001We're going to call the meeting to order. This is a meeting of the Santo Union High School District Board of Trustees. I'm calling the open session to order. Today is April 30th and it is 6:01 p.m. I'm sorry, we have to fix one clock. It is 7:01 p.m. >> Roll call. Trusty Griffin, >> present. Trusty Andra Zeniga >> presented. >> Trusty land >> present. >> Trusty Jacobson >> present. >> And I am present. Tonight we have a team from Hannah interpreting as our Spanish interpreters. For those of you who would like to attend the meeting virtually in Spanish, that option is available. Hannah interpreting, would you please communicate that for this evening? Thank you. >> Good evening. This is an announcement from the interpreter. In order to provide language access, this meeting will have simultaneous
002interpretation in English and Spanish. To enable the interpretation, if you are using your laptop or desktop, please locate the icon shaped like a globe at the bottom of your screen. Click on language interpretation and then select English. If you are on your phone, iPad or similar device, then locate the three dot menu in the upper right corner of your screen. Click on language interpretation and select English. iPad Spanish. Thank you. If you wish to view closed captions of this meeting, please view the meeting on the SMU HSD board meeting YouTube channel. The link to the YouTube channel can be found on our website. You may view the captions in English as we live stream our meeting tonight and you may view the captions in a variety of other languages if you choose to watch this
003meeting after it has ended. Viewer viewers may request additional accommodations accommodations by calling 650-5582201. For our deaf and heart of hearing community, we have a team from Hannah interpreting services and they will will be interpreting our meeting this evening. We would like to ask everyone to speak at a clear and reasonable pace for our interpreters. Thank you. Next, we will do the pledge of allegiance. Will our student board repres representatives please lead us? Thank you. >> Pledge of allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. Next, I'm going to report out of actions taken in close session. In close session, the board upon motion of Trusty Land and seconded by Trusty
004Griffin moved to approve the stipulated expulsion case 25-26-33 with a vote of 5 to Z. In close session, the board upon motion of Trusty Jacobson and seconded by Trustee Andrade Zuniga moved to propo postpone the expulsion hearing of case 25-26-34 with a vote of 5 to zero. In close session, the board upon motion of trustee land and seconded by Trusty Griffin move to approve the special education settlement case number one with a vote of five to zero. Also in close session, the board voted unanimous unanimous unanimously to deny a student's appeal challenging the student record. Trusty Jacobson motioned and Trusty Lan seconded it and the vote was five to zero. Next, we will adopt the agenda. The board of trustees may either adopt the agenda as presented or make a motion to the agenda through
005a motion, a second, and a majority vote. The Brown Act prohibits any additions to the agenda without a 72-hour public notice for regularly scheduled board meetings. >> I know we're going to move something up um in the agenda. >> Yeah, I recommend that we move item N. Okay. >> Recognition uh to before item K, regular reports. Okay. as we have a few recognitions to do. Keep them waiting. >> I am making I make a motion to approve the agenda as as noted. >> Okay, I'll second, but we need to point of order. We had asked for public comment, right? >> Um, yes, we can ask for public comment right now. Are there any, Mr. K? Are there any public comments in regards to the agenda online or in person? >> You have you have one
006in your hand? >> I have one public comment um after we approve the agenda though, I believe. Yeah. >> Thank you. >> So, do we want to all Is there the motion? >> Vote on approval of the agenda so we can go through the agenda. >> I want to make sure I got the motion in the second though. >> I think the motion >> second. >> Okay. All in favor? >> I. >> Okay. Five to zero. And how's the our student board rep? >> I Okay, great. Okay. Okay. So, sorry everybody. >> So, now it's recognition >> now. Oh, that's right. Now it's the recognition. >> Is that okay? Excellent. >> Thank you very much. Good evening everybody. Welcome. I hope everyone's having a really good Thursday night. Oh, that is bright. Uh >> so
007we have some really exciting uh uh recognitions uh to announce. I'm going to start uh with it's my pleasure to introduce Mr. Peter Alvarez as our recommendation for the next principal at Aragon High School. Before I call him up to the podium, I want to talk a little bit about him. Mr. Alvarez brings over 30 years of experience and education to the table. He has served as the principal of Campalindo High School in the Okalani's Union High School District in Moraga, California since 2022. Before that, he served as principal of Rampart High School in Colorado Springs, Colorado from 2010 to 2022. Principal of Castro Valley High School from 2007 to 2010, where he also served as assistant principal from 2001 to 2004 and lastly as principal of Redwood High School from 2004 to 2007. Mr.
008Mr. Alvarez served as a social science teacher at Freedom High School in Oakley, uh, California from 1996 to 2001. And from 95 to96, Mr. Alvarez served as a special day class teacher serving students with individual instruction programs at Liberty High School in Brentwood, California. He earned a master's of arts in educational leadership from St. Mary's College of California goals where he also earned his teaching credential and a bachelor of arts in history. Mr. Alvarez has the ability to demonstrate to consistently demonstrate a deep understanding of the diverse needs of students and families as well as a strong commitment to supporting their success. Congratulations and come on up, Mr. Alvarez, so the community can meet you. >> Yeah. Just a huge thank you to um Superintendent Booker and and Mr. Black for bringing me through this
009process. Um want to thank the board for the opportunity to serve the Aragon community. I can't tell you how excited I am to have met a few of our students already. Um but I can't wait to get out ahead of them next year and just um help lead the community and serve um the entire community of Aragon uh during next school year for sure. Thank you. Yeah, >> welcome. >> Next, I'm equally as excited to introduce Miss Lauren Kelly as our recommendation for the next principal at Berlingame High School. Miss Kelly has served, excuse me, Miss Kelly has 25 years of experience in education. She'll be joining us after serving as the vice principal of McDonald High School and the principal of Cababrio Middle School in the Santa Clara Unified School District. where she has
010served since 2023. Prior to that, she served as the principal at Freedom Liberty High School in Oakley, California from 2021 to 2023, the assistant director of educational services and the K12 pathway coordinator at Eden Area Regional Occupational Program in Hayward, California from 2018 to 2021 and the principal of Evergreen Valley High School in San Jose from 2013 to 2018. Miss Kelly has also served as the athletic director and PE teacher at Milin Community School in Los Angeles and as a math and science teacher in the Los Angeles Unified School District. Miss Kelly earned two masters of education in administration and secondary education from the University of California, Los Angeles. She earned a bachelor of arts in broadcast and communication arts from San Francisco State University. Across her career, Miss Kelly has demonstrated a tremendous amount
011of educational depth, experience, and empathy. She has a proven track record of excellent decision-making practices that serve strong student outcomes. And with that, I want to welcome up Miss Kelly to the podium. Good evening, everyone. I'm so excited to be here. I can't even begin to tell you. Uh I want to thank the board, the trustees and everyone who participated in the interview process and tell you quite honestly the interviews were robust and challenging and that really actually impressed me um because it shows a passion and commitment. Uh I do understand the trust you put in a principal and I'm grateful for that and I promise you that every day I will show up for staff, students and the community and embrace the community at Berlingame and just try and move everybody forward in a
012super positive way. Can't wait to get there. >> Thank you. Thank you. >> Welcome. >> All right, we have some students in the house, which is always so exciting and fantastic. I want to welcome up Dr. Sammy Shman uh to introduce our AVID senior student standouts. So, come on up. I'm You may have a team with you, too. I'm not sure who you have with you. Yeah, I I knew it. Thank you so much. >> Thank you. I think we can all agree that the best board meetings are when we have students to celebrate through clubs and athletics and AVID. And I'm so glad, you know, the two new principles are here because they can see some amazing students and programs that we have at both of their sites. Um, even though I don't personally
013get to interact with these students, I they are amazing. I am both proud of them and their families for all their accomplishments. I think they're examples of the power of AVID and the work that both our coordinators and AVID teachers are doing. Every year we try to just highlight one thing before we highlight the students. So this year I want to call up uh Nancy Dingis, our district AVID coordinator and the coordinator at San Monteo High School to talk about um our college field trips that all of the students at the different sites um get to take part in. And this is just a list of not all but the majority of the AVID college acceptances from the senior class this year. >> Thank you. Thanks, Sam. Um I feel like a student. I usually
014don't use my phone for notes, but I'm doing it. It feels really strange. Um but for one, this is one of my favorite things to do. I do this at my school. I teach at Samato and I list all the schools that we have gotten into and when I say we because we're always a team. Um it brings tears to my eyes because I've actually been a part of AVID for 16 years now and I've just seen each program grow and see students be able to get into all of these universities. Um, and the one thing I I just want to thank everyone here because you guys support AVID and I feel that um, and I know our team does. Um, without the support, we wouldn't be able to go on all these field trips.
015We have collectively all four of our sites have gone to just this year 23 universities. um and our students would not have access to um those schools if it weren't for the support and um just the buyin of this program. So um thank you very much for supporting us and um allowing us to show students these schools and be able to get into these schools. As you can see um when we present these these students, you'll see just the what they do in school and what universities they're going to go to or what they've been accepted to is just really awesome. Um so um I just wanted to uh the next slide is our Aragon um student um and she is uh they have their AVID celebration tonight. Each one of us at our sites
016we do a celebration and of course it was um scheduled for tonight um and we do have a video instead of me talking about this student that um I don't know I actually know her sister um she was a rockstar avid student at Satale. So, um, but I'm going to go, we can go to the next slide, right? Um, and again, I just wanted to thank everybody um, for your support. It means so much to us teachers, the um, the coordinators and it's just and the students. So, thank you. >> I think you can play the video and then Courtney will talk about her. >> Yeah. >> Good evening, Superintendent Booker and members of the board. My name is Courtney Calwell and I'm one of the senior AVID teachers at Aragon. I'm so sorry we
017can't be with you tonight, but we're actually at Aragon for our end of the year AVID celebration this evening. I would love to present to you Lzette Nunes Kamacho as our recipient of the AVID senior standout from Aragon. She's been a four-year AVID student and has managed an impressive 4.15 GPA. In her time at Aragon, she's taken five AP courses and been a member of the Aragon dance team. While balancing all of that, Lette is also quite the opportunity seeker. She's currently an Immigration Institute of the Bay Area volunteer helping people with immigration services and has also served as an avid bank intern and ropes and grey law intern. Super impressive. Lette applied to be a Yale Young Global Scholar and was accepted. She spent her summer in Connecticut studying politics of law and economics.
018In the fall, Lette will be attending Accidental College with a double major in political science and international world affairs. And I could not be more proud to present her to you as our AVID senior standout recipient from Aragon. Thank you so much. >> Good evening, President Chavez. Members of the board, superintendent Booker, and district cabinet, my name is Michael Zozos, and I am the AVID site coordinator at Berling Game High School. Tonight, we gather to celebrate the embodiment of the AVID spirit. And it is with immense pride and honor that I stand before you to recognize Hermela Flowers as this year's Berlingame High School AVID senior standout. At BHS, Hermela has distinguished herself not only for her academic ability, but also for the brightness that she brings into every space. Hermela stands out by showing
019up for others, lifting people up, bringing classmates together, and creating a genuine sense of belonging wherever she goes. She doesn't need the spotlight to lead. Her peers naturally trust, respect, and look to her as a steady, positive presence. That leadership extends far beyond the classroom. As president of the Black Student Alliance, she has been a strong and thoughtful advocate for her peers. As a stage manager in our theater program, she has responsibly led behind the scenes with care and dedication. And through her work at Outdoor Education, she supported younger students with patience and empathy, which are qualities that speak directly to her goal of becoming a mental health therapist for children. Students like Hermela are rare. She is compassionate, driven, and deeply committed to making a difference in the lives of others. Hermela, you are
020truly one of a kind. We are all better for having had the chance to learn alongside you. I have no doubt that wherever your path takes you, you will continue to inspire, uplift, and lead. This fall, Hermela will attend Oregon State University where she will where she will major in psychology. Hermela, congratulations. We are so proud of all of your accomplishments. Beautiful. >> Good evening. Uh, good evening, members of the board. Um, I'm here to honor Eric Velasquez Diaz, our Cappuccino senior standout. Um, I've had the pleasure of working with Eric over the past two years, and the first thing that comes to mind when I think about Eric is his willingness to do right by the people around him. I'm con consistently impressed with his desire to do right by his peers. He brings
021good vibes and um he g sorry he brings good vibes and strong academic focus into any situation. He does right by his teammates. He is the um varsity varsity basketball team captain. Um he is a stabilizing force for his team. Someone who does not take away from others but meshes in by doing things the right way. He does write by his teachers who light up when I talk to them about his good news. Carol U, his IB English teacher last year, had this to say. What a joy it is to know and teach Eric. He stands out because of his stellar work ethic, positive attitude, and resilience. He brought his best to class, and his energy positively impacted our classroom community every day. Most of all, however, he does write by himself. Eric does doesn't
022take shortcuts. He does things the right way. Sometimes the right way means taking a bit of extra care and extra time. It means checking to make sure that there aren't any missteps or errors. But because of that, he is responsible for the position he has put himself in. I'm proud of the work he has put in because his achievements are something he can proudly wear as his own. I will be incredibly proud seeing him literally wear his achievements as he dons his USF hoodie to at our commit to your future day at school tomorrow. His diligence and attention to detail are why Eric Velasquez Diaz has been selected as the cappuccino senior standout for AVIT. Thank you. I just want to take a moment to thank Mr. Moralo and also my parents. Um they've sac
023they've sacrificed a lot of things in their life. Um I just want to thank them. Uh I love you guys. Um and I also want to thank all my family that's here tonight and everyone that's here tonight. Thank you. I'm back. Um, so this is Chris. I actually have never had the pleasure of teaching um this kid. Um, sorry, young man. Um, I wish I did. Uh, but he joined AVID his sophomore year. And when he joined sophomore year, you like I teach freshman and sophomores. Um but the other uh sophomore class uh goes to Mr. Montalongo. Um and then now he has Mr. Dwas. And um I will say I know I know Chris. Um and the things that stand out to me is just in all honesty like you always say hi in
024the hallway. I know you don't know me very well, but always saying hi, always willing to do avidly things. Um and I know it sounds weird, but it'll Mr. joining us as a video and he'll kind of attest to that. Um, but I've called to Chris to um sometimes talk to my squirrely freshman boys. Um, because he once was there, not as squirrely, but um, but he once was there and and so mature and it's just it's amazing what he's accomplished. I mean, in in at St. Mateo and I just I hope my freshman boys are just like him because he's grown. Um, he's a leader. We have a lot of AVID a lot of our AVID students are now in ASB leadership and he is the um health and wellness commissioner. Um and talking
025about the uh field trips that we went on um he was able to go to um Calpaly Pomona last year, right? Was last year >> Two years ago um and to be able to have that access and I don't know if he would know the school as well as he did if we didn't weren't able to go. Um, and he's gonna be a mechanical engineer and make way more money than me. So, uh, um, but he's just an all-around amazing human being and we are so proud of him. Um, I know Miss Zimmerman is here as well. Um, you can totally This is his counselor. She can come up and say something as well. >> Stay with our students. So, I know all all 12th graders are are my students. And when I say that
026Chris stands out, I'm not making it up. Um, and even among this particular AVID group to there's some really outstanding students in this group. And Chris, you rose to the top even among this group. And I think that's you've taken every academic risk being in C. you. He had to take double math as a as a 10th grader, which means he came to school >> at 7 o'clock in the morning to algebra 2 in addition to geometry. It was our first cohort to do it and he was among the kids that did it. He has excelled math. He's so good at math >> for those of us that aren't good at math. >> But he's also like take like taking English lang AP English lang and our AP English language teacher at Sato High. She's
027a really good teacher. She does not play and she is a hard teacher. And probably that's maybe like the only you ever found. >> Yeah. >> So be and and yet just yesterday she was like willing to go out of her way to write a last minute letter of recommendation for him. And that just like really speaks to the kind of person Chris is. He is such a good friend. He is such a good He's such a calm presence. And I just like he's wise beyond his years. and he's just so special and um like San Mato High is so proud of him and I talk to Mr. Dius's count his teacher all the time. I Mr. Dius has wonderful things to say about Chris, but he and I text all the time. So, we
028have more than we cannot stop talking about this kid. We're so proud of him. >> Aris went at High School. First of all, congrats on the Sato High stand up for the class of 2026. I'm sorry I couldn't be there today, but I'm there in spirit. I want to start saying that I'm very proud of you and I have been since I first met you during our SoCal trip and visiting colleges. I remember you being attentive to the tours and asking followup questions about majors and what it took to be successful at those. I remember you also asking me about my experience and we had some conversations about what it was like for me when I had you last year in ad 3. I was even more impressed by how attentive and our classes especially
029on our Thursday tutorial group sessions. You were studious whether it was in math whether it was in English. But what I saw was your values of selflessness really come through after you finished your work or when you're working on your own work. You also offer to help peers and to me that is what we want to see students that they are doing everything they can to pursue their own goals while making sure that the rest of the community is also able to get ahead. So thank you for being an AVID. I'm very proud of you and I know you continue to do great things at Calpal Pona. Congrats again. Thank you. >> Yeah. Can >> we give them all a round of applause for all all of our students? >> Absolutely. >> Yeah. >> Congratulations
030to everybody. >> I think the group is going to follow Miss Chley out to the lobby to take pictures together. I think that's the next step. That's awesome. >> So, thank you so much for coming everybody. >> Thank you everybody. >> Go Avid. >> Congratulations. >> We love it when students come to the meetings. >> Yeah. >> And celebrate. Okay, give a second to clear out. >> Okay. Um, next on the agenda, um, is our regular reports. Superintendent Booker, >> thank you very much. Sorry, I'm angling to stay away from that glare. That is crazy. Right on. >> I sat there last time. I know exactly the problem. >> All right. Um, I'm going to start off a little bit with some really sad news. Uh I'm I'm saddened to let the community know that
031retired Sanonteo County Office of Education Superintendent Nancy McGee passed away over the weekend uh after uh courageously uh battling cancer. Just personally for me, I'm so and I've shared this with many of you. I'm I'm so appreciative of NY's support of our district, of our students across the county. Uh she was a dedicated educator who championed school safety through the Sanonteo County Coalition for Safe Schools and Communities. She saw this county through the CO 19 pandemic and was always a supporter of our district and of me personally. She really took me under her wing my first and second year here in the district. Um just treated me with so much respect. Uh looked after me. uh was a great sounding board and and uh she's really going to be missed. So our h our hearts
032go out to her uh her family in in the wake of this loss. So I'm sorry to report that. On kind of on the other side of the spectrum, some really good news. Um I just want to offer my congratulations to Dr. Julia Kempky and Dr. Samia Shamman who were both recognized by the Association of California School Administrators. Acronym is AXA. uh the region five administrators of the year. Uh we had an awards gala. Uh it was really fantastic. Dr. Julia Kempkkey, assistant superintendent of curriculum and instruction, was named uh as the curriculum and instruction administrator of the year for Axens's region 5. And Dr. Sammy Shman, principal of the bridge academy and manager of academic support programs, was named as the secondary principal of the year for access region 5. So these honors uh
033these awards uh honor the impressive and impactful work these leaders have accomplished uh which strengthens systems uplifts our community and most importantly improves outcomes uh for all of our students. I attended the gala along with principal Pam Dnooki from Mills Trustee Greg Land uh along with Miss Aino to celebrate Dr. uh Kempky and uh Dr. showman and it was a lot of fun and uh so really congratulations to both of you. Really really cool. Um on more recognition I want to share an update on our recent Golden Apple award winners. If you don't know our Golden Apple is something we award monthly to both certificated and classified staff. It's uh one of our highest awards that we can offer as a district and it goes uh we have a nomination process and a committee that
034meets uh and it goes to recipients who really uh I mean are just truly above and beyonders uh for our students for our colleagues um tremendously stand out go uh go the extra mile u and really make our community joyful. So, first I want to uh acknowledge Kimberly Fung, our accountant tech in transportation. She was our classified golden apple winner in March. And boy, does the CLA does the transportation staff know how to recognize someone. I mean, it was a big party in there. That was really cool. Uh she's been with the district for four years. Executive Transportation Officer Kelly Hubard said of Miss Fun, quote, "I'm thrilled to nominate Kimberly Kimmy Fun, our transportation account technician, for the district's Golden Apple award. From the moment I sat on her interview panel, I knew Kimberly
035was exceptional. She openly acknowledged she didn't know everything, but knew how to find the answers using Google or YouTube, colleagues, and her professional network. And that curiosity and resourcefulness have only grown since she joined our depart department four years ago. She's more than just skilled. She brings joy and energy and dedication to everything she does. 99% of the time you can find her smiling and laughing and supporting her colleagues while flawlessly carrying out responsibilities. And I just want to acknowledge all those words because anytime I go to the transportation department, she is always so welcoming and smiling and encouraging and it's really fantastic. So I agree with all that. Uh next is Selene Loveace. She was our March classified Golden Apple award winner as well. Miss Loveace is a school psychologist, a cappuccino who's been
036with the district for six years. And let me just before I jump into a little bit about her, to win the to to be recognized, nominated, and then awarded the Golden Apple after only being in the district maybe four or five or six years, that should say something about these these recipients. The kind of impact that they make in such a short amount of time is really incredible. But Selen's colleague Lucero Govia said of Miss Lovelace, "Seline is not only highly professional and thorough, but she approaches her role with compassion and an unwavering commitment to students. She is student focused and student centered in all that she does. She takes the time to truly understand the needs of each student and works intentionally uh to ensure they feel seen, supported, and empowered." And then just
037yesterday we awarded the April um certificated golden apple to Leah Aunama. That was a lot of fun yesterday. Uh she's a teacher at Sonteo High School who's been in the district for six years as well. And her colleague Angela Magiari said Leah is an excellent leader of the multilingual learner department at Sonteo High. Her dedication to our ML program is evident in both her teaching and her leadership. As department head, she is incredibly organized and she thoughtfully plans our meetings so that they are as productive as possible and she ensures that all of our voices are heard. She keeps students at the center of our conversations. Her students learn so much in her classes and she goes above and beyond far past her contractual hours in an effort to meet their needs. So in some
038Leah is a fierce advocate for our ever evolving program and every year that she's worked here, Leah has sacrificed much of her personal time to fight for better conditions for both the students and staff in our department. And if she's listening, I also hear she brings great snacks to meetings. That was the big thing. Great snacks to meetings. Uh and so with that, thank you very much. >> Thank you, Superintendent Bucker. Thank you. Uh do we have a report tonight from the Teachers District Association? >> Oh, great. We do. Great. >> Uh, good evening, President Chavez, members of the board, members of the district administration. Uh, my name is Carlo Cordi. I'm a teacher at Aragon High School for 26 years. I've been the bargaining chair of the teachers association for about 16 years. Um,
039I'm speaking on behalf of uh, President Childris and the teachers association tonight. Few very short topics. Uh first of all, tomorrow is May 1st. Uh which means uh the chaos of May begins. Uh the tests, the ceremonies, the celebrations. Uh and I think I speak for all teachers and all people on school campuses. It is always wonderful to see uh district employees, board members at the celebration ceremonies whenever you can attend. Uh you're always welcome. It's really um a phenomenal and chaotic and exciting and emotional time on all our campuses for the next month. So you kind of see the full gamut of human emotion in the next in the next 31 days. Two other short topics. Um one of the reasons I'm here is because uh our reopeners for the collective bargain agreement um
040for the teachers association uh will begin negotiations on May 13th. Uh we look forward to sitting down with Dr. Black and his incredible team. Um we've been doing this for a long time now and I think that we work well together. Uh I think we we negotiate in good faith and I think we've built incredible mutual respect um on both sides of the table over our time together. One of the reasons we've delayed um beginning this round of negotiations is because of the issue of healthcare. Uh as the board knows, we've made significant changes to the way that healthcare is provided um and funded in this district in our last negotiation. And so we really need to take a look at how those costs um worked out. what savings were able to be realized and
041balance those with the significant changes in user experiences uh that our members have experienced uh since implementing the new healthcare system. Of course, we also uh look forward to talking about uh making sure that our salaries maintain competitive um levels with all of surrounding districts uh that uh that we that we surround. Uh we also uh look forward to talking to the district about how some of the district policies may affect the teacher experience. Uh specifically uh a change in cell phone policy and what that might mean for working conditions for teachers and what expectations for teachers in that role might be. The only other item uh that we wanted to bring attention to is since it's on the agenda tonight uh the presentation of the panorama survey data um to the board this evening.
042Uh we really want to highlight what a treasure trove of information can be found in that particular data and we look forward to working with the district on how to use the data uh thoughtfully, transparently uh and in a a targeted and supportive way to help all of us provide the best possible education uh and best possible educational experience to all our students. Uh so thank you for your time and have a nice evening. >> Thank you >> Mr. K. Do we have a report of the CSA chapter 519 tonight? >> Uh, I did not hear from >> Okay. >> this evening. >> Thank you. How about um a report for our from our Contio Adult School Teachers Association? No, >> not this evening. >> Okay. And welcome to our student board rep from Aragon,
043please. Uh, do you have a report? >> Yes, I do. >> We're so happy you're here. >> Hello. Good afternoon, everyone. My name is Katherine Sao and I'm a junior at Aragon High School. Earlier on the 18th of April, we hosted our junior and senior prom with the theme Midnight Masquerade at SPN West in San Francisco. Our leadership team always does an amazing job at planning and executing these dances. And this one was another one to add to the books. With the year ending soon, we are counting down the days until the seniors will be taking their next step in life. Whether that be a trade school, a community college, a four-year, a gap year, no matter the path they take, the future is bright for every single one of our seniors. and we couldn't
044be more proud of everything they have accomplished. While many students are feeling stress with finals and AP tests soon, our counseling team is doing an amazing job at mitigating the stress with our wellness Wednesdays hosted every Wednesday at flex or with our rising seniors week which is currently ongoing. Today they hosted a lunchtime session for how to manage college application stress, but has also covered topics on common app differences between early decision and regular decision and financial aid 101. The support at our school for every individual is endless and we couldn't be more grateful for the teachers, counselors, friends or anyone else for this help and support. On a similar note, we would also like to introduce a summary of the educator appreciation month proclamation that we, the student board members, have edited and drafted
045along with the Jewish American Heritage Month and the AsianAmerican Pacific Islander Heritage Month proclamation. The 2026 Educator Appreciation Month proclamation summary is as follows. Since 2023, the Sonteo Union High School District has recognized the month of May as Educator Appreciation Month. We, the students of the Sonteo Union High School District, recognize that regardless of a person's title or role in the district, all staff members are educators who have chosen to inspire, nurture, and teach us. We are grateful for the responsibility they take on to help us grow, learn, and achieve our best possible outcomes. We recognize that the educators of the district deeply shape our daily experiences as students, fostering not only our academic progress and growth, but also our sense of belonging, confidence, and future goals, leaving a lasting impact that extends beyond high
046school. We recognize that every educator in the district, regardless of their role, plays an important part in supporting student success, and that is through their efforts and support that our schools are able to be inclusive, supportive, and effective learning environments and communities. The district recognizes that teacher appreciation week is May 4th through 8th, 2026. May 13th, 2026 is California Day of the Teacher. Our district is home to approximately 627 certificated educators who deliver a world-class education to over 10,000 students in our district, including teens and adult learners. These individuals have an impact on our students during and well beyond their high school years. The district recognizes that May 17th through 23rd is 20 in 2026 is California's classified employee week. SMUSD is home to approximately 586 classified educators who support the growth and education of
047not only our students but also the staff and stool school community. January is school board recognition month. It is a time to salute more than 5,000 California school districts and county office education board members in SMUSD. We also recognize our five board members in May alongside our talented and dedicated educators. The role of the school board is to ensure that our district is responsive to the values, beliefs, and priorities of our communities through governance and policymaking. I will now read the summary of the Jewish American Heritage Month proclamation. On April 20th, 2006, the federal government proclaimed May as Jewish American Jewish American Heritage Month, JAM, stating, "As a nation of immigrants, the United States is better and stronger because Jewish people from all over the world have chosen to become American citizens." Celebrated annually in
048May, JAM offers and recognizes more than 350 years of Jewish contributions in American society, arts, culture, and history. Jewish Americans express and experience their Jewish identity in a variety of ways, including culturally, ethnically, religiously, and through shared values and traditions, and represent a community that is racial, racially, ethnically, socially, politically, and economically diverse. Many Jewish Americans continue to face prejudice, bigotry, and violence as they experience a documented rise in anti-semitic events. The Samatoa Union High School District is committed to providing a safe learning and working environment that is free from discrimination and harassment. The district denounces bullying, hazing, hate incidents, or any behavior that infringes on the safety or well-being of students, employees, or any person within the district's jurisdiction without regard to intent as outlined in the district's bulletin on responding to and reporting
049bullying, hazing, and hate crimes. Hate incidents and crimes. SMUHSD has an important role to play in educating students about the Jewish people through the curricula that accurately represents their history, contributions, and lived experiences. We celebrate the rich and diverse heritage of the Jewish American community, including those who live, work, and contribute to the SMUSD community. We recognize Jewish American commitment to civic engagement and how SMUHSD has been enriched by local Jewish institutions and synagogues. I will now read the Asian-American Pacific Islander Heritage Month proclamation summary. Asian-American and Pacific Islander Heritage Month is celebrated annually at state and national levels. According to recent US census US Census Bureau data, Asians and Native Hawaiians and other Pacific Islanders are among the fastest growing populations with approximately 24.7 million Asian residents and 1.8 8 million Native Hawaiian and
050other Pacific Islander residents in the United States in 2022. California's 2024 25 K TK12 public school enrollment includes approximately 586,566 Asian students and two thou 23,214 Native Hawaiian or Pacific Islander students. and the SE Samato Union High School District. Rough roughly 27% of our students are of Asian, Filipino, and Pacific Islander descent. These students and their families reflect the rich diversity of cultures and heritages of the many different countries of Asia and the Pacific Islands, and Californians have benefited greatly from their contributions to our society. We recognize that the AAPI community may be impacted by collective stereotyping and bigotry, ignoring the community's cultural diversities and individual historic struggles. Thus, the term AAPI encompasses all of the diverse companies under the umbrella of Asian-American and Pacific Islander. As mentioned in the Jewish American Heritage Month proclamation,
051the Samatoa Union High School District is committed to providing a safe learning and working environment for all of the dis for all of the members of its community that is free from discrimination and harassment. The district denounces bullying, hazing, hate incidents, or any behavior that infringes on the safety or well-being of students, employees, or any person within the district district's jurisdiction without regarding to intent as outlined in the district's bulletin on responding to and reporting bullying, hazing, and hate incidents and crimes. Now more than ever, the members of our SMUSD community should remember our heritage and history and recognize that we must continue to celebrate the contributions of Asians and Pacific Islanders. Representation of Asian-American and Pacific Islander voices, histories, and perspectives in education leads to more understanding, empathy, and inclusion for all students and
052strengthens a culturally responsive learning environment. Thank you. >> Yeah, thank thank you so much. That was a lot. I know you're covering two stu two uh student board reps tonight. So, thank you. You did an amazing job. Thank you. Uh Katherine from Aragon. Nice. Okay. So, now we're on uh board comments. Um Trusty Griffin, would you like to go first? >> I do want to rep uh recognize that I don't think she took a breath. >> I know. And >> yeah, you're awesome. >> You know, I don't know if you sing or if you're in theater because you just are you're a swimmer, but it kept going. >> Belted it out. Um, the other thing that uh looked like it was in threepoint font on on her iPad. So, I I really uh think that
053was outstanding. Um, I just have a quick one. I spent two and only Mr. Hawkins. He walks away. No, don't you don't have to come back. Only Mr. Hawkins would appreciate the fact that I spent two days in training on uh with the state controllers's office uh talking about OPSC timelines, deadlines, closeout audits uh and recovery of funds and and also uh charter schools. a lot of there's a lot of discussion at this annual conference on uh charter schools and the authorizing the lack of oversight by the authorizing um schools and I guess they're going to put emphasis and rewrite a lot of the procedures and manuals and they went through in detail a lot of the the well the alleged fraud that has occurred in uh in charter schools. So it was it's a
054good it's a good good learning opportunity and it kind of helps me to understand the audit process here. That's it. >> Thank you. Thanks Trusty Griffin and Trusty Andiga. >> Yes. Thank you. >> Is this okay? Can you hear me? Okay, good. Um I wanted to start with a land acknowledgement that students from Cappuccino had written a few years ago now. Um, our community acknowledges that all of our campuses lie on the ancestral homeland of the Rome Shaloney. The Rome Chush are the original inhabitants of the San Francisco Peninsula whose land was stolen from them and whose native language was lost because of Spanish colonization. As settlers on the stolen land of the peninsula, we should be alongside the Rome, remembering and honoring their ancestors and relatives. We thank the first people the Rome Shaloni
055for taking care of the land we use now for education and activities. Our responsibility of caring for the earth is unique and personal to each of us but should be rooted in allyship with the Romeo Shalon so we can work together to protect and preserve the land for future generations. I wanted to say today is the deos nños day of the child in Mexico and um it's important because we are schoolboard members and we're representing our school district who serves our students and our young people in our community. So um let's celebrate our young folks. Um I attended Pride Prom last Friday and it was so fun. I saw uh Dr. Ken K there and we had a great time listening to some uh some classics that they were playing that the students know as
056well like uh Queen and David Bowie and um really great music. So it was really fun. Um always it's really great to see so many youth from all over the county and the folks that that love them so much uh supporting. So thank you to everybody that helped out for that event. Um, I attended the EL graduation for the adult school last week. Um, that one's really dear to my heart because it reminds me of my parents and it reminds me of all the folks that, you know, that are learning another language that's so difficult to learn. Um, but it's really beautiful uh because people totally embrace um not only their own culture, but they're embracing another culture as well. Um, very beautiful. the balorico from San Mate San Monteo High School um performed last
057Friday. Um I received some pretty nice videos. Unfortunately, I couldn't attend, but I just wanted to give a shout out to them because they will also be performing at the schoolboard association uh Kent and Garfield Awards. So yes, so if you didn't see them um you can check them out there as well. Um so please join us along with that. Um we're having our our annual dinner at uh the Crown Plaza um for folks that want to celebrate the different school districts and their amazing programs. We have 22 programs that submitted uh proposals this year. Um and there's some pretty amazing ones. A lot of them around restorative justice and other ways of supporting students. um just really beautiful, beautiful, dedicated educators providing amazing programming for our students. So, um join us. It's May 8th
058um at the Crown Plaza. It's a Friday night. >> Um you can get tickets on the Sanonteo County Schoolboard Association website. Um, and let's see. I wanted to also mention that May 18th is the last day to register to vote in this primary election. So, especially to our young folks, please, these elections are super important. Um, so please, please, um, everybody vote. It's important. Um, and lastly, um, I also wanted to say something about, um, Superintendent McGee. um you know, we didn't agree all the time on everything, but she was definitely dedicated to the students um of this county. Um and she always would show up in however way she could. So, um I also um send my condolences to her family and to everybody who supported her and loved her. Um she will be
059missed. Um, thank you. And my heart goes out to all the students out there that are struggling right now. Mental health is a really big issue and May is mental health month. So, um, let's definitely be mindful of the fact that we need more services, more supports. So, thank you. >> Thank you. Thank you, >> Trusty Lyn. >> Thank you. Um, actually, uh, Superintendent Booker took my took my ste steam away from me. >> No, no, no. But there was there was a lot of important things to say. I'll start with Nancy McGee. Um I have I had a lot of respect for her as well. I I one of the things I was very proud about of what she did was in our community, the big five and safety. >> That was her forefront.
060That's what she did. Now other districts, counties look to us and follow our lead. And it's because of NY's lead that that's why that happened with the big five and and the safety of our schools. Um I just thought her leadership on that was just absolute and and wonderful. And you know when I was president of the Sam Sonteo Schoolboards Association, we had dinner and she was prepping me and she took me under her wing a little bit. So when Randall was talking, I was like, "Yeah, I remember that. I remember when she was trying to help me out. I remember that." Um, so I just want to honor her and it was right before her birthday and so that she passed and that was really a tough tough thing. Um, just Sonteo Schoolboards Association,
061I want to thank Leia for being part of the nominating committee. We that was my one job this year and so we had a group together and we have a slate that's coming up during the Kent Awards that'll come up. Um, so I also want to give Lee two shout outs for the Sanato Schoolboards Association because she was part of the Kent Awards uh, judging program and went and saw one of my my vice principal who was a principal and they won one. So Washington Elementary in Berling game. So I will probably be, you know, tagging along with her. So >> um, I will see you there. Um, I do want to be a huge shout out. I I am part of region 5 AXA this year and I've been on their on their executive
062team and just to see um Dr. Showman and Dr. Kempkkey win awards that night was I was super proud. I was so impressed that these two individuals got such honors and um it's an organization that has really grown and I really have a lot of respect for them in the last couple years and so those awards are big and u Julia I was very proud to see you get up there so >> um just honor that. Um, I did want to take a note say uh, you know, with CSBA, we did go to Washington DC. I know uh, we didn't get to talk about it last time, but we spent a week there lobbying and and I think sadly I think we do a better job in the state level than we do in the
063national level and we've got to do something about it. California California in general has a very powerful um, size. we are GDP and yet we have very little influence in the national government when it comes to you know federal funding for education you know and that to me is just unfortunate I think if we could just get our federal government to really fund special education the way it needs to be funded that would solve a lot of problems I don't want to get into the politics of it but I think really just the >> just to fund special education and that's >> that's the big deal you know you know all politics aside whichever side you're on I think That's just a universal understanding that I think we can get behind. >> Anyway, um I
064do want to give another I'm sorry I have such a long one today, but I have a lot to say. Um I just want to thank Dr. Black in the HR department. Um I got to see a side of what their inner workings are with interviewing and picking and and choosing. And I just want to say that they they are doing a great job coming up with Greek questions, how the process is run. I think all districts need to learn that there has to be protocols in place and a certain way to do things and I see you guys do a great job. So, my hats off to you. Um, finally, I want to give another compliment. I really want to commend Superintendent Booker. I think he made a very brave decision to keep Bay
065Academy at Berlingame. I think he did it for the right reasons. I don't think it was a succumbing to any political pressure. I think he valued what he thought was important. He reevaluated. He did what a leader supposed to do. and sometimes we change gears and I just want to honor his bravery and leadership. So, thank you. That's it. I talked a lot. >> I got a sip of water there. >> Trusty Jacobson. >> Yeah. I just have one thing to report on. Last week, I attended the senior symposium at Hillsdale High School and it was a really it was a treat to be there. They uh had studied the theme of the day was the common good which includes these five pillars freedom, equality, safety, happiness and unity. And the whole event was planned
066by uh students on a steering committee. And the students um all the senior class were divided into groups and they prepared lessons for the 9th, 10th and 11th graders to examine topics related to the common good. These were relevant topics taken from real world examples um that were controversial and not necessarily ones that come up in regular coursework. Um the two that I attended were uh one was about forced medication and the other was about pharmaceutical patents. And what was really impressive was that these students, they took the reigns of the class for an entire class period. And they taught um their peers um with engaging activities and presentations that were well rehearsed, well planned, and incredibly well delivered. Um there was also a table there from the county facilitating voter registrations and following the
067lessons the the seniors attended an assembly where there was a panel of realw world leaders from different sectors and that panel even included a student panelist from Berlingame High School who is active in environmental advocacy. So I was just really impressed with the whole day, the execution of it, the um the planning of it, the conception of it. And I attended two years ago when they did a similar thing um called Democracy Day. And I just wanted to hold that up as a great example of something that um that Hillsdale a tradition that they have that I thought was great. Thanks. Thank you. I just have a few things to mention. And I want to thank my my fellow colleagues for everything you said. Um everything was great sharing out. Uh you already touched upon
068a couple things I wanted to mention. I also wanted to to remember uh Superintendent Nancy McGee, very powerful, always fighting for our students. Uh what comes to mind is the big five, which was already mentioned. I also remember during COVID um I was a trustee on the San Bruno Park School District. um during COVID um Superintendent McGee was an integral part of our weekly meetings. We actually had weekly meetings with county supervisors, city council, uh trustees, other other electeds um city managers. Um and our county uh manager would often rely on her to either give a chime in, give give an update on the the the our school situation. Are we going to um masks? uh she stayed on top of everything and so that we could uh together have a unified position as a
069county so each school district could stay in unison and and it was she gave great advice and she was right there in the forefront. Um the other thing I wanted to mention so big condolences to uh um uh NY's uh superintendent NY's family. Um I wanted to mention uh switch topics here. Last Friday, I I attended uh the Cemetery Union High School District art show in the re in reception in San Bruno. And um I was just amazed at this art work on the wall, on the tables. I got to talk to some students, some parents, and really importantly, I got to talk to a few teachers who invited me to their classrooms if I wanted to make something on my own, which I definitely need help with that making that. But that artwork, it's
070incredible. I the options that we have for our students. Um there were about five four or five of our school sites uh represented there with artwork. I was blown away for all of it. I took some pictures and and put on Facebook just because I was just so proud of the artwork that was there. Um and lastly, I last but not least, I wanted to once again um I'm glad that Trusty Lan brought up the Bay Academy. I wanted to once again thank the students, the parents, the community members who came to our board meeting um on April 16th. We had about we had 18 public comments. 16 of those comments were regarding the Bay Academy. I just wanted to thank everyone. We also had numerous emails before the board meeting and after the board
071meeting. And I just wanted to to thank everyone for coming out to the meeting or sending and or sending an email. Um, all the comments were heartfelt, they were well thought out, they were very thorough. Um, yeah. And I and I want to mention what one of the students said. Um, we are small, but we do matter. That's very powerful and it is absolutely true. So to to echo what Trusty Land has had mentioned, um I'm I'm glad that we that our district leadership um looked at all the concerns and the comments and and we um turned the course. Um and that's what a great great leadership does. So I want to thank Superintendent Booker for that as well. Um and that's it. Thank you. Thanks for letting me share. Um next we have public
072comment. I know we have one in the audience. Let me read this part. Um, if you are joining us in person and wish to make a comment about an agenda item during public comment section at the beginning of the agenda, please fill out a request to address the board form and submit it to the secretary. This form should be given to the secretary before the agenda item begins. If you are joining us virtually, use the raised hand feature on Zoom to be recognized. When invited to do so, your camera must be on before you are called upon to make a public comment. We will call on you to begin your comment once we have promoted you into the meeting. If your camera is not operational, please email your comments to the board of trustees at
073boardshd.org. Please note that comments are limited to three minutes. The board president may increase or decrease the time allowed for public comment depending upon the topic and number of persons wishing to be heard. I will call on inerson comments first and I believe we have one Miss Justine Corty and we'll make sure the mic I think the microphone is on already if I'm not mistaken. Yeah. Thank you. Um good evening. My name is Justine Corty and I'm a sophomore at Aragon High School. In March I had the privilege of joining the Sojurnn Project on a trip to the south centered around the civil rights movement. This wasn't a traditional history trip filled with sightseeing and old monuments. We spoke to heroes who fought for freedom, stood where history was changed, and learned how as young
074people, we must continue to fight for equality. We met Gwen Webb, who at 14 was arrested in the Birmingham Children's March. We sat in the 16th Street Baptist Church, where a bombing killed four little girls, and heard from Sarah Collins, who was the sole survivor of this attack. In Selma, Alabama, we marched across the Edund Pettis Bridge in rows of two just as citizens fighting for voting rights had done on Bloody Sunday in 1965. We spent a day with Elizabeth Eford, one of the Little Rock Nine who integrated Central High School. We heard Megar Evers's daughter talk about witnessing her father's assassination outside their home, their safe place. And the most emotional moment of the trip for me was then seeing Evers's blood stains under my feet while standing outside his family home. These stories,
075speakers, and places taught me more than I'd ever learned in history class. I thought civil rights was the past issue that had been solved. But going on sojourn, I learned the significance of this movement and the ongoing struggle today. Many times during the trip, I caught myself thinking how important it is for everyone to hear these untold stories and see these forgotten places. If more students came on this trip, there would be less hate in our communities, reduced to humanization in our schools, and more respect for one another. which is why I'm here today. If my dad hadn't informed me of this opportunity, I would never have realized it was even happening. Sure, there were one or two lunchtime meetings, but so many students, including myself, are busy with clubs and events at lunch and
076aren't inspired to go to a random meeting about a trip to Alabama. This is because of the district's policy of not allowing groups like Sojurnn to present in classes. I think it's important that Sojun is allowed class time to present even if it's just 30 minutes in order for kids to truly understand the weight and importance of this trip. So many kids will avoid lunchtime meetings about outofstate trips because they know the cost can be extreme. Sojurnn is willing to provide fair opportunities for all students to take this trip. And if students knew this, they would be far more likely to experience this life-changing journey. This is why I ask you to rethink your policy and allow sojurnn to speak to students during class time. Sojurnn was born in this district at Cappuccino and we
077shouldn't let it die in this district. Sojurnn allows students to rethink how they view history, equality, race, and community. It changed my life and has the chance to change so many more. Thank you for your time. >> Thank you. Thank you for your comment. >> Sorry everybody. Um, Miss Aino, are there any hands raised for public comment on non-aggendaized items? >> There are none. >> None. Okay. Thank you. Thank you again for your comment. Okay. Next is um Oh, I'm sorry. I don't communications to the board. I see that we have none. And next we'll go to the consent agenda and any do any trustees wish to pull an item for discussion or comment from the consent? Okay. Hearing none. Um, is there a motion? I'll move adoption. >> Second. >> Okay. So, we have
078a motion and a second. All in favor? >> I I So, that passes five to zero. And how does our student board vote? >> I I Okay. Thank you. >> Okay. Are there any questions from the public? >> Don't think there are none. >> Okay. Special reports and appearances. Superintendent Booker. >> So, this evening we've got um Mr. Brian Simmons, our director of curriculum assessment, as well as uh Mr. Jeff Gilbert from Hillsdale High School principal here to present on the outcomes of our panorama survey that we do annually. So I'm going to hand it off to uh Mr. Simmons, but I do want to just acknowledge for the community watching at home, listening at home. Yes, we have a presentation, but there's also attached uh memo as well that has additional uh detail. So
079with that, Minister Simmons. >> Thank you uh Superintendent Booker. Uh good evening uh President Chavez, board members. I'm um excited to present tonight a quick overview of the 2526 panorama survey uh results among students, staff, and families. Um so as a reminder, we we administer the same survey twice a year to students and once a year to staff uh and families and guardians. The purpose is outlined here, but it is basically to track if we are improving student experience and skill in the areas of social emotional learning, school climate, safety, equity, mental health, and engagement. We saw strong participation from students and families with over 75% of students uh responding and more than 1,200 family responses districtwide uh and 369 uh staff. Uh student participation remained consistent from fall to spring which really strengthens the
080the real reliability of the comparisons over time. We also saw a slight increase in family participation, which is encouraging as we continue to build stronger partnerships with our community. But we still got to get that number up. Um because ideally there are probably somewhere in our in the neighborhood of just to give you a sense of context, there are probably about I think the number is like 20,000 uh contacts in Aries for our students, right? That's multiple connections to the students. Um and about uh 12,000 uh uh ED rights holders um for our students. So, there's a lot more people that aren't taking the survey. We're doing our best to try to get that number up. Uh, and one of the one of the ways we do that is by having the window open for
081about 3 months. Um, so people have a long time to take it. Um, for staff, we received approximately 225 certificated responses and 147 classified responses. This this represents a decline in participation compared to last year. About 37% for certificated staff, uh, which was down from from 57% last year and 25% for classified staff, down from 35%. Um and so and while that overall number of responses still provides some insight into staff perceptions, increasing staff participation will be an important area of focus going forward uh to ensure we have the most representative data possible for our for our staff. Um uh at high level uh there are five takeaways from the data. Uh we're seeing improvement in school climate and inclusivity across this across the schools. um increased awareness around hate speech was a particular uh
082highlight I think this year and strong teacher relationships teacher student relationships uh we're also seeing growth in cultural awareness and student dialogue um and at the same time engagement and belonging remain our biggest areas of growth this continues to be the most consist consistent signal across all stakeholder groups uh this issue of kind of engagement um in the area of school climate we're seeing steady progress about 72% of students uh report that peers treat others with respect. Um, and 81% say adults treat treat people fairly. These are modest increases, but they're meaningful because they show continued movement in the right direction toward a more inclusive and supportive environment uh among our for our students. Um and as I said earlier, this is one of the most encouraging areas in the data and a critical metric
083we've been tracking for many years um based on the grand jury report and a number of other issues related to hate speech that over 75% of students report awareness of policies around bias and discrimination and about 74% of adults respond effectively when they hear issue uh instance of of hate speech. We saw one of the largest increases here from fall to spring which suggests that our efforts around communication training and response protocols are having a real impact. Um teacher student relationships remain a clear strength. Uh 92% of students report that their teachers are respectful to them which is a really strong result. Uh at the same time about 72% say that they have a trusted adult on campus. And while this is a positive right that threequarters of the students um um have that it
084also means that nearly one in four students may not yet have that connection. Uh and that's an area we want to continue to strengthen. We're also seeing some meaningful growth uh in cultural awareness and student dialogue. There's been about an 8-point increase in students confidence discussing race and a 59 59% report that teachers actively promote cultural learning. This reflects progress in classroom practices and curriculum. Uh but it also highlights the importance of continuing to support teachers in facilitating these kinds of discussions and dialogue and so that students feel confident and comfortable having these kinds of conversations. Um, engagement continues to be one of our most significant areas for growth. Only about 21% of students report being excited about attending class and about 24% say they're eager to participate. So, while we've seen slight improvement from
085the fall to spring, these numbers remain relatively low. At the same time, it's important to view this in some context, right? Because I showed you some earlier slides about connections that students have. We know that 92% of students support that their teachers or report that their teachers treat them with respect and 72% say that they have a trusted adult on campus. So while students may not yet be as engaged in their classroom experiences as we would like, they are by and large connected to adults who care about them and who feel respected by and feel respected by them. Uh that gives us a strong foundation to build on as we continue to focus on instructional engagement and increasing opportunities for students for student voice which I think will um um which we actually plan to
086engage the student board in discussion about when they join you for dinner in a couple of weeks. This so this confounding data I think I just want to say like something superintendent and I and Dr. Kempky talked about was this need to you know kind of this is conflicting information to some extent right I will say that in the grand scheme of things when we when we look at the national trends around high school stu high school students these these numbers are not outliers um these numbers are pretty consistent um with high school students as students get older their engagement in classes it it declines um it's much higher in the elementary grades um we can talk forever I'm sure about why that is but you may have your own ideas about it in in
087the area of of um in belonging we're seeing improvement but not yet where we want to be. Um about 59% of students report a sense of belonging which is up over time but still means a significant portion of students do not feel uh as connected as we'd like them to be. Uh this continues to be a key focus area especially because belonging is so closely tied to both engagement and academic success and it's really at the heart of our humanizing pedagogy framework. Right? this idea that you feel seen and heard in your spa in our spaces. Um student voice in the area of student voice about 76% of students say they feel comfortable expressing their views in classes and that's encouraging but the data also shows variability across classrooms across the district. So while many
088students feel safe speaking up, the experience is not yet consistent across all school sites uh which points to an opportunity for more aligned instructional practice. And there's some details about this in the actual uh appendix of the of the slides that you see there. Um, so we're now going to pause on the overall outcomes of the survey to have one of our sites uh give you a sense of how this data is used on our campuses. We've not done this before. We tend to just come and give you a sort of a sense of like here's the data and here's how it's going and then we talk a little bit about that. Um, and and we thought it'd be really helpful to give you a sense of how it actually gets used on the ground
089in our schools. Um, and while all the schools do a good job of leveraging this data to get insights into student experience, I know that the team at Hillsdale has taken some unique approaches to using it and given and that's also given some of their unique schoolwide structures. So, I've asked Principal Gilbert to share a bit about with us about how they use this information to support student growth. Principal Gilbert, >> thank you. President Chavez, members of the board, members of the cabinet, it's good to be here. I miss the days when we were at every board meeting. Um, you're just joking. Um, >> so the um, panorama data is one a small set of of data that when it comes to us, we stop and we look at it. Uh, you can be in
090the middle of a meeting like we got the panorama data, what's it say? And I think that's because there is a certain amount of validity to it. We know that these are students speaking directly to us and because of the structure of the survey we think they're telling us the truth. We think that they're uh and then we think it's reliable uh in ways that sometimes I think uh you know uh the CASP test you have questions are they trying are they doing the best but when you ask a student what's your experience in our school we feel like there's a high level of again validity and reliability and we think it's a really good way u we've talked a lot about in this district about this idea of street data how do you get
091to the voice of a student now you can do that we do that in a lot of different ways sometimes it's just the one-on-one you're meeting with an adisey you're talking to a student and you're getting sort of these anecdot notes, but the um the collection, the consistency of it and the repetition year-over-year uh allows us to get again the street data is what is the student experience in our classrooms? What are the parents experiences? And so we think it has a lot of um reasons to to attend to it. And then when we get it at Hillsdale, we think about it both as a leading indicator and a lagging indicator. We have certain goals. So one of the things we really spend a lot of time thinking about is what is the is this
092idea of shared decision-m on our campus. So dem democracy uh giving voice to everybody all the adults on the campus as much as we can as students but how do they then how do we know if that's effective um and so we look at staff perception and so one of the things we we saw this last year was 86% of the staff saying this is a positive workplace environment. Uh that speaks to the work we have done previously. How do we make decisions? How do we involve voices? But it also then creates um it's leading as in okay where do we go from here? And so this data I think is particularly useful both to measure where you have been and then it can point you in the direction you're going to go next. You
093do the same thing with student perception data. So at at all of the schools in 2024 we went through a WASK process. So in that was process you set six-year goals. Those goals aren't necessarily broad because you can't get overly detailed in a WASK report. But then we use the the panoram data is one of the sets of data that we use particularly to refine the goal from the from 2024 now in 2026 we're looking to next year and we're using the WASKS data to try to refine more much more specific goals around student the student experience and so we have on our WASK uh we have our WASK action plan and then we have it's linked here the what's we call the Wasque data tracker so that inside of each of those goals we
094look at specific data sets to see whether we're making progress on around those six-year goals in that uh we look at panoram panorama specifically. Um and so in the next that's sort of a segue to the next issue of how we using the data not just how we thinking about the data. Uh and when we think about student experience I think it direct directly uh ties to this the idea of of an instructional framework at in the district and then how in particular are we creating a humanizing pedigogy. But Brian talked about that need to connect students and that we see that same gap between students saying, "Well, we feel seen on campus, but when we walk into the classroom, we're not necessarily as connected to the curriculum." So, how do we use this data
095to push and think about how we create meaningful learning experiences? Uh we also saw uh in terms of the both the instructional framework but also the idea of leading and lagging indicators that same issue of we've really spent a lot of time thinking about how we are uh talking about um about the uh the work that we're doing around hate speech and responses to hate speech and and you can see over time this growth and it's not an accident. It's because we've taken initiatives, we've met as a staff, we've instituted some policies and some expectations and then you see the growth in that. It lets you know that you're on the right path hopefully. When we get the data, uh we look at it informally, but then we review it with our site leadership team
096that informs our school goals as related to our WASK and then ultimately to our single plan for student achievement. So you can see that directly u play out. A good example of that is 93% of our students and I hope I got this data right. I read it. But um we they have a trusted adult on campus. That's a that's a good number. But then when you dive into it, we we saw this year two really interesting that our newcomer students actually had maybe the highest response to that. >> And then what have we been doing in our newcomer program to create that level of trust? and how we how did we group those classes? How do we create a geographic space for them? How do we give those teachers time to to meet and
097talk? How do we create an advisory specifically for our newcomers? How do we create a house system for those students? And what has been the payoff there? And then we look and see where's our weakest spot? It's our long-term eels. They're seeing less of that sense of connection perhaps as they transition out of a very small, very intimate space into a space where other students have already gotten to know each other for two years and now they walk in and say, "Oo, how do I make a connection there?" That is really put a a press on us to think about how we attend to that data. Uh so it plays out in terms of our what we call our tier one efforts, our support for all students through advisory, through the way we're organized the
098school. And uh I think another really good example is we have a student equity council which has led our staff for the last several years in professional development around how we create what we call culture week. How the staff uh through advisory leads lessons on issues that our students are seeing in the data and then how that plays out in advisory. So, uh, I think one of the most impactful, uh, data sets that we have, uh, it makes you tremble inside when you get it because you're like, h, we've got to do better, but it also, I think, is is validating some of the work we're doing. Thank you. >> Thanks so much, Jeff. Um, it's really great to get the color of what goes on with with this information that we provide. Um, so
099just a last uh I I'm going to just pivot to look at a few of the outcomes from our staff and family surveys. the focus of the of the presentation's really been on student uh data, but I wanted to make sure um because last year I don't think I had a chance to talk about the stu the family and staff survey. So um I'm only going to focus on a few highlights from these surveys. There are details in the actual slide deck toward the end from that have sort of more detailed slides about all of the the staff and family um information. Uh and so yeah, in the appendix you can find that information. But looking at the staff data, we see strong alignment with what students are telling us. Um that over 90% of
100staff report confidence in in addressing hate motivated speech on our campuses and the overall perceptions of school climate are positive as we look across the the the data sets for the for the staff. This alignment between student and staff data increases our confidence in in the findings overall that and and and suggest that our efforts around safety and climate are being experienced kind of consistently across the district. Uh meanwhile, family survey results uh responses largely mirror what we see from students. Families report strong perceptions of respect and fairness, again around 72% and 81% and positive views of teacher student relationships. At the same time, families also identify engagement and belonging as concerns, reinforcing that this is a shared priority across really all of our groups. Um which is on some level good that like everyone's
101got the same sense of the problems if if you will. Um you know so so when we step back you know at the 30,000 foot level the story is pretty clear. Our strengths are in positive school climate relationships aware a awareness around hate speech and our areas for growth are student engagement and belonging and ensuring consistency across all the individual school sites. There's a there's a chart toward the end of the appendix that has like a layout for all the schools and kind of how they're all doing in relation to each other. It's a helpful chart just to see kind of where there are common issues and and differences across the schools. Um and that consistency piece is really important because it it that while the overall numbers are really positive I would say um
102student experience can vary significantly depending upon the site or the classroom where students um reside. So always the question is like okay so what um so based on these findings we're focusing on four key next steps kind of broadly speaking um continuing to strengthen engagement strategies in classrooms in ways that are you know again tied to our instructional framework that that framework is all about understanding who students are and making sure that they're getting an experience that's connected to who they are uh and the strengths and the needs that they have. Uh second, ensuring every student has a trusted adult connection. Like that's a really critical piece. And in fact, our principles are one of the the kind of key constituencies that really push to make sure we maintain that particular question as a as
103a critical um kind of touchstone as to whether or not our students are feeling uh seen and heard on our campus. Third, continuing to expand professional learning rooted in our humanizing pedagogy framework uh to support this work. Uh fourth, increasing family engagement. And in some ways that's a that's I'm just reinforcing what was said last week at the DACA uh presentation. Um since you all come here about every week these days. So uh I'm happy >> six Thursdays in a row. >> Sorry, that was probably a a touchy subject. Sorry about that. I'm happy to take comments or questions now. >> Are you coming for all six Thursdays? That's my question. >> See you next week, Brian. >> Yes, you're stronger than I am. >> Any Trusty Griffin, please go ahead. >> Thank you. uh
104you really did compress a lot of there's a lot of information in there. You know, I'm kind of I'm not kind of I'm concerned that the uh staff participation is waning uh because they're like real, you know, they're important part of this whole process. >> Any ideas why and any ideas what we can do to get those numbers back up? >> I mean, I think the classified staff, so I think certificated staff, we just need to make sure we use the time we have. I think classified in terms of our our our collaboration time that we have on the schedule, we just need to make sure that and I need to remind sites that they need to make sure that they that they administer it during those times. The classified staff are more complicated because
105they don't have dedicated time the way the teachers do. So, we're trying to leverage to make sure that our window is inclusive of the PD day, so we at least have a moment there. And it's just making sure that managers of classified staff take the time. But I agree with you, uh, Trusty Griffin, we've got to get those numbers up. They're not what they need to be. They're not it's not the data is not as reflective of the of the actual experience of our staff as it needs to be. So what are on just I'll ask this and I'll get out of the way on student engagement you know with the um the excitement about attending class and the participation what do you do or I mean how do you remedy that through professional development
106on or how >> I'm not gonna I'm not I'm not going to dodge it completely but I am going to prompt my colleague uh principal Gilbert what do you think about that one because I know you're vexed you're you think about this a lot. So I >> yeah I I think one of the things that's important about this survey too is how it's easy to share this and and I think when you measure it then it draws attention to it. So I think I think this has been a bit of a wakeup call. I think our data is a little bit better and I do think if you one of the things that we've seen I'm not sure it's 100% true in this question is sometimes the way these are set up it's like true
107not true kind of true or whatever they have five point scale and it in this one I think when we looked at we thought oh this there's a lot of students who were sort of sitting in the middle that weren't counted as positive they weren't saying negative things so we had this big group so I think looking more in that there's a lot of data in here that gets compressed I mean our answer is like how do you it is professional development but it's a collective understanding about what exciting engaging curriculum looks like. Trusty Jacobson I really appreciate you mentioning senior symposium. Thank you for coming out. Lehi, I think you may have been there as well. And but like that that's I think you do need a schoolwide plan that says I mean this
108is just me talking but um like what is what is the end goal of your education and as a senior you should be able to stand up and deliver a lesson or present to a group of of underassmen. what that does for us. I think the feedback was as much it was really positive for the 12th graders, but what we heard as much was, oh, as a ninth grader, them saying, oh, I'm going to be there someday. >> I'm going to have to do that. What are the skills? And then the teachers also then saying, okay, well, what are the activities in nth grade that are preparing from that? Because that was a high engagement activity. Like you are in the moment as the teacher of a class. So that that through all of our
109classes then you create this road roadmap for Hillsdale. It's also you have a digital portfolio. As a student you are collecting your story over four years. What are the things you're putting in your portfolio? And as a teacher we're asking every teacher to ensure that at least once but multiple times during the year you are creating learning activities that a student would want to say, "Hey, I'm going to put that in my portfolio." Multiple choices tests don't go into portfolios, right? Nobody's gonna like look at that multiple choice test. I'm so so great. Uh but when you do a Socratic, when you do a mock trial, when you do a a presentation that adults are are invited to come in and watch, those are the sorts of things that would go in a portfolio that
110ultimately would build to a senior symposium. So I think it's a systems question you have to ask. And then when you drive it from this is the final thing and I as a student need to prepare for that. And I think that is different than preparing for an AP test, which is important as well, but it's an experiential, audience-based, authentic moment. And and that that's a cultural issue I think we have to continue to build toward. And then professional development and how to create those moments. >> I could talk for a month about this, but I will. >> And going back to what Mr. Simmons said, I think when we have the student board council in here, you have a student right here. You could ask the question now. These are questions we want to
111ask them as a group >> when we're together. Yeah, I have a question. So, what about So, like one of the problems though is the like separating out demographics and things like that. Hillsdale's amazing. It's very um it's very like purposely connected um in terms of the small house sizes and all that and and seeing like with advisory how close the students get and all that, but what about like I wish I could see like the different schools, excuse me, and the different um outcomes with this because then I would know like how do you how would you increase those numbers at other schools like students at Peninsula that may be don't feel as connected. Why not? And like how can we replicate the high numbers like they do at the other schools that are
112more connected? >> Yeah. And I think that's I mean that's a bit of a rhetorical question on some level. It is a is something where we are continuously using this information and we know it's going to I mean honestly we we we see some of the lowest participation rates on the panorama survey at Peninsula, right? because students are not invested in the outcome of this information. Um it's true for our multilingual our long-term English learners who don't take don't really take the LPAC very seriously, right? Because they're like, I don't this is not important to me. So, I think there's this this relevant meaningful experience that's a piece of our framework that we've got to continue to push on. If we're doing stuff that's not relevant and meaningful to you, yes, there are going to
113be things in, you know, quadratics and things like that maybe beyond what you're you need today, but for the most of the majority of of a student's day, they should be spending time on things that have tangible meaning to them. And I think that's the piece we're continuing to try to work through together in an arrow when we have, you know, infinite access to information. Right. So, >> and I also wonder like I'm glad you brought up DACA because that was one of my questions like I wonder >> um when parents are involved in like tighter groups like DAC and um you know other maybe the Black Parents Association, stuff like that. Um what are the percentages of the students in those groups that feel more connected because the families are connected? Um, yeah, I
114know it's more like elementary school, middle school. Parents are always involved, right? And the kids love to see their parents come and volunteer and all of that, you know, and it dwindles as it gets to high school. Um, but you know, the difference is in the investment in being part of that. Like I wonder just what the correlations are between the parents that are more involved versus the parents that, you know, just don't have enough time or whatever it is. like what I don't know if you have anything to share about that but I would be interested to know um that's >> okay >> pardon me yeah we we don't have we haven't connected that dot before my sense is that you know those we we do know that students whose parents participate like the
115the literature is pretty clear that those students do better I mean in general like not not even just here but I think the question that you're asking because we've got a new analytics platform that could allow us to do some of this and actually the states is going to start actually uh they they've identified a new subgroup of students called single parent students. Um which might will be an interesting new subgroup to to track uh as maybe a proxy for some of what you're talking about. Um and so anyway, that's just that's a new development that's I literally just saw that a couple days ago that the state's going to start tracking that as a as a as a as a demographic. >> That's great. And that's you know and not each group is a
116>> monolith. >> So I'm curious about that too. That's interesting. >> Yeah. I mean the multiple variables that the multiple eyes that we all are. So yeah, >> thank you. >> Oh well either way I I think I'm next in the order. I think she was going in order. But anyway, I'm I'm blown away by so much that that again great job. I love it. The appendix is amazing. I want to look at the school by school overview. I couldn't really read it because I'm only looking at a little picture, not Yeah. Yeah. Yeah. Yeah. Yeah. Thank you. Thank you. Thank you. >> You'll see it. >> Um because I think it's an important aspect because you see some successes like at Hillsdale and at Bridge where you see some powerful There you go. Back
117it up. There you go. um Hillsdale and you look at the Greens and you see these really noted areas of strength that other schools are are getting there but not there quite yet. And I don't want to do any comparisons but we have to really look at what you put time into because I know you know Principal Gilbert puts a lot of time in this idea of what's the system what's the system look like? How do you build connections? How do you build moments and create moments of lasting engagement? And I think those are things that we need to learn from. Those are things that we need to stretch because again looking at the data, everybody's worried about the same thing. Engagement, you know, and you know, the one thing I keep thinking about is
118school is all about practice. It's practice, practice, practice. But when's the game? You know, I got you to smile because I know what you I'm quoting you now. I'm quoting uh Professor Heath. Um, it's really about the that we don't have a game, >> right? >> We we have practice and lots of practice, but what's the game? What's the outcome? What's the meaningful connection that we do? Whether it's like what what you know we're doing at Hillsdale where you're collecting portfolios and you're collecting evidence and you're collecting something in the system or it's it's a it's a show that goes takes place or a game that takes place or something that's celebrated as a result of look what you've got and in a meaningful way. I think we have to look at our schools and
119our high schools a little differently when it comes to that. It's not just about the exam. It's about what you got out of it. How do you apply it? What in the real world? How does it connect? Because that's where the engagement right now is lacking. And that's why our our percentages are so low. But where they are high and I still want to celebrate what you guys put down is we are creating tight better relationships, better cultures, better connections with the kids, with our teachers. I can see it. It's clear every time I come, every time the kids come and every and the parent and the teachers are here, it just becomes more and more obvious that it's not just, hey, I'm doing my job. It's a family. It's a it's a connection. It's
120we I care about these kids. And the more we keep building that and we're doing it and I I see that across our district clearly, you know, that's where our success is obviously, but then we have to transform it into the engagement component where it's like not only do they like being here, but they actually want to do the work that's supposed to be done and that they're learning from it and they know that it's important. And that's where we're missing something. And you know and so that to me is this is this this whole entire discussion was valuable because of that because that's the crux of what we need to do next. >> You know whether it's with our English learners or whether it's you know I love the statistics that Hillsdale had it's
121like >> hey newcomers they feel tight we got that good but then you put them into the general population it's like whoa >> it's it's not the same and so what are we doing about that? It's those little details like that that really make a difference of we're carrying them through not just one element of where they're at but keep throughout their four years. >> So I just want to say thank you. It was amazing presentation. I really think this is valuable information that we need to keep going back to. So I'm going to keep quoting this when we start talking about our other other things. >> Well, just one quick thing to respond to what you said. the new uh Golden State pathway grant program that we have is is a new experiment at
122the other school sites right so Hillsdale is actually participating in it but at the three school sites that so CAP and and Mills we're creating these new littlemies and so we're creating relevant and meaningful experiences I think in the and the part of the idea is we're also making connections across the courses in in these new pathways it's part of the design that we're that we're that's sort of imposed on us but we also think it's a good idea so the point being I think we are creating some new unique some new kind of experiments at the other school sites to create these kind some of these more connected kind of learning experiences and I do hope that at those places at least we'll start to see some improvement in terms of student perception. >>
123Yeah, Jesse Jacobson. >> Sure. Yeah, excellent presentation. Um, a lot to celebrate here and I I like what you just said about the the pathways that you're going to be implementing at those new school sites. I I'm excited to see uh what the data shows and what fruits we can harvest from that. Um I also just wanted to also comment on what Trusty Land just said about the relationships uh between students and teachers that it's evident that that's that's there and happening. The Avid student spotlights today. It was it was really cool to hear. I mean, you can see the students accomplishments on paper. You can see what their GPA is. You can see what APs they took and what college they got accepted to. That's all the paper stuff. But what stands out even
124more than that to me and what I appreciate being celebrated is the students soft skills, >> their character attributes um that they've demonstrated and that the teachers could pull out and speak to. That was really cool. Yeah. And I think that that just confirms what we're seeing in the data. >> Um, so a couple of numbers that I wanted to pull up of concern if we can go to let's see what slide is this 35 I think. >> Oh, I can't see the numbers. They are. >> What's the slide about? >> It's under uh what is it? cultural awareness and action after that. >> Yeah. Okay. So, if we look at those two questions, how comfortable would you feel expressing your views on a controversial topic during an in-class discussion? 32% responded favorably. And I
125recognize that there's a five-point scale and you're probably putting the middle answer with the unfavorably, though. >> I mean, that's probably where most of the answers are. So correct. It's Yeah, I know. Um but still that's that's a concern. Um >> it was around 75% if you add those not just to clarify. I think it's 75 for the for the first question and then it was about I think it's in the 60s for the second question. But yes, if you add the the the meh option. >> Yeah. Yeah. >> I like I like that. >> And do you feel any pressure to avoid discussing controversial topics in your classes? Um, and then if you go to the next slide, there's an that was 20 24%. And then this question, how often have you felt that
126you could not express your opinion on a subject because of how a teacher or an administration would respond? 33% favorably. So there there is some data suggesting that our students are hesitant to speak up on controversial topics. Um, and you know, school is is a place where you want that uh you want those topics to be explored. Obviously, people are nervous about saying something that will be offensive or unpopular, but I want to know what we're doing to to target that uh issue. I know that in the professional development day because I was there there there was at least one workshop about this and there have been in the past and so I know that that's open. Um anything else? >> That's our main approach. I mean I think our teachers really do try to
127engage students in this. I I would I think there's a lot going on in there, right? I think there's I think students have felt a general kind of chilling of speech in general in I mean I think a lot of people have felt nervous about saying things. So I it'd be good for us to kind of dig into whether you know with some with some actual >> students about what this means. Yeah. Yeah. I mean that's not a bad idea. Uh because of course we want students to be able to feel >> comfortable to to talk about uh controversial ideas. I think the whole system is struggling with how to do that in a way that you know folks feel confident that something's not going to happen to them if they do it right. So
128I think that's the that's the challenge is how do we make sure that people feel com comfortable students in particular obviously um but our staff are are are concerned about it as well right they are concerned about those same kinds of you know so I think in some ways I'm al we're also even seeing some some sort of stepping away from bringing those topics to students in general because there's a concern >> which we don't want to do necessarily because you know we need to talk about hard things we need to be able to develop that muscle you know at at the senior symposium when they had that panel um one of the panelists I think the question was asked by the student how do you handle a situation where people don't agree with your
129where people don't agree with your perspective or something and the panelists answered which is the correct answer well what you need to do is identify the values that you share that are underneath the topic and hone in, find common ground among those values. But what I didn't see is that modeled within that panel discussion. There was no controversy among that panel discussion. And so I think the more that we can maybe model that uh like in real time and not just talk about this is what you should do when it comes up, but like actually make it come up and then have people practice it. Yeah. >> Did you want to add something super? >> I do. I just want to say I'm I'm writing down some of these things, but tomorrow in my weekly
130when I write to the board, one of the things I'm going to ask you to start thinking about are questions, whether from this survey or other areas of, you know, your your influence or or curiosity across the district. questions that you will have for the student board council that I can get to them early for them to start thinking about so that when we have that dinner, we have some of these questions to ask because I like your question about what could we be doing to support uh you know better results in some of these questions. We can't really target solutions until we better understand or best understand the problem. And I don't know if we best understand the problem. Yeah, >> I think we approach this as 50 some odd year old adults. I'll
131speak for myself. Uh uh but I don't know about a 16-year-old. You know, I'm not a 16-year-old right now. And I want to hear from Katherine. I'm not putting you on the spot right this second, Katherine, but when you when you come to the dinner as a part of the group, >> I do want to hear from the students on some of these issues. I think we might be surprised. But also defining what some of these things are. What does controversial topic mean? >> Right? >> What does that mean? Because you can ask that question, but it can be different things to different people. And then also we have had folks come and call us and say, you know, our my kid came to to came home and said that they were talking about I
132don't know any particular thing and it makes me uncomfortable. So then we police it, you know, or something was up in a classroom, I didn't like it, you know, and so it's like what does controversial mean >> and will that get shut down? I mean, I don't know, you know, so >> defining >> was saying that some of this, >> you know, >> and I and I would say we've been trying over the last couple of years in working with staff to try to define some of that, >> right? >> And that's been hit and miss. And sometimes we work to define it as we're dealing with it, which is hard, too. And I think we've had some successes in in doing that. I I think in my one-on-one conversations with staff members and my
133conversations with principles to try to figure out where where are those boundary lines, how do we exist in those boundary lines? And the boundary line I'm just I'm really bringing up is the board policy on controversial topics. >> And how do we live within those boundary lines? and and that's malleable and it's push pull and >> depends on the teacher >> it's been very challenging and yet >> I think with the board's direction and and to trying to keep you a little bit in our role as culture keeper to keep things safe and people feeling heard and and that they can share trying to figure out where those boundary lines are and it's been it's been really challenging work >> it's challenging >> I wanted to thank you for your presentation. Um I mean I
134can just echo what everybody already said all the trustees um and staff but I wanted to mention also that um I think students would feel more excited about attending class and maybe eager to participate and look at those percentages if they felt heard or if they felt like their they can talk about their opinion even if it differs from their teacher. So, I think that's fair to say, but I'm looking forward to our questions to the student council. You know, I'm looking forward to that meeting is next week, right? We have meetings every Thursday. So, I'm just getting the meeting. Okay. Well, >> we have a meeting next th meetings. >> We have six meetings in a row. So, I just wasn't sure which one that was, but thank you again for your presentation and
135and uh hope you come every Thursday like we are. >> Right. >> Bye now. >> Thank you again for your pres for your presentation. Thank you for that. Thank you. It was awesome. >> Thank you. >> You guys asked all the questions I had, so that was great. >> Sorry. Give me one second here. Okay. Um, Mr. Aino, I forgot to ask if there are any questions from the public on that topic. >> There were none. >> None. Okay. Thank you. And, uh, for construction, we have none tonight. And next, we have Division of Human Resources Personnel Consent Agenda. Dr. Black. >> Yes, thank you. We have personnel actions on the HR consent along with anou for a CSA employee to reduce their hours to pursue further education. We have a an agreement with Skyline
136Community College to for another year of the middle college program. And then we have a revision to the PLC fellow job description that increases the grades and subject areas included and then uh refineses the collaboration expectations. I make a motion to approve the consent agenda. Personnel >> point of order. Public comment. >> Yeah, I was going to check it's public comment. Miss Aino for this item. Any hands raised? >> No. Okay, thanks. Okay, >> so moved. >> Thank you. >> Second. Okay, we have a motion and a second. >> Are there any I forgot to ask if there's any trusty questions. No. Okay, all in favor. Okay, five to zero. Thank you. That passes five to zero. Division of human resources the personal actions addendum. >> One moment. >> Okay. Sure. >> We're just >>
137this one here. Yeah, that's me. >> Sorry. The first item on the um HR section are the personal actions addendum and we have two recognitions. The first the first is Lewis Galdona Torres, a Spanish teacher at Mills High School resigned effective May 29th and he's been in the district for 11 years. And the second recognition is Jana Torres, an instructional assistant too at Hillsdale, submitted her retirement effective June 30th after 25 years and 3 months in the district. >> We recommend approval of the personnel. >> Yes. Yes. Are there any questions from the board? Any comments? >> No public comments either. Okay. >> Um I'll move to >> Second. >> Okay. So, we have a motion by Trusty Andre Zeneiga, second by Trusty Lan. All in favor? I think that passes 5 to zero. >>
138Okay. Second item. >> Yes. The second item is an update to the administrator manager salary schedule and the updates include three uh revised individual employment contracts for non-represented administrators and managers. >> Thank you. The changes to the administrative manager salary schedule include reclassifying the assistant superintendent Julia Kimkkey to an associate superintendent, aligning the salaries of the district's general managers, and that would be the general manager of operations and general manager of facility use to match the general manager of maintenance, which is an ASME program, and their salaries would be matched. And then we are revising the bridge program name to bridge academy and removing the categories on the assistant and superintendent uh positions. The comp so we have three um before the board could approve this we have three compensation uh three contracts to provide
139the compensation terms if I may. The first one is Julia Kempkkey, associate superintendent. Salary 278,884, $221 work days. Health and welfare benefits up to $45,916.70 and transportation and cell phone reimbursements of $275 per month and various subscriptions, memberships, and reimbursements for approved district expenses. And the next two are for our general managers. And they both um include health and welfare benefits of up to $45,916.70, the transportation and cell phone reimbursements of $275, and various subscriptions and membership reimbursements. The first one is James Hyde, general manager of operations. salary $193,687 for a 221 workday calendar. The next one is Kevin Sanchez, general manager of facility use salary $176,16 for 221 work days. And each of these revised individual employment contracts have a retroactive effective date of July 1, 2025. >> So we recommend approval of the
140salary schedule on the IND individual employment contracts. >> Okay, Miss any hands raised? >> None. Okay. Are there any questions or comments from the board before we have a motion? No. Okay. Um, would anybody like to would anybody care to make a motion? >> Move adoption. >> Second. Okay. Okay. So, motion by trusty Griffin, second by trustee Andra Zeniga. All in favor? >> I. >> Okay, that passes five to zero. Next item, Dr. Black. Thank you. >> I'll take that one. Okay. Um, so as I wrote in the board memo, uh, I'm recommending that we're shifting some FTE with regard to three uh, principal positions within the district. So, the first one being Middle College as a 0.4 4 FTE principal. Uh, Bridge Academy 0.6 FTE principal. That's not really a change by the way.
141The Bridge Academy, I'm just uh acknowledging it for for later. And then Peninsula High School 1.0 FTE principal. That is a shift. So for 25 26 school year, I had Peninsula High School at 6 shared with Middle College at point4 as you know with Miss Lewis. Okay. >> So I'm I'm breaking this apart. So I'm looking to have Middle College at point4, Ridge Academy at 6, and then Peninsula High School to go back to a 1.0 FTE principal role and asking for board approval on on those FTE shifts. Are there any board questions or comments? And then no hands raised. Okay. All right. Then if there's no question, >> is there a motion? >> No, that's what I'm going to ask. >> Yeah. If there's no questions from the trustees, then I would like to
142ask for a motion. >> That's number three. Got it. I mean, I So moved. >> Second. >> Okay. So, we have Trusty Lan motioned and seconded by Trusty Griffin. Okay. All in favor? >> I I >> Okay, that passes. This passes five to zero. Okay. Item number four. >> The next three items are um individual employment contracts that would be approved separately. Um but they all have the same health and welfare benefits. So, I'll read that for three of them. All of those contracts will have health and welfare benefits of up to $45,916.70. They'll all have transportation and cell phone reimbursements of $275 per month. And they'll have various subscriptions and memberships along with reimbursements for approved district expenses. And that's for all four all of the next three topics. But the first one is
143item number four and that's the middle college uh bridge principal contract. So the following are the compensation terms for Samia Showman for 2627 for principal of Bridge Academy and Middle College salary of $231,784 for 221 work days. And we recommend approval of Dr. Showman's individual employment contract. >> Mr. Aino, are there any uh hands raised? Okay. Are there any questions or comments from the board? >> I have a question. >> Oh, go ahead. Sorry. >> Uh was this position posted and were any other alt uh candidates uh considered? >> No. So I looked uh to make an appointment for this position primarily because it's point4 alternative position and I was very concerned that I would not be able to find a very strong candidate for such minuscule FTE uh and needing someone with alternative experience
144which is really hard to find. So I'm my recommendation is an appointment at this which is rare for me. This is probably the first time I've done that um here in this district. Uh whereas you saw with the comprehensive high schools and in Peninsula because they're full-time positions, it's a lot easier to find a candidate, but finding a candidate for only point4 uh is challenging at best. >> Any any further questions or comments? >> I'll move for approval. >> Okay, we have a second. >> Second. >> Okay, so we have a motion from Trusty Andrea Zenega and we have a second from Trusty Griffin. If there are no further questions, then all in favor? >> I I >> No. >> Okay. So, we have we have one one we have four. Um this passes four
145to one. Thank you. Sorry, I got time twisted there. Okay, now we're for um number five. >> Number five is the Aragon principal contract. The following are the 26 27 compensation terms for Pete Alvarez, principal of Aragon High School with the same health and welfare benefits as stated previously. Salary $224,534 for a 221 workday calendar. We recommend approval. >> Okay, Miss Aino, any hands raised? Okay, sorry. Um, any questions or comments from the board? >> Okay, none. Okay, move for approval. Okay, thank you. >> Second and second. >> Okay, so we have a motion from Trusty John Zeniga and a second from Trusty Griffin. All in favor? I >> Okay, this passes five to zero. Okay, next. >> And the last contract is for the Berling game principal contract for the same health and welfare
146benefits. The following compensation is for the 2627 school year for Lauren Kelly, principal Berlingame High School. Salary $224,534 for a 221 workday calendar. >> We recommend approval. >> Thank you. Any hands raised? >> Okay. Any comments or questions from the board? >> Okay. Hearing none. Now, >> I'll move adoption. >> I'll second that. >> Okay. So, we have a motion from Trusty Griffin and a second from Trusty Androna. All in favor? >> I obtain. >> Okay. So this is uh four uh yeses and one abstension. Thank you. Okay. And we lastly we have a seventh item. >> Yes. The seven seventh item is in um a revision to next year's administrator manager salary schedule that incorporates some of the changes we talked about above. Uh those are we removed the level eight which was the
147combined position of manager of academic support programs and principal of bridge academy. And then we number renumbered all the levels after that removal. And then we added the principal of middle college to the uh principal of the bridge program. >> Okay, Miss Aino, any hands raised on Zoom? Thank you. Any questions or comments from the board? I'll move for approval. >> Okay, thank you. I second. Anyone wants a second? I'll second that. So motion by Trusty Andronesa, seconded by Trusty Chavez. All in favor? >> I Okay, I abstain. Okay. So, this is uh four yeses and one abstension. This passes. Thank you. Okay. Uh Division of Student Services. I see we have none. Division of Instructional Services. None. And we have no uh Division of Business Services. Next is Board Operations. Uh Superintendent Booker. >>
148Yeah. This is resolution number 25-26-17. a resolution of the Sanonteo High Union High School District calling for an election to be held on November 3rd, 2026 for the election of three members of the governing board. I'm not going to read the entire whereas uh it's there for the public, but this is something we do uh every time we have seats coming up for election. Uh I'm happy to answer questions though. >> Any questions online? No. No hands raised. Okay. Any any board members have any comments or questions? I know we have this every two years. >> Make a motion to approve resolution 252617. >> I'll second. >> Okay. So, we have a motion from Trusty Lynn and a second from Trusty Andra Denoa. All in favor? >> I. Okay. This passes 5 to zero. >>
149Okay. Um future board items. Um we have a requested item from a previous meeting. Couple items. Are there any other items that trustees would like to have in the future? >> Yes. Uh it not necessarily an agendaized board item, but um I think it's important that with our egeneuity classes that we um as a board understand what the standard procedures are and u make sure that those are tightened up u in terms of how the system works when red flags are um when red flags come up in the system and how those are responded to that there's a protocol that's followed. >> That's cool. Okay. >> Y thank you. Any anybody else for future items? >> Well, there's a bigger issue not just with ingenuity but with assessments online and how to use AI and
150>> Sure. I I think there's something to be said for how are we implementing technology in a way that's when we're doing assessments is finding out how they're doing and in honest >> it's funny you bring that up because we're going to have an a study session on AI on May 14th, >> right? >> Yeah. >> Well, gosh, I'm loving it. >> Yeah. So, we can talk about that. >> Yeah. We have two items. >> It's a good point. >> I'm joking, but it's also >> I'm joking equally. >> It's one of those two items that are on here on our list here. special education study session and NAI. >> Yeah. So, let me just review for the board here just so we're all on the same page. We've got a regularly scheduled board meeting
151on uh May 7th, next Thursday. And the schedule's a little wonky because of where graduations fell. Then the following week on May 14th, we have our student board council dinner followed by then we'll jump into the board study session on AI and then we have a board meeting on the 21st regularly scheduled. And then the following week is yay graduations >> and uh then we have a Wednesday night June 3 board study session on special ed and then we have June 11th a board meeting. >> So we have um almost eight weeks in eight weeks of meetings. >> We just cannot get enough of our time with you. >> And the two people who were here earlier who said they really like attending, they're are already gone, but we hopefully they'll come more often as
152well. Okay, thank you everybody. Um, it is uh 9:05 p.m. and I'm going to adjourn the meeting. Thank you. >> Thank you.