SSFUSD Board Meeting - May 22, 2025

001Foreidentific. Forew. Um, thank you. We are reconvening this meeting of the South San Francisco Unified School District uh into open session. Can I get a roll call, please? Trusty Richardson. Trusty Shay here. Trusty Lamb here. Vice President Murray here. President Anthony here. Um item C, pledge of allegiance will be led by Tilly Smith, 11th grade student at Ben High School and Principal Prasad, will you tell us a little bit more about her? Yes. Okay. Thank you. Uh, thank you, President Anthony, and our good evening board, Dr. Moore, and cabinet. It's my pleasure to introduce Tilly Smith, who is an 11th grader and top credit earnner. Tilly is incredibly open to feedback and always looking for ways to grow. She asks great questions, is naturally curious, and genuinely wants to do her best. Anytime we ask

002her to for some help, whether it's giving a board update or supporting another student, she does it without hesitation. Please stand. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. You're gonna come get a picture. [Music] Yes. And I also have a certificate of appreciation for a volunteer for South San Francisco adult education, Miss Inz Mendes. And she volunteered with our orientation and registration process for every day and evening um registration this year. She wasn't able to make it, but I would like to acknowledge her. Thank you. Thank you so [Applause] much. Okay. Um, item D, land acknowledgement statement. We acknowledge that the South San Francisco Unified School District is located on the

003unseated ancestral homeland of the Ramatush Aloney 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 Ramenish community and by affirming their sovereign rights as first peoples. Item E, reporting out from close session. In accordance with government code section 54956 and in reference to close session agenda item number four, the board took action to appoint Allison Chow to the position of director of talent strategy effective with the 2025 2026 school year. Trustee Murray made a motion. Trustee Sheay seconded the motion. A roll call vote was taken. The vote passed with five eyes and zero nazs. In accordance with government code section 54956 and in reference to close session agenda item number five, the board took action to appoint Shahimar

004Balisi Manolang to the position of principal of South San Francisco High School effective with the 2025 2026 school year. Trustee Murray made a motion. Trustee Sha seconded the motion. A roll call vote was taken. The vote passed with five eyes's and zero nazs. Thank you so much. Congratulations on those appointments. We're really excited to have you join us. Um review of agenda. We have a few things that we will not do tonight. Item G, PTA council remarks. Um and item L, student trustee reports. Um our trustees retired after last meeting, but we're we missed them. Item President Anthony, sorry, I have one correction, please. Under action item 3D, the board memo section with fiscal implications, it should read $10,000, not $10. Thank you. We'll make that correction when we get to it. All right. Staff

005Association Representatives remarks. We'll start with South San Francisco Federation of Adult Educators. I don't think she's here tonight, then we'll move on to South San Francisco Classroom Teachers Association. Good evening, Cabinet, President Anthony, Trustees, and South San Francisco Unified School District community. Every year, I am stunned at how quickly the time seems to pass when spring comes. Teachers run through just about every emotion during May. We are proud of our students accomplishments. sad to see our students end their year with us mostly and are excited to have some time off to visit family, pursue trips or interests. What some may not realize is that May is exhausting for educators. Projects, testing, report cards, records, end of the year events, closing out our classrooms, all play a part in trying our patience. The work does not

006end though. It is only carried on by another educator. The baton is passed and students continue on with another leg of their learning under the guidance of new hardworking educators. We honored seven retirees this year at a free formembers event, Taco Tuesday, May 13th at our CTA headquarters in Berlingame. They were Steve Fatani and Aaron Clark from Westboro, Frank Mororrow from SSF High School, Maria Beltran from Skyline College, Cindy Bell from Huniperosa, Lorie Garcia Roetta and Tracy Nebblelet from Burberry Bur. Yay. In SSF CTA, we will have some new faces in our leadership teams, but it looks like you may be stuck with me and my lengthy speeches for another year. Like teaching, the work of SSFTA continues on as well. On May 17th, many of our educators and some retirees as well joined me

007in CTA's fight for schools march in San Francisco. This fight for schools was aimed at protecting federal cuts in education that would amount to at least 5 million for our school district. Since I couldn't attend last week uh to this uh two weeks ago because of openhouse, I'll say tonight that I am grateful for our bargaining teams who are able to work together to develop a new agreement and I am grateful to you trustees for passing it through. But I am concerned that our most recent bargaining for children center is still unfinished business. Like our classrooms, the work we do with the district often gets carried forward until its completion sometime in the future. The timeline is not always in my control, but the unfinished business this year is a lot. Besides bargaining for children's

008center, there are climate surveys, demands to bargain that need to occur for TOSAs, special education, and elementary dismissal times. Investigations of complaints, contracts, contracts to print, meetings with new administrators, hopefully to be agreed upon, questions to answer about teacher assignments, grievances over discipline records, and salary placements to finish. Tonight, I would like to acknowledge some teachers who are here to speak about children's center. Six, I believe, out of eight are here tonight. and teachers who are here to talk about concerns regarding next year's primary math pilot process for adoption. If teachers are here in May to voice concerns, you know they are passionate about a topic. You may see me in the summer. I'll still be working on that unfinished business. But to all my colleagues who are taking a break at the beginning of

009the year when I told you you got this, I was right. you did. Thanks very much. See you soon. Thank you so much. California School Employee School Employees Association Chapter 197. I've got uh Miss Jolene Malfi and a colleague. Okay. Good evening, President Anthony, trustees, cabinet, and audience. Superintendent more. As I've mentioned before, in preparation for negotiations, I send out a survey to all the classified staff members to see how we can improve any issues they may be experiencing in order to improve their work life and experience. One job class came to the forefront, which is our campus security staff members. We then added a school safety hazard pay request um to our negotiation initial [Music] proposal. Um sorry, I lost my spot. We discussed this with all of our classified members and they have

010signed petitions districtwide in full support of our campus security staff regarding this hazard pay request. I will present these signed petitions to you shortly. But first, I'd like to thank you all for coming to our CSA communicates meeting where we discuss the subject in detail that afternoon so you may better understand our hazard pay request for our campus security staff. So, I would now like to introduce you to our labor relations representative, Dustin Patnot. Good evening, trustees. I've met a couple of you over the past few years if you've attended CSEA events. So, it's good to see you here. Um, I'm here this evening really ju to just read the body of the um petitions that Jolene just passed around. Um, and this petition was organized by members of uh campus security. I'm particularly impressed

011by how committed the members of campus security are to uh the safety of students and staff um and to their own safety. Uh they're they're on the front lines putting themselves at risk and the risks are growing greater and greater. So I'll just read the body of this petition for the audience and also for the trustees. It reads, "We, the undersigned classified employees of SSFUSD, urgently call upon our district leaders to recognize and address the growing epidemic of safety issues affecting students, staff, and the entire school community. Our campus security officers are the first line of defense in ensuring the well-being of everyone on campus. Yet, they find themselves fighting an uphill and increasingly dangerous battle without adequate support from the district and site administration. in the district's pursuit of restorative justice, progressive discipline, and

012the enforcement of consequences have been deprioritized, leaving our schools vulnerable to escalating safety concerns. While we value a restorative approach, true justice requires both support and accountability to create a safe and respectful learning environment. Furthermore, the essential role of campus security officers in fostering a culture of safety has been overlooked, leaving us without the policies, resources, and backing needed to effectively protect our school communities. We therefore call upon the school board to work with CSEA in implementing the following critical measures. Number one, hazard pay for campus security officers to attract and retain trained professionals who are committed to student and staff safety and can afford to live in the communities they serve. Number two, transparency regarding student discipline, including informing campus security officers of what consequences were issued for specific behaviors, ensuring consistency in enforcement.

013And number three, stronger collaboration between campus security, administration, and special education to balance the understanding of students individual needs with the responsibility of maintaining a secure and accountable school environment. These are the first are the essential first steps to addressing the urgent safety crisis on our campuses. We urge you to take immediate action by working with district leadership to implement these necessary changes, ensuring that all members of our school community, students, staff, and beyond can feel safe and supported every day. Thank you very much. Uh we do hope you take the time to review the signatures on those petitions and just consider how critical um how deeply felt this issue is uh for our members. Thank you. Thank you. I do appreciate all of our campus security staff and their loyalty and their quest to

014keep all of our staff, students, and schools safe. Thank you. Thank you so much. Item I, Personnel Commission. Thank you. Our next personnel commission meeting will be held on June 16th, 2025 at 5:00 p.m. in the district office boardroom. Thank you so much. Item J, items from the board, announcements, board calendar, board committee reports, any updates? Okay, just one brief um announcement. I want to congratulate or thank our classified staff because this is uh employee classified staff week and we will be having a barbecue next month and I hope to see you all. Um and I want to thank everyone's for uh all the help you give our certificated um staff when you both work together. So that was my main announcement. My ne next announcement is that we will be having a groundbreaking for

015the new El Camino High School kitchen. Um it will be on June 6th and we'll also have one on June 11th, the following Monday for the Westboro parking um how do they call it? Parking uh the Westboro Field construction to ease the traffic in at Westboro Middle School. And that's at on June 11th at I believe 11 o'clock. Yeah. June 9th at 11:00 a.m. we'll have a groundbreaking for the Westboro field. Thank you. Thank you. All right. Item K, superintendent report. We may hear about that again. Thank you very much, uh, President Anthony. So, the first I'd like to share on our Golden Apple retiree ceremony. Last Wednesday, May 14th, we just had an amazing time celebrating 29 retirees, certificated and classified colleagues, many of whom who have been with the district for a decade

016or more. We also celebrated five or of our staff members who served the district for 30 years, which is incredible. And lastly, we were able to honor some of our staff with our Golden Apple Award. And this is an award that is unique to South San Francisco Unifi. This is the 38th year that the board recognizes our employees in this way. While we have, of course, numerous employees who are deserving, the board presents only a select number each year, and therefore we were able to celebrate 10 educators who were honored. The South San Francisco High School Jazz Band kept it lively and engaging. We had a full house of employees and family members and friends who came to celebrate our colleagues. The nutritional services department provided delicious finger foods for us to enjoy. Our facilities

017team and the superintendent's office worked hard to make the space presentable and welcoming. And it was just a great event to celebrate and to acknowledge our staff at the end of the 2425 school year. And I wanted to once again congratulate all of our honores. This is classified school employee week and it is and always remains a privilege for us to recognize and celebrate the contributions of our classified school employees. We recognize that we have incredibly hardworking colleagues from food services to technology to maintenance to dire direct classroom support staff to security to our office staff. All of our classified colleagues, as we recognize, are the backbone of our schools. And though they work behind the scenes, their impact is felt and experienced and directly influential to our students. As we did with our CTA

018colleagues and our AFT colleagues in collaboration with multiple partners earlier this spring, we provided each employee with a $50 gift card in recognition of their amazing efforts this year and with a deep appreciation for the work they do each and every single day to support our students, our families, and one another. We love you, we value you, and we appreciate our classified staff and of course all of our staff. This is classified school employees week. The district office is looking forward to celebrating with our classified colleagues um during the first week of June. Then we'll also be sending just nice little surprise to and certificates to our staff tomorrow as well. Promotion and graduation season. So trustees and cabinet members attended the adult education and skyline middle college graduation just yesterday. Next week we will

019be very busy with our elementary, middle, and high school ceremonies. Our hope next for next week is that we will see our students and our families who are joyful, who are relishing in these wonderful moments of time, celebrating the next chapter of their lives. A big big congratulations to all of our students who are promoting from elementary to middle and middle to high. and to our future graduates as well as all of our students who showed up this year, who worked hard, who made progress and growth, who treated each other with kindness, empathy, compassion, and respect. And of course, to those who earned awards, scholarships, and commendations this year. We're just incredibly proud of you. We wish you an amazing final week of school before summer. My next item, end of year. So, as we

020close out the school year, I just want to take a moment to express my and our deep gratitude for the incredible educators, staff, families, and students who make up South San Francisco Unified School District community. This year, we have seen powerful examples of what's possible when we work together. We celebrated how our teachers were bringing the portrait of a graduate to life in their classrooms. How our principles were working with their staff to ensure that students can learn, thrive, navigate, and impact in their in their their communities. We had an educator fellowship that lifted up both teacher and staff leadership in alignment with our strategic plan. And together we developed a shared instructional vision through site visits, through conversations and collaboration across roles. We listened through empathy interviews and focus groups and your voices directly

021shaped key initiatives and accomplishments. We faced challenges as well, especially around math adoptions, but we worked through them together and co-created a strong implementation plan that is grounded in teacher voice and student need. And yet we also heard loud and clear that we still have work to do, particularly around ensuring that our educators feel heard, feel valued, and meaningfully involved. We take that to heart as we move forward. We are committed to building stronger systems of two-way communication and a deeper partnership with our school sites. Your feedback matters and we want to continue to grow and improve together. So, as we begin to look ahead, my invitation to all of us is let's return this next year with an open heart and open mind, ready to continue the journey together. Let's leave behind what no

022longer serves us, and let's focus on building something stronger, more united, and more student centered than ever. From my heart to all of yours, thank you for showing up, for your honesty, for your ideas, for your cander with your challenges or for the challenges, as well as your commitment and dedication to our students, to our families, and one another. And with that, I wish each of you a joyful, restful, and welldeserved summer that is soon coming. We still have school next week. And at this at this time, it is my pleasure to introduce Tilly Smith, who I'd like to invite up to the podium to provide the board in our community with updates as to what's happening at Ben Continuation High School. Thank y'all. This is my first time speaking up, so don't mind me

023if I start messing up and stuttering. Okay. Um, good morning, school boarding. My name is Tilly Smith, and I'm glad to be a representative of Ben. Our teachers really care about helping our students do well. They work hard to make sure everyone feels welcomed, treated fairly, and supported so we can all do our best. Our school isn't just about preparing for the future. It's about building a strong family place where everyone can grow. We're encouraged to keep learning, set goals, making difference, and be the best versions of ourselves. One cool, we do this by learning about real world issues. For example, we're learning why it's important to protect natural areas even if they're far away. Everything in nature is connected. And when one part is infected, it can impact other ecosystems and us too. Learning

024about topics like this help us see what we said in school really matters. Each new term gives a student a fresh start and a chance to earn up to 15 credits. We have at school help on Tuesdays and Thursdays, online classes, and other ways to earn credits, too. Counselor is always there to help us and stay on track to find the best options for graduation. We also have PE and tutoring sessions to make sure everyone has what they need to succeed. For juniors and seniors, the college and career readiness class is a great way to learn about different careers, go on food trips, and hear from guest speakers in different fields. Our teachers also with the be your writing project to learn about ways to teach writing. This helps us students become stronger writers and

025deeper thinkers. Ben also has awesome students that students that bring students together. Every year we go on a rope course at San Bruno Martin Park to build teamwork, leadership, and confidence. It's fun and helps us step out of our comfort zone. At the end of the year, we celebrate with a picnic at Cody Point. There's kite flying, hiking, fishing, and a time to relax with friends and staff. These events help us feel connected at the end of the year on a positive note. Looking ahead, we're excited for the end of the year barbecue where a teacher will try to beat us at softball, the senior breakfast, and of course, graduation. It's a great way to celebrate all that we've accomplished and the memories we've made together. As I get ready to return to my old

026school, I know I really miss the support and kindness from everyone at Ben. The teachers and the staff have made a big difference in my life and I'm so thankful for all the help and encouragement they gave me. Thank you. That concludes my report. Thank you very much. Thank you so much, Tilly. All right. Um, we struck a student trustee report, so we'll move on to M public comments. Um for items not on the agenda should not uh exceed public public comments not on the agenda um should not exceed 30 minutes. Public comments are limited to a maximum of three minutes per individual. I think we have uh one two three four five six speaker cards tonight. Um so we have the full three minutes. Um and uh if you have a desire you got

02720 more seconds. Okay, we'll call the first person, Karen Limb. You can still you can still bring comment cards. Honorable members of the school board and trustees, our South San Francisco Unified School District administration, Dr. Santara Moore, esteemed colleagues in our community. Good evening. My name is Karen Lim and I proudly serve as one of the eighth children center teachers at Hillside. With nearly six years of dedication to our district, I stand here with my colleagues to advocate passionately for an increase in compensation for preschool teachers. Preschool teachers are the foundation of our education system, playing an irreplaceable role in shaping the futures of our young children. We do more than school readiness. We inspire their critical social and emotional growth. Research unequivocally demonstrates that quality early childhood education dramatically increases a child's chances for

028lifelong success. The portrait and journey of every graduate begins with devoted preschool teachers who meticulously lay this essential groundwork. With the highest respect for our elementary and secondary colleagues, we bear the same responsibilities as current TK teachers. Yet, we receive only half of their salary. We conduct thorough assessments, pursue rigorous training, and earn our degrees. As early childhood educators specializing in general education, we advocate for our special needs students and actively participate in their individual individualized education programs or IEPs. We are not merely daycare providers. We reject that label. We are dedicated educators who are deeply committed to the well-being and success of our students. While others enjoy their President's Week, Thanksgiving week, and spring and summer breaks, we only have winter break, a time we dedicate to family rejuvenation, both physically and mentally, and

029crafting engaging lessons for our students. As 12-month employees, we tirelessly serve our students and families. We are the backbone of the nation's economy. Weekly deserve the same breaks, respect, and most critically equal pay as our fellow educators. To nurture our students and families effectively, we must also be nurtured because we are vital members of this community and our contributions matter. We stand here united, demanding to be seen and heard. We are South San Francisco Unified. Thank you and for your time and attention. Please come and visit us when you have time, anytime to all our classrooms to see all the magical things that are happening. Thank you. Thank you. Um Martha Deleon Good evening uh President Anthony Truste Dr. M and cabinet. My name is Marta DeLeon. I have been working in the district for

030almost 25 years. I am one of the eight teachers at children's center. We are the first step to education in the district. We are asking for your support in increasing our salary. We are doing more or at least the same work as TK teachers but we were 12 months and received 27 grand less during the school year. We also have to do all the assessment to the children's. We have parent teacher conference too and on top of that we also have like the regular teachers IEPs too. So we having done all the same work as TK teachers and um yes we work 12 months we just only have as as my colleague mentioned only a winter break right we try to to help our kids when they're coming with no signs to be in the

031classrooms so we are you know like babysitters we are the you know from my are you know we always said we're going to try to give all the love that those kids needs when the parents are working. So mentally we support them. We we um honestly we try from our from our bottom to to teach all those kids and our first responsibility is to make sure that those kids are going to be doing a great job in in kindergarten. This time is is new for me TK. But our kids before they move to kindergarten I always asked my parents please come back and let me let us know how the kids are and they coming back and they told us you know our kids are very very great teacher sets that they can notice when

032the kids are coming from at this part from children center kids are ready to absorb everything from uh from the teachers they already know the ABCs sounds letters They already start doing addition. They already start making words you know like cut and forming all that up. So honestly I we invite you to come and see all the work that we have done in children's center Dr. Moore. So we extend the invitation to all of you to come and see the work that we doing and you know I love to be working here. My kids also graduate from this place too. So I hope we can receive your support. I love working at Children's Center, but community for me is so hard. I'm living in Hayward, but I love to work here. So, please come and

033visit us and see all the work that we done. Thank you so much. I appreciate it. Thank you. Thank you so much. Um, Senator Vara. Hi, good evening. I'm here to talk about El Camino High School dance program specifically and why the dance program has no PE credit. Several years ago, the board approved at the then time the school to receive PE credit for dance. Several hours ago before me coming here, I spoke to someone at the CDE in charge of education programs, more specifically PE, to see if something um changed within the state level. And I was told by that person that dance is definitely part of the eight PE content areas required for PE. So, I want to know why and would like the board to help to find out why this new

034principal, ever since he joined El Camino High School, the dance PE credit went away. Why? What was there a local decision to give be um the dance only elective for performing arts credit versus PE when the teacher is certified to teach PE and dance specifically is a physical movement within the performing arts various different areas. I I don't understand why we've we've went to the school administration. We went to the school district and we're not getting anything resolved. So I'm asking the board to please help. why the program it not due to a lack of interest, why the program went from 200 to now 70 students and it's like going away. And to add insult to injury, the school wants to combine the various different dance levels into one class. Why? That doesn't make sense.

035Just because it's not an academic, you don't combine basic math with honor class with the APD. There's different levels, requires different motor skills, etc. So, I'm urging the board to please help to find out why this school has done away with the PE credit with no explanation. Is it a matter of a sexist thing? Because this seems to be an allmaleed dominated school. They want to keep running to the athletic department. Why is the athletic department in charge over and above the principal? Is the school principal over and above you board members and the school district? Why? We we really really really need some help here in this area. And I don't know if they're just trying to make her crazy and just quit. I I don't understand. I we really really would love help.

036We don't come to the school district often. The school boosters pays for everything outside of her salary. Everything for the school department as well as the theater. And I know the school district has been funding South City High School dance department. They're getting a new APD class. So, we're really not asking for money. We just want answers and why there is no PE credit. Please help. That's it. Thank you. Thank you so much. Um and Grace Msina. Hi, I'm um former parent of El Camino High School and an officer of the dance booster. I am concerned about like Sandra had mentioned about the dance program at El Camino High School. We used to have over 200 students um when my kids were there and this year we're down to 70 70 students. That's not very

037much. Um ever since the principal our number came in, the new principal, we have our numbers diminish down in dance. Um and then Miss Feliciana Stevenson is asked to combine levels and that would be disastrous. Just as um um Sandra had mentioned, we have brought this up to the administration. Um there's no responses. We we brought this up to the school juristic, the superintendent and assistant superintendent and Keith Irish. So this is a few years back. We asked um we were we asked them if we need to sign a petition or bring parents to the board meeting and we were told no that it would be taken care of and it hasn't been. So parents and students have told us we have a dance show and if you haven't gone to the dance show, it's

038amazing. It's not even like a high school dance show. It's a really great dance show. Um it's because of the lack of PE credit and that's why they're not um signing up for dance because they have to do PE as opposed to dance. Um so we would like to have your support in um getting our dance program to be part of the PE credit like it used to be and now it's gone. Thank you. Thank you so much. Um Dr. Moore will come and get your contact information. We have been looking for an answer um and what happened and what changed. So, but we have not gotten that answer yet. Um uh Mark Estrada, you gave me a yellow thing, but I think this is off topic from our agenda. So, I'm going to invite

039you up now. Uh, good evening board members. My name is Mark Shada and I have been the college career technician at El Camino since November 2023. Um, I brought intentions of positive engagement setting up students for success whether it be during the school year, summer, or after high school. I would say along with the agreement with some others in my team, school, district, and community members, I have done a meaningful job in creating events, opportunities, dialogue, and inspiration for El Camino students. I've reached the last step on the salary schedule in less than a calendar year despite having valuable experience. Although I don't hold a master's degree, the outdated job description doesn't reflect how much I've evolved the uh career center technician role as stated on the document. Um, on November 2nd, 2024, I welcome

040my baby girl. An incredible and unexpected gift. While the past six months have been filled with joy at home, also a ton of uncertainty at work. Um, her arrival has made me reflect deeply on my future. I love my role, but it needs an upgrade, whether through revised job description, increased budget for the counseling department, increasing hours. Um, I'm currently at 35. I'm just trying to see if I could push it to 40. um or expanding salary schedule to ensure long-term stability. I'm 29 and I hope to build a home in my family. To hear waiting six years for my next raise was pretty wild to hear. If college units could count towards salary increases, it would mo it would motivate further education and professional growth within myself, especially supported by the district. I love

041my role at El Camino and I see a long-term future here. My counseling team has been incredible, especially Kate Espiritu Gonzalez who brought me here. Um, along with Alexis Lame, Mary her, Stephanie McCo, Alex Crayon, and AP Joe Manha. Um, yeah, I thank you for your time and I wish you a great graduation season this summer. Thank you. Thank you so much, Megan Connory. Good evening, trustees, cabinet, and South City public. My name is Megan Connory, and tonight I am speaking to you in my capacity as a member of the executive board of the South San Francisco Classroom Teachers Association. At the last schoolboard meeting, the school board approved the tent the amazing tentative agreement between the district and the union. A small appendix to the agreement was the column grievance where members were not

042correctly placed in the appropriate column on the salary schedule. Only the 29 certificated unit members named in exhibit A were going to have their placement re reviewed. Most of these 29 people are incredibly grateful. One of my teachers will be receiving close to $5,000 in retro pay. The union tried to find all of the union members incorrectly placed so that they could be named in the grievance. But what if someone was missed? How would a new teacher discover their incorrect placement? Well, it's too late now. They are just going to have to wait until the next school year when HR will be making sure that all certificated staff who are not in the furthest column of the salary schedule are correctly placed. Another unfortunate part of the grievance was that the district is only going

043back to July 1st, 2022 retroactively based on the law. Salary issues only go back three years. We all know that the incorrect column placements have been occurring since January 2020. I can't wait to see the new portrait of an educator since according to the strategic plan part of an empowered educator means that 90% of the educators are engaged and satisfied. How imagine how satisfied the educators would be if the retroactic pay went back to when the issue actually began. Imagine how satisfied the educators would be if the district fixed every member's incorrect placement, regardless of whether they were named in the grievance. Members of the board, you have the power to direct Mr. Hanan to fix everyone who was incorrectly placed since January 2020, not just the name members and not just the required three-year

044retrop pay. That would be an excellent start towards the 90% goal of engaged and satisfied educators. Thank you for your time. Thank you so much, Michael Harris. Good evening, Madam President. Good evening, Madam Superintendent. I again petition the board for redress. I request the school bonds be sold directly to members of the community. I have an email from Ted. These are sold into the primary market through his wholesaler. They are not available on this secondary market to me or anyone here. I went round and round with JP Morgan on this. They told me to take my money somewhere else. I will. I'm rather unhappy about this and the way I've been treated both by them and what's not available to me here. On another note, Jackie Spear is having a town hall meeting next Thursday

045night. It's community campus. I got an event bright ticket today. It was the first I learned of it. Evidently, city hall has known about it for some time. So, anybody wants to see Jackie, this is a good time if you have any as questions to ask her. I've known her since about 1978. She got me help with the county veteran service. I couldn't get help anywhere else. Thank you much. Thank you so much. I will move to item N, information only presentations. Number one, educational services teaching and learning presentation alternative education/ben high school. It is my pleasure to introduce Miss Sema Prasad, principal at Ben High School and um adult education and our alternative education programs and she will walk the board and community through key aspects of the campus. Principal Prasad. Thank you, Dr.

046Moore. Good evening again, President Anthony, Dr. more board and cabinet and our students here in attendance, Miss Wyn, one of my teachers, community members uh here and at home. It's my pleasure to share the alternative education uh program that we have and trying to figure out where do I Oh, got it. Thank you, Daddy. So, I'm going to do a school overview focusing on our Ben High School program first. Um, the values at Ben are reflected on the slide. We are focused on academic and literacy skills, supporting students to navigate through college and career options, and to maintain an environment where all students and staff feel welcome and experience a sense of belonging. What I like to highlight is the fact that when folks think of Ben High School, they're thinking of the continuation program,

047but we also have three other programs that are under the Ben umbrella. Um, continuation high school is our main high school program with 180 credit diploma. Independent study also is 180 credit diploma. Our therapeutic classroom program is a self-contained special education setting and that's a 220 credit diploma. And our adult transition program is actually students, they're called um grade 12 plus because they're adults 18 to 22. And that's also our um 100% special education setting. So if you're looking at the special ed rates, that's uh reflected there that therapeutic and ATP are all special education. In using everyday labs, we've be able we're able to dive into our absence reports a little more clearly and um work with our teams to identify strategies and interventions to support students who are most chronically absent. It has

048come to light that most of those students are in our special education uh programs and need some differentiated supports. But it's really nice to have this tool to be able to identify easily and clearly um where we need to target support. Uh we've had some improvements over in our attendance monthtomonth um comparative to last year which is very nice to see that we're seeing slow steady improvement in chronic absenteeism as well as our attendance rates at at our campus. So, this slide reflects our CASP data for 2324. Um, we're pleased to see that 24% of our students have met or exceeded standards in ELA and we're seeing a a population of student that's almost there that we're going to push through with support next year. Math is a continued growth area and science is interesting

049because those are 12th graders who take the test and some of them may not have had science um curriculum or classes for a couple of years. So, um, you know, that's interesting to see. So, this is our three-year comparison data of, um, ELA and math across a few different demographics, our Hispanic, Latinx students, socioeconomically disadvantaged, and then the last one is all students. And there's a market increase in our ELA focus. And that's I'll talk a little bit more about that in our SIP cycle, but we're we're um trying a few things and they seem to be working really well for students. The green here is great. It's reflective of our culture, our climate and culture on campus. We are um very committed to using restorative practices and alternative to suspension interventions um which uh

050keeps our suspension levels low. We have been targeted for uh continued comprehensive support and improvement grant funding to help implement strategies to increase our graduation rate. So that program is continuing and helping support a lot of our sips goals this year as well. And college and career, we did start our college and career class and I'm working with Miss uh Jennifer Rakquette, our CTE coordinator, who is helping us retool that class into one that would be um accepted under a CTE umbrella. So, hoping to see some improvements there. Now, this one, why are we gray? Um, and it's because our 11th graders who take the CASP, we don't have enough of them. If there's fewer than 30, they don't show up. But that doesn't mean they're not achieving because if you look at the points

051increased across the board, we're seeing great increases especially in ELA, but also some increases in math um our EL learners and we've maintained in college and career. So, you know, we're on the right track. Academic engagement. Um so, again, we've been identified for um uh CSI support to help support students through graduation. um and the conditions and climates that actually um decreasing is good because it means we had fewer suspensions. So that's uh going along the right track as well. So our SIPA goals um for this year continued on with a a dedicated focus on ELA and writing curriculum. Uh we have seen um the growth reflected in our CASP data but also on our local assessments as well with students showing increases on a common rubric that we have implemented across content areas and

052our teachers are very engaged in the Bay Area writing project professional development that we roll out throughout the school year. Um and we're seeing growth and improvement and seeing students engaging in those um academic discourse strategies and and conversations. Some of them are here. So the work that you guys do um I'm sharing with the board today. Oh, that's also aligned with strategic priority one exceptional instruction. Our second SIPA goal and I spoke a little bit about this is we have a dual enrollment college and career counseling 101 and counseling 102 through Skyline College co-taught by our counselor Miss Senko. Um that includes our field trips, guest speakers, exposure to many colleges and career opportunities. Um and that's aligned to strategic priority two engage students and our graduate aims of learn and navigate. Our third

053SIP goal is to increase student support services and school culture and we already have a strong culture but the additional grant funding has allowed us to uh do some of the activities that Tilly spoke about earlier. um our afterchool support to make up credits, uh top credit earner recognition, field trip celebrations, and um what I'm really proud of, what our whole campus is proud of is, uh in the California Healthy Kids survey, 70% of students reported having a caring adult on campus. We see in our school culture, our care values come to life every day. And it's just I I couldn't I don't have enough space for all the pictures that I wanted to share, but I wanted to focus in on our ropes course, which is a wonderful team building activity. Um, we had

054many students participate being outdoors, connecting on some challenging activities, lifting each other up. Um, I think some of our our attendees are in those pictures. And the college and careers, seeing really what Skyland looks like and what the programming looks like up there. Still, some of our students have never been to Skyland College. um and if they've they don't know one who's attended the college then um this has been the first exposure for them. So it's really great to see that through our students eyes and our portrait of a graduate comes to life in the classrooms every day in our conversations in the offerings that we have during school after school. the access that our students have to their counselors who are outstanding. Um the teachers who see them every day, but seeing them engage

055in academic conversation and stretching their thinking and seeing the work that comes out of this, you know, project that we've been working on is it's been really amazing. So very grateful to our students for their dedication and to our teachers, of course. Um, I'm going to move on to South San Francisco Adult Education. Just one quick slide just to show you um some of our highlights for our school year at adult ed. 15 students transition to college this year. We have 25 26. We got another one today. High school graduate. Uh thank you to um Miss Murray for attending our our graduation and Mr. O for taking some pictures. It was lovely to see you there. We do have over 600 gra uh students enrolled at adult ed from day evening in our online programming.

056It was 1,200 pre- pandemic. So I'm on a mission to get those numbers back up. We have our continued partnership with Job Train and our medical assistant certification course which is a free class in partnership with Job Train four nights a week 17 weeks and you become a certified medical assistant. I have a student who uh complete graduated high school last year and is now uh been hired full-time at Kaiser in South San Francisco. So, a lot of success stories out of that program. And we just received an ELLL healthcare pathway grant in partnership with Skyland College. So, we're offering a class at adult school that's going to lead to the hopefully the EMT program, but also be an intro course to multiple medical careers. So exciting things are happening at Adult Ed and our

057adult transition program where our graduate aims come to life all the time. Our students learn life and work skills, daily living skills, show they're thriving. Um they navigate their transportation and multiple different activities and um I think the the DO coffee cart has become a favorite. I would like to take a moment to thank our um classified staff and acknowledge them for classified school employees week. Um Miss Cynthia Velar retired in December and she was honored with a wonderful plaque after 36 years of service. Um so I miss her and she's got, you know, big shoes to fill there. But I'd like to thank Carmen Torres and Susan Chong for filling in in the meantime. Well, I've been looking for a replacement and for all of our students uh staff and um teachers across our

058campus uh for their support and also the South San Francisco Educational Foundation, Bay Ed Fund, South San Francisco Rotary and the Chamber of Commerce for their donations and their support. The books that we order, the field trips, the funding comes from all of this gener generous support. So, I'm very grateful. We had a great year. Thank you so much. Questions, comments, board trusty Richardson. I'm so happy to hear about this little res like a little uh how should I say a little uh res we rescue certain type of students in this campuses is really a nice environment for them. Um I I just wanted to ask you how many students uh were at the skyline middle dual enrollment. Is that that's the same as middle college? Correct. No, it's not the same as middle college.

059Uh our counselor teaches a course uh twice a year and the students some of the students actually are here that participated in college and career. I believe we had about 15 or 18 students take the class within the two cohorts this year. So it's different than middle college. Do you send any students to middle college? No, it's a separate program. Oh, okay. And I I noticed that uh you know, one day I hope that we'll get a student uh sitting here as a student trustee. I know it's taking a while, but I just want to encourage the students that, you know, we need to you're a high school and we have high school positions open. So, we want to include you. And then uh I I I do uh hope that they take up the

060government courses put on by the uh city of South San Francisco. That would certainly help. We actually do have one student participating in student government. I thought I saw Yeah, I think I remember. Thank you very much. This is a wonderful school. I really is and the teachers are so dedicated. I appreciate them. Thank you. Thank you. Thank you so much, Trusty Lamb. Yeah. Uh just yeah, thank you for the presentation. Um I've enjoy like always learning something new about all the schools, but yeah, just loved hearing about Ben and um I I loved you know, hearing about the growth. Um you know, particularly in ELA and you know, all just across the board. Um so that's really encouraging. Um and I yeah I hadn't realized that the at least on the adult education side

061there were so many um currently enrolled and that we had even more back in the day. So yeah I do hope you know wish you uh more continue to progress to kind of bring up those numbers back. Um I I think about my mom she went to night school when she came to this country I don't know few decades ago. So I always um you know this is an important work. Uh so just yeah thank you for supporting you know all the all the various students and um yeah thank you thank you so much trusty shape thank you thank you so much for the great presentation always precise clear and right to the point and then thank you for your great leadership and then thank you for all the students are here thank you it

062was a wonderful graduation last [Music] Um, what I wanted to say was that all of your programs are um, show students with a lot of resilience, whether it's the kids that are that are making up credits and they learn in a different way and that's the perfect place for them or whether they're in adult school or ATP and they're um, they're learning new skills and and growing and it and part of my speech last tonight said um that um the students you have are the ones that that say I'm not done learning. I'm not done growing and that's what's so special about what you do. So I appreciate it. Thank you. Um there's so many good things in this presentation. Amazing on their cast results. I mean going from I mean double double it's amazing.

063Great job. Um and um that 70% of your students have a trusted adult as a school. Also amazing. So one thing that Miss Smith said is that as she goes back, she's really going to miss this. And um Ben's a continuation high school, right? And so that means you can only come there after you are already behind on credits. Um, this is just thinking out loud like given the environment that you're creating here and the fact that not everybody just the comprehensive high schools are really big and is there a chance of us ever like doing like an alternative high school. So, it's just like this all the time and everybody can go to it if they need to go to it instead of just being a continuation. Oh, the teach the teacher in me

064is always going to say yes. The administrator needs uh facilities support. Mr. O. Okay. Okay. I know that's probably a question I should have teed up earlier, but um I just was listening and looking at this and thinking like how great would it be to have those relationships all the time for the students who need them, right? I mean, that's just what you want. Um keep it up. Um glad to to see you back here. glad to see all the opportunities that um our students are having and um really glad that you're at the helm. Thank you. I appreciate that. All right. Um item N information only presentations number one B math proposal elementary. Dr. Moore, do you want to introduce? Sure. I'd like to invite Mr. Jason Brockmeer to the podium and he will

065present the elementary math um proposal to the board in our community. Welcome Mr. Brockmire. Good evening uh President Anthony and trustees Dr. Moore cabinet community. I am joined here tonight uh with my fabulous math team uh Sati and Carrie. So uh they are here in the audience. So tonight uh be pre presenting our proposal uh to the board on our next steps regarding our elementary math adoption. So tonight we will be uh providing our recommendation, our thinking behind that recommendation, looking at the implementation timeline um and then really what our immediate next steps are. So, you know, as as we've heard, uh together with our community, we've developed a strategic plan that led to our portrait of GA graduate core values and our strategic priorities. Our portrait of a graduate is our promise to our

066community and ensuring all students have access to highquality learning materials, high-quality instruction, ultimately leading to continuous learning and textual curiosity and critical thinking. As you've heard from our community last time, there is a need to update our math materials. So, this is our math vision. We've talked a lot about this. This was created by uh our educators um and reflects our commitment to ensuring all students have access to highquality math learning in all math classrooms across our district. And then a little bit of a timeline on how we got here. So as you all are aware this year we piloted IM curriculum throughout the year. It is important to note that it was just with our third through fifth grade educators. So our K through2 educators did not pilot this year. So through the pilot

067um process all year, they ultimately um uh made recommendations in the spring uh basically looking how does the curriculum align to our identified priorities that got submitted to EDS educational services leadership along with the student survey data, teacher survey data, assessment data and strengths and challenges data. You saw a lot of that data relating to secondary last time and ultimately EDS leadership and the math team took a close look at all of that um to make determination if we would be bringing forward a recommendation to adopt um that then our thinking was uh actually brought to cabinet to give cabinet's input on where we were um and ultimately we decided that we were not ready to make a recommendation to adopt IM for grades three through five for this year. So what is our proposal

068of how we move forward? So one of the big thinkings is because of um we only piloted grades three through five to this year uh the or the upcoming year that we would launch a relaunch a pilot K through five. And ultimately this would be initiating the process from the very beginning. Ultimately establishing uh a new pilot team. Um going through a process of reggrounding in our vision clarifying our curriculum priorities. Waiting for the state approved list to be released which is supposed to be in November. At that time with the state approved list identifying materials that we would then pilot. I think it's also important to understand too that part of this process next year is to continue focused on our math priority and engaging all of our elementary educators in deep professional learning

069around the framework and the instructional shifts. So that would be going alongside um our piloting team. So, continuing to focus on our math priorities, continuing to build professional learning with our educators, um, all in prep preparation of making a determination in the spring of next year and implementing the following year. Um, so just some rationale around the recommendation. Um, we did think it was very important to have a K through five team based on the input from the piloting team this year. um to ensure that we do identify a curriculum to adopt that is K through five aligned. Um it also just gives us more time. We've got a lot of feedback around the need to just support all of our elementary educators in grounding in the common core standards, understanding the shifts in the

070framework um and building the practices in the classroom to be prepared to launch a new curriculum. Um this directly supports our priorities next year around discourse and um implementing high quality materials and it really gives us more time to build out capacity amongst the district and at our sites um and not on here but really for us to learn as we launch our secondary implementation next year which is about 50 teachers. It does help us learn uh through implementation next year things that we could apply when we do get to elementary which will be over 200 educators that we will be impacting um when we do decide to launch our into our implementation. Just some theories of actions of how we got here is just really thinking about like if we do really regground in

071our vision, if we do get very clear on what the curriculum priorities are and what they mean, that will lead us ultimately into identifying materials that are high quality and that closely align to to our curriculum priorities to pilot leading to building in more consensus with the team. Um, which will ultimately lead to us getting increased buyin when we do get to the final adoption recommendation. And then with all of our math educators, we just we've learned a lot through uh the last two years of piloting and just really um hearing them, understanding that just a lot more work needs to be done around supporting them with the shifts, supporting them with um understanding um the the standards and building their confidence uh in the content um in preparation for implementation. um we know we

072need to build capacity amongst our leadership um and amongst our uh throughout our sites. So again just buying us some more time to ultimately lead to more successful preparation for implementation uh across all of our elementary sites. So this is a timeline, a very high level timeline. On the top is our adoption team. On the bottom is all elementary educators. And so ultimately in the fall, um just doing a lot of professional learning around the framework, reggrounding in our vision, looking at our curriculum priorities that were identified about a year and a half ago, really clarifying them. Through the process, we had a lot of questions about what some things mean. And so making sure we are very clear what prior what the priorities mean. And then again in November the state's supposed to uh

073release their approved list at that time. We would look start looking at those materials identify materials to pilot and then launch piloting in January. Um we could pilot up to two materials in the spring. I will say this is a very aggressive timeline. um but is like the most doable timeline to get us to where we can have adopted materials leading and implementing the following year. Then on the bottom is just the timeline looking at how all educators are engaging in highquality professional learning throughout the year. Again, all in preparation for implementation of the materials the following year. there are some dependencies if the state does not release their list on time. Um, you know, that there are some dependencies that we have to keep this timeline. Um, and we'll stress this is, you know,

074a pretty aggressive timeline, but I think doable. Um, but just that it it it is a pretty aggressive timeline. So, as a high school English teacher, you know, there's been a lot of talk around literacy. um and that you know somewhat like if if we're focused on math we're not focused on literacy and just um something that I often cited as a high school English teacher and department head is you know literacy is the responsibility of everybody um and through math and math instruction and especially at elementary we we can continue to focus on literacy uh and and see it you know such as through our math language routines and those things that are mathematics classroom so it's not either or it's just continuing to through the lens of math how do we help support

075literacy Um, and something in the appendix just to refer to is to see that we do still have a lot of resources flowing to literacy support. Um, and actually probably as we get to implementation to think about how we could support and make sure math is successful. So, um, based on kind of the feedback tonight, our immediate next steps would be really starting to ramp up communication to everyone. We have done some initial communication out to our elementary educators just because of the timeline. We do need to identify a pilot team to be ready in August. We actually have a uh training in June that's uh June 3rd and 4th with SVMI. This was initially scheduled for our K through2 pilot teachers and now we've expanded it K through five. Um and then um start

076we have been exploring some possible partnerships to support us with this process. This is what we'll be recruiting. Um again we've already started this process um for our K through five adoption team. And something that we've been working on, we have a handful of um K through2 teachers uh and uh Satia that have been uh in a year-long professional learning with Cal curriculum and ed reports. Uh part of that process, we were made aware of a um partnership in which they're supporting 12 districts across the state with the identification and adoption of highquality math materials. Uh we were interviewed a couple months ago and actually recently were notified that we were selected and that we could join this cohort and they provide free support to us um in the adoption process leading everything up into

077the launch. So we have not agreed to be part of this partnership um but we have been selected. Something that I think is very important to note is that if we do join um this partnership um that we must pilot IM um and so something that we do really need to consider um about that. So um we've been selected again we have not said uh that we would join um and it's important to note too that the word pilot that they use is slightly different than the word pilot we use. So something that is promising, something that we can explore, it is a big layer of support that they would provide to us uh through the process. And then just looking at success measures uh if we were to go this route um ultimately identifying

078pilot materials that do closely align to our curriculum priorities. Um further support from a K through5 team with our recommendation. We do think it is vitally important that we are identifying materials to adopt K through five. um and that we continue to show robust professional learning with our educators. Uh we had very positive feedback this year around our professional learning uh specifically with SVMI and we have been continuing that partnership and look to extend it through next year to continue to provide our educators with the support. Um and then also focused on continuous improvement cycles at our elementary sites uh to continue that focus of uh supporting the shifts and practice within our math classrooms. And just a reminder um that uh success uh is tough. It is never a straight line. Um and that

079we continue to learn through this whole process. We've learned a lot um and we will continue to learn and we'll continue to be bumpy um throughout the process, but we continue to move forward. We continue to, you know, engage our educators in the process. And so, uh we do appreciate all the time and the feedback they have provided us. Um and just know that you know through all the ups and downs we continue to move forward and we will uh we are confident we will arrive at a recommendation that we do believe is best for our learners and that is supported by uh our pilot team and that's really our recommendation bringing forward and that brings us to the end. There are a couple items in the uh in the appendix that you could look

080at but I have a bunch of questions but I will let my colleagues start. Trusty Richardson. Hi, Mr. Rockmeer. I just had one question. You said the the first program rolled out was from 3 to 5. That was the one currently being used. But what happens to those students from 5 to 8? What kind of math are they getting? So our um our sixth through 8th grade um students will uh be have they will have a new curriculum next year. Um they will be implementing a new curriculum grades sixth through algebra 2. Our three through fifth grade teachers uh will now get included in a kindergarten through fifth grade pilot team if we move forward with this proposal. Six. Okay. So yeah. So six six through 6 through 8 they will be implementing a new

081new materials that you all adopted uh or approved the recommendation and then K through five will all be engaging in a pilot process if we move forward with this proposal. Oh, okay. Because I didn't hear you talk about the six to eight because after they finished the fifth day, for example, I was wondering what what was going to happen to those students from 6 to 8 because you did mention about the uh high school. You will implement the high school. We yeah for 6 through 6 through 12. I was just wondering if there were going to be gaps or something. I just don't get No, we we do want to make sure that whatever we're doing in kindergarten um through first, third, fourth is all preparing them for middle and high school. So, we do

082want um alignment. It doesn't have to be the um identical materials, but again, that they are aligned to our curriculum priorities and those will ensure alignment K through high school. That's hi. Good evening. Hello. Uh first of all, thank you three of you and all of you the entire team for working um just to navigate through all these uh these issues. I know it's been a lot of behind the scenes things. It's a lot a lot of complicated issues to work through. Um I really appreciate and I I really do take what you know all the recommendations that you're saying very seriously. Um I do have concerns and I feel it's important to voice them just to yeah please do to say them you know because um you know first of all the just the

083fact that there's a delay is kind of not it's uh just I would say disappointing it's um I don't like uh you know there are kids that are waiting for for some change these changes to happen and we had seen some you know anecdotal evidence um you know through public comments and so forth in the past of you know that of the piloting um you know those in the pilot classes who had um uh benefited um whereas you know in previous like with the older math curriculum maybe they they they did not. So um so I'd say that um you know delay is uh not a great you know it's not great news. Um, I also just want to express that, you know, delay for delay's sake is not a good thing. And I'm not

084saying that, you know, this is what it is, but I um it's I just really want to stress that, you know, we're we're trying to hit I I understand we're trying to hit certain goals and um you know, I and I wonder um you know, talking about when you were talking about grounding uh the the teachers in the framework. Um I wonder if a lot of the the tensions around uh the curriculum have more to do with the framework than the curriculum itself. you know, because I feel like throughout the process, it seems like the curriculum was maybe getting blamed for certain things where perhaps it was just, you know, trying to figure out, you know, how to how to adjust um uh a teaching approach with what the framework calls for. Um, and I'm

085sorry that could you speak to that about, you know, whether you know framework versus the curriculum? uh if that is a source of tension and it's just what you're proposing trying to kind of pull that apart a little bit. So, so yeah, there there's a myriad of reasons of of of what but what we have really learned is just to continue to um provide our educators with the support they need to prepare for implementation. Um and though next year we will not have highquality materials and we know that we currently do not have highquality materials there is consensus amongst the pilot team and I think uh uh amongst a broad set of elementary educators that we do need to identify new curriculum but we knew we also need to make sure that we are prepared

086to implement those materials and part of this plan is it just to to be clear that we are highly focused on the instructional practices um implementing those practices across all our elementary classrooms next year that will be found in whatever curriculum that we do identify. So, we are just continuing to move forward with supporting the shifts in instructional practice and tier one instruction that we need to see in our classrooms while still making sure that we find materials that are aligned K through five and building further support so when we do implement that we're just better prepared. Um, we are going all in on supporting educators with their shifts in the mathematical practices that we need to see and that we want to see um all through next year with the idea behind that when

087we do get ready for implementation, we'll be more prepared. We're never going to be completely prepared um and that we're getting that K through five coherence. So, it's not just three through five implementing, but it is K through five. they've got one more year of deep professional learning, further understanding of the shifts, um practicing those instructional routines in their classrooms with a lot of support, all in preparation for implementation the following year. So, it's it is um it's two things running side by side, still working to ensure we get high quality curriculum. One of the challenges with implementing some of these um instructional routines into the classrooms is that our current curriculum does not lend itself well to those. So something that we do need to work through. But I think through that process too,

088it's a great learning opportunity for more for us to see more and more that these materials um are are not what we need and that we need something that looks a lot different and that's probably going to be a little bit uncomfortable for some for most um and that we continue to work through that uncomfortableness next year. So, um, it is still really trying to, you know, continuing to support educators with with their tier one instruction and and and continuing to grow their their practice. Yeah. Thanks. And I I think that piece of it makes me a little it helps a little bit make me at least okayish with this plan because it is still working towards that the the goal of like that the state is calling you know for you know the this

089different approach and we're trying to figure it out um that I think that the the piece of it with regarding the um you know piloting in the winter time so it sounds like we may do up to two curriculum and you know you I know we're waiting for that list to come out um it's yeah that that piece concerns me as well because it seems like if there yeah if there is a delay in that list coming out or if we we start piloting it and we're I don't know I mean there could be a number of things that could go wrong and I don't want to be a negative Nelly but like things could go wrong and we may still end up in a place where we are delayed uh to not instead of

090implementing something in 2026 we are actually looking at implementing in 2027. So that that piece it know it is concerning. I don't have a suggestion of like what to do to speed things up. Um but um I think what oh okay so here's my other question too is in ter we've been piloting um IM for quite a while now. um if we are if the goal is to shop for for like another curriculum to compare it to, I mean is that um is that something that would make that shorter time frame of piloting one or two curriculum um I know plausible like it's a plausible plan because we already have that we have already had IM that we've tested for quite a while now. Yeah. So I think through the whole process of piloting again

091it it is deep professional learning and I think this year the team um did just a a fantastic job with that piloting team of of supporting them um through understanding the shifts in the curriculum that we will need to support those shifts. Uh with that just learning too that we just need some more time developing that. Um it is important like in elementary like we must um adopt something that is on that state approved list. So I think you know now being that there is um you know that we did not pilot K through five waiting for that list is important um and and a lot of things can go wrong. I think through the direction of this board if it's like hey this must happen next year and that's kind of the guidance that

092we're looking at is you know if you know get the K through five team um even though it is an aggressive timeline that you know we do need to make a decision next year there's always unforeseen circumstances things out of our control the state doesn't produce a list and then we we can talk about what that would mean um there is part of this being part of this cohort is something that um is is interesting because it does bring 12 districts across the state together to kind of navigate through all of this together. Um, and their timeline that they are proposing um is that you would be bringing forward a curriculum recommendation in the spring next year. So that that is their their proposed timeline. They too agree that it is somewhat aggressive um but

093that it is needed and I think if the guidance is that we do need to move uh at that we will give it another year. uh we did hear and we did listen but that there is urgency on the other side that we do get high quality materials in the hands of our teachers with that support so that our kids are accessing those high quality materials. Um and just a you know and reminding that we can continue to support the practice um continue to support deeper understanding of the standards uh and the framework while still working to make sure we get the curriculum that does line a well uh to our priorities and that we're further prepared for implementation. Interestingly like um you know the identification of materials is the easy part. I think I

094told this last night you know it's the implementation that that is really the big challenge. So, you know, getting a little bit more time to prepare for implementation. Again, learning from the 6 through 12 implementation for this upcoming year. Um, and again, just around the implementation itself of whatever the materials are. Um, but it helps us kind of work through that system and be better prepared for a broader set of educators that we will be engaging with at the elementary level. I don't know if I answered your question directly. Did um let's move on. Someone else can ask questions. I have many, but Okay. Uh, I just want to make a time check note. It is 8:27. Um, I see that you have some comments, Dr. Shay. Um, are they three minutes long or do

095you want me to just take a break? Let's take a break. Um, and then we'll come back. I thought you put her on the clock. Yeah. Three minutes. Yeah. Um, thank you. Yeah, we'll come back in um 10 minutes. All right. Uh we are back. Um Trusty Shay, did you Yes, I have a question. Um thank you so much for all the great work. Uh first we adopt our secondary which is wonderful the math curriculum and so really appreciate the team. So I do have one question. Um could you please share the factor that preventing the decision to adopt a curriculum for uh third three to five grade and then what is the specific reason now we move to K to2 pilot. So I have two questions. So one is what are the factors prevent

096us to make the decision to adopt the curriculum for grade three to five. So you know the decision was just really based on all the data that we had um available to us. So really um you know Satia and and Carrie to an extent uh are in all the sessions. I was in almost every single session with our educators through the whole process, the recommendation process, you know, really listening to them, hearing, you know, what they're saying as far as the curriculum alignment, um, to our priorities, the needs that they have, the support, um, concerns that they have. Um, even Dr. Moore joined us for one. Um and so you know really taking all of that information in over the last you know semester or you know three or four months looking at the data

097that we had and and just really thinking about like listening what were all the things raised what were really valid things um having an aligned K through5 curriculum needing further professional learning and support um making sure that we're prepared for implementation and a lot of just building trust within amongst uh you know the our elementary educators of like hey we are hearing you, we are here to support you. Um, one of our key goals this year was providing um, support and make sustained deep support and and we we are doing that and so we are building that trust. Um, and then looking at all the other data that we had um, and that's what led us that you know just really thinking that you know are we currently ready to adopt new materials um, or

098do we need more time to continue to prepare for the implementation of whatever those materials are and I and I think that's what led to that decision. So can you be specific? What are the factors that prevent all the information that you see that get you to make decision? We are not ready for the curriculum adoption because we did this last year which we have three members we did not support the adoption and then we passed this whole year like a lot of support there and then to this point we're still not ready. I would like to know really what's what are the factors that prevent us prevent you analyzing the data say no we are not ready what are they so I got something um well um trusty lamb's question or uh actually observation

099uh that um a lot of what we heard about the curriculum really was more about a lack of alignment or understanding understanding um of the standards and the framework. Um I think that really is uh the case. Okay. Uh what's interesting is one of our colleagues was going through cleaning her office last week and she found um a packet uh from the last district-wide uh elementary math professional learning uh from 2014. That was the last time that we uh besides the 80 minutes that we were given this year that we engaged all of our elementary teachers uh in learning around uh the standards. That was before uh nine years before the new framework. Um and that was we had had or the district I was a teacher back then. I remember it. Um we had

100SPMI come out and work with all of our teachers. Um, and then we got a curriculum that was labeled, you know, it had stickers on it that said it was common core aligned. Um, and over years we have found that it is not truly common core aligned. Um, there's that expression about going slow to go fast and I think that's the situation we are in. Um so two years ago we um completed a landscape analysis. Uh and then last year we um had a K5 pilot and the outcome was very similar to where we are now where there were uh a group of teachers who really saw a lot of value and success with this curriculum. And there were a group of teachers that [Music] um were not ready for that for shifting their instruction

101and we tried it again and we're at the same point. Um if we were to say, you know what, we know it's a good curriculum, we know it's standards and framework align, we're just going to do it. Having that play out across our district, I think would not be in the best interest of of students um and learning. Uh we can have the best curriculum in the world, but if half of our teachers say, "I don't like it," or "I don't understand it," or "I'm not ready for it," those kids are probably going to be worse off than in a not great curriculum that teachers have learned over time how to supplement. So I follow up question when you mention about the this curriculum is not align with the standard so then that can be

102oh you are talking about the current one yes math expressions the one we're using now that does not meet ed reports um ed reports was not um did not exist okay the last time we piloted eight or nine years ago um so there was no one uh doing the rigorous uh vetting of curriculum that Ed reports does now. So we do know that illustrative mathematics is aligned to the standards and that within every grade or course it has content that is teaching to the grade level standards. And that goes back to something Trusty Anthony said that the last time we were here that sometimes we hear a list of mathematics is too hard um because kids might have some learning gaps and then sometimes we hear it's too easy. Um and again I think that's

103because the curric the curriculum we want to replace in elementary and the curriculum we are replacing in middle and high school has lessons that either are below grade level standards or above grade level standards. So you mentioned that we are right now the situation we have is similar to last year this time. So it's it doesn't make sense to me. one year, we already have all those support and we still go back to the go back to the because what we didn't what we haven't had time to do is really have enough professional learning and support for teachers to really learn the the shift in the standards and the framework. And that is what we're what we've built into a plan for next year. That that would be the difference. And I think even with

104this year, like to think when we looked at how much time we spent, I think I equated it to under 10% of our total professional learning time even this year was spent uh supporting elementary educators uh with SPMI through you know the framework and shift. So like specifically even some educators at like what what are you talking about a framework like like not even knowing that there is a new math framework um getting grounded in the stand really understanding what are the standards and and what do they look like in practice um and I think you know something that's different in secondary is most secondary educators you know they went to school they are math majors they have a strong background in mathematics and I think something across the elementary landscape is just even some

105of that you know make building that confidence as ma maththers, is that what you say? Matthers. Um, is something Yeah. that we are just continuing to build that. We all have, they all have the ability to do it. We all have the ability to do it, but it's just that time and that energy and that support, building that confidence, building the structures, um, and not thinking that we're not moving forward. We are 100% continuing to move forward with shifting practice in our math classrooms that will actually translate across all classrooms in in elementary while just making sure we have that right fit and more importantly that we're ready to implement. You know, like Satia said, you know, putting something into the hands of our educators that are not bought in or that don't understand like

106you could you could do more more harm than good. Um and so we do want to make sure that they are ready. Um, we absolutely want to make sure that we have high-quality materials in the hands of our teachers and our students are engaging in high quality math learning. [Music] Well, I have a couple of things. Um, I wanted to say that I appreciate your thoughtfulness and regrouping when you didn't have consensus. I appreciate the next steps and I mean I really appreciate this but I think what I say next is going to be in opposition to what I'm I'm saying because I'm really disappointed that we didn't move forward with IM. It's it's my understanding that IM will build build the foundational skills that are needed for the upper grades 6 to 12 and

107that's why we were going with IM for the lower grades. Um so for that reason I'm disappointed. Um is there another curriculum that would work similarly in building those foundational skills? Yeah, there there are other curriculum out there, other curricula out there that that if they align closely to the priorities that we have identified as our curriculum priorities um and align strongly to the framework, there will be similarities to illustrative mathematics. Um and it could be a directive of the board like we do want you to continue to vet. Um you know we we do believe it is a high quality curriculum. we have an external organization uh highly rating the curriculum. Obviously we are going to be implementing u six through algebra 2 and and having coherence K through algebra 2 uh would be

108but again there will be other curricula that that will uh have a lot of similarities and when we think about engaging in the professional learning next year with the with the like math language routines that we're looking to support our educators to implement we expect to see those in whatever materials that we do adopt. So if there if if we identify curriculum that is aligned to our priorities and aligned to the framework it will be very similar in nature. Yeah. Well again thank you so much. I appreciate it. Uh I am intrigued and interested by my fellow trustees lines of questioning. Um I don't think I realized that we all had such similar thoughts. Um, so I have a few questions and then I have uh something to to say. So the first question is,

109do we have a sense of what uh the California approved list will look like? Um, including do we think that IM will be on it? So yeah, what what we do have access to is every publisher that has submitted curriculum is is on the list. So we see everyone that has submitted curriculum to be approved by the state. Um, again in November that that list will become official. Um, generally speaking, it's going to be a pretty wide list that gets approved. Um, and yes, we do believe, uh, so IM is on the list to be approved and we do believe and expect, um, being that IM was, you know, developed and designed by someone that, uh, was an author of the California state standards that it would be approved. Um, so yes. Um, and it

110that state list is kind of the floor, you know, and then we work from there. So it must be on the list. just then the next vetting process is it must meet uh be high quality in terms of ed reports and you know and then that's just the bars that we keep going up to look at and you mentioned when you were doing this um presentation that uh we would need to pick up a curriculum that meets our priorities. Do you think that IM meets our priorities? Yeah, absolutely. Okay. Um, and if we went with this plan, um, are we concerned with the amount of time that the piling teams would really be doing? I mean, it's really like one or two modules, right? It's like four, four or five weeks. It's a it is

111aggressive. Um, it is aggressive timeline. Starting in January is probably not ideal. Um, it's doable. It just a lot of support is going to be needed. Um, looking at uh the partnership with Unbound, I think it's just another layer of support that we would have. um this is their timeline as well. So I think having that coherence and then leveraging um with 11 other districts of of like navigating through it um it is totally doable. Is it aggressive? Definitely. um you know and it's it's that cache between you know listening to our community and saying hey wait a minute you're well aware that you don't have highquality materials um and making sure that you know our educators are prepared to implement you know and it's it's that fine line in between but uh you know

112I am confident that um we can do it will be aggressive and you know if if the directive is that we are bringing a recommendation in the spring we we can do that right um and then you mentioned about the unbounded un Un what? Unbound. Yeah. Unbounded. Yeah. Pilot. Um that part of the agreement if we adopt if we joined this is that we would have to pilot IM and K2. Does that mean you also pilot something else or is it just the one? No. So you can pilot as many materials as you want. I mean it would be K through five. Um but yeah, unmounted is K through five or K through2? Uh K through five. Okay. So they would support um our entire um uh adoption team. We were initially looking at it

113just through the K through2 lens because they were getting ready to pilot, but now if we were expanded out that they would support K through 5. Okay. And do we think it is um more important to have K5 aligned curriculum or is it still okay if we did adopt something else at K2 and 35? I think um it one it was heard loudly from our elementary educators that K through five should be uh coherent should be the same and and I do fully support it not being an elementary educator but I do think it is very important um I think ideally it would be K through algebra 2 um but I do think the coherence K through five is is really important so I'm sure Satcha would agree with that. Yeah. And is it possible

114to get coherence with two different curricula K2 35 or does it have to be the same publisher? Yeah, I mean and anything is doable. Um I will say um and we've learned this with our science implementation that we have different curricula for elementary, middle and high. And just in that itself of dealing with three different publishers um three different professional learning providers there is just complications with the more people. Um so is it doable? Of course, we could if we identified materials that were well aligned to our priorities and the framework totally doable. I think the preference would definitely be that we did have one curriculum K through five. Um that that I think is by far the ideal. And I think that was something that was loudly um or we heard through the pilot

115team. A big concern that was raised from the three through five pilot is what if we adopt IM and our K through2 team doesn't because it is meant to build on each other. Um and having those you know that foundation starting in kindergarten is vitally important. Um so I I do think it is it is it would be the ideal and what we would strive to to have. Okay. And last year I think I remember the K2 teachers were more opposed to K the adoption and I don't remember exactly why. Do you have insights? Si could probably speak you know a little bit clearer to it. Um but again it was uh like I know one thing um that's just um that is a key component of um IM is the centers in um K

116through2. Um, and something that is something I guess and I I'll actually let Satia speak to this a little bit more as an elementary educator, something that was a pretty common practice pre-COVID and then after CO, something that is just not as much as a common practice in our elementary classrooms. From what my team has told me, it's an essential component of elementary uh instruction. Um, but something that was like a pretty big hard shift back, but I'll let S. Yeah. Uh, yes. in uh kinder and first grade. Um the centers are built into the lessons. They're not optional. They're not something that you can um have the kids do uh or do well on a an iPad. Um and that was very challenging. We were still also just I think it was the second

117year back after distance learning. Um some people were still, you know, quarantining materials, not wanting um students to uh you know, worried about um germs and things. So you're talking about manipulatives or something. Yeah. Yes. The So the centers are designed to be especially in the primary grades to be handson and um they're designed as games to so to be played cooperatively. Um at the end of the pilot, there was a primary grade teacher who explained to me that um before COVID, um centers had been a big part of her classroom. Um and then after COVID, distance learning and then returning with all of the masks and everything that was something that she hadn't um been doing as regularly. So that um and just the the um the partner work um really did seem like

118it was more challenging. And I think every year that we get further away from uh the the real COVID era, I think all of that gets a little bit easier. That's helpful. Um, and I think Amy was asking something similar to this, and I just want to confirm. Is it possible to keep working on these instructional shifts and this like using the new math framework um while still deploying old materials? That's our plan. That is so absolutely um is it challenging? Would it would it lend itself better if we had materials that were aligned? Definitely. Um but our plan is to continue forward um and to continue to support the understanding and deepen their understanding and seeing actually these practices in our math classrooms so that it Yeah. Well, and our plan also is to

119work closely with the Silicon Valley Math Initiative, SPMRI. Um and they do actually have we're a member district of theirs. Um, so we have access to all of their materials and they do have a lot of um products and materials that can be um used as supplements. Um, again, it's not as easy as having a curriculum with math talks um and tasks built in. Um but we will be providing training and resources for teachers to be able to supplement this not great curriculum. Thank you. Um thank you for your presentation. That is those are my questions but I do have comments um still and um possibly we may also still have more discussion. I I don't know. I hope that trusty Lamb got most of her questions discussed but let me let me let me

120start. Um, I want to go back to what I said one month ago when we have voted to adopt the 612 curriculum, which is four things. On the whole, our students are not succeeding in math, right? Um, I added stuff. This is really long, so just bear with me. Um, two, our students deserve high quality math curriculum and instruction. Three, we must focus on educational achievement. And four, we must believe that our students can learn math and give them the tools they need to do so. Um, those are still my four grounding terms. Um, and I was telling Dr. Moore today that as I was looking through this today and thinking about so much that it's it's really frustrating me because I remember Trusty Richardson and I went to a um session with the Bayed

121Funds family fellows a couple years ago and it was full of a room of families who are saying you don't think your district doesn't think that our kids can do it and that's not acceptable. you don't provide the resources to do it and we're upset and this is why we got involved and then we saw those same parents many of the same parents come and say the same thing to us and they said this curriculum was working for us. So we have that we have that background and yet here we are saying that we're going to spend another year with this outdated curriculum that's proven to be insufficient for accelerating student achievement for the vast majority of students. Um it's been insufficient for improving conceptual understanding. It's been insufficient for pair prep pairing students for

122higher level math in most cases. And uh like Trusty Murray, I I hardly have words to express my disappointment. It's it's just disappointing. Um but I do think it's my job to find some. Um last year um when there was a lot of discussion about the adoption, we ultimately declined to adopt and I reread our comments and what we directed the staff to do. Um, and we directed staff to continue to pilot and really work on the instructional shifts in the framework, right? And you did that and then here we are. We're still at 50%. That's what Trusty St said. Same observation, right? Um, I've said this a number of times, but I'll say it again. Um, one of the things that we have heard a lot this year is, well, you need to listen

123to teachers and I just come back to the same question of, okay, which ones? Right? We got 50% saying yes, we got 50% saying no. So, which teachers do I put stock in? And that's really a hard decision as a board to say what which ones are right. Right. And and I think we have to have the courage to to say maybe both and maybe neither. And we still got to move forward. So, um I've been thinking a lot about the barriers to yes. I really appreciated that you asked like what was the thing, right? Um you know, is it capacity and trust? Is it training and support? Or is it the actual curriculum itself? Is it all three? Um I come back to like what we've done this year as a board uh to

124to move forward on some of these things. My thought was if it's the biggest barrier is the concerns about the capacity to support implementation and or the perceived distance between district office and frontline staff which we have heard a lot this year. Um then I think it's an issue of trust not curriculum. Um, and if that's the case, then this I know we haven't passed it yet, but these instructional coaches that we're supposed to be hiring, could that not solve? Is that not taking down that barrier to implementation? I think it is. If the biggest barrier is around having high quality math instruction, then I think it's an issue of training and support, not curriculum. And then I look at this and say, we're doing this Silicon Valley math initiative. This is something that worked

125in the past. It's something that's high quality. If that's not taking down that barrier, then what is right? It's that feels like it's coming overcoming that barrier. And if it's really that the biggest barrier is that the si the curriculum is insufficient or inadequate, then then it's an issue of the curriculum. And I don't think that that's true on a whole. So I went back also last year um and looked at the presentation from from last year's adoption and talked about the current state of math walks and noted the following things as areas of improvement. Number one was authentic student collaboration. Number two, hands-on relevant learning applicable to the real world. Number three, sustained mathematical discussions that support language development and content understanding simultaneously. And number four, focus on building conceptual understanding paired with procedural

126skills or fluency embedded in lessons. And at various points this year, we have had a teachers come up, even those who did not support the adoption, who have said, "Yes, that did improve. That was something that I saw that was better." but I still don't like this curriculum. Right? We heard from parents that said, "Wow, my kids are doing better. Like they're getting it in a way that they didn't." So, I'm hearing in many ways that the piloted curriculum has improved authentic student communication. It has sustained ma mathematical discussions that support language development and content understanding simultaneously, which parents were here, parents whose students are not native English speakers, right? And has a focus on building conceptual understanding. And it feels to me like maybe the the thing is that teachers don't feel like it's

127paired with enough procedural fluency. And maybe that's true. Uh and maybe that's the thing that needs to be supplemented to feel to make that transition and say, "Hey, we're going to do this, but also we hear you that there's not enough practice problems here. Let's let's do more." So, um I've had an exchange with a with a teacher this year that I've really appreciated and and they expressed that they really felt the district was always looking for a silver bullet and um that I feel that um I think it'd be nice to have a silver bullet and there obviously is no silver bullet. Um but I do believe that we're capable of addressing the three core issues of the curriculum adoption which is a investing in school site resource resources to implement building our capacity

128to teach math and using a new tool to do it and supplementing as necessary. So, I think we have an opportunity to start doing things differently with this new curriculum. It makes me hugely disappointed um to think that we would put off another year. I feel urgency around this. I I feel like my fellow board also feels urgency around this. I certainly don't want to wait another year. I also don't want to risk that next year we'll sit here in the same boat with 50% of teachers saying yes and 50% of teachers saying no. And I can already feel this because we got a public comment from somebody at Burberry Bur today that said, "Well, I think this is rushed." So, what we're going to we're going to we're going to slow down. We've been

129doing this for two years. Three years. You said that the the first time we looked at curriculum was three years ago. I I just can't. And um I really think that we should reject the recommendation to return with another piloting year. I think that we should um with the support of the board and I I've never done this but I'm going to do it. I'd like to direct the superintendent to return on June 12th or June 26th with a recommendation to adopt IM for grades 3 through 5 starting in the 2025 2026 school year. I'd like to hear from the rest of the board to see if that's the pleasure of the board for staff to go back and bring back a recommendation for three through five. I support I can't because if we if

130we move forward and we don't have the support, it's it's not going to work. So curious, do you think that there will be more support next year or do you think that we will be in the same because I you know in their next steps what they said that they were going to do and so um I would like us to go in the cohort. I I but that's up to you. I missed that. You would like what that if the state gets involved they were put us back in line. In other words, they're judging from how we took the housing cohort workshops. the these uh will provide you with professionals and we've seen already the product of this type of learning this type of new math because the smallest children will sixth graders are

131doing these complex problems and I'm I was impressed and let's not forget that when the kids do this type of math it helps them in other areas. in writing and that's very important to me because down the line it's a it's a byproduct of this new math and that's what I'm looking for a twofur three for something that's coming back in bigger dividends but we have to get on board and I know it's hard to you know pivot sometimes and and I understand that sometimes Yeah, my child uh is takes care of, you know, knows the tough math uh what is it? Geometry, all these advanced maths and they're doing excellent. Why change something? I understand totally. Why change something that's working? That's because we've committing our district in a in a new way of

132business. We're now understanding that we can't this is not this is not something we we could continue and and call ourselves progressive. The same children will stay back. The same children will it's a cycle that will continue and this is why we're doing it. It's my understanding so that we can bring everyone on board and it won't it will be easier for the children that will that have easier access easier time with learning anything new but it will be perfect for those younger ones that have been it's been tough. So that's my whole thinking on it and I believe that's what the the new pilot pilot is is wanting to convey to everyone. Yes. It's because we got to take the kids with us and we can't. No child should be left behind. So, Trusty

133Richardson, if I may, are you saying you are in support of what President Anthony is proposing for us to bring back a recommendation 3 through five, a proposal at the next board meeting or the following board meeting in support of moving forward with IM? Yes, I am in support. Okay. Thank you. And before Trusty Lamb goes, can I just I want to give our team a chance because I know that there's some implications to this if that's the case if we're bringing back in June. So, I want to give our team a chance to just make sure that we understand any of the anticipated um consequences of doing this this late because it'll be June certainly if it's the June 26th meeting. Just so we're all really clear on what may what may need to

134happen because as we have it right now, we have three trustees which means we have enough for them to tell us that this is the direction that they want to go. But I want to make sure we all understand what the implications may be. So just you know logistically um making sure that we can get the materials into all of our educators hands um by the start of the school year. Making sure that we can provide all of our grades three through five professional learning to prepare them for the launch. Um, you know, those are the biggest concerns outside of everything laid out around, you know, the trust and and the building and and that it's can we get the materials delivered to our sites um by early August? Um, can we arrange professional learning

135for our educators to be prepared to implement the materials come August? Um, I'm a big believer that anything is doable. Um again this is a very aggressive timeline. Um we would obviously have to talk to the publisher um and talk through the timeline of getting identifying what we need um getting that prepared to bring to the board um and thinking through I mean the big part is just the professional learning for our colleagues. Um thank you Mr. Brockman. I'm sure I'm sure that you know I'm sure there is more um but doable but challenging. Trusty Lamb, I apologize. I just want to make sure I didn't realize we had three already. So maybe to say anything, but Well, I'll just say, you know, first of all, I yeah, I don't have Well, I do have

136things to add, but it's more of I mean, President Anony's spelled out all your case very well. So um yeah, thank you for kind of bringing us back to the journey to get to this point. Um I guess just my my thoughts um from just yeah trying to work through the reasoning you know first of all you know of course I respect you know the teachers and all the various viewpoints. Um I think yeah and I had read that the um the email from you know some Bur educators and um and it did make me concerned to to read that and because it made me think um you know and I I mentioned about you know shopping we're like curriculum shopping um that sounded like what the plan was in this case um I I

137sort of feel like some folks may be looking for another way that isn't really going to be there like um that we have I think we we need to set the expectation that yes we're going to uh to follow the the states you know they're they're um you know they're um what they're they're saying in terms of the framework and the standards that you know we're going to follow that. So we we're setting that expectation and so and all the curriculum that's coming out is going to follow that same framework. So and I am already has been following it. I mean and you're saying we expect that to be approved by the state. Um and they've been doing it for many years. Um, and so yeah, so why why what's the hesitancy if we're shopping

138and we just we don't like the flavor of the the you know one brand versus another and I'm you know I'm brand agnostic. I'm not I don't think we have to follow a particular brand or another. Okay, fine. But um but if it's like well okay we're going to shop for a brand and you know we need a full year to test out one brand versus IM. I mean I don't feel like that's necessary. Uh and I don't think it's there's much to be gained from that. So I I do lean towards your proposal. Um, I mean maybe you don't need my vote or um support for it, but um that's kind of where my head is at in terms of Yeah. the um remind me how long we when we adopt a curriculum. Remind

139me how long we keep it. Typically generally eight years is eight years and how much was um I am going to cost uh I so our I can tell you our secondary was 2.5 million I right around that's so probably slightly more but roundabout. And what was the saying that you said about going slower earlier? Oh, uh Satcha. Yeah, go slow or you know go slow to be intentional. I've actually heard that recently. Um so and it would be next year's cost would be actually be less if it's only grades three through five, but that just a ballpark. So given the amount of money that we're spending and the amount of time that we have to keep the curriculum, I think that we need to have buyin from the teachers. And I think taking it

140slow and doing it intentionally might give us a better outcome. That's my thought. Um, I respect that. Um, I I have heard stories of um botched adoptions in the past. Um, but from an outsers's perspective, I mean, like again, I've worked in education. I just think about how valuable it is to have the tool in front of you to teach the thing that you want to teach, right? And not having to try and adapt and make something outdated. Do I just I I used to teach English as a second language, right? And we had a really good curriculum. And you know what? I did still have to supplement it. And and other people used other books. And it was weird because then when they came into my classroom, they were like, "Oh, this is a

141totally new format." I'm like, "No, this is not No, you need to use this, right?" I just I'm I'm just afraid that there will never be buy in from everybody that it will just be everybody's everybody's looking for their particular slice of pizza and and you can only really split a pizza two ways. when you took the the vote, what was the what were the number of teachers the percentage of teachers who voted yes versus no? It was it was a consensus process. So they ultimately um three and above was that we do support adoption and and two and below two being um they still needed more time and then one being they were pretty much against. So it ended up 5050 of those three or above compared to those two or below. So it's

142not like an official yes no vote. It's really where do you land uh with the adoption in in in the consensus process. So so from the teachers that I was talking to or that that I have talked to, one of the things it really was kind of foundational on what they they disagreed with. you know, they they may not like the California framework because what they they like the old way, the memorization, the you know, doing homework with lots and lots of problems and and practice, lots of practice, and they felt like that was the better way to go. So, I think there's a way to bring them in, and that's just taking a little bit more time and making sure that they're all trained and they understand what what this type of math is

143doing and why one or two problems are are okay because they're they're the kids are learning um learning the problems deeply and and understanding. they're talking math and they're understanding you know everything um all about this problem and other problems like that and this problem the next problem will build on this problem and and so on. Um, the reason I said I was disappointed and I am disappointed is that I thought that adopting the same curriculum I am from K to 12 would be the best way for the kids to have the best outcomes because they start when they're they're little, they start understanding and talking about math and and everything that we learned about I am and and so by the time they get to high school when math is is more critical in

144terms of their future, you know, college, etc. They're already doing the work and they understand it and my feeling is that the outcome would be better. Um, but but the teachers, the math teachers that piloted this are not believing that. And um and so my feeling is that we need to bring them along. at least more than 50% of them we need to to bring them along. Yeah. Yeah, I think you know when we think about elementary educators too. you know, you know, math is one of the subjects that they teach, right? And and and that is just another complication when, you know, we are in our third year of implementation, new of new science materials. um obviously with all of the the structured literacy blocks that have been implemented around the ELA. So they're

145not just math teachers like in secondary that that you know they are grappling with a lot um you you know and so it is yeah it's just you know our proposal and and we do understand if we're directed to move forward and and it is doable. Um, but I think for, you know, elementary specifically, it's just they they do they have a lot, you know, math is a portion of their day. It's not their whole day. Um, and generally speaking, they don't have a lot of planning time um for, you know, the implementation of new materials. And like a real challenge we've dealt with with the implementation of science. Um, it's it's around the same thing of just making sure that they are comfortable, they're prepared. Um, I really think of kind of traditional math

146and the way I learn math is like here's this recipe that you follow that gets you to this thing and now we're kind of taking away the recipe and like hey you still need to cook this thing but you know we're just going to give you some ingredients and like you got to you know less guidance of that strict recipe to follow. So again it's doable. Um we I think we all want the same thing and it's just how you know the path that we take to get there. Um but I have a question. Uh Dr. Moore, what's your thinking? I also have a strong sense of urgency to do right by by kids. I I agree with what President Anthony said. Which which do you listen to? The 50% that's like this is great

147we should go all in or the 50% that's saying we're not ready yet? And so when I think about the students that came forward at the last board meeting and the families that came forward, my impetus is let's be responsive to what people are asking. And if people are feeling more success in math, particularly those kiddos who are um on the margins or in marginalized communities, then I think we have to listen and we have to be responsive with full recognition that um there may be some constraints that we're going to be up against that there it's going to be very messy. It is going to be imperfect. Um, I do think that perhaps we don't have enough time, but the time that we have, we're, if this is the direction of the board, we're

148going to have to figure out a way to do it. Um, and think of additional time that we might be able to offer to our community, but I do have a sense of urgency for students. Um, and I also appreciate we want our teachers to lean in. And I think it's scary. I think change is hard. Change is scary. I think teaching is very personal and learning something new can be really challenging when you um may have been doing something in a similar way for a really long period of time. So through it all though we it's our job to provide the board with all of the information and the recommendation and our proposals and allow you to direct me as to what you want. And so I think all of you have had an

149opportunity to share your insights. And so I heard three of you, four say that you were supportive and you would like for us. Okay. Three and a half. Um you would like for us to bring back a proposal for a 35 implementation, a recommendation for a 35 implementation. Is that still the pleasure of at least the three and half of you? Yes. I just have a quick question. What do we do with the ones that are the 50% that are holding and saying we want this other way? We want don't change. What do we Is there a solution to that? Because I I I'm that concerns me. I don't know how to address it, but it concerns me and I don't want to leave them behind. Of course, I think that's what the team was

150trying to communicate is that we do have a subset of folks that for whatever reason are not a champion of IM and feel like it is not necessarily the best for our students. And I think if this is the directive, then our charge is going to be how do we create space to bring them along to help make sure that they understand to bring school leaders in because school leaders are working very closely with their educators so that people can really understand the why behind it. And we're going to have to really lean into a lot of professional learning and support and grace for people and allowing people to feel what they're going to feel and yet still keep students at the center because I think every educator wants what's best for students. Like Mr.

151Brockmire said, people have different ideas of how we can get there, but I think it's going to have to be something that is persistent that we we pay attention to. we hold ourselves accountable to doing what uh we've been asked to do and in service of students. So, it's not going to be easy. I just want to know I just want to mention that I too had no clue. But I watched those students at Conway and Vista and all these new ways of engaging students and I was frankly uh on board since then. Thank you. I am clear in the directive from the board. Thank you. Thank you. Thank you so much. And thank you again. So, and as far as um so I will say it's it's vital that we get this on the

152next board agenda. Um and so we will uh be working uh quickly to figure this out. As far as the K through2 team um being that alignment is we do feel is important is there any direction that the board wants to give around um K through two uh granted that you know they have not piloted this year um but any directive is how we want to move forward with them would be appreciated. Um let's go back to this discussion about this partnerships. Initi initially it was going to be K2 then we thought about making it K5. You have to do at least you said that the definition their definition of pilot was different than our definition of pilot. What is their definition of pilot? So their definition of pilot expands to like thoroughly investigating materials

153not necessarily implementing into classroom practice. So, I guess there are districts that actually adopt materials without teachers um ever actually utilizing them with their students. Actually, there's a state I found out that it's illegal. Um but yeah, which I found. So, yeah. So, there you just have to screen them thoroughly through their process, but you don't actually have to utilize them with the students. Okay. And we would be looking at a few then. It wouldn't just be they would they would be looking at all materials that we deem fit the priorities outside of IM. Correct. May I suggest I would like the recommendation coming from Dr. Moore. Thanks about K to2 later because we we won't know. I I don't feel like we can provide direction to you at this point. I think just hearing

154the the recommendation from our team about coherence that's something we will have to think about and then we can build that into the recommendation when we come back especially you shouldn't give direction if you don't feel like you have enough information in context so no problem we'll bring that back okay well thank you all Dr. Yep. Yep. All right. Uh, moving on to item P, consent agenda. The following items are submitted for board approval. One motion will authorize action for those items so designated. Um, do we have any questions or anything that we want to talk about in this? So move. Second. All right. I've got a motion by Shay. Uh, second by Murray. All in favor? I I I motion carries 5-0. Congratulations to our state uh qualifying history days. Show hands. Oh, we

155have another information item, Ted. Uh business services May revision of the governor's budget. All right. Uh good evening everyone. Uh so I'll be providing update on the governor's 202526 bay revision proposal tonight. So on Wednesday May 14 uh governor Gavin Newsome released his revised proposed state budget for 2526 and we refer to this as the 2526 May revision. So this is the final opportunity for the governor to update his economic projection prior to the enactment of the state budget in June. So keep in mind that this is still a proposal at this time. So there will be likely some changes once the state budget is finalized and approved in mid June. So this past Wednesday, my staff and I attended a virtual workshop given by school services of California to gather the details of his

156May revision which will be you be we'll be using to prepare the district's 2526 adopted budget. In the governor's news press release, he noted that California has advanced from the the fifth to the fourth largest economy in the world while highlighting the high level of uncertainty in both the California and national economies. The 2526 maybe vision provides that the risk related to substantial changes in federal policy has now become a reality driving a downgrade in both economic and revenue forecasts. Specifically, broad elevated tariffs, strict immigration policies, and cuts to the federal workforce are mentioned as a cause of a significant dampened outlook since the release of the governor's original budget in January. Due to the increased uh expenditure growth above the proposed 2526 state budget projection, the state now faces an estimated 12 billion budget

157shortfall. So this will require the state to make difficult but necessary decisions to reduce ongoing expenditures growth to maintain budget resilience and stability for critical state programs. And regardless of the shortfall, the 2526 maybe vision continues to support the K the TK to 12 education initiatives that that the governor wants and reflects the full implementation of transitional kindergarten, full funding for school meals for all and free access to expanded school day and school year enrichment and academic support for thousands of students. The main revision involves the dual problems of lower revenues in 2526 and increased health care and other costs in the current and near term through a combination of reductions, borrowing funding shifts, Proposition 98 uh school funding manipulation and expenditures that would only be activated if sufficient revenues materialize in the future. Tonight

158I'll be providing update on some of the areas of proposed budget and its impact on education. So uh regarding the proposition 98 minimum guarantee funding for that uh which determines the state funding for education the governor's main revision maintains the governor's budget proposal from January to delay fully funding the 2425 minimum guarantee to TK to 12 and community college districts to mitigate against the risk of providing more funding to education than the California constitution requires. So in January, the governor proposed delaying about 1.6 billion of the 2425 guarantee to school district and community colleges. At the May vision, the the delay amount is now proposed at 1.3 billion, a small reduction about.3 billion. California Schools Boards Association and others are very concerned with the manipulation of the proper decision 98 obligation by the governor and

159will likely take legal action should this be part of the final enacted state budget in June. In addition, the mayor vision also includes a shift in how uh transitional kindergarten expansion funds are distributed between TK to2 school districts and the community college districts. This rebenching will would increase the TK share by a proposed 492.4 million and make it a equal reduction for community college districts. The May division also proposed to institute new deferrals for TK uh to 12 agencies. The May vision proposed deferring 1.8 billion in local control funding formula funding from June 2026 to July 2026. So this is just one month from one fiscal year to the next. And regarding the proposition 98 rainy day fund which is the state's reserve the proposition rainy day fund the mayision maintains the full withdrawal of

160the 8.4 4 billion balance from 2324. And due to changes in the capital gains revenue, the May revision reduces the mandatory deposit into the uh public school system stabilization account PSSA PSSA which is basically the the state reserve in 2425 from 1.2 2 billion to 450 million only in 2526 rather depos depositing an additional 376 million. The drop in the proposition 98 guarantee triggers a mandatory withdrawal from the savings account which will completely wipe out or deplete the uh savings account. uh regarding local control funding formula on that the governor is proposing to fully fund this cola of only 2.3% which is uh slightly less than what he was proposing in the his original January proposed budget of 2.43%. But luckily for us you know this doesn't uh impact our district because we're a basic

161a community funded districts which means most of our revenue comes from property taxes and not from the state. uh in terms of the employee pension the employer rate for cowpers which is the California public employees retirement system we decrease from 27.05% to an estimated 26.81% 81% in 2526. So this is like it's been a while since we seen a decrease about a quarter percent. And the employer rate for C stirs which is the state California state teachers retirement system would maintain the same percentage at 19.1%. And so this would be a a slight savings for our district which is good news. Uh in terms of transitional kindergarten, the governor's May revision proposal includes a total of 2.1 billion ongoing for full implementation of the universal transitional kindergarten in 2526. So this is slightly lower than

162his original proposal of 2.4 billion. He also wants to provide a total of 1.2 billion ongoing to reduce the students to adult ratio to 10 to1 from the current 12 to1 starting in 2526. So this is also slightly lower than his original proposal of 1.5 billion. So and this funding is not provided to our school district or or any other of the basic a community funed school districts. And so this only happens if the funding is approved at the state final budget. Uh in terms there's he also providing a uh guess one time uh uh funding grant as well. It's called the uh students support and professional development discretionary block grant. So this discretionary black grant is basically he he provided some uh purpose uh following purposes but it really could be used according to

163school services of California for any uh any I guess any priority you want to use it for uh basically to address like like the loss in funding and stuff like that. So, so he's proposing uh to allocate about 1.7 billion for this new one-time he call it block grant which is slightly lower than the 1.8 billion he originally proposed. Then there's another the learning recovery emergency block grant. Uh so he's proposing proposing this also for for the uh 2526 year. So this he's looking at about 378.6 6 million for this block grant and this block grant initially was established in in the 2022 budget act supports learning recovery initiative through the 2728 school year. Uh the May vision proposes no uh any changes to his original uh January proposal for the 2526 school year. uh

164for educator investments. The governor modifies the investment in supporting teachers and the educator pipeline by repurposing his January state budget proposal for 150 million onetime funds for the teacher recruitment incentive grant program to instead only provide 100 million in one-time funds for student teacher stipens. Uh also he has some literacy investments. Uh the May revision continues the investment identified in the governor's budget and adds additional funds to ensure align uh implementation of California researchbased English language arts English language development framework the statewide literacy network and adds the statewide mathematics network. The May revision adds 200 million one-time funds to support evidence-based professional learning for elementary school educators and 10 million onetime funds for a county office education to partner with the University of California San Francisco the Lexia Center to support the magnitude screener which

165is free to California public schools. uh under early childhood education, the May vision proposed to spend the cost of living uh adjustment in 2526 for the California state preschool program and uh child child care to help address the budget shortfall. So this is a reduction about 19.3 million in ongoing Proposition 98 general fund resources and 10.2 2 million in ongoing state general fund resources. Uh for the universal meals, the governor is proposing 90.7 million in additional ongoing funding to fully fund this program uh in 2526. So all students are able to have a free meal of lunch and dinner. I mean sorry breakfast and lunch. Okay. And then in summary, so these are just some of the proposal from the governor at this time. From here, the legislature, which is made up of the state

166senate and state assembly, will work with the governor to iron out the differences before they vote to approve the budget. The state constitution requires the legislator to send a balanced budget to governor by June 15 for signature. The final state adopted budget may look different from what is proposed by the governor in the May vision, and we'll see what happens when the final budget is signed uh after June 15. And that concludes my report. Thank you. Any questions? Thank you. Not a lot of great news. All right. Uh moving to action administration one administration a resolution 2545 for lesbian, gay, bisexual, transgender, and queer LGBTQ plus pride month. Staff recommends the adoption of resolution 2545 in support of 2025 LGBTQ plus pride month. Um, Trusty Richardson, will you read this into the record? Resolution 2545,

167recognition of lesbian, gay, bisexual, transgender, and queer LGBTQ plus pride month, June 1 through June 30, 2025. Whereas gay and lesbian pride month was first established in June 2000 through a presidential proclamation and has since evolved into what is now nationally recognized as lesbian, gay, bisexual, transgender, and queer LGBTQ plus pride month. And whereas the month of June commemorates the anniversary of the Stonewall uprising, a pivotal pivotable pivotal event in the LGBTQ plus rights movement which began following a police raid at the Stonewall Inn in New York City in June 1969 and brought national attention to the fight for LGBTQ plus equality. and whereas LGBTQ plus pride month is a time to affirm the dignity, visibility, and contributions of LGBTQ plus individuals to promote inclusiveness, raise awareness of ongoing challenges, take a stand against discrimination

168and violence, and celebrate the diversity of the community through peaceful protests and advocacy. And whereas LGBTQ plus youth are working to build supportive and safe school environments by engaging in leadership opportunities including participation in gender and sexuality alliance GSA clubs and speaking out against bullying and harassment. And whereas California Education Code section 51204.5 calls for the inclusion of the roles and contribution of lesbian, gay, bisexual, and transgender transgender Americans in social science instruction, highlighting their influence on the economic, political, and social development of California and the nation, and emphasizing their impact on contemporary society. Now, therefore, be it revised that the South San Francisco Unified School District Board of Trustees formally recognizes June 2025 as LGBTQQ plus Pride Month and honors the history, contributions, and continued efforts of LGBTQ plus individuals in the advancement of

169equity and inclusion. regularly passed and adopted this 22nd day of May, 2025. Thank you so much, Trusty Richardson. Can I get a motion? Shoot. Second. Perfect. Motion by Murray, second by Richardson. All uh can I get a roll call, please? Yes. Trusty Richardson? Yes. Trusty Shay? Yes. Trusty Lamb? Yes. Vice President Murray? Yes. President Anthony? Yes. Motion carries 5-0. Thank you. Two. Educational Services Approval of agreement with Weldom. Uh staff recommend the approval of agreement with Weldom, a CDE approved non-public agency for specialized staffing services for the 2025 2026 school year. Any questions or comments? So moved. Okay. Was that motion by Trusty Lamb, second by Trusty Shay? Uh all in favor? I I I uh motion carries 5-0. 2 B approval ofou with Cababrio Unified School District. Staff recommends the approval of memorandum of

170understanding with Cababrio Unified School District for participation in the K12 star strong workforce program round 7 effective May 1st, 2025 through June 20th, 2027. Any questions or comments on this one? I mean, I did submit a question about um just uh about the fiscal agent for the grant. So I guess Cababrio Unified School District is the fiscal agent and so if you could give the backstory on what that's about. Yeah, for the last five rounds the our district has participated in this grant with Sato County. Santo County served as a fiscal agent, but Santo County Office of Ed informed the consortium that it would not be applying for round seven. And as a result, our district partnered with Cababrio to submit the round seven application. And um part of that is just due to some

171capacity and they have the capacity to be able to do it. So we're partnering with them. So move. All right. Second. Uh, I got motion by Murray, second by Richardson. Uh, all in favor? I I. Any opposed? Okay. Motion carries. 5-0. Uh, C, approval of world language textbook adoption. Staff recommends the approval of adoption for the Vista Higher Learning World Language Instruction Materials for implementation beginning in the 2025 2026 school year. Any questions or comments? So move. Second. All right. Motion by Murray, second by Sheay. All in favor? I I. Any opposed? Motion carries. 5-0. 3A. Human resources. Approval of theou with the SSF CTA for the CCAP partnership program evaluation. Staff recommends the approval of the memorandum of understanding with the South San Francisco classroom teachers association for the college and career access pathway

172partnership program evaluation for the 2025 2026 school year. Any questions or comments? All right. Can I get a motion? So move. Second. Motion by Murray, second by Sheay. All in favor? I I. Any opposed? Motion carries. 5-0. 3B. Approval of theou with the SSF CTA for the CCAP partnership program. No evaluation. Staff recommends the approval of the memorandum of understanding with the South San Francisco Classroom Teachers Association for the College and Career Access Pathway Partnership Program. No evaluation for the 2025 2026 school year. Any questions or comments on this one? I'll make a motion. All right. Motion by Lamb, second by Murray. All in favor? I I. Any opposed? Motion carries. 5-0. 3C. Approval of theou with the SSFTA for the SSP emergency response pathway. Staff recommends the approval of the memorandum of understanding with

173the South San Francisco Classroom Teachers Association for the Specialized Secondary Programs Emergency Response Pathway for the 2025 2026 school year. Any questions or comments? I'm excited about this one. This going to be good. Second. Can I get a motion? Yeah, I moved. Okay. Shay second. All right. Motion by Murray, second by Shay. All in favor? I I I. Any opposed? Motion carries. 5-0. Approval of theou with the SSF CTA for the GSP patient care pathway. Um staff recommends the approval of the memorandum of understanding with the South San Francisco Classroom Teachers Association for the Golden State Pathways Program patient care pathway for the 2025 2026 school year together with the change that uh Mr. Hanan had brought earlier that it's 10,000 not 1000. Any questions or comments on this one? No, I'll make a motion.

174Great. Motion by Lamb. Second. Second by Murray. All in favor? I I I Any opposed? Motion carries. 5-0 3E. Approval of the instructional coach job instructional coach job description. Staff recommends the approval of the job description for the instruction coach uh effective for the 2025 2026 school year. Any questions or comments on this one? Okay. Um I know that we had made some changes from the original one. Um did you do you want to speak to any of those changes or is it just This is where we're at. All right. Super. Thank you for your feedback. CTA. Got a motion by Shay. Second. Second by Murray. All in favor? I. I. Um. Motion carries. 5-0. 4 A business services resolution number 2544, support of workforce housing legislation AB 1021 and AB 1381. Staff recommends the

175adoption of resolution 2544 in support of the workforce housing legislation assembly bills 1021 and 1381. Any questions or comments on this one? I move to wave the reading. I love that motion. Second. Thank you. All right, we got a motion from Richardson. Second by Shay. All in. Oh, I need a roll call because it's a resolution. Trusty Richardson. Yes. Trusty Shay. Yes. Trusty Lamb. Yes. Vice President Murray. Yes. President Anthony. Uh, yes. All in favor? Oh, we just did that. Um, motion carries. 5-0. 4 B. Approval of agreement with Ankor Relocation Service Inc. Incorporated. Staff recommends the approval of the agreement with Ankor Relocation Service, Inc. for moving services and off-site storage related to the El Camino High School central kitchen and cafeteria project in the amount of $128,518.50. Any questions or comments on this

176one? I had a quick question that I didn't get to ask, but um we just approved for the kitchen $10 million. Is this in addition to that, Mr. O? Is this something that is not included in that $10 million package for the uh new kitchen that we the board approved last time? Uh yes. Uh this is correct. This is separate from the uh that 10 million was approved on the last board meeting. Yeah. is the 10 million for the construction and this is for some of the moving. That's the distinction. [Music] Yeah, a lot of the large equipment in the kitchen needs to be uh stored moved is carefully stored in a location until the project is completed. Great. Does that move One more question I just remembered. Does that include that brand new kitchen

177we just approved? That was the largest kitchen uh two years ago uh at El Cadino that we expanded the the freezer, the refrigerator. Uh oh, no, these are more like the uh like the like uh big racks on wheels and uh some of the equipment for example like the five uh bulky food warmers that need to be moved. Also some example is also we have these salad bars stands that also needs to be stored somewhere. Uh then we have also 10 of the wire shelving racks at the wheels. Last year there was a big project. Uh no that was staying the the permanent ones on site is staying. Yeah. Okay. Yeah. Yeah. Yeah. Not we're not moving that one. Perfect. All right. So move. Thank you. Great. We got a motion from Shay. What? Motion

178from Shay to approve. Second. Second by Murray. All in favor? I I. Any opposed? Motion carries. 5-0. C. Appro approval of contract proposal with Group. Staff recommends the approval of the contract proposal from Group for construction management services for the El Camino High School, Parkway Heights, Middle School, and District Office summer projects in the amount of $40,443. Any questions or comments about this? So move. Second. All right. Motion by Murray, second by Shay. All in favor? I I I. Any opposed? Motion carries. 5-0 D. Approval of amendment number one with Protek Consulting and Engineering. Staff recommends approval of amendment number one to the independent consultant agreement with Protek Consulting and Engineering, Inc. uh for additional hazardous materials consulting services to address newly identified areas of concern related to the Westboro Middle School Field and Pavement

179Improvements Project in the amount of $5,285. Any questions or comments? I'd like to make a motion. All right. Second. Motion Lamb. Second, Shay. All in favor? I I I. Any opposed? Motion carries. 5-0. Approval of contract award to zone 4 Construction, Inc. Staff recommends awarding the contract for the district office main entrance accessibility project to the lowest responsive responsible bidder zone 4 construction in the amount of $544,000 800 $544,813. Any questions or comments on this? So move. Second. All right. Motion by Murray, second by Sheay. All in favor? I I I. Motion carries. 5-0. All right, we are to our review of future agenda items and meetings. Any questions. All right, we will be adding that math adoption and we'll go to summary of board directives. There are none. There was one. The math adoption

180recommendation for math adoption. Thank you. All right, good and welfare. We've got about 10 minutes um before we have to take another break. So, I think we can get this done. Trusty Richardson, you want to kick us off? All right. Yesterday, Trusty Lamb and I were at the middle college excitement. Uh Mr. Hanan and Dr. Hugh were present. It was such It's always a a great time for me. It just gets better every year. And uh they sat me on stage. I was going to go into the audience, but you know, they said go on stage. I said, "Oh, the lights are just going to give me a tan and I don't want to do it." But they made beads. So, I did it for the team. And it was such a wonderful time because,

181uh, former board member, son, former students, uh, student at Morehouse College reported that his son had straight A's in his first year. And it was so yet last year was like a big family affair cuz the mom you know director Goodman is the you know the director of the program and then uh her son both twins were there graduating. It was just surreal. I love that moment. Anyway, before then, let's see, what did I do after that? Uh we had a great time and um we went to the um celebration of uh the awards night. our own um Josie Herana uh received uh most of the grant uh awards from the Rotary about $60,000 that they gave to our kids. And this year they'll be having a seal of biiteracy for a second more than

182one language spoken in in the kids' diplomas. and they'll it'll denote that they've learned two languages uh Italian uh Spanish were the predominant languages and one Russian. So that's interesting how we are becoming monolingual I mean bilingual in this community. So, um I I can't remember. I had my notes that I just But that's that was the ones that stand out the most and have a nice summer everyone and nice holiday. Super. Uh Jesse Lamb. Yeah. Uh yes, happy Memorial Day and happy upcoming summer. So, yes, uh the middle college graduation, that was a great time. Um that's I think that was my first time uh attending well certainly attending a Mill College uh graduation and maybe any event at Skyline. So looking forward to more in the future. Uh it was great to see

183Martina Center uh Goodman um the director to u who invited us and then also the dean Lauren Ford gave some great remarks. I think there were like 50 students that graduated. So, congrats to those uh Mill College graduates. And um we're we are in graduation season, so there's a lot of graduations coming up. Um I'll be attending uh the ones at Skyline Elementary, uh Spruce Elementary, and um our very own Westboro Middle School for my son, Aiden, who's graduating 8th grade. So, I may get emotional over that. Um I don't know, there's just been a lot going on because May, yeah, May is very intense. I went on a field trip uh with for the Monty Birdie uh with the second graders at Elkas Ranch. That was the first time they'd been back since COVID,

184which I didn't realize. Um just circling back um precoid I went there with my son Aiden. And so I didn't realize that they hadn't been back since almost that time. Uh and they also put on a great volunteer brunch at Monty Birdie. Um, even though that was probably my only volunteer event that year, but you know, maybe next year will be better and I'll do more volunteer work. Um, and a shout out to our Westboroough Middle School eighth grade dance committee who uh we threw a great dance for those eighth graders. Um, just a great uh glow-in-the-dark uh glow theme that um yeah, it was a great team effort. Um it was very stressful couple months for me to try to coordinate that, but I'm glad it's over and that it went all mostly smoothly.

185Um and then yeah, we have those groundbreings coming up. Um I think uh Trusty Richardson mentioned those earlier. So looking forward to the Central Kitchen U groundbreaking on the 6th of June and the Westboro Middle School Fields um on uh June 11th and yeah. Oh, June. Is it June 9th? Yes. God, I even wrote it down and then I wrote it down as a Okay. Well, check the [Laughter] website. I'll see. All right. Super. Thank you, Trusty Shay. All right. Trusty M trusty Murray. I just want to wish all of our seniors a wonderful graduation and all of the the kiddos promoting this year. I hope they they have a a wonderful time and a wonderful summer. Thank you. Um, and I also wanted to give a shout out for our community teams um, in

186the purposeful partnerships event which is last week which is there's so much going on. Um, that was a really wonderful event. I wish I could have stayed longer but it was really a lot of uh, community partners um, wonderful presentations wonderful opportunity for our community to come together. So congratulations on the planning committee for that. Um we'll see you at a lot of um promotions and graduations next week. Thank you so much. Um thank you uh for for I I know that our decision tonight will not make everyone happy, but um I know that I want you to know that we're doing it in service of kids. So,