001Hey, thank you everybody. Thanks for coming. Um, we're going to get the meeting started. So, this is Oh, are we are we live online? I forgot to ask. Sorry. This is a meeting of the Sanonteo Union High School District Board of Trustees. I'm calling the meeting to order at 7:01 p.m. Today's January 22nd. We'll do the roll call. Uh, Trusty Griffin >> present. >> Trusty Andradi Zuniga will be on Zoom as she might be joining us a little bit later. Trusty Lan >> present. >> Trusty Jacobson >> present. >> And I am present. Tonight we have a team from Hannah interpreting as our Spanish interpreters. For those who would like to attend the meeting virtually in Spanish, that option is available. Hannah interpreting, would you please communicate that for us this evening? >> Good evening.
002In order to provide language access, this meeting will have simultaneous interpretation in English and Spanish. To enable an interpretation, if you're 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're 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. effectu. Spanish. Thank you. Gracias. >> Thank Thank you so much. Also, if you wish to view closed captions of this meeting, please view the meeting on the Sanonteo Union High School District 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
003meeting tonight and you may also view the captions in a variety of other languages if you choose to watch this meeting later after it has ended. viewers. Viewers may request additional accommodations by calling 650-558-2201. For our deaf and heart of hearing community, we have a team from Hannah interpreting services and they 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. And I would like to ask our student representatives, would you please lead us in the 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. >> We're going to report out of uh we're going
004to report actions taken in close session. In close session, the board upon the motion of trusty Griffin and seconded by Trusty Jacobson moved to approve special educa special education settlement number one with a vote of five to zero. The votes were as follows. Trusty Griffin, yes. Trusty Andrade Zuniga, yes. Trusty Lan, yes. Trusty Jacobson, yes. And I voted yes. Next, we're going to adopt the agenda. The board of trustees may either adopt the agenda as presented or make a change to the agenda through a 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. Are there any questions or comments from the board of trustees or superintendent with respect to the agenda? No. Are there any questions from the
005public, Miss Makina? Anyone hands raised? Okay. Thank you. >> Okay. Okay. Would would a trustee care to make a motion to >> moved? >> So moved. Thank you. Is there a second? >> I second. Okay. Thank you. Um I guess we'll do a roll call vote. Um Trusty Griffin >> I. >> Trustee Andrea Zeniga is not with us right now. Trusty Lynn >> I'm sorry. Trusty Jacobson >> I. >> And I vote yes as well. I >> Okay. >> President Chavez. >> Yes. >> Trusty Andradi Zuna is is on. >> Oh is on. Okay. I don't see her. Oh, here she comes on. Thank you for that, Miss Aino. >> Ask how she votes. >> Oh, student board reps, how do you vote on the agenda? >> I. >> Okay. Thank you. And trustee Andrea
006Zenig, we just voted on the agenda. We can capture your vote as well. >> I vote I. >> I. Okay. Great. Thank you. Thank you. Okay. Next, we have something that we're all very excited about is recognition. So, Superintendent Brooker, I turn this over to you. >> Thank you so much. Yes. So this evening we are going to recognize uh two really outstanding athletic teams at our schools. We were hoping to uh recognize them prior to the winter break, but finals and schedules and all kinds of those uh things we couldn't get to it. Uh but first what I'd like to Oh, let me tell you how this is going to work. So uh I'll introduce the coach and say a little things. Say a few things. Coach will come up. Please introduce your players.
007Have them come up. Uh and and when you're done, we'll have everyone sit back down. We'll go to the next team, do the same thing, and at the end, we're going to come up and do some photos. So, don't leave, please, please, please. Uh, so first, Aragon High School girls volleyball CCS champions. Big round of applause for them. So, I'd like Coach Annette Jaro Trimble to come on up and introduce other coaches and players. Thank you. tonight. Um, we were here a couple years ago and I told you we'd be back. I didn't think it'd be this soon. Um, this, uh, our program has been doing fabulous. Uh, the last four years we've won the CCS title three out of the four. Um, and that could not have happened without my coaches that are in
008the back there supporting me and supporting the girls. Um Christy Halofia does our freshman team and Mela Amay Halofia does our JV and Deian their mom does the assist all three of the programs together and they all help me out up on varsity. So without them we definitely couldn't be doing what we're doing at Aragon. Um I just wanted to point out that um this year has been a very interesting year. Um we have fabulous team. They worked so hard to get to where they were. We had a fight to get there this year. Um, last year we lost actually in the finals of CCS to Monav Vista and then we faced Monavista again the finals in NorCal as far as the team has ever gone in the school's history. Uh, this year we saw
009our brackets and Monav Vista was there again. The girls fought so hard in quarterfinals and we did what's called a reverse sweep. We were down two sets and came back to win the next three. >> Uh they showed so much determination, so much teamwork, so much energy. Um I was we were so proud of them at that moment. Uh when they got to the finals, um we won the first two, we're in we lost set three, we're in set four, we were down again probably 15 points, 16 points. >> It was not looking too good. Um, and their determination kicked in and they ended up winning the set and and winning CC. So, >> yeah, >> they have had just so much spirit this year. So much determination. It came on. Um, I have six
010seniors. I'm not sure they're all here. Are you all here? All my seniors here. Um, but I have 10 returning players. >> So, we expect wonderful things from these girls. And I know my seniors are going to have a fabulous time in college, and I will miss them tremendously. Um, they've all been in the program for four years. So, it's a testament to our program as well. So, we'll just kind of go. Ceina, my senior libero, stand up here, say, right? That's what we Yeah. So, I guess Ashley, one of our DS is senior. Stay standing. So, I can see Poppy behind her. She's a sophomore. She was our outside. Those are pretty people. Thank you, Gloria. She's actually also a sophomore, one of our outside. Gabby, this is our one of our co- captains
011and our setter. Haley, one of our three middles that I think I had this year is my senior live or or Claire. These are my twins. I always get mixed up on. This one [laughter] is Claire and she is my DS libero DS. Right. I said that right. Right. And then I have Olivia that's in the back right behind her. She's our other setter and I think I that's KK behind her and she's one our other senior that's also our DS player in the back there. >> So thank you so much for recognizing us. >> Thank you. Thank you. >> Congratulations. >> Yeah. Congratulations. >> All right. Next we have our Sanonteo High School Flag football team head coach David Williams and coach Jasmine Bernard Bernardino. Come on up. Uh, thank you guys. Uh, this
012is our first year. Uh, so I don't have I got I got my speech down because she's been here three four times. So, uh, I got to get it right. Make sure I don't miss anything. But, uh, first of all, thank you guys for recognizing us. This is huge. U,, this is the first year that the, uh, we've ever had a CCS playoff, uh, for flag football. Um, it's amazing. I think this is our third year for Samato High School to have the program, first to have the CCS. Um, a lot of the girls here are inaugural members from the first first year we had it here. Uh, which is amazing. Um, I won't go through everything here, but uh, our season was really remarkable. Um, it was ups and downs along the way. Um,
013I guess the biggest thing for me is that the girls had resistance. I mean, resistance, perseverance, excuse me. Uh, and they, uh, battled through a lot of things, right? Um what's amazing about this group being with them for three years um you know whenever we had a tough loss it was carried off carried over to the next week and kind of down this year it was like all right next day what do we got to do to get better and as you can see they're champions which is which is awesome and amazing. Um, but they're also dedicated, right? We've had first year having a summer conditioning program, three days a week, two hours every day. Um, two-hour practices during the season. A lot of the girls are multi- athletes, soccer during the season. Uh, so
014it's f it was kind of hard finding scheduling. Uh, but we made it work. Uh, and it was amazing, right? Um, their their hard work, uh, showed through. Uh, we had a unique opportunity to, uh, play Berling game to make it into the playoffs. And uh what's great about it, we were always underestimated as kind of the whole season kind of flew by the radar. Uh which is great. Um and you know, we played Berling game at the little big game um for the CCS championship. So that I think was like the biggest thing we could have ever asked for um a double header for the championship in our home on home field. Um which was I don't know this is the first time so it had to be special. Uh so uh thank you
015to our um ad for kind of putting that together. Our family, friends, all for supporting us, you guys as well. Um I'll do now is introduce our girls to you. Uh we'll start with uh our seniors. Lulu Berina. Yeah. Uh a three-year black football player. Uh Preca Prasad stand up. Uh she's one of our cap one of our four captains. Uh Addison Bus, she came from basketball. A lot of the girls had soccer today, too. So they they're hustling, busting to get over here. Uh Kayla Leia, junior, captain, three years. Zoe, Lea, Valentina, Velasio, Destina. Awesome. Aa. Yeah, don't forget about you. And and Jasmine Bernardino, please stand. She's standing hide over there. Um, again, uh, thank you, uh, for this honor. It's it's it's, uh, I'm really excited to be here. Hopefully, we'll be
016here again next year. Uh, and I know next year is going to be uh we're not going to be under the radar anymore, so we're going to have a little target on our back, but we're ready for it. >> Very cool. >> All right. >> Yeah. Congratulations. >> Thank you. >> So, before we do our photo op, I just want to say I was at that game and I was on the sideline and trying to stay out of your way and um the my body language like I was like, "Ah, oh, it was such an exciting game." Down to the wire, too. That was so much fun. I had a great time at that game. Both teams were phenomenal. You guys, you all worked so hard. Uh and watching everyone celebrate at the end. I
017mean, it's like you won the Super Bowl or something. It was amazing. Yeah, it was really It was really great. So, congratulations to all of you. Very welld deserved. And congratulations to Aragon High School girls volleyball. Very welld deserved. So, let's do some photos. How's that sound? Can I make a comment? >> Oh, yeah. Please. >> Yeah. You know, he's saying that he went to Berling game, so don't fool yourself. >> But, you know, one one thing >> you were there, too. >> Yeah. And I was there. Uh, one thing I want to point out and, uh, if you don't know David, David's got a family. He's he's got a lot of responsibilities, and I don't know, he just chuckle about that. He got a a lot of responsibilities there, and he found time to
018uh to coach, and I really appreciate that. >> Yeah. Thank you. Yeah. Okay. >> Some photos. Great. Photos. Y. And I see you brought a future player right there next to you. So that's awesome. Awesome. >> Aragon. >> Yeah, I think we are. Okay, we're coming. Okay. And then more to this >> direction. It's your dad. >> Yeah. Congratulations. What? >> Oh yeah. >> It was a good game. >> Big day. Long day. >> You want those out of the photo? >> We'll put these over here. I know. Like stand in the back. >> Oh, there we go. I'm going to take >> the song >> really. Oh no. >> Yes, sir. >> Thank you. I'm voting no. >> I'm glad you understand how I felt. >> Still voting no. >> Yeah. Okay, then I'll
019vote yes. >> See you later, David. Thank you. >> You see I'm brother he he goes to church with he's >> now the fun just walked out the door but thank you for those that stayed with us. >> Okay. Um next on the agenda is board operations. Um we have a one item number one is one word activity. I'm going to let superintendent Booker us through that. >> Thank you so much. So I thought we would kick off the calendar year. This is our first uh governance team meeting back uh for 2026. And one of the exercises that uh me and a couple friends went through was this one-word activity to help center us and communicate to one another uh what our priorities are and what we want to hold on to moving into uh
020the 2026 calendar year. And I thought we could uh do this very briefly with the board to help the community understand what what our focus is, what um our priorities are, just really distilled down to down to one word. And we did this uh when we returned from the winter break with district leadership and site principles. Um and I wanted to share some of the words that they came up with. And I think it was helpful for me to get a somewhat of an understanding of what's on their mind. What do they want to pursue? what's important to them and um and what their intentionality is. And we heard morals, stability, compassion, impact, service, momentum, vision, collaboration, balance, intentional, punchy, like getting things done, bridge, steadfastness, equity, consistency, and motivation. And so these just words
021serve as a constant reminder for us as we're making decisions, as we're working with people, what what what do we want to be intentional about? And so I just wanted to start off by sharing my one word with the board [clears throat] and the and the community. And for me, the word is build. It's building relationships, building systems, and building opportunities for our students, our educators, our community. And it's something I'm going to focus on uh really intentionally over the 2026 calendar year. Uh what what can I do to build relationships, better build relationships? What can I do to better build systems for one another uh so that people can um experience extended opportunities and increased opportunities. So that's my word for 2026. And you know, if you'd like to share board, uh I'd love
022I'd love to hear it. I'm sure the community would too. Trusty Griffin, would you like me to go first? >> Well, as I understand the rules, if I don't go first, I'll never be heard from. No, >> I said, well, I heard I heard stay in order. >> Anyway, I'm I'm I'm messing with people. My word was focus. And I sent the superintendent a picture of my uh my external monitor, and there's a little postit down at the bottom that says focus. And it came to me in the terrible days of CO >> when everything was on a computer screen and I found myself hopping from here to there and working on this and worrying about that and I realized that uh I need whatever it is I'm doing I need to focus on that
023and nothing else at that time. You know lay out what what it is I'm doing and stay on task. Yeah, it's good. >> Thank you. That's great. So, just so everyone knows, if you're not ready, we'll we'll definitely circle back. Uh Trusty Andre And and Zinu, would you like to go next? >> Sure. Um my word was accountability. Um you know, as a trustee, I'm accountable to my community and I'm accountable to the students. Um, and so I really want to be intentional this year in thinking about how I'm holding myself accountable and how am I how am I showing my accountability to my community? >> Thank you. >> Trusty Lyn, would you like to next? >> So to be candid, I'm struggling, but it's one of two words, but they kind of mean the
024same thing. I keep thinking of the word do but it's such a short word but it has a lot of meat to it because you know I'm thinking Yoda do or do not you know there do or do not there is no try you know and action is the other one and so I'm going to go with action because we have a focus here. I'm very proud of the focus that we have. We have a pretty good clear picture of where we want to go but I want us to be in action. You know a lot of people talk but I'd like to see the action. I'd like to see what's happening and see results and see change. So, my word is action. >> Thank you for that. Thanks, >> Trusty Jacobson. >> Uh, Trusty
025Land. Uh, I'm glad that you used that word because I was thinking a lot of these words are probably going to be like actionoriented. Sure enough, >> action. >> And I chose to pick a word that was more reflective. Um, and the word that came to me while I was sitting in church was understand. And um I just think it's really important that we try to understand people um understand their viewpoints and where they're coming from and their experiences and their values and and what's kind of driving them and the way that they see the world. And then also understand topics, understand um the current landscape and how the landscape might be changing. um understand information. I am not an education expert and so I feel like you know this role that we're in we're
026constantly learning and um trying to understand uh things that are sort of foreign to my base expertise and we've got a lot of important things coming ahead. you've got AI uh as just one of them that trying to wrap my head around but so that's my word understand. Thank you. Thank you everybody. Um I'll I'll share mine as well. This um exercise was difficult for me because I thought of like 10 words um but I know one word was difficult for me. So I I it was I took a lot of time to think about which which one word do I want to um focus on. So my word is equity. It means that I will act with an equity lens when making decisions for our students to ensure that all students receive what they
027need to succeed by removing barriers and providing additional support as needed. It also includes fair access and opportunity to ensure students have access to challenging content resources and support to reach and support to reach their full potential um and and also to um identify and address inequities. Thank you. >> Really good. >> I I just want to say how much I appreciate you all jumping in. I don't know if the student board members if you've been thinking of a word maybe that you might be focusing on for this year. Anything come to mind that you might want to share? >> I think my word would be initiative because I want to be able to take the initiative to do what I think is right and not be scared to do it alone. H >> I
028was thinking about persist because I want to be a lot more persistent especially because I'm coming nearer to having to start getting ready for college. So I think it's important that I'm like more persistent in everything that I do and keep up things that I might not always focus on so that I can kind of have a good balance as I continue with high school. I think one of the important aspects of this exercise is one we get to know each other a little bit better based on what our focus is and what our priorities are and secondly I think it speaks volumes to what we're trying to do here as a district right build focus with accountability have some action and at the same time understand have an equity lens do so with initiative
029and at the very end of it persist I think that's phenomenal that's super inspiring to and and hopefully it's inspiring to the community that they can see what we're about as a governance team, what drives us in support of students, our educators, and our community. So, I just want to say thanks. I know it was a small little activity, but I think important. >> I really love the balance of what our answer. I mean, >> kind of like the understand and action kind of cool hand in hand kind of thing. I like that. >> Yeah, >> that was great. I love everybody's response. I kind of want to switch words, but not many people. kind of want everybody's word, but I like how do uh s superintendent Booker wrapped it up into that summarized it.
030Thank you. >> Okay, >> we can move on to board operations on the policy. Um item number two and three and four. Um it's uh let's see the Dr. Black. >> So we've got three uh board policy administrative regulation groupings. June 2025, uh September updates part two, and November 2025 updates part one. Uh what we're recommending is that we move these to consent. So this is not an action item. >> Yeah. This is the second read and then this is the first read. >> The first read. That's right. >> But if there's any questions. >> Yeah. Any questions or comments from the board? We'll move to consent for next month, >> next meeting. Okay. Thank you. Okay. Then we have our regular reports. Report from the superintendent. >> Oh to consent. >> All right. No,
031keep going. >> Yeah. Okay. Thank you. Uh, so a couple things. Actually, I have a lot of things. I'm going to go quickly. Schoolboard recognition month. I want to acknowledge that. January is schoolboard recognition month. And I'd like to take a few moments to provide a summary of a proclamation that we're bringing to the board tonight to express my appreciation, all of our appreciation for everything that each of our five board members do in service to our 10 schools, six cities, and one district. and and for our almost 9,000 students and 10,000 educators. Our Smoosh Board of Trustees is committed to students, as as you've already heard, believes that all students can be successful learners and believes that the best education is tailored to the individual needs of every child. The momentum in our district
032begins with the initiative and innovation of our educators, grows through collaboration and collective effort, and carries ideas forward with clarity and purpose until they reach the board for informed action, transforming vision into decisions that advance opportunities for our students. Our board consistently advocates for policies and decisions that best serve the students in our community each and every day. and our trustees truly embody our goal that every student graduates and every student thrives. So, from me and the rest of the district, just a big thank you to our board members. Um, I can't tell you how fortunate I feel to work for you and with you and I see the success you make possible in our schools and classrooms every day. And before I just say, you know, once again, big thanks, I also know it's
033a thankless job. So, it's a really hard job. you're charged with a tremendous amount of responsibilities and oversight, accountability, uh, and so thank you for putting the work in that you do. No one in the community really gets to see that part, right? The behind closed doors or at your kitchen table, going over agendas, researching policies, asking lots of questions, being on school sites, all the things that you do to be a part of our community and lead our community. So, just big thanks. I really appreciate it. Um, all right, I'm going to move on. You'll recall that on November 6th as a board, you voted unanimously to approve an initiative to support students facing food insecurity. The initiative was developed by a team of our educators and allowed our district to address the crisis
034of food insecurity within our sphere of influence. Within our district, 2,225 students or 23.8% 8% of total enrollment are currently enrolled in the free and reduced lunch price uh lunch program across our campuses. With the temporary loss of SNAP benefits in November and food insecurity already prevalent, our district recognized the urgent need to ensure that no student goes hungry outside of school hours. Tonight, I want to share just how impactful your support of this initiative was. Through this program, our district provided over $1,150 grocery cards to students intended to support those who had temporarily lost this benefit. We ended the grocery card portion of this program the week of November 17th when we learned that the SNAP benefits were restored to families. With that, a total of over 9,200 dinners were served Sunday evenings from
035November 9th to December 21st at Cappuccino High uh Hillsdale and Samonteo High School for all smooshed families enrolled in SNAP and the free and reduced lunch program. Additionally, 4,500 bags of shelf stable groceries from Mi Rancho Market valued at $112,500 were distributed. I want to express my sincere gratitude first to you, our board of trustees for your unanimous support of this program. Also, the district teachers association for generously donating $6,000 to support this initiative. educators at the three sites helping to facilitate facilitate this program. Cappuccino, Hillsdale, and Sonteo high schools who ensured that their sites were a welcoming and safe space for our families and the community dinners ran smoothly. Administrators who ensured students received grocery cards, educators in business services who procured grocery cards and ensured that the grocery cards got to each of
036the sites so they they could get into the hands of our students. They also ordered the ingredients and supplies so our nutrition teams could prepare the meals as well as placing grocery orders for our families. Educators in student nutrition who prepared the hot dinners. Mi Rancho Market for fulfilling our grocery orders so we could provide shelf stable groceries to families. Educators in transportation who helped move food and materials across the district. our communications team who ensured that the very specific audience we were supporting had the information they needed to be able to have access to dinners, groceries, and grocery cards. Our family engagement coordinators and other educators at school sites who made personal calls home to families. Parents and other community volunteers and board trustees who committed to this effort and rolled up their sleeves
037to help. Uh, and let me just say and anyone I missed. So, let me just like it was really hard to like remember and call through all the people that that supported this. So, finally, I want to thank our educators from across the district who showed up on Sunday nights in service to our students and their families. The camaraderie, the collaboration, the heart, just amazing. One of the things I shared with the student board council last night is that the key to leadership, to service leadership, is generosity, humility, and patience. And I watched our educators, our community members show or demonstrate that kind of service leadership through this. Every person who was a part of this initiative move mountains to make it happen in a very very short period of time. No one said we
038couldn't do it. It's too much. Why don't we change it? Let's scale back. Um none of that. Everyone jumped in and said what can we do to do more? Uh so thank you for approving this initiative and allowing our district to take direct action to support some of our most vulnerable students. Your actions made a difference in affecting positive outcomes in our community and I am really forever grateful. We know we have families in our district who are still in need of assistance. And so I want to direct anyone uh and especially them to the county of Sanonteo who has developed a web page to share core service agencies that can help with emergency safety net resources. Uh the website uh can be found by googling Sonteo County CPS uh agencies. And another great resource
039for families needing food is the Second Harvest Food Bank which can be found at www.shfb.org. So just big big thanks to everybody. It was an amazing undertaking uh and program. I'm so so appreciative. Uh next I want to acknowledge uh we had a holiday recently. Martin Luther King Jr. on January 19th. I want to thank uh everyone for their tremendous community service that they parttook in that day. Uh for our educators and students who worked uh on the Black History Month proclamation. And if you will allow me, I'd like to read the last paragraph of Dr. Martin Luther King's uh 1963 speech uh I have a dream that he delivered at the March on Washington. And it reads, "When we allow freedom to ring, when we let it ring from every city and every hamlet,
040from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old negro spiritual, quote, free at last, free at last, great go great God almighty, we are free at last." Uh so I am just appreciative that we had the opportunity to uh acknowledge remember and support s service on that day. And last but not least uh I want to acknowledge our January golden apple recipient. This month I had the pleasure of presenting a classified staff golden apple to Miss Sylvia Goodwin. She is incredible. Sylvia is an administrative assistant for the fiscal services department here at the district office. She has worked for
041the district for five years. Yansancy Hawkins, our assistant associate superintendent of business services and her CBO said of her quote, "Sylvia consistently radiates positivity, inspiring and uplifting everyone around her. Her unparalleled willingness to assist colleagues exemplifies her dedication to teamwork. She provides exceptional customer service to everyone she encounters, and her approachable nature ensures that people feel comfortable seeking her help. Sylvia's commitment to fostering a collaborative and supportive environment significantly contributes to our team's overall success. We are incredibly fortunate to have her as an integral member of our department. So on behalf of all of us in the district, we want to thank you Sylvia for your unwavering support and all that you do. So thank you very much for the opportunity to speak. >> Thank you. Okay. Uh the next report is report of the
042of the district teachers association. Good evening, President Chavez, board of trustees, student board members, district cabinet, and community members. It's been a very quick and positive start to the calendar year and new semester. Our amazing educators across the district continue to work diligently to support our students and develop engaging, rigorous, and equitable curriculum. As always, I'm proud to represent the amazing, certificated members of our district. One of the biggest shifts in our work lives this calendar year is with our healthcare. The addition of the difference card is not without its challenges. We are deeply deeply appreciative of Lori Lee at the district and the rest of the district employees who have tried to provide the most updated, important, and thorough information about the how to use a difference card and to ensure that our educators
043have the answers to their questions. Despite her incredible efforts, there have been some significant growing pains in the process. As you can all imagine, uh we look forward to continuing collaboration to make this process as seamless as possible for everyone across the district. Change is never easy and it's important we work together to make sure that our educators have the health care their health care needs met. Another challenge to the start of the semester has been the internet. We have not had a full day of school without inter internet interruptions. It's made it it makes it very difficult and sometimes impossible to do our jobs well. We hope that the district understands the negative impact of the persistent internet issues on our classrooms and our students. We also help that hope that the district and
044site administrations administrations are flexible during this time and allow our educators to find spaces offampus to do work with reliable internet during the prep periods. We need to be able to do our work in our provided time and without the internet that's impossible. Lastly, I would like to share that on Tuesday, our legislative council passed resolution to stand in solidarity with the Minneapolis Day of Action happening tomorrow. We asked our members to wear black, the color of our schmusha shirts or blue for NEA, put signs in their car and stand in front of the school with signs of solidarity and walk into school together. Our actions will not impact the workday our professional or our professional responsibilities. However, we find it vital to send a message to our immigrant community that we stand with them
045and against ICE in our communities. I will end my time by reading a resolution. Whereas in Minneapolis and across Minnesota, labor unions, educators, community organizations, small businesses, and residents have called for a coordinated economic work stoppage and general strike on January 23rd, 2006 26 in response to a surge of federal immigration enforcement operations and the recent fatal shooting of Renee Nicole Good by a federal immigration and customs enforcement ICE officer. And whereas this day of truth and freedom is organized to express collective opposition to what we see as aggressive actions by federal authorities against immigrant and working-class communities to demonstrate the economic and social weights of organized labor labor and working people and to demand accountability and justice. And whereas the call for general strike and economic blackout involves urging workers not to stop, not
046to go to work, shop or attend school in solidarity with these community actions and various unions including teachers unions, communication workers, service employees and others are participating in or supporting the day of action. And whereas educators, school district staff, and school communities are impacted by the broader social and political conditions affecting families, students, and neighborhoods, and therefore have a deep interest in the safety, well-being, and dignity of all the members of our multicultural community. And whereas Sanonteo Union High School District Teachers Association values the fundamental rights of workers and community members to engage in collective action, peaceful protest, and democratic expression in response to issues that affect the economic and civil rights of communities. And whereas the association has a longstanding commitment to equity, justice, and the protection of human dignity for all people, especially
047those who are vulnerable due to immigration status, race, national origin, or socioeconomic circumstances. And now therefore, be it resolved that the Sonteo Union High School District Teachers Association stands in solidarity with the workers, unions, students, educators, and community members in Minneapolis and across Minnesota who are engaging in collective action and strike activity to call attention to the injustices affecting their communities and [snorts] stand against the abusive, violent, unlawful, and unamerican actions of ICE in their communities. Be it further resolved that the association supports the right of all workers and educators to to participate in lawful nonviolent protest and to exercise collective power to advocate for justice, accountability, and the humane treatment of all people. And be it finally resolved that the association reaffirms its commitment to educational equity, safe and inclusive learning environments, and the
048rights of immigrant families and communities. Thank you. >> Thank you. Next is the report of of the C csea chapter 519. >> There's no report this evening. >> Okay. And then the report of the Sato Adult School Teachers Association. I see Lynette there. >> Thank you. Um Michelle Lauderdale. Wow. Thank you. Um thank you. I you just blew me away. And um thank you. Uh okay. The CFT union and staff of Santo adult and career education campus are here to share. Uh I didn't see you guys a couple weeks ago. So I'm going to wish everybody a merry happy new year's. >> Who knew? It's 2026. What? It has been a very busy return from the winter break. Between registration, professional development, class prep, catching up, and emails through the internet glitching, we are now
049just catching our breath. In acknowledgement of last year's trials, we look forward to creating a fantabulous 2026. With that, we have a busy year ahead to address uh upcoming construction. We appreciate the district including us in the conversations with construction. As we anticipate parking availability tightening further with upcoming construction, we believe it would behoove us to be collaborative and a unified messaging strategy. This approach should both highlight current struggles as well as encourage proactive solutions for our community. What are the key concerns? Capacity loss. We're all aware of it. the cumulative impact of the bridge school construction which starts in the summer and the transportation department's expansion which starts in February which of course will continue to significantly reduce available parking spaces operational strain and hightra events as well as safety and neighborhood impact pushing
050students to park multiple blocks away in residential areas from from Wood Lake to the King Center which create does create safety risks. Um, I can honestly tell you as a graduate from the Satale Union, from the Satel High School, um, we used to always park in everybody else's neighborhood and they hated us. Just saying. That was too many years ago to say. So, that is a concern that we look at um, as the educators in this neighborhood. Collaborative solutions and messaging. We think that it's important that we have collaborative solutions and messaging. We suggest working together to promote alternative transportation options to students and staff such as a car pulling initiative. We we sort of have something like that, but as time comes up over this next year and a half, I think we really
051want to um be super proactive with that. Alternative transit, including biking and walking programs, designated drop off points. I think that could be kind of cool, personally. Um located a short distance from the main congestion zone to streamline traffic flow. Uh we did miss a meeting earlier this semester or earlier on the start of this semester for the improvement meeting and we do look to realign and reschedu that meeting uh to further explore messaging in regard in regards to mitigating our strategies. Okay. Further union business. It is encouraging to see a high level of commitment to feedback this year. We were pleasantly surprised and we'd like to commend the district for its initiative in launching a 360 administrative survey. It is a proactive step towards transparency and growth. Current observation while both the district and
052the union conducted surveys that can the union has been conducting a similar survey over the last three years, three or four years. This year their overlapping release dates created some minor logistical hurdles. There was a lot of staff confusion. Some employees expressed uncertainty regarding the anonymity of the two separate assessments. They were unclear on whether they were expected to complete one or both. Did one replace the other? They they were really uncertain. Um collaborative spirit. Despite this overlap, the union has viewed the district's initiative as a positive step forward. They've expressed a strong desire to sync future timelines to ensure maximum participation and clarity for all staff. Looking ahead, the union is finalizing its data and we will be sharing our findings with our union members and administration soon. This is an ideal time for
053the district and union leaders to coordinate future feedback schedules. To address anonymity concerns, the district may want to consider using a third-party provider for future 360 surveys to create a more streamlined and trusted experience for the staff. We leave you with this quote. Adversity and change are catalyst for personal growth, character development, and ultimate success. Acting as a necessary, a bit difficult forces that reshape lives and foster resilience. I can be changed by what happens to me, but I refuse to be reduced by it. Maya Angelou, thank you with grace to all of you. Have a good evening. >> Thank you for your report. I want to thank everybody for their reports. Um, next we have um our student board representatives reports. Thank you >> and welcome. Thank you. Hello everyone. My name is Malleta
054Vaka and I am a junior at Mills High School. I'm so grateful to be here tonight with the opportunity to represent students at the district level. Over my high school career, I have been an active participant within my school district and of my larger community. As a member of Mills leadership, I manage my school's social media platforms and I am the president of the girls who lead club at Mills. I'm also a youth task force member for a cleanup initiative in my hometown of San Bruno. I highly value connecting with my community and working to create environments where everyone can thrive. I'd like to start off by sharing a few takeaways from our recent student board council meeting held yesterday where we were joined by Superintendent Booker and Assistant Superintendent Dr. Kempkkey, both of whom
055I'd like to thank for being with us yesterday. At our meeting, we learned about the significance of partnership and the major qualities we need to successfully pursue it within our own district. We also discussed the primary goals of the LCAP and what changes we as student board members would like to see that would allow for students at our own schools to excel and feel more supported in their learning. I can say on behalf of the rest of the student board council members that our meeting had many inspiring ideas that will motivate us and our leadership as we continue through the remainder of the school year. Thank you for your time and your support for student voices. I'd now like to hand it off to my fellow Mills representative Cheryl Lamb. Good evening everyone. My name
056is Cheryl Lamb and I am a junior at Mills High School. I'm very excited to be here today representing student voices in our district. I'm actively involved in student leadership as president of my junior class and through my volunteer work as co-president of Mills Interact public relations officer for the interact district 5150 council and as a luminaria lead and member of the youth council for the American Cancer Society. Being involved in these roles has given me the opportunity to work alongside other passionate students to create a positive impact on both our school community and the broader district. At Mills, we've been prepping for some exciting upcoming events. Our next rally, a week inside the Viking Mind, is themed around Inside Out and focuses on student emotions and fostering school spirit. We're also looking forward to
057our upcoming formal, a night in Manhattan, which students are very excited about. It has been so inspiring to see the enthusiasm from our student body. To begin our report today, I'd like to note that in the consent agenda, the board will be approving two proclamations. We would like to take this opportunity to introduce and share the Black History Month proclamation which recognizes and honors the history, contributions, and lasting impact of black Americans in our community and throughout the nation. The Sanonteo Union High School District wishes to recognize and celebrate Black History Month in February. Originating in 1926, Dr. Carter G. Woodson, a distinguished black author, editor, publisher, and historian, established a week-long celebration, which was the precursor to today's Black History Month observed each February. During this time, communities across the United States recognize the
058achievements, leadership, and contributions of so many black Americans, as well as their ongoing struggle for equality. It's worth noting that 2026 is the 50th anniversary from this original history week honoring black Americans. The Smooshed Board of Trustees approved racial equity policy board policy 0145 0415 which states the board of trustees seeks to ensure that policies and practices produce equitable outcomes for students who identify as black, indigenous people of color. The district's mission, vision, and goals recognize that educational excellence for all students requires a commitment to racial e equity. Black students enrich our schools and communities, sharing a unique experience in our classrooms. Some have reported feeling aranged, targeted, or otherred at times. As a result of being only 0.69% 69% of the total district-wide student population. Our district is committed to supporting our black students
059to help them achieve their fullest potential and feel a sense of belonging in our schools. We celebrate and are inspired by the strength and perseverance of our black students. Black educators contribute a valuable and unique perspective in our schools, serving as role models and mentors to students at large, especially to those of African descent. The district seeks to support and empower students of all races and backgrounds. We know that while we have made progress and we know that there is more that must be done to ensure equality for black students and educators. Thank you for the opportunity to share a summary of this year's Black History Month proclamation before the board for adoption tonight. Angel, I want to thank both of you for being here and also for your report out from Mills and also
060for for summarizing the proclamation and an outstanding job. I don't know if anybody else has any comments, but I think that was amazing. So, thank you. Okay, next we're going to go to governing board comments and we'll go with uh Trusty Griffin first. Okay, I u just have one announcement and we didn't Leia, we missed your land acknowledgement. >> Oh. Oh, we'll do it next. That's right. Cuz we >> I have a sneaky suspicion she'll do it next. >> Yeah. Okay. If you weren't, I'm sure you were. So, forgive me cuz the the sequence is out of schedule. I have one announcement. uh it has to do with Black Leadership Conference 2026 and it's the first one they're having here on the peninsula and it's it's uh the Black Youth Advisory Board of the Bay
061Area Community Health Advisory Council and these are the people that now have taken on the responsibility for the balorat service. Um, and so it's March 7th at 10:00 a.m. and it's at Kinyatta College. And it will include components of leadership development, uh, identity, financial literacy, academic success, time management, and college preparation. So, I'm going to make sure that our our communications people and everybody gets gets gets the poster. Maybe we can help promote it. Um they're a dedicated group and they're inviting the parents and caregivers and there will be uh workshops and and other really good interesting stuff. That's my report. >> Thank you, Trusty Andradi Zena. >> Yes, thank you. Um here goes my land acknowledgement. It was written by some students at Cappuccino High School a few years ago now. Um, our community
062acknowledges that all of our campuses lie on the ancestral homeland of the Rome Tushaloney. The Rome Tush 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 Tush, remembering and honoring their ancestors and relatives. We thank the first people, the Rometo Shalomi, for 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 Romea shalomi so we can work together to protect and preserve the land for future generations. Um I wanted to just say thank you to um Dr. Kempy. Um I
063was able to participate in Equity Advisor. I've been sick and um she was kind enough to let me come in via speaker phone. So I appreciate that. But that is a very important um committee because we talk about a lot of the issues that are affecting different students student populations and um we are learning how to better serve our students. So it's a very very important um important committee and I would love it if we got more students to join as well. Um, so please please join. Um, I believe it's the third Thursday of the month if I'm not mistaken. Um, there in the Mustang Room. Um, so thank you. Um, I wanted to say thank you to all of our staff that protect our students every day. Thank you. Um, thank you, Miss Lauderdale,
064for your uh, proclamation or resolution. Um, we need to stand in solidarity together. Um, we have a lot of very very serious and very disturbing things going on in our communities. Um, and this affects our students. It all it will affect the way that our students learn. Um, so thank you for protecting our students. Um, I, you know, I I'm very grateful for all of the folks that go out on MLK Day and do, you know, volunteering and things like that. But let's not forget that no matter how many benches we paint and how much trash we pick up, that our education is under fire. um the way that we teach ethnic studies, the way that we teach our US history, the remembrance of the eraser and of the harm that's been done to our
065brown and black communities is very real. And if we continue to allow the eraser and the silencing of acknowledging that trauma and acknowledging those struggles that we all have, we'll never get through it. The truth is important to acknowledge because without that you can't move forward. So I just wanted to um to just say that you know those volunteering on one day is great but we have to do this all the time. Folks are hungry every day. Folks are struggling for their rights every day. And with the dismantlement of education, of our museums, of um black history, it's we're living in very very dangerous times. Um I just wanted to say a quote by Dr. Martin Luther King that says um true peace is not merely the absence of tension, it is the presence of
066justice. Um so thank you um staff for being present for our students and um that's it. Thank you. >> Thank you. >> It's great. Trusty Lynn. >> Sure. Um recently I sent out a principal's newsletter honoring Dr. for Martin Luther King Day and um I I just just in the just the early part of this meeting um and listening to Superintendent Booker's acknowledgement of the wonderful things we did and the action we took um during the SNAP uh crisis and how we provided help um really kind of honors what Dr. Martin Luther was talking about in so many of things that he says and um just to kind of also talk to what Trusty Zeniga Andradi Zeniga is talking about the only way to fight darkness is with the light and you know and I
067got to say here there's a lot of light and positive energy and positive work and I'm proud of the work that we do on a daily basis and I really want to acknowledge all the staff and people who worked to get the food and resources and having the dinners and having the leadership to just move forward and take action. I'm using that word because that was the word I was thinking about before. It's just it's not just talking about it. It's not just words. It's action. And in that instance, we helped thousands of kids and thousands of f hundreds of th hundreds of families at least that were in a situation that we needed. It it it solved a problem. Doesn't solve everything. Doesn't solve the big problem, but really the purpose of our work
068is another quote by Dr. Martin Luther King, which is intelligence plus character. That is the true goal of education. And that's what we do here. It's not just about intelligence and achievement scores, but it's also about character. And I'm just so proud to listen to the things that we talk about here. And the student uh the student board members talking about what you're what's important to you um is really just a shining light into a very dark world right now. So, I'm very proud of this district and the people in it. So, thank you. >> Thank you, Trusty Lyn. Trusty Jacobson. >> Thank you. Um, the first thing I'm going to report on is last week, uh, Trusty Chavez and I attended a meeting for the San Monteo California School Boards Association, uh, where we
069received a presentation from the county board of education about CTE pathways and the labor market in our on our local area. uh we got some statistics and how we can best plan our CTE pathways to align with what the labor needs are in our area so that our students can um plan for careers that have a living wage um going forward. It was a great evening and uh I learned a lot and we have work to do and things to talk about on that front. Um, last week I also uh was volunteering at the snack shack at the Hillsdale High School Quad Basketball game. I saw Mr. Boy there. Um, it's just great to to get out there and and be at these events and um see the school spirit and appreciate all um of
070the parents and staff who make these events happen for our students. Um, as many of you have mentioned, Monday was Martin Luther King Jr. Day. Um, I wanted to add my um, you know, respect and honor for Dr. Martin Luther King Jr. and for the leader that he was and the example that he is to us. Um, every year for uh Martin Luther King Day, the Peninsula Multifaith Coalition, which I'm a part of, um, hosts a multi-sight event with we had close to 600 volunteers come out for about uh, 20 different projects, service projects. Some of them benefited our district. Um, we had volunteers out at the Hillsdale Peace Pantry Garden. um refurbishing the soil beds and removing dead fruit trees, planting new ones. And um I was able to visit that site. Um we
071also had volunteers assembling um gift bags for uh for new mothers with uh baby items that they will need and some of those will go to uh new mothers in our district. Um, also I appreciate uh Trusty Andrade Zuniga's uh reflections about the need for education about um and and acknowledging past traumas. And the Peninsula Multiffaith Coalition also um offers an education event coinciding with Martin Luther King Jr. Day. It will be this Sunday, February 1st, from 2 to 4:00 p.m. um at the Black History and Learning Center in Redwood City. There are going to be um community members there uh offering readings from speeches of famous civil rights leaders. So again, that's February 1st, 2 to 4 pm at the Black History and Learning Center in Redwood City. And that's my report. Thank you.
072I'll keep mine really brief tonight. I appreciate everybody uh everybody sharing. So I echo some of those sentiments about Martin Luther King Jr. Um I'm just going to report out real quickly that just like Trusty Jacobson said, um we attended the Sanonteo County Schoolboard Association meeting. We have meetings where any trustee within Sonteo County and the superintendent are invited. And this topic um was of course CTE opportunities. And it was amazing. The Sanonteo County Office of Education Associate Superintendent Chris Sha who is an who's a statewide expert on CTE gave a presentation and we actually had a really lively two-hour interaction. A lot of trustees from different districts were there. Um it was just a great discussion. and we were all we're all excited about CTE and interested to see how we can move that
073forward in all of our districts um in the county. And then the next day I um was was uh really happy to go to one of my favorite committees. Actually, they're all my favorite committees, but this is the citizens oversight committee. Uh Mr. Hawkins knows this is a very favorite one of mine. We have amazing parent volunteers that attend and they always um with a fine tooth comb they review the the updates for the expenditures and the forecasts for the for the bond spending. Um and it's a publicly open meeting. It just we we never get any bless you. We never get anybody uh he doesn't want me to speak. That's okay. >> Allergic to Here's some more candy. Um we we just never get anybody who wants to come to the public meeting but
074it is agendaized and it's on it's on the website. So, but it's it's looking at a lot of numbers, but again, we have a great committee. Um, and Mr. Hawkins team does an amazing job facilitating that as well. So, that's that's my report out. So, thank you. And then next we have on the agenda is public comments. If you are joining us in person and wish to make a comment about an agenda item or during the public comments section at the beginning of the agenda, please fill out a request to address the board form and submit it to the secretary. The 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
075camera 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 boardshd.org. Please note that the 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 in-person comments first. Uh, Miss Aino, are there any inerson comments? >> There are none. >> No. Okay. Are are there any hands raised on Zoom? >> There are none. >> Okay. Sorry about that. And I don't think there's any communications to the board tonight. So, next we have our consent agenda
076with wait for it 32 items. And so I just want to ask um the trustees if they wish to pull any item for consent. >> No. Okay. Are there any um questions um or comments from the public? >> There are none. >> None. Okay. Would a trustee like like to make a motion um to approve? >> So move. Okay. And second. >> Second. >> Okay. Thank you. With the first and a sec with a motion and a second, um we will go for roll roll call vote because we have a trustee uh remote. Um Trusty Griffin >> I. >> Okay. Trusty Andradi Zuniga >> I. >> Trusty Lan >> I. >> Trusty Jacobson >> I. >> And I vote I for myself and the student board reps. How would you like to vote? >> I
077I Okay, great. The roll call vote actually has me memorizing everybody's names. I know their first your first names, but memorizing the last name is is just as important. Okay. Next, um we're in the special reports and appearances section of the agenda. So, Superintendent Booker, >> I think I'm going to hand this one off to Dr. Kempkkey. >> Thank you. >> All right. Good evening. Um really excited to be here tonight to share our spotlight on student learning. Um highlighting the class of 2025, um student outcome data. and I'll let them get the slideshow set up. We have some wonderful guests from our schools to also kind of share on um what some of the things we're doing to support student growth, especially as it uh relates to some of these um outcomes. So, uh
078we're going to take a look at the graduation rate class of 2025. We're going to look at the college and career indicator um access to college level coursework. So looking at um AB I mean IB, AP and dual enrollment um how our students are doing um post-secary and then um ML progress. And we have um some educators here from Mills, Cappuccino, and Hillsdale. They'll introduce themselves when they come up here to talk about some of those um outcome data. So just as a reminder um all the data points that we share through the year are connected to um one of our three LCAP goals. Um goal one is around safe and connected community. Um we've looked at the suspension expulsion data. Student survey results will come later in the year but um we cover the
079different components of the LCAP throughout um the year. Goal two um that's what our focus is on tonight. It really is focusing on creating a humanizing um education for all students. And some of our outcome data there is graduation rate, our college and career readiness and our multilingual learner progress. So that's the goal that we're going to be focusing on tonight is goal two. Goal three is around empowering staff. Dr. Black um shared some data around hiring earlier this year and then at our February I think our sec second meeting in February um Dr. Hopkins will be here to talk about professional learning. Um, so you can see those dates and the review of those progress. Um, one of the reasons we're reviewing kind of the way that we review the data in general is
080that later in the meeting, you're actually going to improve um the LCAP midyear report, which is a new required report by the CDE that also includes all of this data. Um so the state um released that report so to ensure you know districts are covering the data but we already have this rhythm that we cover it throughout the year. Um so with that I'm going to hand it over to Mr. Mr. Simmons um to start talking about some of the outcome data. >> Yeah, I'm just going to go quickly. Thank you Dr. Kempy. Good evening board members. Um just going to quickly say the class of this we're going to focus on the class of 2025 for the bulk of this presentation tonight. Uh, and just as you see there, the the rate rose to
08193.6%. That's really our highest rate since the pandemic. Um, we're basically back to the prepandemic uh graduation rate. We're seeing real strong outcomes for students with two or more races, long-term multilingual learners um are really showing some improvement. Uh, at the same time, you know, we see MLS, students with IEPs, and some racial groups remain uh areas of focus in terms of the the persistent gaps that we have in in achievement. Um and so in line with our graduate rate results, we wanted to share the work of two of our schools who contribute significantly who contributed significantly to these gains, Mills and Cappuccino, and the hard work and strategies that they've employed to secure those results. Um we'll start with the team from Mills and I will have them introduce them introduce themselves to you
082and then Dr. Kimcki has the controller so she'll she'll advance it when you're ready. >> I'm following along so I'll make sure I click it when you need it. Uh good evening uh President Chavez and Vice President Jacobson, board of trustees, Superintendent Booker, Cabinet and Mills students. You have two experts right here in the room with firsthand experience. So we're excited to share with you tonight um and celebrate uh the increase in graduation rates at Mills High School. uh as you were sharing your one word um and I thought about uh our team and specifically our counseling team, the words that resonated with me that you selected were focus, do and equity. And while it takes all of our school community, every educator at Mills to help our students reach high school graduation, we wanted
083to spotlight the remarkable work of our counseling team this evening under the leadership of Assistant Principal Jonathan White. And we also have a very skilled, seasoned, talented counselor, Miss Rachel Mack, here today uh to talk to you about some of the reasons why we believe we experienced an increase in the Mills graduation rate. So, I'll hand it over to both of them. >> Thank you, Principal Dinski, and good evening, everyone. Uh thank you for having us. So, just want to share quickly a little bit about um some of our schoolwide interventions that we have at Mills High School that we uh implement and to make sure that all of our students are supported. And so that really starts with our MTSS intervention systems with our MTSS MTSS coordinator, Amarie Montani. She does such a wonderful
084job um making sure that we really get to learn and support all our students and all their needs through the tiered systems. So, tier one, tier 2, and tier three. We have referrals to uh tier 2 programs that really support our students. Um, intensive flex with our student success coordinator, tutoring provided by our peer tutors and as well as our teachers. Uh, Viking mentoring where a student can be receive mentoring uh through any adult staff member uh on campus. Uh, as well as our social emotional support groups run by our wellness counselors. So, uh, we really take it really takes the effort of all of our school staff members, teachers, counselors, wellness counselors, classified staff members in order to support our students. We do faculty-wide kid talks, which is an opportunity for uh our teachers
085to collaborate with one another to have conversations on how we can support our individual students, especially our students from un uh underserved populations. So, we're talking about our ML students, um, our students with IEPs and 504s, our Latinx students. If teachers share students in common, this is our opportunity for them to collaborate, discuss what are you seeing some strengths in the students, what are some strategies that are working inside the classroom, what are some things that aren't working. So, those are schoolwide interventions that we offer uh to support all our students, and it really does take all of our staff members. So, this is also an opportunity to just celebrate them and all of their efforts and work that they do. Uh I'm going to pass it over to Miss Mack who's going to share
086and talk a little bit about some specific school counseling interventions. >> Uh good evening everyone. Thanks for having us. Uh so in terms of the role of a school counselor, I mean I just want to start off and say senioritis is no joke. [laughter] It is a real thing. Um, and a lot of what we do is really trying to kind of tailor to each unique student what their unique needs are depending on what the challenges are. Um, and really being um, you know, providing a more personalized and more proactive um, approach to supporting our students. We do try to meet one-on-one with all of our firstgen seniors to help them um, with their post-secary plans. um a lot of focus on early intervention for students with DNF grades and um definitely a lot of
087um family collaboration, communication uh with both families and teachers, working closely with them to support students. Uh we do also offer academic and college planning nights. Um and those efforts are more just to help families understand the bigger picture of like what what is required for graduation, how they can support their students in planning for you know post-secondary success. um providing social emotional counseling. There's often a lot of mental health or personal factors that get in the way of students who are struggling um or at risk of not graduating. Um something unique at Mills is we also have a dedicated counselor for Spanish-sp speakaking families. So, thanks to the generous support of our PTO, they fund a section um of school counseling and that actually allows us to have a counselor who is Spanish speaking
088work with those Spanish- speaking um families. and she has a smaller case load to be able to do that and I think that has been very very supportive as well. So, um but it, you know, it's not just school counselor, it it does definitely take a village. So, um >> Oh, wait. Rachel, wait. The glow party today at lunch. Did you want to mention that? >> Oh, yeah. That's a If you actually forwarded a couple slides. Yeah. So, right here. Um, so today we actually uh the school counselors threw a surprise pizza party for students who raise their GPA by over 40% from spring to fall 2025. I think it's easy to just focus on students like when they're struggling or when they're not doing well and it's often easy to miss when they are
089improving and they are growing and so um we make it a regular practice to celebrate students who are um you know making improvements. So thank you. 41 students there today at lunch. Um some students had uh increased their GPA 100%. Um wow. So it was remarkable and uh they were recognized uh for uh overcoming some of the obstacles that were in their way to be able to make that happen. Um so thank you for uh the opportunity to share and um I'll pass it back to you. Okay, >> thanks so much Mills team. Uh really awesome. I'm going to just hand it right off. And so there were a couple subsequent slides that just have sort of the the rationale or the reason that we we had the Mills folks here, the data you'll see
090there. Uh really amazing results across many most most subgroups. Um and so now I'm going to hand it off to uh Jose Gomez, the principal of Cappuccino High School, who's going to tell a little bit about their story. Good [clears throat] evening board members and soon boards. Um I'm here to celebrate and highlight some of the things that we do at Cappuccino. Um the graduation rates are validating um to us for a couple things. Our systems are working for the most part that we have in place. There is some progress that we still need to do and work that we need to do as a as a community. Obviously, we want all our students to graduate. Um but but overall with a 95% graduation rate for all our students, that's that's that's exciting. But I'm
091here to really highlight the gains that we've made within our ML uh population with a 12% increase um from the year prior to last year and then also highlight some of the things that our ML support team is doing to to uh make this happen. Um it's it takes a village to uh get all our students across the finish line and without them tying it back to the LCAP goal of one me having a safe and connected community. We can't we can't even touch the humanizing uh education experience that we offer here if we're not really intentional with making sure that we have a a a safe and connected uh community because a lot of our students done do come with a lot of trauma and we have amazing people that support them throughout this
092journey. Um part of uh one of the things I wanted to highlight is our just comprehensive uh ML student onboarding uh program and orientation and the intentionality behind that when with coupled with our ML presentations in our ED EL classes and along with like our wellness counselors, social workers, providing them with an opportunity to understand the community and also what's available to them because this is a new system, a new culture and there's just so much to navigate and we have to chip away of the stigma that does exist from seeking support wellness and uh our wellness team and our social workers and like our counselors do an amazing job with educating them and providing them with opportunity opportunities to seek support. Um Miss Mack mentioned about the intentionality about the individual check-ins and basically
093individual education plans that they have to develop and to make sure our students finish AC finish the finish line with the the time they have with us. Um, and it's very creative at times and and you know, you have to know your students. You have to know their history. You have to know that what they're going through. And from myself all the way down to the classroom teacher, we know their stories. We know what they're going through. And we have some of the most uh caring, compassionate people that that are serving them, which is inspirational to me to see and and work with uh day in and day out. Um the LA next slide. The other piece is you know just the family engagement component component and like the social worker component um that connect
094families and students to outside resources like Enclave uh Enclave Clove sorry that we have within the county. Some of those opportunities wouldn't exist. Uh but we're lucky and fortunate in our district that we have great partnerships with outside organizations and and our staff work hard to really connect them with these resources and expose them to that. Um the last thing I want to just highlight and it's been a privilege to see in my tenure the last four years is how we improve student engagement, a sense of belonging and offer enrichment opportunities to our students. You know, at Cappuccino, we we have field day. I think Jesse was there when they they started that. Um multi- um ML clubs, you know, we do have tier 2, tier three initiatives that target our ML uh population. Um
095so we're we're really excited for the for these outcomes. And at the end of the day, I just wanted to highlight our staff because all this, you know, couldn't get done without them from classified to our to our certificate because they're all educators and they all interface them as soon as they walk in, as soon as they walk out. But uh again, it's just I'm pleased with the outcomes. We have a lot of work still to do. Um but you know, just uh impressed with all the work that we do as a site to get our students across the finish line. >> Thanks so much, Jose. Uh couple last slides there about Cappuccino's outcomes. Um we'll just skip through those. Uh and then I just have a couple uh just there's a little interlude here
096before we talk to Hillsdale. Here from Hillsdale. Uh so just quickly saying the next area is the college is the California college and career indicator. Uh this measures how well students are prepared for life after high school. It evaluates whether students are college and career ready um or both. Um and that includes everything from A to G course completion to dual enrollment APA IB exam scores uh CTE pathway completion uh and workforce readiness. So it has lots of different components to it. It's sort of the most complicated measure the state's ever created. Um but the good news is overall that our students saw some growth uh in this area. Um and uh we look to to continue that grow growth uh going forward. Um I would say that in particular we also saw significant gains
097uh for African-American students. Um uh again it's a small subgroup so it it can it can go up and down quite a bit but we did see some significant growth there. Uh we saw declines for multilingual learners, Pacific Islander students and homeless students. I think, you know, one of the things that we want to make sure we're clear about is that, you know, while graduation, we just talked a lot about is really important, we want to make sure we do the next step, which is also making sure that kids are ready for the rest of their careers or their their lives. Uh, and that's what this measure is really trying to help us get at. And so, that's really the next uh frontier for us is how do we ensure that all of our students
098have real post-secondary opportunities uh when they leave us uh by these measures as as one indicator of their readiness for that. Next slide. Um and so then this this uh this is a a component of that and we just pull this out because we wanted to make sure that we were seeing um the growth in student participation in AP uh international balora or dual enrollment offerings. Um and so uh just over 50 52% of the class of 2025 completed two or more AP IB or dual enrollment classes. We saw some significant dimmunition in this particular number. Um, and you know, I think that the the key kind of uh reason we see for that was we had actually a change in our partnership with Skyline College who was uh duly enrolling uh a very large
099number of our students in their in in their uh hospitality program. Uh the program is essentially vaporized uh at at uh at Skyline and so consequently we stopped in dually enrolling our classes. So our teachers were teaching college level coursework and then when that went away that was a s especially among our historically underserved kids who were in those in those particular classes. So, that was a that was a big hit to us. It's partly why we've we've sought out the new uh GSP grant funding to to find some new pathways that we can partner with the colleges on uh that are more robust at the college. Um and then lastly, uh around post-secondary enrollment, uh and this is just a this is a measure that we get from our uh our partner, uh the
100National Student Data Clearing House. Um, so this really is data that's not really in our control. It's sort of we get this information that's matched at the college level that tells us about what's happening to our students in a post-secary uh situation. It's important because people always want to know sort of what happens after they leave us, right? Um, and so in many ways we see overall college enrollment is is pretty high. There are some spec specifics inside the report, but that basically 79% of our graduates are enrolled in some kind of post-secary education. Um, you know, and I think that really reflects what you see otherwise in our data. Um and that you know we still see lower enrollment among our Latino students, our students with IEPs, our MLS. And so we still continue
101to want to again if we we're pretty sure that if we get them over those C those college and career indicator indicators, they will then be ready to do these these this they'll be in post-secary uh institutions. With that, the last uh section is related to uh ML progress. So we did a we we you talked pretty extensively at your December meeting about ML progress. uh Joanna Fight uh did a great presentation around all this, but we wanted to to sort of highlight in particular the dashboard data around and so this basically is the percentage of students who made one year of grow one one level of growth on the on the LPAC, the English learner assessment year-over-year. We saw some significant growth uh here. And so what we wanted to do was to have
102uh one of our schools uh Hillsdale um who saw some significant growth uh and to kind of um come and share what they're doing to support their multilingual learners um at Hillsdale. So Mr. Boyce, if you want to come on up and share. >> Dr. Kempkkey, do you mind going back one slide? Thank you. Um it's a real privilege to get to present with this group and before this dedicated group of people. So thank you for the opportunity. I I before you here, you've got this ML progress slide and I think on the left hand side you've got all students. I just want to reiterate the broad diverse group that that includes. Um ML learners, you have students who are very new to the country, newcomers who are within those first three years, medium-term English
103language learners years four and five, and then long-term English learners beyond year five. And and they are from a variety of home countries, a variety of economic backgrounds. I know we spoke about that last week. um or last month, but it feels important. Um next slide, please. So, at Hillsdale, um I think each of you is familiar with our house structure. The the goal is to provide a personalized, equitable, and rigorous education for every single student on campus. And so, you'll see that within kind of our tier one supports, all students experience a house looping, an advisor, and teacher teaming. And if you're a newcomer to our school, you begin your school experience in Manila House, um, which is a wonderful, beautiful space. And then you transition into one of our standard program houses, uh,
104when you reach year three or you've demonstrated English proficiency at specific cut points, Lexile levels, those types of things. We've noticed that data in Manila has has improved. Um and this year specifically have tried to uh make real real strong strides in the transition from that newcomer program to the standard program where you see the six uh houses kind of on at the exterior. Um our MTELS and LTELs are in those six houses where our newcomers are in Manila. Next slide please. If it's okay I'm hoping that we can click on that transitional plan doc just for 30 seconds. The um the first bullet point there. Um, our goal was to create a plan by which students left Manila in a very coherent manner into the standard program. So, there's an overview there. You don't
105need to read that, but we do track the data very, very closely of each of our graduating Manila cohorts into the standard program. We look for attendance patterns, behavior patterns, and academic patterns. we made the determination that we weren't doing well with our uh medium-term English language learners. And so you'll see as a student exits Manila on the the lefth hand side, these are the promises we make to you at a minimum before you enter the standard program. So we have family meetings, we have student meetings with counselors, we do paired students into houses. So that way I have a comfortable person in that house hopefully in that advisory. The middle column you'll see what are the first six weeks look like in the standard program. That's what SP stands for. Um there are advisor
106to advisor meetings. The previous adviser has written letters. Students have provided work samples and letters. Um there is a number of different groups. We have a ML peer buddy group, a rising knights group that works on really adjusting executive functioning, those types of pieces. And then if at the six week mark um I think Miss Fight has done a really nice job in encouraging us to really monitor those six week data. We have our ML specialists, our uh our adviserss working closely and then you'll see the interventions on the right hand side. So I just wanted to bring our attention to that. The goal was really to bring coherence. We've had so many wonderful people sometimes duplicating services, sometimes there are gaps in services and our goal was to eliminate those gaps and redundancies to
107bring a real team effort together. And if we can return to the slides, I'd really appreciate it. This is really on the side. what is often labeled our graduate profile labels these at the top you'll see sense of self and sense of community the second program I wanted to highlight is empowerment through action schoolboard has heard much about empowerment through action so we don't need to spend a ton of time here except for two points one our medium-term English language learners our long-term English language learners our newcomers are all at a 50% or greater percentage in that program um I am an ETA adviser I I am a mentor to nine young men who are seniors who will all be graduating this year. Um I couldn't believe stronger in small learning communities. To my core,
108um I believe in advisory. It is the greatest tier one thing that we have done at Hillsdale. Um as far as I can tell, it is necessary. It is not sufficient. And so the transitional planning, the empowerment through action groups and the enrichment that comes with it really allows us to further tailor and specify to individual groups of students. Those affinity spaces uh by gender, by need, I think really allow us to do um exponentially more work with students who deserve that work. Next slide, please. And then lastly, this is a shout out to our incredible faculty. Over the last year and a half, our PD team has done a wonderful job engaging us in really focused learning around the needs of ML learners, which are very specific yet very diverse. We've taken up a
109um our graduate profile bands on literacy and effective communication, made strides there. Um really worked on um speaking and listening in the classroom to try and get kids uh students comfortable in the standard program. Uh the the school district um multilingual department has done a wonderful job creating universal supports. We don't need to click on that smooshed ML supports now, but I would encourage uh trustees to look at that at a later time if you have not. Um we're not implementing them fully at this time, but it is a wonderful kind of set of very specific strategies that standard program teachers can undertake. Um trans languaging is a very popular word. I uh I'm happy to talk offline about that, but really you're creating a climate, an environment, and an instructional framework that honors both
110home language and advanc advances English language proficiency and honors the strengths that students bring. Amplifying the curriculum has been a core text for our professional learning um in terms of really differentiating projects for students and all of our teachers have undertaken focal student work really trying to understand student experience to transform curriculum and center students. Community literacy in action is a a course that we've had in this district as far as I can recall. Well, it had a different title before that, but it's been that for the last four years, five years. And um I think we're seeing the impacts. I I truly do. I think that that course continues to be honed. Uh I think sites are putting the right people in there in front of students and that's helping immensely. Next slide, please.
111So, it brings us to some data. You'll see that we're very proud um of the uh ELTEL uh growth specifically. you know, there's there's growth with all of our students. Um, and then the next slide, please, is LP data. And for those of us that track multilingual learners, this is this is the the source that we go to. Are students making progress at intervals that we can measure because when I see an ELPAC score of one, that doesn't tell me everything I need to know about the student. LPAC level three. These overall summitive results are not as helpful as these LP scores, which is a progress indicator in the four domains, speaking, listening, reading, and writing. And so you'll see, you know, on the right hand side, we're we're we're proud of some of those
112gains. I will say that we are pleased, but not satisfied. Um, I think the word uh that I've used that I appreciate some feedback on is the word commensurate. We want to make sure that we have commensurate student progress. regardless of demographic indicator. Um you will probably ask great questions like so what are you going to do next time because if we plateau at this level that would not be enough. So um I do think that our focus will be on MTELS in the coming year. I'm sorry I'm kind of running along and further connecting ETA and small learning communities. Thank you. >> Thank you. >> Uh thank you. It's hard to follow that so I'm not going to Those are our kind of broad uh kind of those are strategies you've heard about. You've
113kind of heard about some of those already actually in the in the specifics that folks were talking about. So we will now take your questions. >> Thank you for the presentation. You know, we uh spent an hour before open session and I spent the weekend studying our academic achievement, our graduation rates, our subgroups. So I appreciate the uh the you know your insights into this. So, good job, >> Trusty, excuse me, Trusty Andron Zena, do you have any comments or questions? >> Yes. Um, I really really love this presentation. Um, I think having a Spanish speaking counselor out at I can't remember it was Kapper Mills is extremely important. Um, I think that that will be definitely a game changer. Um, I wanted to know, um, well, first I also want to acknowledge that, yeah,
114there's a lot of folks that have a hard time asking for help. And I'm glad that y'all, you know, recognize that and can reach out to people um before they ask because some people don't know how to ask or they're shy or they don't want to bring attention to themselves. So, I I really appreciate that. Um, so I wanted to know how how do we know how many unhoused students um we're actually serving and how do we know how they're improving? Like what um is there like accurate data? I know it's really difficult sometimes to track unhoused folks, but um how how are y'all doing that? So we do our best, right? It is it is unfortunately more we catch the students that kind of come to our attention than us necessarily knowing and what
115you know the definition of unhoused is complex right um so but but we have uh liaison at every school site uh homeless leaison as they're called um and so uh and and then a system in place for then supporting those students and we have specific funds dedicated to supporting those students right the McKenna McKenna Vento funds um but I think I think we're I'm pretty certain that we're underounting those students because of either the stigma that comes along with being identified or all the things we can imagine about why students don't don't don't get identified. Um, but in general, I think a lot of these systems that you heard about tonight are ways that we get at that, right? Those personal conversations that I mean, you heard the word trauma, I think a few times,
116uh, among folks here. And so I think I think our staff do an amazing job and they could certainly speak to this better than I uh around, you know, connecting with students and getting underneath whatever blocks they may have or or or fears they may have about about their situations. And I think I think our staff do a great job of identifying as many students as we can. Um but it's it's it's such a complicated thing because it because it means a lot about what the students think their their worth is or their value or whatever, I think. And I think that does obviously impact their their their forthcomingness about it all. >> Oh, 100%. Thank you. And last question, um, how are you? So, there are certain um student communities that we are very
117focused on moving the needle with. So, ML students, uh, Pacific Islander students. Um, and so especially with the Pacific Islander students, how are like how are you um reaching those the communities that need that extra help? Um, are you like what are your strategies I guess? And how I don't know how successful has that been? So, I could say a few things because we've we were identified as being in differentiated assistance as a district last year for the Polynesian student population, uh, Pacific Islander student population. Um, and so in that inqu we we we sort of bumped into um the work that's happening at Cappuccino uh to support our Polynesian students. I'm going to hand it off to Jose to say a little bit about what they're doing at at uh at Cappuccino to support
118their student population as one example of what's happening. >> Yeah. So, at Cappuccino, [clears throat] excuse me, we have uh the a student club that is basically called OFA. Um, and it was a a general club that students could run and and and have a teacher advisor. And we felt and during my tenure, we felt that we needed to do something more for our Polynesian community as a result. First thing was we needed representation on our campus with Polynesian staff members, stuff like that. So we ended up having an opportunity to hire a dean that that is uh Tongen and he's also worked closely with this uh group over the last two years. Um and then we kind of figured a a a system where our group we identified their students that you know not
119they're not at risk they're just Polynesian students that create a club for them check in with them as far as social emotionally academic. um they meet twice a week during our home room time instead of going to their home room appointments. We make an exception depending on if they're doing well academically that they can meet with us and that's where we could uh push in career technical education, all these other stakeholders to support them. Um it's a small little tweak that we've created at our site. Um there's still a lot more that we need to do for this community um because we're still missing the mark. We're still dealing with attendance issues. We're still uh seeing uh chronics absenteeism. So, you know, there is some upside with what we have done, but I think we
120need to do a little bit more to to engage that community and also engage the families as well because I think that's that's the other layer is how do we bring our Polynesian uh community f our families to our campus and highlight and one of the things that we're trying to do is celebrate culture and later on this semester we're trying to figure out how to do that as a site and have them visit and join us. So, >> great. Thank you. Thanks, Jose. It's awesome. I happened to be shadowing a student in who had this this space and I got to sit there with them kind of as a participant. It was it was awesome that this there was a lot of uh joking and also like with good-natured ribbing and so it was
121fun. >> I just want to share some data to trustee Zunigo's question about um unhoused students. So what we see in the California Department of Education's website for 2425 um and and unhoused in this demographic data is those students who are temporary or families temporarily doubled up temporary shelters, hotels, motel temporarily unsheltered or missing unknown. We sh we show uh 80 students from 20 uh let's see 24 25 80 students that's [clears throat] That's when it when it's compared to statewide in the sense of percentage of how many homeless students we have enrolled versus cumulative enrollment. We are just under the statewide average. Statewide average is about 84% of temporarily doubled up. We're at 83%. Recognizing that this is self-reported, right? Um and we have families and students out there that will not report that.
122Um, >> so I just wanted to give you the data that we have. >> Thank you. >> You have any questions? >> Yes. Um, first of all, just an amazing job. Thank you so much for taking time out to really do this report and all the different schools that are came to to report. Mill, you know, all you guys, it's outstanding. I know it's a good report when I want to steal stuff. So I, you know, just listening there's like mills what you guys are doing. you know, what you guys are doing is amazing. I love that idea of increasing uh having a heartier celebration for those who are increasing GPA. Oh my gosh, I'm stealing that right away. And then, you know, uh vice principal boys, the whole idea of with multilingual learners and
123not just the you were mentioning stuff that to click on. I'll be clicking on all those things to just really, you know, because multilingual learners is the most difficult progress that we have to make. that's the where the achievement is so far behind and um I just know that we need to do so much more and just hearing all the different strategies that you're trying and practicing and the connecting um is amazing and and I love the houses. I' I've always loved the houses at Hillsdale. I wish we could do that in other places in big schools like mine at VIS, but it's something maybe we'll work on. Um uh lastly, I just want to honor um the LCAP goals that you've created. Just humanizing education is such an important goal. I'm so proud that
124it's part of our LCAP. I know I keep saying that, but I really mean it because every time it connects to the graduation rates and how we present things, it just makes me say thank you for all the work that you do because this is at the heart of what we need to be doing. So, thank you all. Really appreciate it. Dusty Jacobson, you have any comments? >> Hi, thank you so much for the great presentation. It's always great when we have trends that are going in the direction that we want to see them going. So, that's great. Um, I did have a question. Um I think it was a month or two ago there was uh a report or a news article about um a large number of students at UC San Diego that
125needed remedial math and it raises the question about grade inflation and I just want to hear from you how are our grading practices consistent and ensure that are the the increase in grad rates that we're seeing um reflect true academic progress and um capability. >> I mean that's a that's a big question. >> It's a big question >> and it's complex. Uh I would say um in general when you look at the there's some other actual slides in the in the report about persistence of students in college they're they're they're persisting. So I think there's one that's one indicator, right? It's one thing sort of say well did they get there and then the question is well did they actually either finish or persist and we're seeing decent persistence uh certainly above average so I
126think that's one indicator that you know students are doing okay I think in general we we are you know we do our best to try to get norming around grading grading in ed code is a is a teacher's purview right so that is one of the things around norm around around grading and so one of the things that many of our schools are doing is doing much more standardsbased grading for example uh many of our teachers are beginning to moved in that direction where it's much less um unclear what how you get an A or a B or a C. It's much more clear and it's really just driven by the standards and your attainment of those standards. So I would say in general uh and certainly I could I could ask any one of
127our administrators here to give their perspective about kind of what they're seeing in terms of grading practice. But I think I think the transparency around grading uh in CA because we have Canvas because we have this kind of real-time information about what's going on there's a lot of I mean that transparency drives I think a more validity to to what actually is happening. Um, and so because there's so much transparency, I mean, I remember back to when I was in school in the dark ages, you know, that was in a in a teacher's grade book somewhere that I didn't even know how it got produced at the end of the day, right? Well, now we know in real time how kids are doing on Canvas on a day-to-day basis. So, I do think there are
128checks on on sort of what's happening dayto-day and and and questions that get asked if there are questions. So, I do think there's there that we're not seeing significant um student underachievement at the at the post-secondary level that I would say is problematic. And honestly, what I see another another indicator that just occurs to me is when I see our middle college students go to middle college, they do very well. Right? So that the point being that when they trans they're there still our high school students and they're doing fine at college right up there. >> Thank you. >> I don't I don't want but did one of the principles want to add principles. >> So can I ask just one quick follow-up question? Um, you you have a great talking speed. Sometimes it's it's
129a little fast for me. >> I love it. [laughter] >> Great. >> He's never been told that ever. >> Did you Did you say that uh the the grading norms are the teachers purview or something along that line? >> Yeah. >> Ed ed code indicates that the grading is actually teachers. It's teachers control, if you will. >> Got it. >> That's what's in it's in it's in our education code. >> Okay. >> So, we couldn't dictate this is the way you're going to give a grade. >> Okay. It's just up to the teacher. >> Okay. >> I think we trained him this way. That's the sad thing. I think previous boards have said, "Okay, come on. Hurry up. Let's go." >> It's okay. >> I think I just want >> Sorry, Brian. to add to
130your your question, your point, um, Vice President Jacobson, that there's lots of op there's other opportunities too for students to, uh, engage in credit recovery. So, if we're looking at graduation rates, they're passing a class. Um, I know I talked about GPA and grades specifically, but, um, students may fail a class. And so we need to recognize that right away um and figure out how we're going to give them credit recovery options to retake that class. That's a graduation requirement. Uh and we didn't really talk about those those interventions like summer school. Um sometimes just repeating the course for the semester. Sometimes uh it you know they might be put in egeneuity which is an online platform to just recover the credit. So those interventions are happening too if they fall off track, which goes
131back to the counselors really knowing where students are at at each stage in their high school journey. because if they start to uh foul classes or they if they start to get D's and Fs in ninth grade in math, we need to figure out the intervention for them to help them um learn that material so that they can get the credit to achieve that graduation rate. So, I just wanted to expand on that a little bit. >> Thank you so much. Um, if I may, the two biggest grading practice shifts that I've seen and and much appreciation to Dr. Kemp, you've done a lot of work on this. Um, equal interval grading. We've eliminated the power of the zero in most schools in most settings. So, if you think about a student who gets three
132grades, 100% 100% and a zero. What's their total grade? 67%. What is that usually? A D+. Wait, they forgot to turn in an assignment. they got 200% and now they have a D+ because of the weight of the zero is disproportionate. And so I think our our um curriculum and assessment department is in a wonderful job encouraging us to read and think about grading practices. The second thing I would say is that um assessments are very commonly um allowed retakes and the mantra that I hear quite often is all students want to learn and they will learn at different speeds. So students are frequently allowed to retake assessments in different classes. Now those vary depending on the course and speed of the course, but I think those two practices are really embedded in the fabric
133of the district now. Okay. Okay. Thanks, Mr. Brian Simmons. You know, speaking of grade books in the olden days or our olden days, I wanted to say that I remember those and I remember peeking at them when nobody was around. only one time or twice. So, I can't believe I'm I'm actually expressing this public. I did it once or twice. I was probably like 14 years old, but that's a long time ago, like 10 years ago. Just kidding. Um, I just wanted to make a comment about a couple of comments. One is this was this is amazing data, and thank you all for coming here to present it, to speak upon it, and it's just it's just great. And I just wanted to say that I know trustee Andradi Zuniga already touched upon this, but
134um Mills having a Spanish speaking counselor. Um I think that's so valuable and and it just brings so much need of support. And also I was really impressed with the houses organized at Hillsdale for additional support for the students. I think that's great too. Um and Cappuccino I wanted to mention and I always feel like Cappuccino is my alma moater but it's not. It's my two daughter's alma mo but that's okay. Um um all this all of our schools are amazing. Um Cappuccino hearing how we are helping our Polynesian students is is really awesome too. So I just want to thank everybody uh for the presentation and I wanted to ask Miss Aino if there were any public comments. Any public comments raised hands? There were none. >> Okay. The board have any more comments?
135Oh student reps our favorite. Do you have any questions or comments? >> Um I just wanted to make a comment for Cappuccino. I really appreciate the program that you were doing with the Polynesian students. I myself am Polynesian and I understand that there's not a lot of representation for us, especially at schools like mine where there are very few Polynesian students. So, I just really really appreciate what you're doing. I mean, those are the reasons that I want to be in roles like this so that there are other students that can see themselves and um I just really hope that you can continue doing that and it can be reflected through other schools throughout the district. So, thank you so much for that. >> Hey, thank you. Thanks everybody. Thank you again. >> Okay, we
136have a a second um special [clears throat] report around the first uh semester accomplishments. >> Thank you very much. Um I'm I'm I might be pivoting here a little bit because I'm looking at the time. It's late. We have a lot to cover still before the end of the night. I do want to acknowledge it's our tradition here over the last number of years to bring the accomplishments of our students and our educators, departments, programs, and schools to our board to celebrate our progress and view these wins as a compass to chart our future for the remainder of the school year and beyond. And so I we have a a slide deck and I want to acknowledge and thank our admin team, our communications team, Laura Chocolley, Doulce Hatch, Sarah Hapich for putting together the
137um first semester accomplishments memo and this slide deck. And I want to remind the board that this slide deck, this memo for first semester and second semester ultimately get turned into the spotlight on student learning. Um and uh the one in English and the one in Spanish, we have it translated. A lot of effort goes into these documents to highlight all the tremendous work that educators, families, students are doing throughout the year. So, um I'm going to give just kind of a slice of some of this. I'm not going to go through the whole thing because we still have a lot to cover, but this slide deck as well as the first semester accomplishments covers a variety of um departments across our district like curriculum, instruction, uh equity, sustainability. I'm trying to read where the
138um things are there. Thank you. Uh and then it jumps into Aragon, you know, all of our school sites. I'm trying to It's not working. I'll wait till I There we go. >> That's cuz he's working on it, I think. There we go. Bridge Academy goes to Birmingham High School. All the highlights and updates. Um much of what we've already talked about, what you've read in the memo. Hillsdale Middle College, Mills High School, Peninsula High School, our adult uh and career education center, Sonteo High, uh district governance and operations, that's you all. Uh and some of the things uh we're bringing to the table and and things we've accomplished, our communications team, uh student health and wellness programs across the district, employee health and wellness, um human resources, and I I just want to pause
139there for a second. The amount of work that human resources does in support of over a thousand employees uh and their everyday lives here in our district is really tremendous. Um multilingual learner programs, we've talked so much about that already tonight. Our academic support programs so vital. Student services. And I just want to stop and acknowledge also that when I sit in superintendent coalition meetings across the county and across the state, there are so many districts out there that do not have any of these departments. None of them that either the superintendent or the assistant superintendent and maybe one director and that's it. Uh and so we are tremendously fortunate to have the the resources that we have and the ability to have the people that we have uh to support uh all of our
140students and our families. Mental health and wellness, um technology and information systems, capital facilities, oh my gosh, so much improvement on capital facilities, transportation, an amazing and spirited transportation department, fiscal services that can easily get overlooked. And the reason why they easily get overlooked is because fiscal services are doing so well in the sense of maintaining our budget. Um but we can oftentimes take that for granted. Uh so I do want to call out and how much I appreciate fiscal services and especially payroll because all of us like to get paid. Um and no one acknowledges payroll until something's wrong. >> Uh so uh really great student nutrition, the amount of meals that we serve, 600,000 meals served during first semester. really amazing maintenance keep us up and running and humming as a district. Uh
141operations, the same thing. Uh facilities use brings in a tremendous amount of money uh for [clears throat] uh our uh our general fund through rentals. Our golden apples, the way we acknowledge and celebrate our um uh our educators, the Robert H. Griffin Leadership Award, something new we did this year. Uh and there we are. So, I just I went quick. I wasn't going to read all of that. you can read it on on your on your time. For those of at home watching or on YouTube, uh these are all listed uh in the agenda. You can click on the presentation. You can click on the menu uh the memo. So, I just want a big thanks to all of our educators, community students. Tremendous first semester. >> Thank you. Thank you for that presentation there.
142It's just it's really it's really awesome to see all the good news. Does do any trustees have any questions or comments? >> Yeah. Yeah, I know. Yeah. Okay. >> I love the little uh gif of at the end. Wow, that's new. We got to have that on more things. >> I just know Laura, nice job. >> Yeah, [laughter] that was choppy. Nice job. >> We're nothing if we're not fancy. >> Exactly. Fancy. >> I still think we should call it the Bob Griffin, not the Robert. I'm so used to calling him Bob. [laughter] >> Gotta shorten it. >> All right. >> Okay, moving along. Uh we're at construction with Mr. Yansy Hawkins. >> All right. Thank you. We'll make sure to add the gift to second semester accomplishment. There you go. >> Uh uh as
143part of the classroom transformation project, um the feedback that we got from our educators was significant that furniture was a critical part uh of the project. Um and so we made it a priority uh when uh we worked with the sites and the departments in terms of uh furniture uh to the extent that furniture is a little less than 10% of the overall cost. Um and we're not just talking student furniture. This is student t student furniture, teacher furniture as well as classroom furniture um that are all included. Uh so tonight uh we're asking in two different uh items. uh the first at Berlingame and the second at Cappuccino, the two sites that are going this summer uh for uh the furniture. The furniture has four separate vendors. Um the two largest though are Burko
144which is the uh student furniture and McDow Craig which is majority of the teacher and classroom furniture. Uh with that I'm happy to open it up to any questions. >> Anybody have any questions? Okay, there are no questions. Um, I'd like to entertain a motion. >> I'll make a motion to approve. Uh, can we do both or just individual? >> Individual. >> Okay, so the B Berling game uh transformation project. >> Okay, >> I'll second the motion. >> Okay, we have a first and a second and then we'll do a roll call vote. Trusty Griffin >> I. >> Trusty Andrade Zuniga. >> Trusty Land >> I. >> Trusty Jacobson >> I. >> And I vote I. So the motion passes 5 to zero. Next we have >> a motion to approve the classroom transformation project
145for Cappuccino High School. >> Okay. Is there a second? >> I second. >> Okay. We'll do um roll call vote again. Trusty Griffin. >> I. >> Trusty Andradi Zuniga. >> I. >> Trusty Land. >> I. >> Trusty Jacobson. >> I. >> And I vote I. So that passes five to zero. Next we have division of human resources personnel consent agenda. >> Yes, we have the personnel actions and then anou with westad for the California healthy kids survey. These on consent. >> Okay. >> I make a motion to approve the personnel consent agenda. >> Second. Okay. So we have a motion and a second. We'll do a roll call vote. Trusty Griffin. >> I. >> Trusty Andra Zuniga. >> I. >> Trusty Land >> I. >> Trusty Jacobson. >> I. And I vote I. So that
146passes 5 to zero. Then we have division of human resources personnel actions addendum. >> Yes. And we have four recognitions of teachers who are retiring if I may. Katherine Ketcher, art teacher at Aragon High School, will retire at the end of the year up to 28 years in the district. Jimmy or James Aikida, a biotech teacher at Santo High School, will retire at the end of the year. He's been in the district for 25 years. Alicia Vossberg, social studies teacher at Capuccino High School, will retire at the end of the year after 14 years in the district. And Stephen Asp, a math teacher currently at Hillsdale, will retire at the end of the year after 26 years in the district. >> Wow. >> Great. If there was no uh questions, then I make a uh
147request a motion for approval. Uh so moved. >> Second. >> Okay. Thank you. So we'll do a roll call vote. Trusty Griffin >> I. >> Trusty Andradi Zuniga >> I. >> Trusty Lan >> I. >> Trusty Jacobson >> I vote I. So that passes five to zero. Thank you. There are no uh there's no items for Division of Student Services. We're going to go to B. Division of Instructional Services. Dr. Kempkkey. We are seeking approval of the 2026 um LCAP midyear monitoring report. This is a requirement um that the board reviews and approves. Um this includes data related to our goals and metrics of the LCAP. Um some of which we just covered. >> Okay. Thank you. Are there any questions from >> Oh, sorry. Go ahead. >> Oh, I'm sorry. Yeah, go ahead. >>
148No, I don't have any questions. If there aren't any uh questions, then I would move to approve. >> Second. [clears throat] >> Okay. So, we have a motion in a second. We'll do a roll call vote. Trusty Griffin >> I. >> Trusty Andrade Zena >> I. >> Trusty Land >> I. >> Trusty Jacobson >> I. >> And I vote I. So that passes 5 to zero. Thank you very much. >> You know you might want to ask for public. >> Oh yes. >> I know. I was been looking. Are there any more public comment? Okay. >> Anyone in the audience? >> Let's see. There there's nothing for uh division of business services tonight and the future board agenda items as our last last item. Uh, do we have any board items um requested from the
149trustees? I know we have some previous items on >> We have previous items. >> We have a lot coming up this spring. >> Okay. A lot. Okay. That's a good precursor to me asking, do you want anything additional? If not, no. Okay. Thank you everybody. So, we'll adjourn the meeting at 9:06. Thank you.