SB Unified - Board Meeting - Tuesday, May 19, 2026

001Good evening. I'm going to call the May 19th regular board meeting of the Santa Barbara Unified School District to order. The time is 5:06 p.m. We are 4:06 p.m. We're meeting in the administrative office boardroom, 720 Santa Barbara Street in Santa Barbara. Um, I'd like to um say if there's anyone else uh waiting for public comment or considering the cards, please uh please get them in the next couple of minutes. Translate >> translate. >> Okay. All right, we're about to do public comment. We just want to make sure we had translators available at this point. We'll take the first three that don't need the translation. Um we have uh currently four public comments. Um that means that you have the um full three minutes per comment. So um we'll have um Trusty Beal please call

002the first three. >> The first three will be in order of announcing them. Shannon Curtis followed by Kendall Stevens followed by Katie Pel. I hope I pronounced those correctly. Shannon Curtis. Good afternoon. Um, my name is Shannon Curtis and I'm a teacher at Lumber Junior High. And I just wanted to to say that we may be a small campus, but our numbers tell a different story. We educate the largest percentage of socioeconomically disadvantaged students of any junior high in the district. We have the second highest population of EMLs, six times more than our largest junior high. Um and according to the rise year review, we are tied for the most referrals and lead the entire district in crisis intervention calls. >> These figures translate into >> Is the mic I'm sorry your mic uh push

003the green button where it says I'm sorry on the little green light will go on right where it says push. There we go. >> Is that better? >> Yeah. >> Do I need to start over? >> Yes. >> Yeah. Go ahead. We'll re reset the clock. Um, my name is Shannon Curtis and I'm a teacher at Lumbra Junior High. Um, and I'm here to talk about that Lumbumber some of Lumbra's needs. We are a small campus, but our numbers tell a different story. We educate the largest percentage of socioeconomically disadvantaged students of any junior high in the district. [snorts] We have the second highest population of emergent multilingual learners, six times more than the largest junior high. And according to the RISE year review, we are tied for the most referrals and lead the entire

004district in crisis intervention calls. These figures translate into real world needs, daily behavioral deescalation, mental health triage, and constant relationship building. Yet, we do not qualify for a dean of students, and our ad administrative team is already stretched razor thin. Okay. This afternoon, you are considering asking um Dr. Brock to serve as principal for two high needs campuses, Lumbra and Santa Barbara Community Academy. And the academy students deserve a fully present leader and so do ours. Expecting one person to meet the complex academic, social, emotional, and safety demands of two distinct schools, one junior high, one elementary, is just is not just unrealistic, it is inequitable. I lived through the year after Principal Joanne Kane's passed when Lumbra went the entire year without stable leadership. The turbulence harms students, staff, and families. We cannot afford

005to repeat that experiment. The district often speaks of equity. Equity means allocating resources where the needs are the greatest. By every metric, poverty, language acquisition, crisis calls. Lumbra requires more leadership support, not less. I respectfully urge you to table this proposal and instead provide each campus with a fully dedicated principal and the additional administrative staff our data clearly justify. Our students, some of the most vulnerable in the district, deserve consistent, present, and adequately supported leadership. Thank you for your time and for standing with us and putting students needs first. >> Thank you. [applause] >> The next speaker is Kendall Stevens. >> Good afternoon. My name is Kendall Stevens and I'm a teacher at Lacumbre Junior High. I want to express my deep concern for the upcoming proposal to have our current principle be split between

006LaMumbre and Santa Barbara Community Academy next year. To paint a picture of students impacted by this decision, one may turn to Lumbre's demographics. 85% of students at Lumbre are socio-economically disadvantaged. Lumbre has the highest number of newcomers and the second highest number of IEPs of the four junior highs. We currently have the highest number of crisis interventions for the entire district. These numbers are not just data points, but human beings, real students who have academic and emotional needs. Lumbri has an extremely dedicated staff who often go above and beyond contractual duties to support our students. Despite this, one cannot deny that making our principal part-time at our site will negatively impact behavioral and academic intervention. From evaluating teaching to responding to escalating behaviors, a principal's primary job should be to support teachers in providing meaningful

007instruction in a safe and supportive environment. A split sight principal will be stretched too thin to do so effectively. What message does Santa Barbara Unified send to teachers, students, and families at Lumbre? By making this huge administrative change by having a principal that is only with our site 50% of the time, our district is showing Lumbre and Santa Barbara Community Academy families that their students do not deserve as much administrative support as other schools. This feels especially concerning given the great disparity amongst the student populations of the four junior highs. Santa Barbara Unified Administration frequently uses the term equity when describing the values of our district. The decision to cut support from the highest need junior high directly contradicts this idea. If Santa Barbara Unified truly believes in the practice of equity, Lumbre should be

008prioritized and be given more support. Lumbre already operates with one less administrator than the other junior highs. Rather than cutting and reducing position positions, we should be pouring time, money, and finances into increasing support for our most vulnerable students. I am proud of the work we have done and continue to do with the limited resources we have at Lumbre. I urge the board to consider our district motto, every child, every chance, every day. When making this vote, consider how every child at Lumbre will be impacted by this decision. Please reconsider consolidating the principal position between Lumbre and Santa Barbara Community Academy. Thank you. >> Thank you. [applause] >> The next speaker is Katie Pel. >> P. >> Thank you. >> I need to press this button. >> Oh. Oh, it's on. Okay. Sorry. Good afternoon,

009members of the board. My name is Katie Py and I've had the privilege of teaching at Lacumbra Junior High School for 19 years. I've worked in education for 24 years. And while my role at Lumbre has changed, especially over the past five years, my actions as a team player attitude prove how I care deeply about this school, this community, and especially our students. I'm here to respectfully ask you to reconsider the proposal to have Dr. Bradley Brock lead both Lumbre and Santa Barbara Community Academy. I understand that on paper this may look like a practical administrative decision for a transition transitional year but from where I stand doing this work every day I believe our the impact on students at both schools will be significant. For the past three years, Lumbre has been working toward

010authorization as an IB middle years program school. To me, this is so much more than a district sponsored initiative. It is a real opportunity for our students to experience a rigorous, meaningful education that helps them grow as thinkers, problem solvers, and young people who understand their place in the world and their ability to make a difference in it. In fact, just this past weekend, our students planted 65 native trees and bushes in the grassy field along Portoello Avenue with the intention of adding shade and sustainable pollinator habit habitats to our campus. This is one example of the community projects our students have completed this school year thanks to our pursuit of IB. As you already know, our success as an IB school, as an MYP school, will further strengthen the IB continuum from Harding's primary

011years program through the diploma program at Dose PBLO High School. This is an investment not only for the Lumbre students, but for our broader Santa Barbara community. Furthermore, the investment that you have been making in paying our candidacy fees, my co my IB coordinator position as well as professional development necessary for our staff will be undermined if you require Dr. Brock to lead both schools because our ability to complete this process which should happen in the next two years will be seriously compromised. IB authorization is not something a school can accomplish on the side. It takes steady focused leadership. It takes time, collaboration, strategic planning, and a strong working partnership between the principal, staff, and IB coordinator. Even this year, with real momentum and commitment, protecting the time for that work has been challenging and

012in many instances ineffective. I urge you, if you've already done so, to open my IP action plan I linked in my letter to you yesterday. I'm asking you to keep our students at the center of this decision to protect the leadership capacity that needs to finish. Thank you. >> Thank you. [applause] >> [clears throat] >> The next speaker is Arturo Valentine. Uh when me is Aruro Valente, the SBCA Demacres Good afternoon, members of the board. My name is Aruro Valentine, representative for SPCA and co-president of Demlech. I am here representing the workingclass families of our school with the sincere purpose of finding common ground where parents feel respected and heard. Our primary concern is ensuring the long-term viability of our school. Um, our primary concern is ensuring the long-term viability of our school. We are

013deeply worried that reducing leadership to a shared principle will weaken our campus and place us on an inevitable path. inevitable path toward a technical closure. To ensure that SPCA remains open, strong, and thriving, we present the following evidence-based requests. So number one a dedic dedicated full-time principal sharing one principal between two distinct campuses directly impacts more than 600 students with completely different needs. Educational research such as extensive studies by the Wallace Foundation conclusively demonstrate that the impact of a dedicated high-erforming full-time principal on student achievement and reducing absenteeism is significantly higher in lowincome urban schools. Stripping away leadership directly threatens academic performance. Point number two, equity and a clear strategic plan. We ask that budgetary decisions prioritize the classroom. We request a written strategic plan that secures the necessary resources for our school's stability. Consider

014Number three, consideration of community impact. 90% of our students come from lowincome households. This division will create immense logistical hardships for parents balancing balancing multiple jobs who must rely entirely on walking or public transit. Number four, sensitivity toward family safety. For families who walk to campus and face the daily stress of active immigration cases, the school is an essential sanctuary. Forcing them to extend their walking routes through public spaces exponentially increases anxiety and fear. As leaders, today we bring you the other side of the coin. I ask you, please do not ignore this reality. This reality must be discussed at the table exactly as it is, not dressed up for official reports nor romanticized for public speeches. Behind every decision you make, there are real families facing real challenges. We invite you to work with

015us in an open and transparent manner. Thank you very much. for the complaint. >> And I would also like to ask if this is the right place to present a formal complaint. Correct. >> [applause] >> Thank you. >> The next speaker and the final speaker is Briana Serato. [clears throat] >> Hello. Hello, Bort. >> The light's on. >> We're good. We're good. >> It is. We're good. All right. Uh, hello board. My name is Briana Sorado. Uh, my apologies. This is going to be a little um distracted. Uh, I forgot my phone. Um, as I was rushing off from my, um, 10-year-old's birthday celebration today so that I could make sure that I came and spoke out on his behalf and also on the behalf of my daughter. uh because I have the unique um

016perspective as being a parent at both Lucumbra Junior High in seventh grade and a parent at Santa Barbara Community Academy fourth grader. I am also the parent representative of both campuses for seek for our um disabled students. I am the co-chair for schools site council at the junior high and I attend the MLAC meetings at both schools as well. Um, I have also had the experience from prior schools of knowing the importance of a dedicated, competent, and caring full-time um, principal as to when we don't have that, it trickles down and it affects everybody. And I've been here numerous times over the last couple of years advocating for my kiddos, as you all know, and they are finally thriving. So, picture my surprise when this um bomb was dropped at the parent meeting um for

017SBCA. And also, by the way, none of this has been spoken to to the Lucumbra parents. Uh the staff at SBCA didn't find out about this plan until the parents found out about it that morning and then spread the word. And I still have not received any word as a Lucumbumber parent that this might be happening. So my ask is that the plan at least be put temporarily on pause for proper communication and um surveying of families and staff um for both school campuses. Also, you've already heard all the other comments. I'm going to echo that it's important we have a full-time person principal at each of the campuses that are dedicated to each of the campuses because there are vast different needs. Also, Dr. Brock and uh Mr. Foya do amazing job at Lucumbra,

018but they are stretched so thin. How are they supposed to be able to now do SSTs, IEPs, parent meetings, um staff meetings, MTSS implementation, monitoring of students, all of the things that a principal does at an elementary from TK to 6th. Yes, it may only be 200 something students, but it's still a wide range in grades and tasks and responsibilities. How is he supposed to be able to split that between the two when also doing yard duty or um doing um lunch duty and hallway passing um for the kids and SSC meetings, MLAC meetings, all of those things. It's it's not possible. Um we already are struggling with communication and parent engagement at the junior high, taking away additional supports for all of those marginalized kids in the two. So, please just pause it. >>

019THANK YOU. >> [applause] >> WE HAVE AN ADDITIONAL comment on a different item on D9 and that would be Roberta Ortega. >> Good afternoon board members. I I was originally coming to speak about the principal but everyone else did a great job. So, I'm coming to talk about the process for performance evaluation for the superintendent because um I'm not sure what that process is. So, we need to I think have transparent procedures and and let everybody know how that process happens. And then just so you have additional information for your evaluation, I want to speak to the communication or lack of communication about this um decision. So whatever decisions need to be made whether you take parent input or community input or not the communication about it has to be very clear and transparent. Um

020so when Dr. Maldonado originally came to our district immediately we had to hire a consultant and spend several thousand dollars to help her do her job. And um it seems like we still need to help her do her job because I want to was another parent said we need written communication about the plan. Then we spent a lot of time again going back and forth with what was said was this said at the meeting. We didn't have anything to refer back to. So people had a different impression of what was said at the meeting. And then uh parents were feeling I I got feeling parents were feeling gaslighted because they were saying no that's not what was said at the meeting and there was arguing back and forth. We spent a lot of time going

021around like saying what was really said if had we had a written plan with a written communication. We would be able to refer back to what was actually said at the meeting. um the way the whole thing was rolled out as another parent previously said previously said I think I don't think there was any plan for how the parents had to come and ask her to come and find out what was going on with the principal process they thought they were coming to hear about to give input about what we wanted in a principal and then they were surprised to find out that this decision was made like another parent said no teachers knew about it we were shocked to find out from a parent [clears throat] from the parents who had just come to

022the And then later on in the afternoon, Dr. Maldonetta had to come back, but only had a few a little limited time to stay and address the concerns. So, she had to leave. She told us she does not set her schedule. So, I'm not sure how her schedule is set, but it seems like you would want to prioritize to clarify miscommunication. And then, um, just so people can all be on the same page and hearing the same things. And then also there's teachers on the that work on both staffs, they heard different information at the two meetings. And so when we asked Dr. Maldonado why it was not possible for her to notify the teachers or the staff before she said that she has a personal life and that she had to attend a funeral.

023So while that's very sad is unrelated to our communication. I think she has a staff that she can delegate to send emails even right after the meeting. She could have sent an email after the meeting. So, we're not surprised by parents coming up to us. So, going forward, we really need clear communication, written communication, and um a way that parents and the stakeholders and the community that the superintendent serves can also have input on the evaluation process. Thank you very much. [applause] >> Thank you for your comments. Seeing no other public comments, we will adjourn to close session. Thank you for your attendance. >> We're trying to work through um um several images uh some several uh uh logistical situations. Um we have more audience than we uh anticipated. Um and we have to keep

024all the aisles clear by fire code. If you don't have a seat, you please make your way to the overflow flow room for a seat. And um unfortunately, the fire code does not allow us to keep the um to have this kind of standing crowd. So, we're going to have to figure that out. Um we won't be able to start the meeting until we've got that taken care of. >> Can you translate, please? Thank you. I appreciate that very much. Um, we're just ready to start when there. Thank you. We will go ahead and open the meeting. We are returning to open session at 6:35 and we will start with language access. >> Thank you. Good evening. In order to provide language access, we have Spanish interpretation and ASL interpretation available through Zoom. Thank you.

025Gracias. >> All right, we'll proceed to the Pledge of Allegiance. Please rise for the pledge. [snorts] >> Ready? Begin to the flag of the United States of America and to the stands. One nation under God, indivisible with liberty and justice for all. >> Thank you. That's always good to hear in mass like that, even with the different different paces. That's that's invigorating. Thank you. Um, okay. >> All right. Um, tonight in close session, the board voted 5 to zero to approve a final settlement agreement and general release in the special education pre-litigation matter listed as close session item D2 and to authorize general counsel to execute a contract with a non-public school listed in the settlement in the settlement. Tonight [snorts] in close session, the board voted to appoint Maryanne Hugh to the position of

026assistant superintendent of family student and family services starting 7126. Tonight in closed session, the board voted to appoint Kimberly Sheriff Brown as principal of Monroe Elementary starting 712026. Tonight in close section close session, the board voted 5 to zero to appoint Bradley Brock as the principal of Santa Barbara Community Academy with direction to the superintendent to appoint a full-time assistant principal at SBCA starting J July 1st, 2026. Tonight in closed session, the board voted 5 to zero to appoint Gabriel Sandival as principal of Harding Elementary starting 7126. Tonight in closed session, the board voted 5 to zero to appoint Sochi Tafoya as principal of Cleveland Elementary starting July 1st, 2026. And that will bring us to um the student board member report. Our student trustee, Carlos Taft Vasquez, is not here tonight, so we'll move

027to the superintendent report. Dr. from Maldonado. Um, I am going to ask in the audience if Victoria Martinez is here. There you are, Victoria. Come on in. I figured with all the people here I couldn't find you. Good evening, board members. As we move on from our current student board member report, which didn't happen tonight because Carlos is coming back from a family trip, I would like to take a moment to introduce our next student board member, Victoria Martinez Benaranda. Victoria is a student at Alta Vista Middle College, making her the very first alternative education student to be represented at this level of leadership in our district. Victoria is a true change agent, an extraordinary champion for mental wellness, and a dedicated advocate for student needs. Her teacher and mentor, Regina Frecking, describes her as

028a superstar who takes initiative, rises to challenges, and represents the very best of humanity. I also want to extend a warm welcome and thank you to her parents, Vivian and Christian, who I believe are here with us tonight for raising such a compassionate, community-minded leader. I think I see some people in the back here. Victoria, your village is expanding tonight. We're so excited to support your vision, learn from your perspective, and watch the lasting legacy you will undoubtedly leave here at Santa Barbara Unified. I want to invite you to introduce yourself to the board and community. Thank you. >> Press the push button till the green light is on on the microphone stand. >> Oh, wait. Oh, here. Wait. >> Hello. Okay, >> perfect. Good evening everyone. My name is Victoria Martinez Peneronda and I'm

029currently a junior at Middle College. I want to begin by saying thank you for selecting me for this position. I am truly grateful and honored to step into this role as the next student board member. I also want to acknowledge the great work done by the current student board member, Carlos, and say how honored I am to be stepping into such big shoes for the next term. I am deeply committed to advocating for student well-being across our district. As I step into this role, I bring a deep understanding of what it means to be a student at both a traditional high school and an alternative education school. And I am ready to represent the voices and experiences of both. At the end of the day, we are all a part of one district and I

030believe that through strong collaboration, we can better understand and support the needs of students at every school. My passion for supporting student well-being has grown through my work as president and social media manager of the wellness connection club at Middle College where our mission is to promote social connection among students. It has also grown from my advocacy work outside of school as an intern of Youthwell's youth advocacy board, a local nonprofit that supports youth mental health. Through EarthWell, I've had the opportunity to speak publicly at different events and work closely with staff to provide free mental health education to youth throughout our county. This summer, I will also be continuing this work as an intern with Santa Barbara Youth Well, where I will keep learning how to better support young people throughout the community and

031into the next school year. As a student board member, I hope to help strengthen conversations around student mental health, support, and belonging. I believe early intervention matters because students should not have to wait until they are struggling to feel seen, supported, or connected to resources. I'm excited to work alongside student leaders from other schools and to extend the action I've taken at Middle College to the entire district. I will do my absolute best to listen to as many student voices as possible and represent them with care, honesty, and dedication. Thank you again for this amazing opportunity. >> [applause] >> Thank you, Victoria. We look forward to working with you. >> Yeah, thank you and welcome to the board. >> Dr. Wilson, board members, next um because we do have a very packed agenda. I know

032that you asked for us to bring an update on our seventh period day implementation and you wanted to see a bit of a a project mapping out of the decisions we would have to make throughout the summer and and the fall as we get together to implement seventh period. So, I've asked uh Dr. Wilson to show uh the board some of the planning we have in place as well as some of the timelines that we plan to hit, particularly the very important decisions that need to be made between now and then. >> Yes. Good evening. As requested, I am bringing forward to the board and to the public and community our junior high seven period day work plan. It is designed around our swift swift framework which is an evidence-based um planning framework for equitydriven

033schools or transformation. And you can see four key areas that are addressed in this plan. Four domains. The first domain is administrative leadership, integrated educational framework. We have family and community engagement as well as inclusive policy structure and practice. And underneath each area, you will see the targeted actions that we plan to take as we implement this plan uh starting uh this month. So within each area actions and then underneath you'll see each domain has several other um descriptors with it. So if you scroll a little further down so you see administrative leadership within this domain we have our actions the task we have to complete timeline person responsible um the measurement how we will measure uh the completion of that task and I'd like to highlight uh one in each area. So you'll see

034under administrative leadership, we want to convene a seven period day advisory council um to engage with district administration um teachers to make some important um recommendations. You'll see under the next domain which is our integrated educational framework. The first item really is to develop and finalize the bell schedule and you'll see the timeline specific for that and those responsible. In the next domain, we have our um family and community engagement. The main area in this one is to uh meet with MTD and that's a meeting that we have scheduled for next week. Uh so we will begin that discussion. And lastly, under inclusive policy, structure and practice. Um here we want to make sure we do a facilities audit uh and recommendations for any uh remodeling or facilities need that need to happen. So again,

035this is our plan. want to affirm that we have started the implementation of this. It will be ongoing um and uh we have this here as a reference for you and for the public. >> Thank you Dr. Wilson. Next I want to uh mark that we have finished the third annual Santa Barbara Unified Poet poetry contest. An event that sparks creativity, imagination, and introspection each spring. The theme of the contest this year was wonder and awe and we received almost 200 submissions from students in grades TK through 12. We have invited a couple of award recipients to share their poetry tonight. Please join us in welcoming third grader Emerson Johnson from Roosevelt Elementary. [applause] Okay. Swimming far out in beautiful clear water. Soft sand under my feet. No stop toes. Twisting and turning in a

036roller coaster. I feel there and present and awake. Climbing so many steep steps. bumped my head, but I did it. Trying new things, even when they're hard, even when you cry. Soon I will be 10 years old, a decade old. I wonder what that will be like, [applause] beautiful. Thank you so so much, Emerson. And we also have a junior from San Marcos High School, Evelyn Alvarado. [applause] Good evening. Good evening everyone. U my name is Evelyn Alvarado and this is my poem um called Quiet Miracle. The morning bears like my parents' world, silent, heavy, and unshakable. I wake up carrying the weight of their lives. Mine is just beginning. I am the first, the first to try, the first to stumble, the first to ask questions no one taught me to ask. Sometimes I

037feel like a child. Always falling short of expectations. Always trailing by a step. A life other seems to know the secret too. I want to make it. Not for the diploma, not for the ceremony, but for them. For every late night, for every tired hand, for every silent hope they tuck carefully into my backpack. I watch them work and keep building. Even when the future exists merely as a shadow on walls I'm learning to climb. I watch their hands move quiet proof of all they have carried for me. I fold my own homework pages while they fold their lives into mine. And wonder if I'll ever repay their sacrifice. I wonder about people. How someone can carry love and fear in the same chest. How hearts can bend yet stay intact. How courage can live

038quietly in kitchen corners in folds of a uniform. in whispered words of you can do it. I am Evelyn. I am growing. Wonder does not exist in flashes of light but in the stubborn stubborn poles of showing up, of holding on, of being enough even when no one is watching. Maybe that's my awe. The quiet miracle of carrying the weight of everyone I love and still choosing the rise to grow to live with all I carry. [applause] Thank you so much, Evelyn. Board members says, you know, we are raising and with in partnership with our parents, children with creativity, poets, scientists, mathematicians, all sorts of wonderful future people in our society. Last, I'd like to announce our collaborative spirit award. We have Cleveland's second and third grade professional learning community members, Andrea Fuentes, Manny Morales,

039Jessica Lopez. So, we have a picture and Rachel Harris. This disciplined team achieved a remarkable 10% increase in English language arts and math proficiency across all classrooms in just seven months. By mastering the cycle called plan, do study act and collaborative inquiry. They established a highly effective culture of shared accountability. Their intentional datadriven approach has significantly strengthened instructional coherence and student growth throughout the Cleveland community. Thank you so much Andrea, Manny, Jessica, and Rachel for your professional learning community. And that concludes my report. [applause] Thank you. We we um had a a request um to uh from a trustee to review the um closed session items, to repeat the closed session items and have them translated to Spanish while we do that. So, um, can we get our translator back up here? And I will

040go through those items one at a time, restate them in English, and then have them translated. Tonight in closed session, the board voted five to zero to Would it Would it help for you to have this in front of you via email? >> Yes, you have it. Sure. I can forward it to you. >> Or I can take >> Or you can just take it. How about that? >> Oh, okay. So, this is again the report from close session. Tonight in closed session, the board voted five to zero to approve a final settlement agreement and general release in the special education pre-litigation matter listed as closed session item D2 and authorize general counsel to execute a contract with the non-public school listed in the settlement. Tonight in closed session, the board voted 5 to zero

041to appoint Maryanne Hugh to the position of assistant superintendent of student and family services starting July 1, 2026. Tonight in closed session, the board voted 5 to zero to appoint Kimberly Sheriff Brown as principal of Monroe Elementary starting July 1st, 2026. Sheriff Brown Elementary. Tonight in close session, the board voted 5 to zero to appoint Bradley Brock as principal of Santa Barbara Community Academy with direction to the superintendent to appoint a full-time assistant principal at SBCA starting July 1st, 2026. Bradley Barbara Community Academy. Tonight in closed session, the board voted five to zero to appoint Gabriel Sandival as principal of Harding Elementary starting July 1st, 2026. Tonight in closed session, the board voted 5 to zero to appoint Soi Toa as principal of Cleveland Elementary starting July 1st, 2026. Thank you. >> Gracias. >> All

042right. Thank you for that. This will bring us to the public comments on non-aggenda matters. We'll now open public comment for non-aggenda matters within the subject matter jurisdiction of the board. Before we begin the public comment portion of tonight's meeting, the board would like to thank everyone who has joined us to share their perspectives. Your voice is a vital part of our district's governance. Under the provisions of the California Brown Act, the board is legally prohibited from engaging in a back and forth dialogue or taking immediate action on items not specifically listed on tonight's agenda. Because of this, we will not be responding directly to your comments this evening. However, please know that silence does not mean indifference. We value your input and take your concerns seriously. Following this meeting, the board will work closely

043with the superintendent and district staff to ensure all comments are reviewed and that appropriate followup or research is conducted. We ask that you please adhere to our time limits so that everyone has an opportunity to be heard. Thank you for your participation supporting our students. We also have um a 700 pm time certain item on a public hearing on local hazard mitigation plan. So we can probably do one. >> Yeah. Um we have um we have well over 20 public comments, probably 25. We're going to limit it to a minute each and we're going to at 20 minutes call the um the time and see if the board will extend it beyond that time. So we can get started with the first three and then we'll start our time certain at 7 p.m. >> first

044three. No. >> Also want to point out that there were um closed uh there were non-aggenda items thing uh put up on clo um on the community Santa Barbara community academy that was officially something that was under the closed session and should have been done prior to co close session but we will allow those um comments tonight. Um I think that's the five that we had in addition. So we'll start with those. Please limit your time to one minute. Uh, thank you, President U. Banning. Uh, the first speaker is Carla Alvarado Navaro and followed by I'm sorry, Claudia Ernnandez, I believe, and Arai Sandoval. Okay, if you could be ready to if you're um going to be next. >> Good evening um board members. My name is Carla Alvarado Navaro. I am a proud parent

045of two daughters who attend Santa Barbara Community Academy 1/5 and TK. My oldest daughter will graduate next year join June 2027. And it means so much to our family that our youngest has the same opportunity to continue the same journey at SBCA, a school community that has helped shaped her sister's educational life since kindergarten. I don't only speak for myself but for many families who feel unheard and share the same concerns having children in different grade levels. SBCA may be a small school but it truly is mighty. It is a place where students feel safe, supported, and like they belong. Our teachers go above and beyond every single day for our children. As a parent, I have volunteered my free time and it's heartbreaking. I'm sorry the time is up. >> Okay. Thank you. >>

046We'll welcome anyone that has comments written. Please send them to the board so that we can see them after the fact via email. >> Okay. Uh, next is Claudia Ernnandez. Claudia, are you still here? Okay, we will move on to Araseli Sandoval. Next will be Anelles Aguilar and U. Let's see, Julius Alvan. Ready? I'm sorry. Um, we need a translator. Um, just a second. Sorry about that. >> I ju I just wanted to note that we are currently closing the um the window for uh public comments public comment cards. Good evening. My name is and I've been a mom at the academy for a decade. And we've always felt welcomed and we feel like it's our second home. One of the reasons why so many parents are here tonight is because we all want equity

047and educational rights for our children. >> And we firmly believe that you all are fair people and don't discriminate. So, our children have had a very hard time in these last few years. They've had uh three changes of principal and staff members, teachers, and if all that wasn't enough, we've been through a pandemic together. And so all of these things that have been happening affect our children. And if that wasn't enough, like now with another change, we feel like this is going to affect our children even more. And so we really look to you to make sure that they have stability at SPCA >> and that way they can continue moving forward to reach their dreams. >> Thank you. >> Gracias. >> Thank you. [applause] >> The the time is now 7:01. We will open

048the public hearing for the adoption of the local hazard mitigation plan. I'll ask the staff to present. >> Good evening, President Board member Banning, board members and Dr. Malanal. My name is Jose Himenez, director of facilities and modernization. This evening I would like to like to open the public hearing regarding on the local hazard mitigation plan. The Santa Barbara Unified School District has prepared an updated multi-hazard mitigation plan in accordance with federal requirements including the disaster mitigation act of 2000. This plan identifies potential n natural and other hazards that may impact our schools and district operations. [clears throat] Adoption of this plan also ensures that the district remains eligible to receive pre pre and post disaster mitigation funding though through the federal emer emergency management agency which is FEMA. >> Thank you. We'll now open

049the floor to public comment on their on this item. Are there any public comments hearing? None. Um, I declare the public hearing on the local wh. Okay. Uh, we have one card. Brianna Sorado. >> Hi. I promised to be quick. Um, I just wanted to say, uh, in reading through the full plan, thank you for having the caveat that students with IEPs, uh, will be, uh, potentially eligible to go to facilities um, prior to other students being able to go to to facilities. um personal experience with my kiddos um doing Zoom school with COVID in Galita. Uh it was chaos and um even um though we had that caveat for those kiddos. Uh unfortunately if your child had um uh SLP um or a speech language impairment SLI as their primary diagnosis on their IEP

050or not diagnosis but um reason that they qualify for services, they didn't qualify to come on campus. So, I just wanted to make sure that that caveat is there and it was because the case the SLP case managers couldn't handle having so many kiddos there. Um, and then also wanted to um suggest uh having a a second caveat of that of prioritizing after the IEP students, prioritizing EML students um because that is a major equity issue of trying to do Zoom school when uh you are learning another language and you may be new to school in general and also um if not necessarily techsavvy um or dealing with that. So that was it. Thank you so much. Thank you. Are there other public comments? Hearing no further public comment, I declare the public hearing on

051the local hazard mitigation plan 2026 closed. >> Thank you. We will proceed with the um public comment. We do have another time central uh sent time certain item coming up at 7:15. Call the next speakers please. Okay. Certainly. Thank you. Um, Anelles Aguilar, Julius Albanese, and Casey Gordon. Oh, and we need translation. >> Yes, please. >> Yes. >> Thank you. is good evening. My name is Angel and I am the mother of a student that attends SPCA and we want to ask the board to reconsider to not close the school. My daughter is very happy there. Washington. So my daughter my daughter is gifted and she passed her gate testing and so she was offered the opportunity to go to Washington Elementary but she begged me to not switch schools to stay at SPCA. So,

052Santa Barbara Community My daughter is very happy at that school and she doesn't want to go to any other school and she's about to enter fifth grade. So, we just want to ask the board to reconsider the closing of the school. We want to continue to have that school open for our children. Um, Santa Barbara Community Academy. >> So, we just want to ask the board to give SPCA Santa Barbara Community Academy an opportunity. So, please, we ask that you all reconsider. >> Thank you very much. >> I'm gonna ask Dr. Maldonado to comment. I just commented to our parent that there are no plans to close SPCA uh for next year and that we just announced that we're going to have one principal plus adding an assistant principal. So there are currently no plans

053to close Santa Barbara Community Academy. Thank you. [applause] Okay. Uh the next speaker, uh Julius Abanise, I'm not sure. I'm sorry if I've mis pronounced your last name. Followed by Casey Gordon and Chris Herbert. >> Good evening board members. Uh, my name is Julius Abanese and I am heartened to hear from Superintendent Maldonado that there are no plans to close Santa Barbara Community Academy. Um, it means a lot to the community. I've toured that facility and rather than closing it, I was envisioning adding actually adding more resources to it because it seems to fulfill a need in the community for self-determination. Um when I toured that campus with my children, I observed a sense of community, um a sense of place as as you heard from the speakers, uh the children want to be there.

054Um there are forces nationally that are forcing budget uh cuts and resource cuts so as to force closures of facilities such as the academy. I would urge you to seriously consider in the future resisting all um all attempts to close that facility. It's very important to the community and as a black person I am here standing 10 toes down for my Latino brothers and sisters. Thank you. >> Thank you. [applause] Okay. Now, yes, we'll have um Casey Gordon, Chris Herbert, and then let's see. Now, Leah Diaz. Okay, go ahead. Um, hi everyone. My name is Casey Gordon and I'm here tonight as a parent of a Harding kindergarten student and I'm here on behalf of many Westside families who are deeply concerned about the lack of accessible afterchool care and the growing enrollment weight list

055at Harding Elementary. Over the past several years, many families intentionally chose to invest in our neighborhood school. We enrolled our children at Harding because we believed in strengthening our community and helping the school grow. We made that commitment in good faith, expecting the district would be prepared to support the increase in enrollment. Instead, many working families are left without viable child care options, and some families cannot even enroll their children right now due to the weight list. My husband and I both work full-time. When my son enrolled in TK, quickly discovered there was almost no realistic afterchool care options. I had to transport him across town every afternoon. Many Harding families have faced similar struggles all year this year. Meanwhile, programs like RAP are available at other schools, not at Harding. We're asking the district

056to urgently expand afterchool care access at Harding, explore partnerships with existing programs, clarify why RAP is unavailable, and create long-term staffing plan that reflects this increased enrollment. Thank you. [applause] I'm it's impossible. Can't be right. That can't happen. This is the conversations I keep on hearing around neighborhood with other harming parents when I tell them our situation that our son won't be able to go to his community, his neighborhood school despite his siblings being there. been a Harding parent five years, some there five years, three years with my daughter. It's been amazing and we're looking forward to those two special years where they'll all be together in the same school. Walking past the little garden that we put together with other Harding Westside communities playing native plants that time together been realizing that that might

057not happen and I keep on going back how can this happen? Everyone asks and I say I don't know. I know I'm seeing to my son to my the siblings. I just don't know how it's possible. >> So my ask is is keep our family together at Harding. Thank you. >> Thank you. [applause] Can we have um let's see Naolin Diaz followed by Briana Sado and then um sorry Gina and if Gina could state her last name when she comes up. Thank you. >> Hello I'm Marine. I've been part of AHA for the past three years. I would like to express exactly how AHA was able to shape me and who I am today during those three crucial years. Before I joined AHA, I was dealing with severe depression and quite honestly an even more

058severe case of self-hatred. I've also been kn I've always been known as an untroubled, unconcerned child. I've learned that holding on emotions, thoughts, dreams, even was rewarded by being praised for being such an easy child. This is something that many people of any age have struggled with. This mindset was prevalent in my life until AA. AA helped me change that very mindset. They've helped me in ways I never knew were possible. As I went through groups, from being on a farm, tending to chickens to playing on the beach, making summer memories, and even singing on stage in front of an abundance of people, I grew something I had never felt before. I had an appreciation for my life. I felt alive and present. This feeling opportunity is something I truly believe many kids never get

059to feel. But AHA provided exactly what I've been hoping for. To drive home exactly how impactful and beautiful this program is, I want to express that last month was the first time I've ever cried in front of people. let alone and I felt safe enough to cry in front of anyone. I would like to end this and extend the warmth and confidence they offered me exactly three years ago connecting our spaces and letting you know I see you as you see me just as I did. >> Thank you very much. I think at this point we will hold for a um time certain presentation. Um this is item G1 the demac re recommendations. Uh Dr. Maldonado, will you please introduce the item and the presenters? I will ask Dr. Deborah Martinez to come on up.

060Dr. Deborah Martinez is our director of equity and English learners, uh, excuse me, emergent multilingual learners. She has been working diligently with our DELMAC parents which represent most of our schools if not all of our schools and they have a structure that has an executive committee that works with Dr. Martinez to annually bring forward to this board the recommendations. Welcome Dr. Martinez. >> Good evening Dr. Maldonado uh President Banning and board members and the community members. It is my honor to introduce to you the executive team today tonight who have prepared uh board recommendations for uh the 2627 um actions. If we can go to the next slide, I want to introduce we do have the executive team present who will be sharing with you those recommendations. We have co-president Patricia Garcia who was elected

061this year, co-presidente Aruro Valentine who was elected this year and secretary Norma Carlos uh similarly elected this year and parliamentarian Maida Oera who uh completes her second year uh this year and advisory officer Vividana Victoria who serves as an advisory for the first year was prior secretary for the last uh two years. And just to um orient uh the community that demlock it consists of the executive board plus a representative from each school and um that uh comprises the demlock um committee. Before I go into the four recommendations or the overview of the four recommendations, I want to just share that uh Demlack serves as this important platform for multilingual learner families uh leaders which is a representative from each school to learn about the educational system uh including programs and services and structures that

062support emerging multilingual learners. There are uh cyclical topics that are presented to them annually and that is intentional for them to have um a good sense of um key elements that really shape and impact the education of emerging multilingual learners. Through that process they learn about the system and how to provide informed input uh so that they can uh be um advocates and obviously uh be the voice of their children. And through that process um the executive team does learn a lot about school governance and how to facilitate the general meeting. They have done a phenomenal job um facilitating the meeting as you know co-president secretary and parliamentarian and that in itself is an achievement just just to um be able to do that effectively which they have. Uh and then obviously in the meeting

063we we have presentations that help them gain uh knowledge about the school system and then have their ability to uh exercise their opinions, feedback and input. Um tonight we are going to present to you four recommendations and you can see them there in the in the um slide. The first one is LP goals and monitoring. This is something that they feel strongly about having uh a more consistent and and um robust way to be transparent as to what those goals are at each school site and also at the district level. The second recommendation is uh as you can see there robust newcomer on boarding and fourth through 12th and they will share with you details but uh what they acknowledge is that there are some systems in place and their recommendation is that it just

064uh becomes a little more robust and the third recommendation as you can see there is secondary services innovation and the last one they're really advocating for tutoring and a learning lab so with that I will hand it over to our co-president Patricia Garcia, if you can come on over. Good evening, President Banning, Superintendent Dr. Maldonado, members of the board, and everyone present here tonight. My name is Patricia Garcia and I have the honor of serving as a co-president for the DEMAC and I would like to begin expressing our most sincere gratitude for allowing us this opportunity to speak on behalf of our EML students. Being part of this committee as an executive member has given us the opportunity to learn in a deep way the knowledge and the way things work here in the educational

065system. So, as members, we've developed the skills necessary to lead committees in an inclusive way. According to our our bylaws, we are elected for a commitment of two years and after that we allow other parents, mothers, fathers and also guardians to participate. And so this process guarantees a rotation of continued leadership with the goal of creating more participation, active participation on behalf of families to be able to collaborate with our school leaders in order to support our multilingual students throughout the district. California indicator LP. So before beginning our presentation with our recommendations, we would like to recognize the progress that our EML students have achieved specifically the results from the ELPAC as it is showed shown in the dashboard through the LP indicator. Elementary. >> So recently we celebrated the achievements of Harding University Partnership,

066Washington Elementary and Lacumbra Junior High for having reached the blue level at the with the LP Elementary. We would also like to recognize McKinley Elementary School and Cleveland Elementary for reaching uh 10 points uh increasing 10 points percentage points from 2024 to 2025 and also Do PBLO High School for maintaining their green level for two consecutive years. also we would like to continue strengthening our efforts for reaching the LP uh score at a school level also at the district level because this is an indicator and a strong predictor of the performance in other areas that are evaluated at the state level. So our first demolac recommendation is that all schools propose an increase annually of a minimum of five percentage points with the goal long-term of having 51% or more of multilingual emergent students uh

067showing progress in the LP. And also we would like to recognize the continued investment on behalf of the district in professional development for our teachers specifically in the ELD integrated portion uh where we allow the teachers to learn about the curriculum for EL and this is at the secondary level and this has really strengthened the capacity of all of our educators in the classroom to be able to work with our emerging multilingual students. We would also like to express a great gratitude for the implementation of the master plan for emerging multilingual students and that's a reflection of your strong commitment in order to have all of our students be successful. And now I will hand it over to my colleague Oera. Good evening. My name is Maida Seera. I'm the parliamentarian for the DELAC committee

068and also the mother of a student at McKinley. And I'm really proud of all the growth that we've made this year. So like Patricia mentioned, we would like to celebrate the progress that she just talked about and also the implementation of the master plan for emerging multilingual students. And with that same commitment, we would like to present three more recommendations. Recommendation number two is having clear goals for emerging multilingual students and the recent arrivals. The request is to really strengthen the implementation of chapter one of the master plan uh through design and a really comprehensive process that is fair and equitable to be able to support all of the students that are recent arrivals in grades 4 through 12. Families of emergent multilingual students should receive an a clear orientation and a timely orientation with

069regards to the results, the initial results of the LPAC as soon as these are available. So this orientation should make sure that parents understand that the student will participate in the LPAC uh continually like every year the student will take the LPAC and that we hope to see a growth an annual growth in the LP score. And so we would like to recommend that we implement implement in a timely ma manner the interventions to have students acquire the language and also interventions for reading and having continual monitoring of their progress. So we what we want to achieve with this recommendation is to make sure that as soon as students are identified as emergent multilingual students that parents be notified that their student is going to be taking the LPAC every year until they score a

070high enough score where they then become reclassified. >> And I think this would also help parents be more involved in their committees, their MLAC committees at their schools and also the DEMAC. We would also like for the family engagement liaison to support families and to make sure that they identify any possible barrier that could be affecting the development of that student. So the goal of this would be to make sure that the family engagement liaison really get to know the families at their school and really help them identify barriers and provide solutions. instruction and also we want to make sure that educators uh are better aligned with understanding that English should be taught in a very explicit manner along with the development of reading and writing and that Translations into Spanish should only be used

071as a temporary support, not as the main uh point of access of instruction. And so as an immigrant English learner parent, I understand that that can be a real challenge. But I also know that it's a way for us to really be able to learn the language. Even though it's hard, it's doable. And we want to just use the translations as a temporary support in order for us to get through that process. Norma Carlos. >> And now I will hand it over to Norma Carlos who is the secretary for our DMLAC committee. Thank you. >> Good evening. My name is Norma Carlos. I am the secretary of the DEMAC committee and mother of students at Adams Elementary. Electives at the secondary level. So we have learned that at the secondary level students who are emerging

072multilingual students often do not have space in their schedule to be able to take an elective and that's because the EL class is a requirement in order to support students in their English development and for them to get reclassified. Similar entreas. So, however, uh we ask and we recommend that schools, specifically secondary schools, explore different creative ways of offering similar experiences to those that those elective courses offer for multilingual students. And this could be through collaborations, very intentional collaborations like having co-eing uh opportunities between teachers that teach ELD and educators from different creative artistic areas. Some examples could be like music classes or visual arts. Always maintaining the focus on acquiring the language through that. electivas. So this would require a review of the master schedule in order to support opportunities for integrated learning that

073would allow EML students to gain the benefit from the designated EL and also having those elective type of courses. As secondary schools are implementing a seven period day, this topic should be reviewed uh again in order to asssure that we eliminate any kind of inequ equity and to make sure that emergent multilingual students also have the opportunity and can take advantage fully of those opportunities offered at their school. Aruro Valentine. >> Thank you very much. And now I will hand it over to my colleague Aruro Valentine. >> [clears throat] >> Bu is Aruro Valentin Community Academy. >> Good evening. My name is Aruro Valentin. I am co-president of the Demac committee and father of a student at Santa Barbara Community Academy. Recommendation number four, learning centers and support with tutoring. Another need that has been

074identified by many parents is having learning centers where there's support with tutoring. Something that goes beyond depending on having teachers offering tutoring after school or during lunch. And we really appreciate deeply the fact that a lot of teachers are willing to tutor students outside of their regular work hours. And so we have also observed that doing it this way is not uh focusing in a systemic way to make sure that we have the additional support that all students need in a consistent way. And so this need would require a collaboration with perhaps an external agency that specializes in this type of service. Or maybe creating an official program, maybe like a learning center where tutors would be available from five to six days per week, including weekends, in order to support families that face difficulties,

075to be able to accompany their students, sometimes because of language barriers or even knowledge barriers. And the goal of this recommendation is to establish a place like an official place where students could go and find uh a place to study or to finish projects or do their homework in a place where they would have support from people that know the district curriculum and also uh where they could just drop in and be able to get help without having to make an appointment. So having a flexible schedule for that tutoring support Martinez and >> so before handing it off to my colleague Victoria I would like to recognize the work of Dr. Martinez. She has been a teacher for me and I've learned a lot under her leadership. >> Um, >> and without a doubt, we've

076had a disagreements because we have different ideas on different things. But she was always willing to listen to my point of view so that we could reach a consensus. So I believe that this is an example of how if we are willing to communicate and to listen to each other, we can really achieve great things for our children. Victoria. >> So now I will hand it over to my colleague Vidiana Victoria. Thank you. Victoria Junior High. >> Uh good evening. My name is Virana and I am currently one of the assistants for the committee, the DELA committee and also the mother of a student at Lolina Junior High. So in closing, Demlack for us really serves as a platform so that we can learn all about the school system and the structures through which we

077can present recommendations and have formal recommendations and also give comments on plans that really guide our district throughout the year like the SIM plan, the plan for continuity of learning and the LCAP. And we also recognize the need for continued learning and continued professional development. And we're really grateful for the opportunity to be able to develop our own skills, our own leadership skills as parents. And we will continue participating as members of this committee with respect and collaboration. >> Thank you. Thank you. >> So that concludes our report and recommendations from Demlock. >> We do have one public comment on this item. >> Yes. Um like to call York Chingle. Thank you. >> All right. Good evening. I'm York Shingle, president of Santa Barbara Teachers Association. Uh, I love these recommendations and I hope the

078district prioritizes funds to bring teachers together with parents to implement them. I know Cleveland had and maybe still does a really thorough intake welcome system for new parents, especially of newcomers. Um, so let's not reinvent the wheel, but let's see what sites are already doing. Um, the idea of [clears throat] electives integrated in ALD classes is a really great idea. Uh Santa Barbara Junior High is doing some really great work around it. It should be encouraged and strengthened. It's going to provide really rich language opportunities for students with really meaningful interactions. Um and it's going to take a lot of collaboration and work on the part of the teachers. Uh I know they're down for it, but make sure you think of how that will be compensated, productive, and systematic. Thank you. >> Thank you.

079>> [applause] >> So now we have the opportunity for questions and comments from our board members. Trusty Beal. >> So um I have a question and comment kind of roll into one. So this is my third round of listening to the DELMAC presentation at the end of the year and the first year there were suggestions. The second year everybody was busy with the master plan which was really a years in the making and I think a very complete plan and I had asked at that at that session how are we going to implement it and I'm hearing at this meeting that there has been implementation with success and I'm very happy to hear that it looks like it is the end product of all the work. The question I have is now we're hearing a

080presentation about further recommendations. So this is the end of the school year and there will be a beginning of the school year in September and there's always turnover in parents because students graduate. So what is the plan to look at these recommendations, see what is realistic and work with our DEMAC leadership to maybe close out this year and say what can we do and to start the next year already with a plan to move forward on what is realistic to accomplish. Um, we did hear from York Shingle that there this uh elective integration is being done at Santa Barbara Junior High and we have this opportunity. We were presented with a plan for se uh seven period electives in the junior high. I feel like we're really we we have opportunity to do a lot

081of things. And so I'm curious about how we move forward from these recommendations at the end of the year going into the beginning of next year with a new group of parents and a new group of officers. >> So one one of the things that is in motion is that um the goals that principles have set for their SIPS as far as their recommendation for a 5%. So that would be something that we can revisit with principles and see where they're at and how if they did indeed um establish a 5% or where how that's realistic depending on the site. That would be one thing that's can be easily um uh circled back on. Uh when it comes to a newcomer intake, there are pieces in place and strengthening would be something that we can

082also um further explore and then collaborate with ed services to ensure that there are uh systems in place in all secondary schools. There are some things in place, but I think what the what the DEML is asking is more interpersonal intake. That is really what they're asking. More interpersonal intake and engaging enlisting our FBL's would be one of the ways that we can do that as well. Um I am going to defer to Dr. Wilson when it comes to the electives because I know that that's that it would involve um a layered um process too. >> I'm not actually asking about how we are going to do the electives. I'm talking about the process of taking comments and if they are happening at a specific school, how are we going to discuss it with all

083schools? And there are recommendations that may take time to implement, but how do we respond to that? How do we respond to these specific comments and say this we can do now, this we can work on, this one we'll have to put on a future board because it costs money or we don't have the capacity right now. and keep that conversation going as we have new leadership and as a new year starts. And so what I'm saying as a board member is I don't want to necessarily hear the same comments every year. I want to hear that we've resolved them in some way. We're working on them. We are thinking about it. We have a plan for it or we've already done it. So that's that's the year-to-year conversation. I hope to be on this

084board another two years at least. So I think I have two more of these uh you know [snorts] presentations to listen to. So I would like to see forward movement. I feel like there has been but I think now with the EML master plan there's really a lot driving that forward movement and it's about the conversation we have. We had a SBTA uh leadership say something. We had Demlac parents and representatives say something. We have our leadership. So how do all these three groups talk to each other to make sure things happen? That's my question. We do have a DEMLAC meeting coming up. So that would be a way to revisit this conversation and then utilizing those platforms to continue to inform parents. and and unfortunately I'm not going to be at that last meeting,

085but that's exactly what I think is the end of the year meeting should be a recap and a discussion and really maybe prioritizing what we can work on right away even over the summer and then a recap when we come back in the fall about what has been done and what it needs to be done. So yes, thank you. Thank you. >> I think you're bringing up also a very important challenge that is a reality that I don't want to be lost. there is this um changeover of demlac parents and I think what I hear you saying is how do we keep that thread because we also know that the new group of parents may identify new things. So I think it's that continuity that you're asking for and I don't know if we have

086um continuity of these dimlac parents next year. So I think that'll be determined and we can certainly try to keep that because every year we're having to u for lack of a better word train parents on all their own Roberts rule their green act committee. Um but I think that the the accountability part will fall on our ed services staff to continue to keep that thread through as we do have the changeover of demac parrot. So I I hear that very clearly and I think that's something I see Dr. Wilson stood up. So I know that's something we can guarantee that we will carry through from this year to next year. >> So on May 9th, Dr. Maldonado and I and leadership, we were able to attend the EML mini conference that had six sessions

087on how EML works in our schools and also on how engagement. So I went to three engagement sessions and that happened at the end of the year and it was wonderful. was the first time we had the conference and the first thing I thought is is this actually hap needs to happen at the beginning of the year because it really talks about what happens in the classroom and also what can happen at home. So here we are starting this process and this is where we capture parents who are starting to understand what is involved in that and so I would say even having that happen uh sooner would be a good idea. Other comments or questions? Questions. Trusty Caffrey. >> First off, I just want to say thank you so much to the Demlac parents

088for the huge amount of work and very thoughtful recommendation. So, thank you. I um it is enormously helpful to the board and our students. So, thank you very much for your work. Um my first question is understanding I I'm incredibly excited about seventh period day. My question is at the high school level um basically with our current scheduling do um emerging multilingual students have sufficient electives to have this kind of integrated um electives now that we've reduced the number of um periods in the day. Uh, I'm sorry, not periods, but basically um >> Thank you. >> because their space is um allocated for the designated ELD, they wouldn't have the space to take the elective. And I think what they're advocating for is finding other creative ways to have either enrichment or a collaboration of

089so that they would have elective like experiences. I see. But yeah. Yeah. Go ahead. >> So, yes, they have a designated ALD course, but because of the eight period day essentially or not eight period day, but the block schedule and eight course takes potentially across um the ye the year depending on their grades span. So, for freshman, sophomores and then fewer for junior, seniors. there still is room and space for electives. The the challenge and the recommendation is can we infuse the ALD class with some elective like experiences. So make them maybe even more engaging and enhancing them with theater arts. And that would uh require a lot that would be very um I think more time inensive to actually do that type of combination the higher you go up. So, junior high potentially easier

090but more difficult I think as you get into the high school space um because of I think there's credentiing and then there is just the ability to enhance the ALD course with that specialized type of teaching. Not impossible but would take a lot of planning to do. >> Okay. Okay. Go ahead. So my next question is about um the recommendation for tutoring and I'm curious if that is K through 12 um and if we are doing intervention during the school day um additional intervention for emerging multilingual students um and whether tutoring would be on top of that. So there are opportunities for elementary schools that they do have um tutoring or intervention whether it's twice a week or four times a week depending on the school. Some schools don't have the the teacher after school

091opportunity but they do have they all have AOK. So AOK has a tutoring component. Um, but it does vary from school to school. And at the secondary, I'm sorry, at the secondary, they have peak tutoring. So, all kids are welcome to go to peak tutoring. >> Trusty Essco, >> our intake process, is it uniform across each of our schools? I recall hearing about a program at San Marcos High School where they put on a orientation for new parents and it seemed like it had a more in-person um personalized approach to it. Do we have uniform intake across the district and how are we going to scale the things that are in line with this recommendation? We have uh uniform intake when it comes to the assessment and when it comes to uh identifying um their

092placement. Uh we have our family engagement liaison were trained on something called project to inspire and that was a couple years ago. So they have that uniformity and where there are three modules that they um offer for parents and one of those modules has to do with welcoming to the American school system. How they do that each school and when they do that varies. Uh San Marcos what they did is they folded in some of those modules in their existing program so their program is a little more robust when it comes to intake. So there has been some improvement but there is still room for a more robust intake process. >> So as you look towards um fulfilling these recommendations and we'll just focus on intake, >> are you going to do kind of a

093um query of what is happening at each school site and then >> finding out what works really well and maybe scaling it to other schools. Is that >> Yes. And we also offered a survey that was part of the master plan uh chapter 1 that was um recommended for schools to use and there are variations there as to using their existing one or using the one that we recommended. So that would be something that we can streamline so that it has a more of a uniform process and uh who conducts that would also be a little more uniformed which is that's what the parents are asking. >> Perfect. Thank you. >> Yeah. Trusty Munoz, do you have questions? >> Yes, I have more of a comment. Is that okay? Um, and I wanted to know

094if I could have it translated so that I could speak to the parents directly. Okay, thank you. It's It's not too long. Okay. Um, I would like to congratulate the students and their families and the parents for the achievements that they have. And also I would like to recognize the parents from the demlac but also all the other parents from the other committees at the school sites. And so I would also like to thank all of you for welcoming me and attending your meetings for the DEMAC. And also thank you to all of the committees for the MAC at the school sites. Sorry. Um, so I agree with the recommendation of welcoming the new students and the recent arrivals along with their families. And this can support bringing in more families to participate in the

095DEMLAC and participate as part of the process. If we welcome parents and families, then families will then come to our meetings as well. Martinez. And so I want to thank you for the report and thank you for the recommendations and thank you for Dr. Martinez's work and and effort in this >> and I assure you that your effort, your leadership and dedication makes a difference and we are with you and you count with my support and I would ask for a round of applause. [applause] Do board members have other questions, >> other comments? Okay. >> Okay. >> Trusty Caffrey, please. >> Thank you. And I was remiss to not say thank you so much, Dr. Martinez, for your leadership and your willingness to work in so collaboratively. It sounds like it has been a very

096positive experience. So thank you very much for all of your work. Um so my comment is basically uh I have a couple of comments. One is that I feel like the um recommendation to have clear goals for DEMLAC students and progress monitoring is totally aligned with what we as a board have been talking about. Um and basically I I I think we have made great strides forwards under um president when you were president um Escobedo's leadership having broad priority areas but really I I think that the next step is we need to have more specific goals at the board level and then um monitor progress so that right now basically we are we're not doing that for any groups and I think it Exactly. Um, oh, we just that's a governance a governance piece that

097that really aligns very well with what um our DEMLAC parents are saying. So, so that's basically my first point and and um related to that I ask in December we agreed as [clears throat] a board that we would get board coaching to help us improve our governance practices and so I ask um to agendaize bringing that contract to the board in June. >> There is a process for doing that. This is off topic for this. So, I have requested it by email and so now I'm verbally requesting it, but I can also request it at the end of the meeting. >> M trusty Ecoabo, do you have comments? >> Yeah. I just want to say thank you to the DEMAC parents and uh it's a lot of work that you all put in and in

098these recommendations and it shows. Thank you, Dr. Martinez. I'm fully supportive of these. I it doesn't have to be an agendaized meeting, but I would like to hear more about the um embedding electives into EL um and what that could look like if it is happening at Santa Barbara Junior High. I just want a little bit more information just about um what it looks like, what it looks like to scale. I hear you, Dr. Wilson, and saying it's not impossible, but there are some challenges it sounds like. and just want to hear a little bit more about what those are. >> All right. Yes. >> Uh yes. And the one part I was seeing my notes here um is that about like consistency with um afterchool tutoring at the elementary level would also be helpful

099so that we make sure that all of our students get the support that they need. Thank you. Can you assure me? >> Can you assure me that your comments are relevant relevant to this topic? >> This is highly relevant because what DELMAC parents are asking is to have specific goals, achievement goals around student achievement for their students and for progress monitoring of those goals. And so that is directly related to how the board moves our district forward by setting specific goals. um including for marginalized students including um English language learners. So basically what um what I take from these four recommendations is how do we make them actionable? And one one big piece is board goals. Then I wonder um to trustee Beiel's point, do these recommendations, does the board accept these recommendations and give

100direction to the superintendent that we are having them institutionalized in the master plan? Basically, how does it become an actual um how does it go from recommendations to action? So, so that's my question for you. Um, President Banning, >> Trusty Munoz, >> I would like to comment that, let's see, and I'm not sure. I'm just trying to focus here, is that in terms of coaching for board governance, we are going to be having some changes um at the end of the year and I thought we had discussed um doing that uh further when we have a new board sitting. However, I know >> I I want to stop the conversation because it has it has um veered away from the topic at hand, which is the Demarc report. I think we've had um comments and

101questions. So, I'm going to I'm going to bring this item to a close with my I'm going to bring this item to a close with my comments of thanks to the DEMLAC and to the parents that are here. You are a model of what parental engagement is. we should be proud of the work that you're doing and um I appreciate the strong work and guidance from the district in in cooperation with you and thank you very much uh to staff for the presentation and bringing forward these goals and reports. Thank you. We will move on to to um actually at this point we move back to um public comment. So um >> this is this is public comment on non-aggenda agenda items. We will continue with the one minute limit on those. Thank you. >>

102Okay. So we will have um Bana Sado and then uh Gina and Kristen Arn will follow. >> Okay. I was outside. Sorry. I thought I heard my name. >> Hello again. My name is Briana Sorado and I'm parent rep of numerous committees for both Lucumbumber Junior High and Santa Barbara Community Academy. Before close session, there were numerous comments about the lack of transparency and gaslighting of parents by district admin with the recent meetings at SBCA. We have been assured that any discussions of school closure will have lots of opportunities for open discussion. As you can see by the strong outpouring of parents and staff from SBCA, we have little faith in this actually happening. The strong sentiment is the split principal plan and reduction of office staff are the start of a semi-hidden agenda to

103close our beloved school after next year. Combining SBCA with Cleveland is the same as closing it. Despite the amazing work that is being done at both of these sites, especially for students with IEPs, they are constantly having to do more with less compared to their counterparts. Despite board discussions to limit transfers to Lalina, word is an additional 30 spots will be opening. Quite interesting how a lucumbra is currently projected to be over the 450 student threshold for a dean next year yet will most likely be below it if those spots are opened. Also, how is that every secondary school but lumbra were included in the tech survey? Thanks. >> Thank you. Okay, we will have uh Gina Christine Arts and then uh Joel Block. >> Gina, she had to leave so she's >> okay. And

104are you >> I'm Kristen Arsen. Okay, perfect. Thank >> Thank you. Hi, I am a Harding School parent and Westside resident. My oldest son currently attends Harding and tonight I'm here because my future kindergartenner has been weight listed from our neighborhood school for next year. We love our school and feel incredibly lucky to be part of such a supported, supportive, connected, and caring school community. Currently, there are at least seven families that [clears throat] I am aware of weight listed for kindergarten at Harding, many of whom have children already attending the school. These are neighborhood families who expected their children would attend the public school alongside their siblings. What is especially confusing and frustrating is that Harding currently has three TK classes this year that would naturally transition into kindergarten next year. yet only two

105kindergarten classes are being planned. I also know there are additional neighborhood families who have not yet registered as well as many transfer requests coming from outside attendance areas. Despite this, I was told by human resources at the school district that an additional kindergarten class is not being added. Because my son is not technically enrolled, he is also not being considered for AOK after school care, which our family desperately needs. This situation has been devastating for our family. Harding is not just a school to us. It is our community. We walk to school every day. Our children's friends are there and our lives are built around this neighborhood and this school. I'm asking the district to please do the right thing and expand kindergarten capacity at Harding to accommodate the neighborhood students who belong there, these

106families. >> Thank you. [applause] >> So after after Joel Block, it will be Maya Gomez and Ellen Kokinka. Good evening. I highly recommend that the board and the district create a new metric to determine success of Altivist independent study as the data currently used is misleading does not mesh with what we are actually accomplishing. First, attendance. Under state law, AA is required to take attendance solely based on completion of work by the assignment's due date. In other words, a student could attend school every day, turn in an assignment a day late, and receive zero attendance. At IEP meetings, reports often reflect an attendance issue, yet the student is passing all classes. It's even more problematic for students with accommodations, which is consists of over 37% of our students who are either sped or 504. And

107yet, state law does not allow us to take that into account when giving attendance credit. And the graduation rate does not take into account two groups of students. Those who get to graduation in their fifth year, and those who attend our school for multiple years, do well, transfer back to their home school in their last term to graduate their friends and family. And every year we have between five and 10 of those students. >> Thank you, Mr. L. If you have further comments, will you will you email them to the board, please? Thank you. >> So, we will have uh Maya Gomez, Ellen. Um, and I'm sorry if I'm mispronouncing your last name, Coinda. And then John Dant. >> Good evening. I'm um my Gomez, a resident of the Westside and um prospective parent at

108Harding Elementary. Um I have a 5-year-old and I walk by Harding almost every day and it has this beautiful robust community garden that the community spent $400,000 on. And I've heard all of this uh anxiety in my community about this weight list of kindergarteners and only two classrooms. And it makes no sense [laughter] why we would have a beautiful early elementary garden and only limited to two kindergarten classrooms. Uh we have a changing principal. Um and we need to set him up for success. So please uh fill it with three kindergarten teachers um preferably who are versed in early childhood education and wellrooted in um outdoor education. Um that is my request of the board and the administration. Um and to also just have a plan for um the resources that the community does provide.

109There's also $2 million in community funding and um Harding is one of those schools that didn't have a lot of enrollment, but if you build it, we will come and we are here and we would love to have um our school. >> Thank you. [applause] >> Hi, good evening. My name is Ellen Kokinda. Um I'm a Westside resident and a parent of a tear at Harding. Good to see everyone. Um, I'm also the city planner for the city of Santa Barbara. And I say that because I deeply care about neighborhoods and access. And I, my daughter and my husband and my family live three blocks away from Harding, but we're not in the Harding district. And we were very intentional about transferring last year. We're a onecar family. I can walk, bike, scooter, skip, jump

110to Harding. And it's so incredible to be part of that and to know all of my dear neighbors and get to know the parents just by simply walking and passing by everyone on a daily basis. Um I'm asking here I'm coming here today because I'm asking for that three classroom kindergarten. I think to constrict it to two doesn't really make sense given you all figured out how to create three TK classrooms this year and that was phenomenal and do being the overflow and being really creative. So, I think building on all the good work that's come out of Harding, the outdoor classroom, opening up the school on weekends for us as neighbors and, you know, neighborhood residents can come over and just being really intentional about that and making sure that when my son comes

111up, when he's two now, that we can also have um our siblings go there, too. Thank you. [applause] Okay. So, um after John Dent will be Sarah Ellison and Noah Morales. >> Good evening, board members. One thing became very clear during the listening tour at the Armories. Many of the things people said students should be learning are already happening in classrooms every single day. Students are roofing tiny houses, framing structures, running electrical, learning real construction trades. Students are already using CNC machines and advanced manufacturing technology at all three high schools and those opportunities are now expanding into the junior highs. Our computer computer science teachers have already applied for grants to bring cyber security curriculum into existing classes starting next year without needing a new centralized facility. The healthmies are already serving large numbers of

112students and continues to expand while sports medicine pathways at DP and SBHS continue to provide hands-on experiences. Our culinary students are catering community events like Cathy Kathy Ireland party and operating cafes. Media students are running live stream productions and real world businesses. Students across pathways are securing internships and industry experiences with all sorts of organizations in our community. We don't need to expand to a new facility. Our campuses already have the teachers, the students, partnerships, and culture to make those programs thrive. Focus on what already exists. Thank you. [applause] >> Okay. Um, go ahead, Sarah. Yes. >> So, I'm not Sarah. She had to go put her kids to bed, but um, she asked that I say one thing. Is that okay? Um, that would be up to President Banning. >> I I I don't

113think our protocols allowed time to be transferred to someone else. >> Okay. Just so you know, she was speaking on the Harding issue and she wanted you to know she's moving to Ventura and she's a physical therapist. [applause] >> Okay. So, we will have Noah Morales, Rich Lasha, and Barbara Parmmet. >> Hi, thanks. Uh, good evening. My name is No Morales and I'm a fam my family lives on in the Harding attendance area on the west side as well. Um for our 5-year-old son, transitions have historically been incredibly difficult emotionally and sometimes they feel impossible. Um so over the last year, we've been planning for this. We've been walking to the school. We've been playing on the playground, attending school events, meeting kindergarten teachers in their classrooms, intentionally connecting with other families in the neighborhood

114so that when this day finally came, he'd feel safe, familiar, and ready. And very recently, he became genuinely excited to become a Harding Hawk. This was huge. As Kristen discussed, several neighborhood families, including ours, have been weight listed, and this just feels devastating. Um, there are three kindergarten classes right now. We need three for this coming year. Uh, neighborhood schools matter. They bring communities together. They create stability for families and children, and they help build the social fabric of of of the neighborhood. Um, tonight I'm asking the district to please, please, please prioritize resident families by maintaining adequate kindergarten access and to please be clear with your communication for for for us the parents because our for our children, this is not about enrollment logistics. It's about belonging. >> Thank you. [applause] >> Okay, >>

115Mr. Lasha, before you start, I'm pretty sure we've exceeded our 20 minutes, but um there are eight comments left. If we continue with one minute, are we all right to proceed? Okay, thank you. >> And just to say that followed by let's see following Barbara Parmmet will be uh Julia Salman. [clears throat] We don't rise to the level of our goals, we fall to the level of our systems. This month, all four junior highs led a minimum day teaching about emotions. During my third class, a student loudly asked, "How much longer we got to watch this AI slop?" While the curriculum had interviews with real teens, it heavily featured AI pictures of diverse groups and a mildly insincere narrator. Odd choice for a presentation about connecting people. [clears throat] Ladies and gentlemen, before the day's

116midpoint, three dozen 13-year-olds collectively rolled their eyes, sighed heavily, and told us it could have been an email. I'm not here to bash curriculum, but please note how quickly kids rejected its impersonal aspects. Adults, especially educators, reject insincere work. So do our students. They want connections to real communities within larger school sites. Yet, our humanities teachers are treated as elementary PLC subs, splitting sites, or forced to condense a year into a semester at the junior highs. We're shortch changing the one thing kids are telling us they need to be more than a data point. >> Thank you. >> Let's go change the world. [applause] >> So, after let's see after the two ne speakers are Barbara Parmmet. I'm not sure if she's here or if it was virtual. Barbara, are you here? Okay, so we'll

117go on to Julius Albanese and York Shingle. >> Good evening once again, trustees. I rise to um raise awareness to the black scholars uh celebration Rooted and Rising that occurred at Santa Barbara City College this past weekend. My uh daughter goes to Peabody Elementary School and she is a rising uh uh kindergartener. She's going to first grade next year. It was a wonderful celebration of black students throughout the district. And um we are grateful for the presence of trustee Escobedo, trustee Munoz, and I also saw Superintendent Maldonado there as well. Um celebrating black students is so important. Um and at especially at this time, we're on the national level and in very various states we see attempts of eraser, especially voting rights. Um, we look forward to having more of you trustees appear next year

118and also bring resources. It would be uh very very helpful if this district provided tangible resources to um highlight this event next year as well. Thank you. >> Thank you. [applause] >> Okay. Following York Shingle, we will have Tanya Mark and Chelsea Alexander. I'm not sure if they're still here. >> Um Tanya is, but Chelsea is not. >> Uh good evening. I'm still York Shingle, president of SPTA. Um our district's lack of planning and student centered actions are hurting us. We need a long-term plan that drives our decisions and need to stop being reactive as our main driving force. This SBCA and Lakumbra thing is not great. Thank you for directing the hiring of an AP at SBCA. That will help. But what supports are you giving Lacumbra? They're going to have a new AP

119uh principal overseeing two new APS and an additional school. And that's only if you find the people for those AP roles uh and don't decide to go the way of SBCA and say, "Oh, we couldn't find it. Never mind. We don't need it." It's not a good situation. We did this years ago. We had we didn't have a principal or sorry, by district standards, we had one overseeing both sites. It did not work. It did not. students ran everything. It was difficult for everybody involved. We really need to stop treating people this way. We need to stop treating our community and our staff this way. Thank you. >> Thank you. [applause] >> Yes. So, Tanya, Mark, and then we will have two virtual comments. Eric Magna and Connie Alexander. Can you all hear me? >>

120Okay. Um I'm Tanya Mark de them and this is Anna RC she her aa. We're here tonight representing SB resist grassroots organization that strives to keep our community healthy, thriving, and safe from kidnappings and family separations at the hands of ICE terror. It's come to our attention from both students and orgs in the community that there is current and continued anti-blackness being perpetrated in SBUSD schools. We stand in community and solidarity with healing justice and all folks who are working toward a future where all students, especially black, queer, indigenous, and Latina communities are not only safe at school, but are also represented in the staff curriculum and their fellow students. This extends to the broader community and empowering action to support black voters. By the way, Healing Justice was actually here tonight, but due to

121such an impacted meeting, they needed to leave. In other news, next Tuesday from 6:00 to 7:30, SPR and Cause are hosting a know your rights resource event with free attorney consultations on immigration, housing, and labor rights. Dinner will be provided. And also tonight, we have a bunch of materials for anyone who wants to come ask us any questions. Solo PBLO salvo pblo and as always, chingal migra. >> Thank you. [applause] >> Okay, so we're ready for the virtual comment. Yeah, go ahead and call the name. >> Yes, >> call the name. >> I'm sorry, I'm not uh Eric Magana. >> Hello. Hi. Good evening, school board and superintendent Maldonado. I'm Eric Madana, a Spanish teacher at Dob Pubos High School. I am speaking tonight due to the internal district decision to only allow online advanced

122placement conferences and deny all-in-erson requests. Teachers rarely get to leave town for professional development. It is not a big ask for teachers to be funded for in-person conferences when needed, especially when volunteering to do so during the summer for no hourly pay. Our current AP Spanish teacher at Dos Pobos High School has been blocked by the district from attending an Inerson conference for the redesigned syllabus for AP Spanish. If a teacher finds that the best modality for their professional learning is an in-person conference, they should be supported. This training will serve this teacher and future students for years to come. Yet teachers are being told online only. to district staff. Please approve inerson AP conferences and for the future pay summer pay teachers to attend these conferences when volunteering to do so in the summer.

123Thank you. >> Thank you. [applause] >> Okay, now we will have Connie Alexander. >> Good evening. Connie Alexander, president of Santa Barbara NACP. Thank you to the board members who attended the Black Scholars and recognition on Sunday. Rose Munes and Gabe Escobido. I'm calling your attention to things that once again did not go well with your administration's part in supporting the event. This event is largely and predominantly an SBCC event with the help and support of our community. Um with the help of support of our community. Thank you to Peak for everything they did to help set up. Time constraints prevent me from going into detail, but bureaucracy and poor communication kept us from reaching the families early enough for all of them to come and participate in this beautiful celebration. Right now, your lack

124of alignment as a board impacts what happens with students and you are not focused on the true commitment that has to do with equity for all students. Stop trying to reinvent what was established and take time to actually read resolution 242516. the resolution that called for an end to business as usual and treatment of black students. Thank you. >> Thank you. [applause] >> And that concludes our public comment. >> That will bring us to board comment. We'll um take that and do a short break after. Is there anyone ready for their comments? Do we have a time? >> Trusty Mon, >> certainly. I'm sorry. Trying to um get my thoughts in order here. Um I had the pleasure last night of attending the Peak Foundation Awards along with my um colleague um Dr. Be Hilda

125Madonado and many of our uh cab many of our cabinet was there too honoring our scholarship and fellowship recipients. Um truly an honor to see the future and the um students that have already achieved um be u physicians. One student wanted to be a detective, one wanted to be a social worker. I had to say that because I went um and many many you know uh students nurses, psychiatry, uh psychology, etc. Um I really appreciate the Peak Foundation for their work and the students and parents for being there to honor um their children. Um we also, let me see, sorry. um as as was said, attended the SBCC um event, graduation, honoring all of our black students and supporting them in their experiences that they go through. Um I think it's very important to be

126there. I was glad to also see, you know, Dr. Maldonado and our cabinet there uh present and of course the former uh board member Wendy Sims Motton was there and and in addition to uh Miss Connie Alexander and all of the um community participation that we had. Um I certainly will look into resources also. I think that's a great idea. Um thank you for that. Um I also participated on the weekend uh to a um event held by Stessa which I have let me see here give me a sec. Um and standing to which stands for standing together to end sexual assault. One of the things that was stated by um their director who was there also Granados was how uh how um sexual assault and abusive relationships and so forth affect both students uh

127male students uh female students oh students um that are LGBTQ and how um many services they provide. provide just to say real quick, you know, I know we've gone a long time here tonight. Uh they have the 24-hour hotline. They also provide education in terms of preventing assault and therapy. Um uh thank you very much. >> None from Trusty Ke. >> Thank you very much. I just have a very brief comment. Um, so [clears throat] we've been talking as a board and as a community about how to be proactive, not reactive. And Trusty Banning, we've heard you say many times that we need a strategic plan and we need a budget that is aligned with a strategic plan. And I totally agree with those comments and I think that the board as a whole agrees

128as those, but I'm only speaking to myself in in my board comment. I think this summer we really have an opportunity to shore up our governance structures. There was just a great article in district administration by um a school board trustee from Gwynette Public Schools, how to prepare your school board for stormy seas. And it talks about how we can really use our time this summer to put structures into place to become as effective as possible. So, um, what the reason I bring this up tonight is I hear from many community members different issues, but that have the same thread. And one is from Demlac, for example, that we don't have board goals and we're not monitoring progress. I mean, essentially, um, and that's one of our main levers. And then you know we're going

129to hear from many people who are on the balanced tech committee about implementing a tech policy. And right now you know last year we batch approved 4D policies but we were not involved in writing the policies. And again like one of our major levers is policy development. So, so that's why I really ask we haven't had the chance as a board to publicly discuss the idea of um steps to improve our our governance practices and I know we had a special session in December where we agreed to have schoolboard partners help us. Um and so I'd just like the contract to be brought brought to the board so at least we can have a discussion about it. And perhaps people have different opinions on timing, but I I really feel like, you know, um in

130order to make progress at a rapid pace, we need to focus on this right now. um while we have some time this summer and that you know in order not to get into the weeds in order to create really strong structures for the district um shoring up our governance practices right now is the place to focus. So that's my board comment. >> Trusty Escobedo, do you have comment? >> Yeah. [clears throat] Um, over the last few weeks since our last board meeting, I had the pleasure of attending the Emojia conference at UCSB and it had um, Black Student Association members from all three of our high schools as well as high schools from Ventura come to um, they had a full conference day, but I joined for the student panel and then I was also

131on a panel with uh other elected officials to talk about um issues that were top concerns for these black students. And it was a very powerful event. It was also a very sobering event because um many of these black students shared their experience in our schools and we've done work absolutely on combating antilackness and addressing antilackness and trying to build capacity at our school sites. And we have we we have done good work and we have a long way to go. Like a lot of these students are experiencing things in our schools that um are really hard to hear. And I know that we have uh school site leaders that want to be supportive. And I really I'm hoping that as Kabok continues their work and they bring um recommendations to the board at some

132time in the near future um that we remember that what I'm sharing with you about the fact that it's still happening in our schools because we do need to build capacity in our leaders on school sites. We also need to build capacities in our teachers and our classified staff and I really think that's going to be the next area of focus for us. Um so uh I got to attend that and there were a lot of good stories too and a lot of good celebrations. Um speaking of the black scholars uh celebration that happened on Sunday at SBCC was a beautiful event. Um, I really enjoyed the layout this year and the programming and it just feels like this is the fourth year of it happening. Each year it gets better and better. Uh, I

133was also a judge with Dr. Beckio at a trade art wood woodworking show. Um, so we actually got to judge different pieces that our students actually made and we got to do it with one of our former students, Xander. um what's his last name? Xander Doerty who made like this beautiful chair that won a competition when he was in our high schools and he is now going to some graduate program on the east coast. I forget exactly which one, but he's doing really well. He's running his own woodworking business now. So, he turned what he really honed in our schools and turned it into a business. And then the last one is Dr. Dr. Maldonado and I met with the ethnic studies exec team to talk about um their work but also some of their

134challenges and it turned I think spontaneously into just kind of a workshopping and um they got to ask questions of myself and Dr. Maldinado. It ultimately ended up in a conversation of uh and I'll request this using the official channels but having the exec team come to the board to talk about um the conversation that Dr. Maldano and I had with them about what's working really well, what is on the horizon, what's next for ethnic studies, and also where are some of the challenges and what would they need in order to get us to to kind of the next phase. I think we're ready now um to talk about what's next for ethnic studies. So that is my board report. Is that ready to be called? >> Should I should I call it? I I've

135um I've just been told that we have a another non-aggenda item that was um missed. Sophie Meyers, are you still here? Hi, and thank you. I'm here again today to speak about the non-reelection of Arthur Gladwell, an eighth grade math teacher at Santa Barbara Junior High School, um, who was non-reelected after the assistant in superintendent went against district norms and overruled the principal's recommendation for reelection. The only person in the entire district who thinks Arthur should not be reelected is the assistant superintendent, and she has not observed more than 30 minutes of his teaching. his peer teachers who have observed dozens if not hundreds of hours of his instruction and his principal who conducted two years of formal observation all hold his teaching in high regard. Even my niece, a seventh grade uh grader at

136SB Junior High, tells me that students really like Arthur and even choose to sit and hang out with him at lunch. His students also have higher average test scores than those of his peer teachers. Additionally, it is now clear that there have been serious issues between assistant superintendent and principal Dupont. Principal Dupont even resigned. There's a strong likelihood that Arthur has been caught in the crossfire and an outcome as serious as ending his teaching career is not fair to him or his students. There are several math vacancies in this district and non-reelecting Arthur means more over a hundred more eighth graders like my niece will have be taught by rotating substitute teachers next year. This matter isn't out of your hands. You're the only ones with the power to fix this and I really urge

137you to do so. Thank you. >> Thank you. >> [applause] >> I HAVE NO comments for this evening. That puts us to um back on target with section G. I would like to um take a a 10-minute break at this point. We'll be back in 10 minutes. Mr. Vans and uh we're I think we're going to do a little agenda management since we got started late and everything. We have parents here that have been waiting a long time. We're going to move item um uh G4 up. Um so um we'll start with that as soon as uh um the superintendent and trusty Munoz are here. Okay. All right. Thank you for your your patience tonight. The the late start was highly unusual for us and and long time. So, we appreciate it and and we'll

138move your item up. Um do you want to introduce the item, please? Oh, Mr. Vans, are you ready to do that? >> Thank you. >> Yes, I certainly am. So, um, good evening, board president Banning, uh, board members, Superintendent Maldonado, and of course our families and the parents here this evening who showed up for tonight's presentation. So, um, just to be clear, the the purpose of the balance learning and technology task force is to review how technology is used across district and um and how we're using it in our schools and to provide recommendations in shifting from uh our current practices to really being intentional with the use of technology. So they are our partners in this and making sure that we are promoting healthy balanced student learning. So that's the purpose of the task

139force. On April 20th uh the task force met uh they did three specific things. The first one was they reviewed the guiding principles for tech with intent. For example, learning first uh is the primary focus. it's not driven by tech but actually making sure that the instructional part is the most important uh most important item and then another example was safety is foundational with the work that we're doing. Uh the second item was reviewed uh that we specifically reviewed a technology with intent resolution that that uh was drafted by members of the task force using the LA Unified resolution as a model. So we reviewed that. And then the third part which is actually connected to the report that we have tonight that you have with you is um they created a grade level specific

140actions list uh discussing how to really be more intentional and reduce technology in the schools for elementary students, our junior high school students and high school students. So with that said, our next steps was to specifically connect with students in the schools as well as staff to really gain a better understanding of uh the recommended actions and to see how students and staff would actually um give feedback on that. So the feedback came in terms of data from surveys and focus group questionnaire. Uh, and by the way, if you notice, um, I'm going to be going through these slides. I'm not just going to be hitting every topic on the slide. I'm going to hit key topics. So, um, but you'll notice that, uh, Lucumbra is not on there. They are being surveyed as we

141speak. We were moving quickly to get as much data as possible. And we also know that we have next week on Tuesday, we will have a task force meeting. So, we want to keep things moving forward. So uh from the student surveys uh at the beginning of the report it talks about the student survey results of what was what was discovered. Uh want to bring uh to your attention question three [snorts] which actually has to do what causes distractions. One thing that you'll notice is that the high schools uh high school students actually stated boredom as the highest distraction, but they didn't actually identify so what are they doing on their iPads if they're if they're distracted and bored. So, however, the junior high school students did point out specifically that uh they tend to

142use games when they are distracted. So, that that was one thing that that popped out in terms of this information. Another thing that uh that came out of this as well as from principles in our principles meeting is that particularly you'll see in the junior high school space that uh there is a lack of substitute teacher oversight. So that came to our attention to make sure that we are um providing that infrastructure for our sub bless you uh substitute teachers uh with the tech There are two findings to be pointed out in this slide. Uh number one, our junior high school students wanted more monitoring on devices while high school students wanted fewer restrictions. So they wanted more flexibility uh with it with the use of their devices. At the same time, more junior high

143school students depend on their iPad as their home digital device due to not um uh not owning a computer. Uh so it's one of the things that pops out um to our uh as we're doing this work. Uh it's important to make sure our lowincome students are kept in mind. Uh I'm going to be bringing up the LCAP report. I'm going to identify specifically our largest group of students being served by the LCAP which is our lowincome students about 7,000 students currently. So just to be clear that's a substantial number of students just to make sure that when we design our guidelines and all the protocols and policies that we're also keeping in uh keeping in mind those students to make sure they have access. So the rest of the report from this from this

144point forward is really about the alignment between the recommendations that were provided by the task force and what we found with the student data as well as the teacher data. Uh so specifically um some of the things that we focused on or that was brought up was uh blocking YouTube access and that is something that we could do and that seems like that was an overarching recommendation. The thing that was the ca the caveat is to make sure that we provide time for teachers to transfer looks like the secondary teachers to transfer their videos into canvas. So providing time and also compensation for that time to do that transfer. So that's something that we we have um on our radar and we would like to do that by the beginning of the school year as

145one of the rollout items. The second one in particular, which is pro uh prohibit device use at lunch. So what popped out in particular was yes, it's possible at junior high school. So that would be something we would work through with our um junior high school administrators. Uh the high school level that's really complicated because the size of the school as well as um basically it's too big to make this enforceable. So that's one thing that came out in terms of that item. And then the last one is the off and away which means basically I it's the intentional use of iPads. So it's not the default at the beginning of the school or the class. So bringing it bringing out the iPads only when it's essential instruction and then putting it back. And that

146we totally agree with and we want to move forward with that one. So the next slide here uh in particular you'll notice that digital citizenship is crucial and it definitely needs to be a mandatory training for students as well as JF and Apple classroom training for teachers and we will be making sure that's being implemented. Uh the one thing that we want to do in particular that we notice that we're not doing now is actually capturing implementation data. So, we're making sure that we're staying compliant. One of the things that you should be aware of in particular is that we receive -ate funding, which is federal dollars to help support what we are doing within the school district in terms of technology. It's required to provide this type of training to our students. So, we

147want to make sure we not only are doing this, but making it intentional in a way that we can capture the data and track it and make sure the students get that um instruction. The iPad opt out at junior high schools will need to be piloted. We don't want to do immediate roll out with that because we want to make sure that we are able to um uh iron out any uh problems that we might have. So, similar to the way we did the off and away uh cell phone roll out, we wanted to do it um in a place where we can actually implement it, see how it goes, and then look at how we can spread it out or figure out maybe some of the problems that we're facing. The last one is

148home configurations are currently being worked on uh with J and Liewise tech specialists with our IT team so that we can do that work at the start of the school year next year. Okay, this last one in particular, we heard from staff that it would be hard to enforce daily time limits in junior high school and high school. The reason is is it's challenging for teachers to determine on a daily basis how much time is actually being used on a tech device in the period before the period after and all the periods across to do that on a daily basis. One of the things that did pop out on the the report that's out by LA USD that they actually are sending they had a meeting today. The thing that we recognize is their time

149limits are required at the elementary school level. At the secondary level, the recommendations. So recommendations which allows some flexibility with the time limits. But still the number one and most important thing is using the tech with purpose, not just as a backup. Another I so a couple things to point out with this particular slide of things that we need to attend to is um is that this points out the equity home access. Again, this is one of the things that I brought up earlier uh to make sure that they we have uh our students have devices uh digital device access at home. Uh so we want to make sure that we're keeping track of that. And the other part which we haven't discussed is actually the how we roll out AI in terms of what

150action steps to take with AI. You know that we have the superintendent's AI task force. One of the things that we looked at in particular and one of the things that we really could consider is actually doing a whitelisting of AI models and providing students only access to Gemini. So uh we know that that this is a model at other school districts. So that could it's not that we create the wheel or recreate the wheel but actually following other practices in terms of this item in particular. One thing that did stand out is that um teaching staff did mention that the teacher evaluation rubric incorporates the use of technology into classroom as part of the rubric. Of course, this will need to be reviewed um and if needed, it'll need to be addressed. So, this

151is something that we have to look into further. And this section in particular, it's just a reiterating as you notice of what we see in terms of how to approach these different action items. Uh the one thing that didn't I didn't bring up that we will be focusing on which is if you go down, it's the fourth one down there, it says block personal Apple ID. We are working with Apple specifically to address that. So that we know that's one of our pain points and that's one of the things that we will be addressing. Last thing is just the steps we're taking within our IT department. First one is uh we've already completed a health check which is an audit with JF uh which did an extens extensive analysis to uh show us where our

152strengths and weaknesses are within the system. And so we have that report and we are working with J to fix those improvements. Uh the second one is we uh will be collecting our seventh grader uh devices at the end of this school year to install the new ondevice filter from linewise that we know that is working well. When junior when junior high school students return to school next or at the beginning of the school year, all seventh and eighth graders will have on on device uh filters with their device. Just as a reminder, the sixth graders leave their devices at the school. They don't take them with them during the summer. So, they'll come uh with they'll come to the junior high school and then they'll get their device with the filters. So the entire

153junior high school will have ondevice filters. We're improving our network uh by working with JF engineers to have better control over the mobile device management system, the MDM system. We've been working weekly with an Apple deployment engineer to assist our team uh to improve our operations with uh with devices. That's one of the things that has been on a regular basis so we can again tighten systems and then after the start of the new school year we will contact uh or we would like to contract with a thirdparty auditor after we do all of these actions to actually do an analysis that um helps us to review our systems. An auditor who actually understands K12 and has a track record with um analyzing K12 systems. It's something that we haven't done with our IT uh

154IT department. So, um with that being said, next steps with the task force. Task force will be meeting next Tuesday evening as I had mentioned at 6 PM in the boardroom here. The IT team is putting together an implementation plan based on al the alignment report that you have. The plan will be addressing use of tech in camp or uh onampus and then the use of tech off-campus as well as the third thing which is operational and IT systems upgrades. We'll be reviewing the alignment report and the draft of the action plan getting the input from the task force. Um, one other thing I want to just uh that I mentioned earlier is the task force would like to see the work that's occurring codified in some way in a board resolution similar to LA

155Unified. And with that said, that's my report for you. >> Right. Thank you. I know we have um multiple um public comment cards. >> Do we How many do we have? 25. Again, >> we're gonna we're going to need to keep the comments to one minute again. Um, and we'll we have a a 20 minute uh limit per topic. When we reach that 20 minute timeline, we'll ask the board if they want to extend a little depending on how many are there. So, please follow that timeline um for one minute each on the comments. >> Thank you, President Banning. Um, yeah, we're we're not a No, forget it. I was just thinking if we could um like consolidate folks at all, but we but not really, right? That isn't even an option >> at this

156point. We'll continue with what we were doing with one minute each. >> Okay. Um because I know people have a lot to say. Um, we'll start with uh Simon Bentley, Romero Jervis, followed by Alli, let's see, I'm sorry, BJ ER ke. Sorry about that. Thank you. >> Hi. Uh, good evening. My name is Simon Bentley. I'm a parent at the district and I'm also the cyber security professional who ran the first set of reports. Um these reports were done in good faith um based on what I had seen happen to other families. Um we don't need to go into the reports. You've all seen them. Everyone's seen them. I think everyone in this room has seen them. So we don't need to go into the reports about what is failing in the system. But I

157will bring up one thing that was not put in these reports, which is the data privacy. Where is the privacy? Where are the contracts? On May 1st, parents filed a public records act request um to get the district signed vendor agreements and we were directed to a public portal that does not contain any SBUSD contracts. What it does contain is CADPA that are piggybacking off other districts using section E. Uh what that means is that SBUSD has no say in anything that those CA NDPA provide. That includes vendor data, how long the data can be retained, whether it leaves the United States, what happens to the contracts, what constitutes a reportable breach, all these other things. You guys have no say in the matter. >> Thank you. I need you to wrap up your comments,

158please. >> Um, we shouldn't have to file a public records request to find this stuff out. >> Your time is up. And we shouldn't be hearing the district making judgments based on student or teacher surveys as opposed to factual data about the negative impacts that this has on students. >> Please wrap up your comments. Thank you. >> I really really appreciate the work that um Steve and the team are doing and I'm looking forward to seeing some results. Thanks. >> Thank you. [applause] >> [clears throat] >> Good evening. My name is Ally Berkkey. I'm a parent of three and I've been on the tech for >> um just trying to check. I had Romero. >> Romero might he had to go home. >> Okay. I was unaware of that. Thank you. >> And he might

159be available on Zoom. >> Is it my turn or >> Go ahead. I said I was sorry. >> Okay. Um I'm Alli Burgki. I'm a parent of three. I am here tonight to ask the board and the district to implement LA Unifi's tech with intent policy in Santa Barbara effective this fall 2026 and fix the security problems identified in the reports provided to both the district and the board. You've been sitting on Simon Bentley's report of district security failures for 45 days. The district claims it has been making changes, but we see no evidence. I brought these poster boards so you can see the kind of content available to children. Um, as of last night, just last night, a parent reports finding these sites open on a child's district iPad. Side effects of bzzodzipines. Can

160I give blood if I'm on duluxitine, the child's anxiety medication, use paper soaked with drugs to pass in prison? several blocked sites and Japanese anime of SNM maleon-male abusive fatal relationships. This must stop. The report that you just heard does not do justice to the urgency of the situ and the readiness for change. I urge you, you must make these devices safe. We need a fractional CIO to get this house in order. Please pass LA Unifi's resolution and make these devices safe. >> I'm going to make another request of the of the speakers to keep your time um to the one minute that's limited. >> Yes, I'm going to name the next three speakers. And as President Benny said, you know, as we all you've all been waiting here to speak, so we also want

161to have an equal opportunity for everyone. The next three speakers are Emily Sakarius, it's Heather Bosium or I believe, sorry, and um Nathan Field. Thank you. >> Good evening. Hi, I'm Emily Zacharias. I fully support LA Unifi's new proposed policy overhaul on screen time use. It's something I want to consider for our district as well. I'm also um a Galita Union School Board Trustee. Um, on the issue of home device use that you saw in the presentation, you say it's necessary and non-negotiable for access to homework on Canvas and that not providing devices for home use would be an equity issue. However, that begs the question, why do they even need a device to do homework? And why aren't we consider paper and pencil options for homework assignments? Have you asked for feedback from families

162on how they like Canvas and whether they think it's helping to improve educational outcomes for their children? Because all I hear about it is negative feedback. Um the community is asking for less reliance on these online platforms and yet it seems like students are still tethered to this as an only option. Give families a way to opt out if the district will not scale back the homework assignments. Lastly, the emotional needs and the pathway. Students are using devices as calming tools. What does that even mean? I assume they would be for students with an IEP in which that case should be exempt from the policy because that would fall under federal guidelines for IDA. and that at Santa Barbara Junior High there's behavioral incidences if devices are >> if you can wrap up your comments

163please. >> That right there tells you everything you need to know as to why we're asking for these changes. Thank you. >> Thank you. [applause] >> Okay, so after after the next two speakers, we're going to have Katherine Burch. >> Good evening. My name is Heather Barlam and I'm a parent of two. I'm here tonight to ask the board and the district to implement LUSD's tech with intent policy um effective in fall 2026 and to fix the security problems identified in the reports provided to both the district and the board. Every one of our children deserves to attend a school that prioritizes learning focus, friendships, safety, and emotional emotional well-being above all else. We recognize the massive effort undertaken in March of 2020 by SBUSD staff to shift to a digital world overnight because of

164a global pandemic in order to keep our students connected and learning. The shift occurred in a time of crisis and chaos and the pendulum swung way far. We are no longer in the throws of a global pandemic and it's time to reform our tech use with intention. We recognize the recent effort of the district to begin to move towards tech with tech with intent. Thank you. [applause] >> Okay. After the next two speakers, we're going to have uh Rhonda Dupar and then Magnum. >> So, I'm Nathan Field. So, how many of us as fully functioning adults struggle with using our devices um more than we want? Um how can we think that our developing children will be able to handle this? We would like school to be a place where students are not forced to

165use these devices for their curriculum. Instead, we want school to be a refuge from these addictive experiences, not a source of them. We urge you to choose a course that will result in responsible, bounded use of these devices. >> Thank you. [applause] >> Okay. Yeah. Katherine Burch. >> Yes. >> Good evening. I'm Katherine Burch. Um, good evening, Trustee, Superintendent Maldonado. I'm here tonight also representing over 400 community members who are asking for the same things that everybody keeps repeating. The board and district to implement LA Unifi's tech with intent policy uh effective fall 26 and fix the security problems identified. Uh so far over 400 people have signed this um ask in a public petition that was just released on Friday afternoon. The district has a number of crucial responsibilities when it comes to providing

166access to technology through schoolisssued devices. First and foremost, whenever devices are used, they must be safe and developmentally developmentally appropriate. This is not currently the case. Second, the district has a responsibility to make an schoolisssued device learning centered only. They must be used solely for education, not recreation. This is not currently the case. Third, the district must employ technology as one of many tools and only when it's proven to be the best educational tool for the job. This is not currently the case. Let's not leave them to their own devices. >> [applause] >> Hello, my name is Rhonda Dupar. I am a an educator and a parent of a child in the Santa Barbara School District. I'm here tonight to ask the board to implement LA Unifi's tech with intent policy in in the fall

167of 2026 and fix these security problems we've identified in the report. I have a few questions for you I'd like you to consider. How many children do you think should be able to use their schoolisssued devices to watch YouTube and play games? How many should be able to engage with violent and harmful um content, talk to strangers, watch porn, encourage eating disorders and drug use habits, use biased and hallucinating AI tools to solve math problems and write essays, shame themselves, bully their peers? For me, the answer to all of these questions is no. I zero. And I hope your answer is zero. This is the reality currently in the Santa Barbara school district with the schoolisssued iPads. You hold the power in your hands to disrupt the status quo and change children's lives and education

168for the better through deep transformational reform. It is desperately needed. >> Thank you. [applause] Okay. So, um, after May will be Nick Burwell and Mona, uh, let's see, Mona, the last name starts with a D. >> Good evening. I'm here tonight to ask the board and district to implement LA Unifi's tech with intent policy effective this fall and fix security problems identified in reports to the district and board. As a parent and mental health provider who work works with adults and children, I respectfully urge the board to consider potential harms of screen use. I'd like to quote from a 2023 article from the Journal of Education and Health Promotion. I quote, "Research has shown the correlation between increased screen time and increased levels of depression, anxiety, and other mood disorders. Screen time can limit opportunities

169for face-to-face interactions, which can lead to social isolation and loneliness. It can also interfere with cognitive development, particularly among young people. Excessive screen time can reduce attention span, decrease creativity, and limit problem solving abilities. In extreme cases, excessive screen time can even lead to addiction such as internet gambling disorder. End quote. In addition to this research, we have stories from our community members. We support the board in consideration of these potential harms during implementation of Tech with Intent. Thank you. >> Thank you. [applause] Okay, after the next two speakers will be Lily Bootllo. Good evening. My name is Nick Burwell, a parent of kids at Gita Valley Junior High and DP High. I'm here tonight to ask the board and district to implement LA Unifi's tech with intent policy in Santa Barbara effective this fall

1702026 and to fix the security problems already mentioned. I have not seen in these reports any evidence that technology increases learning or leads to better outcomes to the stu for the students. Much of the report is instead focused on student survey results. My daughter casually mentioned this iPad usage survey to me earlier this week without me even asking. Her words to me were, "Kids were not either taking the survey at all or of course putting answers in there saying there were no disadvantages to iPads since they don't want the iPads taken away." Then she said, "What was even the point of that? Why are they asking the kids about this? And I agree. We must not make policy based on the habits and feelings of our children when we know devices can be harmful and

171addictive. We don't have them vote on whether candy and soda should be available for free at school lunch. I urge you look at the research data and make an informed decision that is best for the students and their learning. Thank [applause] you. >> Hi, good evening. My name is Mona Dam Luji. I'm a parent of two. I'm also uh associate professor of film and media studies at UC Santa Barbara where digital literacy and critical thinking about our uh tech dependencies are at the forefront of our concerns at the college education level. I'm here tonight to ask the board and the district to implement LA Unifi's tech with intent policy in Santa Barbara effective this fall um and to fix the security problems identified in the reports that have been provided to the district and the

172board. Today I'm here to urge the board to consider the importance of reframing the equity conversation that is raised again and again away from access to technology alone and to think about meaningful and safe access to technology. That is access alongside digital literacy, privacy and security above and above and all uh everything else. A child with access to an iPad that includes YouTube and ChatGBT with no adult oversight is empirically at risk for serious harms to their cognition, attention, executive function, and wellness. Some families do have the resources to monitor their children's iPad use and keep them off of YouTube to make sure that they don't have toxic or troubled relationships with AI. And some parents will be able to guide their childrens to make responsible decisions regarding digital literacy, privacy, and security. However, the

173burden should not be on individual parents or the individual children to defend against the potential harms of schoolisssued iPads. Again, only some families have these resources to monitor their children and some do not. So therefore, if the district does not ma meet basic safety and data privacy standards, you are at risk of creating a different kind of dual tracking system for those who are able to um have the resources to monitor their use and to have adequate digital literacy to have these devices and be responsible for their use and those who do not. >> Thank you. [applause] >> Okay. Um, I have uh Lily uh B U L L O I believe. Is she not here? >> Okay, thank you. We have um Ashley Griffin, Laura Rhodess, and Serita Bot. >> Hello, my name is

174Ashley Griffin. I'm a teacher in Galita and a parent of three kids. I'm here tonight to ask the board and district to implement LA Unifi's tech with intent policy effective this fall and to fix the security problems identified in the reports. I also want to encourage the board to exercise caution when interpreting the BLT task report especially when it comes to teacher opinion. Instead, the board should focus on the teacher data gathered by the union as that is thorough and representative. You should have received a full report of that data. The union's report includes data from 581 teachers, whereas the BLT report surveyed just 117 teachers. I quote from the union's report, "Technology reliance needs alternative options. Phone distractions have now shifted to iPad distractions in some spaces. iPads are especially distracting in secondary spaces.

175Many educators are not positive about digital curriculum. 24% are positive, 44% are negative. The majority of educators want tech-free curriculum options at 57%. Please take action now. [applause] >> Thank you. >> Okay, Laura Rhodess. And I'm also wanting to know if Sarita Bot and Casey Hair are here. >> Okay. Okay. Go ahead. Hi, I'm Laura Rhodess and I'm a parent of two kids in this district and I'm here to to ask that the district implements LA Unifi's tech with intent policy in Santa Barbara effective this fall and to fix the security problems identified in the reports that have been mentioned. We have seen firsthand how screens affect our children's ability to focus, connect, and engage in meaningful learning in the world at large. And we've also seen them harmed by the status quo, not to

176mention the lack of security on these devices. More than four years ago, I came and stood right here where I am today along with others and spoke against the harms being caused by these devices. I've attended four years of district tech meetings, committees, and task force for task forces of which there are many and it's been four long years and we are still here asking for change. It's time for true transformative educational technology reform. The science is clear, public consensus is growing. Katherine just mentioned the 400 people in four days that have signed this petition. LA USD has figured it out and they're showing that they can get it done. Let's not wait. Let's do it now. Thank you. [applause] >> Thank you. >> Okay, Serita. >> Hi. I'm Serita Bot. um mother of two

177in the district and honestly what she said, can we implement this LA unified um intent policy and can we also fix the the security issues? And finally, Steve, thank you for the um the report, but one thing that came very clear listening to you speak about it was just how many issues we have and how much we don't know and how much still needs to be explored. And frankly, I don't want my children or any of our community's children being the guinea pig for what we think we might need to do but still need to figure out. Like, let's figure those things out and then maybe then we could implement a little bit more responsible technology in our classrooms. Thanks. >> Thank you. [applause] >> Casey Hair. >> Good evening. I'm Casey Hair, a parent

178in the district. Uh, I also develop tech for NASA. So, I'm a tech guy as well. Uh, I've served uh in Techwise uh advisory committee since in in 2022 and uh and we've been here before. I worked with the district. I worked with Steve. Um we established a sensible tech policy in 2023. The district led me to believe that policy had been implemented. It was not to be. Um I've recently learned about all of these harms. These things are still going on. Um, and my dod daughter was recently visited on a truly terrible experience on a school iPad in elementary school in the classroom during school hours. Steve's report is a good start, but it falls short of what we need and of what LA Unified has already done. We developed good policy years ago.

179The the parallels between what um was happening, what we came up with multiple years ago and what LA has done are striking. We we could have been a leader here, but um we didn't do it. it just simply did not get done. So, we are not leaders. It is um but it is long past time for us to do the right thing. LA has shown us the way. LA um has done what we could not do even though we knew the right path multiple years ago. It is now time for us to follow. We must implement LA USD's policy because they have shown that they can do what we are incapable of. >> Thank you. [applause] Hey, um Marsha Marsha Rivero, Kate Taylor, and Kim Osbborne. Good evening. My name is Marcia Ribero and I

180am a parent of three. I'm here tonight uh to ask the board to implement LA unified tech with intent policy in Santa Barbara this fall 2026 and to fix the security problems that everyone is mentioning. We have seen firsthand how screens affect our children ability to focus, connect with peers, and engage in meaningful learning. Across countless conversations with families in the community, one concern continues to stand out. Parents are asking for fewer screens, so stronger boundaries, and more face-to-face learning. We have clear evidence public support is growing, and LA USD has shown it can be done. Our children's safety, education, and well-being cannot wait. Thank you. >> Thank you. [applause] >> Members, we've passed the 20 minute mark. We have five or six left. Shall we continue? All right. Thank you, >> Kate Taylor. >>

181Hi. Thank you. Um, I am Kate Taylor. I am a parent of a sixth grader. I, um, I'm also a professor of sociology at UCSB. Um, I echo the comments of all of these other parents. We'd love to see the, um, LA USD policy passed here, effective fall of 2026, as well as fixing the security problems, which I think are very troubling to all of us. Um, putting on my professor hat for a moment. I just want to uh bring to I think people sort of know this, but I'm not sure how much it's been part of the conversation is that professors at UCSB are struggling with how to use tech as well, but because of the um use of the prevalent use of AI among our students, we're moving more and more to pencil

182and paper assessments. So students who come through um K12 systems who really aren't using pencil and paper assessments and learning tools are going to be very disadvantaged at the college level. So I think it's just really important to keep that in mind. We're I of course we still use Canvas and all those things, but anybody can learn to use Canvas in a few months, but they can't learn to be to take a Blue Book exam, you know, when they're a college freshman. So we really need to think about that now. That can't be fixed later. OKAY. >> THANK YOU. >> [applause] >> OKAY. UM, NEXT WILL be Kim Osbbor and Tristan and then Tristan Peter. Petri not sure. Are they not here? >> Okay. So, Tristan is that >> um I feel like the sentiment's

183been really clear across the board. um what everyone's saying, so I'll keep it brief. Um a few things that I wanted to point out. Um I just get really concerned about how much we already know about this issue and what we're doing to fix it. We know that screens are not a neutral impact on our kids. We know that it shapes the way they learn to pay attention, how they relate to one another, how they relate to themselves. Um so I think that's evidence that we need to take very seriously. The other is I want to acknowledge our teachers. They're stretched thin. Um and I understand why tools and apps can feel like a lifeline to our teachers. Um but I think we need to find other ways to make sure we're supporting them. Um

184smaller class sizes, planning time, instructional support, and community. Um these investments are harder than downloading an app, but they're what works. We should not be tailoring our teaching around technology, but we should be tailoring our technology around our teaching. Um thanks for your time. Um, and I hope that we move in the right direction. Thank you. [applause] >> Okay. Um, Heather Baron, >> she already went. >> Okay. Okay. Some were duplicate. I just didn't catch that one. Um, Cat Ross. Hey. Um, with 57% of our teachers excited about tech-free curriculum, I guess the question for me is, are we going to invest in physical curriculum? Because one way we could go about having fewer screens is telling teachers to make a lot of copies at and spend their prep time translating all the digital curriculum

185that we have into physical curriculum. Or we could purchase physical curriculum for teachers to use, right? And that would save them a lot of time, though it is more expensive, right? One of the reasons that we purchase digital curriculum is because it's half the cost. So, I guess I'm wondering like is the district investing in uh new curriculum that's physical or are we talking about um instructional learning on screens and that's okay, but just screen time that's not instructional is not okay. And those are really different things. So, I'm just interested in the direction that we're going. >> Thank you. [applause] Okay. So, we have a virtual comment. >> We've been told by Senator Cali that our virtual commenters are no longer. Is that correct? >> No. >> Okay. So, that concludes public comment. >>

186Do you want to >> before we get to board comments, Dr. Maldonado? Board members, I'm asking our legal counsel, Joanna Powell, to come up and just set the record straight on a comment that was made regarding our data p privacy contracts because I wouldn't want people in the audience to uh not have that information as well. >> Yeah. So, just briefly on the topic of the National Data Privacy Agreements or NDPAs, the California NDPA um were designed to contain every data protection provision that state law requires. And there's over a thousand California districts that participate in the NDPA system. It was built specifically to standardize data privacy contract terms. Um, with the understanding that individual district by district negotiations would result in weaker terms, not stronger ones. When a vendor signs the exhibit E um

187to the NDPA, it makes a standing offer to extend those data protections to any district that countersigns. And when we as a district countersign, we become a full party to that agreement. it applies to us with the same force as if we had negotiated it ourselves and protects our students to the full extent of California law. So, just wanted to address that narrow point. >> Thank you. Board questions or comments? Let's start with questions. Any questions? >> Okay, thank you. I I have a few specific questions and I always have plenty of comments. So, um there's a lot in this report and there's a lot in the LA report. So, I'm going to sort of uh ask questions about our report and um and then um basically ask um make comments on the LA report.

188So, um I have a question. I know that we are working on private uh on safety and obviously safety really has two two issues. One is actually just strict safety. What can the students access and then there's the safety of mental health and all that other stuff but access. So I will ask the question what do we need to do to not see a poster like this? Do we need to retrieve every single iPad from a student and re and wipe them and put on protections or is there a loophole that is still being exploited? >> I'm actually going to bring up Rob, the director of who's been working closely with uh you know the Apple and JF and linewise. >> Uh the question was what do we need to do to not see a

189poster? poster like that or not to hear another story >> safety. Um yes, the most straightforward way would be to collect all of those devices hands-on, reconfigure them and install the um the new content filters that we know are more effective. So with our working and our partnership with Linewise, they have built a new ondevice content filter specifically for iPads that we are utilizing. We've been able to deploy that in our elementary space and we have started deploying it in our um junior high space and that will keep rolling forward as we do have to collect those devices and touch them. >> And do we have a plan? I know that our our high school students I had two high school students keep their iPads once they get them and they turn them in at

190the end of the fourth year. Um, do we have a plan to retrieve from junior high students and high school students the iPad so we can actually do this >> immediately this summer? We'll be collecting those for our junior high students and deploying that by the first day of school. >> Okay. And are we planning to deploy it for our high school students or is there a point of discussion with access with our high school students? >> No, absolutely. We will have the strongest filter available to us on all of our student iPads. Okay. as we roll out. >> Okay. I think maybe we round robin with questions because I know that we have a lot and some of them are probably duplicative. So, I I'll have more but I will wait for the next

191one. >> Trusty Caffrey, do you have questions? >> Thank you. Thank you. I have a followup on the security question which is basically do we have a public facing um way to communicate how we are addressing every one of the safety concerns in the report? And secondarily, how do we proactively ensure that our iPads are safe and we don't need external pressure to um update our safety systems. >> Uh so for the first part of the question, no, there is no public dashboard um monitoring the work that is um that is being done. As far as the proactive work that is happening now with the uh uh the JF health check that Steve mentioned in his report as well as our um work with Line Wise piloting their new ondevice um filter. Um what was

192what was the third part of the question? I'm sorry. >> I mean I guess what I mean with the dashboard is basically we've heard from many parents that we want that they want to ensure that iPads are safe for students. How do we know when all of the concerns that have been addressed in the reports have been addressed? >> Absolutely. So, we um we as the ETSs department provides weekly updates to the superintendent to pass on as far as the work that we're doing towards uh that effort. But for that like that external pressure that you're talking about, we have a clear road map of what we see in front of us as far as the device configuration work that needs to be done and the filter work and the building on that that has

193to be done. And as uh Steve mentioned in our report, the next step after that once we once we get all of what we know in order is to welcome a third-party audit from a reputable source to come in and um show us any holes or things that we've missed after that. >> Trusty, >> I want to follow up on that audit the auditor portion >> since you just mentioned it. >> What does that look like? Are they going to be auditing us based on the standards that we set or based on like the best industry standard? Because um it feels like we and this isn't just Santa Barbara Unified, but in education period, we find these education tools and students are smart. They figure out a way around them. We want to make sure

194that if there is a loophole, we're filling it. What is the auditor actually doing? So when we get to that point, we would want to look for K12 best of the best practices. So we would look at a uh an organization that is familiar with the with with our environment, not ours as Santa Barbara, but ours as in K12. So there are several consortiums and groups out there that we would use to come in and give them real access to what we're doing. Not just a questionnaire and here's a report, but real access to our systems sitting with us learning about our processes so that we'll catch those um those best practices at a high level. >> No. We'll come back come back around to Dr. Beal. >> Well, I have a different question, but

195can I just we're we're on this uh safety thing. Are we talking about cyber security experts? I'm confused about this K to2 because I sort of feel that within the school system, everybody feels that everything is safe. But when you get outside the school system with people who work with many different systems, they are going to have a different look at how security works. And I know that um my husband is a tech person and he has said we absolutely need to get an outside person because we can't work within our paradigm. We have to work outside of our paradigm. So the the question is how would we are >> is this are we talking about a cyber security expert or are we talking about another [gasps] I like you know we have all these

196school technology people and these school products and they all work within the system but that is but there are bigger bigger systems there people who look at a system not as a school system but as a system that can be hacked is that's as simple as I could as simply as I can state. >> Yes. So that will be both the vin diagram of those the content and configuration and our network and security overlaps quite a bit. So when we look at those controls from our device and inventory management to our um our software and platform management to our uh cyber security standards and the different audits and checks that we do all of that wraps in together to how our tech department runs. So that our that audit would touch all of those things.

197>> Okay. But is it going to be somebody from another school deck department or is it going to be somebody who is just a specialist in cyber security and it not necessarily linked to any school department. >> We'll vet different places that you know we're already looking at. So off the top of my head we might look at the site organization, we might look at the COSN organization. We may look at MSAC. there are plenty of um organizations that we're already working with that have those kinds of services we could uh we could look at. So that would be part of that vetting process and deciding who we're going to go with. >> I would be interested and I would be interested in um in knowing that um that we are using uh yeah that

198we are using the proper level and actually a very high level right because we are talking about student security. My can I just move on to my other question and it it is not related to security. It's actually about this equity question that has come up in my mind and also in comments and so um the the survey was very interesting and yes there are all sorts of interesting comments which I had a difficulty making um heads or tails of. So, um, equity, I I'm curious about, and I don't know who this question is for, this idea of equity. I mean, um, I think there are going to be different things that need to happen at different levels, elementary, junior high, high school. And I know that during co we talked about equity. We needed

199device access because we were all remote. Um, but I think it becomes a more interesting question. It's not about everybody having a device at home and plus the fact that cell phones, of course, you can't do homework on a cell phone. Um, and I do know that we're going to have exceptions. The LA plan does talk about exceptions. So, I think that is a given that there will be exceptions, but that we really that equity means more than one thing. I would like our students who um I would like the parents of students to understand what the issues with tech are and that the equity question really be answered. What is the device being used at home for? Um, and so I think this is a more complex question and I don't know that we're

200going to be able to answer it tonight, but I think if we say the word equity, we really should define what that means and in what circumstances we say it is a better idea to have a device at home, whether it be an elementary student. It seems like with high school students, they will take their devices home for many reasons. And then the junior high is probably in all of these areas that ven diagram of should we, should we not? And so I think the equity cr question I'm saying like wondering who's going to answer those questions? Who are you going to talk to? How are you going to figure that out? >> Trusty Caffrey >> to the equity point and I think we heard about this from one of our speakers and Dr. Christian

201Hughes who's been involved in this from the very beginning has talked about how I mean it's more ine I mean this goes into comments kind of but it is less equitable to send devices home when kids have unfettered access and we can easily get data on what kids are using their their iPads for at home. I mean, so, so basically when we say like [applause] kids may be saying to us they're not using YouTube, but I think we can just these iPads belong to us. We can easily aggregate the data and see what are kids actually using their iPads for. But I mean that's beyond the point. I think there's just so much evidence at this point like more access to tech actually hurts low-income kids more. So, um, but my question basically is about,

202um, oh, cost. How much does it cost per year to have a one-on-one iPad program if we're including all of not not only the iPads, but also the staff that supports it and all of everything related, all the curriculum, and how has it changed over over the last five years? You sent that question this afternoon and I sent the board uh >> I sent it last. >> Sorry. May I finish? >> So, I did send that information to the board. I'd have to run through my emails um to find the cost um the cost of the devices. Um you're asking a question that requires more uh information from Mr. Tedeski for the additional pieces. So, I will get that information to the board >> because my point in asking that question is basically I believe

203it's like at least $10 million this year. I mean with staff and iPads. So, basically my question is how is how have we been spending over time and is that the best use of our money when we have very limited funds and we're looking at so basically like is a one-in-one onetoone iPad program even financially sustainable? like we used our esser funds to respond to a co emergency but now at this point how do we invest our money as directly as possible into classrooms like yeah so that's that's the underlying reason I'd like to have this cost data >> so I I can respond to one thing in particular regarding that is that um we haven't been stagnant for the past several years because if you can remember well about three years ago or maybe

204even four maybe three I think it was we actually had uh one to one all the way down to Kinder right and we said well that's doesn't make sense and so we started reducing that and because of that and we continue to do that and now now today we don't allow kids to take their iPads in elementary school home we've reduced uh the with uh one to one up to second grade and now we're taking to the board the cost of iPad um leases has dropped because of that and as we continue to look at this if I mean if we're looking at what we'll be doing in junior high schools because that's really where the attention lies right so that's the thing that we will be having to take a look at in a

205wise way and then as we if we reduce these um levels of iPads it will reduce the cost but just as a reminder everything is digitized within the district so it's not that we just focus on the student devices, we're also focusing also on business at hand, supporting the teachers and so on. So, um I just also wanted to bring that up. >> Trusty Esco. So, on the topic of daily screen time limits, um I'm maybe misremembering this, but I think I heard or read that um it would be difficult to do or difficult to implement. And I'm wondering why or what's the path to get there. I just thinking about my personal devices like I can go on my phone and figure out how much time I'm spending on on the device. What's the

206challenge to implementing a daily screen time limit? >> Uh >> hey, can can we >> so >> I'm trying to get an answer from him and thank you. actually uh the one thing that we're working on, we are a Mac device school district which also it has its strengths in terms of security and also has challenges. One of the challenges that we have we know for a fact that we cannot the question came up uh beginning of the week or I think the end of last week. Can we track not only the survey results but can we actually track in terms of the data or the digital tracking of what students are doing? So if it matches the survey results match what the students are actually doing. Problem is that we so it was last

207week I remember specifically because the team was actually digging into linewise and they could track it but they can only track it by individual student. we can't track it with across a broad spectrum like that. So those are one of the um so going back to the answer of your question at this point I'm not sure at the secondary level at the elementary level that's easy right but at the junior high school and high school level that would be have that would be something that we'd have to investigate more and see how it's not only to take place here but also in other school districts. So it >> I can add um I can add that I did have a conversation with a couple of junior high school principles about this and the question they

208asked if we were to set limits let's say in junior high school um and let's say we were all the six teachers for a student a particular student we would all have to coordinate are you using tech how much time are you using to then make sure we set a limit if we were to set like a limit so that we would coordinate our schedules this is how they were trying to figure out how to implement this um of who uses the iPad for how long and when and how would we capture that. So that would that's the kind of coordination that in their mind they they perceived. So just like everything else we've been talking about tonight, those are to be determined and those are things that we would have to figure out along

209with our administrators and our teachers to find out in in essence when we go to implementation say this whole thing passes and we said these are the limits then the actual implementation and monitoring is a whole other level of uh coordination and capturing that information >> and >> I hope that makes sense. >> Yeah. So, another question that comes to mind is are there, let's say if we didn't have Apple products, are there other products that are easier to lock down and that are more secure or provide us a easier pathway to getting to what we're trying to accomplish? I would actually have to I would to verify what I'm saying. I'd have to look into it and make sure what I'm saying is a fact because I know that for example if you're using

210PC there are faults in terms of some of that uh the use of that of like the Chromebooks. So >> folks, I'm going to ask that like the laughing, the clapping is very distracting and it's it's quite disrespectful. Just please let us ask our questions. >> I I I'll note that we probably have some folks that haven't been to board meetings before at this point without the public comment. This is a meeting of the board in front of the public. It's not a time for the board to interact with the public. So um I don't mean to be disrespectful with that, but this is our meeting. Um, and I'm glad you're here to hear it, but it it is about watching rather than participating at this point. Thank you, Mr. Esco. Did you have something

211else? Okay. Um, Trusty Munoz, >> I would like to talk about like the equity issue and then also appreciate the discussion about the junior high uh students. Um, one of my questions is if jun like for example I my understanding that junior high students will have their iPads um checked right like what is it? I'm sorry the correct word by this summer. >> So the junior high school students will not have devices this summer. Is that what you're asking? >> Because we have to download the new filter system on the iPads. >> Okay. So they'll turn them in. Correct. that and then um when they do get them, you know, when they do have them or or now, for example, are they able to re do research on them like such as topics of interest,

212you know, things that come up related to school and such or future careers and whatnot. >> They will be able to use Safari to do that type of research. Yes. >> Excellent. Okay. because one of the things is that I certainly noticed that you know the iPads do not reduce school dis discussions in schools and classes. um as noted on the Q4 you know do iPads reduce discussion and I do see it as a equity item with students of lower income where you know um they don't have other devices at home you know of course some homes have several computers and Wi-Fi and so forth um I am familiar with many students who don't have Wi-Fi you know and and such and certainly not an iPad or an iPhone and you know whatnot Um so

213I also agree with the earlier um mentioned by Dr. Maldonado about um how you know educating education about technology use in general beginning at least in junior high is very beneficial. Um I would say you know sixth grade too but you know but we want to be be realistic. Um, and so I do, you know, want to emphasize that many students, you know, regardless, you know, they may be in a shared home, they may be living in a garage and so forth with lower income, they don't have what others do. Um and it may be you know my misinterpretation of it but I think that it is it can be um uh in terms of equity in terms of like you know what we saw like at the peak awards you know students that are

214interested in science students that are interested in medicine etc. um they animal you know care and whatnot um they want to be a veterinarian can they go on safari which I think is excellent in terms of checking you know being able to do research on that and at the same time not restrict their time to you know of course games um or things that are inappropriate um so that we have the screening for that would be I think very helpful >> I I think that um I I'm going to draw our attention patention to the time and to the remaining items on the on the agenda that are some very specific. Um, this is a discussion item, not no action being taken by the board tonight. We've had an opportunity to hear what's going on.

215Um, we've heard from numerous people and um, as as we say sometimes, we are not allowed to talk back to the audience nor you to us, but that doesn't mean indifference to what's happening. So, I'm just wanting to wrap things up here. So we can move on. If there's any brief closing comments that you have, this would be the time. >> Yeah. Do you want to go? >> It's hard to be brief about this, but I actually had one more question. >> Okay. >> Um, in that survey, and I don't know who will answer this question. There is this very interesting comment about substitute teachers unfeted iPad use. And so the the first thing that came to my mind is I feel that beyond technology there is a dependence in a in the substitute teaching

216not all the teachers on the iPads and maybe not really adhering to a curriculum. So I'm trying to understand, you know, do we have do we need do we have so many substitute teachers that this is a management problem in of itself? Like I don't feel that students should be learning from an iPad when their regular teacher is not present. So I'm trying to wrap my mind around it. Is there a curriculum issue? Is it a they walk in and they're like, "We have nothing to look at. Here's an iPad." I did have two children in high school. I did hear from them that they would go into a classroom and be on their iPad for 80 minutes because the teacher wasn't there. So, um I don't know if this is the time to talk

217about it, but what is this issue? Can somebody explain it to me because I don't see the iPads putting more locks on them changing this issue? >> Yeah, I I can address this. So, um >> there there are a couple things. First one is specifically you have an a substitute teacher going into a classroom uh for the first time they're not going to be they will get an assignment let's say for example to use math so they so the teacher leaves the assignment have the students dol so it's about management with the with the substitute teacher on how what does that mean because typically If a teacher is going to a substitute teacher is just going to say, "Okay, go ahead, do this assignment on your iPads, there's also the practice with our teachers who

218are there, they walk around and they supervise that and they're hands-on directly with the students." So what I'm trying to say is that we need to first train make sure that the substitute teachers are are trained in a way so they know what they're using with the device or probably more importantly have an alternative lesson that doesn't require the device. Right? So those are the things that we're looking at. It reminds me of the old days of of substitute teachers before we had devices. We had VCRs. And so I just remember that they would put in a VCR tape and watch the movie, things like that. So it's really about how do we um provide real guidance with uh our substitute teachers. >> Yeah. And I I'm thinking that somehow we've morphed into the tech

219being the substitute teacher and certainly that is definitely not a path we wanted to follow that we got to. And so this is something that also needs to be addressed along with all of our tech efforts is that this cannot be this cannot be how we teach our students when the regular teachers in the classroom. It's just not acceptable. >> Trusty Caffrey. Um, so I have three I have three young children like many of the audience and at home I totally control how much time they spend on their screens and I know exactly what they're doing on their screens and reading the American School Board Journal. They recommend that school boards get this kind of data for every single school by grade level. What are children doing on their screens and how much time are

220they spending on it? And I feel like if we don't have the internal capacity to do that, that is proof we need to to kick it up a notch, you know. And so I I sent a few questions and I we I can get them answered at a later date, but like has linewise support been formally asked to produce a screen time by grade level report? So I have a list of questions but I mean this if we are giving out iPads to students I mean I would never hand my child a device and then be like oh well you know um four hours later and I think it's totally comparable here right we're handing students devices and we're saying we don't know how much time we're they're spending on them and what they're doing

221on on these devices. So basically I don't know if we can give direction as a board right now or uh because that I mean the two thing my two asks would be one for next board meeting I think we need to bring up the LA Unified resolution right and and actually pass it because we want to do it in a timely fashion and and as part of that I mean part of the resolution is knowing what our our students are doing on their iPads and and restricting it. So, so that those would be my asks like agendaizing and I don't know if that happens at the end of the meeting that we need to vote on it but but I I've asked by email and so now I'm verbally asking. >> Okay. Trusty Escobado, anything

222else. >> Yeah. Um, I look at uh the it it's getting brought up and I think every school district is going to be grappling with what the conversation we're having right now if they haven't already. And I look at the LA Unified like the five considerations that they had um based on their research. Limit take-home device prior to high school and preserve meaningful parent choice. design policies and configure devices to maximize intentional educationonly use. Ensure technology supplements rather than replaces teacher-led instruction, which is kind of the conversation that we were having right now. Manage comm community uh cumulative screen exposure across the school day and homework. Apply age appropriate guardrails and continuously evaluate technology impacts. I think I'm hearing anyways we're in consensus about like those as kind of what we're aiming for and and

223I don't think that there's much disagreement there. I look at the LA Unified um timeline that they have and much of it starts in the fall at the early ed space and in the elementary space because I think that's probably the lowest hanging fruit. Um and then they began to implement it in secondary in January of next year. Um one of the couple of things that I see in here that I just have outstanding questions for for myself is one are there other um types of devices that we could be using that are that would make this easier for us? That's one question that I have. The second um question I have is how would the screen time limits work in secondary? I I hear that challenge and I just I just don't have that

224answer and I'm sure that LA Unified has discussed it um in their discussion. It's probably discussion that's happening in other places too um in California. So Celeste are no please finish. And um around this topic of equity, I I hear equity and I think really for me what comes top of mind is that if a family does not have access to a device that they are able to get one from the district that it's not it's more of like an optin versus just a writ large everybody gets the device like that makes sense to me in terms of equity, right? Like not everybody needs to get the same thing, but they should have access to what they need to succeed. So, um, for me to answer your earlier question because I think we kind of

225skipped over it is that for me is what I kind of think of as equity. So, as this work moves forward, I generally look at a lot of what was in the report today. I'm very supportive of. I am a little bit skeptical of um feeling like we need total alignment because I know alignment was used in in these. I think sometimes we need to do what's most effective and what's best and um we do need to bring our teachers along and we need to bring give them supports especially I've I've heard some um some teachers are far better at using JF and um these other tools than others and uh we need to support them in that way but sometimes in these decisions we need to do what's best and that's I lean more

226towards what the LA Unified has on there and I don't actually think it's that far off from what we were presented today. >> Okay, we're going to just give this a few more minutes. >> So, um I agree with um board member Esco that yes, we should give access to families, but at the same time, I would want them to also be getting the information on what what they are going to monitor and what digital citizenship and all that is. And I think the equity issue is we just shouldn't have a blanket policy. I agree. I looked at this report from LA Unified. Unfortunately, I could not listen to the meeting because I was working. So, it'll be a couple days before I can listen. I'm interested in their conversation. I was most interested in

227their screen time limits. And from what I could parse from looking at this is they actually were able to quantitate the minutes of use and they matched actually their minutes of use to their screen time limits. It wasn't, you know, the American Academy of Pediatrics, the Psychological Association. They didn't actually put out other than an hour for kids who are four and under. Everything else was use your judgment. And I was kind of curious about the high school, which is 90 to 180 minutes per day, which could be a lot or could be a little. It really depends. If you're a science student, you may be doing more than that. So, I'm curious about these limits and curious about the conversation that they had about it. So, I think there's more information and I think

228it would be well worth everybody kind of knowing more about their discussion and how they figured all of this out. Um, so that those are some of the thoughts I had. I'm happy to hear that we're going to have professional training um for both our students and the teachers. And I think the discussion that we're not having here, but I think is there is that we did hear from a teacher about the desire to have limited screen time. I've also heard from teachers who say they have actually utilized screen time in their classes in a very effective way. And what the conversation that's not happening in this boardroom and is actually not even happening at the tech use meetings is how do we look to our teachers and ask them in your classroom and I'm

229really talking probably more about junior high and secondary. Are you using technology in a way that you think is really transformational for learning? I would have to say that when I was a medical student, um, luckily I'm a a visual learner, but I would have to build my own visual diagrams to understand some of the physiology and it was a lot of work and guess what? I probably will never forget it again. But I could see that in a lot of situations I could have spent time on something else if I could have been shown a video. Now, I'm talking about a medical student, but I do think that there are some things that make you learn better if you can see it visually, especially for people who not are not visual learners. So, I

230just really feel that I want to hear the teacher voice. And I think the conversation that happens between parents and teachers and district and staff is when you choose to use tech in your classroom, we want to hear why and how and are you thinking about the amount of time? And that conversation just has to happen. It it it can't be that we're gonna decide and you need to do this. It's tell us how you're going to use it and how it enhances learning. Is there an alternative? What is the alternative if somebody wants to do this? And it is a lot of work for our teachers and I understand having to go through this process, compensation, professional development time, all that is needed but that we should pay attention to that need also. >>

231Okay. >> Thank you. >> Last comment. >> Thank you. [clears throat] So basically, I mean, Trusty Beal, to me, it seems like this should all be codified in a resolution that has specific information. And I know that you are all about the outcome committee, but like efficacy data. So like um if we're using edtech, like where's the data that actually shows that this is more effective or useful? And I I feel like there are things like the edte triangle, like is the tech transformative? Is it supportive? or you know so basically all of that could be included in the resolution and the idea is like take LAUSD as a starting point they've thought through a lot of it and then we can hash out some of these details but that would give us like have

232a tech then we'd end up with a tech policy with actual teeth and alignment across the entire district you know instead of it basically gives structure to tech going forward and right now it just feels like the wild west. So, so that's why I think like why can't we bring the and I don't know do we vote would we vote now or do I bring it to vote in >> I'm not sure this is not a time to vote this is a discussion I'll bring it to future agenda items but that is my thinking is like let's make some actual strides forward here and and you know have an actual policy that says things like when and we heard from teachers from union support like tech can be extremely distracting. So when you're using the

233tech that it that it actually is really impactful. So so I would that's why I'm fully in support of a resolution. >> I'm I just have a short comment. I promise. Um and we'll wrap this this item up. Um I'm I'm going to go back to my repeating concern about the layers of complexity of anything like this. We have people in the audience that are here for sincere, valid reasons and board members that are asking good questions. I don't think there's probably a better aligned room of people right now anywhere. I think we all have the same concerns and fears and and desires for our kids. um whether um a model um from LA Unified is the model that works for us, whether a written policy that's paper that we all go, "Yeah, this is

234it." That doesn't have our staff and our teachers behind it as well. No, no single response that we've talked about here today will get us to where we want to be. It has to be unified and it has to start with people. The parents, the people that are here demanding the safety, the staff wanting it, the teachers understanding and wanting the very best uses of technology for their kids, tech with intent that they know is going to make sense. So, I I I don't know that that we get a whole lot from tonight's conversation other than a absolute sense of alignment in purpose and intent for ourselves and for the children in this school district and an awareness once again that everything we ask for is never done just because you just do this. We

235have to do all of it together and we have to keep doing it. And I would say thank you to the parents that have pushed this to us and thank you to the staff that have taken it seriously and thank you to the people that have found things and come to us and say this is not working. Yes, it is. We think this, we think those things. All of this dialogue is making us stronger. But to imagine that we walk away from this today or next week with all of the answers and everything in place, um, we have to keep having these difficult dialogues and celebrating the things that are going right and the things that are getting better. And one of the things that needs to get better is our understanding of what ideal

236intent, tech with intent would look like. And whether it starts with a a a policy or a resolution or more meetings, all of these things are real and none of them turn on a dime. Unfortunately, I wish it would, but I want to give the most sincere thanks to the people that are here. It's late for all of us, but you're here and you're paying attention. I think everyone in the room is here with the same idea about trying to do the right thing. And I think we have teachers that are expressing a little different perspectives on these things, but thank you for being here and expressing it and being part of what's probably a long go a long process of getting to something that we're all going to be content with. And so I

237I can't speak for the board, but I would love to say we are in this to get this done and to get the right things done for kids. Um, thank you again for being here. We do have a couple of things that we have to take care of that will involve um deciding what can be pushed off from our meetings and what how late we would like to extend our meeting beyond 10:30. So um thank you very much. I know among the most important things for us on timeline is LCAP report. So I'd like to move to that next and then we can see where we are timeline. Um >> those are action. We're talking about reports. Yeah, just reports. I think we can consider um I don't know the fiscal update and math implementation.

238Maybe we can push those off. >> Question is does that impact the fiscal committee because we're meeting next year? >> Yes. But >> so does it matter? How long is the LCAP thing going to be? >> Okay, let's get to 10:30 and see how long we want to go. >> All right, good evening again. Uh I just want to remind us of the student groups that are impacted by the LCAP and these are our five focus group. This is our five focus groups particular um as I stated earlier it's our low-income students are our highest population we have three broad goals uh in particular uh we have academics behavior social emotional and wellness culture and climate this for these next for the past three years it was very important to keep these goals as uh

239as our northstar in terms of MTSS. We have one goal that's actually called a focus goal and that's with Laquesta to increase uh the graduation rate. So um I've been meeting with our educational partners which is consist of staff, families, student, community members. The recommendations are coming in and these are the things that particularly are standing out. Number one is mental health support. Continue to invest in the RISE program with our mental health clinicians and interns. This also includes providing early interventions for elementary students. So to really support the kids at the lowest level, meaning at the elementary level. Uh second one is continue sustaining the AVID and peak programs recommend. Uh so not only doing that but the one thing that popped out was uh it's very important to prepare our elementary family engagement

240liaison to um or at the elementary schools to help sixth grade families understand actually what the junior high school AVID program is and how it supports their students so that they can be prepped before they get to the junior high school. So just bridging that gap that came up. The third one is to provide additional data to help our parents, staff, and community members better understand the impact of our actions. We've been hearing that across the groups as well. Uh from the SEAK meeting, that's our special education advisory committee. the recommend the recommendations all of these center around really making sure that we're providing professional learning for staff particularly our paras uh gen ed teachers on how to work with our students and special education teachers as well as what popped out was our AOK

241staff uh it's the administrative staff and those who are serving the students after school have five more meetings left along with the LCAP survey which will be closing at the end of this week uh to gather more feedback from our educational partners as you could see tomorrow I'll be working or I'll be meeting with the student advisory council uh and then Thursday demlac will be my last meeting with them uh just a reminder we're headed to the 9th that's when we'll have our public hearing with uh LCAP and then on the 23rd we bring the LCAP to be approved along along with Conrad bringing the 2627 school year budget. And with that, that's my report. >> Comments? >> Thank you very much. I just have one super quick question. I am delighted that um one

242thing you're focusing on is measuring impact. How are you going to do it? Well, so right now, okay, so measuring impact there, we're required by law to use the indicators. So it's from the dashboard, right? We've also incorporated panorama data to do that. We're also using star data for our our TK first grade students. So and even second grade, so we can actually start tracking that. What we did hear though is that uh we could possibly it's the possibility of using um McLass was one of them. Um and there were a few others, but I'll just say that's a topic that I would be working specifically with educational services. That's something that I wouldn't do on my own and also student family services. >> So I sorry I have a question slash comment. Um so

243yes I I agree that seeing outcome focusing on outcome is important but one of the things I will comment and I participate in LCAP meetings is often we look at our data and then we look at the LCAP and we say how does the data show that the LCAP is effective. I think what we need to do is look at what we have decided and this is really I'm talking about the next LCAP. Yeah. which we'll start working on um next year is that we should look at the areas that we've identified as areas of improvement and where we're going to focus. And what we should do is turn around and say, how are we going to answer the question that this is effective? And then we should look at our our scores or our

244panorama questions or whatever. So that way when we look at those answers a year from now, we can say this actually points to this action because that's the biggest trouble we've had looking at our actions and saying what data connects these actions. Often the p panorama data covers five actions and you're like did it help all the actions equally or not? And so I think we need to have a different way of looking at what data we might expect and how it might help us understand the action. So that's the only comment I'll make at the end of three years of delcap. >> Trusty Escobado, did you have anything? And this is just report for tonight. No action necessary, >> right? >> All right. Thank you. >> Appreciate it. >> Conrad, could you tell us

245uh if we skipped the fiscal report and I know that we also have the math report. >> Yeah. or did >> um can can I um we're supposed to stop at 10:30 unless we set a time certain when we end. >> Um >> what do we have left? >> Well, the the remaining items on the agenda are the fiscal update, the math implementation update, student discipline resolution on the TR, um resolution on Pride Month, uh an instructional continuity plan, donations, and the consent agenda. So we cannot >> no >> we're at 10:30. What is essential to address tonight? >> I mean that's that's not a critical thing. you know, we have another finance committee meeting on on Tuesday, but there's nothing in it's all a lot of that information was provided in the agenda. So,

246I don't think anybody wants to hear me go over all of that. >> Yeah. And and the first three of the action agenda are important >> the TR. >> So, um let's um let's move to the action agenda for the first three items and see where we stand with that. Let's let's put it a half an hour um timeline on this. We should be done before that if we're if we're quick. >> But >> where does that leave us with the other topic? >> We'll have to push them off to another meeting unless you want to stay later. >> I mean, you can put a late a late time on it and and finish when we finish. I'm the only person getting it done. Is that what I'm hearing? >> Oh, >> okay. H3 and

247J7, which is part of the consent agenda. So, we'll be doing those three for sure. Can we can we go ahead and and well, let's set a time. >> I what I'm suggesting is set just say let let's do an hour and get it done as fast as we can. 11:30. All in favor? I Let's get it done in 20 minutes. Okay. All right. We are skipping the fiscal update and the math implementation. This puts us to H1. The stu >> Yes. Yeah. Let's do uh H3 first. That is the resolution on LGT LGBTQ2A plus pride month. >> I do think we have math presenters here. So, can we make a decision about math? >> Are we going to make a decision about math? >> We might skip it. >> Okay. Thank you. >> Sorry,

248>> we had already we had already previewed that we might do that. >> Okay. All right. So, H3, the resolution. >> Good evening again. This resolution officially proclaims June 2026 as LGBTQ2IA plus Pride Month within the Santa Barbara Unified School District. uh reaffirming our commitment to safety, inclusion, and visible support for our LGBTQ2IA plus students and staff. We bring this forward for your formal approval and consideration um to foster an environment that honors the history, contributions, and protections of our diverse school community. >> Yes. Public comment. Tanya Mark and York Shingle. >> Okay. Can you hear me? >> Yes. >> All right. Tanya, Mark, they them. I want people who are part of the LGBTQ2 plus community to feel proud of who they are, safe in their schools, and represented in their curriculum. I am

249angry, disappointed, dismayed, and long since disillusioned that this board and SBUSD district admin would commit to a resolution and then actually pursue actions to make the words in that document become reality. When the board passed the SBUSD Pride resolution last year, lack of follow-through was a key worry for the students, teachers, staff, and everyone who worked on the Pride Resolution. However tired I am, I can't give up hope. As Paulie Murray wrote, "Hope is a song in a weary throat. We're here. We're queer. And we're telling you that we believe in you. Be like Patty Leel and have a new attitude. Rather than wearing non-progress pride pins, trans rights are human rights. Show your support by completing action items that actually create change. Yes, follow the terms laid out for you in the SPUSD pride

250resolution, but also listen to your teachers and staff and help them to make the positive changes they are already working toward. True community is based upon equality, mutuality, and reciprocity. It affirms the richness of individual diversity as well as the common human ties that bind us together. Also a quote from the amazing Paulie Murray. I see all on this board out in the community and participating in amazing peopleled actions and events. For some reason, the climate of joy, respect, and love doesn't translate from the broader community to our school climates. You can do better. Let us help you. And to my amazing, wonderful, beautiful LGBTQ2 plus community, Sylvia Rivera, Sylvia Rivera said, "We have to be visible. We should not be ashamed of who we are. You are seen. You are heard. You are loved.

251Thank you. >> All right, York. Thank you, Tanya. >> All right. Well, they said it much better than I could. Uh, [clears throat] this is pretty classic performative allyship. Uh, you're reading essentially the same proclamation that we passed last year after not doing a single thing that you are recommitting to. uh you haven't implemented a history and social studies curriculum that highlights the contributions of members of the LGBTQIA plus community and allows students to see themselves accurately reflected. Um you have not set up an annual report. Last week, Dr. Wilson asked to schedule a meeting with me about it next week, a full after the full year after the first resolution. That is box checking to be able to say it's in process. Um, [clears throat] you could have just held yourselves accountable, asked about

252it, but that doesn't seem to be possible with this leadership. Cat and I asked about the progress on this month after month with no movement. So, sure, pass the resolution. We're used to non-committal lip service these days. Uh ultimately teachers and families are going to continue to do this work whether we have district support or not because we are committed to making sure our students and our families are reflected and represented at our sites and we don't necessarily need a proclamation. Thank you. >> Thank you. Board member comments. No. Do we have a second? So, do we have a motion, please? >> I'll move to approve resolution number 2025-20266-33. >> Is there a second? >> I second the motion. >> All in favor? >> I motion carries unanimously. Um, we can move to the consent

253agenda because there's also public comment on that and then we'll come back to the other things. So, um, do board members have anything to pull from the consent consent agenda? Okay. Um, what we >> Okay. >> No. Okay. We have comments on item J7 before we can um pass the agenda. John Dent and York Shingle. Good evening everybody. I want to speak tonight about leadership and the proposal to combine college and career director position with the EML director position. Respectfully, this proposal sends a troubling message about the district's understanding of career technical education and its commitment to these programs. We currently have 39 CTE teachers across 22 pathways serving more than 30% of the secondary students in the district. This work includes managing millions of dollars in competitive grants, overseeing compliance, supporting pathway development, coordinate

254coordinating internships and work-based learning, maintaining industry partnerships, managing articulation agreements, expanding programs into junior highs, and coordinating more than 2,000 dual enrollment enrollments each year. That alone is already a massive full-time leadership responsibility, especially while the district is simultaneously doing vision work for the Armory CTE Center. The reality is that our CTE teachers, pathways, and students need support. They need someone with the time, expertise, and focus to help manage the complexity and growth of these programs and to truly champion CTE across the district. Meanwhile, our teachers continue doing extraordinary work despite limited support. These programs do not run themselves. They require vision, grant writing, industry coordination, compliance management, relationship building, strategic planning, and constant support for teachers and students. Even our previous CTE director expressed feeling overwhelmed by the scope and responsibilities of the role.

255Yet now, instead of narrowing and focusing that position, we're proposing adding an entirely different area of expertise of leadership under the same job. Combining CTE and EML leadership is a bit like asking one person to simultaneously be an architect and an air traffic controller. Both are critically important jobs, but they require completely different expertise, different focus, and constant attention. Finally, tonight we heard the DELMAC report about growth and success of EML students and the important goals established for next years. I want to acknowledge I'm not EML EML expertise, but it was clear from both the presentation and the board discussion that continuity and focused leadership matter deeply in that work. Board members expressed concerns about continuity and EML leadership and support. And I believe the exact same concerns exist exist right now in CTE. Our

256EML students deserve leadership focused on their continued growth and success. And our CTE students, teachers, and pathways deserve leadership fully focused on building and supporting these rapidly expanding programs. Both roles are critically important, and they deserve dedicated leadership. Thank you. >> Thank you, York Shingle. >> Okay. Anything here? You've heard the comments. This is a one item consent agenda. Is there a motion to approve? >> I mean, can we ask a question based on the public comment? >> Um, yeah. Yeah. >> So, I guess what is the plan to address what Mr. Dent has identified as an issue? >> Are you wanting to pull this item out of the consent agenda to to to address separately? I think that makes sense. >> Okay. Is there a motion to approve the consent agenda as amended without

257item J7? >> I'll make that motion. >> Is there a second? All in favor? >> I. >> Motion carries. All right. Um, discussion, questions on item J7. >> Yeah. So, I just asked my question. Um, thank you. Basically, how how do we address Mr. Dent's concerns? I mean, we potentially have this huge armory project. We have many CTE programs. We in the past had someone who specialized in CTE. What is the thought um and the plan going forward? Yeah. So, part of our work has been really this past spring to look at the reorganization of the whole CTE college career space. So, with the reduction force in that position of the coordinator due to due to budget reductions, we have really uh with Dr. Hugh's um just expertise and leadership in this space has really

258helped to understand um the scope of the work that's happening. A lot of the work currently in that position of the coordinator I would say twothirds of the work has been processing orders and requisitions. That work right now is really clerical work that we are working to decentralize and provide u administrative um support at the site level. So administrative tech support so that the orders can be processed at the site rather than here because we agree with the public comments meaning we want that position to be focused on the visionary part of the work and the leadership part of that work the programming side of it the grant writing the monitoring the highlevel work so we agree with that and so because of that we're decentralizing a lot of the work that was really technical

259whole work that can be done by clerical staff. In addition, we are making it a director position. So, it was previously a coordinator. Uh I'm not sure in the past if it had been a director before. So, we are re-elevating or so we're elevating that work to a director level position. And directors typically supervise more than one program. So, it's not um unrealistic. Yes, it's going to require a special person. So that we recognize the recruiting process, the hiring process, we do want to have someone who has some specialization, but for a director, they can have multiple programs that they oversee. And so there there is that recruitment effort that will start after this evening. >> Dr. Real, >> so um Dr. Wilson, maybe you can explain how we are changing the EML structure. I

260think there's a concern that we're just adding we're making we're adding another position onto the EML but um my understanding is it's different than that and so we're not reducing the attention to the EML program but we're we're dividing the responsibilities. Uh so if you could explain that I think that would be helpful for all of us to understand. So a big portion of the work that has been done in the EML space that you know has been done by Dr. Martinez's leadership really has been to develop and approve the EMO master plan and that work is underway. We are showing positive results in terms of student achievement in terms of reclassification um the LP data as well. So, we know that that work is is underway. A, you know, a big um investment has

261been made in time and effort, you know, to bring us to where we are right now. We want that work to continue. And so, under that new director position, that work would still be prioritized. There would it would be a combination, right? So, it wouldn't be solely focused just on on EMLs. there would be that focus on CTE, college and career, but the prioritization of the the work would still be there with the focus on um EMLs on the dual language programs and supporting site administrators in their implementation of the EML master plan. >> Maybe to be clear, I I I this was a question I had had, but I thought that there is going to be another person involved with EML. Uh there is an instructional specialist Miss Trisha Psterra that is also under

262ed services and we um when you and I met we discussed that the instructional side of the work still continues and that was done whether you know any person is there >> that position will continue to exist this director as I explained is doing a lot of the other demlac technical kinds of work that is also required and um >> I think that's what you were were looking for in in this response or the question >> correct that there's the instructional component and the technical component. So it's not that we are just making one person do 500 things that we are >> we are kind of parsing out the work to be more efficient. >> Yeah. And I would also add we do have EML leads at every site. So there is oversight um at

263the site level from both our principles but also from our EML leads who are monitoring student progress as well. I just want to add board members as you know that we've talked a lot about budget cuts and efficiencies and streamlining work streams and all um those sorts of topics have been discussed. So, this is one of those um we think really um elegant solutions to being able to ensure that we don't lose focus of our EML students because they also need to ensure they're included in college and career work that we have and we heard it in the DEML. So, all these things kind of get threaded even though they might feel a little bit isolated in a business agenda item. >> Certainly, it certainly appears to me, you know, that it's been well thought

264out. And then um in terms of re reorganization like you said we have had uh comments from the public in terms the community in cutting back on administration and of course you know having more um people that folks staff that's facing the students directly and such. So I do think it's very well thought out and appreciated you know the um the memo and so forth. So thank you. >> Any other questions or comments? Do I have a motion to approve item J7? Approval of change in job description for director educational equity support and multilingual learners to director of college career and multilingual success. >> Turn your mic on. Approval of the change in job description for director educational equity and support from multilingual learners to director of college career and multilingual success. >> Is there

265a second? >> I second the motion. >> All in favor? >> I motion carries. All right. Um let's move to um back to our action items. Uh, we have H1, student discipline. Do I have a motion? I give you time to get on the agenda page. I move to approve the board action on student discipline education code 48918, case number 202526-18. >> Is there a second? >> Second. >> Moved and seconded. All in favor? I. Passes unanimously. That'll bring us to the resolution on the tax revenue anticipation note. Okay. Um it is late but this is a very important item for us uh for cash flow management. Um there's a lot of information that's attached to the agenda. I won't go through all the slides. It's very descriptive. But I do want to introduce um

266Danielle's how you say your last name. >> Aruda. >> Danielle Aruda from KN&N Finance. She's the one that's been helping me answer questions. We went over this as a topic for the finance committee. She's provided a lot of information um and she's part of our whole team that works through um this financial instrument. As a basic aid district, we have peaks and valleys of revenue. Property taxes come basically in December and April. And so there's times especially October, November where we're very low in cash and then um right before April, whatever month that is March. Um [laughter] so a tran is what um is what school districts and I think local governments will do. Um it's all within one year and basically after we pass this res this resolution sets a not to exceed amount

267that was based on analyzing cash flows that we provided to KN&N and so we'll do the cash flows again before we actually issue the TR and if we don't need as much we'll take a smaller TR to try to minimize um interest cost and all of that. So, um, I guess I'll just open it up for questions unless you need a little bit more explanation, but I think at this point and and Danielle is here to help me answer any questions. >> Are there questions? >> Trusty. >> So, I understand the purpose of the TR and so just in the I I understand that we would have access to this money and that we could um have it to improve our cash flow. Do we see that in the future if we are able to

268grow our reserve to the 10% maybe higher that we are planning on that a trend would eventually become unnecessary for us? >> Hopefully that would be the goal. Um I think we'd have to get to probably a 13 to 15% reserve in order to do that. Um but I will I will mention that prior to COVID this district issued a TR for basically 11 straight years. Um so as a basic a districts a lot of districts do this. It's hard for us to build up 15 20% reserve because when we have that much then we negotiation conversations end up being different. Basically when I was looking at we'd probably have to add close to $20 million to the reserve. >> And then a small point do so I know that um we talked about how

269it's not really going to cost us anything. Um there is no premium cost when we do that. Is is there is there some outlay that we have? >> Yeah there there very well could be. I mean, there are some market um issues that we might have to deal with. We have a a a rating meeting with S&P um to determine what our rating will be, which will determine basically I'm really dumbing it down for me, but um what our interest rate would be and kind of how much that interest cost would be. And so, we receive the whole amount in July and then that sits in a separate fund earning interest. And we're hoping that the interest that it would earn while it's sitting there will help pay for most of the interest, if not

270all of the interest that we have to pay when we repay it in June. So it doesn't show up on our financial statements because we get it after the beginning of the year and we pay it back before the end of the year. >> One last question. >> Yeah. >> Is this um I'm not a financial person. Is this a better option than getting into a cash crunch and having to loan money right then? Is it a better set of terms because we can plan for it? >> Absolutely. Um I don't know that there's too many options to borrowing $20 million at the drop of a hat. And so that's why we plan for these over time. We do the the cash flows. Now the cash flows will change. I mean depending on the governor's

271budget. If they say we get they're going to give us $15 million in one-time funds and that comes in July, that would help tremendously. But we can't rely upon that. we have to do the cash flows pretty far ahead and kind of have a plan for multiple years. Um, we've, you know, finished it for this year, have one for next year, but like I've said before, each year out gets a little less reliable. But it's it's and I've actually explored some options. I contacted the treasurer this week to say, "Hey, maybe the county treasury could give us a loan instead of having to go for a TR." And um, they're going through some tough budget um, situations right now. Danielle, did you have something to add on? I think you had got some information since

272I talked to them. >> Yeah, thank you. Uh, good evening board. So, um, as Conrad is pointing out, in some counties, the treasurer tax collector will actually allow for inner fund borrowing for various school districts. I did have the opportunity to touch base with the county. Uh so one point and a very important point is that historically the county has not extended a borrowing instrument like this. They in fact said there was one instance, God bless you, [laughter] and it was a special instance where there was a startup of a special district and because that district did not have the opportunity to uh generate any tax revenue for operations, the county kind of floated them some money until they were able to get up and running operationally. So that is the one instance that they

273shared with me that they've done this sort of borrowing. The other thing though is monies that are being pulled out of the treasury pool as I understand uh from the county will have to earn a interest rate or a repayment that is like the current earnings rate on the pool. In other words, many agencies throughout the county use the treasury pool as a earnings opportunity. So, it's not just the district's own dollars that are in this treasury pool. You have various other districts, municipalities, um so on and so forth. So, in order for the district to be receiving this sort of loan, they will have to repay it at the current Treasury pool rate. At this point in time, based off of March's uh Q2 or excuse me, Q1 report, uh the current earnings rate

274is 350%. Um I do want to draw to your attention that in the presentation that was provided, we did uh include on page six the true interest cost or the borrowing rate of 3.33%. So the TR is a more effective um borrowing instrument. And I do want to point out in the fine print that does include 50 basis points worth of interest rate cushion. So really uh the rate is about 2.6%. So almost 1.00% less than what the county treasury pool is at. So just wanted to point that out. >> Thank you. Thank you very much and thank you both for your explanations. Um very quickly to kind of add to trusty bill's point. So even if we can't get to 13 to 15% reserves, even if we had higher level reserves, that would just

275mean we would need a smaller tran which might be less costly. Is that right? >> Yeah. >> So we could >> Yeah, most likely. >> Okay. Um, and then my other question is basically, oh, if I understand that by parking the money into an account, we can potentially offset some of the cost of the tr is it possible in a year to know what the all-in cost was? Um, >> absolutely. >> Yeah. And I think we'll probably know that when the tr is issued. Oh, really? We don't have to wait a year to know that because we'll know what the rates are and all of that so I can come back, bring it to finance committee, bring it to a final accounting of it all. >> Thank you. >> Great. >> Other comments or questions

276from the board? >> All right. Do I have a motion? I'll move to approve resolution number 2025-2026-39 to authorize the issuance of a of 2026 27 tax and revenue anticipation notes. >> Is there a second? >> I second the motion. >> All in favor? I. Motion passes unanimously. >> Thank you very much and thank you Danielle for sticking around all this time. Okay, that will bring us to I1 which is the acceptance of donations. >> I will move to ex for the acceptance of donations for May 19th, 2026. With gratitude, >> is there a second? >> Moved and seconded. All in favor? I. Motion carries unanimously. We have >> May I just make sure I capture for the board and our team. >> Yes. >> We're moving the fiscal update, the math implementation update, and

277the approval of the instructional continuity plan to the June 9th meeting. >> That brings us to our coming events and future agenda items. >> Excuse me. That's the instructional continuity plan that I just talked about. >> We're put putting that off. >> It goes to June 9th. >> Mr. >> Um, this is about a past request for the seventh period day implementation. I know it was in your superintendent's report, but extremely hard to follow in that quick scan. if we can get that and then have an opportunity to have a conversation with you about it if we have questions. Um I the request that I made my intention was to understand what the implementation was going to be and so while I appreciate seeing the plan I want to actually sit with it. Are you

278asking that as a separate check-in between me and each board member or I don't know if it has to be as an agenda item for a board meeting? >> I I would love to receive it to review it and if I have questions to have an opportunity >> because that was very dense >> and I feel like the public would also be interested in um knowing more as well. Basically, I don't I don't think anyone could read. So, so it might need to be agendaized in order for everyone to have the seventh period report. Is that right? >> I am going to respectfully ask the board to consider the request because we just moved three items to the next June meeting and in June we have several other things that we need to cover that's

279in the governance calendar as well as you know the budget that's coming. Then the second LCAP report we just moved three items. So, I'm happy to bring it as a seventh period, but I just want to make sure we're doing some agenda. >> Can I make a proposal then with that consideration? It would be share the implementation plan with us. If a board member feels like after reviewing it, it should be a agenda topic, we can bring it up at this item at a future meeting. And I I think really we're gonna we want to sit with it to understand it and have the opportunity to ask you questions. Um I personally feel like that will be enough. But if a board member feels like it needs to be an agenda topic, they can request

280it at a future date. >> I I guess my what I think that is reasonable and I understand we've packed agendas. My one question is I know many people are very interested in seventh day implementation. So like how will SBTA know about this? What about the music community? You know, many people are following this very closely. >> Yeah, I would say we've had public comment for the last three meetings asking about that implementation plan. So, is there any reason not to share to uh people other than the board members? >> Like I said, I'm happy to do either one. I was trying to get clarity on what we're going to prioritize in our agenda for the next because we only have two meetings left. >> Yeah. >> In June. So as the board president and

281I decide on these items, the question is if we add this, we may have another late night again. So if if it's a time time sensitive before June or can we do that in July, that's another option. So how soon is that? It probably would help us decide where it would go. But there's no reason it cannot be shared with anybody at all. I I'm asking more of the clarity of as a formal report to the board like we have with these other items. >> Yeah, I was going to suggest if it could be um you know for July. >> Well, I I would suggest something different. I suggest we share it. I don't feel that it's an urgent issue for June, but I suggest we share it and if issues come up when we

282read the fine print, whether it's us or other people, we will hear and then it may become a board item. But that would be so this is a one-yearong in implementation plan and I'm very pleased that we have a plan and the plan could be amazing and so why turn it into an agenda item if there's nothing to discuss other than following the plan. So I think I was simply going to ask for a copy. I'm hoping that people can see it other than myself and the board other fellow board members and then if it becomes an issue we can address it in July or August which I think would be more appropriate. >> That's fine. That's reason. >> So to make it public, I just want to clarify. So I'm going to send it

283to all of you. And are you asking me to push it out to our community as well in some communication? Just to clarify. >> Are we allowed to just forward it to interested members of the community? >> Yes, I you can. I just want to make sure that if we do wide sharing and there is questions and information you're collecting then that creates another stream of work for us in terms of then how do we manage all of those comments, questions and wonderings. So I just want to make sure that I'm clear in the understanding of yes everything we do is public. What that gets shared like then can generate a bunch of parents coming like we did tonight. You know what I mean? So, I just want to be clear that if if that

284happens, then will each of you collect your own information, then bring it to us or are you expecting that we share it and you share it publicly and then >> you tell them contact me? I just, you know, and I know it's probably very in the weeds, but I don't want to lose sight of the way that information moves and how then that gets back to us as well and can be also misrepresented if we don't have that actual uh platform for us to to be able to respond appropriately. >> There's >> before it gets misinterpreted. >> Go ahead. Go ahead. >> Well, there's two Oh, okay. Yeah. >> I'm sorry. I'm looking at Dr. Beal. Okay. >> I feel that the the people who have had the most interest are the people who are

285trying to develop electives and I think they want to hear how that is going and even tonight we heard about um ELD integrated into electives in the junior high if that's a possibility or not. So, is it possible that we it's shared with board members, it's shared with the site leadership, the principles, and that the principles do have to let their teachers know that it's out there and that can be a discussion between them. >> That makes a lot of sense to me. >> Yeah, that makes a lot more sense. And Dr. Wilson, can you remind me if you've already worked with principles on develop? So, Dr. Wilson did work with principles on developing the plan. So, I think that is actually an idea that where I can have Dr. Wilson work with the principal

286sharing at their staff meetings, right? They're the closest to the work. They're the ones that are going to be the most impacted. So, we rely on the junior high principles to share it at their staff meetings in the upcoming days. I'll share it with the board and then we have a vehicle for gathering the the feedback that you're asking for. Of course, we'll share it with our labor partners, both CSEA and SPTA as well. Does that work? >> Excellent. Thank you. Just an aside, can you imagine that we were talking about doing this in the fall of 26? [snorts] >> Okay. All right. Um, >> oh, other future agenda item. >> Same here. >> Oh, do you want to go? >> Actually, no. I'm I'm on upcoming events, so go ahead. >> Oh, okay. I'm

287hoping that we could bring the a resolution on tech to the next meeting for discussion as a first reading and um we can mandate like the balance literacy committee to either you LUSD or give us LA USD plus any suggestions they have and then bring it to the board for the next meeting so we can make some progress on that. Can we vote on whether that could be an agenda item? C can we ask um Steve Benz I know that he has brought the LA resolution. It's actually the LA resolution to the tech balance tech meeting and we've been uh busy with safety and other issues. So uh are were you in a position to were you planning to bring that to the board very soon? Maybe [laughter] >> I can. So >> I think

288there are prioritization issues. So you tell us with safety I think really is right now taking a lot of time and um so the resolution is a little bit different from their plan, right? The resolution informs their plan. So certainly we if if everybody feels happy with the resolution, we can say yes to it. But then we have to develop a plan. Um, and is our plan going to be the same? So I I don't know. >> I mean, the plan is really the more of the details that that are guided by the resolution. So >> I I would like to bring the resolution for the next meeting because just as Trusty Banning says, these things take time and if there are some shifts for for practice for next September, I would prefer to have

289it happen in June. Otherwise, we're getting down to the wire. So that's why I'm proposing bringing it to the next meeting. So I don't know if we could vote on it. >> Are are we are you talking about LA Unifi's res resolution? >> What I'm saying is that I I mean I the balanced tech committee has been extremely active on working on a resolution. So to the board, I mean, if it's a first reading, we could look at the LAUSD plus any additional recommendations or changes from the balance literacy committee because they're meeting next week and then um that could be first reading of the resolution and second reading would be the second meeting in June and we could actually like move this forward. Yeah, >> I just want to make sure that um if

290that is the direction this board takes that then we are saying to the committee that is coming up that the board will now take on the role of creating the policy. Otherwise, I think may I finish? Otherwise, I'd like to be able to to have Steve Vance let the committee know that the work this board wishes for them to finish that they created then it comes from the committee. So I think it's really important if we have engaged people in a committee and then we take that power back or that role it's disingenuous and I would hate to put us in a position to do that. I heard a lot of public comment to adopt this resolution to be in the fall. So I think we should allow ourselves and Steve and the work that

291he's done to carry it all the way through. Everybody's in agreement but let that committee uh finish that bring it back and it could be brought back June 9th. We don't know. But I think it it sets us in a better path to honor some of the committee work we've been doing. That's my recommendation. >> Trusty Escob come back down the line. >> I am inclined to say yes. I agree with that path because what I'm hearing right now is no one's saying no to a resolution. I think it's the path that we get there. And that feels a lot better to me is if the committee holds that. >> I mean, I did not mean to imply that the committee would not be involved because literally 90% of the committee was here tonight. Um

292so I think um you know my my thought is can like they the committee it is clear wants to move on this fast and I think like a June 9th deadline saying to the committee could you present something to the board on June 9th like can we agendaize it now like that would make the committee ecstatic so I don't think it's taking away any power from the committee the committee is saying like let's get this rolling >> I actually think it is taking power away from the committee to say you will get it done by this point. I think it has to come from the committee um um naturally not not because we're giving them a deadline then it's >> so would it help if the committee said we can do it by June 9th

293and then you'd be willing to agendaize it? >> I'm I'm willing to hear from from Mr. events when the committee is ready to say this is what we'd like the board to approve whether it's in June 9th or the next month or the next month I this is the role that the committee should have and and have the time to do it organically not because we're saying bring it and by the way here's what it should look like that's that's not that's not committee work >> so we we have done the we've been doing the review of the work on on the the resolution. So, we're meeting on Tuesday and I can agendaize that for our meeting at the task force. It seems to me like it, you know, I can't imagine it not being

294done quickly because we're close. >> I I I think that's fine. I just don't want us to put the deadline on them to do it. >> Okay. >> Yeah. Okay. So, we will um Okay. And let's let's resolve. Huh? >> So, so I guess we can vote on that request. Um, you made you made the question. Is there a second to her motion? >> So, my I guess my my motion is to ask the committee to to develop this resolution and present it to the board at the timeline that they see fit. Is that >> If that's your motion, yeah, let's Is there a second for that motion? >> I'll second the motion. It's fine. >> All in favor? Hi. [laughter] >> Okay. >> Thank you. >> And you had something else. >> And then

295I was wondering about that board coaching whether we could um agendaize it for also June because I I really like the idea of um you know solidifying this in the summer when we have a little extra time. And so it just seems like a good time to Yeah. So that's my question. Can I'd like to bring a motion to um agendaize bringing the board coaching contract to the June 9th meeting. >> Yeah. Yeah. >> Does anyone have a discussion first? >> So I I'm curious about what we're going to talk about on June 9th because do I mean do we have time? So, I really want to be able to have good discussions and I feel that if we have a lot on the agenda, if June 9th is busy, you know, we have a

296budget, our budget meeting is probably the second meeting in the second meeting we have in June, Conrad. >> Yeah. Yeah. So, >> first one is short. >> Yeah. So, so um so I'm on the fence about the timing of of talking about governance if we're going to do that. Um >> yeah, and then I'm going to bring up I'm going to ask for something else, but so Do you propose July? >> Is July suitable? I just think basically and I would love to also apparently I have to agendaize this according to Q&A to ask other board members to read a document but um basically this this advice on how the how boards can use the summer to really shore up governance practices. So that's why I really wanted it to happen in June or July.

297Are you are you asking for this at a board meeting >> at a a regular meeting? >> No, no, I'm just saying as background information of why I would like to bring the contract to the board. So I hear Sunnita's issue on June. >> So could I perhaps make a motion to bring the contract in July? >> Do we have a contract to bring? But I'm asking that you pursue the contract because we agreed in December that we were going to work with school board partners. So, and you said you were you were going to bring a contract to the board. So, bringing some kind of contract to the board in July to make some moves on governance training. Mr. >> Escob, >> I don't recall just >> to remind all of us the board

298did not approve for us to work with school board partners. What we approved was to direct me and I think just me actually to work to get a quote from schoolboard partners and maybe one other it might have just been schoolboard partners to get the options for us to discuss. We never approved to work with them. >> Okay. So I guess perhaps then bringing the option to the board. I I I think that the underlying question is whether there is a majority on the board that says that we're ready to do that or not. So, but >> so I can make a motion I can make a motion to say could we have in I mean in July a conversation with data from schoolboard partners about what governance training might look like for us. Um,

299basically that um, Trustee Escabo brings the information from schoolboard partners on potential um, on potentially working together in July. That's the motion I'm making. >> Okay, that further discussion. >> So I guess you know we have approached these board issues in different ways. I mean we can agendaize something in a meeting or we can have a public discussion which is outside of a regular meeting which may be the other venue in which this happens although we've had many of these discussions. So I think we do need to close the loop on that. I think we didn't close the loop on that. I think that is part of the issue and I will bring up that we did uh talk about having a board study session on enrollment and we postponed that date and we haven't

300closed that loop and I feel that there are other loops. So that's those are the two things that you know are on my mind also about um we need to make I mean either this board votes to well there's a study session separate issue we've talked about doing it we set a date and then we postpone the date. So, how do we set a new date? Um, and then the second thing is do we need to as a board discuss whether we're going to pursue governance? We approved funding for it, but it seems to have kind of withered away without a vote and that doesn't seem correct. We have had some conversation about the timing of this knowing that there's a pending board election coming in November and whether it makes sense to do this

301type of training with um um starting when the board is going to change within a couple of months or >> I don't think we ever had a public conversation about it. Um I think that >> well that that's that's a question that I think we have to to consider in this. So that's why I want to actually agendaize it to to have that conversation and also with the data from um Trusty Escobedo from schoolboard partners about what coaching might look like because things like I mean I feel like um things like enrollment and boundaries hugely important and it keeps on kind of being kicked down the road. But if we had some clear governance structures like a policy committee also like some of those issues could be addressed in the policy committee in depth and

302then come back to the board for discussion. So we could like get through a lot more policies. >> So now are we talking about policy committees or governance? Well if I >> policy committee is part of governance. >> Just provide one more piece of clarity. >> The I left one piece out about the direction that the board gave. the board gave direction for it to only focus on um meeting management >> and role clarity for board members and the superintendent. It was not anything beyond that. >> Okay. I mean I'm I'm literally happy with anything at this point. Like something's better than nothing. So yes. Yes. So if >> can can we go back to the motion that you made please? >> Okay. So, I'd like to make a motion to discuss governance training in

303to have that agendaized with data from schoolboard partners on what that might look like from Trusty Essco in a July meeting in the first July meeting. >> Is there a second? >> Are we not offering another option for this? >> Oh, well, what was your motion? What's your idea? >> I didn't have a motion. >> We originally had it be we had a board study session. >> Can we take a vote? >> I think it could still be in the >> I don't think it means that we can't It doesn't mean that we can't have a board study session. >> Can I get us out of this, please? I have I have [laughter] a proposal. I have a proposal. >> Uh we should close the loop on that conversation. So the suggestion I have is

304President Banning and Dr. Maldonado look at what we have on the agenda for this summer and we need to conclude that conversation because we it was board direction for us to pursue a quote and then come back to the board with the option. So my suggestion is to leave it with them since they're looking at the calendar and they're trying to manage agendas rather than us dictate with uh out the knowledge that they have. And um I would also like to close the loop on the enrollment study session that we were supposed to have because I think that's going to be really important for future conversations as we're looking at the future of the district. Um that's probably the first step. And may I add another wrinkle >> please >> to your proposal? At the

305last board meeting, you asked to meet with trustee Caffrey about setting board parameters and the decision from that meeting was to set a study session to explain to the board uh what a budget parameter would be and have a conversation about that. So now we have three topics and a study session. So those are all like >> loops to >> I'm done. I mean, to me it seems like um board parameters could be an hour of the study session. That's enrollment. That's three hours. You know what I mean? Like I'm happy to do a full day and get some of this hammered out like um when things are less hectic in the summer. So I think we could just stack I mean we've had all day study sessions. No, >> I don't agree that we

306could do board, you know, cover board parameters in an hour. >> I'm sorry, budget parameters. I mean, we've been, you know, it's 11:20 and we've been going around in circles. I feel sorry. >> I'm I'm pro extra meetings if that is what it takes because I feel like we need to make some progress on some of these things. So, >> what what does our staffing look like in July in the summer? >> What are we asking for for the staff to create for us at a meeting in July >> or or August >> or you know in the summer? You're talking about special meetings >> in the summer. Uh we many of us work but many of us do use that time for a vacation. Um we do have a whole week of leadership um

307development that we set aside for our principles uh which is the last week in July. So really we only have three weeks. That first week includes the Fourth of July holiday. So we really only have two weeks to to do some intense work which sets the tone for that in that week of leadership institute and then right away we get into school opening >> which is the second week of August. >> I I have a thought. We're talking about enrollment which is going to talk about boundaries and potential school closings and those type of things. I don't know if that's exactly where we go but that's what enrollment it gets to. We're talking about governance. We're talking about board parameters. We have yet to have conversation about vision setting and and strategic planning. Suddenly there's

308all these topics that aren't agendaized and I don't know that we've prioritize them. So my suggestion might be that we have a either a meeting or an agendaized time period when we as a board could establish the list of priorities that we need to deal with and say this is the first thing we need to address. This is second, this is third. These things have to happen together. I I don't know other than that we're just taking a vote at 11:30 at night to say parameters are more important than board governance is more important than than whatever. So, um, >> I will comment that the transfer policy enrollment has been a recurring thing and I and it feels a little bit like we're getting into that seventh period loop where we're like talking about it,

309talking about it, talking and then when it comes down to hard tax, we're like, oh, we have all this planning to do. So, honestly, from my priority list, I think we should talk about enrollment sooner and I would like to do it in July. That's my personal opinion. I'm going to put it out there. I think governance is important, but we all have a different view of it. I would like to talk about it. The the budget parameters are interesting to me, but like for me, the enrollment is a question we can't keep kicking down the road. We have to talk about it sooner. >> I appreciate that. >> Would it be possible for me to just send this really short article on why board should focus on governance in the summer? I mean, it's

310literally a one-page article because I feel like we need to do both and and that the summer is the time when we really have the capacity to reflect on our governance practices. So, if I can send that what is allowed you to get a vote on >> Okay. So, I guess can I vote to send the article on why summer is a useful time to vote? >> Do I have to vote whether I'm going to read it or not? >> Yeah, you can. >> I I'm sorry. I don't mean to be sarcastic, but but but an article that >> if you want >> the article that you're talking about sending, >> what is its validity? Why is that article something we should all read other than you want us to? >> Because we are I

311think that we have much to do in terms of like the way that we will make progress on a lot of these things is if we have better processes. This is guidance from a district that has solid governance practices and it's >> a California district. >> I mean, so >> is it a California district? >> It is not. But every district is educating kids. Like, come on. We've had >> We're going to pick a random district because you've read something about it and we now have to adopt that as as as our pattern. >> So, why don't we just vote? I would love to just have on the record who would like to focus on governance and who wouldn't. And and that's fine. Like if everyone votes no and I'm the only one who votes

312yes, that's great, too. So, so I'll just make a motion and you can all decide. Okay. So, basically I will make a motion that Trusty Banning and Superintendent Maldonado bring to us the option of board coaching and we have a discussion on how we can improve our government structures this summer in July. >> Can I have clarification? Are we talking about closing the loop that >> Trustee Escobido mentioned? >> Yes. >> And we're not setting a date except this summer. >> Then I will second that motion. >> All in favor? >> Opposed? Motion carries. >> Can we do the >> enment? >> Can we talk about enrollment? So, I'll move to approve a study session on enrollment for this summer. >> Won't pick a specific date, but sometime this summer. >> I second that motion.

313>> I sometime this summer. >> Well, I'm trying to give you f you and Dr. Dr. M not a flexibility to pick the appropriate time rather than us trying to prescribe a date and not have any information based on other work that you have planned for this summer. It's a it's something that we already agreed like what we're supporting right now are only the things that we had committed to already. >> We'll have to put out a calendar a calendar um request and see where if there are any kinds of times and is there a particular day that you want this to be. Is it a weekend? Is it a >> The thing is that Mr. Esco, you know, with all respect, um we were going to have Dr. Maldonado and Mr. Banning look at

314what the plans are for the summer um board meetings and they're going to be, you know, taken up. I mean, I don't know if there what that's on the agenda because I'm not the one that's the board president right now. So, I really feel that we're pushing it. And of course, you know, at 11:30 at night to decide what's on the agenda for July, August, and for us to set the um deadline right now, I think is >> we're not though. We're just saying we're trying to say that we want to have that conversation. And we >> I don't know when when I saw that enrollment in the intra district transfer conversation when we saw the presentation a couple months ago. There's no there's zero chance I'm dropping this topic. >> Yeah. >> So can

315I offer something? >> Sure. >> So I think it sounds like July is busy and we may have other things on >> I think August you know I think there are people who have an opinion and who want to participate who are not on this board. They want to attend the study session. Most teachers are gone in the summer. So, can we say August 10th >> before enrollment? >> Enrollment. >> Are we able to get data in and the the type of data that you need from staff before that that time? >> I looking to Steve for that answer or Mr. Teski. Um, in terms of enrollment data and I imagine this board has asked us to do things from the conversations I've heard, one is a look back and one is a look forward.

316years ago. >> So looking back and looking forward >> looking back >> the analysis to look forward to >> and we could do that in August. >> Yeah. >> Would it be possible for us to I know like there's a a long list of data that we might like to see. Can we request it prior to the study session like in June and then you can tell us what is available like for example the enrollment data we've seen so far is um one year of forward and it's districtwide versus by neighborhood and you know so can we request the data that would be most >> so you're asking for uh boundary enrollment as well is is that correct so I think that's going to be a little more complex Um, and so I don't even

317know if we have the capacity to do that work. And if you're looking for so enrollment trends and patterns we can do. I think if you're looking for boundaries around schools and data about enrollment for those boundaries, that is a more complex request from this board that I would have to probably figure out who could do that for that work for us. It's not something that I think we have the capacity to do. >> So I think we should try to do what we can do in August. Remember, this is a discussion. This isn't a decision. This isn't a vote. And I think this is a discussion that allows us to think openly and speak openly about other things. So, yes, ideally, we could have every single one of our questions answered, including boundary data,

318what our schools might look like if we change X, Y, and Z boundary, if we didn't bus people. Lots of really interesting questions I'd love to have answered. But I think if we simply talk about enrollment that in of itself would be a very fulfilling discussion for a lot of people. So I'm going to propose that in August that we have a study session on enrollment and the parameters of thatmined by how much work needs to be what's reasonable. Oh, we're adjourned at 11:30.