001telephone. foridentific Forew gracias. Thank you. Uh we are very slowly reconvening into open session. Um and I will call for a roll call. Trustee Richardson. Trusty Richardson. We're doing roll call. We're doing roll call. Trusty Richardson. Trusty Shay here. Trusty Lamb here. Vice President Murray here. President Anthony here. All right. Pledge of Allegiance, please rise. All right. Item D, land acknowledgement statement. We acknowledge that the South San Francisco Unified School District is located on the unseated ancestral homeland of the Ramy Shaloney peoples who are the original inhabitants of the San Francisco Peninsula. We wish to pay our respects by acknowledging the ancestors, elders, and relatives of the Ramatouch community and by affirming their sovereign rights as first peoples. Item E, reporting out from close session. Uh, we have nothing to report. It was, you guys
002weren't in there, but we still also have nothing to report. Um, item F, review of agenda. I just have a a title that will be changing um for uh human resources 3C. Um I will uh we'll be changing the title to 3C approval of contracts with the youth services bureau uh school counseling and safe school advocate services for 2526. So we'll be removing the words and the alternative to suspension program. So we will change that. Any other items? All right. Uh, PTA council remarks. I think we have our new PTA council president joining us tonight. Uh, Mina, I will repeat what that is when we get to item 3C. It was just a change in the wording. What was the action on? There was no action. is just changing the wording of an item. Well,
003she'll I'll repeat when I get to item 3C. Oh, all right. Um Lauren text me your name when I was on vacation and I slept since then. So, if you wouldn't mind introducing yourself when you also come up, I'd appreciate it. Good evening, President Anthony, Trustees, Superintendent Moore, members of the cabinet, and members of the community. My name is Jasnit Khr, and I am the newly elected president of PTA Council. I wanted to come tonight to introduce myself to the board and community. Lauren Kitchens couldn't be here tonight. She's out of town. A little about myself. I have been a volunteer in the PTA for six years. So that's how long my kids have been in the school community. and I have worked as an historian in um last um PTA board in Monteird and
004I'm planning to do some good as the new elected president and I have lived in South San Francisco for almost nine years if we consider three years before I moved to Milbury and then I came back to South San Francisco. I have twins who will be attending Westboro Middle School next year. My son encouraged me to take the role of PTA Council President and I'll encourage all other parents in our community to volunteer in the PTA. It is a great organization that provides incredible support and training for parent leaders. Our incoming PTA council board members will be myself as president, Lauren Kiten as vice president, Cody Jang as secretary, Nalani Mur as treasurer, Lauren Ch Lori Chan as financial reviewer, Victoria Laauo as leadership chairperson, Walsy Wong as board meeting coordinator, and Mia as events
005coordinator. We have recently approved our meeting calendar for the year and will send out uh next week. I hope that in my term as president, the PTA council can continue to collaborate with teachers, site leaders, district leaders, and community members to benefit all students in South San Francisco. I will work to support and mentor new PTAL leaders and ensure that all feel welcome and supported in the work that they are doing. I look forward to being a voice for all children and families this coming year. Thank you. And if there are any questions, this is my report. Thank you so much, Miss Carr. Welcome to the PTA Council Presidency. Thank you. Um, the only thing I will ask is that as you coordinate uh events and and topics, make sure you email Miss Marcelino so
006that it gets on our calendar if you want us to come. Sure. Definitely. You're always welcome. All of you. Super. Thank you. Thank you. All right. Staff Association representatives remarks. South San Francisco Federation of Adult Educators. I don't see Classroom Teachers Association. Join us. Good evening. There we go. Good evening, SSFUSD cabinet members. Hi, Dr. Campbell. Welcome. Schoolboard trustees and community members. I trust many are enjoying a little rest and relaxation during the long summer days. It looks like SSFUSD work continues on as many important topics are being discussed tonight. Thank you, Dr. Moore, for reaching out to me connecting to connect with SSF CTA this summer to discuss ways we can improve communication with our members. Tonight, the board will be voting on the tenative agreement between SSFUSD and SSFTA for Children's Center. The
007Children's Center teachers came to speak during their negotiating time to express concerns over their pay and spending in the department. The agreement you will vote on tonight reflects their efforts. I would like to state that the tenative agreement includes two one-time stipens that are not annual despite the word annual in the tenative agreement. These are one-time payments that are made once during the year. They will also get a day that they can work in their classrooms. They have not had a day to work in their classrooms like other teachers until now. Since their salary schedule it differs greatly in compensation and it's only for about eight people. They are looking forward to this agreement being passed. Hopefully in the future this one-time compensation can be made permanent. We are also hopeful that as the race
008for TK spots continues, some who qualify will consider Children's Center as an option for their children. Hopefully, the district will help make that known to the community. This year, I know that human resources will be busy as a department. They will be reviewing so many members to see what column they will be in under our revised salary schedule. HR will also be updating its certificated recordkeeping system, discipline record access, collective bargaining agreement, among all the other work there is to do. Unfortunately, I have not received any summerus to look at from HR or other departments for certificated opportunities next year. I was hoping I would see more of these during the summer to avoid a rush to complete them mid year, but I will do my best when they're ready. Yesterday, I saw a news
009report that the Mountain View Los Altos High School District settled their contract for a 4% increase, which will bring the highest paid teacher in that district to an annual salary of over $200,000. the highest paid teachers in the state, I believe. Wouldn't it be great to offer teachers who have been here all their years of experience on the salary schedule prior to coming to SSFUSD and not just for new hires starting in July? I will say it is frustrating that we are always chasing these higher salaries in such wealthy districts. for our high school teachers to stay. We really need them to love it here in South San Francisco. So, it is good to know that your goal is for educators to do just that. You know what is a very satisfying experience as a
010teacher? Seeing past students thriving. I will say I was teacher to Miss Car's twins and a few other people on the PTA council. But this summer I'm working at uh Big Lift at Los Certos. I've had the luck of seeing two past students work in the summer program at Los Certos with me. Malcolm Goodman and Brandon Smith. Seeing them work with our scholars is amazing. Well, I hope all of you get a chance to relax, rejuvenate, recharge, reconnect, rebuild this summer, whatever your re is. Have a great summer. SSFTA is looking forward to the new teacher orientation on August 5th. Thank you so much, Miss Juicy. Um, all right. I don't see Jolene, so I will move on to item I, Personnel Commission. Nope. No report out. And item J, items from the board, announcements,
011board calendar, board committee reports. Um, oh, okay, great. Um, super. Item K, superintendent report. Thank you very much, President Anthony. Um, I am excited to provide an update to the board and the community on our robust summer learning and extended school year programs that are currently engaging nearly 1,200 students across the district. Each of our schools are bringing our South San Francisco Unified School District portrait of a graduate to life, empowering our students to learn, thrive, navigate, and impact their community in meaningful ways. We have Bliss at Martin, which is the big lift inspiring summers at Martin and Los Cerritos. At Martin, we've have 169 scholars who are enjoying a mix of joyful field trips like Coyote Point in Grand Avenue Library, hands-on science, and upcoming performances. The attendance is strong at 92.26%. At Los
012Certos, we have 143 students who are participating with a 91% daily attendance. They are experiencing spirit days, library visits, guest presentations, and a luau themed end of summer celebration, helping to make learning more joyful and memorable. Both schools are also engaging our families. Martin's having a literacy workshop on June 30th and Los Certos is hosting a family literacy night on July 4, July 1st, excuse me. And then we have extended school year esy services. We're serving 196 students across multiple sites from preschool through the adult transition program. Martin Elementary School, ESY, has 58 students and they're receiving individualized supports and behavioral supports. Losertos is experiencing strong collaboration across staff teams. Our steam program have students who are participating in lifeenriching activities including an upcoming SPCA SPCA visits and daily wellness walks. And our South San
013Francisco High School ESY students are receiving targeted instruction and life skills coaching through community- based learning. Our steam summer program is at Sunshine Gardens in Spruce where we have 220 students exploring energy concepts through wind cars, solar ovens, and rub Goldberg machines, art experiences as well, including sketching and graffiti art. And they will have some performances coming up also in July, a gallery walk and other performances. We have elevate math and specialized support at Ben and Aloma where we have 140 students who are enrolled in elevate math courses right from rising third to 9th grade and they are focused on collaborative hands-on problem solving aligned with grade level readiness. And then we have our adult transition program and therapeutic classrooms are serving 23 students with a focus on vocational skills, community access, and credit recovery.
014And lastly, our high school credit recovery at South San Francisco High School is serving 282 students with an average of 90 almost 93% attendance and they are supporting core core core course credit recovery while reinforcing the portrait of a graduate skills that I spoke of earlier across sites. All of our students are engaged, curious, and supported by an incredible team of educators who are modeling what it means to be committed, caring, and student centered. So just thank you for your continued support as we ensure summer is not only a time to catch up but a sign a time to excel, explore and connect. Thank you. Thank you so much. All right, moving on to item L, public comments. Public comments are limited to 1 to three minutes per individual. Name and address cards are placed
015in the back of the room to be completed and given to the secretary. This is your last call. Uh the board president will call upon individuals in random order who have requested to speak. Each person may only speak once and is required to address the board from the podium. The meeting is recorded and streamed live. Individuals may address the board concerning school business not on the agenda, but public comment cannot be acted upon or discussed by the board unless placed on the agenda at a subsequent meeting in accordance with the law, the Brown Act. The board may request staff to respond orally at the meeting or in writing at the future time. Wanted to apologize for last week. Um I was not keeping time. Uh, I was waiting for the buzzer to go off and
016it didn't go off and I do apologize that um I did not cut the second speaker off at 3 minutes. So, please forgive me. Um, our we have only one card tonight that is for Michael Harris. Good evening. Last time I spoke here, it was about 529 plans. I was able to bring a few brochures in. I gave one to Ted and went to Joanna. I talked to the broker at Morgan Stanley on Tuesday. He assures me he can buy bonds primary purchase on the open market. I just talked to Ted about this also. And Ted assures me that there is a procedure for residents to buy the bonds next time they're sold. The next sale would be a year and a half or two years about $150 million. So Ted has been able to
017move this ahead for me. And I would appreciate uh the uh board agendizing this item in close session first and see what how we can make this happen. Uh, these 529 plans have lately been improved. I will get a few more of these, but I got 13. I only have one left for myself. Uh, the other thing I would like to speak about is the excess property. I hereby request you consider donating it to the Beayshore School District in Daily City. This is a one school school district. It's been some time since I looked at their website. The last time I looked, I was working with David Canipa. They have three white students. The rest are all minorities. This is the poor school district. The last time they put a tax measure on was to
018operate the district. It was $120 per home up there. It's right up behind the compell. They have a superintendent, they have a principal, and very small office staff, just a few teachers. uh they're kind of hurting and this could help them a lot. Thank you so much. All right, moving on to item M, information only presentations. Item 1 A, administration, instructional vision, and professional learning. Good evening trustees, cabinet, and community members. It is my absolute pleasure to present to the board this evening our draft instructional vision and professional learning plan. All right. A vision really is designed to clearly communicate the shared aspirational state of what we're all working towards in our school district. The Pog portrait of a graduate is our vision for all of our learners. The instructional vision is in service of
019the portrait of a graduate as it defines how we aspire to design learning such that all of our learners can reach the POG graduate aims. This slide goes deeper on the purpose of an instructional vision which is to broadly frame the core instructional practices. So those are the fence posts that you see that we aspire to share across South San Francisco Unified. These are core practices that when used skillfully will help to design instruction in ways that support students to meet the intended outcomes. Also part of our portrait of a graduate aims. Note that these fence posts were identified by looking at key instructional shifts that would support learners in reaching these aims. This slide really speaks a little to our processes. So we began by looking at instructional visions from other school districts as
020a as a committee. We started by um identifying key features of what we believed were strong instructional visions. We named that our instructional vision should have the things that you see here on the slide. Really making sure that it is aligned to our portrait of a graduate that it is clear to provide great levels of clarity and accessibility and it is concise. that it helps to define what exceptional instruction looks like, not just in words, but with descriptions that help people visualize what that should look like. It should be um indicative of what we hope the adults will be doing to help structure the learning for our students and it should be consistent across classrooms and grade levels. And of course, there's support for teachers role as the facilitator of learning in our classrooms. This
021slide continues to just share a process. It really was a co-creation with our community, ensuring that the voice of our community was well represented. So over the course of the year, we engaged various members of our community to design, to define, to give feedback, and to refine our instructional vision. We worked closely with the 2425 guiding coalition inclusive of district staff members, administrators, teachers on special assignment, classified staff, school administrators, educators, counselors, psychologists, parents, and community members. Of twice, we were able to hear from a panel of students. We went into schools and we listened to students during learning walks to make direct connections to their experiences and our emerging vision. We also engaged school administrators more than a handful of times to design and really think about what we want the instructional vision to
022be as we prepared them to welcome their site staff into leaning in and also giving us feedback. And then on November 1st, we asked some of our educators who were interested to opt in and provide early feedback on the instructional vision. And then all educators were given the opportunity to weigh in and give feedback during our January collaboration day. Not going to go over the slide. It's just a slide that details the timeline of how many opportunities with which we sought to uh provide engagement across our system in order to provide inputs and feedback and take that to really further refine our instructional vision. And then at the end of this academic year, very proud to share that we have identified our four fence posts of instruction that comprise the South San Francisco Unified School
023District instructional vision which you see here. relevant, meaningful and relevant learning, learner ownership and agency, inclusive and equitable, and that there's an assessment for learning. And so, there is a shared commitment to improving practice in all four of these areas. And we know that there's a need for us to continue to support our educators in designing learning that leads to our vision for all of our learners. And of course, while we wouldn't be making big changes, we're certainly going to continue to be responsive to the inputs and the feedback of our community. So if we need to make some slight adjustments or refinements as we learn more, we will. But I wanted to at least present the board with the work that the community did starting last year and the bulk of this year so
024that you all saw what the efforts of the team were. With that, as we set our instructional vision and our priorities anchored in our portrait of a graduate and vision, we also sought to work collaboratively with many of our teams to design strong a strong inclusive professional learning plan for this next year. All of you have seen this slide. I spent time last board meeting presenting on it. extensive engagement with site leaders, directors, the entire student and family services team, ed services team, including all of our teachers on special assignment. These were the three priorities that we co-created, all interrelated. We also recognize that if we are going to increase student belonging, academic discourse, and implement new ways of math in this next year, we absolutely must invest in our educators. It is something that
025we have heard many many times over and so we needed an intentional aligned coherent professional learning plan. Once we drafted the priorities that you just saw, we then went through an iterative process to engage our principles ed services and student and family services team. Um really asking what have you seen in schools and classrooms? What needs are you seeing? What are you hearing from our our educators? Rather than just dive in and start scheduling trainings, we're very intentional. We asked the teams to help us design principles of how we might approach professional learning differently this year than we have in past years. And so before you is the plan for how we plan on doing this um sitebased staffing groups. So there's TK, there's preschool and some related service providers. We're also in the process
026of developing a plan of for professional learning for our administrators as well as our teaching and learning teams and instructional staffs. For elementary, there would be about five sessions spread across the year roughly every other month. We are going to be partnering with SVMI. You heard uh the team talk about that at the last meeting and Mr. Brock Meer prior to that to come out to each school individually in September and March and really staggering it. So each week they're meeting with a different elementary campus per week so that each school gets individual expert facilitation something that was also asked by our educators. And so the intent for us is to hear as we're building a new a professional learning plan that is responsive to the needs really leaning into asking what do you need?
027What do you want? And this came up a lot in terms of SVMI and being able to bring in people who had e experience and expertise in the math specifically. We are also developing these pathways that are aligned and coherent. And so for each one, I won't read this slide. to just let you know we are co-creating just a draft of sequence topics for our August professional learning days as well as for our Wednesday collaboration learning days and then time when principles are going to be working directly with their staff. For each of these we have been very intentional to make sure there is a district leader that is the face of this work and there'll be a crossf functional design team that will be leaning in and helping to support the work. And for
028most pathways, we also will have listening to some of our teachers. You heard me just mention about SVMI. We'll have an external partner to help do some of the prep work. But the again the face of the work will be our district leadership team. So part of all of this means we have to develop a very detailed professional learning calendar for next year. And we have done that. It is in draft form. It really indicates on any given Wednesday what is going to be happening and they all are aligned to the district priorities that the board heard me speak about at the last meeting and this calendar will be finalized uh by our admin retreat at the end of July and so that we can then publicly publish that for the rest of our community.
029We are also doing the same thing for our principles, making sure that they have an aligned professional learning plan and we have spent time just asking them much like we did this year, what is the professional learning that you want moving into this next school year. So, we will be clarifying some of those objectives and then we will be unveiling that for them at the administrative retreat. And last, but certainly not least, we're really looking at how might we reflect on professional learning needs of our non-instructional staff. And we saw that as an opportunity of growth for us that we typically focus on our certificated educators, but we also have other staff who are um just as deserving of professional learning. So, we're thinking about building on our customer service trainings and then really thinking
030about how we might grow our capacity to coordinate and support data analysis and decision making moving into this next year. And with that, I thank you for listening and I will open it up for any comments or questions that you may have for me. Thank you so much. You have comments or questions? Trusty Richardson. I appreciate the rundown of a professional development. I think that across the board if we give it to all our across uh professional development it really does ignite a a passion that we want them to catch or to. So, do we have u a schedule of how the yet how we were going to implement some of this? Because I think that it's valuable, but it's such a big, you know, and our staff is so large. Do we have we
031put together a plan yet who will get this? Because I really do believe that they will get a lot of out of this. Thank you. Yes, I appreciate that question. Thank you. So if you see here, this is really just a snapshot of K235 all secondary educators, secondary math and all site staff. So behind this, what we are working on is really spelling out the specific arc of what they will receive and when, by who, and in what form and fashion. And so that work continues. It's continued through the month of April and May. and it's still continuing now so that we can be really crystal clear on what we're going to be providing for our staff. Thank you for that question. Thank you for the presentation. And I'm really encouraged by your because it's
032now we're we're right into the we're right in it. And I'm happy to see that we've got a at least an organized grid about some of this because it really does matter that we're organized in that thinking. Thank you, Dr. Moore. Thank you very much. Definitely a team effort. It's taken a lot of hours and work to design it, but thank you. Thank you. Trusty Lamb. Yeah. Uh just some comments. Uh Dr. Moore, yeah, thank you for this presentation. Um yeah, I was really uh excited to read about um just how the this professional learning plan has um is very structured and focused and you know, framed on our you know, big priorities this year. Uh so I really really appreciate that. I I think it's uh really great. Um and uh if I could
033inject a little bit of like just personal uh perspective on this um you know this is not um I feel like a lot of organizations just generally don't do professional learning or professional development very well right it's just tends to be back burner people just work and do their thing and you know don't get opportunities to grow and develop or maybe get these oneoff things um so I think the fact that you know Our district is really prioritizing this and you know really trying to create uh you know structures for people to do professional learning and uh you know throughout the year um and on you know focus priorities but you know also with with some choice I know I appreciate that too but you know very focused on the main priorities this year. I
034mean I think that's something that we just need to uh highlight and appreciate and um yeah not take for granted. Um so um you know as someone from the Exploratorium you know we value lifelong learning so I hope that we are you know I I'll always support whatever we are doing to promote professional learning um and um you know that's you know I hope that is a value that people will feel and all you know throughout you know both our educators and staff um I think it's just really important. So I'm a you know I'm a big believer um you know if we're going to ask you know make whatever changes or just you know just learn on how to grow everyone's practice then we have to really uh double down on the professional learning
035that we offer. So yeah thank you very much. Thank you Trusty Shay. Thank you so much Dr. more as always this is excellent plan very strategic and follow align with our strategic plan priorities and very comprehensive we can see all the very and also very thoughtful and thank you for this great framework and uh also including the very detailed steps thank you very much Jesse Murray thank you um thank you for all the I I what I appreciate most is the inclusion of of all of the um stakeholders in our community and that's what makes a good plan. So I appreciate it. I think if this is done right, I think and I think it will be it'll put us in a different category. You know, we will be that that school district that people
036want to come to. And um and as always, I incre I um I appreciate the intentionality and the alignment with our strategic plan. So kudos to you. Thank you. Thank you very much. Um thank you. I I am seeing in the draft plan that I I didn't forget or didn't misremember we are having training in July on IM as well. So we we started training probably a week after school ended opt-in for anybody who's interested. There will be another training in July and then I believe another I believe in early August. I don't have it in front of me so don't quote me but yeah trying to create several opportunities and part of this plan if you I mean you can you can't see very detailed but you can look at the plan where you
037see implementing IM for three through five educators and you look at those dates across August and then at the different January different areas but yes we did start the some of it is the math instructional shifts to help ground people in that and uh the new California framework but yes This plan is definitely embedded to ensure that our staff gets the support they need around illustrative math using the implementation plan that the teams have been working with by teachers with teachers to make sure that we can provide the support they need. Um that's helpful. And then I I'm looking at this I mean I think the thing that's hard is that August 11 12th you really have nine hours over two days but it's not nine hours just for math and then nine hours for
038something else. So, I'm looking at the um draft plan and it looks like there's going to be three pathway sessions. Are is each going to be on because there's like three different things that they should be touching on each group of educators. Can you talk about what we're trying to do is come at it from an integrated way. So, part of what our conversations have been is we talk about academic discourse that's grounded in student belonging. So, it doesn't feel like they're disperate topics. The goal is to have them integrated. What we did this year and we heard worked really well is when we had um professional learning for that cohort of educators who were piloting illustrative math, they got a lot of the time that they needed. What we asked is that they embedded
039work around the portrait of a graduate so that there would be a same level of awareness. So the intent is for those that we know need more than nine hours. I think Mr. Brockmire has said that multiple times. We're intending to launch in that way to really think about how to start really strong and then build in opportunities throughout so that teachers and educators continue to get support. And so it's going to be there's other optional learning pathways as well built into the plan, but it is not going to be required. But we've had educators who also spoke about wanting to go deeper with GLAD because they started something at their school. So, we're trying to be responsive, but also recognizing that the primary focus of these major um structures that we have are going
040to be focused on math, academic discourse, and student belonging. And then this is district organized professional development. Um school sites also have the opportunity to be doing professional development. Could you talk a little bit about how that's going to Absolutely. So part of our conversation, let me look at this particular slide with school leaders is um how they might think about the faculty and staff meetings that they have and how we can work collaboratively to bring the integrate that so that our faculty and staff meetings are also about learning because we're hearing from our staff the importance of that. And so we're using every every bit of time that we have that's available to us to focus on math and principles. We met with them in June and talked to them about this plan and
041they are supportive of doing that as well. They still have other things that they need to talk about, but really making sure that teachers get teachers and educators get what they need in order to facilitate this program. Well, that's great. Um, and then do we have a sense I I I know I haven't primed this question. Okay. um of folks who have signed up for the July and August like were they encouraged to sign up early or is it just like sort of a is a great question and I don't have the response to that but I can certainly get that for you. That'd be great. Um and then just an encouragement for teachers to be taking advantage of that. Um yes, heard a lot this year about professional learning on direct instruction and the
042framework change. So I think that that's what a lot of that primary training is supposed to be on, right? Yes. Great. Okay. Um, thank you so much. Thank you very much. All right. Moving on to item N, presentation with potential action. Presentation 1A, human resources and student services. Um, law enforcement contact summary for 2024 2025. Fantastic. Thank you. It's always a pleasure to go right after the articulate superintendent. We need to work on getting like a middle act in between here. Um, okay. It is my pleasure to speak to you tonight. I'm going to say uh good evening to President Anthony and to our trustees, to Dr. Mo, our cabinet. Um, I am here uh first actually to introduce myself to the community. I'm Ryan Severs. the director of student services and the emergency communications
043coordinator for the district. Uh so I'm here supported by Captain Adam Plinkck and Officer Giovani Morales who are here in our audience. Um also want to say uh good evening to our community at home and all who are here. Okay. I'm going to be uh taking you through some annual information that uh we do at the end of our school year uh per an agreement that we have with the South San Francisco Police Department. So, I'm going to talk to you about uh some summary information about our contacts with law enforcement. We're going to talk a little bit about our growth and partnership and improvement. Um, and then that's just going to lead to a reminder about uh the renewal of our agreement, ourou with South San Francisco Police Department. Uh, so without further ado,
044let's start talking about the fact that we deal with multiple law enforcement agencies, not just South San Francisco Unified. So what you see represented here on this slide would be South San Francisco, but also Daily City, San Bruno. uh we work with the Sanonteo County Sheriff's Office, BART Police, and then not on this slide, but occasionally we will also work with Sanonteo County Probation. So, as we look at the total contacts that we have had throughout the school year, just a reminder about what contacts means. Uh contacts can mean anything from a phone call to an electronic exchange of information to an officer actually being uh in person on a campus. Um a contact also does not mean uh that a an actual arrest issue or a crime has been committed. It can be a
045consult, it can be a discussion, it can be advice in addition to uh possible criminal activity. So we had 102 total contacts uh and we saw a reduction of 37.8% from last year. Last year we had 164 contacts. Uh 64 of our 102 were initiated by the school site. So that's twothirds uh initiated by administrators or school staff and then 38 initiated by either police uh parents, community members. And then of our 102 the 58 of these instances um we had assistance from the school liaison officer. So just a note about that. So school liaison officers as a reminder they are not placed or assigned to any school. They are a layer that South San Francisco police uh have established within their system uh so that we have someone to call or to consult uh
046any issues that deal with schools. We have someone who's generally more knowledgeable and better trained in school related or schoolaged related situations than an average officer who's uh out on the beat. So there, in other words, uh it's a measure of assistance and support and help. So because we primarily deal with South San Francisco Police Department, that is reflected in the in the contacts here that 93 of those occurred uh with South City PD and uh we can see a handful of others with uh some of the other departments and including the sheriff's office. when we look at any school sites that were involved or students from certain schools. Uh this is a look at our elementary school sites and we can see that uh Martin had just a bit higher uh level of contact.
047Um I'm I'm going to give you a lot of reminders throughout this. So here's a here's a side note here. When we say that an instance occurred, you can have multiple contacts that are involved in one particular issue. you may have a number of students that may be a group that's involved in something um or there can be follow-up issues for the same thing that may have been reported or some kind of a concern. Uh and so maybe additional students or additional incidents uh could have occurred and that were subsequently investigated. So looks looks a little worse than it is. Uh doesn't mean Martin had a problem. It just means that there were a higher number of instances in which contact was needed or follow-ups. And we would apply the same logic to our secondary
048schools. So we can see right away we'd look at high schools and say okay well high schools have the highest level of frequency for our context. Uh and that has been true over multiple years. um El Camino in this case when you see the 47 um we had some issues where there were some concerns and consults that related to uh some things that uh were related to each other and so uh that led to a higher number of follow-up uhformationals and consults. So uh that also uh does not look uh is not as bad as it may seem on the slide. When we look at the purpose of contacts, uh we can see and this is consistent with the past couple of years, the highest number of uh contacts are made due to CPS reports
049that come in. So that's again child protective services, things that involve investigations, something that can start um at home that needs to be investigated. uh and CPS is uh using the venue of coming to the school to talk to a child. Uh they will bring a law enforcement officer with them. Um we also see that we do welfare checks. Um sometimes we have issues where we're not able to establish uh communication with a parent and we're seeing a um some you know long pattern of absences or uh other concerns or safety concerns. So we want to go and check on the families and we will occasionally ask officers to assist us in that regard. Um we see a number of other issues not clearly not as many as we get for CPS and welfare checks.
050Um threats of harm and violence also include unfortunately swatting issues. So, uh, not quite as bad in o over over this year as it was in the past couple of years where we have, uh, some false instances of someone making a claim of a threat of harm, um, only to find out that that is a a hoax. So, it includes those instances as well as anything that may be verbal. So, uh, show you the remainder. We have some other rare situations um ranging from reports about child neglect, for example, to sexual harassment issues or maybe a family or home issue where um an officer or someone from the school is getting follow-up, getting more information and seeking consultation. just a little student information to show kind of the the grade ranges of um any students
051that were involved in any of these contacts. Um and again, we can see that at the secondary level that that's predominantly a secondary uh level contact. Uh we would see that our 11th grade was our highest grade there as well as high school. Um eighth grade, ninth grade, 10th. You can see there uh those are very similar in numbers. Um and those are reflective of pastures as well. Looking at our special education uh students, students with IEPs, we can see that there were 38 students who were contacted. Um our English language learners, we have our foster homeless uh youth reflected there and as well as our male to female ratio. Looking at our race ethnicity, we can see that the contacts on the left hand side, we compare those to the district baseline numbers of
052our enrollment. So on the two right hand columns, what I'm showing you there is just well who is in who is enrolled and do our contacts uh at least track with our baseline percentages in which they basically do. Okay, adding in a another piece which is we do an annual survey um part of theou which is section 10 calls uh for doing an internal survey with administrators, staff and students who have had contact with law enforcement. Um now the bottom part of that bold uh portion also indicates the survey will be primarily concerned with perceptions of safety and security relative to the program. So even though the first part of that is saying just law enforcement in general, the real intent and as stated there is we're really trying to get a gauge of the
053uh school liaison officer program itself. Uh so we sent that survey out to those who are named there to students, staff and administrators. Um any student related contacts we sent through parents. Um, and then we encouraged our school teams to continue to do follow-ups um to see if we could even send uh our communications back out again. So, we did do multiple attempts to uh to try to encourage participation in the survey. And so, we received 30 responses and you can see the breakdown there at the final bullet point which is 12 students, 11 staff and seven administrators. One thing that I will point out is when we look at the total contacts that first slide that I had shown you and I'm just going to go back really quick to that slide. If we
054go back to our total contacts, we can see the school leaison officer consultant and assisted those are 58 out of the 102 contacts. So what I want you to keep in mind is okay well if you've got 30 survey responses what's the deal with that? Why is that low in comparison? Well, when we send that survey out, again, there are some situations that are very delicate. So, this isn't just an officer talked to a student and that equals that number. There are, like I said, CPS related issues. Um, things that begin at home, things that are involved in the community. Um, and sometimes people don't want to talk about it or they want to leave that issue behind and they don't want somebody making them answer questions about it. So we understand that there's some
055delicacy with that. Uh so when you consider that number again and this is with our attempts to try to generate as many responses as we could um that's that's what we got. So looking at the kinds of questions that we're asking well obviously we're asking what is their role at the school and then we can see that um in this particular case we had uh more students than staff and in prior years we were getting more staff surveys and and very few student surveys. So that was very encouraging to see. We ask a baseline question which is just well how do you do you feel safe at school in general? Um and so what we see here is from a scale of one to five, five being very safe and one being unsafe, you can
056see that we did have a range uh of of responses. And we compare that to then questions specifically about school liaison officers. And so then we ask, well, how how do you view police school liaison officers when they visit the school campus? And then we can see in blue there that there's a majority of a positive perception and the yellow being no opinion by the way which is the the the second largest uh response. And then we ask well do you believe school and officers have a positive impact on the culture and the climate of the school? Um and again that tracks with um the majority being positive or no opinion in this case. We also ask for just in general, do you have any additional feedback that you'd want us to know? Um, do
057you wish to share anything about your perceptions about safety and security as it pertains to the school liaison officers? And so, I'm not going to read all of these. This is primarily for information. So, uh, public has access to see these different comments and as I've included here, but we can see that it's primarily positive. Um, we do have some some indicators of um, hey, we want to make sure that they're not scary or whenever possible not to wear a bulletproof vest. Um, but in general uh, you can see that there are several comments about the utility, the communication, um, the the partnership itself and the benefits of school officers being involved to some degree. So, I want to talk about a little bit about growth and partnership and um some of the very effective
058programs that we know that we want to see continue. And one is the every 15 minutes program. Uh and this is a a a program near and dear to my heart. Um I was the school site coordinator of this program um with Captain Plank way back in 2006 2008. Um, so we've been doing it district-wide for quite a while and we know that it has results. So that's why this uh program, which is a two-day anti-drunk driving program, is backed by uh the Mothers Against Drunk Driving, California Highway Patrol, and California Office of Traffic and Safety. Uh they believe it is so effective that they have put a grant behind it. Uh and that is something that South San Francisco Police apply for annually uh and give us the benefit of uh that grant. So,
059we definitely want to see that continue. They have the youth enrichment series, the YES program. That's a five-week program for fifth grade classrooms um helping them with positive decision-making and navigating in the world of u online communication and bullying and uh things of that nature. They are proposing a new program called 911 for kids. Um, we are in the process of getting more information about that, but essentially it would be uh guidance for children at the fifth grade level to understand when, how uh someone would call 911, why would you do that, and what kinds of questions could you expect to be asked? And then looking at just training opportunities for our staff. What are some things that we want to continue working on? Well, we want to do more work in the area of
060um prevention of social media, electronic uh issues. Uh there's financial exploitation and information and data exploitation. How do we avoid those kinds of situations? Um reporting procedures, best practices for avoiding things like sexual exploitation um or other kinds of misconduct. Um we want to continue improving our emergency response drills and procedures. you know that I give my annual uh safety and emergency presentation to at the beginning of the year and um we don't stop working on those of course that's something that we continue refining uh throughout the school year and when you see next year's plans that will be involved as well and then of course we want to make sure that staff have some guidance for when they should be making calls. When is it appropriate to call a school leaison officer? When is
061it appropriate to call the dispatch line? Uh sometimes you have a crime related situation or something that it's not quite but we need advice on it. When should you consult and who um so all of these things are involve nuances to high degrees. So I appreciate again um your time and attention. That brings me to the end of this presentation and of course I'm happy to answer any questions. Thank you so much, Trusty Richardson. Thank you, Mr. Seers. I was looking forward to this because I had a lot of opinions about how you gathered your data to present to the board. And uh I was wondering how you could arrive at some of those numbers of response rates. and I understand it a little bit better, but I'm concerned about how school behavior has improved
062during the lifetime of our agreement with SFPD and um the contacts that you mentioned 102 uh were something that I I look at because um I want to know if staff has turned the corner of calling the police for student themed student behavior that we could mitigate at the school if possible with restorative practices. And I I'm not sure how into the implementation of that we currently are uh engaged in in our district. Now, I understand we have those safety days, mothers against drug driving. A couple of years ago, it was a there was a powerful presentation in the district with our own students. They put a video with PD and I was really really impactful and I appreciate that. But I I'm concerned uh with the total number of 102 calls and I I
063understand it's a an umbrella of a lot of little things. Mainly I'm concerned about how our students behaviors are being referred to PD as opposed to a restorative practice. And where are we in our quest to minimize these kids getting just constantly being in trouble? I know I we heard from staff that kids vape in school and all those things that kids will do and but still I don't want to hear from staff that the kids are bad mouthing the teachers and they figure well they're not going to have any consequences so we're not going to just you know so they think they can get away with more and I Okay, Trusty Richardson I think you asked a question and we sure I'll be happy to to I'll be happy to unpack that and if
064I miss any part what just let me know if I miss anything. Okay. So let's let's start off first with uh you asked a question about data. So I want to just talk about the data integrity piece for just a moment and that is when you see us collecting this information. Now we have a uh we have a a data collection tool that our site administrators are making entries into. And so the way that we arrive at these numbers is we're actually we're taking the number of actual entries that represent um what we call a contact can involve students not involve students. It can be something that's related to the community. It can just be a parent and not a student. Um but if there are students attached to it or students are involved in
065that contact, we also take all of that student data which you saw that I that I summarized. So, it's our site administrators that are going in and recording as many instances as they can. Now, it's definitely not perfect and there are certain instances that we might not record, but we have other mechanisms that are reported to the office of student services where we can back check that and uh try to ensure so we do have some redundancies within our data collection to try to make sure that we're actually recording the the correct amount, but we're not recording absolutely everything. And I would compare that to if you ever see any numbers from uh South San Francisco police. Um they have a robust dispatch system where they everything is recorded. I believe it's the the rims
066system. Um so they are recording every single call, contact, email, anything that comes in. They have a way of doing that because that is uh within their structure to to keep that data. So I just I just wanted to point that out. and also to say well and and this is where I'm going to piece it together with what you're asking which is um how how does that reflect upon uh student behavior and I would say that it's not reflective of student behavior because of the variety of context that we are reporting here. So, it's important to not conflate uh what we see as something that could be a disciplinary or a misconduct trend and say that that's associated with the number of police contacts because like I said, our number one reason why we
067have contacts is because of CPS related issues, investigations, and follow-ups. So I could break that down into five, six, seven different ways in which there are nuances in which a CPS report is triggered. But at some point we have to keep a cap on our data and make it something that's sensible. So you'll see that I have kind of multiple descriptors in that particular category. And so that has nothing to do with student behavior whatsoever. But that's the number one reason why we would have contacts. When I say something like if you look at another category such as risk assessment or suicide prevention protocol, that's more of a mental health issue where somebody's in crisis about an issue and we're working with high levels of counseling. We we're engaging our counselors, we're engaging uh our
068wellness staff, our school psychologists, and we're trying to help the student as much as possible. But if there is something that prompts us uh to have to engage the mechanisms in which we have to call the police and that's part of our uh suicide prevention protocol um those unfortunate situations um may or may not lead to hospitalization. uh but there's a robust process for uh when uh a student is coming back from a situation like that, how we are making sure that we're tending to their wellness, addressing their needs, and and making sure that there's a plan for their reintegration back into into school. So, so that just just that was right off the top of of my head without looking at the chart of two of the most uh you know the highest level
069categories of contacts. Um, you have some other situations like threat of harm. Well, threat of harm, could that be somebody actually making a comment to somebody else? Sure. Um, but that, you know, unto itself would would be a disciplinary related situation. But something that results in police being called, usually those situations have to do with some kind of an external situation where somebody's just making a general threat. And so every once in a while, our and our staff know, our school leaders know, I have to put these messages out that will say, um, you know, there has been a a threat made. This is what was said. Um, it's being investigated and at this time we believe that the issue is a hoax. And that's not just plaguing us. That's that's nationwide, which is called
070swatting. So there's a lot of those are related to swatting instances. So that if you just took those and said, "Okay, boom. That's your those are your top categories and now what's left over and it's there's a lot of other kinds of things that are highly nuanced. Um and there's a wide variety of them. So it doesn't necessarily mean wow we have a misconduct issue because the police are getting called. Um it's more about there are a lot of needs and that's why we have both disciplinary mental health counseling uh all of that comes together to be a comprehensive response for us to support our students. Um now that brings me to then the part that you were asking about restorative practices and sort of the effectiveness of restorative practices and the reduction of um
071some of our our school discipline. Well, yes, we are heavily invested in our alternative suspension program, our substance ed program, substance education, brief interventions for substance use, um, and other forms of counseling that are related to our alternative to suspension uh, resource. And so yes, we are we have increased the number of students that have been involved in our restorative programs, but we're also building site capacity so that so that school sites have the ability to have what's called restorative conversations, restorative chats and restorative circles, which is where you're working with students to help repair harm so that they recognize why something that was done affects other people. So it results in positive behavior changes. So yes, has that resulted, you know, do do we think that's a major factor in reducing suspensions overall? Yes,
072we had a significant reduction of uh in suspensions for the year. Um but I think it's it's more than that. It's everything that I else that I've mentioned. We have really really great counselors, really great mental health specialists. Uh it takes everybody working together to to affect this kind of a change. So would you say that there's uh the culture of the campuses at least in the high schools uh have improved over the since we had theou based on some of the data that you're reporting to the board? Uh I I think I mean theou is an operational document that just helps us to understand our our roles and responsibilities. Um it helps us to uh make sure that that our staff especially are aware of the kinds of things that we can expect from
073the police and that the police can expect from us. Um so it it has more to do with how we are appropriately uh addressing certain things by means of you know whether it's a contact with police or engaging one of our internal systems to address an issue has a bit more to do with that. Um so I I wouldn't be able to say there's a direct correlation with you know since we have theou that has resulted in x y or z outcome. Um the only thing I can say is that operationally for an efficiency standpoint that theou has been highly beneficial. I appreciate it. Thank you. Thank you Trusty Lamb. Hi Director Severs. Uh thank you so much for the report and uh welcome to Captain Plank and Officer Morales too. Thank you for being
074here. I Yeah, I appreciate Dr. Sever you unpacking a little bit of the data. Uh I know I' uh earlier I'd asked well offline I'd asked about trends you know because I think it's always interesting to see you know what well at least when I've seen um city um police uh talk about you know residential crime and that kind of thing then it's always interesting to see like the trends from the past two or three years and like oh crime is going down or this or that. Now in the context of schools it's a little bit different but I think it was still uh enlightening to see the trends. I mean overall contact numbers has gone down which I think is encouraging but um I also appreciate it that how you've unpacked like well there's
075so much nuance to each type of contact that it's you know I hate to I I I will hesitate and not uh I will refrain from over trying to oversimplify the data I'll say um other than maybe it it's encouraging that contacts overall is going down. So I hope hope that's a positive something positive is happening. So um and um I think I had I was curious about the trainings. Um so on that last slide about um the training opportunities um for staff. Um I I think some of those um possible trainings were interesting um in terms of like uh learning to uh improve online safety for our student population um as well as um some guidance on when to call or you know what to do in this situation. Um is that something that
076has been happening on a regular basis or um or is that something that you would prioritize? Yeah, fortunately um thanks to both officer Valdez who was our school leazison officer for the first semester and second semester uh is officer Morales and just their sheer donation of their time and coming out and working individually with each of our school administrators. Uh so what we have found is that uh through these individual consultations there's a lot to learn and so we have to keep coming back to well why did something happen? how did it happen this way? What's something that we can do better in the future? Um and so it's kind of a reflective process for both and then in so doing that um everybody comes out much more knowledgeable about you know what what we
077can do to make the whole thing streamlined and and more effective. So but but yeah I I think what we want to also look at is um some actual formal trainings as well in addition to the individualized uh consultation work. Yeah, that sounds great. And and one last question. Um I know you know immigration um ICE has been like a you know on a lot of people's minds and there's just a lot of anxiety in general in the community. So um I don't know if you or perhaps one of the officers could speak to the the police uh policy regarding ICE or um you know talking about immigration status. I know in theou just to state for the public that it's uh clear in theou that you know the officers are not to question people
078about their immigration status and so forth but if the yeah if our officers could speak or perhaps captain plank you can speak before captain plank speaks I'll just say in general that um uh Dr. Dr. Moore gave us some very clear guidance. Um, so we we're aware of when and in what situations. Um, we would cooperate with certain kinds of warrants, for example. So, we're very well aware of the difference between administrative and judicial warrants and when it would be appropriate. Um but in general we just we have not seen uh you know the the any kind of numbers of uh requests or anybody that's come in you know demanding to uh have access to a student or uh to be connected with a family. So that's that's I hope that does not happen. So
079yeah okay good evening to the board and cabinet members. My name is Adam Plank. uh captain with the police department and um I'd be happy to give you a brief summary of our um immigration related policy that the police department follows. Um the South San Francisco Police Department does not directly investigate or enforce any immigration laws. Uh our officers do not detain or arrest individuals for civil or administrative uh violations of any of the federal immigration laws. Members of our police department do not ask about an individual's immigration status or require anyone to produce immigration documents for purposes of immigration enforcement. And we will not refer cases involving any type of violations of immigration laws to the district attorney's office or any federal immigration agency for uh for prosecution. Um that's also posted on uh
080our city's website. um uh doing a quick search and there are uh links to other resources um related to um general uh links for resources. Uh I believe the school district's uh resources are also um associated to that uh that website and then some state and national resources as well. Uh if people had further questions regarding those. Yeah. And thank you, Captain. And yeah, thank you for your service to all the officer service to our community. Thank you. Thank you, Trusty Shay. Thank you. Thank you so much. Great job, uh, Mr. Sber for this great presentation. Every year the reports continue improving every year. You make the complicated data um into a concise, digestible information. So I want to kudo on that great work. every year just seeing the improvement not necessarily the data data
081yes but the the the message you conveyed and then also I also want to point it out the um the relationship you the district built with uh police department is also amazing every year it's just the relationship increasing the bonding so please continue the great work thank you for the relationship and then I also want to say the report not only you share with us the high level big picture but you also get into the um the same time you get into the concrete content that help us tell the story which is very important. Um and then the qualitative information that you highlighted in here is also very important. Tell us the the muscle, the blood, the you know the everything there. And then I also want to mention about um uh this is a
082feedback like we would like continue increase. I know the getting people returned their survey probably is very pulling teeth but if we can continue 30 out of 102 which I kind of estimated it's about 30% return rate so if we can continue increasing that that will be great it would technically be 30 out of 58 because it's it's intended to be focused on the school leaison officer related situations but we do extend the opportunity for it to be a general law enforcement tool But when they get to the questions about the school liaison officer, uh, that's where we'd hit a bump in the road if it was for general law enforcement. But yeah, no, point taken completely. Thank you. That's very helpful. And then another um the the the positive one I want to point
083it out is it's very impressive to me as reading this. We have about 73% even though the number is only 30 people but 73% of them say they feel school is safe or very safe. That is great uh information to have that we gauge our safety at the school and then also how do you view the police school liazison officer when they visit the school campus. So it's like 87% view positive. So this is really great information like the the work you guys are doing is it's working and then do you believe school leazison officer have a positive impact on the culture and the climate of the school and it's about 73% say yes positive impact so you know always room for improvement but I feel like we need to highlight those great work uh
084a couple couple feedback and you can take it or leave it. So on page four and five and then couple of our trustees also mentioned about uh potential the uh trend comparative data. So I would suggest more concrete but you feel free to take it or leave it. Page four and five if we can have one column is this year what you already did is very clear and then another column for last year. So we will be able to compare a little bit of the potential up or down. And then another page I would like that is also um let's see page six for elementary school and secondary school if we can have this current year the context compared to the last year context. That's it. The rest for my opinion the rest are perfect.
085That's very right to the point and sweet. we don't need to many information and complicate the picture. So great work. Thank you. Thank you. Absolutely. We are happy to include that data. Um and fortunately we did develop in response to some of the questions that we received. Um we did develop uh a data tool that's ready to go for next year. So uh that was shared out in in in a response. So hopefully you have a chance to see that. But yes, we definitely will include that. I also do want to mention um that it's actually thanks to both the past efforts of Chief Azapari and current Chief Scott Campbell uh that we do have this relationship and that we're able to have a school leaison officer that works with us. I I know that
086uh most of the other surrounding uh cities uh actually either do not support a leazison officer or they do it at a cost. So Chief Campbell's always done it without with zero cost. So we really we appreciate everything that that they do for us. Can I just because there was something that was asked of our staff to do something if and make sure that that is the pleasure of the entire board that you want Mr. Seers to add that context to context data that you requested. Um I heard Trusty Lamb and Trusty Schaefer ask for it and I also would like to see just at least one year year-over-year would be helpful. Thank you. Yeah and I I just to add I understand some is not going to be onetoone comparison but you know obviously
087you can make the judgment of what what is appropriate but yeah thank you. Sure. I have one more question. Uh Mr. Seers we have three schools that are are outside of South San Francisco. Um and my question is how are they getting uh their safety and the visits for uh you know that this that we do for our own students here in the fifth grade in every grade. Um do what is the plan? What what do we do for those schools or do we do anything for those schools? Yeah. So uh so three of our schools are outside of the the city's boundaries. So in San Bruno we have Monta Verde uh elementary and uh that is so close to the border that there's a portion of the campus that uh could be responsive to
088South San Francisco PD calls. Uh but primarily they are San Bruno uh Police Department calls. So um you know they're they have uh and actually I'm going to correct myself before it even came out of my mouth. I was just about to say that they've engaged their school leaison officer. I was about to say this year. In the past they have. Um but I do not know if they still retain their officer. The last I heard is that they do not uh have that layer anymore. And so calls are uh essentially dispatched. Um but I know that principal Mert has been able to work with uh San Bruno PD in situations where where there's an issue. Um they're very rare. Yes. I think it's more about like the youth enrichment series. Is that okay? So
089more more of the schoolbased programs. My apologies. Uh so yeah, we I mean any of the programs that we have um it would be we we would negotiate that and see what would they would be willing to do to extend that to all of our schools. What we'd want is consistency for all the programs. So the uh the 911 for kids yes program um yeah we would definitely do that. And also if community are wanting to come and see in certain cases um some of the other programs like like every 15 minutes we we you know we'd make that available to other community members. So yeah thank you for that clarification. Yep. I always worried about them because of their proximity outside of our city. Yeah. And then just the bonus side comment would be
090I know that Daily City Police right now does not have a school leaison officer assigned. So again, we'd be looking at um seeking assistance from South San Francisco PD for these programs. Thank you, Jessie Murray. First of all, I want to thank you. I always appreciate your attention to kids. like everything is you're you're so sensitive about the kids and and what systems we can put in place so that we're we're doing the best for our kids. And I I so appreciate that. Um my question is um I'm wondering if the surveys you receive, are they anonymously received? Yes. So the only thing they're stating is uh their role uh as we asked that first question. Okay. Um, so it just makes me sad that there's one person walking around there that uh doesn't feel
091safe at school and um hopefully something happens. Well, we you know again there's some mechanisms in place that we use to to try to advise us overall. So we have healthy kids surveys uh for example that data helps us inform where we're going to programmatic uh programmatically make improvements. Um we're going to be introducing very soon uh the stop it anonymous reporting platform. Uh so that's going to help in that regard. And then it's just again retraining staff and working with our counselors to really put the word out that students are always welcome to come in and see staff or trusted adults. Do we follow up with any of the kids? Uh so there there are some very specific reasons why there's follow-ups and then there's where we could do follow-ups. Uh so we're working
092on some methods to be able to do that. But uh at this moment we're prioritizing um some of our situations that are represented in these numbers where uh there are definitely some scheduled uh follow-ups. Okay. I I wanted to thank uh Captain Plank and Officer Morales for being here. Um, and thank Officer Valdez. I'm going to miss him. He was so nice. Um, and I was laughing when I was because I was remembering when I looked at this, uh,ou and saw version 16. I remember back a few years ago, but uh, so thank you very much. And thank you very much. Thank you. All right. Thank you. Um, I just had a couple of comments on the student and staff survey. I remember a couple years ago I had a uh a community member reach
093out to me that they knew that the child wasn't going to school and it was they weren't going to school for a number of reasons and then ultimately um it sounds like a welfare check did end up sending the police out to their house and then they felt really threatened because the police had gone to their house and I'm just curious you know how do we how do we balance that? I I think you know ultimately parents are responsible for their kids truency. Um I don't think you know I don't I don't do we what what happens? Yeah. So so the main way that we would work with a situation like that is following the chronic absenteeism protocol. Now the truency protocol still exists as a kind of a parallel process and we have that
094embedded within our flowchart. uh but uh it is very clear based on the research that the chronic absenteeism uh process is the best way to affect change because that's a lot of the positive messaging and the encouragement and sharing information about why you'd want to come to school. The the SAR SAR truency process is a bit more punitive. So kind of in that regard uh there are several mechanisms in place to try to engage and encou encourage parent contact. Um, we're also encouraging our schools to do a significant amount of work with root cause analysis. That's the that's that's the biggest part because you could have a clinical situation on your hands, whether it be the parent or the student. Um, so there's always the counseling piece involved with uh certain, you know, higher levels
095of absenteeism. So we would want and expect that that process is followed as far as possible until there's a reason to say, "Hey, we really actually need to check and see what's going on." Uh, but we would want a a school representative, you know, we we wouldn't want to just say, "Hey, can you go out to this address and go find out what's going on?" It should be accompanying the school representative and the school representative is doing any of the talking or asking the majority of the questions. So, yeah. No, that's really helpful because it it sounds, you know, like, oh, well, they didn't follow up within two weeks. I'm like, well, I feel like, you know, if we haven't sent our people out there, it it would feel very intimidating to have a police
096officer come to your door, if we didn't have somebody from the district there or coming. So, that's great to hear. All right. Um, that was my main question. I don't think you look mean or scary, Officer Morales, but um hope that you can take that with with a grain of salt. All right. Um, thank you. Thank you. Um, just a quick question. Do we have questions about theou? Because if we do, then I'm going to put this off until after the break. Um, I mean, I think the only thing that came If the answer is yes, then I will take a break. All right. Thank you. Uh, we'll take a break. 8:27. We'll come back at 8:37. Thank you. What you said? It's okay. At first I was like still recovering. [Music] You too. That's
097cool. What? So you should I just But this is my theory. I got to go like this. Yeah. Yeah. Yes. Thank you. [Music] Oh my god. [Music] All right. 30 second warning. No stress. I do. Okay, welcome back. Um, so we are going to be talking about um item action item 1A, human resources uh and student services approval of the SSFUSD and SSFPDOU. staff recommends the approval of the updated 2025 2026 memorandum of understanding version number 16 uh between the SSFUSD and the South San Francisco Police Department reflecting agreed upon changes. Um I understand that we have some questions. So Trusty Lamb, do you want to start us off? Oh, sure. I had uh read the board memo on the about theou and then there was a note at the end of the memo um
098mentioning that we could discuss uh whether we want to do bianual or triannual renewals. Um I'm open to that idea but I wanted to kind of get uh folks uh feeling on that uh since we haven't really talked about it. Yeah, I think that's a good topic. Um I'm open to a bannual or trianual. Uh I do agree though that um it would be nice to have um an annual report regardless of whether theou is agreed upon annually or triannually. We agreed we agreed that the board at that time agreed for a yearly um report and see how things are going. That's all. Oh, so so the historic background is that we had annual and and could someone remind me how long it's been since we've had these? I kind of vaguely recall hearing about
099it, but for three years. Three years. Okay. Three years. So, yeah. We did we couldn't we didn't get it signed off on. We had to go back and forth between the district and city council for quite a while. So, um, can I ask director Seers what, uh, he thinks if it should be a two-year or threeyear or just keep it at one year? Uh, uh, yes. So, I think we've reached a point of stability. Um, I I think as Trusty Murray indicated, we had gone through a lot of re I mean to be version 16 indicates where we were. Well, um, and I think a lot of that was just technical language changes. I think the content of the agreement has just remained the same. Uh, and so, uh, and in fact, if you look
100at version 16 was the same for last year. We're just just updating the school year on it. So, I think we've reached a point of stability that there really wouldn't be any reason why we couldn't have a longer term approval, at least for theou. Um but as far as the uh the data summaries and ensuring that there's a report of course that could be um you know the the the standard. Great. Um so a second question. Um I understand that the policy before us is for one year. um would we be able to revise it to bring it back for a two-year agreement now or should we just would it be better just to approve the one year if we're okay with it and then I'll give my recommendation I'll let Mr. Sebris give his
101I think because what will happen is then we have to go back to city council. So I think now that we know that I think we can we can take that back to them unless you've already had some initial conversations. Uh no I haven't. I think I would just defer to the the process if city manager need to receive it first or uh whatever would be the next step. For sure. Yeah. Suggest we stay status quo. Yeah. Okay. Look at for this year or just in general? Yes. For this year. Okay. Great. Okay. Um any other questions or comments? The yearly um evaluation. Yes. Okay. Yes. So move. So the Yeah. So, the proposal is for a one-year agreement um memorandum of understanding. We've got a motion by Sheay. Second. Second by Murray. All in
102favor? I I I all All opposed. Okay. Motion carries. 5-0. Thank you. All right. Item O, consent agenda. The following items are submitted for board approval. One motion will authorize actions for those items so designated. Any questions or comments? So moved. All right. All right, we've got a motion by Murray, second by Sheay. All in favor? I I I. Any opposed? All right, motion carries. 5-0. All right, another information discussion item 1A, business services 2025 2026 district budget. Right. Good evening, President Anthony, uh members of the board, uh Dr. more cabinet uh committee members and staff. So, tonight I'll be going over the 2526 proposed budget presentation uh which will include the multi-year projection and our district's reserves. Okay. So, so this is the agenda. So, I'll be providing an overview which will include the
103education code requirements and the budget cycle. I go over the assumptions used in preparing this budget and the projected revenue and expendure expenditures for 2526. I also go over the multi-year projection and the projected ending fund balances. And then lastly, we'll look at uh what reports will be coming to the board uh in the near future. So this slide uh just shows the education code requirements uh for the proposed budget. So after the board approves this uh tonight we'll be submitting this to the Sanato County Office of Education for review and approval. So this is the uh annual budget cycle of the school district. Uh it starts with the budget adoption which we're doing here uh which will take place this evening. Then after the state adopts its budget, the state the district has about
10445 days to revise its budget. if there are any significant changes to his revenue or expenditures as a result of the final state budget. Uh then next we have some intro reports coming up. Uh they are a snapshot in time of how the district budget is doing. The cuto off for the first interim financial report is October 31st and it goes to the board for approval in mid December. The cutoff for the second interim financial report is January 31st. it goes to the board for approval in mid-Marchch. Uh if the district is in financial crisis, this is required to prepare a third insurance financial report and then the district will after that the district will begin closing its books starting in June and then the uh on audit actuals uh report will be presented to
105the board in mid September. So lastly then the external auditors will review the financials in October late October or early nove late September early October and prepare audit report which goes to the state by December 15. So that's basically kind of the cycle of the budget. So uh when so there are many considerations when uh developing a budget. It really depends on the district's financial position. If the district is in a financial crisis, it needs to evaluate these items and others much more closely when we prepare the budget. So these are just some of the items that we need to consider when we prepare the budget. So within the budget is the uh local uh control and calibrated plan or LCAP. So districts are required to put aside some funds to provide additional support uh
106for those students who are considered unduplicated students which makes up of English learners, low-income students, foster youth, and homeless students. For 2526, the district is required to set aside 8.1 million as LCAP supplemental funds to support these students. However, the district, you know, we actually put aside much more than that and we call it LCAP base to support these students. So, so there there's two types of funding uh for school districts. Uh this slide compares the LCFF funded school districts uh to the basic A school districts. These two graphs does a really good job, you know, showing the differences between the two of them. Uh LCFF determines the school district funding amount uh which is uh basically that container you see on the slide there. Uh under LCF funding the district property tax goes into
107the bucket first. Then if there is not enough property tax to fill the entire bucket the state back fills it until the bucket is full. under basic A, you know, the picture to the right, uh, the district receives so much property tax, it fills the entire bucket and overflows into another bucket. And the district also gets to keep all of that additional funding as well. So, uh, but only about 10% of the 10,00 school district in California are considered basic eight school district due to the large property tax they receive. and South San Francisco Unified School District is one of those school districts. So when we prepare a budget and financial report, we need to come up with a set of assumptions. This is the list of some of the assumptions uh we use in
108preparing the 2526 uh proposed budget. So this slide basically shows our projected revenues for 2526 proposed budget. Our total projected revenues approximately 182.8 million about 84.31% of our revenue comes from the LCFF category which is uh for our district is basically the property tax I mentioned earlier. Uh you will see these items that make up each of these revenue categories in the coming slides. So this is uh slide just shows information in the previous slide in a pie chart for you. The next four slides uh uh shows the type of revenue under each classification required by the state. Uh we have the LCF sources uh we have the federal sources, the state sources and the local sources of revenue. So this slide is on the proposed expenditures for 2526. Uh total projected expenditure is about
109184.2 million. You'll see also these items uh these categories in the coming slides. Again this is just a pie chart of the previous slide for just for your information. Okay. The next a slide shows the type of expenditures under each classification required by the state. So we have uh certificated salaries uh actually this is certificate salaries uh classified salaries employee benefits uh books and supplies uh services and other operating expenditures uh capital outlay uh other outgo and transfer out. So these are all the state required categories that we got to uh group our revenue I mean expenditures. So when we prepare the budget and insurance financial report, we're required by the state to balance the budget uh not just in the current year but the next two years as well. So we refer to this
110as the multi-year projection. Just like the current year, we have to come up with a set of assumptions for the two out years. And this slide shows some of the assumptions we use in preparing the multi-year. So here are just some more budget assumptions we use. So, so this slide shows the uh just the unrestricted program amounts for the current and the next two years and then this slide shows the restricted program amounts for the current and the next two years. So it's important to distinguish them because the restricted or categorical program funds must be used for specific purpose. So this is our multi-year projection. It's a very high level summary. Uh as I mentioned earlier, the state requires districts to balance this budget in the current as well as the next two years. The
111bottom row shows the projected ending fund balance. And this is before any of the state require destination or district designations which I will go over in the coming slide. So again for the ending fund balance the state requires us to break them down into these five categories. So it's consistent throughout the state. So so based on the five categories here are the destinations that make up the ending fund balance. So some are like I mentioned state require and then some of them are the district designations. The district destinations are under the the area where it says assignated. Those are district designations. and the district has sufficient funds uh according to the multi-year that we can balance all three years. So, so district besides the the u general fund the district has some of the other
112uh funds as well. You can look at them as basically each certain bank account. So, but our fun one which is our general fund is our main operating fund. And so these are some of the areas of concern for school districts including ours. The the the more newer one recent one I added is the last bullet on the slide and this there's a lot of uncertainty on how the impact of federal policy will have on economy and school districts. So they include example like tariffs uh federal workforce and funding federal funding cuts immigration policy and federal income tax policy. So all those have a will have an impact on the state economy as well as the district budgets. Then looking ahead, our staff is starting a process of closing the books right now. Now that
113the budget's done, we we'll be bringing that you know the 2425 and all the actuals report to the board in September and then our first insurance financial report for 2526 will go to the board for approval in December uh 2025. So before I conclude uh my presentation, I just want to acknowledge uh Miss Raj Paul Ball, our director of fiscal services at her fiscal team for all their hard work in the budget. You know, this year was exceptionally difficult uh due to trying to uh get trained on a new financial system and also preparing the budget at the same time. So we we all put in quite a bit of extra hours on weekend and weekdays to get this completed. So, so I just want to acknowledge all their support. Thank you. Thank you so
114much, Mr. O. Um, questions or comments? Mr. Sherson? Thank you. You mean that new system isn't helping you with this? Uh, it will, but right now we're learning the system and doing the budget at the same time. That's why this last, you know, few months has been tougher. Oh my goodness. Okay. Well, thank you, Mr. O. I know you work hard. You work long hours. Thank you again. You're welcome. Thank you. Any other questions or comments? I mean, hi. I have I do have questions, but I apologize. I didn't ask them in advance because I um was just sort of looking at the budget, but you know, so if you can answer or we can just talk about it later another time. Um, so I was looking at um just the overall overview um and
115I just just a couple things that jumped out to me that I was kind of just curious about, but um was um in terms of like um on our revenue side um I think in particular like local well state revenue seems to have dropped a little bit on the restricted side um but also local other local revenue uh seemed to have had a big drop as well. So, I was just curious if you have any um Okay. at least from the way I'm looking at last year compared to this year. Um which which slide you look at? Well, um well, I wasn't uh it's not on the slide. Yeah, it's in the the form form 01. So, so I I I think I know I know what your question is. So basically when we prepare
116the budget right we don't include like the carryovers you know the the the funds or the you know for for example local the we get local donations and grants throughout the year. So that gets budgeted when the funds come in but we don't budget that in the adopted budget. So that's why when you compare that the adopted budget to the current year is less because uh some of the things are not budgeted until we receive them. Ah okay. Okay. Yeah that's awful. Yeah, because I was sort of like trying to parse out like oh you know was there some presentation from previously that you know that is accounts for some of those things but I wasn't I can't remember and then the other thing too was like also books and supplies was also like a
117big well we're decreasing our spending which in one hand is good but I was curious if you have could yeah give some context to that as well. Yeah, it's it's same thing. It's basically, you know, we have millions of dollars of those these one-time grants. So, and sometimes we have multiple year multiple years to use them. So when we not ready to use them we park them in books and supplies you know in the current year then uh when we do the budget for next year after we finish the budget when we go to first inim then we close the books then the amount that we determine after we close the books gets carried over into the the the the next year's budget. So that then so our first inim you'll see the books supplies
118grow a lot more because of of these uh carryovers from one-time funds or yeah even also some like uh ongoing funds as well because we don't spend all of it in the one year we spend it in the next year that also includes like lot of schools you know they get gifts and donations so a lot of times they don't spend all each year so they kind of carry over because they want to have extra uh funds available in case they need it in the future so it gets carry over year after year sometimes And so that's kind of why you know a first intro you'll see a big jump in terms of of the carryovers from the prior year but we don't know that until we close the books. Okay. Yeah. Thank you. Yeah.
119Yeah. Right. Any other questions or comments? just thank you very much to you and your team and uh I know it's it's you guys put hours and hours in on a regular in a regular year, but this year I know it was tougher and I appreciate all that you do. Thank you. Thanks. Likewise. Thank you for your team. All right, going back to action 1A, administration approval of agreement with Childcare Careers LLC. Staff recommends approval of the agreement between SSFUSD and Childcare Careers LLC for the 2024 2025 uh 2025 2026 program year to provide early childhood education ECE teachers and pair professionals as substitutes in the amount of $65,000. Any questions or comments on this item? So move second. Motion by Sheay to adopt. Second by Murray. All in favor? I. Any oppose? Motion carries
1205-0. Action item 2 A uh 1B uh approval of approal with Ants After School LLC. Staff recommends approval of the proposal with America's Next Talented Allstars, Next Talented Stars, Ants After School LLC, to provide afterchool enrichment structured sports programming during the 2025 2026 school year for students in the district extended day activities program, DDAP, at Burberry Bur Children's Center at Spruce and Skyline Elementary in the amount of $65,320. Any questions or comments? So move. All right, I got a motion by Murray, a second by Sheay. All in favor? I I um motion carries. 50 2A, Educational Services, approval of the 2025 2026 local control accountability plan, LCAP. Staff recommends approval of the 2025 2026 LCAP and authorization to submit the plan to Sano County Office of Education. Any questions or comments on this? We held
121our public hearing last week. All right, I'll make it a motion to approve. Okay, motion by Richardson. I'll second. Second by Lamb. All in favor? I I. Any opposed? All right. Motion carries. 5-0. 2B. Approval of SSFUSD local performance indicator self-reflection for 2025 2026. Staff recommends approval of the district's 2025 2026 self- assessment of progress in the local performance indicators aligned with the LS LCFF state priorities. This is in the same packet. Um any questions or comments on this item? Can I get a motion? So move. I got a motion by Murray, second by Richardson. All in favor? I. Any opposed? Motion carries 5-0. Approval of parent square cost proposal. Staff recommends approval of the cost proposal for transitioning to and implementing parent square replacing remind for communication services during the 2025 2026 school year
122in the amount of $36,000. Any questions or comments on this one? I did send questions that were uh answered. So u thank you. But I'll I'll just ask them again for the record. Um so uh I know a lot of our parents have on our phones. Um it sounds like we um so from from the information parents square bought out remind so now we'll probably have to download a new app. I guess that's that is correct. Okay. Um and then uh this uh the cost of this service is comparable to uh what we're paying what we've been paying for remind. Yes, that is correct also. All right. Great. Um everyone download the new app. Yeah, we get it because uh that's the only way we could communicate uh directly with the Is this something that
123um school community liaison might be able to help with uh for parents who are once we roll it out? We're still in the implementation plan phase um particularly um with the holder of this particular uh system. So once we roll that out then we will engage our communities and leverage the communities to help. Yeah, thank you. to the school community leaison to help get the word out and help parents to download the app. Thank you. Thank you so much. Any other questions or comments? All right. Can I get a motion to approve? So move. Second. Trustee uh Sheay with the motion. Trusty Murray with the second. All in favor? I I I uh Any opposed? Motion carries. 5-0. D. Approval to renew agreements with LVNs and RNs. Staff recommends approval of the renewal of agreements
124with licensed vocational nervous nurses. LVNs and registered nurses RNs to support student health services for the 2025 2026 school year in the amount of $77,021. Any questions or comments on this item? Just we're on 2D approval to a renew agreements with LVN's and RNs. Just have one comment on this one. I know that we host Unitech at one of our sites and I think they train LDN's and I hope that maybe we can partner with them somehow someday. That's just a thought. I will share that with director Yakoup. Thank you. All right. Second. Motion by Shay, second by Murray. All in favor? I I I. Any opposed? Motion carries 5-0. Uh to E, approval of agreements for special education interpretation and translation services. Staff recommends approval of agreements with agencies to provide interpretation and translation
125services for IEP meetings, including American Sign Language interpretation for the 2025 2026 school year in the amount of $900,000. Any questions or comments on this item? Sounds like we've got a second student who will be needing interpretation. So, um that will increase. Can I get a motion to approve? Second. Great. Motion from Richardson, second from Lamb. All in favor? I I I. Any opposed? Motion carries. 5-0. 2F. Approval of agreements with non-public agencies for special education transportation services. Staff recommends approval to continue working with non-public transportation agencies to fill individualized education plan IEP service agreements and to authorize the assistant superintendent of business services to sign all related professional service agreements PSAs in the amount of $2,610,694. Any questions or comments on this one? summit. Yeah, I was gonna say I just I'm I understand
126why we're keeping in the poor performer because they're cheap, but I I hope that they improve their performance this year. All right, we got a motion by Murray, second by Richardson. All in favor? I I I Motion carries 5-0. All right, still in education services item 2G, approval of the ELOP agreement. Mr. Mediotti is waiting here eagerly for this item. If the ELOP agreement with the city of South San Francisco, we got a missing word in there. Staff recommends approval of the expanded learning opportunity program ELOP agreement with the city of South San Francisco for the 2025 2026 school year. Any questions or comments on this one? Thank Well, I had comments. Um, Miss Director Miyatti, thank you for being here uh as a uh customer of the uh city of South San Francisco's afterare
127program at Monty Verie. Uh, I really appreciate uh the the program that uh your staff provides. Um I did ask a question um about um TK um because TK has expanded to uh several sites and um I think some numbers were provided in terms of the TK intake but um if uh you um could provide some insights on what uh yeah I guess just how um we've uh had um new new um I I can't I can't find the words. as new I don't want to say new customers but yeah just new uh students uh entering as TK um yeah if you could share trusty lamb are you looking for the numbers of students that are entering what what specific question well numbers as well as just um trusty lamb I'm sorry yeah I guess
128I I should formulate a more specific question um yeah well the numbers I'm curious about um and then generally um how um how new um how the new students um were uh able to apply to the program from the TK level. I guess certainly Greg Mediotti, director of parks and wreck for South San Francisco. Um I have the numbers on my phone. I can run over there and grab them real quick. Um have them when you're done. I have I mean I do have the numbers also. Okay. Yeah, we can. Um but yeah, enrollment's going well. Um, you know, I I think the transitional kindergarten age group is still a little um new for families. Um, I think they're especially long days for folks who aren't sort of used to that full day care coming
129out of our preschool program. Um, but um, as far as I can tell you, I think it's going well. Um, if you would like some sort of like numbers in terms of our enrollment overall, I can share. Um and this is um maybe a month stale or so. Um but I could say at Burberry Bur school we have 23 children. Monerde 34, Ponderosa 32, Spruce 20, Losritos 37, and Martin 38. So we're almost 190 students, but um we're prepared for 210. Okay. Yeah. And so typically when there's uh and I I kind of know this, but just to confirm like that folks who are new um to the school district, you know, because they're entering as kindergarteners or TK or whatnot, they they like I know there's a lot of priority given to folks who
130were in the city's preschool program. Um but is that does that primarily fill up all the spots in terms of like the new um enroles? Um, for ELOP, I don't I don't think so at the moment. Um, I'll have to look at our weight list statistics, which I don't have on me at the moment. Um, but yeah, continuation of care is a thing for us. Um, where we generally, um, have families that do enroll from our preschool program and graduated to school age care. Um, I think the ELO program has sort of opened that more. Um, we're able to serve a lot more children than we pre previously were. Um and a lot of them I would say are are not necessarily those same families but some are certainly some of those families. Yeah. And
131and I guess just a general comment like generally I was curious about TK in particular because yeah it is new like we you know in terms of us expanding it's new. Um and I um I guess I just have some uh compassion and uh awareness of you know parents who are considering oh well I want to enroll my kids in TK but I also need the the child care afterwards to you know be able to uh support you know me going to work or whatnot. So um yeah just appreciate you know that the city um is able to uh you know contribute a lot to um providing afterare for our uh students and families. Thanks. We're we are very grateful to have the opportunity to continue our partnership. Um I think as you all know
132we have worked um in handinand with the school district for many many years decades 40 plus years I'd say. Um with our our um school age programs um we uh are partners in the ASUS program. I think you all are aware um as well as u uh feebased programs where uh the city does subsidize those programs. um understanding that um your students are are children as well and so we are just grateful to continue that partnership and and work with your staff who are just fantastic. We're so glad that we came to an agreement on theou. Mr. President, I do have a comment. Great. Can we uh make sure we follow the process when we have any question? I would really like to be consistent. We direct either to you or to superintendent and then
133she can guided us answer our questions. Appreciate that. Thank you. All right. Any other questions? No questions, but thanks for coming, Greg. And uh this I think this is the first time I've seen you here. Thank you for coming and welcome. All right, we had a motion on the floor from Murray. Second. Second from Shay. All in favor? I. Any opposed? Motion carries 5-0. All right, moving on to human resources 3B. Approval of CTA tentative agreement. Staff recommends adoption of the tentative agreement dated June 4th, 2025 between SSFUSD and the SSF CTA Children's Center. Any questions or comments on this one? Children's Center. No. Okay. Um, can I get a motion to approve? Second. I got a motion by Richardson, second by Sheay. All in favor? I I Any opposed? Motion carries. 50 3 C
134approval of contracts. This is when we're changing the terms uh the changing the wording of the uh item. Approval of contracts with youth services bureau, YSB school counseling and safe school advocates services for 2025 2026 we are taking out and the alternative to suspension program. Staff recommends approval of the contracts for services with the YSB of the YMCA to continue supporting additional counseling at all district schools for the 2025 2026 school year. Any questions or comments on this one? I didn't have a question. just changing the wording of the actual item to remove and the alternatives to suspension program second that the program will still be supported. It's just that the services are for youth services bureau school counseling and safe school advocate services because Mr. Seers emailed me earlier. Oh yes I did. That
135is why I'm changing it. All right, we got a motion from Murray. Second. Second by Shay. All in favor? I I. Any opposed? Motion carries. 5-0. All right. Item D, approval of the job description for the categorical program specialist classified representative. Staff recommends the approval of the categorical program specialist job description effective for the 2025 2026 school year. Any questions or comments on this item? All right. Can I get a motion for approval? So moved. Second. Motion by Lamb, second by Sheay. All in favor? I I. Any opposed? Motion carries 5-0. Right. Moving on to business services 4A. Adoption of the 2025 2026 proposed district budget. Staff recommends adoption of the 2025 2026 proposed district budget and the multi-year projections for 2026 2027 and 2027 2028 and authorizes submission to the San Monteo County Office
136of Education. Any questions or comments on this item? All right. Can I get a motion to approve? So move second. I think Yeah, I think it was a dual motion. I got a first by Richardson, second by Shay. All in favor? I I. Any opposed? Motion carries 5-0. All right. Item B 4B, resolution number 2549 for education protection account funds. Staff recommends the adoption of resolution number 2549 to receive and disperse Proposition 55, education protection account funds for the 2025 2026 fiscal year in accordance with constitutional requirements. Any questions or comments on this one? I move to wave the reading. I I appreciate that. We got a motion by Richardson. Second. I've got a second by Sheay. All in favor? Can I get a roll call vote, please? Two motions. No, you moved. One was
137for wave the reading at the next. Okay. Can I get a motion with the waving of the reading? Just one motion. She just wanted to wave the reading. Can I get a motion for approval with the waving of the reading? Yes. So moved. Second. All right. I got a motion by Murray, a second by Sheay. All in favor? I Wait, don't we have to do roll call? Right. We need roll call. Thank you. Trusty Richardson. Yes. Trusty Shay. Yes. Trusty Lamb. Yes. Vice President Murray. Yes. President Anthony. Yes. Motion carries. 5-0. All right. 4 C. Approval to award contract to CWS Construction Group, Inc. Staff recommends awarding a contract for the Spruce Elementary School Security Gates project to the lowest responsive and responsible bidder, CWS Construction Group, Inc. in the amount of $685,000. Any questions
138or comments on this one? So move. Second. All right. Motion by Sheay, second by Murray. All in favor? I I I. Any opposed? Motion carries. 5-0. 4 D. Approval of contract with Joseph Kamiski construction for the district office IMC offices project. Staff recommends approval of the contract with Joseph Kamiski Construction Corporation for construction work related to the instructional media center IMC offices project at the district office in the amount of $29,400. Any questions or comments on this item? So move. All right, we got a motion by Shay, second by Murray. All in favor? I I. Any opposed? Motion carries. 5-0. Item E, approval of contract with Joseph Kamisky Construction for the District Office Business Services Conference Room Project. Staff recommends approval of the contract with Joseph Kamiski Construction Corporation for construction work on the district
139office business services conference room in the amount of $46,895. Any questions or comments on this item? I have a co a question. Why couldn't we combine both uh jobs if you will to make it one? Is there one? What is the difference? Mr. Yeah, I I believe what happened is they requested for one ahead of time that they got the quote already and then then we decide okay we want to also uh we need additional space so we need to convert the business service conference room into two rooms so so that so we asked for another quote for that separately so that that means that you needed that additional work is that what you're yeah it's it's two separate projects one is the district office the business service conference room and the other one is
140outside one of the portables by the district office area where we're going to convert uh make offices uh in that portable. Oh, okay. It's a separate project. It's looking nice. I stopped by. It looks nice. Okay. All right. That's it. Thanks, Super. All right. Can I get a motion to approve? Second. All right. I got a motion by Murray, second by Richardson. All in favor? I I. Any opposed? Motion carries. 5-0. Okay. Item 4F, approval of award contract to Independence Environmental Services. Staff recommends awarding a contract for the removal of the hydraulic lift and a pertinances from the South San Francisco High School auto shop to the lowest responsive responsible bidder, Independence Environmental Services, in the amount of $64,152.90. Any questions or comments on this one? Sad that the auto shop is really, really done.
141They're taking it away. No more auto shop. Such many alumni are very gonna be very sad that move. All right, we got a motion from Shay for approval. Any uh can I get a second? I'll second. Lamb has the second. All in favor? I I Any opposed? Motion carries. 5-0. All right, we are to review of future agenda items and meetings. Uh any questions or comments on these? All right. Um, summary of board directives. There are none. All right. Thank you. And then good and welfare. Do All right. So, sounds like Trusty Richardson was on vacation. Any other comments, questions? I was also on vacation. I will be going on vacation and super. So, July and Pr everyone be safe on Pride weekend. I don't know. All right. Thank you. Thank you so much. This
142meeting is adjourned. Wait, wait, wait, wait. I'm sorry. I said I had Sorry, man. Thought everybody was agreed that we just didn't do anything. Reverse. Um, unadjourned. Trust Trusty Murray. Sorry. To reopen the meeting. Reopen the meeting. No, I Well, first I wanted to say that I hope everyone is having a wonderful summer. But I wanted to thank Abby and Heart of America for their work at Parkway Heights Middle School. um they they go into one of our schools or they have every year for the last three years. Last year it was Martin and the year before it was Spruce and they spruce it up. They they fix they built a library and STEM center which looks amazing and but my favorite thing that they did was the wellness center over at Parkway. It's beautiful
143and it's such a nice space for for kids to just, you know, have a safe safe and happy place to be. Um, and last, I wanted to welcome Nia Campbell, our new assistant superintendent for teaching and learning. We're happy you're here now. All right. Thank you. I apologize. It was good update and also excited. I know that the the counselors at Parkway had done quite a bit of work to to put together the wellness center. So, I'm sure they'll be excited to have it come back and be amazing.