagues have had much longer tenure seen a lot of uh what I would call behavioral transcripts I don't really know discipline transcripts
113or something and and and from our vantage point there is a curve of severity I mean you see you know there's some sort of defiance in elementary school I hypothetical Defiance in middle school and and then you know or in elementary and then it sort of escalates a little in Middle school there's clearly a drop in grades and um and so what you so the curve of severity is actually the exact opposite our curve of bsrs so I I have a question just about like what is the nature of a BSR such that you know if from my vantage point from the vantage point of times when the behavior kind of has gone wrong if if you're in front of the board you it's gone something's gone wrong and um not for the student but
114for our district as we have a we have a responsibility to care and help guide these students to a meaningful life um and fulfilling and and safe life so my question is you know if if I'm thinking if you asked me just if our bsrs were where where the the pain point was or the the the inflection point is I'd be like well I bet our bsrs are going to be in Middle School like sixth grade where it starts getting more severe you have some basic behavioral so the the the tier one can be handled in classrooms the tier two can be handled by administrators or principles so clearly when it starts getting severe enough you're talking like Middle School interventions and to try to like stop that that trajectory and yet here it is
115it's the exact opposite curve of what you would anticipate in terms of severity so my question is and this is maybe again maybe we don't have time maybe it's not the occasion and and again this is now we have two really kind of distinct topics which is BSR and and special education both of which deserve their own conversation but in relation to bsrs why is it that you don't see in fact bsrs aligned with the increase in severity and why don't you see a intensification of bsrs at that sixth grade level when they get into middle school and you're really trying to change the trajectory that's really starting both with grade drops and behavioral um challenges so I might have to get back to you on that but we do typically see an uptick in
116Behavior requests in sixth grade just not to the extent that we see it in utk and K our Behavior Support team actually levels those behaviors once they've gone out to the school site aligned with the restorative discipline policy the school sites actually don't label them by level one two and three our team actually will go out observe have conversation with the team and then determine that yes it's a level one Behavior yes it's a level two level three I don't know the answer to that but that would be something we could look into to and to ask the team about why they believe and I think it goes back to uh Miss Hazen's comment about you know they're they're just a lot of these students are just learning school um and our expectations of them
117might be might be too high at that point um because they're fouryear olds so I mean it could be a combination of many things but would love to talk more with you about that at a later date and find out some more information from the team okay well this is a non voting item I just want to thank all of our participants chair sod I this may be you'll be with us for a while longer one more time good well thank you so much and Dr Huger Hyde and Miss Thomas as well thank you so much that was a wonderful presentation okay I will unmute myself again now um now we're getting to uh we will now consider items F1 and F2 collective bargaining Personnel matters and student discipline is there a motion on these
118items we have a motion we have a motion from trustee white Payne and a second from trustee boso um Miss STS are there any speakers on Section F all right do any of the trustees have questions or wish to discuss any of these items seeing no uh trustee comments um we will move to a vote trustees please vote uh we have unanimous consent on that item Miss STS all right we will now consider board consent agenda items G1 through G3 approval of minutes approval of English learner reclassification process and criteria and resolution recognizing January 20th 2025 as Martin Luther King Jr Day 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 a board member or M
119of the public or staff request specific items be removed from the consent agenda for separate discussion and action any agenda item removed will be voted upon following the motion to approve the consent agenda does the board have any items they would like to have pulled from the consent agenda trusty Hazen yes please G1 and G2 all right we will uh we will move those to after the remainder um Miss doltz has anyone signed up for public comment on any of the items okay then um let's see that would mean we would just have a motion on G3 and then we will then discuss you one and two two is that satisfactory to you trusty hayen yeah okay so is there a motion on um the remainder that was not pulled by trusty Haz on G3
120do we have a motion on G3 um trusty baso with the motion secondy trusty Hazen with a second on item G3 again um we are voting strictly on item G3 currently G1 G2 have been removed trustees please vote we have unanimous consent on the consent agenda which currently includes only G3 we will now return to the items that have been pulled G1 G2 trusty Hazen having pulled the item would you like to discuss thank you so G1 which is approval of the minutes when I was looking through um the minutes from the real real estate and housing Workshop um in the next steps um I didn't see some really important um information that was discussed and I want to make sure that it wasn't lost and what was captured from that meeting and so specifically
121um the next steps that were discussed um but that aren't referenced are um coming back to the board with revised District housing goals parameters and assumptions to approve um and there seem to be consensus on it I went back and watched it and so I'm wondering uh if the minutes can be updated to include that those specific next steps yes I can uh bring them back for with correction perfect thank you uh and then for G2 which is um the reclassification process and criteria um I shared this with staff but want to share with the board as well under reclassification Criterion two the fontis and panel Benchmark assessment system is listed as one of the ELA criteria that students can meet to be reclassified and given recent critiques that this assessment may not be consistently
122valid or reliable in measuring reading ability um I'm concerned that it's being recommended that we use it as part of our approved reclassification criteria I heard that we're phasing it out um if we're phasing it out uh I wonder if it's appropriate um to be included in our criteria are you looking for an answer here from staff sounds like it well I I I guess if the if the interim superintendent wants to respond um I wanted it's both a question and also something I want to make sure the board was aware of I need to take a look at the percentage that was used I know vonica you answered the question when it was posed I believe it's the smallest percentage of schools that are still using it and we are definitely phasing it out
123we're trying to make sure that we're have common assessments as we're building our assessment literacy as well so I do know that there that it's there but we're also planning on phasing it out because of the dyslexia screener as well that's coming down from California so it's almost like a remnant of Prior practice that we need to go but I understand you want us to move faster and I agree with you as well I think that the how can I say this the variability across all of our schools um that's exactly what we're trying to do with this with setting up those um data dashboards is making sure we're speaking the same language and the closer and closer we get to those monitoring reports it's helping us make these decisions because I also want to
124be data informed so to say this is what we see in the data we're trying to do this so we're being very careful about it thank you and I guess I understand that we're phasing it out my hope is that this gets phased out soon and maybe a year from now this comes back to again um with this no longer being included as part of um Criterion too yes I want to say I want to just read the answer that vonica Lopez Mendes provided um she stated that we continue to utilize the fountis and panel assessment as one of our Ela reclassification criteria at a small number of sites that are currently using I as their local assessment since I is not a part of our approved reclassification criteria ftis and penel remains a supplemental
125option to date this year only 6% % which is 18 to 20 students have been reclassified using that assessment so we are as we monitor it we are also paying very close attention to how many students are falling into that specific place too so we're we're we agree with you and we're being very careful um trying to make for forward decisions so let me try to put together a motion here so it sounds like on G1 that um we have that trusty Hazen expressed some concerns about a the specific amends with regard to the housing Workshop so far as I understand the remainder of G1 she's satisfied with so we I will try to put together a motion with G1 accepting the housing Workshop which we will postpone to our subsequent meeting for consideration and
126then with regard to G2 I believe that was essentially um a little bit directive in terms of next year but basically informational and we will put that in the motion as why don't we do two separate votes on G1 and then G2 in case you might still want to vote you might reserve your right to vote against it um so let's do G1 first which is the G1 as reflected in the agenda minus the housing Workshop um I think I need a do I need a motion it's a consent it's actually on consent so I don't believe I need a motion but let me ask Andre should I get a new motion okay um so I'm GNA try to get a motion on G1 minus housing from trusty Hazen and a second from trusty baso
127um trustees do we have any discussion great trustees uh please vote on G1 as amended we have unanimous support on G1 uh and now with G2 it is G2 as reflected in the original agenda um do we have I I guess we'll do it even since it was pulled we'll go look for another motion do we have a motion on G2 trusty Barrera on G2 and Sharon wh H Payne a second from trustee wers pain um do we have any discussion thank you good God bless you Marty um we will then move to a boat trustees please vote on item G2 all right we have unanimous approval on G2 with the concerns expressed by trusty Hazen um okay we got through that that was exciting um let's um move now to uh item H District
128operational matters um I think we have some some some folks in the stands here which is great uh we will now consider item H1 Health Sciences high and middle college Charter petition renewal I'd like to call dear der Walsh director of The Office of charter schools to present the item welcome yeah yeah that is true sorry for the wait we we may want to sorry amend the motion in at future in future meetings so that we don't have to you get it sorry thank you good evening uh item H1 is for the renewal of the charter of Health Sciences high and middle college staff recommends the board approve the renewal for a 5-year term beginning July 1 2025 and ending June 30 of 2030 with the clarifications as noted the public hearing to consider the
129level of support for the school was held on December 17th we've included in the writeup um a summary of the charter petition and renewals for the school an overview of the school we've noted uh schools by Resident boundary of students that attend the school we do note that just under 177% of students attending are not District resident students um pages three through five of the report provide details of the clarifications made to the renewal petition and we did receive the final version of the petition from Health Sciences by the January 10 deadline um Pages six and seven provide information on the state's three- tier performance classification system and renewal criteria in March of 2024 the state determined that Health Sciences was classified as a the middle performing uh charter school for purposes of renewal and
130pursuant to Education Code middle performing Charter School shall be renewed for a term of five years we've included language on the uh academic criterias that are to be used um including uh considering clear and convincing evidence as demonstrated by verified data um showing the academic progress and or uh strong post-secondary outcomes for academic achievement spefic specific to Health Sciences the district determined that per the 2024 dashboard the school performed the same or better than the state in all schoolwide measures of academic performance and graduation rates as summarized in table five the school also improved outcomes in four of the five subgroups from the 2023 dashboard to the 24 dashboard as summarized in table six and um Pro the 2024 dashboard the school performed the same or better than the state based on color assignment in
131the three subgroups for which they receive colors um as for the verified data submission Health Sciences provided outcomes from achieve 3,000 I ready and some post secondary outcomes as shown in table seven and eight the school has an average college going rate that is at least equal to the state's average and an average college persistent rate that's higher than the state and National averages um table nine summarizes professional Serv certifications earned by Health Sciences students uh We've summarized the current uh board roster for the school and we note that the school uh the school's board does include a student board member um as part of the final renewal petition this is table 14 um Health Sciences updated the enrollment projections to uh reflect grade level projections they've also decreased the projections slightly so next school
132year they're projecting 575 students and then 600 students in all subsequent years uh District staff conducted a thorough uh fiscal analysis of the school and the school has been fiscally stable and has met the district's minimum reserve requirements um overall we are confident that um the school will maintain fiscal stability and continue to meet its dis and continue to meet the district's minimum reserve requirements um we did note that there may be uh fluctuations or and or decreases in enrollment and if that occurs the school will have to make adjustments to its budget but they have a long history of doing just that so thank you uh thank you so much director Walsh um is there a motion on H1 I move approval and would like to apologize to folks about that because there's no
133reason that you had to sit for two hours so I I move approval I think she's approving on I mean she's apologizing on my behalf we probably should have amended that earlier so that you guys could not have to sit through I guess a civics lesson I don't know what this is but um okay we have a motion from trusty white her P do we have a second on each one from trusty b or vice president barrer rather um all right um uh Miss staltz are there any speakers on H1 yes we have five speakers each person will have two minutes Doug Fisher followed by Ian pumpion I am pumpy and the CEO and co-founder of Health Sciences uh with gratitude I'd like to extend our appreciation to the board to the superintendent's office to
134the Charter School Association to the charter school office to Lee and his gang over at property and facilities for supporting us for the last 17 years uh to create a school we believe uh is an asset to this community um I want to actually jump off or build on in fact all the speakers want to build on the positive comments we received from this board about our program and about uh interest in continued collaboration with the school district uh the only way we do that is to make one thing straight we're not your competitors we're your partners we one of many choices that the school district provides parents of where they want to receive an education in San Diego County um we are a professional development School our positionality at uh San Diego State allowed
135us to create a school where we could really focus on research and development of developing and experimenting and assessing the quality of new and Innovative programs and bringing them to scale within the district we're not proponents of our school or proponents the same mission that the school district uh supports it's our mission as well our students are your students our success is your success we invite you to celebrate with us and more than that we really hope uh you continue to see us as a R&D arm of the district a place we can work together to look at Innovation and look at how they may affect all students in all places um so once again with gratitude uh thank you for your service and your support of us our opportunity to continue to collaborate with
136you uh we'll work with you to fine-tune and hone in on the types of supports we'll need to continue to Be an Effective school and on the collaboration we can do together to support all kids in all schools thank you hi Doug Fisher again welcome uh I'd like to comment that we have about 150 students admitted a year very small group of students and the impact of about 600 a year but I want to highlight the impact on professionals we've had hundreds of teachers go through our teacher training program at our school hundreds of leaders and a number of people earning their doctoral program doctoral degree with us through our program many of the employees in San Diego unified were trained at our school in the past we've had numbers of demonstration grants hundreds of
137thousands of dollars in partnership with San Diego unified and schools like Hoover Kerney um Hoover aery um Lincoln Crawford to help those Educators learn alongside of us I hope that continues the partnership of professional development and side bys Side Learning on how we provide amazing educational experiences for the young people in San Diego hello all I am Kim Elliot and I've been an educator at Health Sciences high for 15 years when I made the decision to pursue my passion for working with children and teach science the Stars aligned in my credential program at SSU when I was placed as a student teacher at hshmc since then the professional opportunities I've been afforded are not taken for granted because of the mentoring I've received I'm proud to be the first woman in my family to pursue
138Advanced degrees ultimately earning a PhD in education also while teaching 10th grade biology in 2015 I became a national board certified science teacher that's the highest certification a teach teacher may earn while about 3% of California's teachers are national board certified hshmc has seven national board certified teachers and I have the pleasure of mentoring five more that are pursuing the certification this is one of the many Testaments to our school's dedication to the art of teaching and commitment to positively impacting our beautiful students health science is a is a place that I hold dear and I feel honored to now be in a position to give back as an instructional coach and grant writer the resources and investment in our staff and students is evident and I genuinely thank you for your time and consideration
139of our renewal petition my name is Dominique Smith and I'm the proud principal of Health Sciences and since the last time I've seen you I've been telling all our kids we got special Stu so I've been pretty excited about that and when I look at that when I we had that conversation last it reminded me of what we are doing and what we're going to continue to do and we're a community school I'm pretty proud of that because one thing that we're hopefully doing for our community is changing The Narrative of the students that we serve and changing The Narrative of City Heights when people read and see City Heights The Narrative goes so dark and so ugly so fast and what you see what you saw some students today we're get them opportunity for
140success and when I think about that I I continuously say what are we going to do for our small community of City Heights but what can we do for the larger community of San Diego and as Doug was saying earlier that connection again what can we do to partner with each other how can we lean on each other right I I I heard heard people today talking about a restorative mindset what can we do to partner right with you and expand learn and grow from one another I think about what we said today in the tragedy that's happening in La I have 110 firefighters ready to go I have 110 students currently in their program saying I want to be a firefighter let us go and the only thing that we couldn't do because we
141can't go up is we're a donation site currently where our students are are collecting and and grabbing and getting water so our fire captain can go up on Saturday to deliver and so when you think about that and we think about our school the community aspect and as a said earlier today we are not against we are together and I hope continuously we start to see more of each other on our sites because that's how we grow as a community thank you just keeping moving along I'm Arthur Congo I'm with the California Char School Association hello everybody um really appreciative of all the work that staff did in working with Health Sciences and providing this you know positive recomendation recommendation for Ren and I know staff had highlighted um you know some of the some
142of the reasons for the positive recommendation I just want to pull out like some of the numbers um as they're listed on the California school dashboard so College and Career indicators um impressive 90% of the schools graduates of Health Sciences were categorized as prepared Which is 44.7% higher than the state average and then a graduation rate of uh 98.5% which exceeds the state average by 11.8% I mean that's just a true Testament to the school and what uh Dom was talking about in closing the opportunity Gap especially for the demographic of students and the community of City Heights where I call home so personally for me this is a great program um really appreciative of the district's collaboration of it and thankful for the positive recommendation Mar do you have anybody online or that's it
143okay great um uh would any of the trustees like to discuss this item okay I would just like to say you know as we're oftentimes as board is trying to think through metrics and data and and figure out what what it looks like to have a high achieving um district and school sites and it's very hard often times to ground truth metrics you know relative to the state what does that really mean but the one thing that you that is infallible is your performance relative to your past performance so the one thing that jumps out to me here is how substantially the has improved from 23 to 24 I mean it's really I mean some of these numbers are incredible 50 point um improvements in um distance from standard consistent Improvement so that's what what
144I like to flag for me that really steps that jumps out right away is how much improvement you've seen so um with that uh I believe we have a motion and a second uh is there any additional comment see no additional comment from the board uh can we have the trustees vote are we voting this is the second hearing yeah we have unanimous approval congratulations and when you come back in many years we will move that to the front of the agenda so you won't have to sit [Laughter] through here we go um we now move on H2 uh material revisions to King Chavez Charter petition do we have a motion on H2 uh vice president Barrera with the motion do we have a second okay trusty whiter Payne with a second are there any
145speakers on H2 yes we have one speaker Cindy Kelly you have two minutes good evening good evening president Peterson and Este steam board members my name is Cindy Kelly and I am the CEO of the king Chavez charter schools on behalf of our Charter Schools I just wanted to express a heartfelt gratitude to the San Diego unified board and the Charter office for your unwavering Support over the past nearly 25 years your partnership and guidance has been instrumental in our ability to serve our students and families with Excellence we especially want to thank you today for supporting the merger of three of our campuses a decision that will allow us to provide a more aligned and cohesive educational experience for our students this transition represents a significant step toward our mission in empowering our Learners
146and to strengthen our community additionally we are incredibly excited about the ability to move our high school to our neighborhood relocating out of downtown will enable us to better support our students and our families by bringing their education closer to their homes this move also addresses a critical safety concern as students will no longer need to take the trolley home from school after dark thank you again for your continued support together we create a together we will continue to create a brighter future for our students thank you thank you all right uh do any of the trust would any the trustees like to make any comments on this this item all right seeing no comments we will move to a vote all trustees please vote we have unanimous approval okay uh we'll move to age
147three now we will now conduct a public hearing oh thank you dearra I apologize thank you so [Laughter] much uh we will now conduct uh public hearing on item H3 information and findings related to the terms of two contracts for construction of solar power generation systems at 11 sites the public hearing is now open Mrs Miss stz are there any speakers on this item no speakers all right do any of the trustees have uh questions or wish to discuss this item I'm sorry did you I just why are we discussing this item yeah like there's no yeah I it's just I'm I'm just trying to understand why an item like this would come to us for discussion like what is what is happening here that requires a public hearing so maybe I think that's a
148Lee item but from my recollection it's a SQL question but how was my recollection a little more back uh in the past we haven't needed to do this but because of the method that we're using for procurement it's like sort of best value that um we were advised that we should make this a public hearing but we're planning to do a you know our traditional design build you know per cent as we always have so is that thank you all right um uh let me so I think we don't need any we just do speakers back up you're backing up yes yes trusty just for clarity's sake so this item is connected to what is it I 19 is that correct I think it was challenging because there was nothing attached to the item um
149so I just want to make sure that I'm clear so all of the information in i19 is what is up for discussion at this hearing now is that correct that's corre okay thank you thank you for the clarification trusty ha um so from what from my understanding this item there is no vote on this item is that accurate okay um do any of the trust okay we already did that that was the comment uh is there any additional comment from the board okay uh the public hearing is now closed it's one of those magic items I guess um okay [Music] um we will now consider District operational matters H4 through H7 approval of easements and charter school facility committee measure you project recommendations is there a motion to approve items H4 through H7 we have
150a motion from trusty white pay and I think Richard Barrera got his hand up there so oh no okay that was a oh looks like trusty baso had her hand up there so we got a second from trusty baso um Miss dos are there any speakers on this item okay do any of the trustees have any questions or comments okay seeing no comments we will move to a vote trustees please vote all right we have unanimous consent consent on items age3 through 7 next up uh we have the superintendent consent agenda items i1 through i39 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 the public or staff requests specific items be removed
151from 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 item they would like to have pulled from the consent agenda okay see none uh Miss stz has anyone signed up from the public to speak on Section I no um thank you uh we will be voting on the entirety of the consent agenda Dr bagula are there any items on your consent agenda uh that you would like to highlight thank you president Pon I just want to um make sure that you see a few contracts there that Foster our Wellness uh goal so you'll see Partnerships with SDSU providing outpatient mental health Partnerships with UCSD to provide behavioral health education and also with cro the Salud
152providing dental care for our students so as we continue to think about what Wellness means we continue to invest in those services to support our students do we have a motion on the superintendent the entirety of the superintendent consent agenda uh trusty baso with the motion a second um trust okay truste Asen um with the second um is there any additional discussion okay seeing no further discussion we will move to a vote trustees please vote I see five votes for that is unanimous consent all right oh my goodness wow we just blew through that it looks like okay um it looks like we're to non- agenda public comment am I misreading yes um okay we will now receive uh public testimony on non-agenda items Miss doz have we received any requests for non-agenda comment yes
153we received five in-person requests and one virtual so we'll call our virtual speaker if she is there Marina jackaway is Marina available on Zoom hello yes you have three minutes go ahead please good morning my name or good afternoon my name is Marina jakeway and I'm a senior at Point LMA High School I tried to speak at the last meeting but due to technical issues I I was unable to do so as president I have two of the biggest clubs on campus one of them being green past I've noticed that we collected a lot of food waste food from potlucks school lunches lunches brought from home and sporting events this food waste instead of being composted is going directly to our trash bins thus ending up in our local landfill this is an extremely quantity
154of trash moving us further from further as a district from the San Diego zero waste initiative where by 2035 San Diego reduces landfill disposal by 90% additionally if our food goes to the landfill and rots it produces methane a greenhouse gas even more potent than carbon dioxide currently students are adding to the 10% of our greenhouse gas emissions that come from food and waste in landfills not to mention as a student in our district I want to help solve this ongoing problem of increasing greenhouse gases by composting but currently I have no place to throw away my food waste at school the only option I have during lunch is the black trash bins in which all trash including my food waste ends up reaching our marar landfill furthermore according to Senate Bill 1383 a law
155that requires all cities counties institutions residents and businesses to divert food and other organic waste um materials from landfills as a district we need to continue to follow this bill by subscribing to organic recycling services and making sure that we are not letting our food waste enter our landfills by providing composting bins to on campus to students so what can we do as both a school district and environmentally engaged citizens we can provide composting bins that students can use for their food waste and make sure that they are properly being disposed of we can educate others use the using signage to make sure that students and faculty understand what should be going on into what should be going into each bin we need to stop letting our problems Stack Up and seem unachievable when there
156are Simple Solutions with hundreds ready to volunteer to fix them I would like to work with you to pass a resolution that calls for this addition of composting bins that students will be able to access on our school campuses and lays out a detailed timeline and guidelines for implementing this change thank you for this time and have a good rest of your evening in person speaker is Valerie Trina good evening I'm Valerie trena a resident of District e in the Webster Community I volunteer for the nonpartisan National Organization defense of democracy defense of democracy advocates for educators as they work to create a positive and healthy learning environment for all children regardless of religious beliefs cultural background ability gender identity or sexual orientation when students feel love and valued for who they are and respected
157for their perspectives and feelings especially when they see themselves in the stories they read and the history that they learn they tend to behave and perform better when adults publicly declare that certain communities or aspects of History are unworthy to learn about or even sinful and I'm speaking specifically of the LGB T Community students who identify as members or who have parents who are members of these communities feel less than insecure and they shrink instead of flourish Defenders Advocates and allies are those who stand up to bullies as a member of the San Diego Unified School District I'm hopeful that board members embody these qualities members of defensive democracy and our community want to help our Educators continue to provide our kids with an excellent Public School experience we stand by our teachers and Librarians
158in the face of harassment and bullying by outside extremist religious groups thank you for your hard work and dedication I have nothing but respect and I look forward to working with you in the months ahead have a good evening Miss Morales good evening board I am a mother of two elementary school children in the San Diego Unified School District here today to address the board regarding an lgbtq club that was started at my children's School the club was created for children as young as 8 years old third through fifth graders as their mother I have been required to sign permission slips for my minor children to attend field trips called when they are injured to authorize treatment required to give permission to participate in Gate testing yet parental permission is not needed for my child
159to attend this club while I understand the districts policies ensure inclusion respect and diversity I believe introducing the topics of sexual orientation and gender identity at the elementary level is not appropriate as their parent I should be the one determining when and how these conversations take place the district should focus on providing uh students with a strong academic Foundation thank you Stephen hi board I am not a religious extremist however I don't believe that an LGBT Club is appropriate to be held inside of an elementary school I was disappointed when the principal at the elementary school decided to create one and I didn't think that it's a place to bring that if a student or a parent wants to take their child to an LGBT Club there's plent of clubs outside of an elementary school
160you don't have to bring the club into the the school thanks and Andrew Bowen looks like Andrew is not present that concludes public comment all right well I just want to extend thanks to our audience uh sometimes it's a slog but we appreciate you here keeps us uh on the straight and narrow and I want to thank the board members for their comments and all the staffs for the presentation tonight and just to affirm that we're all here to serve the students and families and staff and larger community of Sandy unified so thank you so much and with that I will adjourn this meeting