SMUHSD Board Meeting - May 8, 2025

001Good evening everyone. I'd like to welcome to the meeting of the Satella Union High School District Board of Trustees. I am calling open session to order. Today is May 8th and it's 7:04 approximately. Roll call. Trusty Chavez, present. Uh Trusty Jacobson, present. Trusty Lamb, present. Trusty Andradi Zuniga 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, an option is available. Hannah interpreting, would you please communicate that for us this evening? Thank you. Good afternoon. In order to provide language access, this meeting will have simultaneous birectional interpretation into English and Spanish. If you're bilingual, you don't have to click anything. But if you're not bilingual and you're using your laptop, in a few seconds you'll see an

002icon shaped like a globe at the bottom of your screen. Click on language interpretation and then select English. If using your phone or an iPad, then in a few seconds, locate the three dot menu in one of the corners of your screen. Click on language interpretation and then select English. When you speak, do so at a moderate pace because the interpreters will be simultaneously interpreting everything you say. effectuick and interpret. The link to the YouTube channel can be found on our website. You may view the captions in English as we live stream our meeting tonight and you may view the captions in a variety of other languages if you choose to watch after this meeting has ended. Viewers may request additional accommodations by calling 650-558-2201. That's 650-5582201. For our deaf and heart of hearing community,

003we have a team from Hannah interpreting services and they will be interpreting our meeting this evening. We would like clear and reasonable pace for our interpreters. Thank you. Uh pledge of allegiance. I'd like to ask the uh student board members to 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. Report of closed uh actions taken in close session. There were no actions taken this evening in close session. Item J, adopting the agenda. The board of trustees may either adopt the agenda as presented or make a change to the agenda through a motion, second, and majority vote. The Brown Act prohibits any additions to the agenda without a

00472-hour public notice for regularly scheduled board meetings. Are there any questions or comments from the board of trustees or the superintendent with respect to the agenda? If there's no discussion, I move to approve the agenda. Second that. Yeah. I want to make a suggestion that we move item S1, which is administrator contracts, because we have three uh new administrators for 2526 school year in attendance tonight. And you know, we could send them home at a reasonable hour if we move it up um right before uh the consent agenda. Okay, that's an approved uh I move to approve that. Yeah. Okay. So, that was sure and a second to the Sure. Thank you. Move to approve the amendment to the agenda. Second. Okay. We have a motion and a second on the uh a modified agenda.

005All in favor? I I sorry. Go ahead. No. How do you vote? I I Okay, there you go. Um missing something. Okay, we're going to move on to uh regular reports. Yeah, thank you. Um so tonight I'm uh thrilled to talk about a number of things that have been occurring across the district. Um the the first is a April 30th was National Apprenticeship Day and Aragon amongst a few other schools was mentioned as a model high school by the California Department of Education apprenticeship office for its CTE engineering technology trade MC3 program. a hands-on program, a hands-on training program that prepares students to join a construction apprenticeship program when they graduate high school. The morning of April 30th, the district got word that state superintendent of public instruction Tony Thurman would be visiting Aragon to

006learn more about the program, which is a first of its kind in a Sanonteo County high school. Smooshed board trustee Jennifer Jacobson, Aragon administrators, Aragon career coordinator Queen, Sonteo County Building and Construction Trades Council Bart Pentoha, and I had the opportunity to meet Superintendent Thurman and accompany him as he visited engineering teacher Aaron Aperson's class and engaged with students about what they were learning and why the MC3 program is so important to them. Brandon Lopez Valet, a student in the class, spoke exhaustiously, sorry that was tongue twister about how valuable the program has been to him personally. Aragon robotics student Adam Richtor spoke about the various robots and competitions and was such an incredibly impressive spokesperson for robotics at Aragon. I just want also to call out the Aragon student reporters. I don't remember their

007names, but I did get to witness them have about a 20-minute conversation with Superintendent Thurman, and their questions were dynamite. They were so good, so professional. Um, I was kind of ready standing next to Superintendent Thurman to kind of like cut it off if it got a little little nuts, but uh they were fantastic. Uh, they made just the whole journalism program at Aragon High School proud. Uh, I think they were great. So, real great treat. And I want to thank uh the Aragon school community um for everything they've done. It was really fantastic. Um I also want to highlight uh in April we recognize two golden apple winners, both from Cappuccino High School. Uh Arlene Mitchell is an instructional assistant at Cappuccino. She has been with the district for 25 years. Uh Karen Kuy

008said, "I wholeheartedly recommend Arlene Mitchell for the Golden Apple Award. I've had the pleasure of working alongside Arlene as a colleague at our school where she has served as an instructional assistant way before I arrived at Cappuccino High School. And throughout the many years I've had the honor of having Arlene as my instructional assistant. She has in consistently demonstrated a deep commitment to the well-being and development of our students. Her caring nature is evident in everything she does. She treats each student with respect and kindness and provides a grandmotherly nuanced way of interacting with our students, which many appreciate and welcome. And it's no surprise that when she is absent, the students express their distinct sense of loss and longing for her presence. And then also uh our our golden apple award winner in April

009is Tim Natan, the dean at Cappuccino, and he's been with the district for eight years. Jose Gomez said, "Tim joined Cappuccino High School midyear and hit the ground running, immersing himself in learning everything about our school. He not only kept his head above water while adjusting uh adjusting to his role, but he also prioritized building strong relationships with staff, students, and parents. In what little downtime he has, Tim dedicates himself to coaching football, a lifelong passion of his. And one of the key reasons we wanted Tim to join Cappuccino as a dean was to provide a role model for our Polynesian students, allowing them to see representation in leadership. However, Tim's impact extends far beyond that. He actively monitors and checks in with the group of students, ensuring that they are on the right path

010and serving as a trusted adult for many on campus. Tim also serves as the adviser for the uh OFA club. Ofa means love in Tongen where he helps plan annual trips to build community and expose students to colleges and programs. Um, additionally, I'm just going to jump to a quick topic. Just before our board meeting, there was the community resource fair out on the spirit lawn uh Sonteo High School. And this was a a program developed by Joanna Fe and her team, the multilearner program inviting families uh to access free information and resources from local community partners. Uh there are a number of board trustees that attended and and a lot of district uh and site staff. Um they there were resources there about legal and housing, health, mental health, food, education, clean energy uh

011amongst a number of other topics. There were a ton of students out there too. And I love the blue shirts and all of that. It was really, really fantastic. Great representation. And then finally, I want to remind members of the board and the public that all are invited to join the district and Mills High School to celebrate the completion of construction of the Mills High School site improvements project at a ribbon cutting ceremony on Friday, May 9th at 4:30 p.m. It's 400 Merchants Drive in Milbury. Uh the Sanonteo Union High School District and Mills High School wish to extend their gratitude to the voters and taxpayers of our district for their support of Measure L, a $385 million general obligation bond to make improvements to facilities across the district. Um so with that, I thank

012everyone. Thanks for coming. Thank you. Report of the District Teachers Association Representative Good evening, President Griffin, members of the board. Um, as you all probably know, uh, teacher appreciation week and time of year is upon us. Um, and I I do want to thank, uh, so many of the district administrators and Superintendent Booker for um, kind recognitions. I also but what I really want to do is make sure that I follow in um Superintendent Booker's model uh to recognize all educators in the district because we are all educators and um the work that we all do and all of my colleagues and partners uh in this endeavor um cannot be um it cannot be overstated. It's so important, such important work and I'm proud to be part of um a great team. Um looking forward

013to the uh presentation on the instructional framework tonight. So much work and so much uh collaboration has gone into uh that that work. um the the just breeze browsing through the presentation um you know seeing the work that's going on at at the other school sites uh in addition to what has happened here at Hillsdale uh is quite impressive and looking forward to hearing more about that and hopefully the board will um engage and and discuss. Um finally uh the I on the later in the agenda you'll be looking at the board policy and administrative regulation uh regarding um multil- language learners. Uh just a big shout out to uh the district and uh teaching joint committee on um ta the task force for MLL task force. Um you know it's gotten off to a

014um a bit of a an interesting start. I think there was some concern and some contention over, you know, the process and how things were moving. Um, I don't think we're there yet, but there's a lot of work ahead. The work that's been done so far, um, has been good and solid. Um, and I was talking to Dr. Kemp Kempy earlier today, and after a couple of meetings, I think progress is notable and measurable. Um, the teachers involved are passionate, courageous, and collaborative. And I want to appreciate the uh instruction department for um also being collaborative and um uh uh passionate about um supporting uh some of our most needy students. And then lastly, the um of course it's this time of year um AP test, end of year projects, and of course final exams.

015um students and teachers alike are are feeling that that um I hope what I hope is at least somewhat positive anxiety about uh capstone projects and end of year um uh activities. um AP testing um just I know that a lot of kids are uh can be stressed out and it's a very stressful time and um schedules are changing and their own personal schedules are changing and I just want to remind all of us to you know do what we can to support uh all the kids working really hard to finish out a year and a well-deserved break. Um thank you very much. Thank you. Report of the CSEA chapter 519 representative. There's no report tonight. Okay. Report of the Satale Adult School Teachers Association. Good evening. Good evening. Thank you. Board President Griffin, Vice

016President Terry Chavez, board members, and Superintendent Booker for the opportunity to speak. I am Jeannie Diamond, the CTE instructor and union president for the Santo Adult School Federation of Teachers. recent updates at our school. On April 23rd of this year, we had a a a semester where we had 10 students in our high advanced ESL program graduate under three dedicated teachers, Deep Deep Buller, Allison Krauss, and Christina Hernandez. These 10 students, Shu, W Hung, Swansen, Nazera, Ma Takashia, Maria Sanchez, Carla Carla Elizabeth, Elizabeth Margara, Karen Geronimo Giller, and Julia Feinstein, Eli Dave Fatima, Peralta, Danielle Andrea, and Ariana Mccana Nania, who successfully completed the rigorous requirements for graduation. The graduation requirements were to successfully finish the program with each prospective graduate was to required to achieve a cost of reading score of 245 or higher

017to pass the comprehension verbal interview, successfully complete the school's final exam, which excess skills in listening, reading, grammar, and essay writing. Students who met or exceeded the fresh 80% threshold across those requirements were honored with a special graduation ceremony that was held on Wednesday, April 23rd. The event, the celebration event was heartwarming experience. Gathering brought together our school community to celebrate the graduates hard work and dedication. Attendees included dozens of family members, friends, classmates, and peers who came to show their support. The ceremony featured inspired speeches from each of the three ESL instructors, the school director and assistant director, Ligia Andrea Zuniga, uh a current district school board member, and our highlighted guest speaker. The annual event reaffirmed the strong sense of community and the shared passion for SMACE. Currently, we're in the midst of

018wrapping up the registration process. As you know, we serve 3,600 students with a waiting list in the hundreds, and we have more to report at the next board meeting. What I also want to report to you is a letter from uh Randy Wetard, who's the AFT union president. Since taking office, the administration has pursued policies that contradict its promise to improve lives of working people and retirees. Its actions are seemingly exasperating economic hardships which are projected to increase consumer costs, job losses, and diminish retirement savings. The administration has moved to dismantle public education, undermining universities, reducing federal workforce, and our and cutting crucial labor and health programs with plans underway to enact tax cuts for the wealthy and funded by reductions in veterans programs, aid for impoverished children, students with disabilities, as well as research

019grants for critical health studies. As the union CFT, we are actively working to support our communities through legal act, legal action, congregational advocacy, and public moni mobilization as we feel is crucial to safeguard our communities. Solidarity is our path forward. Every day in the work we we all do, we all do and or did before people retired, you we've made a difference in the lives of others. Thank you for all you do. I hope to see you soon as I travel the country in the next few weeks and months. Now more than ever, we come together as a fight for the promise of America for opportunity, dignity, respect, and better life for all of us. From Randy Winger, AFT Union President with Solidarian grace, we also thank you. Thank you. The reporter student board representatives.

020Good evening. Good evening, everyone. My name is Johnny Lopez. I am a junior at Middle College. Uh some new uh new new things at middle college is that we currently are having our speaker week. Today we had a career day which is where everyone got to dress up as what they want to be you know which it was very interesting and very fun. Um we also on Tuesday we also had a registration day. So we finally registered for our fall classes which was very interesting. [Music] Um and good morning to the uh those joining us tonight and as well as the board. My name is Elijah. from coming in from Cappuccino. Um it's really hard to encompass everything that's happening at CAP. Um but I'm going to try my best. First of all, happy teacher

021appreciation week to all of our teachers. Um my personal opinion is it should go beyond this week, but I'm glad we at least give them one week. Um so many good things happening at CAP. I live in the performing arts world. So um I'll shed some light on that on that. Dance just had a wonderful weekend of performances. I think they reached about 45 dances in one night. Um, and it to have watched that program grow from about 20 numbers a night is pretty stunning and it's so good to see music. Um, just finished hosting the uh California Music Educators Awards um at our theater and has also competed. All of our groups have improved in their scores compared to last year. So, it's um really good to hear. And they also just finished with

022their evening of concerts also in the theater. And Cappuccino Drama has just finished with its one acts earlier in April um and is going to be celebrating their um thespians and their awards ceremony uh tomorrow evening. Speaking of awards and seniors in general, our seniors have been um super busy with IB testing and as well as getting ready to graduate um which is hopefully their goal. Um uh they are working hard towards IB. um IB testing. As an IB student myself, I can shed light on the stress and anxiety that is inducing, but um referring back to teacher appreciation week, we have some stunning teachers that really set us up for those tests. Um and then throughout this whole month, we're going to be getting ready for awards uh for all of our groups and

023as well as graduation. And I just wanted to leave off with um some good news and a fun fact that I learned today. I was just in the principal's office for good things. And um um yeah, of course um and I was just told that we have um there's this whole page of students who will be graduating with a seal of biiteracy and is a wonderful thing to see and what a privilege it is to uh shed light on that as well. Uh did you want to talk about student board? So last week for the student board council we had our field trip on Wednesday which was to Baker Beach and the California Academy of Science. And then the following day on Thursday, May 1st, we also had our dinner meeting with the board of

024trustees. Uh sadly, I wasn't able to attend, but from what it seems like it was very interesting, very fun, you know. Yeah. And just um echoing the opportunity for students to have that voice is something that is um a wonderful thing. And it's also a privilege to also just be sitting here and being part of that board. So, thank you to this board for approving that and having us. And um if this helps in helping you guys decide doing it next year, yes, you should do it. And with that, thank you for your time. So, Johnny, what did you uh dress up as today? Was the email up as what you wanted to be reading? I personally forgot. Oh, I was thinking of my f I was trying to prepare for my finals and I

025kind of forgot it was spirit week. Finals are important. Yeah. Hey, it's time for uh governing board comments. Does anyone wish to make a comment? I'll be brief. Okay, Mr. Brief. Mr. Brief only got three things. Um, first again, I was I was really enjoying the the schoolboard dinner last week on Thursday. That was a great meeting and I really enjoyed it and I really appreciated the input of all the te the parent uh sorry students and what they had to say from all the different schools. I think it was it was a debate actually and I really enjoyed hearing like multiple sides of things. So, thank you very much. Um, second one, uh, I attended the Sonteo School Boards Association Kent Awards. I was impressed with, uh, not only the schoolboard, some schoolboard members

026joining us. Um, but we were well celebrated by some of the trustees being there. Um, I also was very happy to actually have BIS, the school that I'm principal at, win a win an award for their peer counsel leadership group, which I thought was awesome. Um, last but not least, um, educator appreciation week. I think one of the things I'm going to bow to is what Superintendent Booker says that we're all we're all educators and we're all part of the team and it's just I appreciate all of you. I appreciate all the teachers who do all the things that they do, the aids, the workers, everybody. I we're all make it work and I really appreciate everyone. So, um happy appreciation educator appreciation week. Thank you. Okay, Russy Chavez, I'm I'm glad you got to

027go first this time. Actually, I have four just four things to share. Uh Trusty Land took three of them through the four. So, he's that's a good batting average, I think. I'm not really sure about batting averages, but that's 75% 75. So, that's really great. Um I also wanted to mention that on May 1st, just like our our student board reps right here said, that we had an incredible time together meeting I had an incredible time together meeting with the student board council. And I can't express I can't express the importance of hearing from our students. student voices are so important and um so I'm glad that uh I I I echo what you said we should have it again next year. Um it was really incredible. Um, the other thing was just as Greg

028mentioned, uh, the Sanonteo County Schoolboard Associate Association held our 45th annual Kent Awards and it was really, uh, amazing to see we had trustees and students from around our county receive awards and I'm glad that uh, Greg was up there on the stage for a photo and we were well we were we are well represented. Um, Trusty Andrade Zenaika and myself and Trusty Lamb were there and then I think it really uh somehow it sunk in. Uh, we have officers for the association. So, I'll just say it. Um, it's kind of funny actually. I don't think this has ever happened before, but um, we have trustees from around Santo County that participate in the association and there's different uh, duties that are that are um, associated with that, of course, because it's it's a group.

029Um, so Trusty Andradan Zuniga is going to be the vice president, the vice chair, and then trustee uh Greg Glenn is going to be is it the secretary? And myself, I'm going to be the treasurer. So some trustees from other school districts were wondering why out of the four board executive positions, three come from our school district. Well, I'm not I'm not biased, but I think this is really a great district. We're pretty darn active. Yeah. Pretty darn active. Yes. Yes. Um and so it was a that was a great dinner and with awards and then um I also wanted to echo what Trusty Lance said about appreciation. May 5th to May 9th is a US in United States teacher appreciation week but just as Trusty Land said it's it's educators. Everyone in the district

030is an educator. So and and just like our school board reps eloquently said that it should last longer than a week. So if you haven't thanked a teacher today, I want to let everybody know that that's what you need to do. thank a teacher because it's really hard work. Um, and then lastly, um, I just want to mention that I'm really looking forward to the ribbon cutting ceremony tomorrow at Mills at 4:30. So, that's that's going to be exciting. And that's, uh, my report out. Thank you, Trusty Jacobson. You have anything to add? Um, I just want to uh echo what Superintendent Booker said about our visit from Superintendent Tony Thurman to our trades uh and engineering um building and engineering trades class. Um I was really grateful to be able to be there for

031that to it was my first time visiting the class. Um, and I have been so excited about it since we approved it and it was great to see the students enthusiasm for it and the teacher enthusiasm and the union enthusiasm for it. So, um, it's it's definitely one of those priorities that I think our board has um, in promoting these CTE pathways and I'm glad that the state has taken recognition of it. something that they want to also prioritize throughout the state and and looks to our district as a model. So that was very exciting. Um I also attended uh Night Moves at Hillsdale High School which is a phenomenal show every single year. Um Sabrina Brchini has put this show together for this was the 27th year and also the the um set designer

032Stookie Tom Stookie uh they just they give so much of themselves to this show and this production and this experience is such a um it's such an anchoring you know community bonding experience at Hillsdale High school. My daughter was in it last year and she's home from college and so um she and a lot of other alumni um were at the show and it's just, you know, one of those nostalgic um feel-good moments from high school that I'm really grateful to all the people who donate their time and expertise to to make programs like that happen. And I know it's not just happening at Hillsdale, it's happening um our student board rep talked about the dance show at Cappuccino and other visual and performing arts um experiences and I'm just wanted to express appreciation for

033those and also um add my appreciation for all of the educators in our district this week. And it's um it's really a labor of love and something that um they give a lot of themselves to and we all do and and we um all of us here really value education and I think that's it for me. Trusty Andiga. Yes. Thank you. I want to start with the land acknowledgement. Um it was written by some cappuccino students a few years ago. Our community acknowledges that all of our campuses lie on the ancestral homeland of the Rome Shaloni. The Rome 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

034along the Rome Tush remembering and honoring their ancestors and relatives. We thank the first people that were made to 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 remaloney so we can work together to protect and preserve the land for future generations. Um I want to also chime in on the student board dinner um on the 1st. It was wonderful because um we had a lot of really important conversations. I think um you know we we all we all as adults you know come to these meetings and then we all kind of organize um how we're educating and how we're doing a lot of these lessons and

035all of that. But um it's important to also hear from the people who are receiving that education and that is our students. Um so echoing what Trusty Chavez said about how important youth voices are. Yes, very very important. But not only that, but getting them involved in the process. Um, I think the student board council is extremely extremely important because it not only well we not only hear from the students but it teaches them about what it is to be a board member, what it is to be part of the civic process and it's very very important in in being involved in your community. So I I really appreciate our students. So thank you very much. um cement motion was on uh on on Friday and Saturday. Um our trustee Johnny here was also um

036in that show. So again, just like what Trusty Jacobson said, we have amazing performing arts in this in the school district. And please like whatever show you see um they're all equally as amazing. So um congratulations for a great show. Um we had uh Corton Community Schools had their um appreciation of their teachers lunch yesterday and that is important because some of our students attend Gateway and so it's important to see who is educating our students at every in every place and um recognizing that that is also not an easy uh an easy task. So, um it is wonderful to see people that care for our kids regardless of what situations they're in. Um it it was really nice. Um I attended the resource fair with Trusty uh Griffin and um again, another great place

037to see so many community organizations getting together. But most of all, um, our schools are not just a place to receive your education, but it is also wrapping around the entire family. And within the education system recently, in the past couple of years, there's been an emphasis in community schools. And I think that is exactly why um it's so crucial to have resources come to the schools and come to the places of uh of where education is taught because it has everything to do with how our students learn. Um, I attended Coast to Coast, a Washington a trip to Washington DC that happens every year for trustees all over the California and we go and advocate to our congressional representatives um and other representatives that that also show up um along with learning about different

038uh bills and different uh types of um just influence that we can have in the educational system in California. Um, it's always great to collaborate with other trustees from the other districts, but most of allowing well educating also our representatives to know what we're experiencing in in our in our community and for them to continue to stick up for us and to advocate for the needs of our students and families um in the in the district. Um, Kent Awards. Yes, we congratulations to Trusty Land School. Um, but also please get involved. Um, come every year. It's it's a great place to see what the different districts are doing throughout uh the county. Um but also for our trustees to get involved in our associations and um make sure that you know that we all not

039only work together as a cohesive group of uh folks that you know want to influence education but also to know a lot of the new practices that are happening and a lot of the new initiatives that the board members are bringing forward um and how to be unified. So that's really important. Um and yes, uh happy educators week. Um I am so grateful for each and every person that comes to this district every single day to educate our students. Education is a a very important tool um that no one else no one could ever take away from you. Um it is extremely important to accurately and accurately and um just importantly teach our our students just the history, the the the compassion, um every every ins and outs of our community, of our world, um

040and just everything they need to learn to be successful. Um, I think that we do the best we can here. Um, I think this district is amazing. I have two alumni products of this district. We have our amazing students here that are products of this district. Um, and I'm just so proud of representing this district every day. So, thank you. Um, and I will I will stop there. It's a lot, but thank you so much. And, um, those are my comments. Okay, I got a couple of comments and one on um the teacher appreciation, educator appreciation. I want to recognize the hard work, dedication, and the commitment of our educators. And I I know that you're not in this for the money. Um and as a matter of fact, a little anecdotal thing is I

041do tax returns. I think everybody knows I do tax returns. And so often teachers end up deducting out-ofpocket expenses because there's not the supplies, not the, you know, the things they need in the classroom. And I wish we could do more and have them have all the resources that they need to be the teachers that they, you know, that that they can be. So I appreciate you all. Um, and you know, just keep up the good work. Uh, the other thing I did enjoy the student board council dinner. Um, I must say, you know, we meet every week. Seems like we meet several times a week. And when we're not meeting, we're on the phone. And I have to say that I was not ready for another meeting in all honesty. I mean, it's that's

042caner, but I enjoyed the meeting. Um, and the thing I enjoyed most was the comments that were that were forthcoming and they were candid and they were constructive. And I hope that the administration gets those notes out to us about all the stuff you're going to work on. You know, they You know what? Be careful. I might just schedule another meeting. Oh, goodness. Oh, boy. Okay. So, but it was it was a good meeting and I think it should be something that um you know that we do annually and hope that the next crew is as good as this current crop was. Um certainly I it it and I did enjoy it. So I it was it took a little nudging but uh it was worth it and I did attend the um the resource

043fair. I will say also on the the board student board council dinner that icebreaker was lame. It was just lame man. Is that the truth or the lie? Our team won. So I just want to let everybody know that our team won. So it was myself and four four students we we won. And I don't think Trusty Griffin's team won. So that's why he thought it was lame. No, we got 25 points. So one point out of the most you get is five. We got five. Okay. I I expect to see that comment in my evaluation. Yeah. Yeah. Word for word, verbatim. That was lame. That That was okay. And I Yeah. I think uh the the thing about the resource fair and I did walk around to all the the booths because there's a

044lot of organizations there you know and that I had been supporting and I knew generally the nature of their good works but talking to them kind of getting handson with the Y and Samaritan House and the um some of the health services it was really informative to me and I was glad to see people out there asking questions and getting information. So, okay. Um, public comments. If you are joining us in person and wish to make a comment about an agenda item or during public comment section at the beginning of the agenda, please fill out a request to address the board form and submit it to the secretary. This form should be given to the secretary before the agenda item begins. If you are joining us virtually, use the raised hand feature on Zoom to

045be recognized. When invited to do so, use do so. Um, your camera must be on before you are called upon to make a public comment. We will call on you to begin at your 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 boards smuhsd.org. That's boards smuhsd.org. Please note that comments are limited to three minutes. The board president may increase or decrease the time allowed for public comment depending on the topic and the number of persons wishing to be heard. I will call on in-person comments request first. Are there any general? There are none. Okay. Are there any hands raised on Zoom? There is. So Baduri, can you please accept the request? Please turn on your camera, unmute

046and you can begin. Mr. Baduri. Mr. Baduri, can you please turn on your camera and unmute so you can begin your public comment? Take it down. Is that Is it So is there a Okay, that is all. Okay, we'll move on to um communications to the board trustee. Are there any communications to the board? We'll hold on. There are none. Okay. Recognitions. Are there any recognitions? There are none. Okay. Thank you. Okay. We're going to move on here to S1, Division of Human Resources. Dr. Black. Yes. S1. This one is the approval of two non-represented administrative contracts. The following are the compensation terms for two non-represented administrator positions for the 2526 school year. Each administrator will receive health and welfare benefits up to $33,551.90. transportation and cell phone reimbursement of $275 per month, various subscriptions

047and memberships, and reimbursements for approved district expenses. First is the principal of Peninsula High School and Middle College, Janora Lewis. [Music] The the salary for this position will be 213,000. $714 with 221 work days. The second position is the assistant principal of Berling Game High School. That's Jordan Loey. The salary for this position will be $185,379 with a 214 workday calendar. We recommend approval of these two contracts. Okay. Are there any discussion? Any comments on this item? Congratulations. Okay. Is anybody there? No blue cards or anybody online? There are none. Okay. Um, should we take action? And I'd like to hear from our our newly appointed employees. Let's take action first then I let you I think so. Motion to approve. Second. Okay. We have a motion and a second. All in favor? I. Okay.

048Vote I also passes 5. I don't think the student board I. Sorry. No, no, it's okay. Yeah. All right. I'd I'd love to welcome uh Miss Janora Lewis up to the podium, please. She's the new principal of Middle College and Peninsula High School. Uh she has served she has served as the interim assistant principal at Peninsula High School since December of 2024. She's also served as a pr assistant principal at Wayne Rubble Middle School, the coordinator of climate and culture in the Fontana Unified School District and an assistant principal at Upland High School and Upland Junior High School in the Upland Unified School District. She's also served as an English teacher for 11 years at Upland High School. I've been really impressed with Jorah's work. Um, I love her cander. I love her spirit. um

049positivity, toughness, uh and I think it's going to all um really play out well for both Peninsula and Middle College. So, thank you for joining our team and I welcome you. Yeah, it's my pleasure. Push the button. No, in the middle. Oh, middle. There you go. Did I do that right now? You got it. Oh, I like the sound of my voice. I want to say good evening first of all to Superintendent Booker. I also want to acknowledge cabinet members. I also want to say good evening to all trustees and my president. Um, thank you so much for the opportunity. It is my pleasure and honor to serve as the principal of Peninsula High School and Middle College. Um, God has called me to this work and culminated this moment right here. It is my

050pleasure seriously to be a member of the San Monteo Union High School District. Um, I have to tell you, I know I landed in the right place. Um, and I also know too that the people who were instrumental in getting me here saw me and that was such an important uh moment for me at the time. So, I am ready to get to work. Um, and as you all know, I am a ham. So, I can't wait to have more opportunities to speak publicly on behalf of San Mato Union High School District. But most importantly, I take very seriously the love and the commitment that I have to my students. I also want to give love to all educators in the room as well as community members, families, and my students. Thank you again for

051the opportunity. And y'all, my mom is here tonight, too. Welcome. Welcome, Miss Lewis. You know, we will have to uh exchange stories about Font. Oh, my my uh my grandchildren grew up there. Ed were educated there and I spent many a time down there. So, uh nobody else in the room gets that except us. We want to say hello to your mother as well. She's next to you. Yeah. All right. Next up, I'd like to introduce and bring to the podium Mr. James Ortega. uh we voted uh approving him into the role at our last meeting. He will be joining Mills High School as their new assistant principal for the 25 26 school year. Mr. Ortega is currently an assistant principal at Skyline High School in Oakland. Uh he has 20 years of experience uh

052in education at the middle and high school levels. Um, and I'm just really pleased that you were able to come tonight. I'm so grateful that you uh chose Samontto Union High School District and specifically Mills High School. You're going to have a great time. Thank you so much. No, thank you for the opportunity. I really appreciate the opportunity to uh be here and introduce myself. Um, just a little bit more about myself. I grew up in um like Richmond, California. Uh, I went to school in West Con Palesty Unified School District, graduated, um, college and then went back to the same district trying to support my community. Um, you know, I taught math like you mentioned uh, in middle school and high school setting uh, for several years and then went back to school to

053get my master's in uh, education technology and also my preliminary admin credential. um and then moved over to Oakland Unified and have been working with my team for four years to help support the community and just have learned a lot and I'm hoping to take this um experience and all the knowledge that I've learned and bring it over to Mills and help support the community and yeah, I'm just hoping that I can do my best to help support everyone. Thank you. Yeah. Welcome. And then uh last definitely not least, uh Jordan Loey, come on up. Uh he will join Brilliant High School as a school's newest assistant principal. He's currently an assistant principal at Abraham Lincoln High School in San Francisco Unified. Uh prior to that, he served as a social studies teacher at the

054school. Uh again, grateful that you're here, grateful that you chose us. Uh and I think Berlingame High School is lucky to have you. So, thank you so much. Yeah. Um, talking to a mic is really off for me, so please don't mind me. Um, President Griffin, Vice President Chavez, Superintendent Booker, cabinet members. Um, appreciation was used a lot tonight already. I'm just going to tack one there as well. I'm very deeply appreciative of the opportunity to serve Sonteo Union High School District. Um I'm very excited to continue my very close partnership with Dr. Fong in the back. Um as well as Berlingame the city the county um and serving to the best of my ability Berlingame High School. Um decade of experience as a classroom teacher instructional leader at Lincoln High School. Um predominantly serving

055multilingual learners. I'm very very very excited to be here joining all of you working with my colleagues um and serving the students. Um appreciative. Thank you. Thank you. Welcome. Okay, we're going to move on to the uh consent agenda. Um does anybody wish any of those items pulled? And if anybody wants to make a quiet break and exit the room, you're welcome to. If there are no uh discussion items, I move to approve the consent agenda. Second. Okay, we have a motion and a second. All in favor? I I. Student board I I Okay, thank you. Special reports and appearances. Uh instructional framework. All right. Good evening. Um I'll have my team move closer to the podium if they can. Really excited to be here tonight. Um and present on the instructional framework and kind

056of in honor of teacher appreciation week. We have many of our educators sharing some of the wonderful that work they've been doing in um in our work to implement the instructional framework. Um really excited for the presentation because it represents the work of everyone sitting here. Um the purpose of the presentation tonight is to provide you an update on the work of developing and implementing the framework. there's no action um but it is uh an opportunity to provide you a brief overview of the framework um implementation pro process hear from teacher leaders administrators and how they've leveraged the instructional framework and then we'll also hear from some of our students on their insights of what humanizing pedagogy looks like and then we'll share areas of growth and next steps and I think I don't know

057if I have the clicker you got it okay can you click it forward thank All right, you're my clicker right now. Okay, so um just as a reminder, we we were here last uh spring, an instructional framework is really a guide um on what effective instruction looks like, a model that's based on both research and what we built on examples from what is going on in our own classrooms. Um evolving instructional practices is probably one of the most challenging things we do. Um, and the challenging part of being an educator, every single day as a teacher, you're thinking about how I can do this better. How do I serve the students and it's a question that we continuously ask ask ourselves is how do I ensure my students are learning the content while simultaneously attending

058to them as developing people. And how do I do this while keeping in mind the different personalities, interests, and identities in a class? And for many of our educators, that's up to 150 students that they're thinking about. Um our goal in developing an instructional framework is about moving a system forward um from one that was developed during you know the industrial era where we're thinking about factories and developing factory workers where what the skills needed was rope memorization the ability to read instructions. What our instructional framework is about is thinking about how do we engage students in meaningful work and deep content that will prepare them for a really rapidly evolving world. Um so the instructional framework really provides us a vision for how you how how we'd like to see this go. Um, and

059finally, uh, we really see the framework as a tangible way to meet our goals in eliminating some of the opportunity gaps that we're seeing for students. Um, can you click one more slide ahead? Um, and then one more slide past this one. All right. No, it's okay because I think he's going to come up here in a minute. Um so just real briefly the timeline for um developing the framework. We shared this last year 22 23 we really did the discovery and drafting. We spent a lot of times in classrooms in our own district to identify bright spots and we base the framework um model the look fors and the different parts of it based on what we were seeing in classrooms um as well as based on research about what effective instruction looks like

060in 23 24 um last year we did some of that iterative development through inquiry cycles and did over 28 focus groups. So that was with families, students, um teachers, and then last summer, you'll hear a little bit more about it. We did a soft launch of the instructional framework um during the professional learning. And then this year, what you're going to hear about is all of the work that we've done with at the school level and how they've leveraged the instructional framework in their professional learning as well as in the classroom. So with that, I'm going to pass it over to Dan Connelly that's going to go through some of the details of what that instructional framework looks like. Dan, can you There you go. Never mind. It's gone. It's gone. There we go. Like

061magic. All right. Hi, I'm Dan Connelly. Good to see all of you. Proud of you, Eli. Um, I am an ILT member. I'm also a proud English teacher at Cappuccino High School. This is also kind of a review from the last time we went through this, but just to refresh our memory, the structure of the instructional framework is grounded in five core principles that is seen through four key dimensions. So those five core principles in the smooshed instructional framework are trusting and caring relationships, learners reality, critical consciousness, fostering agency, relevant and meaningful learning. And those are seen through those four key dimensions and those are environment, curriculum, instruction, and feedback and appraisal. So that's just a general overview of the structure. I'll pass it to my esteemed colleague and dear district friend Jessica Valera. Hello.

062Good to see everyone. I'm Jessica Valera. I'm also a member of the instructional leader instructional leadership team. As you can see on the next slide, uh for each of the five principles of an instructional framework, you can view the principles through one of the four dimensions. In the case shown, the principle is learner's reality and the dimension is feedback and appraisal. Each descriptor which is the um listed there in the leftmost column describes a category of instructional practices. The look fors or which are in the center of this table provide specific classroom examples and you can see over on the right hand side the descriptors have also been linked to specific CSTPS which are the California standards for the teaching profession and that is the state framework for teacher professional development and evaluation and I'll

063pass it to my friend and colleague Marlo Baxa. Greetings everyone. Um I'm really excited to be here to share that this year marked the official launch of the instructional framework, a collaborative and interdependent journey that was grounded in three main goals this year, which is one building fluency and common language, two um strengthening leadership capacity, three monitoring and assessing implementation. Um through this year, leadership teams developed tools, attended workshops, hosted equity visits to support sitebased implementation. Instructional coaches connected the framework to practice through monthly sessions and cohorts focused on AI and multilingual learners. Offered practical student- centered learning grounding grounded in humanizing pedigogy. Um this past January, we brought together all certificated staff for the official launch themed humanizing pedigogy, the framework for our path forward. This district-wide experience moved beyond introduction to full engagement

064with teachers collaboratively exploring how the framework shows up in classrooms through rich facilitated conversations. In short, this year has been about building shared fluency, making the making the work tangible, and equipping every educator with the language and tools to move forward together. And I'll pass it to Sabi Hopkins. Hi everybody, I'm Savvy Hopkins and next slide. So talking about what we're going to be looking at towards the future. This year we really focused on fluency and building common language. And next year we're going to begin that initial implementation. And this looks like us deepening our support for our site professional development and MTSS coordinators so that they have the tools and resources they need to integrate in instructional framework practices at the schoolite school site. We also know that we want to really emphasize a

065collaborative approach with our educators to really work with one another in developing and trying out new approaches that allow them to engage in discussion about effective practices that are going to be based in student work feedback and their experience. Additionally, we want to continue to identify bright spots in our organization to curate real examples of teacher shifts in practice. And finally, we know that implementing the instructional framework across our organization with Fidelity will be a multi-year process. Our goal is to ensure the framework is a dynamic document through regular refinement and resource development with a continued focus on centering student voice and experience. I'm now going to pass it over to Ali who's going to talk a little bit about how we supported our sites this year. Good evening. Um I'm Alejandra Chver. I'm a

066member of the instructional lead team and avid and Spanish teacher at Aragon High School. Hello. Okay. Um so I am proud to highlight some of the wonderful work of our instructional lead team this past year. ILT had the opportunity to present professional learning about each principle in the instructional framework to our site PD and MTSS coordinators as well as to our district's leadership. Uh in addition, ILT team members supported site professional development planning teams by providing coaching and consult consultancy uh to help with integrating the framework into each site's unique plans. This collaborative approach focused on identifying key resources, exploring effective professional learning strategies, and more importantly centering student voice in our work. ILt also provided feedback on agenda design and implementation. This was a great experience as we were able to see the hard

067work and dedication our site PD and MTSS coordinators put into every part of the professional learning that is provided to our educators. It was such a rewarding experience to collaborate with and learn from such talented colleagues. I can't wait for you to hear about the incredible work at their sites. I will now pass it to my colleagues and friends at Aragon, Jason Estasi and Steve Henderson. Oh. All right. Good evening everyone, members of the board and and Superintendent Booker. I'm Steve Henderson and I'm the uh Aragon MTSS tier 1 TOSA and I'm student equity council uh coordinator. I'm Jason Estasi and I'm the PD TOSAsa at Aragon. Um I've worked at as the PD coordinator there for the past four years uh in partnership with Steve. And I also wanted to acknowledge the presence tonight

068of u our principal Dr. Mike Jones. Thank you Mike for your support. I want to speak a little bit about um our professional and professional learning and tier one focus this year and it was uh it originated from the work of the Aragon student equity council. We have 32 students who meet bimonthly. This is a group. They're from grades 9 through 12. And in early 2024, they identified an urgent need and that was um the survey that they gave to over twothirds of our students uh that drew our attention again to the prevalence of dehumanizing language on our campus. And so we knew we needed to act. So uh in response we launched the humanizing Aragon campaign and we shifted our professional learning in tier one time to the development of a program to recognize

069and and interrupt to humanizing language collaborating with faculty volunteers. We created and refined two schoolwide lessons that we taught during flex time. Jerica Keenan and Carlo Cordy were instrumental in developing these lessons and they incorporated student feedback and voice into the lection into the lessons to make them relevant and engaging. So our instructional framework focus for this school year has been the learner's reality. The initiative also included a poster campaign featuring students with design support from Nick Curo. These collective efforts led to a 9% increase in favorable student responses in the in the hate speech category of Aragon's panorando survey data. President Griffin, we'd like to close uh our portion of this presentation uh by reading out some of the names of the students who participated in the poster campaign for the record for the

070acknowledgement of the board. Isaac Albert, Darren Benvente, Justin Chan, Kate Chong, Sam Choslovski, Esmeralda Estrada, Contras, Francisco Fernandez, Justin Fuentes, Fuentes, Sarai Fuentes, Clemente, Berna Kla, Cholak, sorry, Andrew McCall, Matthew McCall, Dara Mcccleintoch, Lauraai Reste, Jonah Salvador Marino, Allison Cesum Lopez, Ava Sims, and Sasha Whipple. And thanks for your time. And now we'd like to hand it over to our colleagues at Berlingame High School. Thank you. Good evening. Um, my name is Shannon Couch and I'm the CTE teacher and also the MTSS coordinator uh, TOSA at Berling Game High School. And with me is Annie Miller who's our social science department chair and also our professional development TOSA. Um, and I just wanted to say this is our first year in the role. Um, but collectively we have about 40 years classroom experience. Um so

071our goal this year was really to get folks on board to get teachers on board with the instructional framework. So we were guided by that. Uh we were informed by teacher and student voice in a number of ways. So I was also the was coordinator so I had access to a lot of data. Annie's created and shared a number of surveys with our students and our teachers. So it was important that we looked at that data moving forward. And then Annie also came up with this great idea of since we have so much experience and so many teachers uh who've been in the classroom a long time of really leveraging collective expertise. So one thing we're really proud of is that this year over a third of our staff participated as leaders in some portion

072of our professional learning. So we facilitated but they really stepped up. In fact, we started the school year uh since it was the close of the summer Olympics with this idea of an Olympic metaphor. So, we asked our educators, if teaching was an Olympic sport, what would your event be? And that's how we got folks on board to really share and participate in their expertise. And just to reiterate what our ILT team has shared today, we really wanted to have teachers internalize the principles of the framework um regardless of content area or how long they've been teaching. So, we have teachers who have just begun and teachers who have been in the classroom over 30 years. And we wanted all of them to feel like their toolkit was expanding. So, Annie's just going to share

073a couple of snapshots of how we had this happen. So, to echo uh Shannon, we really wanted to embrace the framework this year, but our guiding philosophy is that we could not humanize our students if we did not humanize our teachers first. And so the way in which we developed professional development is that we wanted to model good teaching. And so we had a number of and and actually uh just so that the the board is familiar and everyone's familiar is that we have three full professional development days as well as monthly or bimonthly uh 30 to 45 minute sessions. And those 30 to 45 minute sessions happen at the long end of Wednesday and Fridays. And so oftent times uh teachers are tired and cranky just like our students in sixth or seventh periods.

074And so we wanted to make sure that we emphasized choice and we did this in a number of ways. And so we had um opportunities where we focused on uh universal uh design uh where we had playgrounds which were different sessions so that student uh our students teachers could choose uh what opportunities that they wanted to focus on. Uh we also uh uh provided trade show opportunities where uh teachers could uh produce uh information to their colleagues and peers in order to share expertise based on what our teachers were asking us for. And we also uh focused a lot to empower uh our teachers and our students. We focused a few sessions on executive functioning uh and how to help our students be more resilient. Additionally, uh we were able to provide um through a

075number of our staff me members uh expertise on trauma-informed teaching. We had a few experts um share out practices. We had a panel that included students and alumni as well as teachers in the classroom. uh we we incorporated student voice in a number of ways including uh activities uh talking about what teach what students wish their teachers knew about their lives that incorporated the the learner's reality. Um, we also focused on multilingual lingual learners uh and uh produced videos that talked about their experiences in their own words and uh Shannon did a great job cultivating um alumni responses and so that we were actually able to track student experiences in the classroom um some of our students years and years out from their experience at Berlingam High School to inform our work. Uh and then

076finally, we gave teachers an opportunity to really work in their departments and PLC's on relevant curriculum. So what does that look like? Students had said in their survey, we we need more clarity. We need better expectations, more organized Canvas pages. So we allowed teachers time to work with each other, share their expertise. Uh and then we also facilitated four weeks, two weeks in the fall and two weeks in the spring of what we called learning walks. So Jessica and Sabi both mentioned the look fors in the instructional framework. And this gave teachers an opportunity to walk into their colleagues classes and see what what does it look like? What does relevant curriculum or engaging classroom experiences look like? Um, and so we really want to thank Sabi Marlo and the instructional leadership team for all

077of their support and validation this year. And we want to introduce our Hillsdale colleagues, Jenny and Sarah. Yay. Good evening. I'm Sarah Prreny Pomeranss. I'm one of the assistant principles at Hillsdale High School. And I'm Jenny Wei. I'm an adviser and an English teacher at Hillsdale High School. And I sit on our PD team with Sarah, our colleague Dagy Dingman, and our principal Jeff Gilbert. This year in our PD at Hillsdale, we have continued building on our work with equity transformation cycles to bring our new Hillsdale graduate profile to life in our classrooms. This culminated in a graduate profile showcase. Through this work, our teachers focused on our students realities and reimagined relevant and meaningful content. They thought deeply about how to give all students, particularly our multilingual learners, access to exciting and meaningful learning

078experiences through big projects and daily interactions with content and with each other. How do you click this? Um to achieve this we spent our early release time together as a whole staff and in our prof professional learning communities. We participated in community circles connected with our graduate profile re-examined existing assessments and designed classroom structure oh in classroom structures and design big beautiful learning experiences. During the process, we collected more street data from students to ground ourselves in our learners realities and to frame an assets-based approach to serving our focal students. This again culminated in teachers sharing their work with one another in a graduate profile showcase in March. Shout out to the interpreters. I'm going to try not to speak too quickly. I'm going to try to speak reasonably. I'm going to be talking about

079um the second half of the six all staff PD sessions starting with our mini conferences. We had lots of animations on this slide. We had our amazing chemistry team um present on equitable participation routines. We also had um a great panel discussion about uh teacher journeys implementing grading for equity not just from the book for uh that Joe Feldman wrote but also from student data and teacher reflections. We also had a an amazing presentation by one of our social science teachers. Um she ran community circles in her room not just for our advisory classes but for content courses just to help us imagine what um building a safe community environment would look like. We are we also saw um one of my very favorite I'm so biased because these are English teachers but um our

080English n team has gified student uh structured student talk. They've thought really deeply about it and they created an UNO style discussion where students um throw down Uno card like UNO like cards um when they have a discussion about literature. I could go on forever but I've got to move forward. this um feedback from our staff was pretty much universally positive and a lot of it fell into those domains of the instructional framework which is super amazing. So teachers experienced empathy for students um safe space for building community um rigor that's one of the Hillsdale cornerstones in honesty and fidelity to craft and then um over and over again we just saw that our chemistry team is probably the prettiest at our school and we're not jealous not at all. We then spent 13 meetings

081preparing for our graduate showcase where we invited um our friends from the district to come and see us. Um we hosted them for one day. So those 13 meetings were in professional learning communities and our PLC's and um there are so many. So we're just going to highlight um one of the most I mean our Bay Academy team does some of the most loving, thoughtful and effective work on our campus. Um and and so um before I highlight them um our sort of plan was that um we would focus on one project or assignment or a student experience and then we were designing for two things. First we were attending to focal students and centering their realities and their experiences. Um we gathered street data as Sarah said. Um we're just in that habit of

082an equity transformation cycle um and in kind of moving through all of those steps. Um, and then the second thing that we did was fit this experience or project or assignment to all five bands of our graduate profile. The results made us all proud to work at Hillsdale. Our Bay Academy team fostered agency empowered students to use their um communication skills to present their individual transition plans to their families during an IEP meeting. Most of you know how complicated an IEP is. These students did not just know their IEPs. They knew their transition goals. We saw students with multiple disabilities, non-verbal students, multilingual students with multiple disabilities advocate for themselves, present their goals, and take joy in that. Our friends at the district also experienced um an inquiry based graph lesson from our algebra 1

083team. And I'll make a shameless plug for our 10th grade humanities team that I sit on. Um, our students are presenting their memory and legacy projects on Wednesday, May 21st in the Hillsdale High School Great Hall and everyone is invited. It starts at 6:30 and um, students are going to be presenting what they believe needs to be remembered or forgotten. So, um, oh, I'm sorry, I haven't been clicking. So, sorry. So, this is very, uh, these are just some of the, um, projects that we we presented. So, obviously, we can't go over them all tonight. There's too much to say. So, I'm just going to say again that we're so proud to work in this district alongside these rockstar colleagues. Um, uh, you know, special shout out Jason and Steve. You have done such amazing

084work at Aragon and I'm just so happy for you. Um, and, uh, we will, we're just again so, so proud to work at Hillsdale, so proud to be in this district. Thank you, and we will see you at 6:30 p.m. Wednesday, May 21st. Hi again. Um, how do I follow that? That's so so amazing to hear all the all all of our teams, but I have the privilege and honor to describe the instructional framework and how it looks like in classrooms as it's representing teachers. So, one of the most inspiring parts of this year has been seeing teachers bring the instructional framework to life, making intentional student centered and um shifts rooted in student voice, identity, and relevance. For instance, in a world language, um, a teacher redesigned a final project to connect Chinese holidays

085with students zonite traditions. In math, new strategies added movement, interaction, and choice without sacrificing structure. Um, a self and social empowerment teacher reimagined tutorial time with structured conversations to build peer trust, modeling trusting and caring relationships. We also saw ELA teachers offering assessment choices, science teachers co-creating lessons based on curiosity, and ed specialists partnering with their students to design classroom systems that reflect lived experiences. These shifts, large and small, show the framework in action, moving from theory to lived experience. Um, and this is just the beginning. So, we're super excited for what's to come. And now I'll pass it to Dr. Kempi. All right. Um, so some of our most important presenters here tonight are Dylan and Kate. Um, they're going to come and share uh a bit about what we heard when um we

086shared the instructional framework at the student board council meeting in April. Um, we asked a few questions of them. One of the most important is what does humanizing education look like to them? And um, I think both of you spoke during that time. So I think you just share some of the the thoughts that you had at that point. Thank you Dr. for Kempy. Good evening everyone. My name is Dylan Lee. I am a junior at Cappuccino High School and I am grateful for this opportunity to um be here and voice and be the rep and to represent the student voice. Um some of my thoughts on a humanizing pedigogy and what humanizing um education looks like to me is that sometimes honestly school can feel like a prison. It could feel like we're going

087through the motions. It can feel like um all we do is we walk into class, sit down, stay quiet, listen to the teacher, and then go move on to the next period. Sometimes it can feel like that. Um but um I can vouch for many of my IB teachers at Cappuccino. They do a really good job in making it um humanizing and we are taking steps um forward um towards that improvement. Um to me, a humanizing um classroom is It starts with the teacher. Um, I noticed that teachers that have a stronger relationship with their students, a personal and like relatable relationship with their students tend to have more success um in engagement and um and overall creating a humanizing environment. A humanizing environment looks like walking into class, greeting your teacher, your teacher greets

088you. um sitting in groups rather than sitting in rows. Um being able to collaborate with others, not being afraid to um speak up in class. Um and being able to just relate to your teacher, not seeing your teacher as this untouchable um you know authority above you. But when your teacher stands at the same level as you and you can see eye to eye with your teacher, you can crack jokes with your teacher, you can ask your teacher questions, um, and your teacher really just fostering um, this space where you feel safe. It doesn't matter how boring the subject is. If you have a great teacher who understands their students, who relates to their students, it can make that subject in that class so much better. Um, so those were just my couple pointers on

089what I think and I'll pass it over to Kate. Good evening everyone. My name is Kate Sato. I'm a junior at Aragon High School. And just adding on to what we were talking about, we had a discussion with Dr. Kimi and we also had the dinner um last week and some of the suggestions and feedback that a lot of the students were sharing was really creating educated opinions and being having the platform to have educated opinions towards topics that are going around at school. Um especially now there's a lot of conflict, a lot of controversy going on and we really believe that the best way to ensure that our schools are a humanizing place for everyone is to be given the resources to really understand what's going on around us and taking that information, the

090obviously unbiased information and then forming an educated opinion by ourselves. Um, one of the one really good thing that was brought up with my group was there's a lot of dehumanizing language that happens at school and instead of being told what you can and what you can't say that we should be getting told why we can't say it because that really forms an understanding and a mutual respect. And we think that's something that's very crucial and something we want to see being spread all over our campus. Thank you so much to both of you for coming to the podium. So just real briefly um we heard a lot um from the student board members when we talked about this topic with them and we could connect it directly to many parts of the instructional framework

091specifically trusting and caring relationships. Some of the exact examples that students gave are in the look fors. Um, so just wanted to share that and hopefully this work will continue to engage our students. I'm going to pass it to Savvy again and she's going to wrap it up for us. So we're going to talk about some future growth areas and next steps. and just want to first say that we're committed to building a library or resource bank of educator created and classroom validated resources that will really illustrate what the principles of the instructional framework look like in practice. Uh by curating these examples um I think we're really going to be empowering teachers to learn from one another and translate these abstract principles into really concrete strategies. Second, uh we also want to take we're

092going to be implementing the 2024 California standards for the teaching profession um soon. These newish is at this point it's 2025 uh state level standards. They do provide guidance for preK through 12 educators on instructional practices on equity on professional growth. At the same time, our um instructional framework is grounded in humanizing pedigogy and it serves as a district-wide vision for our effective, equitable, and culturally sustaining uh teaching and classroom practices. So, our preliminary CSTP framework crosswalk reveals a remarkable alignment between the framework's core principles uh and its look fors and the elements of the 2024 CSTPs. This alignment offers it's a really powerful and coherent foundation from which we can support teacher growth, drive professional learning, and ensure that our classroom practices are responsive to the diverse identities and lived experiences of the students

093in our district. Finally, we want to make sure we continue to strengthen our support for our school site MTSS and PD coordinators who we've just heard some really wonderful examples of the great work they're doing at their school sites. Um, but we know it means we need to improve communication systems, tools, structures to really help them analyze data, design professional learning that is responsive to the specific needs at their school sites. Um, we also know we need to think about how we support teaching teams of our standard program classes in developing these practices that are aligned with the framework reflects the unique works of the signer. Work isn't plagiarized. Wait, I'm so confused. I thought I was supposed to. It's like a ghost in the [Laughter] microphone. Okay. No worries. Uh just we want to

094make sure that our emphasis also includes supporting our multilingual learners in these standard program classes. So as we wrap up, uh want to emphasize this year's focus was on building organizational fluency and lang uh common language. Tonight we've provided you an update on our implementation process as requested and we really appreciate your time and attention. So, as a reminder, this is an information only item um at this time. So, we'd like to provide a special thank you to our students and our site coordinators for sharing their valuable perspectives and experiences with the framework. I'll just keep going. Uh and at this time, we'd be happy to take questions for our student board members about their experiences or from our teacher leaders, their insights on instructional framework implementation. Thank you. you know, before we proceed, um,

095you know, we had, and this I feel like the principal told everybody to hold their applause to the end because we had half-hearted applause. Uh, it really was a great presentation. It was I don't know how many times you must have practiced this, you know, on and off the next, you know, this is well, Hannah over here. It was a great presentation and I think we ought to give him a round of applause. Absolutely. Thank you very Thank you very much. So we have a blue card and normally I think the sequence was we talk then the blue card. I'd like to if every if nobody objects I'd like to hear the blue card so we can consider that. But um anyway I'm going to call on Sebastian Steinbach. You have three minutes to uh

096to comment. Yes. Uh that's exciting. Good evening everyone. It feels um pretty amazing how much passion and um heartfelt effort is going into this framework. I am actually moved by that. However, I also want to express um with humility um concerns about the proposed instructional framework. One critical aspect of it, the district's new instructional framework, while claiming to promote inclusion and equity, is, and I quote, influenced by the tenants of Marxist humanism that challenge societal structures and systems responsible for reducing social inequalities and creating a ped pedagogy of inhumity. It openly seeks to radically reconstruct education by encouraging students to adopt the lens of oppression and resistance. And I quote again, to raise the consciousness of the oppressed to a level of revolutionary action. This is not speculation. This is stated clearly in the framework's

097own supporting materials. It teaches students to divide the world into oppressors and oppressed, encourages distrust of our systems, and even glorifies violence by any means necessary as a path to justice. This is not unbiased education. I grew up in West Germany where romanticizing the ideas of freedom fighters, resistance, and liberation was popular. I can relate. But after the fall of the Berlin Wall, I traveled through Eastern Europe and spoke with people who lived under communist regimes. What I found was not justice. It was fear, division, censorship, and economic collapse. Ideals that sounded noble in books had caused very real harm in practice. and and I'm afraid they cause harm here. Since the district adopted this equity focus and mandatory ethnic studies in 2020, achievement outcomes for historically marginalized students have declined, not improved. The equity

098gap has grown. California law prohibits public schools from promoting political beliefs and from reflecting adversely on students because of their race or background. Yet, this framework does all of those things. It's not only ineffective, it seems illegal. We should absolutely teach history honestly. We should integrate diverse voices and perspectives. And I believe we have a lot of healing to do in this country. But we should not teach children that their identity defines their destiny, that America is fundamentally evil or that violence is a legitimate tool for change. Please reconsider this framework, focus on evidence-based education without political ideology. Thank you. Okay. Thank you very much. Thank you. Okay. Now, will uh board have questions or comments for the presenters? Rusty Jacobson. Um, yeah, if it's all right. I I have given a lot of thought

099to um to the the framework and some questions I have and comments and concerns and um I've written it up with some questions at the end. U so if it's all right, I'll just read that. How long is your How long do you think your questions are going to take? You know, I'm just trying to gauge, you know, so that um I'll understand the timing on the uh the whole presentation. I mean, I'm not trying to limit you. I think it'll take me five minutes to read it and then Okay. And then, you know, we don't have to take all the questions. I'll just read them out so the team knows. No, I just didn't know. Yeah. you know, when you start reading off of something on the computer, I just didn't know how long

100you thought it would take. So, go ahead. Thanks. I want to begin by expressing my appreciation for the work that went into developing this instructional framework. I strongly support its emphasis on building trusting relationships with students, understanding their lived experiences, and creating emotionally safe and engaging classrooms. These humanizing elements are foundational not just to equity but to student attendance, motivation, and readiness to learn. I recognize and value their role in helping all students, particularly those from historically marginalized backgrounds, feel seen, valued, and supported. That said, as I've noted in previous meetings, I do have ongoing concerns about the ideological lens that informs this framework. The principles draw heavily from critical theory. And while the intent is to humanize education, I worry that some educators may interpret the framework in ways that prioritize political or sociological

101critiques over core academic instruction. Without safeguards, there's a risk that teaching could drift into ideologically prescriptive territory rather than remain centered on rigorous content knowledge and foundational skills that our students need to thrive beyond high school. I believe we can and must strike a balance affirming students humanity while maintaining a sharp focus on academic mastery and content proficiency. To use Superintendent Booker's phrase, we need yes and. But to do that, we need a clear commitment to measurable academic outcomes and instructional accountability. We talk a lot about student voice, and I want to be sure we are responsive to all student and parent voices. I also want to acknowledge the students who expressed the importance of building relationships with their teachers and administrators. That has come through loud and clear from the students. That's important to

102them. Um in addition, at a recent DAC meeting, a parent specifically voiced the desire for more direct instruction from teachers. Similarly, at last week's student board meeting, one student expressed frustration with the current math approach, saying his group often waste time waiting for help while they're expected to productively struggle. He said it worked better in prior years when teachers first modeled how to solve problems before students practiced independently. Another student shared that for her time spent in advisory activities on goal setting and college research could be better used for academic study or coursework. This is important feedback. It suggests that students and families still value structured teacher-led instruction and academic rigor. I'm also asking for greater measurable accountability. For example, in our last board meeting, we heard that um the just in time intervention at

103Aragon High School, while it was theor while it was clearly thoughtful and well intended, there was no quantitative data presented to assess its impact. We need to hold a higher standard for evaluating the effectiveness of these interventions if we truly want to close opportunity gaps. To be clear, I'm not rejecting the framework. I see real value in its aims, but I am urging us to refine it, center it in measurable academic outcomes and ensure that it is flexible enough to adapt when student feedback calls for more structure, clarity or rigor. Our commitment to equity must be matched by a commitment to excellence and our students deserve both. With that in mind, I am asking the following questions. What explicit safeguards are in place to ensure that instruction does not become ideologically prescriptive or prioritize socopolitical

104narratives over core academic competencies? How will we measure the academic effectiveness of this framework using objective standardized data and not just qualitative stories or quotes? How will we use standardized quantitative assessments like the math assessments uh the NWEA MAP math assessments recently introduced to monitor academic growth across content areas and sites? And lastly, how are we preventing grade inflation to ensure passing rates and graduation metrics reflect genuine student proficiency, especially as we embed more flexible studentled practices and co-created evaluation tools such as in slide seven. Thank you. Is there uh I don't know how yet several questions compound questions are we going to maybe have a response? Yeah, my my suggestion I mean if people want to jump up that's fine but my suggestion is that gets emailed to me I can disperse it out

105to the group and we can work toward uh answering a lot of those questions. I mean, those are good, deep, uh, they take a lot of thought and I think a lot of collaborative effort to to answer. I mean, I wrote I I tried to write as quickly as I could. I'm happy to email it out and and receive a response. I did want to give it for the public record. Any trusty land? I think we have Oh, we have a Please. Sure. Hi, I'm Jason Stacey. So, I've taught for now 10 years, uh, Trusty Jacobson. And the thing that comes to my mind, first of all, um, is my my family and my family's story. So, I'm a graduate of this district. Um, my parents are both immigrants. My mother came from Paraguay. She

106was born in Paraguay. Her parents actually escaped Stalinist Russia and they were refugees. They were Baptist refugees from Stalinist Russia. They came in 1939, I believe, to Paraguay. My father is Arab. He's Lebanese Egyptian. He came on a refugee visa sponsored by the World Council of Churches. And so that in their ex my experience as a student in this district and their experience and the values they taught me really inform the lens I bring to my classroom because to me the classroom is where I do that's my life's work. That's why even though I have my administrative credential, I haven't gone into administration. And you presented a lot of really interesting and really important questions. I think um the thing that I would say to you is come visit our classrooms, see what we're doing,

107talk to us, engage in engage in in building relationships with the teachers of this district because I support the framework. I support the work that my colleagues have done very strongly and u your questions are valid but I also believe we have really good responses to a lot of those questions and I also believe that a lot of people are scared to address the board. I've heard that from a lot of my colleagues. I feel I feel like they they've expressed to me that they haven't felt comfortable. They don't understand why they would do that. And so I want to voice that and I want to I I would like you to understand as members of this community and as a member of this community myself that's that's challenging for me to hear and it's

108challenging for me to stand before the board uh sometimes and to to share the things about my story and the work that I do um in a way that's cohesive. So thank you. Thank you so much. I would love to visit the classrooms. I really would. We'll I'll work with Superintendent Booker to do that. Thank you, Trusty Lamb. I'm going to take a very different perspective and and I appreciate Trusty Jacobson's thoughts. Um, but I took a very different take on on everything that you just presented. Um, I know the speaker Sebastian had mentioned some concerns as well, but I look at very differently all of the things that you presented. Um, I'm going to start with the students. There are concerns for student their student voice. the things that we did at the the

109count the dinner that we had talked about they need more engagement and that's what you brought up. You know, they specifically had said we need teachers who connect with us, who meet with us, who know us. And part of what you're doing is you're trying to raise the voices of those who have not been heard before. That is not a bad thing, but it shouldn't, you know, and and I think the concern that I have is, you know, Assistant Superintendent Kempy said it best. You know, our education for a long time was for the industrial revolution. Know how to read, know how to write, be on time, know how to do certain things in a specific concrete way. I'm not saying we shouldn't be doing that, but we need to go well beyond that. Educators

110know that. Every educator knows that. And so thinking critically is so important. And I'm going to tell you right now from every It's sad because the students are not afraid to come up here and talk. I I find it horrible that the teachers are afraid because the students tell the story. The story is simple. They think for themselves. And that's the proudest thing I can say about this district. because of the teachers, because of the educators, these students come up and tell you, "I don't agree with that." Right. You're full of baloney, you know, they call it. I'm proud of that and I'm sorry, but that's what the framework should all be all about. Exactly. You know, and so I'm very happy to hear all of the things that the educators tonight have presented. What

111you're doing is two major things. The one is trying to figure out way to connect with our diverse community at every level with every two student. That's critical. And if we don't, they're not going to want to learn. We have to engage with them. That's what this framework is trying to tell us. Clearly, now I I you know, I'm sorry in the bigger framework of the world in the country right now, we are so polarized and everybody's got an opinion, but I love that our students know the difference. Yeah. Let them figure it out. Y'all are telling two stories. Let them figure out which one's right. Because to be honest, I see virtue in both. And sometimes I don't and sometimes I do. And I think everyone, every student needs to be able to do

112that. That's what we need for the 21st century. That's what we need in education. And I'm very proud to see that it's here. It's everything that you guys outlined. You know, every one of you I'm proud of to come up and talk about each one of your schools. And notice each one school did different things, right? It wasn't the same. It wasn't cookie cutter. It wasn't this is what we're doing and we're going to all do it and we're all going to radically change your kids and you know in one way. They're not. Every school's different. So, I'm sorry I'm getting very emotional about this, but this is reality. This has been my life. All I do is educate. I mean, that's all I've done. That's the only job I've ever had since the beginning

113of my career. And so I'm very strongly approving this. I also want to say that we are really showing that the two I'm just going to end with we are doing the two main things that we need to do right now. That's engage our students and figure out ways to engage and connect with our students. We need to improve on that. You guys said that a number of times and we're going to figure out a way to do it. But that's all students and that's where I think there's a problem sometimes is everybody thinks well it's them we're doing too much for them and not us. No, it's all of us and we're all different. Yeah. I mean that doesn't change now. But we have to make sure that we're doing it for all students

114and we haven't done it to all students all the time. We need to be admitting that. We need to just admit that and just figure out a way. That's the one thing. student voice, listening to them, giving them a voice, making sure that they think critically and they can figure things out. That's what it's all about. And this is what framework is trying to help. So, thank you very much for the report and thank you very much for the discussion because I may agree or disagree, but that's why we're here. Let's disagree. I mean, I respect where you're coming from. I don't think I disagree with anything you just said. That's awesome. That's awesome. I I think the only thing I the only point I would want to make the last point I'm going to

115make is you know Trusty Jacobson and I agree with you too. We do need standards. We do need assessments. These don't change. That's the that's the forever thing in education. We always need to know how kids are doing. So we need assessments and we need um objective means of understanding not anecdotal stories. It needs to be uh an assessment that works that we can figure out are they making the standards are they not. So I'm not I totally agree with that part of it. So thank you. Thanks. All right. Anyone else wish to comment? You know one thing and I was concerned and uh Trusty Lan had said he was not going to comment and um sorry. Noise. I I I appreciate uh truly I appreciate your comments and the passion that you have for

116education and I kid you a lot about a lot of things but I I really uh appreciate that perspective and I think it came out the other night that it's really important to you know in one of the slides centering student voice we really have to hear all student voices and do our best to address them and make sure that they're connected that we're connected to them that you know that they have the supports that they need to be the best the you know for the best outcomes. So I mean it's not an easy task. I um I think we're going to struggle with this instructional framework just like we struggle with so many issues. I hope we can refine it, get quantifiable, measurable things that are incorporated as well as some of these, you

117know, call them soft soft skills or soft soft measures um to make it better. And I want to also recognize and look like um um Aragon had that campaign a campaign with those posters. I saw that and that was you know I open house I was there and that campaign was really a powerful campaign and it opened you know my mind about all the stuff that you could say or you know you know the stuff that can be said or the stuff that you don't need to say you don't have those biases you don't have those preconceived notions and I you know and I it just made me think it was it wasn't like here's the campaign, look at it. No, I just started walking and I was looking at the artwork and next thing

118you know, I'm focusing on the posters and the message that they're sending out. So, any other comments? Yeah, I'd like to comment on uh this. First of all, thank you to the um I forgot what it actually stands for, but the ILT team for uh being here tonight. Um I know a lot of you are educators and um have spent your days uh today being at school and yet you're still here. So, thank you. Um, I can't speak much on the ideological sense of where this is rooted. Frankly, I don't think I've been alive enough to comment on that, but what I can comment on is where this is going and um, what it intends to do with students. Um, and I just wanted to thank you and I wanted to echo the point of

119um, I think the biggest thing that this what it leads to is creating human connections and I think that is something that is missing and therefore leading to all the um, a lot of problems. I wanted to emphasize the point that Dylan Lee made earlier of the results of what happens when we do create human connection. And I think it kind of starts off with when was the last time you asked someone how are you and actually meant it. Um and I think that's where this can go. It can create those opportunities for students and teachers to have those human connections both with each other as students and teachers and also with students and students, teachers with teachers, educators with educators. Um, I just want to leave with the uh the note that it's hard

120to dehumanize someone you know. Um, it's really easy to talk and say dehumanizing language to somebody you don't know. And I think that this um framework has the opportunity to allow for people, not just students and teachers and educators, but people to create those connections. So, thank you for your work. Um, I wish you much success and I am sure it's going to um going to do well. So, thank you. Yes, ma'am. Trusty Chavez, thank you. I just want to say something. I said I I didn't have a comment, but I'll say something real two things real brief. I just want to comment about Mr. uh Elijah. I've seen him many years um a cappuccino singing and being the MC. You can tell why he's the MC of many events um and also in the

121drama club. So, I'm very proud of you and thank you for your comments. Thank you. And I also want to comment uh to thank everyone, all of our amazing teachers and it's really important to have that connection to every student. I all of our school sites are amazing. They all they all bring their unique personalities, their unique comm community. Um and they're all going to have pockets of students that that feel lonely and those are the pockets that we need to find them and and and engage them. Um and I know that each of our school sites has various bless you. Each of our school sites um have various clubs um and every club welcomes all the students but some students might not feel comfortable uh or might not feel like they would be welcomed

122into a club and that's simply not true because I know we have amazing students that would welcome all students. So, I think it's finding the students that, you know, are are out there and they're not connected, you know, and that that's that's that hits me um hard because when I was a high school student way up in the mountains, not here, not in this district, I didn't feel connected at all. And I just feel like that those were four long years of high school. Um, and so I don't want anybody to go through that. I'm not being connected. Sorry. Sorry. Um, thank you for letting me share. Can I just say one thing too? I wasn't going to say anything either, but jeez. Um, I just wanted to mention uh the Bay Academy and uh

123Hillsdale. Um, what they're doing there with the students is just phenomenal. Um, I'm the executive director at uh the Center for Independence of Individuals with Disabilities and one of our so we're we're rooted in disability justice. It's one of the things that um is super important um in humanizing folks with disabilities, which is very very rare for people to do. Um, I'm just grateful for the students that have IEPs, students that um are non-verbal, students that have different disabilities that it's very difficult for them to um often or they're maybe not even allowed to advocate for themselves is just like it it my heart sings. Um it's so important to teach people how to be independent and to learn about how to ask for what you need. Um, and this is the part that's always

124missing and I just am so proud to see that it's happening here in this district because we are one of the only districts that does that and now we need to change the world to do that too. So, thank you. Appreciate it. Okay. Any other comments? Okay. Well, we appreciate the umformational presentation and now I'm sure you can quietly scatter and get some rest. Appreciate it. $50. Okay, we're going to move on um to uh construction. None. None. Uh no construction items tonight. Okay. Um Division of Human Resources, the consent agenda. Yes. Um may I if I may, we have the consent agenda, but the first item we have an air. So, we would like to recommend approval of the personnel actions. You might have to pull it from the consent, but uh the the

125first item on the second page is a longevity item for Benet Sodto Sodi, sorry. And it's a heir. So, we'd like to pull that from the personnel actions. Okay. There a motion with to uh adopt the uh amended. So, moved. Okay. Second. We have a motion and a second. All in favor? I I thank you. Um just did division of student services. No. Um two three personal actions addendum. Personnel actions addendum. Yeah. Second last page. S2. Okay. S2. S2 is the personal actions addendum. And we do have three recognitions. Uh we have Gail Curran, office assistant at um Hillsdale High School, submitted her retirement effective May 30th after 28 years and 7 months in the district. Wow. Katherine Murphy, instructional assistant 2 at Cappuccino, uh will retire June 18th and she's been in the district

126for 10 years. Nancy Kaine, community service coordinator and career coordinator at Sanonteo High School, will retire June 30th. And Miss uh Nancy has been with the district for 17 years. We recommend approval of the personal action addendum. Sir, are there any questions or comments? Any discussion? Any online comments? Okay. Is there a motion? Make a motion to approve. Second. Second. All in favor? I I thank you. Bye. What is this? The next item. The next item is uh the resolution to exempt one retiring certificated uh employee from the 180day postretirement waiting period. Uh the Senate approved a bill in July 24 that allows um certificated or caler members to bypass the 100 day postretirement waiting period if the board passes a resolution. So, we recommend uh the board pass this resolution so Christian Bali can

127substitute teach at the beginning of the 2526 school year. Any questions or comments? Can you I just kind of do have a question like why is that 180day rule even there? That's part of the Calers's retirement system rule. So um basically you're you're you're not retiring get I mean there might be other reasons but for one reason is you're not retiring getting the income and then just starting to work again you're not permitted to do that double dipping. Yeah. Okay. You have to wait with retirement money. Yeah. Okay. And so the 180 days would be that then the district would have to find somebody to hire for that position. It's six months. You can't go without it. And then um so it kind of guards against retiring and then just getting your job back and

128having two incomes. I see. Yeah. Okay. Um I'll move to approve the resolution. Second. A motion and a second. All in favor? I I Thank you. Passes unanimously. Uh division of student services. None tonight. Uh division of instructional services. Yeah. This evening we have board policy and administrative regulations uh on education for multilingual learners. It's BP and AR 6174. And this evening we're bringing forward uh edits that came out uh earlier this calendar year from CSBA. These were introduced u to the multilingual task force. You heard uh DTA president Greg Childris talk a little bit about that. But tonight we've got Julia and Joanna Fight here. um uh to offer any kind of uh commentary or answer any questions about the recommended changes. I have a request. I'd like to table this till next meeting

129because I have some questions and I'd like them answered, but I have to do some more research first before I do it. Is that okay? Sorry. I I agree. Do we have to mo do could we like have do we need a motion for that or we can totally discuss it but I'm I'm not fully prepared to discuss it. I've looked at it. I have some compl comments and but I still want to look at it thoroughly to make some criticisms of it to be honest. Yeah. So Robert's rules of order the way it works is we can discuss it just no one would make a motion to approve it. it would die and then you would give us direction to to reagendize it at our next meeting. Yeah. Would this set back our timeline

130of implementing? No. Uh the most of the updates to the board policy and administrative regulations are boilerplate from CSBA. There are not any significant changes that would change current practice necessarily. Um, as Superintendent Booker said, most of them are just required by law for some of the the language. We included a few definitions that hadn't been included before, like a definition for our newcomer program, but all of our current practices would stay in place. Um, so, you know, happy to answer questions if you, you know, if you need those answered tonight, we can talk about it. Um, and then if there's other ones, we can certainly work through them as well as before the next meeting. Okay. Um, uh, I have I I I'm not sure what to do here. I think that there's some

131teacher feedback that has been requested of us that you know like a board listening session with some teachers. I also think that there's some processes within the district that I understand from Superintendent Booker are being formulated um with the with in conjunction with the multilingual task force. Um I can share a bit about what that is and how it can inform your decision around the board policy. Okay. So, would that be all right? I I think what I'm doing is that I'm just going to share some. So, we've covered the board policy and AR um in a couple meetings with the task force. Um we met yesterday. There was not any major concerns or questions. Some of the big um concerns that had been brought up by some of the teachers that you've heard from

132previously were around um specific timing of students being um exited from the newcomer program. That language is not we have struck that language. the the board policy is updated to just include CSBA recommended language, which is um pretty broad and um allows for um kind of a referral process for students that may need additional support um which we did discuss at last night's task force meeting and that's what um Superintendent Booker is referring to. So if there are students for example who are still struggling in different ways that are kind of have already moved through each level of the newcomer program and teachers still feel like they need additional help. We are developing a process or there's a process already developed um that we shared with the task force last night on how how do

133we make sure that that student isn't just kind of um moved into the standard program without sufficient supports. Um, so that process is already underway. Like that's why I'm saying like some of these processes we're already working on because we certainly don't want to see students just floundering. Um, and so that's what the task force will work on is what does that process look like? How do we move through it? We proposed one um yesterday evening, talked it through. We didn't we still have more work to do. So, as you heard um Craig say, you know, this work will continue into next year to kind of um pilot it. Um I will say that we already had some teachers talk about particular students and we just said, "Okay, follow this process and let us know

134how it goes if it does need refinement." Um that's what we'll be talking about in future meetings. Um and and ultimately what we're and I shared this with the task force last night. My intention is when that um process um when when it's refined and we're going to spend more time on it uh into the fall. Uh I want to see that process outlined in the administrative regulation so that it is transparent for families so they understand what the process steps are, what we look at, what criteria we look at, uh what interventions um uh we're offering and then so that it is consistent from school to school to school to school. Right now we without this process and structure, we don't really have something to point to to say this is what we're all

135using, what we're all doing. And so we I liked yesterday's multilingual learner task force because we had teachers and administrators sit in their school groups and start tackling individual students utilizing the process the the sample process we have um to you know not only work through the students but work out the kinks of the process too and give us feedback. So again, what I'm trying to do, and I used this example last night during the meeting, whether it's uh this particular AR or if you remember a few weeks ago when we talked about our career technical education, you know, we've got exceptions to that grad requirement all over the place. It's not written down anywhere. And if you're a parent, you have no idea who, what, where, why, when. So that's another example of I

136want that AR updated next year to outline what what are those exceptions. I know I'm birdw walking a little bit away from ML, but I'm just using it as an example that that's what we're working toward. Yeah. Uh and I thought the meeting last night went really really well. It was candid. Um and uh healing I think in many ways and I think Craig recognized that. He was in the meeting too last night. Um and I'm looking forward to the work. one, I appreciate both of you telling us this and this because I'm not as informed as other people on the board. Yeah. So, I really do appreciate this. Um, I really want to do my due diligence on this because I think exactly what you're doing is important and I want to do my

137due diligence to make sure that you when you do create something that is codified, that it is consistent, it's great, it's the best thing possible for RL students at all the schools. And so I just needed to be more detailed in looking at it. That's where I was coming from. Yeah, I agree. Oh, sorry. Um I just wanted to I I agree. And I think many of us on the dis I don't want to speak for everybody, but I think we're all kind of confused. Um, and maybe like I wish we had more time to be able to have another study session or something on this, but since we don't, um, yeah, if we could table it, I would I would definitely Let me just say that I think the board policy edits are essentially

138doing what the teachers want. Yeah, I'm not concerned. Okay, sorry. I guess I'm a little not on the same page as some people here. I'm looking at it from a board perspective of I get what you're doing. I get what you're saying. I want to look at the details and make either suggestions or critiques or acceptance. Yeah. And right now I don't have that. And so while everybody's talking in general, I really didn't do my homework. I'm just admitting I didn't do my homework. So do you want us to be humanizing with you? My dog ate my homework. Can I just could I offer something just based on I am in the weeds with this. Um the the board policy itself is not controversial at this point. You know, we talked about it at length

139at the the ML task force. There are some things that in individuals on the task force still feel very passionate about that we need to work through. Um so we're planning to continue that work into next year. I would ask that we once you have a chance to look at it and provide any additional questions or feedback at our next meeting, we can do that. Um that next year once we have some more time with the task force that we would have them come and present and members of the task force would be part of that. Um it's oftentimes what we do with some of the larger task force. We've done that in the past and that way you can ensure that it everything is lining up. But this board policy isn't necessarily what I

140would say is that some of the language that was at dispute has been removed and I think um I didn't hear anything in the task force yesterday indicating that people were not happy what was it was in here. A lot of it is more about administrative regulation level concerns and changes that we have to work through at that task force level. Um, then we'd be happy to, like I said, once we get to a point in the task force where we're not at consensus there, we still have to work through some things. Once we get there, that would be a moment where we'd bring it back. Um, so I'm I'm communicating the best I can. There has I would say that yesterday was a step in the right direction, but we still have work to

141do to make sure that people are feeling like we're on the same page. Um, so I certainly, you know, if some of the task force members are listening and they don't agree that the board policy and AR have things in there that they want to see, it would be news to me, but certainly then they would have time between now and the next meeting to do that. And I I will also communicate to them that we're going to bring it to the next board meeting. So they'll they'll be aware. And they've been they were yesterday that it would come to this meeting tonight, too. We were really clear about that. Yeah. And I just want to be candid. It's frustrating when this has been on the agenda. This has been discussed. We've had weeklies talking

142about this. The teachers have been prepared for this to get approved tonight. And for somebody to not do their homework, that's frustrating. Yeah, I have a job. Sorry. Can I just Can I just say something real quick? Chavez. Thanks. So, at the beginning of the meeting, I know my parliamentarian hat is on now. So at the beginning of the meeting um is when we um approve the agenda as is. So when we that's the time to say can we move something up or down and that's what we did for for one agenda item and that's also the opportunity to say hey I I want to I want to pull this and then when we vote on the agenda then we're voting on the agenda as amended. But since we voted on the agenda with this

143item still on it because it wasn't pulled. It's an action item. So we can't just let it linger there. We can we can we can four trustees can vote on it or or or what I'm recommending or what I'm recommending I didn't finish. What I'm recommending is we can make a motion to to table it. That's right. Because what we because that's the part that's part of that's Robert's rules of order. We approve the agenda as is. We we can't just like let this like the minutes should reflect that you know that we voted to table it. And I'm okay with tableling it. you know, um if if we want to make a motion, I'll make a motion to table item um U1. Second. Okay. Yeah. Yeah. And then we would vote on it. Well,

144oh that that was a motion and a second. Second, but you still have to that's a motion and a second then then Yeah. And so I'm going to call for the vote here. Um all in favor of tableabling this item. I I Any nays? I Was that an I? It was an I. It's unanimous. Thank you. And I'll try to do better. Hold on. I want to be clear on the vote. I'm sorry. I I got a little confused. Is it 41 or is it 5? I think she did 5. I I said I Well, let's be take it. Yeah. Just wanted you to know that it wasn't an I will I school farm. I mean it. 9:15. Let's go. Can we keep going? Come on. Let's get we'll get Let's get up early for

145work, you know. And I have to I have to commiserate with Trusty Land because the load on this board has been tremendous and anybody who has something else to do during the day. Well, you know, it's frustrating when you know, you can show up for things like Kent Awards and do the fun stuff, but when it comes to governance, you're not prepared. Okay. Frustrating. Thank you. You know what? Thank you for your history. We can do a side room. This is not appropriate. Sorry. It's not appropriate. Hey, don't you know regulations are one aspect and usually they're just boilerplate and this one wasn't. And so, sorry. I'm used to looking at the boiler plate and going, "Yep, I'm good." But I couldn't this time. And so, I apologize. I get it. I know where you're

146coming from and I'm not I'm a I'm a principal for God's sake. I know what you're saying. You mean to get the homework done? Okay. Well, let's get let's get through this and I just this is not an appropriate conversation. Yeah. I I um I just was supporting that it is difficult to be a school board member and there's a lot of stuff and we're at year end and uh we will table this item and bring it back. Okay. Future board agenda items. One more X1. Okay. Any future board items we want to want to add to the list here? Okay. Meeting adjourned. Thank you.