2026-05-20 Board Meeting

001Thank you. >> Good evening. The May 20th, 2026 meeting of the Sanonteo County Board of Education will come to order. As is our practice, this meeting will be recorded. The board provides remote access for members of the public and welcomes commu community members joining in person and remotely. The board is following the requirements of Senate Bill SB77, which enables remote participation by board members only under specific circumstances. I note that board member Alvaro is attending remotely this evening on the basis of a disability accommodation. Board member Alvaro, could you please state for the record that there are no no adults 18 or older present in the room with you? >> There are no adults 18 or older present in the house with me. Thank you. Thank you. We use simultaneous interpretation in Spanish for those

002attending virtually through the end of public comment. Translation will continue further into the meeting if people are utilizing the channel. Thank you to our interpreters Anna Cruz and Kimberly Ldios for joining us remotely. For meeting attendees wishing to access the Spanish translation channel on Zoom, please click on the interpretation button on the menu bar. We ask speakers to be mindful of the Spanish interpretation and speak slowly and clearly. Item 1B is the approval of the agenda. Is there a motion to approve the agenda? So move. >> Second. >> Thank you. There's a motion to approve the agenda made by Trusty O'Neal and a second by Trusty Gerard. Is there any further discussion? May I please have a roll call vote? >> I can't hear you, Jennifer. >> Getting a microphone. >> Assuming you said Miss

003Alvaro. I said I said I >> thank you >> I >> miss Benini >> I >> Mr. Jard >> I >> Miss Love >> I >> Mr. O'Neal >> Mr. Torres >> I the motion passes with a vote of 70 and the agenda for tonight's meeting has been approved item two is public comment guidelines for public comment are available on for speakers who require Spanish interpret following comments. This time, public may provide comment for topics not included on the approved agenda. Please note that the county board of education does not act upon any matter that has not been agendaized except under limited circumstances as permitted by law. It is the policy of the county board to refer matters raised in this forum to the superintendent for investigation and or action where appropriate. Uh, Superintendent Chavez,

004do we have any comments submitted prior to the meeting for topics not on the approved agenda? >> No topics were submitted. >> Thank you. Speakers are invited to make live comment and we'll have three minutes to speak. Please make sure to keep within the time limits. To make a comment over Zoom, members of the public may use the raise hand feature. Instructions for using this feature are provided as an attachment in the board packet. Once the hand is raised, please wait to be acknowledged by Superintendent Chavez. Uh, Superintendent Chavez, are there any members of the public attending remotely who wish to make a comment at this time for topics not on the approved agenda? >> I do not see any raised hands at the moment. >> Thank you. Members of the public may also provide

005live comment in person. Do we have any submitted cards for items not on the approved agenda? >> No submitted cards. >> Thank you. Public comment addressing a specific agenda item will be heard after the board's discussion on the item. If members of the public wish to speak to a specific agenda item, please use the raise hand feature when the item is announced or if in person, submit a card in advance of the item. Cards can be found on the table outside the boardroom and given to a staff member when completed. Okay, now we get to start the fun stuff. Moving on to item 3A, we have the May 2026 employee of the month, Tracy Bonaduche, Behavioral School Psychologist, Educational Services Division. Will Tracy please join me in the middle of the room. Okay, I'm going

006to test out my mic. Perfect. Uh, so each month the board and superintendent recognize an employee for providing outstanding service. For the month of May 2026, we recognize Tracy Bonaduche, behavioral school psychologist and SMCE school programs special services center educational services division. Tracy joined the county office in 2013 as has since served in several roles including program specialist, school psychologist, school psychologist, and now behavioral school psychologist. Her breath of experience and deep commitment to to supporting students and staff has made her an invaluable member of our organization. At the start of this school year, the Palos Veres and El Portal School sites faced the unexpected challenge of operating without a principal. We are deeply grateful that Dr. Himenez stepped in as site administrator and that Tracy played a critical role in supporting his transition. Leading

007a program for students with specialized needs presents a significant learning curve and Tracy's guidance and expertise were instrumental in ensuring continuity continuity and stability. As a result, the site was able to quickly establish strong leadership and effective systems. So in addition to supporting the administrative transition, Tracy has been essential in maintaining the high quality of the programs at the special services center. She is often among the first to respond during behavioral emergencies, and in most cases, she and her team successfully deescalate situations with skill and with care. When challenges extend beyond immediate supports, Tracy consistently reflects on practice on practices and identifies opportunities to strengthen future responses. So, colleagues often describe her as a detective when it comes to understanding student behavior. Because many of the students she serves are non-verbal, she carefully gathers and

008analyzes information to better understand their needs. She then communicates her insights clearly and compassionately, ensuring that the staff and the families feel informed, supported, and empowered. Tracy demonstrates exceptional patience, empathy, and professionalism in all aspects of her work. So during student assessments, she creates a supportive environment that allows students to succeed in individualized education plan or IEP meetings. She frequently serves as the administrative design, thoughtfully considering multiple perspectives, synthesizing key information, and communicating clearly with all the families. She also contributes her expertise through leading safety trainings, and collaborating with teachers during site meetings. Above all, Tracy's compassion for students and staff set her apart. This year she has been steady in unifying presence and a unifying presence helping to hold the program together while also strengthening its effectiveness and success. We are proud of our

009county office staff and are honored to recognize Tracy for her outstanding contributions. Congratulations to Tracy for being named employee of the month for 2026. Let me get you a mug. the board. Superintendent Chavez. That's funny. Show my back to you. I would like to thank my colleagues who nominated me for employee of the month. I work closely with staff and students at El Pertell and Palos Veres the student services program but also feel very connected to the students and staff at Corton community. As you may know it has been a challenging year at student services and I have taken on many additional duties. So it is very it is an honor to have these efforts acknowledged and appreciated by my colleagues who have also worked very very hard. Thank you. We have this for you

010for all your work but thank you so much. Congratulations. Yeah. Now we are moving on to item four which is the 2026 presentations to honor our volunteers and recognition award winners to be followed by item five the reception. Uh superintendent Chavez and I will now begin the presentation. Okay, let the fun continue. So, welcome to our 2026 volunteer recognition award presentation. Yes. Welcome to all attendees tonight for and thank you to all attendees allowing us um our county board and our county staff to celebrate you. the innovative and devoted students, educators, and community members whose contributions enhance our county's robust educational landscape and support students student learning and overall success. As we go through tonight's program, we will invite honores to come forward. Um so we may highlight the individuals or teams uh for their

011service accomplishments and present their recognition uh their certificates of recognition. At the completion of the presentation, we invite the honores to take pictures with our backdrop and we'll have we'll break for a little reception. So, we'll turn it over to President Torres. Um, who will present our first awards? >> Thank you, Superintendent Chavez. Uh, to kick off the night, we are privileged to present the third annual Sonteo County Office of Education Student Program Award. For 2026, we recognize Alexander Xavier Mendoza Hernandez, a graduating senior at Gateway. So, although Alexander couldn't make it this evening, we'd like to share his the comments that were passed along from the program leaders. Alexander's journey this year is a powerful testament to resilience, strength, and determination. In the face of life experiences that could have easily derailed his goals,

012he demonstrated remarkable maturity, taking the time to process, heal, and refocus with a clear commitment to completing his coursework and earning his credits. His perseverance, self-discipline, and unwavering desire to build a better future have allowed him to above to rise above adversity and continue moving forward with purpose. Beyond his academic accomplishments, Alexander has grown into a leader, an advocate, and a role model for his peers. He brings curiosity, creativity, and compassion into the classroom, inspiring others through both his work, his work ethic, and his character. His ability to remain engaged, respectful, and driven even in the most challenging moments reflects his deep strength of character. As he prepares to graduate and pursue future opportunities, there is no doubt that Alexander's potential is limitless. Congratulations to Alexander. And I will now pass it over to Superintendent

013Chavez to recognize our volunteers. >> Yes, thank you. So, um, tonight, um, we're going to, um, acknowledge our our volunteers. Um, and they play a very important, uh, role in supporting our schools and communities. Volunteers serve in classrooms and libraries, organize events, coach teams and clubs, and serve on commissions and boards. We express our gratitude to the outstanding individuals assembled here tonight who have supported San Mato County Office of Education programs. Your contributions are invaluable and enrich the lives of our students in meaningful ways. So, thank you all very much. To begin, we honor our volunteers in the court and community schools program. Although uh they couldn't be here tonight, Chris Cannon and Doris Marai are are volunteers in the Judy Muma Library at Hillrest School and their work deserves to be celebrated tonight. Week

014after week, they show up for our students, curating books that spark curiosity, opening conversations about the world uh beyond our campus and create space where every student feels welcome. For young people whose paths to libraries haven't always been smooth, the steady pre uh presence of Chris and Doris matter in ways that are hard to measure. Whether they are putting the right book in the students hand, leading in discussions on something happening in the news, or simply listening, they remind our students that someone is in their corner. We are profoundly grateful for their time, their heart, and their consistency in bringing their own uh bringing to our program, what they bring to our program. So, let's give uh Doris and um Chris >> Doris and Miss Canon a round of applause. Thank you. And so, up

015next is we're going to um celebrate Joanna Jeffs, another special volunteer with the court and community schools programs. Will Joanna please come up to join us? Thank you, Joanna. Welcome. We're going to celebrate you right here. For the last several years, Joanna has served as a liaison with the 17th district PTA and the primary contact for the Cordon Community Schools. Joanna has been a quiet force behind the scenes building bridges between our programs and the broader community of families and advocate that stand alongside us. Her staff appreciation lunchons are something our team always looks forward to and our board members too. Gathering that feels less like an event and more like being cared for. And her gifts carrying that and her gifts carrying that some thoughtfulness. jars of fresh local honey, bouquets of flowers, and

016special tokens chosen with intention that remind our staff their work matters. In a program where the work is often invisible to the outside world, Joanna makes sure it isn't invisible to the people doing it. Thank you, Joanna, for showing up for our students, our staff, and our mission so generously and faithfully. Thank you. In our next category of volunteers, we honor Mike McCord and Seagali Michael, volunteers with youth climate ambassadors program. Unfortunately, Mike and Seagal were unable to join us this evening, but we would like to share a bit of their work. The youth climate ambassadors program started in Berlingame and over the years has grown into a strong collaborative partnership that includes the county office uh of education and other organizations. Mike and Seagal tirelessly contribute their time mentoring during bimonthly workshops and providing

017students with coaching on their community impact projects. Thank you to Mike and Sagal for their inspiring work, for the inspiring work they do, for leading the next generation of youth to become not only stewards of our planet, but leaders in the environment movement in the environmental movement. Thank you to Mike and Seagal. Okay, our next group of volunteers in the 2026 environmental youth leadership summit are uh the following volunteers. They comprise they're comprised of students who volunteer their time to plan and prepare for the environmental youth leadership summit. They attended Friday afternoon meetings for two months prior to the event and many of them led breakout sessions on everything from a lagoon exploration walk right out here I assume and eco games uh to to sessions on green teams and green careers. Some of the

018students facilitated breakout rooms and spoke during the opening keynote. According to director Hillbornne, who's somewhere here over here, according to her, uh the students took the reigns in virtually every aspect of planning and implementation and did a phenomenal job. We first invite Leah Brillingham, a 10th grader at Berlingame High School in the Sonteo Union High School District. Leah, please join us up here. Thank you, Leah. Would Alma Dunlap W worthy, 11th grader at Menlo Athetherton High School in the Sequoia Union High School District, please come up. We are also pleased to recognize Maya Garcia Ria, eighth grader at Taylor Middle School in the Milbury Elementary School District. Would Maya please come up? We welcome up here Blake Leong, a 10th grader at Berlingame High School in the Satel Union High School District. Blake. Next is

019Kaylee Lou, 9th grader at Crystal Springs Upland School. Would you would Kylie please join us here? Allison O, 11th grader at Crystal Springs Upland Schools, also from the same school. Please join us. Our next honore, Dia Pujari, 11th grader at Aragon High School in Samato Union High School District. Dia. And lastly, but not least in this category, we invite Coral Stone, 11th grader at Melo Athetherton High School in the Sequoia Union High School District. Please come up. Also honored as a 2026 environmental youth leadership summit volunteers but unable to attend tonight are Maddox Chen, Derek Chang, Trevor Cho, Oscar Chung, Elizabeth Beth Flores, Amelia Renault Laws, Kora Rosen, Gustaf Single, and Caroline Yan. Let's give them a round of applause. Our next group of um honore volunteers in the 2026 Sanato County to T tobacco

020education coalition youth advisory group. That's a mouthful. Let me say it again. the 2026 Sonteo County Tobacco Education Coalition Youth Advisory Group Leaders. The Sonteo County Office of Education's Tobacco Use Prevention Education Program in partnership with the Sonteo County Health Tobacco Education Coalition co-hosts this youthled group to ensure student voices remain at the forefront of the tobacco prevention efforts. The YAG Y A uh includes students uh leaders in the 8th grade through 12th in grades 8th through 12th from across Sonteo County who volunteer their time to raise awareness about tobacco use, promote helpseeking behaviors, and educate their peers and communities through a lens of health equity. Each year, members lead several countywide initiatives, including the youth public service announcement contest, multi-, sorry, I lost my spot, my place. So the okay so including the youth

021public service announcement contest, multi-unit housing data uh collection efforts and community tobacco and vaping waste cleanup projects. Through their leadership and advocacy, these students are helping build healthier, more supportive communities for youth across Sonel County. We first would like to invite Amy Amley, eighth grader at Hillview Middle School in the Melo Park City School District. Amy, please join us. I mean, sorry, Ammy. Thank you. Apologies. Up next, Sophia Cvantes, 10th grader at Crystal Springs Upland School. Sophia, please join us. Our next volunteer, Kylie Hamura, ninth grader at Berlingame High School in the Sonteo Union High School District, who is unable to attend tonight. Thank you. I like the cues. Okay. And would Ra uh Rachel Lynn, 12th grader at Stanford Online High School, please come up? We also want to welcome Leona Lloyd, 9inth grader

022at Rston Middle School in the Belmont Red Shore School District. And up next, Aditia Naran, 10th grader at Carmine High School in the Sequoia Union High School District. Oh, she's online. Let's clap for her. She's online. Okay. Harmon High School, my alma mater. Um, Phoebe Osaka, 10th grader at South San Francisco High School in the South San Francisco Unified School District. Our next volunteer, Nolan Quan, 11th grader, Hillsdale High School in the Satell Union High School District online. Clap for them. And uh from lastly from this group uh proud to honor Ashlin Woo, 11th grader in Samato High School at Sato Union High School District online. Again, also honored as a 2026 Sanonteo County Tobacco Education Coalition YAG leaders, but unable to attend tonight are Aubrey Carlos, Juvia Gonzalez, and Anna Zuma. Thank you so

023much for your great work. We would um next like to recognize and honor the 2026 Tobacco Education Coalition public service announcement winners. These are students that created public service announcements. Um, so this spring the county office uh tupe program hosted its fifth annual anti-tobacco PSA competition for middle and high school students. The contest was led by the tobacco education coalition's yag who we just honored. Yes. Um, this year's theme, better for a second, worse for a lifetime, was selected by youth leaders to highlight the long-term harms of tobacco use and promote healthy coping strategies for young people. Nearly 80 students created video submissions. Um Nearly 80 students created video submissions that were received from across Satel County. Due to the exceptional quality of these entries, two winners were selected for first, second, and third place

024honors. Community members interested in viewing the PSAs are encouraged to visit the new section of the county office website. The full list of the 2026 Santo County uh Tobacco Education Coalition PSA winners can be seen on the screen on the screens. Um, let's give all of the our amazing volunteers one more round of applause as an expression of gratitude and I'll turn it over to President Torres. Thank you, Superintendent Chavez. So, our first category of recognition awards is the is for our 2026 California Distinguished Schools honores. This year, six middle and high schools in Sonteo County received a 2026 California Distinguished School Award from the California Department of Education. This award honors public schools with exceptional instructional programs and strong student outcomes. Schools may be recognized as exe exemplary high achievers, achievement gap closers, or

025beginning in 2026, beacons of opportunity for rural or title one communities demonstrating very high performance. Eligibility is based on data from the California school dashboard, including graduation rates, college and career readiness, assessment participation, and school climate indicators. So, up first, we have El Camino High School from the South San Francisco Unified School District. We have James Briano, principal. Pat Murray, board member. Amy Lamb, trustee, Amanda Anthony, trustee, and Roxanna Vaseno, ticket, director of school leadership to accept the award. >> I also saw the ensemble perform at the Rotary on Friday and they did phenomenal. Thank you. >> Oh, yes, Google that way. Oh, >> Thank you. Congratulations >> with Long Beach. >> Up next, we are proud to honor Crocker Middle School from Hillsboro City School District. We have Dr. Keith Rocha, principal, Lisa Ayer,

026assistant principal, Dr. Matthew Linder, director of educational services, and Kim Olif, board president, to accept the award. >> Congratulations Congrats. Up next, we are proud to honor The Linda Middle School and Central Middle School in the San Carlos Elementary School District. We have Hans Barber, assistant superintendent, and Charu Galatti, principal. Um, please join us. Okay, >> we were given an order. One minute. Beautiful. I love it. >> Our next honore is the Summit Public School. Shasta in the Jefferson Union High School District. We have Anita Ravi, executive director and principal. Anna Yei, dean of operations, Margaret Shu, dean of instruction, and Eric Gross, dean of expeditions. To accept you, yes. vibrations. Like me to take a picture. This is so much fun. I'm going to put this on my resume. Also honored as a 2026

027California Distinguished School Honore but unable to attend is the Corte Madera School in the Porto Valley School District. So let's give them a round of applause. Our next recognitions um of the awards are for the county's 2026 California Green Ribbon School Award winners. These awards recognize public and private schools, district and county offices that demonstrate progress in three pillars of sustainability. Reducing environmental impacts, improving the health and wellness of the school community, and providing effective environmental education. First up is the Ravenswood City School District. We have Gina Sudoria, superintendent, and Delma Mashield, um, director of operations. You know what I mean? >> Now we have photographers. >> Thank you. >> Yay. Good nomination. So, the Raven City School District has been named a 2026 California Green Ribbon School Green Achiever, the state's highest sustainability honor

028awarded to only a handful of districts nationwide. The recognition highlights the district's decade-long commitment to equity-driven climate action, including more than $250 million in sustainable campus modernization. The district has implemented extensive clean energy upgrades, planted over 1,300 trees, created outdoor learning environments, and achieved major reductions in water use through the conservation and storm water management systems. So to together, these efforts have transformed the district's schools into healthier, greener, and more resilient places for our students to learn and to thrive. Congratulations to the Ravenswood City School District. Next up is the Menllo Park City School District who were unable to attend tonight. So, let's still give them a round of applause. The Menllo Park City School District has been named a 2026 California Green Ribbon School District Sustainability Honore for its strong performance across environmental impact

029reduction, health and wellness, and sustainability education. The recognition arrives four years ahead of the district's 2030 goal outlined in its strategic directions, reflecting significant progress supported in part by measure U. Preparing the application was a collaborative district-wide effort highlighting practices such as school gardens, green cleaning, robust health services, active transportation programs, outdoor learning spaces, and environmentally f focused curriculum. Congratulations again to the Menllo Park City School District. Our third and final Green Ribbon Schools award winner is Green Hills Elementary School in the Milbury Elementary School District, who were also unable to attend tonight, but we'll still give them a round of applause. Green Hills Elementary School has emerged as a regional leader in sustainability, earning the county offic's 2024 sustainable and climate ready schools challenge award, becoming Milbury's first certified green business school and receiving

030a 2026 California Green Ribbon School bronze award. Its achievements are driven by strong student leadership, especially through the green team, which manages waste sorting, composting, and schoolwide environmental education. The school has advanced active transportation, reduced single-use plastics, expanded garden gardening and composting infrastructures, and installed rain barrels through the community partnerships. With environmental literacy embedded throughout the curriculum, Green Hills is cultivating both a greener campus and the next generation of environmental stewards. Congratulations again to the Green Hills Elementary. Switching gears, we are incredibly excited to to our next honor, which is the 2026 Outdoor Education Cabin Leader of the Year. So, Sonteo County Office of Education has a long history and tradition of high school students volunteering as cabin leaders for the residential outdoor education program. The program depends on these dedicated students, and this year's

031cabin leader of the year is Julie Karpio Rivas from Sequoia High School in the Sequoia Union High School District. Will you please come in? >> So over the course of the last three years, Julie has dedicated countless hours to the Sono County outdoor education program. Often sacrificing her own breaks and free time. She is dedicated, reflective, empathetic, and an incredibly hard worker. Cabin leaders are tasked with taking care of student groups that range from 12 to 18 students per week. So, this includes sleeping in the cabin with the students, waking them up to get them ready for the day, helping them get to bed, making sure that they get their scheduled programming on time with all the materials that they need, managing the social dynamics of the cabin, handling any interpersonal conflicts that arise. Again,

032she's only in high school. um facilitating the discipline system, helping students that are homesick, coordinating a skit that is presented at the end of the week, assisting naturalists as they teach on the trail, and so much more, all while only receiving a 1-hour break daily. This is a physically and emotionally exhausting job, but Julie handle handles it all with a positive attitude and a growth mindset. She takes initiative when appropriate, but also knows when to step back and let others take charge. Her awareness, confidence, and skills make the leadership team more efficient, effective, and collaborative. And the impact on the students experience is clear. Each stu each student in Yland's care have in Julie's care has been luckily lucky to be guided by such a positive role model. Whether in front of the students or

033behind the scenes, Julie puts enormous effort into creating meaningful and life-changing experiences for her students. And it's our honor to give her the cabin leader of the year award. The sheer effort, sacrifice, and time she has put into making magical moments for students leaves no one more deserving. So, congratulations. Our next group of uh folks that we're going to celebrate in the 2026 Art Takes the Bus Ride winners. Uh this year we have time travelers take the bus 50 years in motion and we invited students to journey across past, present and future in the celebration of the SAM trans 50th anniversary. Young artists explored communication. The work enhanced collaboration across campuses, improved family engagement, and ensured that students received individualized, culturally responsive and developmentally appropriate supports. Collectively, these achievements demonstrated a SELPA community deeply committed

034to a high quality service, strong inter agency partnerships, and improved outcomes for all of our learners. So, up first we have Terranat, a community partner. Oh, they were stuck together. Apologies, my pages were stuck together and I jumped ahead, but congratulations and we'll call you up again for the certificate. You got your flowers early. Apologies, my pages were stuck together. Um, so young uh going back to the art takes a bus ride. Um, young artists explored how schools, neighborhoods, and a daily life in Sonteo have evolved and imagined what the next 50 years of community and transportation might hold. A panel of local art leaders reviewed over 300 submissions and selected 12 standout pieces that will travel across the county on two SAM Trans buses over the next year. The official bus reveal took place

035on May 6th at a celebration hosted by Samrand. Honoring the creativity and vision of the students of the student artists from foggy coastlines to busy freeways and redwood forests to vibrant city streets. This year's artwork captures the movement, history, and future in Sonteo County. Up first is Lily Lou, first grader at the Ensenial School in the Menllo Park City School District. Would Lily and any family members uh join That's the clap. >> Congratulations, Lily. >> If you We next invite Noah Okampo, 11th grader at Jefferson High School in the Jefferson Union High School District. One more time for Noel Campo. Going once, going twice. Okay, we would now move on to Isaiah Cavesa, 12th grader at Hillsdale High School in the Sanato Union High School edition. Congratulations, Isaiah. Thank you. Also honored as the 2026

036Art Takes a Bus Ride winners, but unable to attend tonight are Cynthia Chu, Mile Deanas, Blair Fields, Emily, Minwen, Luca Swaninski, Ryland Viad, Michaela Vital, and Emma Wong. So, a round of applause for them. Okay, now my script makes more sense. Okay, moving on to um our SULPA uh recognizing our 2026 special education local plan area which is our SULPA appreciation award winners. These individuals have made extraordinary contributions to SULPA wide goals of access, equity, compliance, and highquality services for students with disabilities. They strengthen the SULPA by ensuring legally compliant and timely assessments, building inclusive and structured classrooms, implementing innovative assisted technology, and providing expert behavioral and mental health support. Their efforts directly improve systemwide capacity as they set up supportive classrooms throughout the district and create programs that increase participation, improve independence, and foster

037meaningful communication. The work enhances collaboration across campuses, improves family engagement, and ensures that students receive individualized, culturally responsive, and developmentally appropriate supports. Collectively, these achievements demonstrate a SULPA community deeply committed to highquality services, strong inter agency partnerships, and improve outcomes for all learners. And now, Tara not our community partner. We will honor you one more time. There you go. We found it. >> Thank you. >> Up next is Jennifer Vilfort, BCBA behavior specialist. But you >> congratulations. Thank you. We are also pleased to recognize Ralph Barbosa, middle school education specialist. Next up is John Paulana, high school education specialist. >> Congratulations. >> We also have Janette Eniggas, um, support staff member. We also have Radila Kolk Popovich related service provider. Also honored as a 2026 helper appreciation award winner but unable to attend tonight are

038Jessica Madano, Carla Moreno, Misha Mendoza, Joyce Leani Wilson Nuisia, Chris Carol Adrien Aguilard, Andrea Delps, Lice Junde, Marlene Lane, and Melissa Sandal San Le. Our last award this evening is the special recognition of Martin Cruz Baras, coordinator and host of the 2026 Sonido de Loruyo student mariachi and forcico event. Would Martin please join us? Martina. Okay. Yeah, I have a lot of jobs. The 2026 Onido de Oruyo student mariachi andico event featured over 250 student performers in grades K through 12 and almost 800 multigenerational audience members celebrating student artistry, cultural pride, and community connection through vibrant performances in mariachi music and traditional dance. The event highlighted artistic excellence and the powerful role of cultural expression in fostering belonging and pride amongst our youth. This amazing event was hosted and led by Martin Kurus Barahas, who

039has been teaching by Leo Koripo in the South San Francisco Unified School District for 35 years. Wow. Their district has the largest and most successful cultural arts education program in the entire Bay Area. Martin and his students did a tremendous job and due to its overwhelming success, the hope is to make it this event an annual celebration. We thank Martin for creating a space where students could shine, celebrate their heritage, and share their artistry with the community. This event simply wouldn't have been possible without his vision, his hard work, and his commitment. So, thank you again. >> I will now turn it back to Superintendent Chavez uh for closing remarks. >> Thank you. Thank you very much. In closing, we express our sincerest, heartfelt gratitude, much gracias for this extraordinary group of 2026 volunteer and

040recognition award winners. Yes, your dedication, compassion, and unwavering support help our youth thrive and significantly strengthen our student success. Thank you very much. We're so grateful for all that you do for our community and our county. Thank you. At this time, we will adjourn for a 15minute recess and reception to celebrate our outstanding honores. So, it is 6:20 and the board will resume its meeting at 6:35 p.m. We invite honores to take photos by the backdrop as they enjoy the reception. So, thank you to everyone. Um, for item seven, the board will report on actions taken in close session. for IAA26-10. The board voted to approve um the IAA by a vote of 70. Moving on to item 8A. Is there a motion to approve the minutes of the May 6th, 2026 regular board meeting

041as presented? >> So moved. >> Second. >> Thank you. There's a motion to approve the minutes of the May 6th, 2026 regular board meeting made by Trusty Gerard and a second by Trusty Alvaro. Is there any further discussion? May I please have a roll call vote? >> Miss Alvaro, >> I. >> Miss Aras, >> I. >> Miss Benini, >> I. >> Mr. Arm, >> I. >> Miss Love, >> Mr. O'Neal, >> I. >> Mr. Torres, >> I. The motion passes with a vote of 70. And the minutes of the May 6th, 2026 regular board meeting have been approved. Item nine is the consent agenda. The consent agenda is not debatable and requires a unanimous vote for passage. An item may be removed from the consent agenda and placed on the regular order of business for

042separate discussion and action if any member of the board, the superintendent or the public so requests. Is there a motion to approve the consent agenda? >> So moved. >> Second. >> Thank you. There's a motion to approve the consent agenda made by Trusty Gerard and a second by Trusty Alvaro. Is there any further discussion? May I please have a roll call vote? >> Miss Alvaro I. >> Miss Aras >> I. Miss Benini >> I >> Mr. Arn >> I >> Miss Love. >> Mr. O'Neal. >> Mr. Torres >> I. The motion passes with the vote of 70 and the consent agenda has been approved. For item 10A, the board will hear a report and updates on the YMCA Camp Jones Gulch capital improvement projects introduced by Kevin Bolta, Deputy Superintendent Business Services Division. Deputy Superintendent

043Bultma, the floor is all yours. Good evening, board president Torres, members of the board. >> Oh, could you speak into the microphone? >> Not quite. >> Check. >> Maybe a better one. >> Okay. That better? >> Yes. >> Okay. Well, good evening. Um, so the YMCA is here to present this evening. Uh they have been working on a workforce um or a staff housing project out at Camp Jones Gulch. Um as a reminder, the county office of ed has already committed $4.5 million towards capital improvements out at Camp Jones Gulch related to our 25-year agreement. Uh YMCA staff has been meeting with outdoor staff leadership and SMCU administration during their planning phase. Um YMCA is here to present information on the work to accomplish to date. And with that, I will introduce Aaron Clark, the

044chief operating officer for the YMCA. >> Thank you. Good evening, everyone. It is such a gift to be here before you tonight. As you may be aware, this partnership has been active for 61 years since 1965. And we're delighted because we get to be the people that ensure that we make the investments now that allow it to continue for the next 61 years and beyond. Um we have a shared vision to make sure that every child in Sanonteo County has a meaningful outdoor experience and we're so delighted that your partnership with us enables that. So tonight I'm introducing Chris McComic, Carrie Herrera, and Nico Vargas, who will be going through progress we've made to date, what is still in progress, and then what's on the horizon. I especially want to thank Kevin Bolta for his

045partnership in all of the preparation and all of the decision-making and all of the planning that it's taken for us to get to this point. Thank you. >> Hi, I'm Chris McCick. I'm the vice president of real estate and facilities. the YMCA of Greater San Francisco. And to my right is Nico Vargas. To my left here is Carrie Herrera. She's the executive director at camp. Nico is our executive director of real estate development. So, thank you again for giving us this opportunity. Um the first slide, as you can see, is our um um infrastructure completed project which we started about uh seven years ago when I came on board. had the opportunity to meet with your uh task force there on camp on several occasions and uh you Nancy and her team came up there

046and we really got a chance to walk the the facility and see all the different things that needed to be accomplished in order for outdoor ed to really thrive. So, um, we we made strides in our upgrading the fire road in the egress, our brand new water treatment plant that was installed. Um, part of our bridge systems that had been there for a lot, probably longer than the school district had been there that was done. We did a lot of improvements to the dining hall and put in um, generator systems there. As you know, the power unfortunately PG& decides to turn that off on occasion in that space. So we were able to add a lot of things in our north to our north to low village which is one of the villages that the

047outdoor ed us uses almost exclusively. We did an entire renovation project remodeled and did a lot of infra in infrastructure building improvements. So the funds that that that uh the school district has partnered with us have gone a long long way. And how do I make the next slide? Oh there it is. Thank you. in progress. Right now, we're in the process, as you know, of developing our uh sta the the staff housing project, which will be uh utilized by outdoor education about 70% of the time during the school year where your staff can uh stay and thrive while they're there. It's a brand new spot. We we'll see the site plan here in just a second. Um one of the big things that we've been working on for some time is inc improving our

048carbon footprint. So, our solar field has finally been approved and ready to be installed up um at the the top portion of camp. And one of the other major things is the installation of um some restroom facilities down where the bus drop off and those type things occur. Site plan is terrific. You'll see the top uh the top of the site plan where the circular uh checkered space is is where we're going to have the um the staff housing. We spent some time as I mentioned earlier with uh with your task force and team kind of hashing out the best locations for this and uh this was the spot we found to be the the most conducive for what uh we wanted to see. Um the environmental impact is very low on that uh location.

049the location gives the staff some independence sort of away from the camp for the kids and then you know it complies with our original um conditional use permit there and it's providing 20 new beds some of the stuff which Carrie can speak to if you have any questions on that we're quite old as well so this is going to give everybody the opportunity to have a really good location to spend because your staff spends a lot of time up there um teaching the kids and you again I'll note that we spent a lot of time Carrie did with her team and with your team that's on site there with your task force and it it really worked out really really well to the the point we found that. So, um the staff housing, we have

050uh four or five bedroomedroom units there. We have, you know, the new fire access road and accessible accessible parking that's going to be there. We have a lot of grading improvements that are being installed there. Electrical service upgrades. We talked a little bit about the solar um lifefire and safety full ADA compliance, new septic um systems and um also title 24 compliant and we're um have the addition of EV a couple of EV chargers there as well. So we're covering all the gamut of the different spaces that need to be covered. >> Oh yeah. Next. Oh yes. So, um, this is a a rendering of the new staff housing. As you can see, it's, uh, it's going to sit really well. Interestingly enough, the vegetation in the background is actually pretty accurate, even though, you

051know, that's, uh, that's developed, but, uh, it's going to be a great spot for for the staff. And we can go to the to the floor plan, which is next. The floor plan, as you can see, gives everybody their own individual rooms. There's some shared um um restroom and bathroom spaces, kitchen and common living area, living area and laundry as well. So, it gives us the opportunity increases our size from uh 18 current beds to 20 current beds and gives us, you know, four brand new houses associated with that. Next slide. So, we have a couple of options. The one thing that we're we're working on right now is um I'm trying to comply with uh Calire. And those of you that have dealt with CalFire before know that that they have a tendency to

052really want to be sticklers about certain things. This is the first uh site plan that we have that has a a fire turnaround that's in with Calire right now. Um one of the things we're trying to avoid is this next one. You can go to the next one. This the original plan was this, but we have to cross a creek in order to get that accomplished, which in turn not only goes to Calire, but goes to California uh Fish and Wildlife. So those two agencies have some uh some jurisdiction there. So, we're going to we're really working hard to get that first one approved. And that's our our final hurdle in being able to get this uh get this process started. Um, excuse me one second. Let me get to that. Okay. I'm going to

053pass it over here to Carrie a little bit. She's going to talk a little bit about the staff housing benefits and so forth. >> Hello. These four homes will replace 20. Sorry. Release. He says 20 year old ho. So, sorry, let me back up. The current homes that the staff are in on the naturalist, the Sanonteo County outdoor ed are 20 plus year old house trailers. Um, these trailers were brought in in the late 60s, early 70s. They were not intended to be permanent housing. They have lasted as long as they have and um they've done very very well. It is now time to retire them and move on and create a new environment and a nicer community for this staff to be able to prosper and grow for the future. Locate staff uh away

054from students in ongoing programs. These homes are going to be the location for these homes will be out of the site and the trails in which the students participate and and take. Um right now the housing that the naturalists are in currently are in the middle of some of the trails that the students participate in and take during their time. So the privacy that the staff have is very limited. And so this new staffing staff project housing will be able to allow for some nicer um sorry just a nicer community and um yes um more bedrooms. Uh the bedrooms uh we will be having 20 uh bedrooms um for for 18 staff. So there will be an extra few bedrooms for visitors and parents that will come on site. Right now we aren't able to

055accommodate that and so that will be um a nice and also when they have subs um we will have a place for the substitute teachers or naturalists also. The other um benefit of this housing um project will be currently right now we are using um one of the houses that um will be able to be open for special needs and um other teachers that come on site. So, what this housing development will allow is the freedom to open up another building that will allow us to have one day or um a lot of times we have students that need a parent to stay overnight with them or a nurse or an aid. And so, that is really tough to accommodate currently. And it's Allison, the director's um both her vision and my vision as executive

056director to be able to welcome these students comfortably into this setting. And so that house that currently staff is living in will be open and able starting to allow this new population in. Um again community um right now the staff housing is spread out among camp and so the naturalists are not really in a communal living space. They are within their own home, but this will bring all of the houses together and they will be able to be neighbors and be in a more communal setting and uh be able to to live in that environment. >> Okay. Thank you, K. >> Excellent. So, um our final slide here is um the updated budget as it relates to the new cost association. And I'm going to ask Nico, who's been working handinand with Kevin, to uh

057work through this. And I'm going to ask Nico to kind of walk through that with you. So if you do have any questions once we're done, please feel free to ask and one of the four of us can step up at your convenience. >> Uh thank you, Chris. Uh yeah, so I think to start, I want to highlight, excuse me, the amount of progress that we've made. Uh we've you know the YMCA has been able to invest about five over five and a half million dollars into Camp Jones Gulch over the last five years with the help of Sonteo County and I think that's one of the bigger highlights that we need to press on today. Obviously we're talking about the staff housing project because that's the next big thing and that's been a long-standing

058goal of not only the YMCA's but county moving forward. And again, I want to highlight what Chris mentioned earlier is that the staff housing units that we're talking about are used almost nine out of the 12 months of the year. So it's about 70% of the the time that we operate Camp Jones Gulch. Camp Jones Gulch is one of the more unique camps across the nation for the YMCA because we do have the opportunity opportunity to operate yearround. We're not just doing summer camps. We have a partnership with Sonteo County where you all are there sending students, you know, to camp, you know, for outdoor education 9 months out of the 12 uh of the year. So, when we look at the budget here, I think it's important to note that of that 4.5 million

059funds, we have spent about a million a million and a half of what Sonteo County has uh committed to. Uh there's about 2.9 of that remaining with the staff housing project that we're talking about today as well as the muchneeded bandell restrooms that highly impact the drop off experience for students. Uh there is an additional amount of money needed in order to fully accomplish both of these projects both for the YMCA's longevity but also Samonteo uh office of ed's uh you know contribution to the longevity of Camp Jones Gulch as a whole. So, right now, this is what we've put forward as the ultimate goal, and I think we're planning to come back in the future month to talk about how we can make this become a reality and continue to push forward to make

060sure that staff can offer the best experience for the kids at camp. >> Sure. Well, that ends our presentation. Is there any any specific questions that we can address at this time relevant to this? you know, we'll allow ourselves to come back or Kevin can obviously reach out to us if there's anything in particular that you guys would like to to hear from. >> Thank you, Trusty Alvaro. >> Thank you. Um, hi folks. It's nice to see you virtually. I couldn't be there today. So, I'm going to uh you know, we've been I want to remind the whole board that the agreement was that on this infrastructure stuff, we've been paying a third and the Y has been paying 2/3. So that's that's why you see those numbers look like they do. So my my

061question and maybe Nico is the one to answer this. Um why the increase of 2.8 million on our part of it which I would which would lead me to believe believe that that comes to maybe 6 million on your part of it additional. >> Um yeah. So, well, one of the biggest things to note right now is just the increasing costs of construction across the board. Um, that's a a big consideration on our part, but also going back to the initial point that we were talking about of who's using this housing and why what is the ultimate goal for uh, you know, the staff housing village itself. Yes, there are benefits to the YMCA to build this where it is. Uh, but there's also a lot of collaboration that's happened to date. I feel that

062the YMCA to your point uh you know has contributed the twothirds for a lot of the infrastructure improvements but what we're talking about with this staff housing village uh is a is a different component of camp I think and I I know that there's a lot of goals uh and requirements I should say that are being met at the same time in partnership with Carrie and Allison about what are the staff needs not only now but also in the future uh for Sonteo County Office of Ed and this project after much consideration with and deliberation with the task force uh and Allison and Carrie, this is what we need to do. And so I think when it look when you look at the whole picture of who's using these units, it makes sense in the

063YMCA's mind that we are exploring alternative financial implications of who's you know investing in what part of camp. And for this, you know, cap in this capacity, this gives the YMCA ability to explore other options of camp that can be beneficial not only to, you know, Sonteo County Office of Ed, uh, you know, students that are going to Camp Jones around, but also other students as well, uh, throughout the Bay Area. So, I think this just goes this all contributes to a larger goal of trying to bring open access to kids throughout the camp and staff housing, yes, is a priority for both the YMCA and and the Sono County Office of Ed, but there are other areas of camp that I think the YMCA or I know the YMCA wants to prioritize as well,

064and this is the best route towards that. >> So, okay. Thank you. So, you're not talking about an increase of seven or eight million. You're talking about an increase only on our part for this project. >> Uh that that's a good question. I mean there is at there that okay I understand your question now. There is more of an investment on the YMCA and than we expected two years ago to this project. Um so there is an increase of about uh $2 million at least for us as well. Um that accounts for this difference. uh you know and and we can look at it a couple different ways here, but there is also a financial impact that we are taking at at the same time. We're not just pushing it off to the Sanonteo County

065Office event. >> We're as it relates to the staff housing, we're looking for basically a 50-50 split on that cost, which was it is a difference of the one-/3 to 2/3. So, which would be able to give us the opportunity to build this and you know, you guys build schools all the time. You know, I've talked to Kevin about this and the cost implications across the board are challenging right now, particularly up at at Camp Jones Gulch. The cost up there are much higher than, you know, we would want anywhere else. But so that's been, you know, the need to get this done and to get it done right and to get it done so it accommodates everybody. Um, you know, we're we're looking for a cost sharing uh with with the school district to

066get this done. >> Okay. But you clarified what I was asking which was why the huge jump and the answer is it's not quite as huge a jump as I was thinking with 1/3 2/3 right >> right it's a it's a 50% I think the number would come out to be about 1.9 1.8 of of the additional funding from the school district somewhere in there the 2.8 >> it says 2.8 >> yeah 2.8 y >> on your chart so I guess I would ask um >> Mr. Baltimore if in the agreement that we have the the the original agreement for all of this says 1/3 2/3. So we're not just looking to approve additional money because all the costs went up which they did but we're also looking to amend that agreement. Is that correct

067Kevin? >> Yes. for this additional ask of additional dollars. We would need a separate agreement for it and honestly the 50/50 split um is information that the Y provided. I think the timing is good and that we have a budget workshop uh tomorrow and we'll have a conversation about the use of our um fund 40 for capital improvements and there should be some information that we should provide the board um tomorrow related to what we've heard tonight. So, >> okay. So, we would need to uh when we get around to to having this discussion and vote, we would need to both approve more money and amend the current agreement. >> Yes. And actually, as it relates to the the board's um responsibilities, if you look at the policy, it talks about the board approving the

068budget and approving a project. So, we would have the board do that plus we would have an agreement that would come back that would spell out all the details. Um, and we bring that back sometime in June. >> Okay. Thank you, Kevin. That helps me think through it. >> Other comments or questions from the board? Trusty Love. >> Yes, thank you for that. I'm actually on that task force, new to it. um with this kind of additional and maybe later start on getting these things done. Are we looking at this is ex extending beyond 25 years like our access and such and to whatever we're creating under this because right now I think we're in it for seven years already. So there's not as much runway here and when these things get built and now

069we're putting more money in. Are we going to think about potentially extending that 25 out 10, 20, 30 years so that we have >> putting the money in? We know we're getting more than just 15 years. >> Yeah. Um we certainly would love to consider that. You guys have been partners of ours since I think Carrie mentioned 1965. So for us having you know the office of education and you know outdoor education there is extremely important. So I certainly think we could that discussion could take place because I I don't remember off top of my head Kevin but when does the the current agreement end? When is it? Do you know what type? >> 2044. >> 2040. >> Yeah. So, um I certainly think that would be a discussion we'd be happy to have. Absolutely.

070>> Just >> um just does the county office of ed pay any of the operating costs for the camp? >> No. >> Okay. So, we don't pay any. So, and in regards to the solar panels, is that going to be 100% of the electric needs for the camp or is it like a percentage of the camps? >> It's a percentage of the camp. Each of these units will actually have their own solar as well. It's required by the >> Oh, okay. So, there's a solar. >> Yeah. They're going to get solar on top of those units. Correct. Yeah. So, we are not going to feed that these four to the to the new soul. That will go to the rest of the camp and all the other areas. But, uh these houses will have their

071own independent systems. Oh, okay. Okay. And then is this going to be battery storage or is there >> we talked about that and you know the cost implications for the storage we have the generator systems is backup power but no it will just it will just be direct feed. >> Okay. And then the other question I have is um building materials. Now are you going to be able to keep the I think it's up to like 100 ft now around buildings for fire. is the building materials fire res. >> They're all WOOI compliant. Yes, sir. >> They're all what reliant. >> It's called WOOI, which is a a wild It's a wildlife. >> It's wildfire. It's building materials that are, you know, have uh the tendency not to burn as metal and it's required by

072CalFire. And they'll all these are these and these are all sprinkled as well. >> So, okay. Yeah, I'm pretty sure that we have that we're required to do that along with title 24 and and the other things. Oh, yeah. the the clearance stuff is something we can't get can't get by. >> Are the old structures being fixed for like um sprinklers or >> not not all of them but the new ones like that you guys are using in North Talo? Yes, those were all became comp will be compliant with fire sprinklers >> and then some of the other some of the other spaces uh >> may or may not when we come to renovating it. We're working over time to renovate some of the other spaces. Our next project after this one will be going

073into South Taloa which is the other village that you guys use exclusively and there there won't be as much uh new building there but there'll be a lot of cosmetic. I don't know that we'll get fire sprinkler compliant in that space either but uh we are on all the the groundup new stuff has to be has to all be sprinkled. >> Okay. No, because I was just concerned about that area CZU fire and stuff. Thank you. >> Other comments or questions from the board? I am >> thank you guys very much for giving us the opportunity. >> I want to go back to the question about the longevity of the partnership and looking ahead past the 2040 or 2044 and just acknowledge that we see this as a forever partnership. So obviously, you know, when

074looking ahead that far, we would need to come back to a table and talk about what that looks like, but we couldn't think of a more missional aligned partner to work with and we see this as something that extends far beyond the existing agreement. So, thank you. >> Thank you so much. Um, do we have any comments from the public? >> I don't see any raised hands. >> Thank you. There is no action to take on this item. Um, for item 11 A, Kevin Boltma, Deputy Superintendent Business Services Division, will present the public disclosure of the collective bargaining agreement between the Sanonteo County Superintendent of Schools and California School Employees Association and its chapter um 887 for the period of July 1st, 2024 through June 30th, 2027. Deputy Superintendent Baltimore, >> thank you. Uh, we're

075bringing this as information to the board. This is actually a big deal. This is the accretion of former CSEA 789 um with CSEA 887. So in essence combining those contracts and creating a new contract. Um it also uh includes compensation increases going back to the 25 26 and 26 27 years um at 3 and a half% for each year and also has increases in health and welfare um consistent with other previous um negotiated agreements with other groups. This is a big deal. Again, it's been uh over a year. Uh I would like to give Tammy Moore a ton of credit uh for persevering through this process. Um but we think it's a good one and um so now we have one less bargaining unit to work with separately and there'll be one unit. Uh just

076so you know the cost we are estimating um by year is $533,000 533,620 for the 2526 year. I apologize for the 2425 year. An additional 636,360 for 2526 and $623,791 for 2627. Comments or questions from the board? I am seeing none. Um, do we have any comments from the public? >> None from the public. >> There is no action to take on this item. Thank you. Um, for item 11B, Kevin Boltzma, Deputy Superintendent Business Services Division, will present the public disclosure of the classification and compensation study negotiations agreement between the Sanato County Superintendent of Schools and the Sonteo County Educators Association. Back to you. So we reached agreement with SMCEA in implementing the class classification compensation study for the group. Um estimated cost because we have an effective date of January 1 is split between

077the 202526 year and the 2627 year. Total cost estimates are 126,379 in the current year and another 130,639 for next year. Um, this implementation created multiple salary schedules. So, we have different salary schedules based on classifications. There's actually three new salary schedules. And I should have mentioned it in the previous one. One of our goals was not to have anybody Y-rated or lose pay as we implemented the classification and compensation study. Um, so we've accomplished that with multiple salary schedules. So, my understanding is this has been ratified by the union. Um and so uh to provide that information to you for cost I would also point out uh just like the previous one um the requirement of AB 2756 is that the chief business official and the superintendent um certify that uh the organization can

078afford the negotiated agreement which we accomplished and have both signed. >> Thank you. Any other comments or questions from the board? I'm seeing none. Are there any from the public? >> None from the public. >> There is no actions to take on this item. Thank you. Um for item 11 C, uh we have superintendent comments. Uh superintendent Chavez, do you have any comments to share? >> Very briefly, just want to extend my congratulations and gratitude to all the volunteers and the folks that we recognize this evening. Um, as it was stated this evening, um, our programs, our services to students and families are better because of everyone that was recognized tonight. So, thank you, um, to all of them. And also, um, join me in wishing uh, Da Uni, our executive director. Um, she celebrated

079her birthday on May 11th. So, happy birthday, belated birthday to DA. Thank you. Um, for item 12A, the board will discuss local control and accountability plan, also known as our LCAP, uh, feedback and board priorities for the 2026 Sanonteo County Office of Education LCAP. Starting with a presentation by Sarah Notch, Executive Director, Educational Innovations, Educational Services Division. Executive Director Notch. Good evening, board president Torres, members of the board, Superintendent Chavez. It somehow feels like a longer walk when the room is configured this way. Um, I'm really happy to be here tonight and appreciative of the opportunity to um engage in and and receive feedback from you and a discussion about our ALCAP. Um, as you um probably remember, this is we're rounding out the end of year two of our three-year LCAP. And so tonight,

080what I'm bringing you is um a quick discussion about sort of the purpose and and process of what we're doing to finish out this year and inform next year. Um I'm going to present some data um capacity and barriers that we faced um not dissimilar to what we faced last year. And then in thinking through all of the different um partners that we've engaged in to receive feedback about the LCAP, um we've sort of synthesized it down into five themes. So, we're going to go through those five themes and what we've heard um that that aligns with those five themes and then I have some questions for you and we'll be receiving all of the feedback and and happy to field any questions that you have because we really are in the perfect spot right

081now for really finessing and finalizing um our 2526 LCAP report and then our presentation of the 2627 LCAP. So, as with you know, uh, similar years, we're wrapping up year two. Um, I'm going to be presenting the LCAP to you on June 10th. And, um, this is our last year before a full rewrite. And so, we know we faced um, some barriers and, um, our goal is really as part of this um, data analysis is not just just to look at one or two points, right? it's to get as much information as we possibly can and incorporate as many perspectives um from our providers and partners as possible. So, we really want to be data driven about everything and never make guesses whenever we have information that can inform um the direction that we're going.

082So, we held listening sessions. We've um done interviews with program administration and um SMCOE department um partners. We've um we've tried to leverage as many opportunities as we could to um solicit parent input, which is something we definitely need to get better at and will emerge as one of our themes. Um we have had um surveys that have gone out to staff, presentations that have gone to staff at staff meetings. Uh we have student surveys that we've conducted. Um we've been able to receive some feedback from you over the course of the year with our midyear presentation and then meeting with our LCAP liaison. Um and we've taken all of this and sort of figured out those those five themes. And so I'll jump right into oh before I jump into that I'll talk a

083little bit more about data capacity and barriers and then I'll do the jumping. So data capacity and barriers. So when we presented our our um three-year LCAP road map, we had this really beautiful illustrated road with this is going to be year 1 and year two and year three. And that's always how we design. And the road was curved in fairness because we know it's never a straight line. But our road has been a little bumpier than we expected. And that's okay. We can we can always make adjustments, but we need to make sure that we're making the right adjustments for the right reasons. And when we don't hit the targets that we anticipate we might be able to hit, we have to talk about why and talk about what we learned and talk about

084um what progress we have been able to make and where we're going to go from there as part of the LCAP. Um and it includes this identification of barriers to implementation. And so in um kind of going through this analysis with the staff and the administrator or the administrators and our partners um the top barriers that emerged were um staffing shortages and leadership turnover which we know has been kind of consistent over the past couple of years. um a lack of staff time and capacity because there are so many competing priorities that are often created from some of those um kind of inconsistencies in staffing um and leadership uh unclear data ownership protocols. So when we in our best case scenario, we write a three-year plan and we imagine the same people are going to

085be working on that plan for three years. And when there's leadership turnover and different changes within staffing, there are things that get lost um and we have inconsistencies in how um just maybe even the depth of understanding of these protocols. And so if it's not carried through with fidelity from year to year um for whatever the reasons may be, it's um it's unclear about what maybe the expectations are or what some of the the system pieces of that um implementation process look like. And then um kind of fragmented systems and tools emerged as another another barrier. So um needing more shared protocols. Um we have some additional PD days, professional development days this year that um I think they had a really rich and meaningful experience um for this past session of PD um the

086the additional PD days were really really wonderful. Um but prior to that, the feedback that we got was this feels sort of fragmented and not um not filling the gap that we need. So those were all of kind of the barriers that were identified is maybe this is these are some of the reasons why we haven't been able to hit our targets. And so it takes us into the analysis of that. So the first theme that emerged was um a value of student voice and individualization. And so there's a consistent emphasis from from staff, from partners, from the board, from students themselves on the value of student centered design and messages about the power and importance of engagement and how critical that is and how successful it is when it's done well and and it's

087done right. And so you can see some of the comments in here from staff and board input and students. Um, one of my my favorite quotes from the student survey was um, she made the dark room a very uh, made the dark room very bright and positive about um, one of the staff members uh, or one of the trusted teachers from Hillrest student. And so we know that when we're building relationships, when we're engaging students, when they feel like they're in a space where learning is relevant and centered on them, um it's it's a gamecher. And so that was our our first theme. Our second theme that emerged was showing growth in meaningful ways. So we know the importance of measuring growth meaningfully, frequently um and through multiple means. And that doesn't just happen in

088measuring the response to student instruction. That happens in the design of student instruction. And so we heard a lot about um making sure that um we had a really clear ILP process, the individual learning plan where the the building of that and the review of that was really informing where we went with student instruction um both on a a broad kind of whole group instruction level as well as individualizing supports and plans and opportunities for each student. Um, we also heard from staff that there are required elements in our LCAP that we have to have in there just by law. Um, and you might remember, um, there was a video that I showed called measuring what matters that Josh Strong put out from CDE really talking about alternative schools and how some of those required

089elements don't act, they're not the right tools for us. And so thinking through the balance of yes for compliance we have to have certain things in here but what else can we put in that really tells the story and is um the right tool for what it is that we are trying to measure within our programs. Um and so building better mechanisms for collecting the right data in the right ways, the right frequency, and really ensuring that it's actioned and not just something that we do because this is what we do, right? It's always the now what. The what's very important. The now what is even more important. What do we do with that? Our third theme that emerged was um maximizing the benefits of our settings to ensure that we are really focusing on

090those foundational skills and moving students forward academically. We have a lot of um as you know, you're very well aware different configurations to our setting than you see in traditional schools. We have small groups. We have varied lengths of stay. We have rolling enrollment throughout the year at all of our court and community sites. Students are coming in and going out at different times of the year. Um, what we really want to be able to do is build their skills, um, recover credits, change their mindsets, and it can it's a challenge to do all of those things simultaneously, especially if we only have students for, you know, an average of 30 days um, at Hillrest, for example. So, how do we know that we're using our time in the most effective and efficient way? um

091so that we can take advantage of the benefits that um can be the flip side of some of those challenges of of running programs that are structured like this. The fourth theme was around pathways, transitions and communities and making learning relevant and connected to students futures. I know many of you have heard on your visits to the sites about students wanting to get into um work experience or thinking through um what are some of the ways that we can reconfigure different aspects of our programming so they can learn things that they want to do in the future. um CTE has addressed a lot of that for a lot of our students, but they we hear consistently that they want more. They want um and I think it's because of the the success of them imagining

092their possible futures through that relevant learning. Um but we also know that there are ways to create more opportunities now. Um so thinking through what that could look like um was our fourth theme. And then our fifth theme was it's really centering around families. So what we heard from students um and what we heard from staff about relationships and engagement were doing pretty well right now. This the students feel that they are um that they're engaged in school that they um have experienced learning in a different way. Um, our students are also saying that they feel I think it was 100% of students on the survey said,"I have a support system in place. I know that when I exit, I I have that in place." Um, we know that we're helping support them through connecting

093with partners, connecting with different resources, but the family engagement and the family support hasn't been nearly as successful as we would like for it to be. And without partnering more closely with families and providing those supports and structures, we're missing a really critical thread that runs through those five core elements of transition support because it's not just about things being done, you know, in in a vacuum over here. We know that we have to support the whole child and and all of the um different people in their lives that are are going to be part of that support system. So those are the five elements. Um here they are in a summary. So you can just kind of see all five. And we get all of these different data points from our engagement, from our

094feedback, from our data systems, like GPA and credit recovery rates and and we put all of this together. So that's the data, analyze it all, and then put that into adjustments in the LCAP. Um, one thing that I do want to um, just put out there for consideration is that next year is a full rewrite and we also know that we're behind where we expected to be on implementing the goals in the LCAP um, as they are written right now. So, um, another piece of feedback that we received, um, from staff in particular were, you know, we we haven't really been able to try some of these things in the way that we we think they would be the most effective. Um, and so we were kind of faced with, do we make major sweeping

095changes this year for the third year of an LCAP and then do a full rewrite the following year or do we take all of this information recognizing those barriers to implementation, recognizing the um, critical like themes that have come back from all of our data analysis and think through what do we think we can get done next year and how can that build a foundation for where we think we might be going or want to go so that we've got that sort of settled under our feet when we go into the full rewrite. So just putting that out there for consideration. And now moving into kind of the full synthesis for discussion. There were two resources that I included in the packets. Was everybody able to get the the two handouts as well? Okay. Excellent.

096So the first one is about high impact classroom um practices. And so John Hadtie um did a tremendous amount of research um synthesis and meta analysis about practices that have the biggest influence over student learning. And um the effect size of um over 7% um or over 7 is point4 will get you like a year's worth of of learning um in a in a year. So if we're looking at keeping students on pace, anything that's a point4 or above is is likely to do that. when we're thinking about how are we going to accelerate our students learning and opportunities. Um that kind of cut point right there is seven. And so this handout split into um practices that the teacher can do, practices for instruction, practices for the students, and then also reading and literacy.

097um lists all of those different research-based um effective classroom practices that have the highest impact at 7 or above. Um, and so my my first question that I was really interested in in hearing from you about is what would if you walk into a classroom, what would you see as the most um important markers of success in that classroom from a researchbased perspective and also from what we know about our our students and our staff and what's important to them. So really kind of balancing all of those pieces. Um, so that's the first handout that you have and I put a couple of examples on the slide just that there would be something there, but this is kind of the full list of um of those high impact practices and these are what are included

098in our classroom walkthrough tool. So these are what we're also training our administrators to look for and coach and support when they're going in and looking at um classroom instruction. And then the second thing that I was particularly interested in was thinking through transition. So in the same way we know that there is research to support certain um elements of transition support that make it um more effective and strengthen student um belonging and resilience and long-term success. And so this comes from the Council of International Schools. And so the five elements are cultural transition, academic transition, social and emotional well-being, institutional collaboration, and inclusion and equity. And so in reviewing these two resources, um I want to know the same about what you think around transition support. what would be mark as a really successful

099transition support and what would it look like in SMCUE's role to um either lead that or make sure that we are partnering with our different agencies um and and districts and families and everybody who can be part of these young people's lives. Um, so those are my two kind of suggested questions for you to discuss, but again, I'm going to be taking notes on everything that you share with me. And so I will stop talking and I'll let you do the talking. >> Thank you. Commenter questions from the board. Trusty Lev, >> these are questions before we get into the feedback that executive director um not is looking for >> um we can ask her. Are you looking for any feedback or specific um answers to your questions or >> I'm looking for whatever whatever

100is important to you. Um, I included those two because it would be really really helpful for um me to hear from that in particular since they they were such powerful themes to emerge from both your feedback and the other partner feedback that we received. But I will take everything um that you have to offer very happily. >> There we go. Floor is open. >> Trusty left. Okay. Well, the one question I did have is, and this appears on these different documents periodically, is an issue with staff being absent a lot. >> And I don't see that in something that's necessarily going to be engaged moving forward. I don't didn't see that as something that's going to be worked on in the five priorities. So, that's just a question like why is it happening and what

101needs to be addressed to make that not happen? because if people are showing up sick or taking a lot of leave, that's hurting kids and we need to figure out why it's happening and what we can do to help those folks be in the classroom and >> engaging. So that's one question that I had just based on it. >> Then on what it looks like to your feedback of successful classroom, it's a classroom where students are engaged asking questions, helping leading the discussion in a classroom. um not just being receiving information but helping lead the information sharing um and I have seen that sometimes when I've been like to Hillrest with some folks and haven't seen it other times that's not the case in maybe other places. So anyway to me that's an engaged classroom

102when PE there's a lot of energy and kids are really leading it and not just responding. That's I'll have more but that's one. >> Thank you. Um I'm happy to report that um our absences, we did present something last year about kind of the percentage of absences and um we have had absences for sure this year. Um our biggest challenges though weren't in ongoing absences from staff. It was very specific circumstances of we had a um teacher resign I think the day before school and so it takes a while to get that you know filled consist. So there was that position that was open and our administrators were filling in and we had subs. Um we had um uh we've had individual people kind of go out for longer amounts of time, but the people

103who were there outside of those circumstances are there pretty consistently. What does happen as an impact though from some of those other absences is um when you don't have the full team to shoulder the load and you have a team full of people who really really care about the students. Um they're giving up a lot of their time and a lot of their energy to sometimes on their own and sometimes being asked to help find and fill those gaps. And so um this year it wasn't so much about we need people to show up consistently. It was more about um we need to make sure that we have a way to care for those who are showing up consistently and bearing maybe a bigger burden than what they what we had wanted them to as

104a result of some of those other kind of holes that were open like Tracy. I mean she's not at court and community schools but that's a perfect example. Yes. What she shared earlier today. Absolutely. >> Thank you. Uh, Trusty Gerard. >> Um, I have several comments I I think and one of them is piggybacking on um the staffing actually for the last two years and um the fact that it was like a merrygoround with principles certainly didn't help. Um and it kind of made a fiasco um out of a whole lot of the staffing issues um in uh some workshops that I've attended recently where court and community school students were on panels >> and actually speaking about their experiences. One of the things that they said was it was very very important for them

105to be able to establish relationships with their teachers and that could not happen the last two years at our either our court or community schools because it was like a revolving door. Um they didn't know where they were going to be or what they were doing. And that not only impacts their attitude and how they feel, but it greatly impacts how our students feel um about our school and what what is happening to them on a daily basis. And it really hit home with me when I heard some of their stories. And those relationships carried over after they left the court and community school and they knew that they could come back and talk to that person if they wanted to. There was that kind of a relationship and I think it's really important that

106we work really really hard to make sure that starts happening because our staffing has been horrible. And uh I'm not going to go on and on about it, but um but that's how I feel. Um the other issue that I've had for a long time and have brought up and again have heard it over and over in um different workshops that I've attended is the transition process. >> And we are not doing a good job on that at all. whether it be um the court school and definitely not for the community school. And some of the examples and uh that were given is that there is actually a staff person that is their job to make sure that students are transitioned um very effectively and smoothly from the court or the community school back into

107their district school or wherever they're going to be. And we know for a fact from talking to students and also to school districts that sometimes there's several weeks that this student is lost somewhere and we really have to fix it. Um so that when a student is ready to leave, they're not out in La La Land somewhere while people are trying to figure out what to do. And um it really bothers me a lot that that I know it's happening and um back again we're back to staffing and I think we I mean a a court and community school is by law something our county office of education is supposed to do. So to me, it's a priority and I don't feel like it has been a priority with our county office for a long

108time. And I want it to be a priority because I feel like if it's a priority, the districts in this county are going to want to send their students to us. Right now, we're practically begging for them to send students to us. But if we have a really good program, they'll want to send students to us because they'll know that we can help their students and the students are going to go back and say, "Hey, I had a really I had a really good experience here." Um, and and so, um, I guess right now that's my two cents. I know you guys have been working hard, but I just I feel like we have to open our pocketbook and and open ourselves to ideas to really and I know that there's all kinds of stuff

109out there. Um but at a conference that we just attended, um Solano County was talking about their community school and uh we they sent us some some uh what would you call it, Chelsea? Diagrams or >> the paperwork we got from Solano that we looked at. Oh, I think it's the um the SIP the SIPA, >> right? And it tied into LCAP. >> I mean, I said, "Oh, good. They did the work. Let's hand it over here to our to our people and then they don't have to do it. They just have to copy this." But, you know, when you hear about all the successes and up in Lake County and and uh Yukaya, you know, those are districts that have a lot of low income students in those areas, but yet they have really

110successful schools. So, I just feel like we have to do better. >> Thank you. I took notes on all of that. And I also want to um mention something that kind of happened. Yes. To all the the making sure that we're very, you know, purposeful and intentional and prioritizing. And um I happened to be on campus the other day at Gateway and I saw Dr. Sneed and she was um she let me know, oh, we're going to have some counselors um from Oh, I forget what school it was. That's terrible. But I can ask her. Um, but they were bringing the whole counseling team and the assistant principal because we had a few of our students both at Gateway and Hill or a few of their students at Gateway and Hillrest. And she said that

111they were having kind of these transition meetings and the team there said, you know, we've never actually seen Gateway. We've never been there. So, let's go out and see it. And then in kind of then they met together for I mean maybe an hour. And in talking with Dr. need afterwards. She said, you know, this would be really great if we made this a regular thing with all of our district partners because we we do want to have that close connection. We want them to feel closely connected to students. So, I thought that was a really great idea. And so, you know, also the figuring out ways to I heard you say open open your pocketbooks and I put a star by that one. I'm just kidding. I didn't do that. Um, but there are

112some Okay, open star. Um, but there are some really low to no cost human connections that can be really helpful too. And so I just um I thought of that when you were sharing your feedback and I wanted to make sure that I made that visible because I thought that was a really great idea that she came up with and turning into maybe an ongoing practice. >> I love it. >> Yeah. >> Trusty Benini. >> Um, thank you for the presentation and for the questions. Um, I want to I guess piggyback on what, um, Beverly shared. Um, so when we're talking about the resources and the staffing and whether we're we have time to implement the new approved curriculum and all the things, um, one question and I would say a theme that that comes

113up in the committees I'm on, so it would be like the gateway committee, budget committee, and we're having a budget discussion tomorrow, right? is and a question that that we pose in those spaces. If we were going to make Gateway what we want it to be and prioritize it, what does that look like? We're asking as a board, how can we help make that happen? And I think part of it is the resources. I think part of it is having um more money allocated to that. um we have some money in our reserves that sits there, right? And so as we've been talking through the budget process, we've been talking about what are some ideas on how we can serve our students today with resources that we have. Um, and I think it would be

114a a small amount of of the amount we actually have, but I think we do need more staffing. As we watched the evolution of Gateway over the last few years, we know there are far fewer staff there than there once were. There are al also fewer students, but we're talking about this chicken and egg thing. And and as Beverly said, if the program is more substantive and is meeting the needs and we're we're measuring things, I I'll talk about that in kind of my second point, but if if we have something to pull them to um and show them that we have uh some uh outcomes that are good and improved, then they will come. If you build it, they will come, right? And so I think that requires more resources. So the question again

115is what are the resources that you need to do that and I don't know if it's the discussion is happening internally because we're we're not there. Um but as a board we're having discussions about the budget and we're diving into that and so I think it's really important that we understand if we had another person here. I've asked questions around like literacy, right? If we had a literacy specialist to work on that issue, if we had um another full-time math teacher to teach at Gateway, one at Hillrest, whatever that looks like, how do we make that happen so that the students because I see those those comments filtered throughout these slides. Um we need more direct instruction. We need more help in uh math. I I read that on one of the slides from a

116student comment. >> Um so I think we need to understand that more and I know we're midcycle for the LCAP but I also think that um that doesn't mean we can't have some some goals put in there for for us to give you to I guess to advocate for that in our budget discussions, right? Um the second thing is it goes back to the data and what we're what we know about our students. I sit here uh for the last six years and I don't know how our students are performing. I haven't really seen any data. I haven't seen baseline data. I haven't seen growth data. Um I don't know how they're doing. And then for years, all these years and even before that, we had I I watched meetings, right? And there were questions,

117well, what are the students doing next? That's the transition or the longitudinal like outcomes. I don't know that we've ever received that. And so, I feel like those are things if we know more um we can we can then we understand how it's working and we can give more, you know, feedback. But I also think that then that that informs what we're doing. So I think we have to know what the students you know where they are what they need and I and I do I want to just highlight the point around um you know showing growth maximizing the time. We said that that was one of the comments that came from us to from Beverly and I as leaison. um we have this precious time with these students and we can make the most

118of it, right? And if they are behind or having issues with literacy or if they are behind in math, it's not it is important that they have credit recovery, but it's really important. I saw this as a staff comment. It's really important that we use that time so effectively to, you know, bolster those skills. I mean, yes, you can embed that the the baseline foundational skills within their curriculum, and you might need to do that a little more carefully in a, you know, a comprehensive high school, but you have them in these small spaces, right? So, if we need more resources to do that, like that's what the students need, right? And I could talk about transitions, but I think it's already been mentioned. So, those are those are the things I I want to

119see. I want to see where is that happening? What are the measurable outcomes we're looking for? Um how are we measuring that? And I know you you mentioned it again. There was that slide or that's not slide that presentation or video, >> right? We might not be using these measures. Well, we have to use some measures. And so, um I know there was this great plan um and maybe still plan, right, to use these um individualized learning, you know, programs. And I think it's fantastic, but I also know from our discussion that hasn't really fully materialized. So then we're left with like neither. And it's kind of sad to not have the data again. So if there is data, I would love to see that. I that that's you know where I am with it.

120Um I know that that that gateway can be more than it is. It was more than it is and I think we have to invest in it to make it more. So those are my comments for now. Thank you. >> Thank you, Chester Daniel. >> Um, I keep hearing about staff turnover, you know, administrative turnover, etc. When someone leaves, is there an exit interview conducted by an outside party to find out why they are leaving? >> I believe our own in Oh, are okay, you can you can check my math on this and correct me if I'm wrong. Our HR department does an exit interview as part of our process. Um, I do not believe we have an outside entity conducting >> and what happens to the exit interview. Is it an action item to

121see if the reason this person is leaving that the issue can be dealt with? Can you bring to the board a synopsis of why the employees are leaving, why they are unhappy? And I'm not asking for the names. I'm just saying general content of they're leaving because of pay, they're leaving because of lack of support, they're leaving for family reasons, whatever reason, then we can address some of the concerns of staff turnover. If it is a money issue, if it's an environment issue, or whatever issue it might be, >> I can share that. Um, as long as I've been at the county office, we haven't brought that data to the board. Um, I also know that it's voluntary. Um, so when people leave, they they um they can choose to answer the survey or not.

122Um, and um, I think that's a possibility to discuss and see how we might be able to to do that. >> Okay? Because, okay, if you have a next interview, the guy has nothing to lose to say, you know, this place sucks, right? So I think the board in order to address an issue needs to know why this place sucks and these people are leaving. So I think bringing that to the board and then we can address it you know and then if you can get that to us like in two or three months you know to look at that then we can do something about it. The and were you going to say something? I I will say that internally we use do use that information um in cabinet and core cabinet to make

123decisions for for the organization as uh as well as the employ uh staff survey that we send out to everybody. >> Mhm. Yeah. >> Okay. And then another question is is I you know just came from Ukaya and they had uh CTE court community from Lake County and they were heavily involved in bringing the kids though obviously Hill Crash can't go but you see the the the gateway kids to community businesses to show them jobs etc. Okay. Um, and I'm on the CTE advisory committee for with Susan Ryan. And she just related a story where the red in Redwood City, I guess there's an innovation high down there that they took their kids out to the port of Redwood City. And the kids were so into this watching the boards be barges be tied up,

124the equipment being run. And one of them went off to the side and was talking to a guy and she saw him shake hands and the kid took and and I guess Susan asked what happened. He says, "Oh, he told me if I finish my classes, he will hire me." So how integrate, you know, and you're talking about in these documents here, CTE has not been integrated or started. Why does CTE operate as a silo and gateway operate as a silo? Because I got this I don't have the sheet with me, but there must have been at least 12 field trips CTE sent kids on. Why isn't Gateway going on those field trips >> for CTE? >> Are you talking about our CTE department at 101? >> Yes. >> Oh, so we have um we

125are heavily implementing CTE at Gateway. Um, so our our college C3, college career community partnerships um department is um they're definitely there if we need any kind of advisory or technical assistance, but because we're so um kind of uh robust in our implementation of CTE and our our grants that they primarily provide support to our districts. Um, so we are implementing CTE um, not fully across all of our schools. We still need to figure out how to to make it work for Canyon Oaks. And so that's part of our plan for next year. Um, but they're what they're doing with districts is very kind of separate from what we're doing. We have explored things like going to visit businesses. They've done a couple of visits. Um, they've gone to community colleges. Um, but we're kind

126of doing things um as a group on our own rather than um that's why you're not seeing us represented on their lists because they're more outward facing with their support. >> Right. But is there any way being they are a county office of ed department and you are a county office of ed department that you can't partner because I know you know one of the roles in the advisory board is to take and try to find people right and they went to Verizon and apparently Verizon is very open to doing innovation lab to doing these things okay and they've had like four high schools go there and can't We send three two or three or four of our kids in a van and piggy back off these um other CTE field trips. >> Meaning I

127think it's it's a definite possibility. One of the um >> executive de director Notch, do you mind if I >> Oh, no. Just one. >> Yeah. So, I just wanted to to put in perspective a couple of things that are happening. So, um, as executive director Notch explained, our CP3 program really is helping the external programming pieces. We've actually filed for our own consortium grant specific because we're in different pathways. So, the two pathway choices that we heard were resonating for our students were around business entrepreneurship and then patient care. So, we actually have filed over the course of the last three years over $6 million of money specific to our school programs both at Hillrest and Gateway to be able to supply CT services. Um, so when when I hear there there's some acknowledgement

128that we're not fully implemented, um, I take exception to that. um the the data that we have that is showing indication of where our students voices are this are at this with both Hillrest and Gateway we've risen over 19% on our attendance when we're running CTE modules um we've run successfully three different modules every single year for each one of our kids both at Gateway and Hillrest so those are the exploratory ones that are also getting them A throughG compliance pieces in addition to having two teachers that are also credentialed that are running pathways in business entrepor reneurship one, business entrepreneurship 2, as well as B patient care 1 and patient care 2. So we we do have courses that our staff are currently running. We are seeing the outcomes of what that looks like.

129Um including additional data pieces of where our students are at in achievement. So this time 3 years ago, we were at 29% of our students were actually passing our algebra classes. this time two years later we're at 95% of our kids passing by taking that through business entrepreneurship too. So there is data pieces associated with where we're going um in the outcomes that we're seeing within this uh but at this time within where we're at and what our trajectory are we're actually not in the same alignment of similar pathways. So when those consortium grants get written, we have to make a decision as to whether that is the actual pathway that we're going into or if we need to to supply different grant monies. Um but at this point, I I don't believe that we're

130suffering by not implementing CTE, if anything. Uh we just presented at an additional conference last week to all alternative educations and juvenile systems um in San Francisco. So, um, we have a model that people are actually seeking, including LEO that reached out to me and asked, can we take a look at this model that you guys are using? Um, we have two CTE teachers in all of LEO, and we're looking at doing something that could be designed around this. >> What's LEO? >> Uh, LA County Office of Education. >> Okay. >> So, um, these are actually highlights. I think there's something that we're doing incredibly well. Um, it isn't the endgame, but there are other pieces, as you guys have noticed, that we can work on. Um, but I think within this area, there is

131no lack of funding or lack of movement in where we're headed with CTE. I think it's paced at probably the correct pace that we need to be going. Um, we have some refinement with rigor and some other pieces, but um, I am incredibly proud of the teachers that have moved into this space and incredibly proud of how our kids are also responding to it. Um, probation has also moved into this space. they have moved through achieving additional funding to be able to offer even additional module pieces with Paxton Patterson and other pieces around HVAC electrician work um and pieces within that. So I think if anything our kids will have more opportunity uh to be included in in CTE work and the educational side of that as well. Theme four, staff and board input. CTE

132pathways and course access are still being expanded. Implementation hasn't landed at all sites. No system yet to support work experience. Students said CTE classes were named among the most helpful experiences during their time here and students asked for more CTE classes and pathways. Okay. Now I'm am I misinterpreting this that there needs to be more CTE and more implementation in here because that's what you said in theme four reading it from your report. >> Sure. So there there's a couple of things, right? And this goes back to what Director Notch was saying and what some of you guys have said, which is it's yes and so our kids need to have opportunities to CTE, but we also have a due diligence to make sure that they're taking other academic courses that are getting them state

133standards ready. Um, so there are other pieces within credit recovery and other things that we have to offer. If they could do wall-to-wall CTE in every single class, I'm will put the I'll put my entire retirement on this. Our kids are going to want to do that. It's active learning. It's hands-on learning. It's relevant learning and they can see a pathway forward. But the reality of state requirements in addition to it's not going to allow us to implement at this point with the numbers that we have more than two pathways. Um, which is really looking at two additional classes, right? So you currently have four classes across the board plus another four that come in in module format. So essentially our kids within a 2-year cycle have up to eight courses. That's more than our

134comprehensive schools across districts would have. So um the the implementation would our kids love to do CTE all day long with every period of course. Um, and I think it's active learning and there's a lot of things we can do with pedigogy strategies and other pieces to make project-based learning come alive with other areas of focus. Um, but in in reality is in terms of where we're at, this isn't a lack of implementation um on our part of putting forward the the courses or opportunities for our kids to be involved in them. And if I could, I believe the comment about not being implemented across all sites is specifically referring to Canyon Oaks not having the same level of well, they haven't really had any um you know, CTE at this point. The challenge that

135we're having is they're only running half an academic day to begin with. The other half of their day is therapeutic. And so figuring out, you know, the models that we have that are running at Gateway and Hillrest would not fit within that schedule. So that's part of what we're doing to try to expand into how could this look for Canyon Oaks, but very robust at Gateway and Hillrest. >> Thank you, Trusty Love. >> Yeah, I just want to follow up on some of the comments um with respect to Gateway. Um I don't know if this is still the case, but there were really two high schools that were sending students there. I don't know if that's expanded. >> I think districts >> I think right now we just have the two represented. we have had

136a third um at various points in the year. Um >> so it just gets back to you know we're trying to improve the program but getting away from supply and thinking about demand um like we can make this beautiful thing over here but if we have six or eight students here it's it's not meeting the demand of the districts that we're serving and the students and the families. So to just take it back and I know we're going to have a meeting with on to discuss Gateway as as board going forward, but as you're thinking of LCAP in a year or two going forward, um like what is the purpose of Gateway and who is it serving? And it's interesting the sort of like the CTE part is that something like that should be part

137of it that it's an alternative place to learn that's not necessarily for kids who may have been expelled or other things but it might be for something else. I'm not sure. I'm not going to suggest what that is but just that we're thinking about the demand and looking at the future and how we best serve districts maybe beyond the two and the kids that they would like to have in Gateway. How do we look at that sort of more holistically as a way that we can serve many many many more students in the county? >> Well, and I know that's a that's a big question. It's a critical question and I know it's one that associate superintendent Sha has been working diligently on um gathering information to present about what what it is that districts

138need. That's we always see that as our purpose finding and filling gaps. Um so um I won't speak to it because I wasn't part of it but >> sure just and trustee love just to to give you an idea we are working with the the gateway board subcommittee as well but some of the pieces that we have looked at we did a very intentional effort between last spring and early this fall to connect with several different districts um asking really what the gaps are who are they not able to serve um and then looking at the limitations of what we're currently licensed to do underneath ATH our CDE code. So, we're still working through the process. We're working collaboratively also with the the board subcommittee on this, but I think as we're going through it,

139we do have data um from the districts that that chose to participate um that were welcome to share once we get to that to that place. But in fairness to those districts as well um and the board subcommittee, we have one more meeting um additionally scheduled. Uh but that information is available too in terms of what our districts are indicating would potentially um have them use Gateway and what kind of services they would be looking for that they're not able to match in their districts right now. >> Correct. >> Other comments or questions from the board? >> Trusty Audias. Well, first of all, thank you for uh the presentation and all this discussion. It's a lot to uh yeah, there's a lot of coming, a lot of work to be done and a lot of

140work has been done. Uh one of my uh interest uh of asking a question about uh theme five, the increasing engagement and strengthening connections with families. Um it says here that the students report having a I mean a 100% of the students report having support systems in place, family, friends and community organizations. I was wondering how many students were surveyed and how many how many took the survey and how many didn't or how you came up with the 100%. >> That's a great question. I'm so glad you asked. So that particular survey is our our Hillcrest exit survey. Um and so um when we know that releases are happening, which we frequently and I would say even most often do, there are definitely some unexpected um unanticipated releases or things that happen over the weekend

141that that we don't um have advanced notice about. Um Jonas Barber works with the students. Um and one of the things that he does is have them take this exit survey. Um and I believe for this year so far um he I know he's worked with and associate superintendent Sha you might know I believe in looking at his spreadsheet for student transitions it's been somewhere in the 80s of students that have been transitioned out this year. >> 85. I think it's close to se close 80, but I think it's actually probably 74 is the last marker I saw. >> So, if you think about 74 students who have exited this year, um we I believe this survey was somewhere in the 30s. And so, again, it's voluntary. Students don't have to take it if they

142don't want to. And they're not always if they're released before um we know that they're going to be released, then there's not really an opportunity. So 30 students out of the 70 >> I think it's somewhere in the 30s. I can double check. Um >> and it's one data point. >> So um there's a lot of um a lot of ways we could interpret that. Um, and I think that, um, the most, uh, important kind of marker of what those support systems look like and how strong they are is in the the work that we do within those five core elements of transition to help shore things up and strengthen them or ensure that they remain, you know, intact and effective for the students. Um, we could have students over reporting, under reporting, deciding not

143to take the survey because they don't, I mean, there could be a million reasons. And so rather than us kind of assuming what that means, but I did think it was interesting that out of every single student who who decided to take the survey or who was able to take the survey, they all said, "Yes, I have support." >> So maybe the rest, we don't know if they really had that family support and friends and community organizations supporting >> could be. I think if we we have other ways to to measure that um anecdotally, not so much with just student responses. I think a big part of that would be the work that Jonas is doing um and all of the data and records that he's keeping for that grant reporting about what the supports

144look like and how they're strengthened and how connections are made. Um so there is ways of there are ways of getting more data than just from students self-reporting for sure. >> Okay. I just was wondering because of the 100%. >> I know you never get 100% on a survey ever. >> Um and um so can I just and just to help me understand so this students you said this are a h hillrest exit. Does this uh include the the document you use for when the students are released and there's that communication between probation, Samato County, and the district, the transition plan document. >> Uh it's separate from the transition plan document. So, it's we have several things that we're doing to support this the transition of the students. The survey is one of them and

145it also includes a lot of the title requirements that we have in order to make sure that we're checking in on different pieces for the the title compliance. Um, but the transition plan is is separate from this. >> Okay. And then how much of that is uh family participation >> in the transition plan >> within? Yeah. >> Um, so I'm going to looking at it right now. Can you tell me again exactly what bullet page five I guess we all know um slide neral >> uh the theme five increasing engagement >> oh you're just speaking generally um you know I don't know actually um what Jonas's process looks like for the um the transition I don't know if so I keep looking over at associate superintendent Sha um because she's worked much more closely with

146him in in building this position and fulfilling the grant requirements Do you know anything about family participation in that process? >> Yeah, and part of that's dependent on whether we get the information. I know we've had the conversation before about sometimes they go to court and we don't know they're being released that day. Those are the harder ones where we're having trouble um being able to contact parents, but there's a parent notification line on there as well. Uh so he does reach out. We also have a couple of our other folks that um help speak Spanish in addition to to reach out to our Spanish-speaking families to be able to connect uh and make sure that they have the transition plan. And the transition plan actually goes with the student as well. Um and it's

147about a two-page document currently that gives them information about um where they're supposed to to report, who their contacts are, the pieces that will really go with them that they need to make sure that they have with them. Um, but again, I think I think we know based on the data and the pieces of where we're at that things need to to be altered and changed and shifted as well. Um, but they do receive a piece with their parent in addition to um themselves signing off kind of making sure that they know here are the two pieces that I need to go back to my site with. >> Okay. And I guess just my last part of this question, so I'm sorry I'm making it too long, but so are is the family involved during

148this time and you know prepared and supported to understand the system how when and if the student leaves right Hillrest how that's going to be like I'm not just talking about like the plan at the end and here's like oh they're leaving now but throughout the time that they're at Hillrest. the family do they are they involved do they know is there any I don't know education >> I don't know the extent of of involvement with the parents on a regular basis um we just looked at at the data and it it is not a positive um in terms of the number of students that and I say this because we have active participation and I think we saw on one of the slides to our court and community staff referencing the fact that they

149see parents show up but it's generally at IEPs we have 85% of our students right now um that are on IEPs. So when you think about who's getting incarcerated um I say that's not a positive thing in terms of who's ending up in our system. Um but to answer your question in terms of I can kind of pull a little bit of a connection between the idea that if we're seeing parents show up at IEPs actively and about 85% of our kids are on IEPs. um not a hard and fast data point but I would say that we are seeing them in that capacity we need to see them in other other spaces too. So I think um a couple of you guys were out there during our last CTE portfolio piece too. That was

150the first opportunity because we are shared space with probation. So in connection with them we had a conversation of what would it look like if parents also were able to come see those pieces. So this last one we were able to actually have parents come up and they were cleared through probation to come see it. So, um I do think that partnership and that ability to get parents into space even physically more is coming up. Um but outside of that and then in addition, you'll see it at graduation where well where we have families in the facility. Um but I do think that that's getting wider when we ask the question of could we bring some more folks in in person as well. >> Yeah. And mostly for me I think the concern is more

151for empowerment to understand the rights of their children, what the future's going to look like. you know, they've been at Hillrest, so that going to affect their future in a certain way. Um, but yeah, just just >> that's an area of growth for sure, just looking at the advocacy of um things that will come up on job employment pieces and things like that. So, definitely an extension of what we need to be doing. >> Great. Thank you. Thank you. >> Of course. And one thing I wanted to point out is in that five core elements of transition support document, I think this this perfectly aligns with um institutional collaboration. So, we're talking about all the different ways that we can support families and help them prepare for what's coming up. They have probation supporting them.

152They have their, you know, legal defense, whether it's, you know, someone private or a public defender's office. They have BHRs supporting them. So, there's a lot of these pieces, community agencies, um, JJDPC. So, we know there's all these different folks that are coming together to take pieces of that. And so really strengthening that collaboration and making sure that there's no part that one person or one entity is going to hold, you know, just by themselves. And so really ensuring that we're identifying what SMCO's role would be would best be in that transition process. Um, Trusty Alvaro, you're a tiny box, so I want to make sure I don't miss you. Is there anything you'd like to comment or ask? I'm a tiny box, huh? Um, never been called that before. Um, no. I've been kind

153of mulling over at all of it and I think I might come up with some some questions down the line that I would that I will submit to um both Miss Notch and and Miss Shou. But right now, I I'm basically hearing what what I'm the answers to things I'm asking. And I a big question always has been, you know, that sort of chicken and egg thing going back all the years I've been on the board. We have to provide court schools. We don't have to provide community schools by law. We do it because it's the right thing to do. And then we're always in that, okay, how can we make it more robust? Then it costs more. Then the districts don't want to send their students. Then we lose students. Then we have you

154know it it's that and it's been an ongoing process for you know 30ome years that I know of. So that's just my thought is that how do we give the students what they need what they deserve and make the program so that it actually I'm not saying it's self- sustaining but we we don't want to make it so expensive that the districts don't want to use us because then then the point is moot. So, I will think of some more ideas as I read through the material some more and then I'll get back to you both Sarah and Chris um with some questions later on. >> Thank you. Um I'm going to go because um mine correlate a little bit to trust Alvaros and I'll come back. Um when just thinking about needs and um

155how we can be successful um just quick story when I was a principal I came into a school where there was no principal for 2 years. There were seven teacher vacancies plus 12 other staff vacancies and so yes that is going to prevent any LCAP goals from happening. So I think before even yes LCAP is important but I think there needs to be some staffing plan put in place collaboratively with other departments to make sure that we get good quality um qualified folks to lead. Um because it'll help fix that so that way we can get to what the LCAP should be. Um, and then I think in terms of what's coming, I um, I've also been successful in like strategic planning and I think partnerships are very important. Um, and one would I'm thinking

156of how we can leverage the JJDPC as a partner. I'm thinking about how we can collaborate with other counties. Um, like I know Lake County was mentioned several times. They have a great model. They had a great partner. Um, so I don't know what um we're doing to go collaborate with other counties to see what they're doing to see what we can bring here. Um, and then the part of like if there's six to eight students and if that's a need, if there was one student to me that's a need. Um, every single one of our students matters. if it's just one student and this program is designed for them to succeed, we're going to do it. But that's just um my opinion and I will pass it over to Trusty Benini. >> Thank you.

157I just wanted to say one thing about Gateway um in as it relates to this in terms of um how we are um you know what is the role of the school, right? And when we go back in time and we talked about when it was proposed to close the school and we had the discussion about why do we need it? It's part of the the plan for, you know, expelled students and such, but really the answer was there are students who cannot be on their campuses for whatever reason or they may may it may just may be the best place for them or literally if they're a special education student, it may be the least restrictive environment for them, right? But if we don't have it, then there are students who would be in

158that category who cannot because they're not allowed to be on their campus. They would be at home, right? That was the answer that the districts gave us. They would be at home on independent study or whatever that looks like. And to me, that is just not acceptable. So that is my vision of why we have it and what we need to do for those students to get them back into a space where they can be. Um, so I just needed to say that and then my only like my my question and just as a steps forward because I know we've had you know meeting with our as leaison and then we have all this great feedback which is um really helpful to see everyone's feedback sort of consolidated on these themes and so my question

159really is when um this comes to us for approval in a couple of weeks or you know it's a couple of weeks right a few weeks Yes. >> Um, do you anticipate there being some substantive I know it's midcycle, so that's why I'm sort of saying this, but do you anticipate there being some um any changes, action items, measurable outcome sort of changes um within that? Is that because I see a lot of opportunity for that here and I'm just curious as a preview maybe um if that's where we're headed like that we might see some of it. I know it's a we've said a lot and there was a lot of feedback here. So maybe it's not all gonna going to be there. It might be the re >> the re-up, but um I'm

160just curious. >> It definitely will not be a carbon copy of this current year's LCAP. Um even though we really are mindful about um wanting to implement as much as we can to inform that full rewrite. So we don't want to make sweeping changes. So the goals will not change. The metrics and actions within the goals will likely for the most part largely stay the same. So we're not going to um you know have all new metrics and actions under each goal, but um several right now in draft form um have been rewarded um getting to the point that um the measuring in the right way, right? And so how are we if we think that this is the right um if we think data in whatever you know form is the right piece to

161have in order to measure that overall goal if we haven't been getting the results and it's something where we just need to make a change. It's not about implementation fidelity. It's about oh we're not actually looking at the right tools. Um we want to we want to change those. I think um what we're planning on doing after tonight is taking all of this feedback and really looking at the board's direction on priorities and considering what um other things we might want to add in or in action items um to help strengthen the supports that are are going toward those goals. Um and then I think also the work that associate superintendent's doing with um the gateway um project. Go ahead. Yeah, I think um there are two specific areas that I see in the feedback

162that we've received as well as feedback from staff and just some of the pieces with um you know earlier on in the year we talked through SIPs and foundational literacy. Um we've gave some input into what that looked like in the early you know foundational pieces of the lift. Um I anticipate underneath though the goal may not change the essence in that goal one of looking at academics literacy has to be an action within that. So I I would anticipate that based on everything that we have heard from all of you and what we're finding to be true as well is that literacy needs to be an action piece that we place inside one um >> which will probably be moving into the rewrite as well but there's no reason why we can't put that

163action into play. The other piece that I think is going to be ideal is including the piece around ILPS to extend to that transition piece. Those are things that we can monitor. They are things that we need to be doing um at a high level. And when it's on the LCAP, there's an expectation that we're moving in that direction that we're doing it. So, I think um those two I I have pretty good confidence that based on all of the feedback that we're hearing from um the site as well as you all and what we see to kind of be happening within the trend of uh Gateway and Hillrest, I would anticipate a literacy action and um specifically one around transition plans as well. >> Okay. Can I ask just one more question? Um, do

164we do we do any of the state tests with our students at this point? >> Like fifth? >> Yes, >> we do. Yes. >> Okay. And I know they're not reportable, but um like because the number of students, it's likely that they don't show up on the dashboard. But if we're doing that, is that something that we can reference and then have as I'm just looking for more data? You know, it's that's a really interesting question because one of the things that we um thought a lot about in because we have yes, we do we administer the CASP and we also have to have CASP um results on the LCAP. That's one of the requirements. But when we look about or we look at our our students measuring the you know 11th grade administration in

165one year to the next 11th grade administration doesn't really tell us anything except for maybe with this cohort of students we were more successful in you know but they they could come in from any level right and so it's very like apples to oranges. So, one of the ways that we thought about um and that's in our current LCAP of how do we how do we make this CASP data point more um meaningful is looking at the students that we have in each administration year and getting their so looking at the 11th graders we would look at their eighth grade CASP and CAST scores and look at percentage of growth for the individual students. That's what I was thinking because I mean their their longitudinal I mean you can you can see you can go

166back it's not like we were looking at with star where we're looking okay here's third grade here's third grade it actually you can track it and so >> reaching back further or in a into any space that we have any data for them or to their schools to know well this is kind of where they were and then we could because I think that will that will help us I think it is motivating to see oh we are making a change like if we are doing something that's really effective >> um uh you know whether it's the CTE and they're coming to class or it's whatever that is and then or they're getting their math credits or whatever I feel like there is a there must be a benchmark further back if we can't if

167we don't have it it must be there. So I I love that idea. So I don't know if that's something we can talk about more in that context but I I like that. >> Thank you for asking that. >> Thank you. Um, any other comments or questions? Any from the public? I see no raised hands. Oh, there is a raised hand. Um, Misty Sego. >> Hi, Misty. There you go, Misty. You You should be able to speak now. >> Can you hear me? >> Yes. >> Okay. Thank you. Um I was just going to um if it's okay, I'm a teacher in Corton Community Schools and I really appreciate everything that everyone had said this evening. Um there's such knowledge on the board especially for Gateway. Um I just wanted to kind of address what

168Miss uh Patricia Love had asked the question, you know, what is Gateway? Um I taught there for many years. I'm currently at Canyon Oaks and I've stated this before to some of our board members and I can tell you when everyone has tried so hard, the districts, they work so hard and the parents have worked so hard and the students have as well and they can't seem to find a solution and they want one and they just don't know what else to do and they're tired. They're really tired. What do they do? They turn to us. Because what gateway is is what families have done since uh anyone can remember. They usually take their children to grandma's house. And grandma is going to love you no matter what. and she's going to take care of

169you and she's not going to judge you and she's going to give you the time that you need a respit, but she'll still hold you to your obligations and watch after you. And I just wanted to state that because that's what I've seen all these years that people do in court and community. That's the kind of thing that they provide the staff and the teachers and it's what the students need. Whatever they need, that's what a grandmother would give. And that is what Gateway has always been. It's a place for people to take a break, reassess, and give everyone some breathing room. And for some people, they stay there because it's the perfect place for them. Thank you. I appreciate everything that you do. Other comments from the public? I I see no other comments.

170Thank you. Um there is no action to take on this item. Thank you. Um for item 12B, when an ad hoc subcommittee meets where a representative attends a meeting related to their given assignment, board members may choose to bring a report to the board at this time. Uh would any board member like to report out? Trusty Love. I just have a quick update from the board advocacy subcommittee. Um so we had heard back from the legislative analyst office about this request um that had gone through Senator Becker's office and they were going to do a report and it was modified from what the original ask was. So we are going back to them to explore a more comprehensive review. We can't really talk about it because it's the letter between the senator and um the

171LAO. So I just wanted to share that that's going on. I also shared with Jen the uh the guest perspective that David Lee, who is the Redwood City um uh trustee and the chair of the legislative action subcommittee for San Monteo County School Boards Association wrote and it was in the daily journal and it kind of picks up sort of this conversation to keep it going and he shared that out with um all of the legislative folks and other people just to kind of keep this conversation alive. So that's an update. >> Thank you. Other report outs. Um I have two. Um so our superintendent salary subcommittee met. Um our subcommittee received a superintendent compensation comparisons for region 4. Um that's the Bay Area and class three um which is our county office of education

172size. Um the topics of compensation um of base salary, retirement account contributions, masters and PhD stipens, health and welfare contributions and longevity were discussed. Uh it was noted that the superintendent compensation has not increased for the 2025 through 2026 fiscal year. A direction from the subcommittee is to implement a salary schedule for the superintendent position consistent with the classification and compensation study implemented for all SMCE employee groups. Uh the superintendent salary will be on a regularly scheduled board meeting agenda in June as required by board law uh 9500. And then for our workforce housing subcommittee, um we've met and received updates from Armando and Coven and we will review that new information tomorrow during close session. >> Trusty Benini, >> um I did have a just a brief report out for the gateway subcommittee. >>

173Um yes, just a a quick edit. It's uh during open session. Apologies. During open session. Thank you. Um we uh the gateway subcommittee did actually have a quick meeting yesterday just to debrief on the last presentation that we received uh that we the last meeting we had in the presentation with um Associate Superintendent Shouse and with um Superintendent Chavez. And then um we talked about the agenda for our meeting. We wanted to have a follow-up meeting um based upon other discussions that are going on. So we're we're hopefully having that meeting next week. So we're prep we prepared an agenda for that. >> Thank you. Any other report outs? Any comments or questions from the board? Are there any from the public? >> None from the public. Thank you. There is no action to take

174on this item. Um for item 12 C, the board will discuss topics for future board agendas. Would any board members like to discuss agenda ideas? Uh Trusty Gerard. >> Um yes. Um, and this is way out, but I do want to put it out there. I received a letter um from uh the um FDR Franklin Roosevelt School in Jefferson uh Elementary School District. And um it was a letter uh inviting the board uh to a celebration um for the Latch Key Alternative Center founder Jim Feldman. And Jim has been running this program for about 40 years. And um what I would like to propose and and the celebration is not until October 3rd, but I I want to put it out that we could possibly do a resolution for him because this was um the

175first uh a school care preschool or before school and after school care program on a school property in the Jefferson Elementary School District and I know because I was uh one of the leaders in getting it approved. So, um it's very exciting. He's retiring. Um and it's been a wonderful program and it's been right there at FDR on the side where you when you drive up and down Skyline Drive, you can see it for 40 years. So, um, anyway, I would like to put that out there. >> Thank you. Any other agenda ideas? >> I haven't decided whether this should be something here or something that I bring to ACCBE as a suggestion. Um, I think it would be very helpful for training or something on in trauma-informed practices. Um, I think it'd be very

176helpful and um and better understanding some of our community members and families. Um I don't know where I'm going with that yet, but just planting that seed now. Um there is no action to take on this item if there are no other suggestions. Um for item 12D, board members will comment. Um Trusty Alvaro, >> thank you. Um I really don't have much. I just want to say that, you know, every now and then it really I can really really feel proud of the work that we do and the decisions that we make and tonight was one of those. So, thank you. >> Thank you, Trusty Aas. Um well today also I just wanted to say that uh it's really exciting to see all the volunteers and everybody who was awarded today because it's it shows

177how much we talk about some of the needs uh of improvement and programs but at the same time we see all of this community and all this you know um different staff and others from the community that are making Sato County office of it and and the whole schools uh great place for students. So just wanted to say that and also very appreciative of being uh for the first time in the Ken awards and Emily Garfield awards on May 8th and May 13 the governance workshop that we had. I was very appreciative uh for that opportunity to be able to um have conversations of needs too. So thank you. >> Thank you Trusty Benini. Um, I just wanted to acknowledge um that we did have the Kent Awards on the 8th and they were amazing.

178We had so many awards, 19 Kent awards, two of them exemplary awards, one for Sonteo Foster City, one for Redwood City for their ELOT program. Um, and also a special recognition for a retiring Superintendent John Baker. And thank you to Superintendent Chavez for helping with that. Um it was a great event. Um it was great to see a lot of us there and thank you to um to Trusty Gerard for being on the planning committee. It was a a lot of work that we did and and I'm very proud of the committee. So thank you. Um and then we had delegate assembly last weekend. Um, Trusty Jard and I were also there uh in Sacramento uh working with delegates across the state um talking about how you know we want to um improve student achievement

179and all the really important things all working in our pillars. I think that is my pillar for uh delegate assembly is how can we improve student achievement. Um but it it was there was a lot um that we we had two full days of discussions and presentations and around legislation and um I shared something in midday with um trusty love and now I can't remember what it is but we will talk about it later. Um so yeah so that was really great. Um, I also want to acknowledge the although you know many of our volunteers couldn't be here because it's hard to get here um we had so many awards or just acknowledgements of the volunteers. There are so many parts of the community that come together to make this work happen. Um, and then

180lastly, I wanted to um congratulate Trusty Aras um as she uh moves into tomorrow and um is hooded and as she receives her doctorate. It's very exciting. So, congratulations. >> Thank you, Trusty Love. >> So, I want to just uh repeat all the things that have been said so far. So, I won't do that. Um I just want to highlight Saturday. Saturday was the day for me of just aren't the high school kids in San Monteo County awesome. I got to be an MC for a hometown days event and we had um some high school dancers um doing traditional Indian dance from Carlmont um and actually Sequoia and um then a band bluegrass band um students from from Carlmont. Amazing, talented, wonderful um students. and then later on went over to um the the celebration

181and graduation for the students in the um climate ambassadors program and that was wonderful. Got to talk to all these kids about all their programs that they're trying to develop to make the world a better place and actively worked on it all year long and superintendent Chavez was there. So it was just really uplifting like you know to get that positive energy about what's happening with kids. So that's it. Thank you. >> Thank you, Trusty O'Neal. >> Um I attended the monthly CTE advisory um committee meeting. It was the end of the school year one, so I don't think we have another one till August or September. Um I also attended with um President Torres at ACCBE conference in Ukaya and it was really kind of fun to see some functioning districts working together and

182everything. And I was especially proud of our district. Um, we had Mason present his big five up there and I thought that was actually would be worth a board presentation here. But it would to think this is a program that was developed and instituted in Sonatail County is being used around the c the state and he's actually going to Alaska for it to be considered an ala the state of Alaska which I thought was actually cool. It was a presentation on the future of ad education which was interesting because um you know it was bringing in AI etc etc and then there was a real good presentation from Lake County's court and community um school and I thought that was really nice and then there's always I get to do this like two or three

183times a year. I get to go read to um um grade school kids on Friday at Sunset Ridge and pick a book, read a book, and have a lot of questions from what depending on the grade level and learn why you're so tall. >> Huh? >> Do they ask why you're so tall? >> Yeah, that's one of the questions. And when you're a bus driver, you never ask first graders, do you have any questions after the safety thing? Cuz it's like, why is the school bus? It's yellow. Anyhow, that face >> cuz they wear a yellow jacket. >> Thank you, Trusty Gerard. >> Okay. Um I um um did attend the Kent Awards. I was on the committee. It was a great great great evening and it was so exciting to see all of the

184innovative programs um that are in our um uh county and just it it was just a wonderful um experience and fabulous dancers from South San Francisco and uh Marco was just all he could do was contain himself to not just jump up there and start dancing. Um but uh it was great and um I also was very appreciative of our governance workshop and of Debbie Moss who facilitated um that workshop. I thought it uh went very well and I thought we got a lot accomplished. Um, I did attend the delegate assembly and uh when you're talking to school board members from all over the state, it's always very interesting uh how much you have in common and how much you don't. Um so uh it was um a very informative delegate assembly and uh it'll

185be interesting to see where we go um with uh CSBA and the direction um that they want to take. And then it was a real real real wonderful experience to be able to attend both the recognition lunchon um for all of the county office staff today over at an Campbell Center and then get to recognize all our volunteers tonight. It's so exciting and people work so hard and uh it's nice to let them know that they're appreciated and sometimes we forget. You know, we think about it but you don't say it. And uh I'm that's one of my things I'm really trying to do now is say things that I'm thinking um if they're nice. I try not to say some of the other things. um but if they're nice because a lot of times

186I'll think oh you know what a wonderful thing they're doing or saying or even that what a pretty dress but you don't ever say that. So and I also want to thank um Sarah and uh Chris for their um report tonight. your brave souls uh when you talk about our curtain community schools to us because sometimes we maybe aren't as nice as we should be, but we do appreciate you. Um so, thank you both for all you do. I'm sorry Chris left, but you can let her know. Okay. >> Thank you. >> Sorry, I have a list, so don't start packing up. Um, I do want to echo Trusty Alvaro's comment and really start on a personal note of really proud of the work that we do. Um, and today was a great reminder of

187of my personal why and why I'm here. Um, very much needed in this very busy, hectic time where that can sometimes get lost. Um this past Friday I was at the Rotary Club's uh 75th anniversary gala um and the El Camino High School ensemble performed and so it was amazing to see them. They did phenomenal um and it's just great to see what the Rotary Club is doing uh to support um educators in schools. Um as Trusty O'Neal mentioned uh I attended the ACCBE conference turning knowledge into action. Huge shout out to Mason. got so many compliments um about his presentation and just the amazing work that he's doing, which I know Trusty O'Neal touched on. Um he also talked about the great community school model of what's being done in Lake County. Um I

188the huge standout for me was um the portion on Native American studies uh and the work that's being done there to make sure there's inclusion for all students. and uh there was a panel um with the principal, the student and other staff. So that was great to hear um that perspective and what um we could do to further our mission of being um equitable for all students. Um I want to take a moment to have just a huge appreciation for Deputy Superintendent Kevin Bolta. If you saw our agenda, he was on like every item. Um, so and I know we have our budget session tomorrow and he's been in a lot of subcommittees. I think I've seen you every day this week um on top of your day-to-day. And so I know there's a lot

189of work that you're putting in to support the board, to support the work, and ultimately everything that goes into supporting our students. So just know that it's a huge appreciation and I really appreciate like the communication and just us working together. Thank you. Um, and also want to recognize um our county office staff. Uh, the volunteer and recognition awards run so smoothly because of all the behind the scenes that happens with with the the mics and the tech and the setup and uh getting everything prepared. Um, so please know that that does not go unseen and um it all we have to do is show up and and read. So thank you. And then a huge appreciation also for the board members and working together um at our governance workshop. I think it's a huge

190testament um of what can come out when we put our brains together. It's it's amazing um what we can do and I'm really excited for um the work that we have coming up. And that's all I have. Um so our next meeting is our special Oh, that's tomorrow. Okay. Um, our next meeting will be the special meeting for the board budget study session on Thursday, May 21st, 2026 at 12 noon. And this meeting is now adjourned. >> Good night, everybody. >> Good night, Susan. See you