001identific Fore meetings much gracias. All right. Uh we are convening this um meeting of the South San Francisco Unified School District back into open session. Can I get a roll call, please? Yes. Trusty Richardson. Trusty Shay here. Trusty Lamb here. Vice President Murray here. President Anthony here. Uh do the pledge of allegiance. Please rise. I pledge allegiance to the flag of the United States of America for all. 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 Ramatu alone 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
002from close session. Nothing to report. Thank you. A review of agenda. I don't think we have anything to change. All right. Item G, PTA Council remarks. Don't think we'll have those. Um, staff association remarks. Federation of Adult Educators. I don't see Elizabeth. Um, Sherry, are you making a comment? Okay. I think it's working now. Thank Thank you. Okay. Good evening, board members, cabinet, and members of the South San Francisco Unified School District community. My name is Sheri Juie and I speak to you tonight not just as SSFTA president but as a teacher and someone who has been deeply committed to the students and staff of the district for over 30 years now. I'm here to address a growing concern shared by many of our educators that our voices are not being heard. Time and again,
003teachers have brought forward serious concerns this year claims of hostile work environments, inequitable treatment, and troubling working conditions. While some of these concerns have been investigated, they have not been addressed in ways that lead to resolution, healing, or accountability. This leaves educators feeling exposed and abandoned by the very system meant to support them. We've also seen teachers have paid docked without clear or appropriate reasoning, an issue that undermines both trust and financial stability. Educators have taken time to attend focus groups and math pilot meetings offering thoughtful professional input only to see final decisions made without regard to their feedback. The process does not feel like teachers are valued but rather as a box to check off on the road to decisions made without regard. At the same time, we are watching as major changes in
004the district are made farther and farther from the classroom. guided not by those who work with students every day, but by outside consultants who do not know our kids, our schools, or our communities. These consultants may offer strategies, but they lack connection. And without connection, there can be no real accountability. An example of bureaucratization is what substitutes are being asked to do now. They are now being asked to sign up with an outside agency. Even though they are not members of SSFTA, I have concerns we're cutting off valuable relationships with our trusted employees. Some substitutes have been working for the district for years, but now we'll be working for Scoop and not for our school district. From an SSF CTA standpoint, we continue to see grievances or concerns go unanswered for far too long. Teachers
005are being forced out of classrooms and removed from positions, making them feel devalued and disposable. These actions are demoralizing and hurt the very foundation of our educational community. Yes, we recently settled a contract and many were relieved to see progress, but the cost of that settlement was not fully understood by all. As one representative put it, I never would have voted through this contract if I knew if I had known it was the reason the teacher I represent would not be considered for the salary placement grievance. That statement speaks volumes. I too had serious concerns about settling the salary placement grievance simply to get our tenative agreement across the finish line. It felt like the district knew there were more educators who deserved retroactive pay but didn't want to acknowledge them because doing so would
006cost more money. That's not how you treat professionals. That's not how you build trust and that's not how you build a thriving school district. Educators don't want to have to fight for respect, and we show up whenever we're asked for our thoughts. But the price of acting without our considerations has far-reaching consequences in the classroom. We need the district to meet us with integrity, transparency, and respect. Teachers are not obstacles to progress. We are essential to progress. If you truly want what's best for students, then you must value, support, and listen to the people who serve them every day, all day. Thank you. Thank you. California School Employees Association, Chapter 197. Good evening, President Anthony, honorable schoolboard members, Shant Moore, superintendent, cabinet, and audience. Um, when we last sunshined our initial proposal, it was a
007one-year initial proposal, and the district had expressed interest in bargaining for a three-year proposal. So, I had to um hold a meeting for the feedback for the classified school employees to vote on whether or not they would want us to bargain for a three-year term. And it passed overwhelmingly on May 27th. So, tomorrow we go back to the table. And um I am hoping that we have the support of you and our district. um in these troubling times with campus security dealing with student mental health issues and all the other surrounding issues. I sure hope that our classified employees will be satisi satisfied on the outcome of this negotiations just so they stay. We have a record amount as you know of contractors and um as Miss Juicy said a lot of consultants are coming
008in suddenly and I'm just hoping that u we can reach a a settlement that makes the classified employees feel very valued. But that's all I have to report this evening. Do you have any questions? Okay. Thank you very much. Thank you so much. Um I want to go back to review of agenda. Uh we do have two items to pull from tonight's agenda. That is educational services 2J and 2M. So we will not be discussing 2J and 2M. So sorry about that. Went too fast. All right. Item I personnel commission. Our next personnel commission meeting will be held on Monday, June 16th, 2025 at 5:00 p.m. in the district office boardroom. Thank you so much. Uh items from the board, any announcements, board calendar, board committee reports. Okay, item K, superintendent report. Thank you, President
009Anthony. So, as we all know, it was an incredible joy and deep honor to take part in this year's promotion and graduation ceremonies. Each event was a powerful reminder of why we do this work. Seeing the pride in our students eyes, the support from our families, and the dedication of our educators was nothing short of inspiring. As we celebrate these milestones, we look ahead with great hope for our graduates, believing in their ability to learn deeply, navigate challenges with resilience and purpose, thrive as young people, and make a lasting impact in their communities and of course in the world. Our portrait of a graduate is not just our vision. It is alive in the faces and stories of every student we watched walk across those stages. And then the other item I'd like to report
010on, this past week, we reached a momentous milestone in our district's history. We broke ground on not one but two critical facilities projects that marked the beginning of long awaited improvements funded by our community supportive measure T. First, we celebrated the groundbreaking of our central kitchen, a project that will help us provide fresh, nutritious meals to students by preparing food in-house and delivering it quickly to school sites. The investment will support health, equity, and student well-being for years to come. And then days later, the board and I and our team gathered once more to launch the turf field and pavement improvement project at Westboro Middle School, addressing decades old infrastructure and giving our students access to a safe, modern, and welcoming space for play, physical education, and recreation. These ceremonies were more than symbolic. They
011were a reflection of our shared values and our unwavering belief that every student deserves to learn and thrive in an environment that reflects our potential. uh incredibly grateful and uh for the dignitaries who attended. We had our mayor there, other members of city council, uh city manager Sharon Reynolds, members of our citizens bond oversight committee, and of course leaders and friends from our architectural and construction teams. Your presence was just a powerful reminder that this work is not just about buildings, it is about partnerships. Thank you very much. Thank you so much. Moving on to item L, public comments. to comment in person during the meeting. Uh public comments are limited to one to three minutes per individual per board bylaw 9323. Name and address cards are placed in the back of the room to
012be completed and given to the secretary. The board president will call upon individuals in random order who respect 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 a future time. We have two comments that are tied to a an item. So, I will wait on these if that's okay with you guys. Um, if you do want to go now, you can, but I I
013will wait until the math adoption if otherwise. We have three general public comments. Um, I'll start with Emily Ward. Thank you so much uh board and also members of the audience. I'm Emily Ward. I'm a former PayPal and eBay executive and I'm the CEO of Cruz Media. At Cruz Media, we really focus on media arts education for students. Um, I'll say on a personal level, we have an 11-year-old son who is so smart, so bright, and so creative. So, we see that um there are a lot of awards for kids that are great in sports and a lot of awards that are great for kids in um scholastics and academics. But for this broad range of kids that are wonderfully smart and creative and sometimes um have so many outlets for creative expression, there are
014not that many ways to really acknowledge and show their accomplishment. So that's what our team at Cruz Media is trying to do. We have a video platform that we if you will license to schools. It is a private secure platform where access is limited just to students, teachers, students, families, and school administrators. And students in a very safe and secure environment can do our media arts lesson plans. We have 36 weeks per grade of um Department of Education approved media arts lesson plans. They can also actually record the great moments in their school life that um a lot of times get missed and don't really get recorded. We capture all of this in our private secure school platform and then at the end of the year we basically just do a subset of those videos
015and it becomes a digital video yearbook. If you think about your yearbook that you've had, you know, I look back on mine that I had way too long ago. Um, it's a hard coverver book. I think I've opened it maybe five, certainly under 10 times. I go back and I look at my photos and I think, is that me? And did I really have that hairstyle back in that day? And the photo is so tiny. I'm not sure it's me or the, you know, my classmate next to me. But think about if you know in the 30 years plus that you know since I went to school you know our world has really changed. We look at our memories not in hardcover books and yes photo albums are still nice and but we really look
016at our u memories in our phones our mobile our laptops. That's what our students and our families are really used to. So, at Cruz Media, what we're focused on doing is giving the children a great media arts education, letting them really learn and how to be safe in today's environment where they're on a platform that is not accessible by outside people outside of the schools, but also it comes out in a result that is a wonderful digital video yearbook. And the great thing for schools is every child gets a media arts education and it's all covered by your Proposition 28 budget, every single bit of it. And you're able to actually sell the yearbooks with uh no sales tax for pure digital items. And then take any revenue you want, you know, whatever price you
017set it at, and that becomes part of your general unrestricted funds. So, it's a great way of taking uh revenue and unlocking it from a locked budget, Prop 28 budget into an unlocked um general unrestricted budget and all your kids get great media arts education in a safe and secure environment. So, thank you so much. Um I would just ask if perhaps members of the school staff or superintendent if there's someone I could follow up with for a more extensive meeting that would be great. Thank you again everyone for your time and your attention. Thank you. Thank you Teresa Neil. Good evening. I want to thank you all the board and the people that are here are union rep um for listening to my um concern. Um, first I want to thank you for approving
018the uh contract and the raise that we're all going to be receiving. Thank you Sherry for all that. Um, and I am pleased about the ratification of the contract that includes accepting all of an educator's previous teaching experience for placement on the salary scale. However, as a secondyear probationary teacher with over 30 years of experience, I am very disheartened that this tip stipulation will only apply to new hires from 2025 on. Consequently, the San Francisco unifi the South San Francisco Unified School District will continue to rec only recognize 12 of my 30 years for a second year in a row on the salary scale. So again, I'm a still a probationary teacher and I work at Parkway Heights as an ELD teacher and I also work at the adult ed a couple nights and I'm
019doing summer school with adults. Um, excluding myself and other teachers who have already demonstrated a commitment to this district from this provision in the contract is demoralizing. And it also just shows that our experience is not valued in our commitment to education. Um, please rec reconsider this exclusion. Personally, this will weigh heavily on my decision to stay with this district beyond this next school year. Thank you for your attention. Thank you, Michael Harris. I attended the Sanonteo County Fair Community Expo for seniors and children. June 5th, I got no help from my own problems as a disabled veteran or an elderly person. However, I picked up brochures. I will be getting more of them on 529 education plans. Joanna made copies of these three pages. When I get the next 10 copies, I'll get a
020real one in here for you. These education plans are now suitable for high schoolers, uh, elderly citizens, anyone who wants to have money funded for an education. There is a few errors in this. The gift free tax has been raised to 19,000 a year as of this year. That does not apply for scholarships. I was on the IRS website last November about and there is no limit if somebody funding a scholarship. But when I get this to you, it it it is very useful. The law was just amended by the secure 2.0 act uh 529 account owners may be able to roll over their leftover money. So there's a lot of provisions in here that are favorable. One of them isn't is you have to have this account for 15 years. I think this is
021an advantage to uh both the parents and the students here. Another subject I've been working on the Medicare advantage plans for those low income seniors on Medicare. There is an extra help provision to pay for drugs. It doesn't apply to me. You go to the Social Security office on Geller and Daily City for more details. Anyone wants to ask me about that, I can tell you what I learned. It's in the new 2025 Medicare guide. I had a highcap appointment yesterday at 11:30. So, I picked up a lot of information that was helpful. Thanks. Thank you. All right. Item M, information only presentations. We'll start with 1 A SSFUSD priorities. All right. Thank you. Good evening, trustees and community. It is my pleasure to present to you the district priorities for the 2025 2026 school
022year. Though many many conversations have occurred and taken place prior to this decision tonight, my goal is to provide just a highlevel overview so that you all are clear on um the priorities, the process, the rationale to get to these priorities and next steps. So after engagement with principles, district office directors, the entire educational services team, including teachers on special assignment and special educators and uh special educator coordinators and their team, we made the decision to establish these three priorities and initiatives for the upcoming year. They all align with our strategic plan and our portrait of a graduate. Learn, impact, navigate, and thrive. And as we think about this work that we're doing, we recognize for the very first one well-being stu engage students well-being and belonging. We're not just promoting well-being and belonging. We
023want students who can thrive and uplift and impact their communities, which is an alignment to our portrait of a graduate. We're not just teaching academic discourse. We're growing students who know how to communicate and collaborate with one another. Also part of our portrait of a graduate. And of course, we're not just shifting in math. We're preparing students to think critically and to persevere through challenges. As such, we had a quarterly stepback meeting today with many of the members of our our team here today and we started discussing the importance of belonging and belonging for the adults as well. And so that was raised enough for how might we think about creating a culture where our adults also feel seen and heard and um feel a strong sense of belonging here at work. And so we're
024excited to lean into that. We established some guidelines this year to help us really think about what the district priorities and initiatives should be for this 2526 school year. And therefore, we anchored ourselves in these specific areas to help ensure that we maintain integrity to the guidelines we established. I'm not going to read this to you, but one of the things that bubbled up for us is narrow focus. Can we take on less and do more for our students? Can we really think about the ways in which we can have a student centered impact? Is there a clear through line from our work to more positive experiences and outcomes for students? And then we've heard this a lot just about follow through. Can we deliver on what we've promised to our community in our strategic
025plan versus taking on multiple different initiatives at the same time. Again, I won't read every single one. It's there for you on the slide. So we began this process by really anchoring ourselves in the strategic plan, looking at the priorities, looking at the metrics outlined in our plan that our community told us were really important. We then brought together district office directors, school principles, educational services directors, coordinators, as I mentioned, special education leaders and teachers on special assignment with the purpose of just working together to really reimagine how we develop priorities. really wanted it to be a shared experience. We leveraged district data to inform our thinking and then we brought evidence-based research with which to reflect on prior to identifying any recommendations. So you may be asking why student belonging and so I want
026to share a little bit as to why we landed on this particular priority. This was something that was proposed in almost every planning meeting that we held this winter and this spring. Um and everyone we believe can contribute directly to this particular priority. It also aligns with what's in our strategic plan priority for in there's a marble here strategic plan priority um what's in our our plan already with the metrics and then we know that research does tell us that belonging is a prerequisite for learning and our baseline for California healthy kids data definitely shows us that we aren't where we want to be just yet. So we know that if students feel seen and they feel heard, it will be essential to creating a learner- centered culture and a strong school identity. Why academic
027discourse? So school site and district office leaders all advocated for an in integrated instructional goal that spans across subject and grade levels. Really trying to think about how we can move together around instruction. This particular priority aligns with uh exceptional instruction really builds on the work that many have done this year in academic discourse at our schools learner progressions and with the work that's been done on our instructional vision. It's also tightly aligned with just the instructional approach that um has been adopted for our secondary math program. Research also tells us that students learn and perform better if they are given the chance to do most of the thinking in the lesson. And so quality academic discourse is a visible sign of students being able to think critically and um use that as an active
028tool to build their understanding. We also engaged in uh walkthroughs and the data is still telling us that um it's an area that we want to continue to grow in. And then why math? We know what we heard uh was that we need to train our educators on the new California math framework. What we heard was that uh we have invested multiple years in piloting new math curriculum and wanted to honor the pilot teachers work by implementing or piloting well and with a focus. And this particular priority aligns to exceptional instruction. You can see it here so I won't read it for you. And then we looked we took a step back and just looked at our math data over the past 10 years and recognized that um it's still an area that we are
029continuing to lean into, want to learn from, and continue to grow. And um one of the ways that we've discussed that research shows is adopting high-quality instructional materials and then of course supporting our educators with effective and aligned instructional strategies are critical in order for us to really try to move the needle on student performance. A unifying theme, excuse me, a unifying theme that we really saw and appreciated and leaned into with intentionality was that of elevating student voice. So, we recognize, as I said previously, that students need to feel seen and heard and cared for, to have a strong sense of belonging. But we also know and believe that academic discourse and focusing on math, we can create space for our students to make their thinking more visible in our classrooms and help support
030and enhance students ability to verbalize their thinking, to challenge one another's thinking, and or to just help one another think through problems that they can solve in a different way. So these are priorities that we established and it is for everyone in the district across schools, across departments and across roles. We recognize that there are there's one specific to math where obviously it may not involve all of our classified colleagues, but certainly we look for priorities that would be able every person in our organization will be able to lean in and find an entry point and see themselves in in the goal. Our sites and departments as we know uh may have additional specific priorities of things that are really important to their schools that they want to lean into. What we've asked of site
031leaders is that they set the context of and in support of these district-wide priorities to ensure that we can stay aligned and to en ensure that there is coherence throughout. And then I just want to quickly share our next steps. District and site leaders are still working on refining the details for these priorities. We had our last administrative leadership team meeting last week. We garnered additional feedback and insight of what they want us to think about doing. Um we're still analyzing data and then we have to track identify what specific data we want to use to monitor our progress and then track our key actions to make sure that we're actually accomplishing them. We are in the process of aligning next year's professional learning plan and budget with the priorities. And that has been a
032very uh engaging process of just trying to make sure that we can align every structure and system that we have to the priorities. And the goal for us is to share where we all of the updates that we've developed with our school leaders at our admin retreat in July and then bring that to share with all staff at our August professional learning days. And so with that, I will entertain any comments or questions from the board about 2526 priorities. Mina, I want to thank you for all the hard work you put into this. You're always busy and it looks great when we read it on the board. All the account is very precise and I make it my business to see what you write is actually coming through. And uh I have to say that
033um I'm fairly confident that we are on our way into the strategic plan and I'm happy to be along for the ride. Thank you. Dr. Garcia too. I know he's coming up, but he's been around for for this ride and it's very intense and the whole some of us have been through some of the um research that we've put into this because we had to go and see schools, various schools, and uh it was uh it was interesting. know and I'm happy that we we were able to take staff and that's what it takes is to bring staff along so that they could see that this this work can happen in our district. So I appreciate your your efforts. Thank you. Thank you very much. Thank you Trusty Richardson. Hi. Yes. Yeah. Thank you for
034this presentation. And um yeah, I agree with the priorities you've selected. Um so yeah, so I don't have much to say or you know, no certainly no suggestions. Um I I I appreciate the highle thinking of them. Um I I did have a thought like I mean these seem like big um overarching priorities that could be you know multiple years you know because I feel like um yeah maybe the way that we approach each one year to year may vary but I feel like the high level priority setting I mean these three high level priorities seem like something that um you know if we commit to them over time not just this coming year but you subsequent years that I think we could make a lot of progress. So, absolutely, I appreciate that. Thank you.
035Thank you so much, Dr. Moore. I echo uh what Mina said. She articulate beautifully and thank you for guiding us and then make us focused, align with our strategic plan. So, thank you for your leadership. Thank you. It's been an incredible effort of a lot of people behind the scenes. So that's what I was going to say. Thanks to you and and everybody who participated in this. I appreciate it and um I think these are perfect. Thank you. So thank you. Um yes, thank you. I'm I'm glad that student belonging and wellbeing are at the forefront. Um I think that that I agree that it's it's the foundation. It's what we need in order to move forward. Um and I think that academic discourse and math are pretty tied together. So I'm also looking forward
036to seeing growth in both those. Um yeah I you know it's it's hard to prioritize but I think these are really good three good priorities for this year. So thank you. We do have um other things that we know some are core function of the business that we do dayto-day that those will things will still continue but these will be the forward- facing ones. what will be interwoven for us just for the board and the community is really trying to amplify our use of data to be able to make strong data driven decisions and know if we're making the progress that that we are setting out to make. But I appreciate the feedback and the support. Thank you. Thank you so much. Are you also doing 2A? I am 2025 um 2026 LCAP update only.
037Good evening trustees. I'm just kidding. All right. So, I don't have a presentation this evening, but did want to give the board and the community just a brief update. As you recall, uh staff presented a mid-year progress update to the board and the community on February 5th. Since that time, we have completed the 2526 LCAP, which includes an annual update of all of the goals and the activities for 24 and 25 school year and updated goals and activities. The draft was submitted to the Sonteo County Office of Education for their review. They just recently shared feedback with the district this week and so we are now in the process of taking that feedback updating the draft of the LCAP based on their feedback end ofear metrics that we are integrating. They weren't available initially before
038we were able to submit. They are available now and then we're going to be capturing additional feedback from our community and educational partners. So if there is interest to our community of sharing feedback, there is still time. The survey link was sent out earlier today to our community and um it was sent via Remind and it also is linked on the the LCAP itself is linked on the board's page under meetings and agendas. And so later on the agenda we also will have a public hearing. It's another opportunity if anybody would like to speak to the LCAP that that would be the time to do so. And with that that's my update. Thank you. Thank you so much. All right. 3A business services 2025 2026 preliminary budget. All right. Hear me? Yes. Okay. Okay. Good
039evening, President Anthony, members of the board, Dr. Moore, cabinet, members, and staff and community members. So, this evening for the public hearing, I'll be doing a very short presentation on the preliminary budget for next year 2526. When I present the 2526 proposed budget in two weeks, I'll have a lot longer presentation with uh more details. So these are some of the items I'll be kind of covering in this presentation. So the education code requires school district to take certain actions on the budget for the following year. First, it has to be to have a public hearing to provide opportunity for the public to provide comment. Next, the budget is adopted by the board at a separate uh board meeting. Both cannot be done at the same board meeting. Then, the proposed budget is submitted to
040the Satel County Office of Education for review and approval. If the district is not able to balance the budget for all three years, the county office will not be approving the budget. So within the budget is the local control accountability plan uh that that Dr. Mo just mentioned we call the LCAP. So the LCAP is made up of multiple goals and multiple actions within each goals. Uh districts are required to set aside some of the funds to provide additional support for the students who are uh English learners, students on free and reduced price meal, uh foster youth and homeless students. uh we refer to these students as the unduplicated students. For 2526, the district is required to set aside approximately 8.1 million uh which is approximately 300,000 more than the uh current year which is
0417.8 million as LCAP supplemental funds to support these students. Uh even though our students, our district, I'm sorry, does not receive these funds from the state like most school districts who are LCFF funded. That's because South San Francisco Unified School District like about 10% of the other school districts in California are funded by property taxes rather than from the state to better support the unduplicated students as well as the others. The district has al also been putting aside much more than the required amount we call LCAP base when we prepare the budget and financial report. Let's go next one. Yeah, this one. Okay. So when we prep prepared the financial uh the budget and financial reports we also had to come up with a set of assumptions. So this is uh just a list of
042some of the assumptions we used in preparing the 2526 budget. And so this slide just shows our projected revenue for 2526. This is still preliminary. These amount may change when we finalize the budget in the next two weeks. The state requires school district to group them into these the revenues into these categories so they they are consistent throughout the state. They are both uh includes both restricted and the unrestricted revenues. Uh the our our preliminary projected revenues is about 177.1 million. About 84.25% of our revenue comes from the LCFF category which is for our district is mostly property taxes. And I'll go over these items uh that make up each of these categories when I present the proposed budget in two weeks. So this slide just shows the projected expenditures for 2526. The 8.1 million
043LCAST supplemental uh budget which I mentioned earlier is also included in these figures. The state also requires school districts to group these expenditures into these categories. So that uh so they are basically consistent throughout the state and these also figures also includes both the restricted and and unrestricted expenditures. The total projected expenditures is approximately 187 million. And then again I'll go over the more details what makes up these categories when I present the proposed budget uh in about two weeks. So this slide shows how district is designated revenues and meeting its reserve requirements. Includes both the state required reserves as well as the district set aside reserves. The district set aside funds as a reserve destination when is aware of any possible future uh expenditure obligations and then just looking ahead you know like I
044said in two weeks we'll I'll be back uh presenting the the proposed budget for 2526 uh and then also the LCAP will be uh presented to the board for approval as well. So after the staff closes the books, uh we'll be bringing the 2425 on audit actuals report to the board in September and then uh in December 2024 staff will be bringing the 2526 first intern financial report to the board for approval. And that's it for my presentation. Uh any questions? Any questions from the board? Thanks. Thank you and your staff for all the work that you do. Thank you. It's it's a busy month. Yes, especially with a new financial system to Well, thank you. Can I All right. Can I say just Oh, Mr. I just wanted to ask you um you know
045the federal revenue portion um for 2526 um can can this number change at all because of the dis all the disruption in Washington at the moment? Uh yes. Uh right now there just a lot going on with the feds federal government. So, you know, if there's any uh thing changes when they pass the the uh final uh federal budget, then we'll find out about it and then then we'll get guidance on how we need to adjust our budget and that'll be reflected in the uh first interim financial report. Uh okay. So, uh we can count on that money coming in. Is that what you're saying? I know you're Well, at this time, we're not really sure yet because the the federal they they haven't passed the federal budget yet. Yeah. Well, um I just kind
046of worry about those the lunch programs that we used to rely on the federal government, but um I asked about it a couple of places where when we were meeting with some of the legislative staff and uh they they all non-committal. They said we just don't know. and uh but uh they think that we'll probably be okay for the next year 25 26 but who knows what happens after that. So I appreciate the information. Thank you Mr. O. Yes. Thank you. All right. Great. Uh we will move on to item N presentation with potential action. Uh presentation educational services map pilot. I'm going to start with public comments um if I can. So, Heather Hefner. Public comments. Good evening, President Anthony Superintendent Dr. Moore, board cabinet and community. I'm a fifth grade teacher at Sunshine
047Gardens Elementary and I'm here to express my concern both as a teacher and as a parent about the decision to move forward with the implementation of the IM curriculum. The district spent a total of 80 minutes training staff on the instructional shifts in math this entire school year. We had approximately 1,400 minutes of time allocated for district training this year. and the district chose to prioritize portrait of a graduate rather than the math shifts. The district stated in the board meeting in April of 2024 that they were committed to preparing teachers for the instructional shifts required to teach math. However, the district did not keep its promise to do just that. I spent a total of 6% of my training time this school year learning about the instructional shifts. Yet, I spent at least 50%
048of my time on portrait of a graduate and strategic plan. Rather than blaming educators for not wanting to implement new curriculum, which is a completely false narrative, you should instead look at the district's lack of action to ensure teachers are ready for the math shifts. According to the district at the meeting on 42524, there was a need to quote radically address the needs of our kids and an quote urgency to shift practices and support our teachers. Where was this urgency addressed this school year? Was that 80 minutes of training I received on November 1st supposed to be the urgent way our district responded to support me as an educator? I certainly did not feel supported in learning about the instructional shifts and I certainly did not feel the urgency from the district to learn about
049them. It has been stated time and time again that teachers will have to supplement this curriculum because it does not provide the practice our students need. How am I going to believe that the district will support me with this when they let an entire year go by and only provided me with 80 minutes of support for the instructional shifts? Other than our science pilot and implementation, the district has proven over and over again that it will say something is a priority, but then won't put the resources into making that a reality. It will continue to fall on the backs of teachers to use our already limited time and resources to figure things out and ensure our students can succeed. My children, our children deserve better. When the teachers on the pilot team voted, a vote
050of a number three was called, I can live with this. Literally, this again false narrative that the vote was 5050 is quite simply not true. A vote of a three should not have been considered support for the curriculum. I can live with many things, but the lack of support from my school district, that doesn't mean I support it. We continue to be bamboozled by the district with these last minute changes at a time when the teachers are tired into submission. This is evident by the lack of attendance here today. The decision to move forward with the implementation is very dangerous and deci divisive move on behalf of the board. Thank you Michelle Barulli. Good evening. Good evening, President Anthony, trustees, Dr. Moore, and cabinet. I'm a fourth grade teacher at Monavvery Elementary and had the
051opportunity to be part of the math pilot this school year. Having formerly worked in the medical field, a solid foundation in science and math was crucial to the success of my job. I believe that our students also need a strong foundation in math. However, once I began using the program, I quickly realized illustrative mathematics was not the ideal program to meet the needs of our students. After extensive discussions with the pilot team, it became apparent that there was a severe lack of practice. Insufficient support for students lacking math proficiency and the focus on studentled discussions left many students confused and instead relied on their partners to solve the problems for them. The district is focused on implementing highquality instructional materials and the high scores for IM from Ed reports has routinely been mentioned. While Ed
052reports measures usability and alignment, Ed reports clearly states it does not measure the effectiveness of a program in practice. If a program is well aligned and easy to use but is not effective, it's unsuitable for our students. Here are the Casper scores for my students. Of my 34th graders, 46% saw a decline in mathematics scores from third grade. Of those students who dropped, eight fell into a lower proficiency level. This is an incre incredibly disheartening percentage of students who performed poorly. If the goal of the district is to improve mathematics scores, these results do not provide the confidence that is needed to to support an adoption. I support the district stack recommendation from May to review and select a new math curriculum in the 2526 school year and implement in 2627. This will allow the
053district to select a program that is best suited to the needs of the students, builds foundational skills, as well as allows for advanced mathematical inquiry. Curriculum implementation always presents a challenge, but I'm confident that we will work together to find the program that works best for our district. Thank you. Thank you so much. And now I'd like to invite up Dr. Marcus Garcia uh to present an overview of the vision uh outcomes and curriculum adoption process. Good evening Dr. Moore, superintendents and board of trustees. I'm here on behalf of ed services and my colleague Director Brockmire to present the elementary math curriculum recommendation. So, why a new curriculum? Well, we are here because we are aligned to the board's urgency to ensure that our students have access to high quality curriculum and instruction. As you
054can see, the data speaks for itself. This is our our math vision statement. It was created by math educators as a collective commitment to ensuring all students are successful across all math classrooms. It reflects four key qualities. Collaboration, critical thinking, taking risk, and perseverance. Just a background where we've been and where we're going. In May, district leadership recommended to pilot K5 uh math curriculum for the 2526 school year. At that point, the board instructed district leadership to bring back a recommendation to imple implement IM this fall 2526. So, district leadership proposes to adopt and implement IM in grades 3 to 5 beginning fall of 20 uh 202526 and we commit to a deep and sustained professional learning and support for the next three to five years. So why are we making this uh recommendation? Well,
055we believe that IM is standardsbased and it's a high quality curriculum. We believe that it's uh it will support alignment and coherence to the California framework as well as our secondary math instructors that did um approve uh earlier this year. We're also responsive to the board's request to implement highquality curriculum and instruction. How do we plan to support our third through fifth grade teachers? Well, we plan to support them through summer training with a publisher and this will be uh voluntary uh training in July. We also are going to require training in August both uh on the 11th and the 12th and we're going to have ongoing Wednesday collaboration throughout the year and princip principles uh have agreed to align and support the collaboration. We're also going to have release days that are optional as
056well as uh observation cycles to try and get feedback um implementing the curriculum preparing K2. So I want you to note the shifting uh in the language from piloting teams that was commun communicated earlier in the year to testing and exploration. We want to go ahead and use these teams to inform the implementation uh for K2 um implementation for the 2627 school year. We feel that by creating a phased implementation, this strengthens coherence and alignment to the California math framework as well as our secondary math educators. All K2 teachers will participate in professional learning to support the instructional instructional instructional shifts that we've discussed uh in the math framework. We currently have partners uh like SPMI that are going to support us with uh the professional learning. Just last week, we had 33 educators that
057participated in one of these trainings and they um gave it uh excellent reviews, nine out of 10. And this in included two of our elementary principles um uh principal Mert as well as principal Erskin. Actually some quotes indicate that if we had received this training before the pilot the outcome would have been a lot different supports for K2. Well, we plan to have a full day uh professional learning trainings in August uh that will focus on math, academic discourse, and belonging. In addition, we'll have sitebased professional learning on Wednesday collaborations as mentioned earlier uh that will be for K2 educators as well as pair of professionals to support the uh math shifts. We're also going to convene a cohort of teachers as mentioned earlier uh to test and explore IM and to inform the 2026
05827 implementation capacity and readiness. We have currently drafted a professional development calendar that includes all the professional development days and and Wednesday collaborations that I discussed earlier. We presented this uh professional learning calendar to site leaders and they are they have agreed uh to support and align uh their practices to the professional learning plan. We currently have partners ready to support with the implementation as I mentioned SBMI as well as Unbound Ed. So with the board's approval tonight, we can confirm those partnerships. So furthermore, the current plan is to leverage the ideas from our secondary math teachers. As I mentioned, they have developed a robust IM implementation plan. Uh they met just last week and they're eager to share their learnings with our our third through fifth grade uh teachers. So in in addition to
059uh leveraging their expertise, we're also going to convene a third through fifth grade math leadership team that will help inform the implementation for the 2526 school year. So what we need is a final decision to ensure the successful launch in August. We recommend the implementation of IM at grades K through 5, 3rd through 5th in the 2526 school year and K through2 in the 2627 school year. If uh the board does not move forward to approve, we will not be able to complete the orders in time or confirm trainings. That concludes this presentation. Thank you so much. I'm sure we do have questions. Um, Trusty Richardson, do you have questions? Yes. Thank you. you answered all the ones I started to have, but I wanted to ask you if there's need for um continued support
060if the teacher is having a struggling with a certain aspect, is there someone that's going to uh uh uh come to her aid and before so that we they're fairly confident that they will be able to teach this in class, right? So our plan is to um to leverage our our district support as well as our partners like SVMI and external partners uh possibly like Unbound Ed and their area of expertise is the implementation of curriculum like IM. So uh our plan is to develop a robust uh and supportive plan of implementation over the next three to five years. So we want to make sure that it is supported so that people that our teachers feel successful. I was listening to the previous uh teacher tell the us that they were exposed to this and
061they were told about this but there they seemed not that they did not have the support or they they weren't you know they weren't um on board because someone didn't really follow up on some of the uh announce ments. And so it seems to me that there seems there needs to be someone to um ensure that everyone's on the right track and are all going together. And it just seemed from her experience that uh this is not happening. And how are we doing that so that we have cohesion among the recruits for this program? So, I can't speak to what happened last year, but I can speak to the conversations that I've been part of and the multilingual learner team has been part of this year. It has uh it's been very important for our
062our team both the multilingual learner team and the math uh team to uh really understand and support the piloting of the program this year. So our ML uh TOSAs actually have been part of the training for the uh the math pilot. So they've been able to see what is it that our our teachers and our students are going to experience. So they're going to be part and they're going to be instrumental in developing the professional learning plan um the implementation plan uh along the way. And I, as I mentioned earlier, our site leaders are going to be instrumental too in conveying and creating the supports for our our math uh teachers so that way they don't feel like this is something that they were not included in uh or that they're not being supported properly.
063Okay. Well, I appreciate this is a big launch. So, thank you so much for your leadership, Dr. Garcia. If if I can just intervene for a second, I believe those who received uh a tremendous amount of support this last year were those who were actually piloting the materials because the concern previously was the ones who were piloting didn't feel like they had enough support. So there was a plan built to go in and support the piloting teachers for this upcoming year. Those who did not pilot did not receive the same levels of support. So Miss Hefner is right about that part, but the ones who did pilot did receive support. Thank you for that clarification, Trusty Lamb. Hello. Um, I think Mina, I appreciate your questions because I had very uh similar uh thoughts and
064you know, just wondering some concerns about Yeah, two heads are terms of um professional development. Um it seems that um you know when I was looking through the data and the comments um and just the the where how we've gotten to this point a lot of it stems from well you know there are a lot of changes um being asked through both through the the California framework and um you know the curriculum is structured um to align with uh the the sort of the instructional practices that the the framework we're calls on and you know also our math vision it's you know that if we believe and want to follow that math vision that we also have to change our instructional practice so I I think um just to circle back on professional development um
065maybe stepping back bigger picture do you you feel that we have um built up enough uh supports and systems in place to support our teachers to implement this uh curriculum. As mentioned earlier, in terms of the capacity, I feel that we do have the capacity. We have the expertise of um our math educators that have been part of the pilot as well as um our ED service toas, our multilingual learner TOSAs that have been part of that process in addition to our partnerships with SPMI and possibly Unbound Ed. So we want to both leverage the internal expertise as well as our external partners. Um and SBM SVMI has been uh proven to be a uh a key partner in helping with helping uh educators understand the shifts in the new CA math uh framework. Why
066don't someone else go? Thank you. There was a number of questions. Um trusty sh I don't have question. I just have a comment. Thank you for this great presentation and very clear recommendations. Thank you. Thank you. Thank you. Um I wanted to ask a little bit about um the the concerns about there there's not enough practice. Um this seems like a solvable problem. Are we going to be providing additional supplementation? Yes, actually um so the um publisher does also sell uh teacher toolkits. So we're planning to explore the teacher toolkits as another resource and uh additionally the uh math uh TOSA team is going to explore additional resources to prepare for um our educators. So, we have heard those concerns and we're going to go ahead and uh explore all the options both with the
067vendor and other um support providers. Okay. I So, I'll just summarize kind of some things that I've been thinking about. Um and Trusty Lamb, if you got more questions, then feel free to jump in on this, too. Um I'm glad that we're bringing this back. Um obviously, I asked that last time. Um, I've also really appreciated the emails and the public comments that we received about why the program isn't the right fit. Um, one of the things I was really curious after the last meeting, um, and in light of those comments was was understanding really the conversations that were happening in the, um, consensus meetings, let's call them. Um, and so I think there's just something I want to level set on, which is that just because I disagree with you or just because I'm
068making a different decision than what you would do is not mean that I'm not listening to you. Um but I am believe that I'm oriented a bit differently and looking at this particular issue from a different perspective than from many of the comments. Um one of those things is that I'll start with the positives. Um I see in the comments the teaching style is engaging and exciting. Um that seems like a good thing for me. Um I see in the comments that it's challenging students to think differently about math and that students are are struggling but um that that's okay and they're explaining that that's okay. I also think that's a good thing. I think learning from doing and learning from repetition and failing is a really good thing. And I see that there's concerns.
069I see that there's not enough practice. Um, but I don't see that as a reason not to take action. I see it as a really, really solvable problem. Um, and I would ask that the district make sure that it provides those supplements and manipulatives to be able to do that. Um, I see in the comments that the assessments are not sufficient. That also really feels like an imminently solvable problem. Um, and I think that it's something that we can do uh to provide the time or resources to create or supplement the assessments. And I see in the comments concerns and we heard concerns that I can live with this isn't positive enough. Um, and I think there's a huge risk that we will be in the same position next year with a lot of people
070saying I can live with this. And so I am actually intentionally unconcerned with that concern. I believe that I can live with this is sufficient because I think it's a lot like compromising with your spouse on interior decorating uh when you have really different styles. Um I can live with this is in in both situations. Uh sometimes the best that you can get in order to have a decision at all. So um that's that's where I'm standing. Um and that's where I leave it and I would love to hear comments from my my fellow board members. Well, go ahead. I am standing on the other side. Um I I wrote a little something because it's easier for me to to get this all out. Um when discussing education and decisions about education, we talk about
071intentionality, being purposeful or deliberate. We all know our math test scores, what all our math test scores look like. We know which students are hurting the most. And we all want what's best for our students. We want them to succeed in math and all subjects. Where we disagree is in intentionality. What I heard at the last meeting was that trying something different is better than the status quo. I disagree. Last year we rejected IM for grades 6 to 12 because there wasn't a consensus among our teachers. We took a year piloted IM worked together and we had our consensus and approved it. We didn't have 100% of the teachers in favor of it, but we had enough of a consensus that we felt comfortable moving forward with it. This year, we piloted IM in grades
072three to five. Again, there wasn't a consensus among our teachers. And in fact on a scale of 1 to five, one being yes, five being no, um 1 to three was 50% and four and five was 50%. And and I disagree. I can live with it. I think I think there could have been a better way to say that because I don't know that that's actually a positive. That's actually a yes. um we want our teachers to teach robustly and and and really um want to teach it. We have 5050 which is is is not a consensus. Um again I can't in good conscious in good conscience vote yes without a clear consensus. Um without that consensus we may be dooming the curriculum. A failed curriculum is worse than trying something new and hoping it
073will work. It will it will hurt the students. It will cost us time and money. We are voting to spend $3 million and an eight-year commitment. The recommendation of staff at the last meeting was to give it a year, wait for the state's recommend recommended curricula when it comes out in November, be a part of the cohort which we were already accepted to. Then in 2627 vote for a curriculum for K to five um not just three to five. So my request is that we be intentional. That's it. Thank you. Thank you, Trusty Richardson. Oh, I I just I have to say this because we're we're a public school. We don't have the luxury of overlooking students. We can only do it for so long. And that's what the state has told us. We can't
074overlook this sector of the population. We have to bring them along somehow. And this is the solution. We look to the state. The state's telling us we got to do better. We can't We don't have a choice of leaving these students out just like we don't have a choice of not providing services for special education. FAPE free appropriate education public school education is the law of the land. We are that's it. The buck stops with us and we have to do something. We may stumble upon it. We've stumbled. The the state has told us for 10 years our numbers are dispelable in certain areas, certain population. They tell us it has to do more than instruction. It has to do with socioeconomics and all the way down the line. Little by little, state has taken
075on a bigger role. We feed children now twice instead of once when I since I started here. So now we're moving ahead and doing something different. Trusty Lamb, Trusty Sh, any comments? You don't have to. I I I don't mean to laugh because I'm only because I'm a little nervous. I'm actually came here very conflicted about the whole situation. Okay. So, um this situation it's I mean it's not what I would have hoped that you know it would have shaped out to be. Um I'm I mean I've I've wrote some things down and I can't even look at it now because it's just it's all kind of a jumble to me. Um, on the one hand, um, I, um, I I I did read all the comments, um, and, um, I don't I mean, everything
076I've read, I've I've heard the criticisms of the the curriculum, and I I don't feel that, um, even though I understand the concerns about, you know, not enough practice, um, you know, if with the research I've looked at in the curriculum doesn't point to the curriculum itself. Um it's it does look unfamiliar because of the the approach is just so different from what we're used to seeing. Um to to me the the it's not a really a situation about the material itself. Um it's really um a people problem. It's an adaptive problem. And I don't mean and by when I say people problem it's not pointing fingers at anybody or you know it's about us. It's about how we are going to get to that that point that we need to get to. Um it's
077about uh I I think we all agree on the goal that we want to improve um on our student achievement on math. Uh we just are not yet aligned, you know, at least not across the board on how to get there. Um so uh you know I I I know at the last meeting I sort of gave like a half leaning vote uh to look at this uh proposal in terms of launching um a bit sooner. Um and I'm uh so I I actually didn't expect to come here feeling so torn, but that that's kind of where I am at the moment. Um and um I you know because on the other hand I I also want to give voice to the students who have actually seen success um who have thriving and I understand
078there's you know some that that achievement that we're seeing is not across the board yet. Um it's that we've just started uh where people are just starting to get used to this curriculum. I I the the promise I've seen from those uh those comments from a month ago um from students um they're they I can't discount those either. So um anyway, I don't have an answer at this moment, but um that's my thoughts for right now. Well, you're gonna have to vote in about 30 seconds. Can I add a Can I add to that or is it Yeah, absolutely. Okay. Um, so one thing that that I didn't lift up is that the IM lessons, they embed uh math language routines in each lesson. And so the math language routines support our goals of academic
079discourse and can also support the goal of creating a sense of belonging. One of the things that we've been discussing as we're talking about the three priorities is that the sense of belonging, creating a sense of belonging is not going to h happen in isolation of academic discourse or math implementation or or uh math instruction. So, um, structures like the math, uh, language routines allow for us to support multilingual learners, uh, allow for us to create that sense of belonging, that math identity, and, um, and there's going to it's going to take some significant shifts. You know, it it's going to take um, risk takingaking as we mentioned earlier with our uh, our vision statement. The risk-taking is not only for students, but it's also for the the adult learners. You know, uh as a
080as a former teacher myself, it did take a lot of risk to shift the the um the cognitive lift over to the students. There's a fear of, you know, what can happen? Well, a lot of things can happen, but the more that we trust our students in in having this academic discourse, the more they're going to go ahead and actually meet our expectation and and go above that. So, I just wanted to point that out that each of the lessons does embed uh math language routines and that would support all three of our um priorities for next year. So, thank you for that. Thank you. Of course. Um, for me it's not about the curriculum itself and and I do like the idea of the shift. Um, for me it's the the teachers that piloted
081it. We didn't have a clear consensus. And I know that does that's not indicative of all teachers, but the fact that the people that that were actually um were actually asked to use it in their classroom, we had 5050. And for me, if you're going to spend $3 million and this is a commitment of eight years and we can wait one one more year and um and do K to five alto together, I don't know why we wouldn't wait. Plus, in um November, the state of California is coming out with their suggested curricula, which we would hope that IM would be on, but you know, for us to wait one more year, I I just don't see why we couldn't. Yeah, I think um I mean, I think I I disagree with that. I think
082that there's, as I said last last board meeting, I think there's a really good chance we will be in the same boat next year with half and half saying yes and half saying no and and then what we we keep putting it off. I I I think I I'm I'm falling on the the side of of urgency and you know, will it be hard the first year? Probably. Will it look bad the first year? Maybe. I hope not. Um, and yet I also think that trying something new and making it work is is is better. But if we come back with 5050 again next year, then maybe that's the wrong curriculum. So, I mean, that would be my thought. We we need the teachers to teach it and we need them to teach it um
083to want to teach it so that it's successful. If it's not successful, we've wasted $3 million in eight years. I ask the group here, what what expectations are we setting? Because I want I sort of feel like that that's another thought that's crossed my mind, too, is like we our role on the board is to set clear expectations. I mean I think we know that we want to follow uh you know standards and we want to have um high high standards in terms of how we teach math and that it's going to take a lot of change and like I think no matter what curriculum we pick I mean let's say hypothetically if uh like if we open it up again whatever curriculum we pick is still going to require those shifts um and those
084changes in approach and I you know I person would not accept let's say we were to delay a year um and assuming the state list comes out on time. I mean, these are the risks of waiting, right? We don't know. We hope the state list will come out on time in November so we can look at that list and think about the the options. Again, it's like the shopping like the curriculum shopping that I was a little bit hesitant about. I I'm a little concerned. I I don't want to see that. Oh, well, we'll pick this one that doesn't quite move the needle the way that we want. Um, so I mean I I guess I want to know what expectations are we setting. I feel like my my expectations are I want my kids
085to have more than just knowing the procedures and the math facts. I want them to have a deeper understanding of what it's about. Um, that's just always been missing. and um and you know I've seen glimpses of the the power that the potential of this curriculum and you know there's evidence that it's worked through other districts um to kind of unlock unlock that conceptual understanding that's currently is not uh that we don't offer right now. We we've also been accepted to a co to be a participant in a cohort and where they would come in and they would um teach the teachers and it would be um maybe you can explain the cohort a little bit more but for unbounded the cohort that we were accepted into unbounded right um so I can't explain the
086specifics but I think director Brockmeer uh might be able to or Dr. Yeah, Director Brockmeer is online. Are you available to unmute and share a little bit about the cohort again, Mr. Brockmeer? Yeah. Good evening everybody. Can you hear me? Yes. So the cohort uh would consist of um be it uh it could be our K through2 team or K through five and we would join uh 11 other districts in uh essentially going through training on the framework and preparing to identify materials uh to adopt. we would wait for the state approved list um and they would support us in then identifying materials that we would then pilot. Uh as mentioned previously um IM would have to be piloted uh as part of this cohort that is one of the materials that is required um
087and ultimately we would pilot second semester um January through March um and then they would support us with the launch of the curriculum the following year. Thank you. Could I just say something please? Yes, please. Um, you know, I went through I think almost all the visits to the school. We went to Oakland. We went to San Diego using a a learnerbased system. And this is the type of math that sixth graders were doing. And I was blown away. Their vocabulary, everything seems to improve. And I understand the reluctance because when you don't know something, something's new. But this approach is being used up and down the state in in areas where the children really weren't performing. And it's a great system because it integrates the students in more than math. They are they talk
088to each other. They you arrive different um uh uh collaboration between students and you solve problems and socialization is part of it. And um I spoke to um the uh Mr. Solar and he's the directing this the Bay Fund and he expressed to me some doubt that some of the teachers were not on board with this new type of instruction. And he says, "Well, we'll bring them out again." Maybe that's what we need more exposure. We spoke to teachers th 20 30 years teaching and they spoke highly of these this type of curriculum and they said that that the students gain much more over time and that she was a 30-year teacher. She says they help it helps them with their writing and it all kinds of things. I am the first to tell you
089I wasn't believing any of it, but I was I was I was encouraged after I saw this. And I we may have to bring a whole lot of people on to another visit, a school visit, if they're willing. Thank you, Jesse. Trusty Bur. So, um I went to the Oakland on the Oakland field trip and I went to the high school. I visited three classrooms. Um two classrooms were actively following it. The third one was not. The teacher had the kids sitting in a row and she was at the front and she was doing the work. And so I asked the the head of the math department about it. And um and I asked her about her math scores, if the math scores had improved over the years. They had been doing it for five
090years and she said um she said the first three years were during co well COVID was like one or two years and they didn't really see anything until after that. She said and right now it's about average. It's it's about the same as it was before COVID. So, it's I guess it's hard to to say, but um but I I told her I said, "Well, one of the teachers is not actually even doing it." And um and she said, "You know, that's just one of those things. You can't force them to do it." And so if I were voting on something, I would like to have more buyin from the teachers before I I would think of voting yes. I mean, I understand what you're saying. Uh I I'm not unconcerned about it. I also
091think that like I said, and I've said it again, uh I'm I'm I'm really willing to try something new. Um, and I we have four minutes before a break. Not that means that we have to make a vote right now, but I think it would be good to take a motion one way or the other. I'm I'm also struggling what I I do prepare my thoughts and then like Amanda mentioned all the information that we receive and we study it. So this is my thoughts the after near two years of piloting we I believe we have ample information ample information to make an informed decision. So extending pilots risks analysis paralysis. That's my fear. And further delay creates inequity. Students, as Amy, you mentioned earlier, students in pilot schools or teachers gain advantages they learned
092and as Mina mentioned your observation while others wait. So our student needs the updated curriculum. implementation ensures all students access updated material sooner than later and while 50% and I do understand uh Pat you where you are coming from and then flip the coin 5050 support 50 doesn't so now I'm enter from the the stu teachers who doesn't support while 50% of student teachers indicates concerns adoption allow us to target professional development which is outlined in our recommendation and resources precisely where needed during implementation not more limbo we are in the limbo stage for almost two years and that I really don't want to continue see that and then another one is another pilot year duplicates spending and those funding should instead instead we should using those funding to support roll about teacher coaching and
093professional development. So that's my thoughts and I think I'm ready to move to the next step. Great. Thank you. The recommendation is to adopt Imagine Learning's illustrative mathematics uh curriculum for grades K through 5 with implementation for grades 3 through 5 beginning in the 2025 2026 school year and for grades K2 beginning in the 26 27 school year. Can I get a motion to accept the recommendation? Second. Motion by Richardson, second by Shay. All in favor? I. Any opposed? No. Okay. Motion carries. 41. Thank you. And with that, we'll take our 10-minute break. Uh, we are reconvening. There was no beep beep beep. This is the beep beep. Uh, Trusty Richardson must have gone to the bathroom. Okay, we'll get started. We're back. It didn't beep beep beep for us, Mina. But we're we're back.
094All right. Um, okay. We are moving on to item O, consent agenda. The following items are submitted for board approval. One motion will authorize action for those items. So, designated. Any questions or items to pull and vote separately or discuss? No. Can I get a motion? So, move. Second. Motion by Shay. Uh second by Lamb. All in favor? I I Any opposed? Okay. Motion carries 5 Z. Uh we are now opening the public hearing a for 2025 2026 draft local control accountability plan. A public hearing will provide an opportunity for members of the public to comment on the draft 2025 2026 LCAP. I am opening the hearing. Sure. Just for the public's um information, if anybody would like to comment, the local control accountability plan is a component of the state's local control funding formula.
095All districts are required to develop an LCAP every 3 years and updated annually with goals and specific activities to address state and local priorities. In addition to the eight state priorities that the LCAP goals must address, student achievement, student engagement, student outcomes, school climate, parental involvement, basic services, implementation of content standards, and course access. South San Francisco Unifi does set local priorities based on our district strategic plan. And so, uh, we know that the LCAP includes metrics aligned to each goal and state or local priority, including state reporting, school climate outcomes, assessment data, as well as local data. And so this upcoming year, Ben High School is eligible for E the equity multiplier funds. The equity multiplier provides additional funds to eleas for allocations to school sites who have a prior year of non-stability rates
096that are greater than 25% and prior year social socioeconomically disadvantaged students rates that are greater than 70%. And it must be used to offer evidence-based services and supports. Just a little bit of background for the LCAP. Great. Doesn't appear that we have any public comments. So I will close the public hearing. Uh now we will move on to the public hearing for the 2025 2026 preliminary budget. A public hearing will provide an opportunity for members of the public to comment on the preliminary 2025 2026 district budget. I am opening the hearing. Any comments on this one? All right. We have already heard about it. No comments. Closing the public hearing. All right. And now uh public hearing item C, SSFUSD and CSA initial proposals. A public hearing will provide an opportunity for members of the
097public to comment on the SSFUSD and CSEA proposals. Uh opening the public hearing. Any additional information? No. All right. Closing it. Well, fast public hearings. All right. Moving into the action uh portion of our evening. Uh we are starting with item one administration a approval of updated SSFUSD governance handbook. Staff recommends the approval of the SSFUSD governance handbook which was updated at the May 10th 2025 board workshop. Any questions or comments on this item? Uh I had a comment please. Um, will we get the um the additional updated version each of the board? Will they get one copy or do we just get this copy? I mean, you have access to that copy, but if you'd like us to print you a copy out, we're happy to do that for you. Oh, I appreciate that.
098Yeah, that that way we can add it on to the Yes, we'll we'll make sure that you receive that tomorrow evening. Uh, Trusty Lamb should should get one. She's never had one, probably. No, I got I got one when I first got on boarded and then um the update Yeah. Well, then the updates in the packet on the Yeah, but the PDF the one week for the retreat will not be in there because Okay. Yeah, I would love a copy. Thank you. Yes, I think it would be good at least to email the final updated version to all and then print. If you would like a printed copy, please let Joanna know and she will print it for you. I want one. Okay. Show move. Great. Motion by uh Murray, second by Sheay. All in
099favor? I I. Any opposed? Motion carries. 5-0. All right. Approval of board of trustees compensation. The board will tr discuss a possible 2025 2026 compensation increase in the continuation of monthly mileage stipend. We have to decide on um whether we want to give ourselves a raise and if so how much? What do we qualify for? So can there's a couple of different options in the board memo um which I'm trying to pull up. Give me a second. So, oh, can I motion or and then we can ask questions? Uh, we can discuss and then we can move on whatever we discuss. So, our options currently, we receive a $100 monthly stipend uh for mileage expenses so that we don't have to reimburse on mileage. Uh, we have approved a 2% annual increase in trustee compensation
100each year. uh no increase was approved in the 2021 20 2020 2021 fiscal year due to co 19. Um in 2024 we approved a 3% increase. So we have an option to do two three or 5% or none or four and a half or whatever we think would be appropriate. 3% like last time. I'm okay with that. Last year was 3% maybe. draw a raise. So, I will comment. I feel I feel a little weird weird about voting for a raise, but that's just me. So, I'll just put that out there. And $100. I've always felt weird about it, too. Um, but what I have uh reconciled with is that it gives me a little bit more money to put back into donor's shoes. So, that's how I accept the circular economy. I mean, yes,
101correct. put it right back into the district. So my I don't want to share my thoughts. Yeah. So uh I really appreciate this uh page 123 that also give us context about staff will receive 4.5 salary% 4.5% salary increase. So I would recommend or not recommend I will suggest that we have 4.5% increase and then also this 100 monthly mileage statement. That was also my thinking. I wrote it down. I I I actually did the math but I didn't have I am. So maybe uh maybe I'm wrong. Um I I think it's 21.95 with for a total of 4.8878 8878 and then the $100 stipen if I'm right. I did not do the math. I could do it right now. Um yeah, I'm I'm in favor of less, but that's that's me. Um what was
102that? Trusty Richardson. Split hairs. This is only I know it's $10 a month cuz we're really not talking about big money here. Yeah. If I can get a motion. Somebody move something% and I'll to for second. All right. I got a motion by Shay, second by Murray for a 4 and a half% raise. All in favor? I I I. Any opposed? No. You're opposed? All right. 4-1. Motion carries. All right. Um board member participation I item 1C, selection of participants on facilities subcommittee. The board members will determine the appointments to the facilities subcommittee. Um what we agreed upon in our most recent board governance packet is that the final trustee, so we have several committee uh assignments. The board president and a returning member, preferably the clerk, will sit on the city school subcommittee. Um,
103so that's me and Trusty Richardson. Uh, the vice president will serve as the alternate. Uh, the vice president and another board member, preferably a new board member. So that is, um, Trusty Murray and Trusty Lamb will serve on the bylaws committee. And the final trustee and the vice president or clerk will serve on the facilities committee. So that would be Trusty Shay. And I would recommend that Trusty Shay join it. And then the vice president or the clerk. Um, and for continuity sake, I' I'd suggest um that Trusty Murray stays on, but I'm also open to conversation. I I thought we did this at the reorganization. Uh, we talked about the protocol, but this is Oh, are you talking about like in December? So, we didn't have a protocol for it in December. So, we
104didn't reassign anybody on the subcommittee. So I'm continue I have I've continued to be on the subcommittee and I would like to not be on the subcommittee anymore because I don't like done that when I left. Yeah, you were there. No, we were Yeah, we were there cited mid year. Um typically we would typically we would reschedule there but we since we just recently adopted the the protocol I've already been on the subcommittee for almost yeah a year and a half. Okay. So I would like to Yes. I would say that it would be nice if the newer board members were follow the opportunity handbook. Yeah. But that with the handbook while we were at the uh retreat we were talking about the um now I forgot what the handbook said. The board handbook says
105the final trustee final trustee. So that's Dr. and then either the VP or want to be in the I do. Okay. Yeah. because we follow the handbook. Yeah. And then she needs Dr. Shane needs a a subcommittee. So she needs the year. That's how they need. All right. So I'm motion I I'm move that Trusty Sheay and Trusty Murray uh be appointed to the facilities committee. Second. Okay. All in favor? I I All right. Uh any opposed? All right. We've got a motion by Anthony, uh, second by Shay. All in favor? 5. Okay. A motion carries. 5-0. Great. All right. 2B. Education services approval of agreement with Newella. Staff recommends the approval of an agreement with NULA, an instructional online tool platform featuring articles on current events to support relevant curriculum in the 2025 2026
106school year. This is a renewal. um even if it's a new curriculum, we've been using it for quite some time. So that's just a note for all of us. Um any questions or comments on this? So move. All right. Motion by Murray. I'll second. Second by Lamb. All in favor? I I I. Any opposed? Okay. Motion carries. 5-0. Item 2 C, approval agreement with Health Connected. Uh staff recommends the approval of an agreement with Health Connected to provide comprehensive sexual health education to SSFUSD middle school students, including adapted instruction for students with disabilities in the 2025 2026 school year. Any questions or comments on this? All right. Can I get a motion? I think that was maybe a motion by Trusty Lamb. Well, it came out weird, but yes, I would like to make a
107motion. Okay. and a second. Second. Okay. Second by Murray. All in favor? I I I. Motion carries. 5-0. Item D, approval of agreement with Lagarsa Sports. Staff recommends the approval of agreement with Lagarsa Sports to provide physical education instruction at all SSFUSD elementary school sites for the 2025 2026 school year. Any questions or comments on this? So move. Second. And it's very exciting. I also think it's very exciting. Do it again this year. Me too. So, we got a motion by Murray, second by Sheay. All in favor? I I Any opposed? All right. Motion carries. 5-0. Uh item E, disposal of obsolete instructional materials. Staff recommends the approval of the disposal of obsolete instructional materials in science, mathematics, and world language in accordance with education code guidelines. Any questions or comments on this item? So
108move. This is not something you needed to Okay. Um second. All right. Motion by Sheay, second by Murray. Any uh All in favor? I I. Any opposed? All right. Motion carries. 5-0. I just kind of had a quick question for somebody. Um is this just the instructional material that's uh being uh disposed of uh and because it's obsolete. In other words, this is not library books, is it? No. This is like the textbooks from the the old adoptions that we've already done. How old are those books? Generally, I mean, so like math expressions is like 10 years, I think. Uh they're allowed 10 years to hold on to a book or whatever. It's just when we deem them obsolete and we have an updated version of the of the books of the anthologies and so
109these have updated versions. Oh, okay. All right, moving on to F. Approval of continued partnerships with non-public schools for special education support. Staff recommends the approval of continued partnerships with identified non-public and county schools to fulfill IEP service agreements and the authorization for the assistant superintendent of business services and director of special education to execute related and ISAs for the 2025 2026 school year. Any comments on this? So move second quickly. May I is this a a an agreement with the county? Uh it is with the county but also other non-publiclix. Did you want to speak at all? Question. The county is not considered non-public. Uh so the question is do we sign an agreement with the county? I mean that's this this agreement is for continued partnerships with identified non-public and county schools. That
110is a great question. We have director Yakub who is with us this evening. Director Yakub, can you speak to that please? I sure can. Um, the county operates as its own separate than what we call a nonpublic school but in like as a non-public school. We have anou with them and then through our SULPA we've established with the non-public schools. They all operate the same payment method is different in that with the county it is taken directly from our uh funds as funneled through the county whereas with non-public schools we pay directly. Do we have Thank you Dr. M Dr. Yakub. Um I was I uh would like to know how many uh students does the district send to the uh the county and overall do we have that number? I think I read uh
11134 nonpublic place total. Yep, you're correct. And four of them are at the county at this time. Oh, four. Okay. because I remember at some point we had reduced the number and then we ended up bringing them back to our district and then uh Okay, thank you. You're welcome. When I first started here, I think we had about 50 total between non-public and county and we um lowered it to below four. Any number over four with the county, we also have to provide them with a classroom where they would house one of their county programs. So, we like to keep it under four. Um, yeah. All right. Thank you. All right. We have a motion by Murray and a second by Sheay. All in favor? I I. Any opposed? Motion carries. 5-0. All right. Keep
112it moving. Uh, item G, approval of agreement with NPA for special agreement, special education staffing and pareducator support. Staff recommends approval of agreements with non-public agencies, NPAs to provide pareducator support necessary for the implementation of individualized education program, IEP services, and the continued operation of special education programs during the 2025 2026 school year. Any questions or comments on this item? So move. Second. All right. Motion by Murray, second by Sheay. All in favor? I I. Motion carries. 5. All right. Uh, item H, approval of agreement NPA for special education staffing and related provider support. Staff recommends the approval of agreements with non-public agencies NPA to provide personnel necessary for the implementation of individualized education program IEP services and the continued operation of special education programs during the 2025 2026 school year. Any questions or comments
113on this item? So moved. I have a I have a kind of a quick question. All right. What kind of support do these um does this agency or this request ask uh us to approve? I I'm not quite sure because the G and H look similar to me. If you'd like, of course. G is for pareducators and H is for um specifically for two school psychologists. one to cover a leave of absence and another for um part of our allocation and and then a BCBA, a board certified behavior analyst. Oh, okay. Okay. Thank you. You're welcome. All right. Super. We have a motion by Lamb and a second by Shay. All in favor? I I Any opposed? Motion carries. 5-0. Item I, approval to renew agreements with NPA for special education mental health services. Staff
114recommends the approval of renewal of agreements with non-public agencies NPAs to provide mental health services as required by students individualized education programs for the 2025 2026 school year. Any questions or comments on this one? I have a comment after the board. I just want to make sure that the funding source is accurate and I was informed after the agenda was published the funding source should be RS65000 and RS3327 terms of how it will be paid for the funding sources it's listed is not accurate. Okay, thank you. Uh we will make the revision in the minutes and um so move move with the the change of revision. Great. All right, we've got a motion by Shay. Oh, second. Second by Lamb. All in favor? I I. Any opposed? All right, motion carries 5-0. We pulled item
115J, so we will move on to item K, approval to renew agreements for special education curriculum and professional development. Staff recommends approval of the renewal of agreements for curriculum and instructional professional development training to support special education programs to the 2025 2026 school year. Any questions or comments on this item? I have a comment also very similar to the last one. The funding source is not LCAP. It should be RS6762. RS6762, excuse me. RS6762. Okay. Thank you. Can I get a motion with the revision? So move. Second. All right. Motion by Murray, second by Sheay. All in favor? I I. Any opposed? Okay. Motion carries. 5-0. Sorry, I'm trying to get to the next page. All right. Item L, approval to renew agreement with airtutors. Staff recommends the approval of the renewal of agreement with
116AerTutors to support student academic success for the 2025 2026 school year. Any comments or questions on this? Super excited. I think this has been really good for a lot of kids. So, I'm I'm pleased that we're continuing to invest in it. Correction also on the funding source. It should be RS6762, not LCAP supplemental. Right. Thank you. Can I get a motion with a revision? So move. Second. All right. We've got a motion by Murray, second by Sheay. All in favor? I I I. Any opposed? Motion carries. 5-0. We pulled item M, so we will not be discussing that. We will move on to item N, approval of agreement with Daybreak Medical PC. Staff recommends the approval of agreement with Daybreak Daybreak Medical to support students for the 2025 2026 school year. All in favor or
117any questions or comments? Sorry. Final correction, I apologize. funding source should be RS6546. RS6546 that is item N as in Nathan. What was the number? What was the correction? The correction is the funding source where it'll be paid from. It should come from RS6546. Was that on the report itself? It's not on the item on the agenda. On the item on the agenda, it indicates it'll be paid from the mental health grant fund. So move with a revision. Okay. Thank you so much, Trusty Shay. Oh, second. Second by Trusty Lamb. All in favor? I. I just wanted to mention we're this is great that we offer this as a mental health support. So yeah, great renewing it. All right. Um, I'll just call for the vote again. All in favor? I I Any opposed? All
118right. Motion carries. 5-0. All right. Item O, approval of agreement with InquiryHub. Staff recommends the approval of an agreement with Inquiry Hub for a series of professional learning workshops focused on open SIED to be held for staff from July 29th through August 5th, 2025. Any questions or comments on this item? So move. Second. All right. We've got a motion by Murray, second by Sheay. All in favor? I later. All right. Any opposed? All right. Motion carries 5-0. Um item P, approval of ELOP agreements andus. Staff recommends the expanded the approval of expanded learning opportunity program ELOPUS and agreements for the 2025 2026 school year. Uh, one big one is still missing that is the city of South San Francisco. So, we have many of our agreements and next meeting we will confirm that one hopefully.
119Okay. Any other questions or comments? I'll make a motion. Oh, second. All right. We've got a motion by Murray, a second by Lamb. Any uh all in favor? I I I Any opposed? Right. Motion carries 5. All right, we are moving on to business services. So that's item uh section three. It starts on page 359. 359. Um we are starting with item A resolution number 2546 for budgetary increases and transfers. Staff recommends the adoption of 2546 for budgetary increases and transfers at year end of the fiscal year 2425. Any questions or comments on this? I will read it. Oh, no. I will not make you read that. I will ask for a motion with a waving of the reading. Read it. So moved. Second. We're not going to read it. We got a motion with
120a waving of the reading by Trusty Murray, a second by Trusty Shay. Can I get a roll call vote, please? Trusty Richardson, yes. Trusty Shay, yes. Trusty Lamb, yes. Vice President Murray, yes. President Anthony, yes. Motion carries 5-0. All right, we got a lot of resolutions. I'm not going to make you read any of these. Uh, item B, resolution number 2547 to reappoint Citizens Bond Oversight Committee Seabbach members. Staff recommends the adoption of resolution 2547 to reappoint members John R. Penna, John Santa, Kavin Chararma, and Soy Wong to the Independent Citizens Bond Oversight Committee for another term. Any questions or comments on this item? I would like to read this one. Really? Yeah. Why? It's important for the record so that the But it's in the record that doesn't have this. So I will read
121resolution 2547 resolution of the board of trustees of the South San Francisco Unified School District reappo appointing members to the citizen bond oversight committee. Whereas this board of trustees of the South San Francisco Unified School District, the district duly called school election and the election was conducted by the registar voters of the county of Sato on November 8, 2022 on a measure authorizing the district to incur bonded indebtness measure T. And whereas the election was conducted pursuant to the provision of article 16 section 18B and article 18A 13A excuse me section 1B3 and met all the requirements for approval by a 55% affirmative vote of the voters cast at the election and whereas according to the official canvas and certif ification of election results provided the board of the register of vote v voters of
122the county at least 55% of the votes cast on said measure were in favor for issuing bonds and whereas by the resolution duly adopted on March 9th 2023 this board did declare pursuant to education code section 15274 and elections code section 15400 that measure T was approved by the requisite vote N. Whereas education code section 15278A requires that upon declaration of the election results, this board shall establish and appoint members to the independent citizens oversight CBOC all in accordance with section 15278 through 152A2 of the education code. And whereas the district wishes to reappoint the following individuals to the CBOC for the measure T as members who fulfill the following requirements of education code section 15282 for membership on the bond oversight committee. They are John R. Penna effective July 1, 2025 to June 30,
1232027. John Santa effective July 1, 2025 to June 30, 2027. Aen Sharma, effective July 1, 2025 to June 30, 2027. And Soy Wong effective June 1, 2025 to June 30, 2027. Whereas these four CBOC members are in good standing and have expressed interest in pursuing an additional oversight term. Now therefore be it resolved by the board of trustees of the South San Francisco Unified School District as follows. All the above recital are true. The board hereby appoints measure T citizen bond oversight committee John Renna, John Santa, Aen Sharma, and Soy Wong as members who fulfill the above described positions on the committee as required by section 15282A of the education code passed and adopted this day, June 12th, by the following vote. Can I can I ask a question? Yeah. Um I I'm just curious
124about kind of our process for um what if members of the oversight committee do want to be reappointed or um is it is the are we forcing them to do this? No. Do they want to do it? Well, is um yeah m Yeah, Ted, maybe you can Yeah. Yeah, I can clarify. So, uh we're going by the uh Cab Citizens B Oversight Committee bylaws. We have a bylaws where uh each member can go up for two ter three terms at two years each term. So that's based on the bylaw. So so so according to the bylaw do if they want to if they wish to uh be reappointed then they they just say so we don't open it up unless no someone wants to step down. Yeah. Yeah. Once they fulfill their their uh the
125six year or three terms, then we be open up for new ones. Okay. Thanks. Yeah. Yeah. Because usually it's very difficult to get members. So that's why we usually have a six-year term. Great. Um can I get a motion, please? So move. Second. All right. Motion by Richardson, second by Shay. Can I get a roll call vote, please? Trusty Richardson? Yes. Trusty Shay? Yes. Trusty Lamb? Yes. Vice President Murray? Yes. President Anthony. Yes. Motion carries 5-0. All right. Trusty Richardson, save us. Um, resolution 2548 for establishing fund 11 and fund 14 balances. Any questions on this? If not, I really recommend that we have a motion with a waving of the reading. Yes. All right. We got a motion with a waving of the reading by Trusty Shay. Second. Second by Trusty Murray. Can I
126get a roll call vote, please? Trusty Richardson. Mina, Trusty Richardson, yes. Trusty Shay, yes. Trusty Lamb, yes. Vice President Murray, yes. President Anthony, yes. All in favor, uh, or motion carries 5-0. Thank you. Um, item D, approval of amendment number two with Kitchell CM, Inc. Uh, staff recommends the approval of amendment number two to the agreement for program management services and limited construction management services with Kitchell CM, Inc. for the 2025 2026 fiscal year in the amount of $2,620,99 uh for the measure T bond program. Any questions or comments on this item? Um I kind have a question. I'm sorry I didn't ask it ahead of time, but so is this something that is renewed like from uh year to year as we progress and the scope of projects is expands I guess. Yeah, that's
127a quick question. Yeah, we went through a our RFP to select the kit as the vendor. So each year, yeah, as long as we have the bond projects, you will renew each year with them. So move. All right. Motion by Trusty Shane. I'll second. Oh, I don't know. I got a second. I I I'll go with Trusty Lamb. Um all in favor? I I I. Any opposed? All right. Motion carries. 5-0. Um item E. Item E, approval of amendment number one with Harley Ellis Devo. Staff recommends approval of amendment number one to the architectural services agreement with Harley Liso Corporation for additional services to the Los Certos ES um and interim housing study test fit under the measure T bond program in the amount of $61,71760. So move second. All right. Just I think as
128a comment I know that we've been waiting on an update from Los uh from director Shelton on what's going on with Los Cerritos and it sounds like we actually don't have an answer yet because this is part of the step to get to the answer. Is that right? Okay. Okay. Can I ask a question? Yeah. The new appointed member of the subcommittee for the bond program uh when does her terms begin? When does now the new term Oh, at the end of this at Yeah. I mean, whenever the next meeting is, she'll be at the new meeting. Okay. Um, we have a motion on the floor from uh Trusty Murray, a second by Trusty Shay. All in favor of approve approval of amendment one. I I I any opposed? All right. Motion carries. 5-0. Item
129F, approval of California Environmental Quality Act SQUA consulting services pool. Staff recommends approval of the selected firms for the creation of a SQA consulting pool on behalf of the measure T bond program and the facilities department. Any questions or comments on this item? So move second. All right, we've got a motion by Murray, a second by Sheay. Uh, all in favor? I I Any opposed? All right, motion carries 5-0. Um, item G, approval of agreement with Joseph Kamiski Construction Corporation. Staff recommends approval of agreement with Joseph Kamiski Construction Corporation for construction work on the instructional media center offices project in the amount of $46,130. Any questions or comments on this item? We did have a question uh what this project is. Yeah, please. Yes, some of these I I notice don't have a date of
130be a start date. Um, how do we find out when these are begun? When they these date, you know, this this is a this is the green light they start, but when do they start? Were they is there some sort of timeline that we could Yeah, for for this project actually is is a rush project is basically to convert our uh IMC portable which is at a district office which houses a lot of our textbooks. So we're moving the textbooks to twotory sheds and then converting that portable into uh seven uh additional uh offices for staff for some of the new staff to hiring. So we need additional workstation. So that that is what this project's about. Oh, immediately immediately right away once the board approves immediately. Sorry. Are we buying a a new portable?
131No. No, we're reoutfitting an old portable. Yeah, we're just moving the text uh the textbooks out there into into uh two sheds and then uh you know then converting that that portable into offices. Yeah. All right. Can I get a motion, please? All right. I think that was by Trusty Shay. Okay. Trusty. All right. We'll go first by Trusty Shay. Second by Trusty Murray. All in favor? I I I Any opposed? All right. Motion carries 5-0. All right. Very packed agenda tonight. Um but we're doing okay. Um review of future agenda items and meetings. On June 26th, we will have our final ELOP uhou. That's the only thing I care about. Um and a lot of other things. Any other questions or comments about the future agenda items? All right. And with that, a summary
132of board directives. There are none. Okay. And we move into good and welfare comments from board members and superintendent. Trusty Richardson, do you want to kick us off? Good. Good and welfare. I said we're at good and welfare. Do you want to kick us off? Thank you. I um you know we we did the marathon uh graduations for the end of the year which is a very exciting moment for me specifically. Uh I went to three barbecues in one day on the 29th of May. uh two at Ben and there was a senior adult ed with the faculty softball uh game which is something new that I didn't re recall in the past and I went to the uh El Camino High School barbecue after and uh the students were all sitting around looking at
133their uh you know signing their yearbooks and that was really exciting. Earlier I had gone to the senior breakfast at South City High School and the students this year chose their own menu for breakfast and chose a healthy diet. There was usually they served uh potatoes, eggs, and sausages. This year they did have sausage, but they had uh pancake, juice, fruit, granola, and yogurt. And so that was uh really interesting that the students chose this the healthier diet. And then I had promised the PTA that I would say something for the hard work that they put in to decorate the the the cafeteria at South City High School because the parents really do make a difference and extra special for the students. And the next day we graduated 300 students from South City High School.
134It was a lovely event put on by the principal and his staff. First year of no summer school when our superintendent allows students to walk uh to attend graduating pending the completion of credits needed. Isn't it Isn't it this the first year? No, this is the second year we allowed students to walk the This is the second year. Second year. Oh, then corrected. But it seemed like the first year anyway. Uh classified lunch. Uh we met the painters, the school facilities and district staff. Thank them for keeping our district nice. Uh there's new regulations getting rid of for fluorescent lighting with halogen lighting. We and we lunched on Mexican food. Then I went to the capital advisor budget workshop maintains $10 million for the budget for TK learner screening instrument increasing TK to an additional
135class. continues resulting in increase in student funding, proposed 100 million student teacher stipen program, teacher workforce shortage with incentives for new teachers. It's all in this uh link that I shared with the superintendent and I hope everyone got it. Um for school facilities mandate reminders, fluorescent lighting ban now in effect. Uh, and we went to the groundbreaking. All of us showed up, most of us at the central kitchen. I was expecting a tour, but I guess there was none. And the bond team and contracting staff were present. Principal Rossi Dempo at Westboro Middle School was looking forward to traffic calming. And she said that the uh, Westboro is going to be ready by spring. So that is all my um report for tonight and you had a very busy three weeks. So all right super
136trusty lamb. Oh uh yeah you've been very busy. Well we've all been really busy with the graduations. Um I'm I'm it's been an honor to sort of go through the first my first time through you know multiple graduations. um attended both Skylines uh the middle college and Skyline Elementary Spruce um and of course Westboro Middle School. Thank you Dr. Moore for attending that with me and um you know as we uh embarrassed my son with giant big heads and um momentarily um not being able to find his diploma and and with um you know delays and all that kind of stuff. So that was really fun. Um it was very special to um to to celebrate that. Um yeah, as uh uh Trusty Richardson mentioned uh the two groundbreings that was also very special uh
137to be participate in. And um and then uh just as summer starting um I you know before the El Camino Kitchen uh I also attended the the Pride flag raising um for South San Francisco. Um that was special to kick off Pride Month. And I believe on this coming Saturday, there's another uh pride. Oh, there's the Sanonteo County uh pride parade. Um and uh I think June 28th there's another South City uh pride event um at on Grand Avenue on the breezeway. So a street festival with vendors and art and music, that kind of thing. Um, so just to, you know, being that it is Pride Month, um, that, you know, I just want to affirm, you know, my, uh, support, commitment to, you know, all all of our, uh, uh, people in our community,
138our youth, um, uh, across all, uh, uh, you know, gender identities, uh, sexual orientations. Uh it's really important these times to uh to show our commitment to um uh to our our our queer youth and um and you know just thinking also um somewhat related in terms of um our immigrant communities. Um I know the news lately has been a little bit troubling um but uh we also stand by our uh immigrant families and communities. Thank you. Thank you both for uh highlighting the work of our PTA and highlighting the work and and the value of our community. Any comments? Um well, I just wanted to congratulate all of our um all of our graduating seniors and our promoting children. And happy Father's Day to all the dads that we'll be celebrating this Sunday. And
139um and I I'd like for all of us to remember and keep in our thoughts um all the people affected by the plane crash in Amedabad um Amedabbad um India. It was a horrible horrible thing. A lot of people affected. Yeah. Um yes. Um it was wonderful to celebrate the promotions and graduations. Um, I got to attend uh El Camino's graduation and that was always a lovely time. So, um, have a great summer. I mean, I we're not on quite summer recess yet, but um, thank you for, um, a good year and we will see you in two weeks. This meeting is adjourned.