001interpret. Audio Uh for the people who need interpreting in Spanish, uh please uh uh go to the screen on the uh lower right hand corner, you can select the globe or the uh ellipses, the three consecutive dots, and select your language. You can select the Spanish language. If you do not want to hear the English blow in the background, please turn off your microphone. Thank you. Thank you. If you wish to view closed captions of this meeting, please view the meeting on SMUHSD board meeting YouTube channel. Uh 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.
002Viewers may request additional accommodations by calling 650-558-2201. For our deaf and heart of hearing community, we have a team from Hannah interpreting services and they will be interpreting our meeting this evening. We would like to ask everyone to speak at a clear and reasonable pace for our interpreters. Thank you. Okay. Item H, the pledge of allegiance. I'd like our student board members to lead us, please. To the flag of the United States of America and to the republic for it stands, one nation under God, indivisible, with liberty and justice for all. Okay. Report of actions taken in close session. In close session, upon the motion of Trusty Chavez and seconded by Trusty Jacobson, the board approve stipulated expulsion case 24-25-9 with a vote of 5 to zero. Item J, the board of trustees may either
003adopt the agenda as presented or make a change to the agenda, excuse me, through a motion, second, and majority vote. The Brown Act prohibits any additions to the agenda without a 72-hour public notice for regularly scheduled board meetings. Are there any questions or comments from the board of trustees, our superintendent with respect to the agenda? I have a question. Would it be possible to move all of the recognitions up a little bit? So, I don't have to sit here and wait. Yeah, Trusty Jacobson actually asked asked. Well, no. She had she had made that comment and I said, "Well, we're going to get through this as fast as we can, but I can't control the rest of the world, so I think that would be an appropriate uh adjustment." Everybody follow? Yeah. Yeah. Right. Motion
004reports. Yeah. I need a motion. I'll make a motion to Oh. Oh, sure. I'll I move to bring the recognition items up to the top of the agenda. Second. Okay. All in. Oh. There any discussion or comments? There's none. Okay. All in favor? I I All right. There you go. Thank you for getting it. Um, okay. Motion passes. Um, okay. We're going to go to recognitions. I'd like to welcome everybody. I realize this is a school night and everybody wants to be home slaving away over at homework. Uh either that or watching uh NC2A basketball or something, but I appreciate the fact that you made time to come out here um and be recognized. So, thank you. So, this evening, it's really exciting. Thank you everyone for being here. This is what we're here for
005is for students. So, it's always fantastic to have students in the audience. Uh it really energizes us and uh helps our meetings. Uh we have a number we're going to be honoring and recognizing the Hillsdale High School mock trial team, the Hillsdale boys soccer CCS champions, the Mills girls basketball CCS champions, uh Berling game CCS wrestling champions. So let's start with our Hillsdale High mock trial team, our coach Matt Springman. I think Matt's here somewhere. Hopefully. Come on up. Yeah, thank you. Uh, thank you for having us. Um, you know, when someone as someone asked me 10 years ago, do you think you'll be um coaching mock trial 365 days a year? Um, I would have said, what's mock trial? Um, but it has become such a part of the thing that I love and
006do and it's because it's so hard. Uh, and the kids are consistently up for the challenge. Um, they are the most hardworking, uh, the most kind, um, the most resilient and gutsy kids that I could ask for. And it's a pleasure to coach them every day. And a few of them are back there. Um, can you raise your hand so we know who you are back there? Real high. Come on. So we can really see you. There you go. Yeah. Uh, we we beat the Menllo School this year for the first time in a while. And um, when you get out of Sonteo County, you can win the state championship because it's so competitive. five or six, seven teams from San Mo could get there and do really well in states. So once you get
007out of the county, you can do really well. Um, and we've been telling them that for a long time and they uh they did things all weekend that I didn't know that they were capable of. I knew they were really, really, really good, like elite. Uh but they um they really dominated over five trials and I was just in awe uh all weekend. It was fantastic. All right, Matt, before you walk away here, let me just read a little bit about this this team. The weekend of March 15th and 16th, the Hillsdale High mock trial team competed as one of 34 teams in the state finals in Los Angeles. About 450 teams in California total. And after four rounds of intense competition, they advanced to the championship round to compete for the top spot against
008Trinity Pacific Christian School from Ventura County, the reigning state champ. After a very uh close final round with fantastic performance by both teams, Hillsdale High School finished in second place. I mean, it's really amazing. Yeah. Fantastic. And to the students back there, really great job. So proud of you. Yeah. Thank you. And that that final trial on a percentage basis was 49.9 to uh 50.1. Whoa. Yeah. Um yeah, it it was fantastic and they deserve so much credit. It's it's an honor to coach them. There is one thing that um I would like to make the board aware of if you're not aware of it already, but um my understanding is that there's a district policy that if a athletic team makes a state championship that the district will pay for lodging and transportation and
009food, but not for a non-athletic team. So when we asked for money, the district, you know, did what I think they could under the policy, but we also had to shell out 12 $15,000 of uh the mock trial money to do that. Um, and I think that's unfair. Um, so I would ask the board to revisit that policy. um because I think it treats a class of students fundamentally differently than another class. And the board should pay for athletic teams to go to states. That's the right thing to do. But I think if it's going to be equal, um they have to pay for all teams that go to those state championships. Thank you. Thank you. All right. Next up, we're going to continue with Hillsdale. This is the boys soccer CCS champions coach Haime
010Gomez. Yeah, the students can stand up there with you if you want. Bring my team here all year. So, um I'm coach Haime Gomez. This is um an honor to be here with with the boys here, our soccer team. And um it was really a great season for us. Uh we made history um Hillsdale history. And when we talk about our season with with our team, it was about that. It was about making history and putting um Hillsdale soccer on on the grid. And I can talk for a lot, but I would like you to hear from our team captain, Senette, and he can let you know a little bit more about our team. I think it's good to hear from the the kids. Yeah. Uh well, my name is Seth Andread. Um, this is
011actually my first year playing Hillsville High School soccer uh since I wasn't able to playing academy. Um, but it's probably one of the best decisions I've made for the past four years of playing of being in high school. Um, I mean there's a lot to say just off the achievements like this team has. Um, not losing first of all in league is a big achievement. I think winning league for one of the since like 2022 is a big deal. And obviously winning the state champ I mean the CCS championship for the first time ever for Hillsdale is another big achievement. But that's not just why this team is so special for me. It's because of like how much we're a family. I think most people when they talk about sports they're like, "Oh, this team
012has been together for so long. That's why they have the chemistry they have." But I mean me and the boys have been together for three months and it you wouldn't be able to notice that on the field. we we click like like nothing like ever happened. It's been like years of playing together. I think that's just because of the bond that we created off the field and that's something I'll definitely keep for, you know, the most most of my life. I think it's like one of the things I missed out on soccer was being able to call a team a real family and playing with these kids behind me and it was a special moment for me. And I told them before every single game in CCS that our family is going to beat the
013other team and it's because our family is stronger than the other ones. So I think that's just something that like stuck with me forever. And like obviously the moments off the field also, you know, they were also special, but the hard work that we all put in was the reason why we got so far. And I think that's just, you know, what this team's all about. It's just hard work and dedication to the program. Yeah. Very cool. Thank you. Yeah, very cool. Just to add on a little bit um more about one of our reasons for playing this season is this earlier this year, we had a student at Hillsdale who passed away who was also a uh former former soccer player and was part of the program and that was one of the reasons
014for for us being together a little bit more too as well. So uh rest in peace White, but I do want to mention Thank you. Yeah. I just want to thank everyone for coming. Thank you for How many of you are seniors? Wow. All right. Well, juniors, sophomores, go out to do next year. Good luck. Hopefully, we're back. Yeah. Okay. Thank you very much. I will see the seniors at graduation. Yeah. All right. Next up, we've got our Mills girls basketball CCS champions, our head coach, Justin Nuter. Uh, first of all, thank you guys for uh for having us uh having us back. We were here uh two years ago and it's an honor just to be back in front of you guys. um a a special group up here behind me. Uh one of
015the hardest seasons that we've had uh just from a talent-wise of who we played and these girls stuck with it. Um you can see on our shirt it says Ohana. I'm sure some of them are wearing it too, but uh this season could not be possible without the the dedication and the work that these kids have put in uh the love they play with one another and just the support uh that they have for at home, all the families in the back uh that are here supporting us and have supported us throughout uh this year. Um we live and breathe ohana which is uh the Hawaiian word for family each and every day. Um and it's just a special group uh for this senior class. It'll probably go down as one of the best senior
016class to be at Mills High School history. Uh four straight CCS championship appearances uh two and three years and um it was a great game. Our girls battled all night. Uh we got our payback from Notre Dame San Jose who we lost to the year before. um down nine in the fourth and and these girls just never wavered and uh continue to uh stick with it and and believe in each other and and hit big shots down the stretch and uh it ultimately ended up with us hanging a banner this year which is always our ultimate goal. Um but I just can't thank these kids enough. Um especially the senior group they're especially going to be missed and u yeah thank you guys again. Thank you to all the parents and we really appreciate them.
017Thank you guys. Congratulations. Congratulations. Really how many are seniors again? Raise your hand if you're a senior. Seven. It's a lot of seniors. Okay. Keep it going. Yeah. Thank you so much. Thank you. Congratulations. Congratulations. And we have a Berling game High School CCS wrestling champ. Uh this is Lauren Aguular. Where is Lauren? Here. And coach. Is coach here? Come on down. Yeah. Congratulations. Um, um, I'm Ernesto Nunes, um, head wrestling coach at Burning Game High School and of Mills High School. Um, I I do got to say, um, basketball coach that just walked out, class act, man, we had to share that gym with them for two years and, uh, he's like that all the time. Very friendly, very accommodating, and, uh, yeah, nice guy. Um but anyways onto the season. It was um
018challenging two years. Um going driving from BHS to Mills and waiting for one basketball team to end or volleyball team to end to roll out Matt Sweep mop and then undo that and then that the other team that was practicing after us. um challenging two seasons, but in the end it was it was all worth it, right, to get to this point and to watch Ally come home at the state medal. Um it was the first uh in BHS history, boy or girl. Um another special thing about this year, what she did this year was it was the only medal the PAL had and um and in Sonteo County. So, so yes, what a way to go out. She is a senior. Okay. If you guys saw her in action every day at practice, um
019her leadership, you know, she was a team captain since she was a sophomore. Um but her leadership, her voice, her presence in the Mat room, um is second to none. Oh yeah. I was trying not to do this. had our banquet end today. But Ally, you're going to be miss Thank you for the memories. But one of our models at the school with the team was um it takes a village, right? We had the two teams and all the parent support. But before she, you know, before you speak, I do want you guys to know we brought a part of that village of some of our coaching staff and then her club coaches are here. um everyone that took part and help her along this path. But uh Wow. Yeah. Not an easy road. Wrestling
020is not an easy sport, but uh um but she did it. All right. And it's all it's all yours. Yeah. I love it. There you go. All right. I really appreciate you guys having me here. Like coach said, it really does take a village. And I do have my village here. Right here. I have two girls that I actually coach and um it really has been a crazy journey. transferring my sophomore year to Berling Game High School, originally starting at Cappuccino High School. Um, I think it's been a great honor to represent this school and like coach said, first state medalist, first CCS champion, and I have a lot of continuous support, not only from my team, but from the families and staff at Berlingame High School and um, continuous in the league, from any
021other school. Um, I feel very like thankful to have the village that I do and the family that I do behind my back regardless if they're blood or not. Um, I'm, you know, forever grateful and it's been a great opportunity to represent Berlingham High School. Thank you all. Thank you. Awesome. Really proud of you. It's all yours. Yeah. Thank you. Well, yeah, I can go home now. Well, I guess our work here is done. We can uh move on. Okay, we're going to move on to u uh section K, report of superintendent. Thank you very much. Uh a few items to update the board and the community on. Uh if we could put the little slide up for me. uh watch high school baseball at Oracle Park uh April 12th. I want to invite everyone
022to experience the excitement of varsity baseball as the Berlingham High School Panthers take on the Cappuccino High School Mustangs on Saturday, April 12th, 600 p.m. at Oracle Park, the home of the San Francisco Giants. Both schools have to sell at least a thousand tickets. And if they do, the Giants might consider the school district schools to be part of such events in the future. It's a great opportunity for our students given that public schools don't usually get an opportunity to play at that major league park. You can see our website up on the board here or the Berlin game or cappuccino websites to purchase tickets. I want to note that you'll be prompted to buy a ticket to one of three Major League Baseball games which also gives you free admission to our high school
023game. Tickets start at $29 with no additional fees and our teams are really looking forward to this exciting opportunity. Uh next up we have uh trades day. On March 13th, 200 students, career coordinators, and teachers from Aragon, Berlingame, Cappuccino, Hillsdale, Mills, Peninsula, and Sanonteo high schools attended the Trades Day event held at the San Francisco airport. Participants engaged in hands-on activities and gained invaluable career insights. Students walked away with knowledge about various trades including SFO sign making, sheet metal work, landscaping, automotive, engineering, electrical work, welding, and more. This event is an important reminder of how school districts can partner with local employers and organizations to offer valuable experiences and open doors for high school students. Uh lastly, uh we're entering into spring break uh next week. our educators and I'm sure our students are looking
024forward to spring recess which begins on Monday, March 31st. Many of our educators will be away from work and some of our 12 month employees will continue to work at their school or office and I want to thank each of you especially our 12-month employees for your hard work and many success uh successes day in and day out to keep our 10 schools and all of our programs and services running smoothly. We owe you a huge debt of gratitude and if you get a chance to have a break, please take that opportunity to hit the reset button. We have just what eight weeks of school left, something like that. Um I think and um a lot of work still to do in support of our seniors, uh helping all of our seniors uh graduate, walk
025across the stage. Um remembering our kind of district motto of all students graduate, all students thrive. and we're going to continue to work toward that in these next eight weeks. So, thank you very much. Okay. Thank you. Report of the District Teachers Association. Representative, they won't have a report this evening. Okay. Report of uh CSCA chapter 519. Representative. Good evening everyone. Uh, congratulations again to those sports teams. That that that's very amazing that we have so many sports teams that are doing so well. And the the lady wrestler, my son wrestles at Cappuccino. She's legit. She really really good. Um, so I want to say good evening to the board and the cabinet. Um, all the people in attendance and all those watching on the internets. My name is Dale Brewer. I'm the C CSEA
026519 president and I am so happy to be here tonight to speak to you about our essential group CSEA. First, I want to acknowledge the great work of our CSEA technology support specialist 2 at Aragon High School, Fatima Hatna Hajatia, pardon me, but we all know her as Mala. Uh Malik will be retiring in July with 21 years and 5 months of service to the school district. um to Mala, my dear friend. Uh you have been a great um person to work with through the 20 years of service that I've been here and your knowledge and your genuine care for what you do at the district will be missed. CSCA thanks you for all that your work and um for all your work and wishes you a retirement of love and joy with your wonderful
027family. 21 years is a long time. Um the over 500 CSEA employees here at the district are gearing up for spring recess as superintendent had mentioned. Uh while the teachers and the students and administrators prepare for the week of re-energizing, CSEA will be going full force completing projects on all campuses and sites in areas we can't easily access while classes are in session. A reminder, CSEA never stops. And again, Superintendent Booker, thank you for mentioning that with not just CSEA, but all the 12-month employees. Thank you. Um, April begins negotiation season, and CSEA looks forward to working with the district to reach a mutually beneficial outcome. Uh, we currently are working closely with the district to agree upon uh a new position in technology. Uh, we're working for uh work from home hours and as
028well a summer work schedule for 2025. And later tonight, I will present our internal or our initial proposal at the uh for the 2025 to 2028 successor negotiations. Um it may be a bit early, but I do want to let you know that California School Employees Week is coming up in May. It's never too early to celebrate our uh school district first responders. So CSA is here to help you, your students, and your properties stay safe, clean, and open for learning. That's all for now. Good evening and I'll talk to you later. Thank you for your time. Thank you. Reporter of the Satale Adult School Teachers Association. Welcome. Lynette, you need to unmute. And here I was just talking to myself. Thank you so much, Rand, for letting me know that. Um, I want to
029say those teams were outstanding. Yeah, I am I wish I had actually signed in earlier because it was amazing just to see them working. It was so cool. Thank you for that. Um, and wrestling and girls. Yay. That is awesome. Okay, so I digress. uh Lynette Garcia, CEO and workforce development uh and the union VP of the Sanato Adultton Adult School Federation of Teachers. Uh thank you board president Griffin VP Terry Chavez, board members and superintendent Booker for the opportunity. Uh we the CFT union and staff of Satil Adult and Crow Education Campus are here to share our updates with our campus. uh recent and upcoming events. On Thursday, Oena Babich, our evening ESL specialist, had the privilege of attending Kevin Mullen's address at city hall. His speech was truly inspirational, highlighting his strong commitment
030to education, democracy, and immigrant rights. His passionate concern for safeguarding our de democratic principles resonated deeply. While she regretted not having the opportunity to address the town hall meeting directly regarding adult education, she did have a valuable interaction with both Kevin Mullen and his constituent service director, Ragda Karaja. She had a warm conversation to present them with our school's new folders and mug. It was heartening to know that they both recognized her for her time as a student and demonstrated a genuine interest in adult education. Marina Katlova, uh, ESL success coordinator, and Stephanie Wright, administrative assistant, will be representing SMACE at the co-ab conference in Dallas, focusing on student engagement and leadership. Adding to our student voice, student council officer Eva Anani will also attend COAB to participate in the students as leaders summit. This
031is from March 31st to April 2nd. During the presentation, Ava will join Marina and Stephanie to share perspectives on the importance of extracurricular activities for immigrant students. Their presentation will offer a comparative view of growing up in the US versus immigrating here. I almost wish I was going because I saw the presentation and it's fantastic. On 8th, a fantastic team from Smiths will be attending the Capitol for Ledge Day to include our director Angela Taylor. Our staff members Marina Katslova and myself and some of our dedicated student council members will be meeting with the local representatives to champion adult education, excuse me, across the state. Uh I believe we're going to have about nine participants including uh I think seven students. We've already locked in one meeting with a representative and are eagerly waiting a
032waiting for a confirmation for a second one. Like how cool is that? This is a powerful chance for our students and staff to get involved and see firsthand how things work at the state level. For decades, SMACE has shown its unwavering support for adult education by consistently participating in this event. It's all about making our voices heard and building a brighter future together. To follow up from our last report, we had a very productive meeting with Mr. Yansy Hawkins regarding the upcoming construction projects, including the addition of two temporary portables for the bridge academy program on this Mace campus. We appreciate being included in the updates and planning that affects the campus and look forward to continued communications and involvement particularly with parking and being able to offer suggestions for the best outcomes for both
033schools. And our final thoughts this evening regarding the shifting landscape of education in our country. A recent executive order by the current president see significantly reduced the US Department of Education scope and operations drawing small strong opposition from the California Federation of Teachers CFT. The order directs Secretary of Education to downsize the department potentially cutting programs or transferring them to other federal agencies. California's educational system heavily relies on federal funding, supporting over 6.7 million students. The CTF warns that these cuts could disproportionately harm vulnerable students, including those with disabilities and lowincome families. CTF and the American Federation of Teachers argue that the move is unconstitutional as only Congress technically has the authority to establish and fund federal agencies. CTF President Jeffrey condemned the order as reckless and illegal attempt that threatens the future of American
034students. He emphasized the power of union solidarity in fighting harmful policies, highlighting the strength of collective action. Samato adult education remains committed to providing a supportive environment where students can learn and thrive despite these challenges. We understand the importance of fostering an inclusive and supportive environment particularly for those facing uncertainty due to the shifting educational landscape. The original article was written by the CTF Jeff Freredus president and it was paraphrase paraphrased by myself with solidarity and grace. Thank you. Thank you. Okay. The reporter the student board representatives. Good evening. Oh, good evening everyone. Uh, my name is Libby and I'm one of the student board representatives and I'm a junior at Berling Game High School. My name is Athena and I am also from Berling Game High School. Um, and so because we're all from
035we're both from Berling game, we thought we'd give you some updates. Um, Superintendent Booker touched on this earlier, but our baseball team will be playing at Oracle Park versus Cappuccino at on April 12th at 6 PM. So, it's I don't think it's every day that baseball high school baseball teams get to play at Oracle Park. So, it's definitely something to look out for. Um, next thing is our play and Something Rotten just ended. It they had shows over the past two weekends and I've heard it was a very successful turnout. Um, and then also the next thing is coming off of all of those celebrations we just had, another one to add is our robotics team just qualified for the World Championships. Um, which is really, really exciting. Um, it's been a couple years since
036the last one. Um, and they're really excited to go to, I believe, Texas in a couple weeks. Yeah. And then our class cabinet elections just ended. And then one from today is our prom theme just got announced today and it's tangled. Yes. Um very interesting theme but a good one. Yeah. Really? There's an honest answer. No, it's a good one. I'm excited for it. Um but those are our school updates and we're going to move on to some student board updates. On our last student board meeting on Wednesday, March 26th, Brian Simmons hosted a mini focus group centered on artificial intelligence use within our district. We spoke about our concerns about AI, how we use it, and how policies can aid both students and educators in their educational goals. Um, a highlight we discussed was
037what extent AI can be used responsibly in our classrooms. Um, for example, if using grammar fixing features can be considered plagiarism or what where the line is. Um, basically on that um the members of the student board council met on March 18th, 2025 to discuss Trusty Jacobson's recommendation recommended addition to the National Women's History Month proclamation. Um, eight students met and reviewed the proclamation and the group decided to edit the recommended addition. The group was unanimous in their decision on what content to add to the proclamation and thank you guys for listening to our report. Thank you. Okay, governing board comments. Uh boy, Trusty Chavez, a few things to say. Thank you. Thank you for your for the board. Um, sorry. Thank you for the our student board reps. Um, I just also want to
038say that I'm equally as uh pleased with uh the recognition that we had today for the for the um Hillsdale mock trial team and the Hill and the Hillsdale High School boys uh soccer team and the Mills High School girls basketball team and the Berling game high school wrestling champion and also just like you had said uh Libby you just mentioned the robotics. So that's really exciting as well. We have a lot of student um participation with sports as well as non-sports um teams and I think it's I think it's really amazing. It's it's awesome. Do you hear about that? Just like Trusty Lance said earlier, hey, we're done with our meeting. We had so much encouraging news from the students. Um I'll just share a couple of things. I I know a lot of
039us attended open houses recently. I attended the Mills open house and staff and students were just amazing. Um, when I first arrived, I walked into several different corridors and I was greeted by greet we I saw student uh ambassadors, student leaders there to help parents uh find the right classrooms uh the right corridors and just seeing our students volunteer out there is truly amazing. Then I um found myself in the um uh the theater um the auditorium and so Pam, principal Pam Dazinski and assistant principal Jonathan White, they were they were giving an overview of of Mills High School to the to the rising ninth graders. So next year, all those students and parents that were there, those ninth graders, those students are currently eighth graders and so they'll be attending Mills next year as
040ninth graders. And I thought that um Principal Dinski and and Assistant Principal White did an amazing job welcoming the the families and inviting them to stay for the the evening uh to walk around the classrooms and and for the open house so they can get accustomed and see all the amazing things going on um in the campus there. Um I also attended uh the musical Mamma Mia at Mills and um all the students singing and performing. I still don't understand how a student can have all those lines memorized for two or three hours and and sing, right? They were all amazing. And I wish I wish the staff was here right now and some of the students, but um it was truly amazing. And the the other thing I wanted to mention was the band
041played live music throughout the course of the entire musical and I just was in awe at that when I realized that this was live music and that it was I felt like I was at a Broadway play. Um I mean that the students were so mature and so um talented. Um and I want to attend some other performances too at our other school sites. I mean the entire performance was with live music. It was so awesome. My last thing I wanted to mention was um I recently attended uh Santo County School Board Association. So all of the um school districts in Sanonteo County 23 or 24 um all this all the trustees were invited to this legislative brunch. And so it's our annual legislative brunch and it's great because we have a couple of senators
042and a couple of assembly members that were there as well. Um getting together to talk collectively about what we can do to help our school districts um is is amazing and it's great to collaborate. So I know that I'll let the other trustees speak to that as well. Trustees Jacobson and Andre Andrea Zuniga attended that as well. But it was a it was a great time and it it's really important to collaborate and talk to our legislative leaders. Um when we need more funding or when we're concerned about the funding that we currently have or any concerns we have, we try to lobby that too at this one once a year annual event. But I'll I'll let the other trustees share. Um that's it for right now. Thank you for letting me share. Trusty Jacobson.
043Um, well, first I want to thank the student board members for taking my recommendations about the Women's History Month proclamation and for dialoguing about that and making your recommended changes. I I really appreciate and um thought it was very insightful what you came up with. So, thank you. Um, I went to Hillsdale High School open house. Um, had a great evening. Um there were students there with tables letting us know about the Hillsdale Peace Pantry and and other you know opportunities for getting involved in the community. And um I just really enjoyed the opportunity to uh meet with my daughter's teachers one-on-one and learn about what is happening in their classrooms. Um and lastly, yes, I did attend the um the legislative brunch with uh Trustee Chavez and Trustee Andrade Zunita and um it was
044very enlightening to hear what the legislators are working on and and what they're what they have done and are continuing to do um with regards to education. Um, I thought some of the commentary was rather partisan for being a nonpartisan meeting, but anyway, um, I'm glad I went. So, that's all. Trusty Lan. Um I I did love the first part of this meeting and it was I'm I'm love that all the uh I'm just so proud of our district on a regular basis to see the amazing achievements that these students do whether it's mock trial or wrestling or you know it's just fascinating. I love it and I really am proud that our school district really creates these these great situations, these great opportunities for our students and so many different levels. Um, I also
045want to thank our student board members for being here. I think it's been such an ad. Um, the way things have changed over time. I've been here for a while and this is just the the best quality of board representation for students is in a very long time. So, thank you both and thank you for the whole organization that you guys represent. Um, open house. I want to put uh kudos to Dr. Fun at BHS. She invited our eighth graders to come and visit as well. And I just want to say thank you to that because that was a very insightful opening up of the school so that my eighth graders from BIS can check out the high school and what it's going to be like. And I think that kind of cross-pollination is something
046I really love and was grateful to see at BHS. So, um I this is my first year. I did not go to the breakfast, the legislative breakfast. I missed out this time. I was doing a family obligation, but uh it's something I've organized in the past and I love having it happen and um I would like to see it continue because I think it's I think our biggest job is to advocate for education regardless of what we see uh their priorities are. My focus always when I organized it was to let them know what our focus is and our priorities are because if they don't understand the need the funding shifts um and what we do and what we do for education it's missed because there are no experts at in the state at you
047know maybe there are a few I should take that back but they don't know what we do on a regular basis there's only a few schoolboard members who are actually representatives assemblymen or state senators and I think it behooves us to really dedicate and advocate for what we think is important for our school districts, you know, especially funding and making sure that we're whole and making sure that we keep growing. So, thank you. Thank you, Trusty Andrade Zuna. Yes. Thank you. I want to start with the land acknowledgement. This was written by some cap cappuccino students a few years back. Um, our community acknowledges that all of our campuses lie on the ancestral homeland of the Rome alone. The Rome are the original inhabitants of the San Francisco Peninsula whose land was stolen from them
048and whose native language was lost because of Spanish colonization. As settlers on the stolen land of the peninsula, we should be alongside the Romeous remembering and honoring their ancestors and relatives. We thank the first people, the Rome Shaloney, for taking care of the land we now use 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 Rome shalon so we can work together to protect and preserve the land for future generations. I first want to start saying uh Ramadan barak to everyone who observes Ramadan uh right now. Um, I attended an IFAR um, if event last week that was organized by Joanna Fate, Sam Shaman, Esao, and uh, the rest of the community. Um, it was at Mills.
049Um, it was really, it's really cool to always see how people um, just practice their just different parts of their culture. Um but also because the community is so tight-knit, it it so reminds me of my culture. Um so it was really nice to be amongst um amongst the community and breaking bread with folks and it was a really nice nice event. So thank you. Um I attended open house at Peninsula High School. It was very very cold and windy. Um, but what's always nice about the open house at Peninsula is that they'll have wards and some of the students had between a 3.5 and a 4.0. It was it was awesome. Um, a lot of the students are really involved in hospitality of their school um, and welcoming other students who are new um,
050and maybe a little unsure of what where they are and what they've gotten themselves into. But overall, the staff there just loves the kids and you can tell. You can tell by the way that the students progress. So I always super proud of going to PHS. Um last week I also met with the CHS Caliber High School Interact Club and we talked about getting involved in the community volunteer opportunities. um we talked about um just I guess my path to becoming a um a trustee and what I do for work and things like that. So it was kind of nice to to show the students uh maybe something different in terms of of work and um just different different experiences in running for office. Um they're excellent kids and I'm glad that they have um
051such a such a really amazing club. Um, I also went to see Mamma Mia on Saturday and now I have like this medley of MMA Mia songs stuck in my on repeat for the past week. So, it um it was Yeah, like like Trusty Chavez um I'm always blown away by the talent that we have in this in this district. Um, we have not only the talent but like the volunteers and the folks that support and um, yeah, the orchestra was amazing. I mean, the whole thing was was really neat. So, thank you to U Mills High School for putting on such a great show. Um, today I went to Cemeter High School. Um, they have like unity week or unity day, something like that. I didn't catch exactly if it was a day or
052a week, but um they are having different types of cultural dance all week. Yesterday they had balorico. Uh today they had kind of a combination of keerita and like some ba stuff. So it was kind of neat to see um the kids dancing to stuff that I used to dance to. Um but that material is always really fun and it was nice to see uh principal Shu and um all the students. Um I love to see the students in their elements. Lunchtime is when like everybody goes and hangs out with their friends and just reminds me of like you know having a set spot to to meet at and it was just it's kind of it's neat. It's nice to be amongst the young people. Um there's a program called youth leadership forum. That's a
053program for youth with disabilities and every year um it's through the department of rehabilitation um for the state and every year they have a conference at SAK State uh university where they host um a group of students with disabilities and they teach them about disability pride and advocacy and um a lot of different very important parts of disability justice and we have students interviewing from our district. So, I think uh thank you to the special education department for um for informing the students about these opportunities. It's really important. Um I am the secretary for the Sanato County School Board Association. So, yeah, we I did attend the um legislative uh breakfast or brunch. Um, again, like Trusty Lan said, the advocacy piece is super important and it's really important for us to connect with legislators,
054um, for them to see what we do and how we do it and what's important at that time. Um, it's important for them to have us on their radar. Um, and to have that like that personal connection. So, it's always important to have that, you know, person in front of you. that way they see who you are and they know who you. Um so that was really really good and we are still as of so Monday the 31st the deadline to nominate uh folks for area reps uh and officers for our association. So if you're part of the Sanonteo County Schoolboard Association, we are still taking nominations for officers and area representatives. Um, I have a really heavy heart right now, um, because of the situation in the community with ICE and with just immigration
055enforcement. Um, all over all over the county, all over the Bay Area, people have been getting just picked up and basically just disappearing. Um, I remember I think I've talked about this before, but in 1994 I was in high school and Proposition 187 got passed. Um, a lot of us had to carry our birth certificates and our um, IDs because people again were getting just picked up and we didn't see them. So now um, there's red cards out there that help folks understand their rights. Um there are websites uh where like for immigrant rights that are there to serve the community um faith and action is around to help out um pangia um laasa central a bunch of different organizations and so I implore people to get in touch with with places that can educate
056you on what your rights are. There's also know your rights workshops all over the county. Um it's very very important. What's happening is very unfair and disgusting. Um yesterday was trans day of visibility. Um the Trevor Project uh developed a national survey on mental health of LGBTQ youth. More than half of transgender and non-binary young people found their school to be gender affirming, and those who did reported lower rates of suicide attempts. LGBTQ youth who reported living in very accepting communities attempted suicide less than half the rate than those who are in unaccepting communities. So, it's really important for us to support our students. Um, it's it's just it's so important. April 18th at 6:30 p.m. at CSM is the Pride Prom. It's so fun. So, if you can attend, please please do. Um lastly,
057I just want to um talk about um special education um and just keep being in state keep staying informed and make sure that um we advocate. Reach out to your legislators. Um reach out to the legislators that are in states that are kind of on the fence with things. That's very important. Um our the youth of this of this country are very very important. Um, so thank you to our interpreters, our ASL interpreters and our language interpreters. And thank you to our AT folks. And that's it. Thank you. Thank you. I just got two quick comments because I'm trying to catch up on the clock here. Um, I did go to an open house and uh saw Dr. Black there. It was Aragon and I was really enjoyed it. Um, most of it I I
058spent most of the time outside in the cold, although I did walk the hallways. I got fascinated with the music and the art and I I enjoyed talking to the students. So, and the other thing, I had a tour today of the new gym here at Samale and it's really an impressive uh impressive building. Um, you know, matter of fact, I don't know what we're going to call the front gym and the back gym because they they're both, you know, I mean, they're they're this building back there is huge. And uh since it's state-of-the-art, you know, I mean, it's it's cuz I was thinking the uh the Sam, you know, the front gym, the whatever we call the main gym, it's got to be 25 years old because it was something when that uh that
059I was on the committee that negotiated the thing. So, so I mean, but the the other one, it really is it's it's going to be a marvelous a marvelous facility and I'm looking forward to that dedication along with all the other dedications we have. So, anyway, that's my report. Thank you. 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 be recognized. When invited to do so, your camera must be on before
060you are called upon to make a public comment. We will call on you to begin your comment once we have promoted you into the meeting. If your camera is not operational, please email your comments to the board of trustees at boardshd.org. Please note that comments are limited to three minutes. The board president may increase or decrease the time allowed for public comment depending upon the topic and the number of persons wishing to be heard. I will call on in-person comment requests first. Mr. Aino, are there any? There are none. Thank you. Okay. Are there any Zoom comments? There are none. Thank you. Okay. Communications to the board. Superintendent Booker. None this evening. Thank you. Okay. Thank you. The consent agenda. We are moving on to the consent agenda. Do any of the trustees wish to
061pull an item from consent for discussion? Uh, President Griffin, I wanted to see if we could offer the student board council reps the opportunity to provide a summary of the proclamations that are listed in the consent. uh agenda prior to the board uh taking a vote. Okay, that would be starting with item 12, 13, 14, 16, 15, 16. Okay. Oh, thank you for the opportunity to um tell you guys the summaries, but I'll be there are five proclamations coming up for you guys' approval and I'll be reading to you the first one and Athena will be reading the next four. The first is a proclamation to recognize March 31st as Caesar Chavez Day. Caesar Chavez Day is a US federal commemorative holiday proclaimed by President Barack Obama in 2014. It is a state holiday in
062California and is observed in 10 other states. This holiday celebrates the birth and legacy of the civil rights and labor movement activist Caesar Chavez on March 31st of every year and is observed to promote service to the community in honor of his life and his work. Throughout his life of work and service, Caesar Chavez empowered thousands to stand together for their rights and led our nation toward a more equitable and just society. His visionary leadership inspired a powerful movement that burns brightly to this day, rallying people from all walks of life to champion the dignity of his work. The second proclamation is to recognize National ArabAmerican Heritage Month. April is National ArabAmerican Heritage Month, officially established via a declaration by President Joe Biden in April 2021. It is a time to formally recognize the achievements
063of ArabAmericans and celebrate the Arab-American community's rich heritage and numerous contributions to society. California, to our advantage, is home to a wide cultural spectrum of diverse people. We know that our diversity is our greatest gift. Our state is fortunate to have the largest ArabAmerican population in the country with more than seven 715,000 Californians of Arab descent. The third pro the third is a proclamation to recognize autism awareness month. The Centers for Disease Control and Prevention estimates that 1 in 44 Americans in the United States are living with autism, a complex lifelong developmental disability that typically appears during early childhood and can impact a person's social skills, communication, relationships, and self-regulation. Every April, Autism Awareness Month is celebrated, beginning with United Nations sanctioned World Autism Awareness Day on April 2nd to increase understanding and acceptance and
064to foster worldwide support for those living with autism. The fourth is a proclamation to recognize April 6th to 12th as adult education week. The state of California will observe April 6 through April 12th, 2025 as adult education week, recognizing the unique accomplishments of California adult schools. Both the California state legislature and our district acknowledges that K through 12-based adult schools offer quality programs to meet the everchanging economic and workforce development and lifelong learning needs of our diverse state. And our final proclamation is to recognize March as National Women's History Month. The members of the student board council met on March 18th, 2025 to discuss Trusty Jacobson's recommendation addition to the National Women's History Month proclamation. Eight students met and reviewed the proclamation. The group decided to edit the recommendation edi recommended edition. The group was
065unanimous in their decision on what content to add to the proclamation. Our group's addition to the proclamation is as follows. Women's roles as caregivers, whether as mothers, grandmothers, sisters, or aunts, biologically or not, have nurtured generations, helping to provide the foundation for countless advancements in justice, culture, and society. Thank you for the opportunity to present summaries of tonight's proclamations. Thank you. Thank you. Good job. Any comments on the consent agenda? Is there a motion? I'd like to make a motion to approve the consent agenda as is. I'll second that motion. We have a motion and a second. All in favor? I got it. Thank you. Were there any there were were there any public comments on any those items? Okay. Uh special reports and appearances. Superintendent Booker. Thank you. I'm going to hand this off
066to Dr. Kempky. Uh this item is a proposal for alternative graduation pathways for specific student groups. Thank you. All right. Good evening. Um I'm glad to have the opportunity to present um with Scott Rearden who's our assistant director for special education services. Um this is actually a work of collaborating between um the different parts of the different departments of instruction that includes special education and multilingual learners. So we're here tonight to talk about um two proposed alternative graduation pathways. Um so each of these pathways, we're going to call them plan six and seven are to support our multilingual students. So that's proposed plan six. and then um students with IEPs. And then there's specific criteria um in addition to them just being multilingual students or students with IEPs that we'll talk about. Um the second
067part of the presentation, Scott's going to update you on the new law that provides access to students with significant disabilities to a high school diploma. These um changes were already in our board policy. Um you approved those last year, but we wanted to give you an update as they're coming into effect shortly. So um just as a review, these are the current board approved graduation plans that we have in board policy. So all of these are in our board policy. Um some of them are based on requirements of law, others are based on local graduation requirements. Plan one is where the vast majority of our students um are on. So that requires 220 credits and um those graduation requirements are outlined in that board policy. Plan two is for students that are in the gradu
068continuation school. So that's our peninsula um continuation school. Students there are are required to have 202 credits. That's mostly for students to be exempted from the PE requirement and they have two credits that are for work experience. Um, often times students will exceed that that requirement because they may come in with PE requirements, but um, because they're all 11th and 12th graders, that's part of the law. Plan three is for our adult school students. Um, and last year you approved, uh, a plan for them to have 150 credits. Plan four is um, all based on different laws for particular groups of students, and these are very specific. Um, so they're for a foster foster youth, former June Venol Hall students, homeless students, um newcomer or migrant students entering at the 11th or 12th grade and
069um those are all again outlined in law and then they're also placed into board policy. Plan five is the one that we're going to give you an update on. Um that's the second part of this presentation and that's based on a law and also is in our board policy. So, I wanted to kind of give you background to what currently um we have available to students and um coincidentally in conversations with both Jonah Fight and then Roshelle Hooks and Scott both both of the teams came to me in the fall and indicated you know there's these particular groups of students who we know are real capable. should be graduating with us, but they're not quite making it because of mostly they feel like the um the number of credits that are required. Um and most
070what you're going to see tonight is that we're not changing any of the core content requirements. We're just decreasing the number of electives um for the most part. So we're going to talk about plan six first and that's um for our foreignb born most of them being multilingual learners who enter at the nth or tth grade and then they're possibly um slife the the one thing that I will mention about it is this is the category that isn't um included in AB 2121 which is a migrant or newcomer student that enters at the 11th or 12th grade. Um, and then plan seven are just specific um, students with IEPs who will meet specific criteria, too. And Scott will go through those. Um, I'm not going to spend a lot of time on this slide. I
071think we all know um, the benefits of a high school diploma. We work in a high school district. You're serving on a high school um, board of trustees. I think we all know that, you know, it's one of our major goals as a district is to ensure all of our students get a diploma. However, I did want to share just some of the recent data around, you know, the importance of getting a diploma. Um, the difference in income and earnings. Um, we know it has differences and impacts on students health outcomes. And, um, just reminding us one of the reasons that we may do this. Um, Scott's going to speak to this a little bit because Hi everyone. So quite a few years ago now um the CDE and the Sacramento County of Office of
072Office of Education came together to do a work group around outcomes for students with disabilities and they were primarily looking at those who are receiving a certificate of completion. But what they found as a whole was that students with disabilities who are educated within California are the lowest um group to graduate compared to all other student groups in the state. And so what this effect has for all students with disabilities is really that diploma aspect. Um many of our systems that are in place statewide really do require a diploma, whether it be for seeking a job or renting an apartment or any other type of housing. And this is really negatively affecting that group um because they don't understand exactly what a certificate of completion is. And so what they sought out to do was
073create an alternate pathway for these students to receive a diploma. And so that's the part I will be updating you on later on in addition to the plan seven, which would be a different pathway for students with IEPs. So now we're going to take you through the details of each one of these proposed plans. Um, so the proposed plans, both of them, in talking with both, um, Roshelle, Joanna, and Scott, um, we really talked about lining them up because a lot of the needs, even though their students are meeting the need for the different plans, um, through different ways, really lining up the requirements um, made sense. So, you'll see here for the most part all the core classes stay the same in terms of requirements and years. we decrease and I'll actually show you
074the next slide that um I appreciate trustee um Jacobson recommending we show a side by side for what is the difference between that plan one which is the one that most students are on and the plan six and seven. Um so you'll see most of the core requirements are the same across the board. The big difference is um we're not doing world language and vapa and CTE for students on the plan six and seven. So they just need to meet one of those as per the the um California minimum requirements. And then we're decreasing the overall elective requirements um by 20. We'll continue with the PE requirements. students that come in at a certain grade level who have not been educated or they didn't have an opportunity to take PE are sometimes exempted from that,
075but that's would be separate. So, it still would be a requirement of having PE. Um, and then the health class is also not required on this plan. Many of the students we anticipate um may have come in after that or in their eighth nth grade year. They may have a hard time fitting that into their schedule if they're a newcomer. That's oftentimes the case. um as well as some of our students on IEPs. So, want to make sure we're clear about the the credits. So, those are the big differences. So, it's a difference of 220 for plan one and then 175 for the two proposed plans tonight. Um just as a reminder, Brian has come through and talked about the graduation require or the graduation rates for our students. This is our graduation rates for
076our um English learners. And you'll see there's quite a big difference. This is really what we're hoping to impact to see more of our students graduate with that high school diploma. So the difference being um right now 74% of our English learners graduate. Um 88% of our long-term English learners graduate which is a lot closer to all students who graduate at a rate of 92.4%. So plan six um this is for um multilingual students who are foreignb born and may be sife. So these are students who might enter at the 9th or 10th grade they identify as foreign born and they may meet one of these life criteria. So it would be any one of the following that they started school after age 8. they had interruptions in schooling in their home country of two
077or more years. Um and they uh had a year a gap between their last completed grade and in their um US grade completion or they um demonstrate significant writing deficiencies in their native language, meaning that they don't have primary language um proficiency to support them in um working through our course requirements. The other thing is they don't meet the eligibility for AB 2121. So that includes students who are um migrant and newcomer who enter at the 11th or 12th grade level. So there is this category of students who may enter our district who they may have all these gaps. Um one of the you know if you look at it um one a student may enter at nth grade and they may not be slice. So they have some background. It is possible that they
078would still struggle in our system when we do see this happen in at times. So we do include that as part of the qualifications for this plan. Um I wonder if it's helpful if I stop here just on plan six to see if there's questions here and then I'm going to pass it over to Scott to talk about plan seven because they are similar in the requirements but the qualification and criteria are are different. Does board have any questions, comments? Trusty Lance. Oh, I didn't have a question. Oh. Oh, well, I just brought up some questions over email that I thought might be helpful for the the rest of the board to hear. Uh the first is is there an opportunity for students who are uh fluent in another language other than English to pass
079that world language requirement through demonstration of proficiency in that language. Yes. And we do have um well in fact the uh we have it in language for us that a students who is a newcomer who comes in and has um had their native language. So they're coming in they have Spanish on a transcript um up until sixth grade. we can use some of those credits um for them to actually get credits on our we we can put those on our transcript and actually the UC um will allow you to put them on the transcript and they're they're considered like a UC eligible course. Um, we can also, um, and we have done this, I know, um, John has done it with some students that are Portuguese speaking, um, is something called principal certification, and that's
080when a student, we know that they're fluent in their their home language, and we can, um, basically test them to see if they have that fluency and then provide them 20 credits of um, world language through that process. And that's actually allowable through the UC. So you can place those transcripts those credits on the transcript and they can get credit that way. Um and we've been working on figuring out how we can do that for the many different languagees that we see coming into our district because um it's a really good question. Oftentimes students will will be quite fluent and they should have some you know that should be acknowledged. Yeah. Thank you. And then the other question is can you just help us understand sort of what's the profile of a student or what
081are the circumstances where they might qualify for plan six um but they don't meet SL life criteria. Yes. So it would be it could be a 10th grader. That was probably easier to understand that it is a 10th grader who comes in with no transcript. So they don't have a ninth grade year and they're already behind in credits. And so they would have they would have to make up um an English course, their you know their um science and math which you know will put them behind. So that would be the most common. There may be a student that comes in at the nth grade. Maybe they come halfway through the year and you can imagine the huge culture shock of coming into the system. They may not do really well in that first year
082if they don't pass all of their classes. This just gives them more wiggle room to make up those courses. And one of the things that we would want them to be able to do is make up the courses in person rather than maybe on an online program or something like that. It also provides for more space in their schedule if they're coming in as a newcomer. Um, and maybe they're not SL, maybe they're coming in and they've had education in their home language, but to have more time to focus on language acquisition, which um can count towards electives, but it still may not give them enough credits so that they can meet um the GRA, you know, our plan one graduation requirements. There's not as many students in that category. it's more of the students
083that probably meet this life criteria that we're really thinking about, but we I think we know that there's always an in, you know, a case- by case basis that we want to think about. So, it provides that flexibility. Um, I think the one thing I will mention about it is that each student that gets qualified for a different plan like this will be looked at um individually by their counselor and administrator and make that decision. Not even necessarily immediately when they walk in the door either. It would be after um seeing that student might be struggling and giving them that opportunity to reduce the credits and it will be similar for plan 7 that Scott will talk about a little bit more too. I have a question on it kind of relates to what you
084comment and first how many what what are the numbers uh across the district that will fall into this program plan six roughly? You know we were trying to pull them and um I'm I'm going to have to get back to you on that. maybe provided in an update because we're not quite sure how many students we're going to be able to serve under this plan, but we are hoping that um you know, we'll be able to serve more. I guess yeah, I I'm not quite sure. Hopefully, we'll see. Um yeah, I can't say exactly. I'm sorry, but we we started pulling the data, but we don't quite know which of the students um necessarily qualify as of yet. What are what are the barriers to know that to knowing that? Um, I think it's just
085a matter of us pulling the data and identifying whether or not there's life and um uh their the amount of transcript they have coming in. So, I think once we have the um the go ahead, we'll start pulling the numbers and get a really good idea of exactly how many students. But I know from what um Joanna fight our multi manager of multilingual learners seen she's she has case you know case studies of the students that are needing to be you know that this plan would help them trying to you know like the question it it kind of goes to trust trusty Jacobson saying it's kind of okay uh you come here and you get evaluated um you know and sort of That's a decision point that's real critical in your education. And I'm thinking,
086okay, if I'm a parent, do I want my child to strive for plan one? Um, how how are we looking at that? How are we kind of assessing it? And do is there mobility? If somebody was put in six, they have the ability. Yeah, absolutely. I would say um a student isn't right when they're entering our um into the schools would they be put on this plan. It's more that after we see that they're struggling because sometimes we won't know that they're necessarily life until um they've been with us for a little bit because we may never get the transcript and when we do we realize there's some gaps in education there. Um, and you know, sometimes we don't have a full transcript. So, it's it's not something that we will as soon as we
087do the intake that we would put them on this plan. Um, it's required under some of the other plans um more that they would they they meet the requirements if they're entering at 11th or 12th grade for um some or if they're a um homeless or foster youth, they they will meet those criteria. The plan always is to have the students um stay in a full class, you know, class load that we're not um just placing on this and then letting them do a half day or anything like that. Um it will be a one, you know, case by case basis. I don't think there's um once we pull the numbers, I don't think there would be a tremendous amount of students that are going to fall exactly in this, but we know that there
088is a small number that this will make a really big difference for. So, that's one of the reasons that we want to see it happening, but it's a it's something that's really important to us is that we wouldn't immediately say you you need to get on plan one or on plan six when you enter. It would be something that if the student is struggling, this is an option for them. And it's it's kind of consider it like peninsula continuation school. We don't immediately put a student into that plan when they enter. it's after some time with us, they might be struggling and, you know, they really aren't getting many credits in their ninth grade year, you know, we might just start to give them that because there's also that need for hope for the student
089if they begin to see like there's no way I can recoup this. Um, so but it's a it's an important point. I agree that we don't want to just set the bar low and then start there. What's missing between one and six? And I I don't hardly ever speak though. I mean, you know, I've been keeping quiet. I'm reading I'm reading I'm channeling his thoughts. Uh that no that the thing that's missing between one and six is the engagement of the electives and stuff. That's such a big difference. But trusty land I would agree with that. That was one of the things I was going to mention. No, then I won't say it. So but engagement key. Um the other thing is um the support because again reading about the demonstrating writing deficits and having
090needs you know I'm hoping that this includes supports into the system. Yeah. And this is not just credit recovery you know this is not credit how can we get the credits and then we're done. It's really the learning that's the important component here. Right. Yes. Yeah. And I would say this doesn't mean that a student will come in and not be enrolled in electives either. So just it's it's more like I said after some time with us we realize they're getting behind on the core classes and so we want to support them in reaching those core those core classes. So they they will still get access you know we've done a lot of work to make sure that students coming in are getting access to electives. So it is an important point. Okay. And now
091I'm going to say the embarrassing question I need to hear. I didn't I didn't internalize it. So what is life again? Okay. students with limited um oh no I'm forgetting interrupted formal education. Okay. I was like it it went in one ear and out the other and I was like I actually I don't know if I said it Greg so that's not your fault. Okay. I was zoning a little bit and I was like okay I missed it. No no because I kept trying what I Yeah. And it's like the education he uses is usually I'm pretty good but yeah and usually we try to say it all out before we put the acronym in there. So apologize for that. Thank you. Y um I'm glad you asked that trusty land about the slife. Um
092I have a question about a stu if a student has a certain life situation different than slife life situation uh family situation where you mentioned that if they enter as a 10th grader but enter our district as a 10th grader but they don't have really any transcripts. So maybe they were in and out of school or there was a family situation. What what if the family and the student wanted preferred that the student started in ninth grade? I know this is you said this is just an option option available. Oh yeah, absolutely. Um that was actually an update we put to the board policy recently. It's a good question. So if there is interest that they just want to start at the nth grade, we've tried to really change so that students coming in can
093start there and um we are placing them there. the the problem ends at the higher end where the student is 18 closing in on 19 and they're around the younger kids. So this that's again maybe when you say hey you have this option to go to plan six this is how we can get you graduated. Um so it's a you know we do try to set them up for success by putting them in the nth grade classes when they enter. Um but yeah students you know they're they're teenagers so if they're in there and they're the oldest one in their class challenging. Thank you. Yeah. Okay, let's move on to plan seven then. I'm going to hand it over to Scott. All right, so moving on to plan seven. This is for students with IEPs.
094And when we're looking at the information on the California school dashboard for our graduation rate for students with disabilities compared to all students within our district, we have the last three years available to us with 2024 being the most recent. So for 2022 you can see a 10% differentiation there. In 2023 it went up slightly 10.6 and last year it increased to 14.3 differential between students with disabilities graduating at 78.1% to all students being at 92.4%. So as you can see there is an increasing gap there. With plan seven what we're looking at who qualifies. I want to start by saying this is for those students who are on a traditional diploma track because the other plan that I will update you on after this is for the alternative pathway. Um these are for students
095who would have a active current IEP. It is determined that the reduced credit uh option is appropriate and this cannot be um discussed before their junior year. It can be discussed later, let's say senior year, but the earliest it can be determined and discussed is their junior year. We need to make sure that they are um looking at not completing 220 credits by the end of those four years. When they enter school as a freshman, everyone will be on a plan one, 220 credits. And that is the goal of the special education department is for as many students as possible to graduate with those credits. Um if the student is determined to we're good. Oh, okay. Uh if the student is determined not to be able to meet those uh 220 credits and that is
096discussed in the junior or senior year. Um the student must be enrolled in all four years. Those uh classes continually to be continue to be taken, but we go ahead and look to see if there were significant accommodations for that student, whether it be through SAI classes, TEC. We're also looking at some other options to remain on 220. Have they been moved to pass fail opportunities as opposed to grades? So, there are other things that are being determined as well. Um, one thing too I want to give you an example of for this is the type of student that this might apply to. Um, of course it's individualized, so I can't give you every single opportunity that it might come up, but uh, three scenarios that have actually come up already this year with me,
097um, are some students needing to participate in outpatient therapeutic programs or residential treatment centers in which they actually split time at school for half the day and then inpatient um, the other half of the day for some mental health therapy. Others are we have several students on home hospital instruction because they are going through cancer treatments and they're immuno compromised and cannot be amongst the you know general population and what's difficult about that is they can't accomplish as much at home and then also we do have students who are in those SAI classes directed studies things like that who have um significant executive functioning delays or processing delays and so some of them need just generally more time to get through a class And so they might actually have to retake classes one two times
098in order to get that. Um, another piece is that by starting freshman year, like I said, they would be starting with the 220 credit plan. So they are taking those electives, they're taking health, things like that. But as we move forward to junior and senior year, we're actually freeing up some space for them to retake those core classes that are required under this plan to graduate. And then that is it for plan seven. Before I move on to plan five review, um I'll go ahead and open it up to any questions for this plan. Plan seven. Uh I I have a question. And I don't think it's on here, but um relating to the personal finance class, uh it said in I think it was in the memo that there the state offers an exemption
099for uh if they take the personal finance class then they can wave they can be exempt from the gov no the econ. Is that correct? Um, and if so, I'm not sure that I want to exempt them from econ because I think it's really important. Um, that is still up for determination and it would be a board decision when we get to that place. So, okay. It it's it is allowable in the law, but we would have Yeah, that would come before you all when we get there. Okay. So, that's that's not being determined tonight. No, because it's not a requirement yet. We'll update the board policy again when that class becomes a requ when that goes into effect. So we do have a little time for that, but it is that would be something
100that is board approved on whether or not we can do that kind of exemption because it's it's a may not that you will do that. Yeah. Yeah. That particular graduation requirement we'll have as a separate standalone agenda item for lots of discussion. There's there's a lot to determine to discuss and determine on how we're going to approach that and we don't have all the information from the state yet. Not even close. Okay. Okay. I will move on to plan five. And so this plan, this is to update you and give you more information. This was approved um by the board last year with Dr. Wade. Um and so this actually goes into effect next year. So this again is for our alternative pathway and what we are calling our inclusive diploma. This really is focusing
101on our Bay Academy student population and what that includes is students that are identified with significant cognitive disabilities and delays. And so really that uh the two main state factors of this is that they are taking the California alternative assessment which is the CAP not the CASP and that they are required to complete the same state standards as their non-disabled peers but in a modified format. And so they do have to meet those state minimum requirements of 130 credits. Um, and the AB 181 actually uh does not allow for any additional district specific graduation requirements. On top of that, can I just jump in really quickly? Ju just to make it clear as well for trustees and community members at home, the concept of a modified curriculum versus a curriculum or a class where students
102have accommodations. If we modify a curriculum, then we have to indicate that on the transcript and that course is no longer UC A throughG approved or eligible. So, this is why we're looking at um these are students that is diagnosed with significant cognitive uh disabilities. So, um I just want to make that clear for the community that once we modify a course, they're no longer UC A throughG approved. And I'll just speak personally on this. This is, you know, what happened with with my son and and our family. And, you know, we knew that eyes open going into it. That was not a mystery. I don't think that's going to be a mystery to any of these families, uh, any of those kinds of things. So, yeah. Can I just I'm going to add on
103to that. So, because one of the things I wanted to comment on was I'm glad we have the inclusive um diploma and you know UC Davis and the center the California center for inclusive colleges is really working hard to develop a transition program to get into college students with significant um cognitive issues. And I would love to see us develop a partnership and work with um the colleges to see as opportunities, you know, arise for our Bay Academy students. Absolutely. It's a good point. I wanted to go ahead and offer you just a insight into what a possible schedule can look like. Again, this is just one example. It is not at all, you know, uh exactly what everyone's schedule would look like. The colored boxes are the uh ones that meet the state requirements
104for those 130 credits, but like I had mentioned before, the students will still be in class for the six periods, you know, all year long for four years. And so the gray boxes just show some of those elective opportunities that can be held within their Bay Academy classroom. But I also want to let you know that that doesn't preclude them from taking any other possible electives out there. art, music, um additional PE, anything like that that they might have strength in or have a desire to be um you know, uh involved in. Um but these were just ones that we do have set up through course codes and course titles that would um be a part of the inclusive pathway here. Um yep, there's that. And then this was just as uh superintendent Booker mentioned,
105this is going and speaking to the modified standard. So the top here is a 11th grade um literature standard. So as you can I'll let you read that on your own. Um but as we look at the bottom this is where we take the the state took that standard and modified it to the essential element of what the top was speaking to and that you are just going to recount the main events of the text which are related to the theme or central idea. And what I like to think about accommodations versus modifications um my analogy for that is thinking about a swimming pool and students swimming. Right? If you're providing an accommodation, you might be giving them a pool noodle, uh some, you know, a kickboard, goggles, even things like that. But if we're
106modifying, we're actually changing the pool. We're making it more shallow. We're shortening the length, those types of things. And so this pathway, the inclusive diploma, is modifying the curriculum. It's still going to those essential elements of it, but it is modifying the rigor. And one key component of this as well that I want to make sure is that anyone on the inclusive diploma still has access to the adult transition program. So yes, they are getting a diploma, but they are still eligible through the age of 22 uh to participate in our adult transition program. It does not stop them at 18 or graduating um from you know being a senior. Yeah, it's different. And then this is just uh we kind of saw this this earlier on as well, but just the 130 credit standard
107uh for the state minimum. So just for you to see that took questions throughout it. So yeah, really. So thank you. Really nice. I just have a comment. Um I just wanted to make a point to acknowledge that We have a district that has the ability to do this and we have folks like Dr. Kemp key. Sorry, I keep forgetting your name. Oh, no, no worries. Scott Rearen, Mr. Rearen on um making innovative curricula like this and including students that weren't necessarily able to have a graduation um option. Um, many other districts don't have this and many other places in the country won't ever have this. And so I just want to make it a point to acknowledge how fortunate we are in this district of what we provide our students. Thank you. Yeah, just
108to echo that. Uh I'm just really um so appreciative of all the options that are laid here. I mean laid before us here, but but also options for the parents and the students, right? Because every student doesn't all students, we know all students aren't going to fit in this same box. I have two daughters. They're totally different, but we definitely have students that need these these options that that you explained tonight. So, I want to thank you, Dr. Kempy, Kemp Key, and Mr. Rearen. And I also wanted to say thank you for um in addition to the excellent presentation, I also wanted to say thank you for showing us the example the I know it's a sample schedule, but some of us were concerned with making sure that the students had an option for electives
109and I can see all the all the gray boxes there that they can they can switch something around and inclusive basic cooking or do I want to do the art or whatever, right? There's so many availability right there in that sample schedule. So, thank you for showing that. Thanks. So, the only thing that I want to mention is that this is for your information tonight. Um, the the edits to the board policy will be on the next board agenda under consent and unless there's, you know, other any questions or additions that we have. So, I have a question real quick. Um, in terms of evaluation, um, what is that going to look like? And how long, well, how long do you need to have like substantial, uh, results to be able to maybe even, you
110know, uh, show other districts how to do this type of stuff? Um, you know, I I think we could start looking at I mean, Scott mentioned he has students in mind that are going to be able to fit this um plan. And I know that um Joanna I I do want to acknowledge Dr. Hooks and Joanna Fe who were also a part of this. They just both happen to be at different conferences this week. So it's the way that turned out. But um yeah, I mean I would imagine we'll have students that will think about moving to one of these plans. Um, I don't know in this class or if it would be next year's class, but I think we'd want to at least give it a full year to kind of assess, you know,
111who are the students and ensure that we have some good processes around it to um to some of your points is that we don't want to move students to these plans too early, right? Um before we really um ensure that we're holding them to high expectations. At the same time, I almost wanted to say ditto to what they were saying. I really do like the options and you guys we are really thinking outside the box and being in the forefront of what education should be coming and evolving to. Thank you. Great. Yeah, I I'll just Oh, okay. Go ahead. You're welcome to go ahead. No, no, no, no. I was No, I was going to move it. Oh, I I was just going to say uh yes, Ditto. and that we have a close family
112friend who they they have two students in their family that fit in two of these new plans that um she was very grateful and was really hopeful that this would um go through tonight. So Oh, good. It it always helps to have kind of a personal story in mind when you're looking at these and so it's not so abstract. Yeah. Awesome. Really glad to hear that. I have a clarifying question. The agenda says we will recommend the board approve plan six and seven and then I think we you it was mentioned that we bring it back. So uh are we taking action on this tonight? Yeah, I I'd rather you not take action on this tonight so we can bring you the actual um policy language as it's associated with BP I forget 6146.1. I
113think it's better to have the actual langage than the actual policy and I wasn't I wasn't necessarily confident. I didn't know how tonight was going to go. So, I wanted to give the board some flexibility there. But if if you're confident, I would take the directive to bring the updated board policy to consent at the next meeting. Yeah, sounds good. Read the agenda and read it out loud. That's all I do. So, thank you. Thank you guys. That's a actually it was a excellent presentation because it really brought clarity to the issue. Thank you again. Thank you. Okay. Construction. Do we have anything? Not tonight. Uh division of human resources agenda. Dr. B. Yes. We have a personnel uh we have human resources consent agenda with the personnel actions. We have a um twous uh
114a correction of a typo on the manager salary schedule and then our athletic league representatives for each school for the 2526 school year. I make a motion to approve the personnel consent agenda. Second. Okay. A motion and a second. Are any comments? There are none. Either online or in person there. Okay. All in favor? I I Okay. Moving on to division of human resources uh the personal actions addendum we do have a recognition as mentioned earlier by uh Mr. Brewer. We have Malak Hutchinina is retiring from the Aragon High School as a technology support specialist 2 after 21 years in the district. Her last day will be July 2nd, 2025. Wow. Recommend approval. Okay. Make a motion to approve the personnel actions addendum. Second. Okay. We have a motion and a second. Any comment? Any
115comments online? Okay. All in favor? I I uh resolution of non-employment. Yes. Every year the district must twice notify all teachers working on a temporary contract. Uh the notice is that their contract is for just one year. The second notification occurs in person. I meet with each uh of the teachers at their school site and review their employment status and thank them for their service to the district. And then each year the district is also required to pass a resolution indicating the number of teachers on temporary contracts. This year we have 33 teachers working on temporary contracts and we recommend approval of the resolution. I make a motion to approve resolution 242520 regarding temporary certificate employees. There a second. Second. Here we have a motion and a second. There any any discussion? Any online or
116in person? There none. Okay. All in favor? I passes unanimously. Uh item three, the San Union High School District successor contract proposal for 2526. Yes. So, um, this is anformational item before the public hearing and will be for approval after that. Uh, the district the district's contract with the CSEA unit is open for negotiations. Both the district and the CSEA have proposals on tonight's agenda. For the district, we are proposing to open nine articles, five of them with significant uh, revisions. Those five in summary include job steward workload maximums. Right now, our CSEA unit has three very hardworking job stewards and they are highly sought after. Um, their work does compete with their daily job duties. Therefore, the district proposes to safeguard their time with weekly and monthly maximum of the job steward duties. Professional
117development attendance. All employees have the professional responsibility of improving their skills and completing required trainings. The district puts a substantial amount of time and resources into training opportunities and professional development. Therefore, the district proposes to put uh the district proposes to emphasize the importance of attendance at these trainings and put that language in the contract. The last three I'll just summarize very quickly. The district proposes to provide reproductive loss leave to all appropriate employees. The district proposes to clarify the process for carrying over vacation days into the next school year. And the district proposes to clarify that an injury is entitled up to one 100 day extended leave per injury. So these are the major proposals outside of compensation and benefits which will be addressed once more information is provided by the county and our
118insurance carriers. This was information only. Okay. Thank you. There no comments. We'll move on to item four classified school uh employees association successor contract proposal. Are you coming up? Okay. the this is the uh CSEA's contract proposal for information. Thanks, J. Hello. Okay. Hi again. My name is Jill Brewer, president CSEA. Um earlier this month, CSEA sent our initial bargaining proposal submitt to uh Deputy Superintendent Black in accordance with section 3547 of the government code. Um, our proposal is a result of a survey of our over 520 CSEA members and as always we look forward to working with the districts starting in April. Um, I'm assuming the board gets a copy of this. Do you want me to read through it or is it can it be posted or Yes. Yes. Yes to both. Okay.
119Yes. Read it and it will be posted. Yes. Yes. They have read it and yes it's we can post it. Okay. Would you like me to read it? Okay. To save time tonight, I will I will summarize it. We have several things that we would like to bring up the negotiations and we're looking forward to negotiating. Thank you. Thanks, D. Thank you. We appreciate it. Okay. Okay, now we're going to move on to item five, public hearing regarding uh Santill Union High School District successor contract proposal and the classified employees association successor contract proposal. I will now open a public hearing. Are there any comments from the public? There are none. Okay, I will close the public hearing. Move on to six. Approval of Samill Union High School District successor contract proposal with classified school
120employees association. Uh yes, the district recommends approval of the successor contract um proposal. Okay. Is there so moved? We got a motion. I'll second that. Have a motion and a second. Any discussion? There any comments online or in person? None. Okay. Uh, all in favor? I. Thank you. It passes unanimously. Division U. Anything to discuss tonight? Student services. Not this evening. Uh, instructional services. Same. Not this evening. Okay. Uh, W. No, not this evening. Okay. Board operations. Dr. Black. Yes. Uh there is one policy on the uh claims um statute of limitations revision legislative update. If there's no discussion, I think we'll move to approve. I'll second that. Don't we want to just put it on consent? Roll, right? Oh, is it going on consent? Yeah, our general practice is to move to consent. It's
121okay. Sorry. Just trying to be parliamentarian that Yep. I'm hearing direction to move it to consent at the next meeting. That' be that sounds like that's what trustee Andre Rod Zunik and myself met. Absolutely. It's late. Okay. Uh division Y future board agenda items. Let me just reme remind the board April 10th career technical education. April 10th multilingual learner board policy. April 17th, we have a board study session with the DAC presentation. April 24th, math update. April 24th, AVID program highlights and senior standouts. Awesome. May 8th in uh instructional framework. Uh and it looks like May 22nd will be mental health update. Mental health update. We typically have that one in June. It's too late. We can't get mental health therapists here because it's June. So we bump that up to May 22nd. Um so
122those are the things that are on our docket at this point amongst I'm sure other things. Okay. I want to remind the board that we've started the superintendent uh 360 process. So everybody check your emails. Done and done. Thank you. Okay. Anything else before I adjourn the meeting? Meeting adjourned. Thank you.