001Heat. Heat. Hey. Hey. Hey. Heat. Heat. N. Heat. Hey, hey, hey. What would I tell my younger self? Don't worry. Keep dreaming big. Good nights. Heat. Heat. N. Heat. Heat. Heat. Hey, Heat. Heat. Heat. Hey, hey, hey. Hey. Hey. Hey. Heat. Hey, heat. Hey, heat. Heat. Heat. Hey, hey, hey. Heat. Heat. N. Doo doo doo doo doo doo doo doo doo doo doo doo doo doo. Hey, hey, hey. Heat. Heat. N. Heat. Hey. Hey. Hey. Heat. Heat. Hey, hey, hey. Hey, hey, hey. Hey, hey. Hey, I Hey, hey, hey. Hey, hey, hey. Toyota offers 21 hybrid and electrified models. Too many to fit in 30 seconds. So, we hired a legal announce Heat. Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Hey, Heat. Hey, hey. Heat. Heat. Heat. N. Hey, hey. Heat. Hey. Hey. Hey.
002Heat. Heat. N. Heat. Heat. Heat. Hey. Hey. Hey. Heat. Hey, hey, hey. Heat. Hey, Heat. Heat. Hey. Hey. Hey. Heat. Hey, Heat. Hey. Oh. Oh. Heat. Hey, heat. Hey, heat. Heat. Heat. Heat. All right, everyone. Good afternoon. Uh the time is now 4:00. I will call the meeting to order and Abby will read the language under public content. In order to help assure compliance with the Brown Act and in order to make our board meetings more effective and more efficient, trustees will speak only when recognized and trustees who speak on a topic other than the agenda item currently under consideration will be out of order. Board meeting protocols. The safety and decorum of schoolboard meetings are important to Stockton Unified School District and the community. SUSD promotes the public's right to free speech and we
003want to make sure that all community members, parents, and students are able to participate in a safe environment. This meeting is being recorded by audio and video and the meeting is being broadcast over YouTube and such recordings and broadcasting may capture images and sounds of those attending the meeting. We want to ensure all community members have a seat during the board meeting. We will have the maximum number of chairs allowed per fire code 132. We ask that members of the public do not stand along the side of walls or block the walkway. Anyone standing up during the meeting will be asked to take a seat. If they do not comply, they will be asked to leave. Any accredited news media representative who is standing will have a press credential clearly visible. There is a podium
004position in front of the first row of chairs. No one other than the person who is speaking may be at the podium except for a guardian, administrator, or translator. For safety, people may not line up behind the speaker to wait their turn. We want to give the person at the podium the time and respect they deserve. Each speaker will be allowed 3 minutes. Attendees are not allowed to enter the area past the podium where board members are sitting. No profanity or obscinity. During the board meeting, if there is a disruption, the board president or designate will give a verbal warning to the person or persons causing the disruption. If the disruption continues after the verbal warning, the individual will be asked to leave or be removed from the premises for the remainder of the board
005meeting. After the meeting is concluded, we ask the community to clear the lobby area in a respectful manner. Thank you. And back to you, President Cologne. Thank you. We will now move on to item 1.2. Roll call taken by Abby. President Sophia Cologne, present. Vice President Shauna Priest, present. Clerk Patrick Martin, present. Trustee Donald Donaire, present. Trustee Isabelle Perez, she'll be here shortly. Thank you. Trustee Kentha Stevens, present. Trustee Frank Silva, present. Thank you. And back to you, President Cologne. Thank you. We'll move on to item 1.3, moment of silence for Miss Gina Peralta, teacher of Rio Calaveris Elementary School. Um, read by Vice President Priest. Gina PLA started with SUSD as a kindergarten teacher at Rio Calaveris on August 11th, 2005. She continued in kinder through 2010. In 2011, she became a primary teacher
006and worked in primary through 2014. In 2015, she moved into an intermediate teaching position where she continued through April 21st, 2026. Her entire career was spent at Rio Calaver School. We are grateful for her dedication to the students, staff, and community community of Rio Calaveris. Please join me in a moment of silence. Thank you. Thank you, Vice President Priest. Moving on to item 1.4, Four oral suggestions regarding open session agenda items in section one and close session. Christina will announce the number of public comments if we have any. Yes, madame president. We have one one comment card for close session uh from Miss Gina Hall regarding expulsions item 2.5 through 2.8. just push this. Okay. Um, sorry, I'm a little emotional after that moment of silence. Good evening, Board President Cologne, Superintendent Rodriguez, members of
007the board and community. My name is Gina Hall and I am the president of United Stockton Administrators, which is how I'm addressing you today. I am here to talk about expulsions. And because I do not know how much you currently know about the process, I would like to explain some things to you and implore you to take them into consideration when making these decisions. Principles and assistant principles are not walking around looking for students to expel. It is the last thing we consider doing when a student makes a poor decision. We first consider everything else that can be done. However, we also have to simultaneously consider the safety of all other students and staff on our campus. Bringing a weapon to school, harming a staff member, and sending another student to the hospital are, yes,
008extreme cases, but they happen right here in SUSD often every single day. Not expelling them causes two things to happen. First, you send a clear, distinct message to the student that they can do what they want and put others in danger with little to no consequences. This empowers this child often to believe no one can tell them what to do. Secondly, you are telling the other 34,000 students, give or take, who attend Stockton Unified School District and their parents that their safety does not matter. You are telling them that it's okay to bring weapons to school. So in essence, you are telling them you no longer care about their safety, but you care about the safety of one student who broke quite egregious rules, which is important to them. You are also sending this same
009message to your staff, those who sat on the committee and agonized over the decision they had to make. And school staff, that we do not matter either. The message that comes back to staff is that the student who harmed them or harmed others matters more than they do. I hope you take this into consideration when you are considering whether or not to vote yes on expulsions. Thank you. This concludes close session public comment. Thank you. We'll move on to item 1.5, public employee discipline dismissal release if we have um any cases. We do not. Okay, great. Thank you. And I now we'll move on to item 1.6. The board will consider in close session items listed in close session by vice president Shauna Priest. Public employee appointment certificated government code 54957 resignation retirement appointment. Public
010employee appointment classified government code 54957 resignation retirement resend employment offer. Deceased appointment administrative closed positions public employee discipline dismissal release 2.4 Conference with legal council anticipated litigation significant exposure to litigation under subsections D-2 and E-3 of government code section 54956.9 settlement of claim number 631890 2.5 student expulsion C-28 2.6 6 student expulsion C-29 2.7 student expulsion C-31 and 2.8 student expulsion suspended expulsion C-32. Thank you. Thank you. At this time, I'd like to make a motion to move up an item from the agenda. I'd like to move up item 14.15 um to be our next discussion item. Can I get a a second? Could could we Sorry to interrupt. Would could you actually read the title of the item as well, please? Thank you. So, the it's item 14.15, approval of the Prop 218, proposed
011City of Stockton storm water rate adjustment ballot. I wasn't sure if I should give a Yeah, if I should say why now or motion first. Move it up. Okay. So, the reason why um I'm asking to move this agenda item up is because the city of Stockton is having their public session on this item today at uh to start at 5:00. And um because we as a district have um the opportunity to vote on the proposed increase, we want to give our we want to turn our votes in within time. And we do have a city u city of Stockton member Kim Floyd here. Um if we're able to make the decision, move the item up and make the decision, she will take the uh ballot with her to the city. So that's the reason
012why I'm asking to move this item up um so we can discuss it now. I'll second your motion, Stevens. Okay. Thank you. So we have a a first and a second. Any discussion on just moving the item up? Okay, hearing none. Roll call vote, please. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trustee Donaire, yes. Trustee uh Perez is currently absent. Uh Trustee Stevens, yes. Trusty Silva. Yes. Motion passes 6 with Trustee Perez being absent. Thank you. Okay, great. Thank you. Um and so if we could um just a brief moment um to review um item 14.15. I know doing this at the I appreciate your flexibility. Let me get it up real quick here. I thought the uh I thought we had the item in here. So, give me one moment. Dr.
013Jun, you want me to just take it? Yeah. Okay, that would be great. So, um we received So, prior there was some communication that we should have received the ballots. We did not receive them until this past week. um we are able to have 42 properties and so therefore 42 votes on this public hearing. Um we do in the item for you we do have the impact of that increase. Um, so the increase would result in us having um approximately $21,451 of additional expenses for this upcoming year assuming that our water um stayed the same, our water usage stayed the same because it's a percentage. However, we are suggesting that um we do support this effort just because although it would be an increased cost um it does allow the city of Stockton to be
014in compliance with storm water systems um which means that it protects our waterways, rivers, creeks, and the delta. And so for that reason and the environmental impact to Stockton as a city um we are suggesting that you approve the um the vote. Um secondarily it does protect us from flooding. Um so that's a secondary issue um where we are some of our schools are in the flood plains and so because of that um we do believe that it also is prudent for those schools that lie in the flood planes um those schools specifically are um PYA um Hoover um Commodore skills are within the flood flood plane and so we encourage um and we do have city of Stockton here to answer any specific ific questions, but our recommendation is to approve. Thank you for
015the overview. Um, are there any further questions? If not, would anyone like to make the motion to uh approve as recommended? Oh, that's right. I apologize. We do um before we do that, I do need to open the floor for any public comment. Um at this time is there anyone in the audience that um on this item on would like to make a comment on this item on this item only. Okay. Hearing hearing and seeing none. So now I I will call if there's someone that would like to make the motion. Motion to approve 14.5 I believe. I'll second. Okay. Motion by Silva. It's 14.15. 15 14.15. Sorry about that. Yes. Okay, thank you everyone. All right, so we do have a motion and a second. Any further questions, right? Hearing none. Roll call vote,
016please. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trustee Perez is absent. Trusty Stevens, yes. Trusty Silva, yes. Motion passes 6 with Trusty Perez being absent. Thank you. And that will bring us to item now item 1.8. We will now close to uh a recess to close session at 4:15. Thank you. Heat. Heat. Heat. Wish the doors would settle I've been waiting all summer. Hey, let's go somewhere fun with AAA. Let's go for a night on the town. No kids. Let's go for a weekend away. Okay, let's bring the kids. But first, let's get this fixed. AAA, your membership to go. Heat. Heat. N. Hey, hey, hey. Heat. Heat. Heat. N. Hey, hey, hey. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. N. Heat. Heat. Heat. N. Heat. Heat. Heat
017up here. Heat. Heat. Hey, hey, hey. Heat. Heat. Heat. Heat. N. Hey. Hey. Hey. Oh, heat, heat. Heat. Heat. Heat up here. Heat. Hey, Heat. Heat. Heat. N. The best way to see the USA starts in a Chevy Equinox. Pay decisions don't have to be scattered, manual, or hard to trust. Get clear, defensible pay outcomes with BCOM Payuite. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Hey, hey, hey. Hey, hey, hey. Hey. Hey. Hey. Heat. Heat. I'm heat. Heat. Heat. N. Oh, My phone. Hey, hey, hey. Oh, hey. Oh. Oh, hey. Oh, hey. Heat. Heat. N. Heat. Heat. Heat. Heat. Heat. Heat. Hey. Hey. Hey. Heat. heat. Hey Heat. Heat. Hey. Heat. Hey, Heat. Heat. Hey, Heat. Heat. Heat. N. Heat. Heat. Heat. Heat. Heat. N. Heat. Heat. Heat. Hey, heat. Hey, heat. Heat.
018Heat. N. Heat. Heat. Hey. down. I do. Heat. Heat. N. Heat. Heat. Heat. N. Heat. Heat. N. Heat. Heat. Hey, hey, hey, hey. Bob's Discount Furniture presents real five-star reviews performed by real kids. What are you? Heat. Heat. N. Heat. Heat. N. Heat. Heat. N. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Heat. N. Heat. Heat. Heat. Hey. Hey. Hey. Heat. Heat. N. Heat. Heat. Heat. Hey. Hey, hey, hey. Heat. Heat. N. Hey, hey, hey. Heat. Hey, heat. Hey, heat. Heat. Heat. N. Hey. Hey. Hey. Hey, hey, hey. Good nights. Unbeatable protection for unstoppable dreams. Heat. Heat. N. Heat up here. Heat. Heat. N. Heat. Hey, Heat. We have a set of keys like hard keys here if anybody's missing their keys. I said my first Toyota Camry. No. Oh. Heat. Hey, hey, hey. Heat. Hey.
019Hey. Hey. Heat. Heat. N. Heat. Heat. N. Heat. Hey, heat. Hey, heat. Hey, hey, hey. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Hey, hey, hey. Heat. Heat. Hey. Hey. Hey. Hey. Oh. Oh. Heat. Heat. Hey, hey, hey. Heat. Heat. N. Heat. Heat. Heat. N. Heat. Heat. N. Heat. Heat. All right. Good evening everyone. The time is um 5:27. The time is 5:27. I'll now call the meeting to order and Abby will read the language under public content. Thank you. In order to help assure compliance with the Brown Act and in order to make our board meetings more effective and more efficient, trustees will speak only when recognized and trustees who speak on a topic other than the agenda item currently under consideration will be out of order. Board meeting protocols. The safety and decorum of
020school board meetings are important to Stockton Unified School District and the community. SUSD promotes the public's right to free speech and we want to make sure that all community members, parents, and students are able to participate in a safe environment. This meeting is being recorded by audio and video and the meeting is being broadcast over YouTube and such recordings and broadcasting may capture images and sounds of those attending the meeting. We want to ensure all community members have a seat during the board meeting. We will have the maximum number of chairs allowed per fire code 132. We ask that members of the public do not stand along the side of walls or block the walkway. Anyone standing up during the meeting will be asked to take a seat. If they do not comply, they will
021be asked to leave. Any accredited news media representative who is standing will have a press credential clearly visible. There is a podium positioned in front of the first row of chairs. No one other than the person who is speaking may be at the podium except for a guardian, administrator, or translator. For safety, people may not line up behind the speaker to wait their turn. We want to give the person at the podium the time and respect they deserve. Each speaker will be allowed 3 minutes. Attendees are not allowed to enter the area past the podium where board members are sitting. No profanity or obscinity during the board meeting. If there is a disruption, the board president or designate will give a verbal warning to the person or persons causing the disruption. If the disruption continues
022after the verbal warning, the individual will be asked to leave or be removed from the premises for the remainder of the board meeting. After the meeting is concluded, we ask the community to clear the lobby area in a respectful manner. Thank you. And back to you, President Cologne. Thank you. We'll now move on to item 4.1, pledge of allegiance to the flag with our national engineering design competition students from Cleveland Elementary School, Khloe GM Bruno, Adah Lee Yang, Pearla Kobian Vasquez. Please stand and join us in the pledge. Ready? Begin. I pledge algiance 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. And if you would like um let us know about your competition. So our
023competition is an acronym called NEDC and it stands for National Engineering Design Competition and we we discuss a problem within our community and and think of a prototype or design that can help those that can help those who need it. In our case, we chose anxiety because we found that it was very common in our school. So we created a prototype in order to help those with anxiety to manage their to manage their anxiety in a more in non-intrusive way. Our product was a multi-functional bracelet designed to help support students in managing anxiety in a practical and non-intrusive way. It monitored it monitored heart rate. It read um pulse and oxygen levels and it had music um for those who had said that music does help them. According to surveys that we had taken within
024within our community that indicated what our bracelet needed to help our community within everyone around us by by chance. Um do you have a photo of the prototype or maybe we can take a look at it another time? That sounds really interesting. I just think it's really that's such a great idea and to actually create a product. Yeah, they have a video of it. Or maybe we can we can get um upload it to our um or send it to our boards um through a newsletter and then possibly post that. Yeah. Yeah. So we can share it. Thank you so much. Let's give them another round of applause. Wonderful. Wonderful job. I'm sorry. Please come back up. We have certificates for you and your trustee from your area, Donald Daire, is going to take a
025picture with you. Do you have any family or or staff from Cleveland to come in and take a picture? Okay, we will now move on to item 4.2, action taken in close session by Vice President Shauna Priest. Item 2.1, public employee appointment certificated government code 54957, resignation retirement appointment. Motion to approve unanimously. Item 2.2, to public employee appointment classified government code 54957 leave of absence resignation retirement resend employment offer deceased appointment closed position motion to approve unanimously item 2.3 public employee discipline dismissal release special ed assistant probationary release motion to approve unanimously item 2.3 special education assistant probationary release motion to approve unanimously. Item 2.3, case number three, substitute dismissal. Motion to approve unanimously. Item 2.3, case number four, ELOP and daytime sports parah probationary release. Motion to approve unanimously. Item 2.3, case number five,
026professional ed specialist resignation agreement. Motion to approve unanimously. Item 2.4, 4 Conference with legal counsel anticipated litigation. No reportable action. Thank you. Okay. Thank you. We'll move on to item 4.3, order of agenda. Christina will read the oral announcement. This is the opportunity for the board of trustees to make any changes to the order of the agenda. Otherwise, the order of the agenda will be as published. Thank you. Um, can I make the motion to move up item agenda 12.8 before the public hearing? Okay, great. Um, so we is that a a motion to approve with the change of moving item 12.8? Yes. Is there a second? I'll second. Stevens. Okay. Any discussion? All right. Hearing none. Roll call vote, please. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty
027Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Okay, moving on to item 5.1, oral suggestions and comments from the community regarding open session. Christina will announce the number of public comments and request each person to provide their public comment in the order they were received. Evette will be the timekeeper. Madame President, we do not have uh public comments to report for item 5.1. Okay. Move on to item 5.2, two oral suggestions and comments from the community regarding non-aggenda items. Christina will announce the number of public comments and request each person to provide their public comment in the order they were received and I bet will be the timekeeper. Individual speakers shall be allowed three minutes to address the board. The board shall limit the total time for public input on each item
028to 20 minutes. Madame President, we have one comment card uh from Ariana Corillo and Ramen Frasier. Good evening, President Cologne, trustees and superintendent. My name is Ariana Curo and I am here with my teammate Ravine and we both graduated from Half Carers Academy and we are from a program called Building Blocks and we wanted to give a big thank you to President Colon for taking time out of her day to come and speak at one of our days that we had our program. Um, we appreciate your willingness to share your experiences and your insight that you shared from what is being worked on in SUSD. Um, we also wanted to take the time to thank Assistant Superintendent Clappenbach for taking the time to speak with us regarding our capstone project. So, our project was um
029regarding whether or not students were being heard in their schools. So through interviews, research and um discussions with assistant superintendent um we learned about more ways students can share their perspectives and how what SUSD is currently doing to support student involvement. With the knowledge we gained from the district leadership, we have a better understandment on how decisions are made and the importance of students being in participating in their schools. Um so again, we're super grateful for President Galone and Assistant Superintendent Clappenbach for um speaking with us and answering our questions. Um you know, this in this kind of involvement um will definitely encourage us to be more civically engaged. So please continue doing what you're doing and show up for the youth because it truly matters a lot and it gives us inspiration to keep
030showing up. Thank you. Thank you. Madame President, this concludes uh public comments for item 5.2. Okay, that brings us to item 6.1, approval of consent items. Christina will read the oral announcement. Does any trustee have any items they would like removed for separate consideration as an action item? After any items are removed for separate consideration, there will be a vote on the consent items without any discussion. Thank you. Okay. Any discussion or request to move a an item? Okay. Hearing none. Uh do we have a motion? A motion to approve the consent calendar. Stevens, I second. Okay. Thank you. Any further discussion, questions? Okay. Hearing none. Roll call vote, please. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously.
031Okay. And for um for the sake of time and we see that we have our IYT uh fellows here, we wanted to uh move the item forward uh to give you time to speak. So um now we will cover item 12.8 at this time. Approval of an agreement to furnish consultant consultant services with improve your tomorrow for Stockton Unified School District. Oops. Positive feedback. um to implement IYT College Academy for the 2026 2027 school year. So, I'd like to call uh Mr. Brian Beerman, director of educational services to present. Good evening, President Cologne, Vice President Priest, Dr. Rodriguez, and board. Oh, presentation is ready to roll. Okay, I'm going to uh give a brief presentation on the uh end ofear data and then I'll invite the IYT uh folks up if there are any questions.
032So, if you look at our impact data and we've been partners with IYT pre- pandemic around 2018, here are who they serve, a snapshot and then project timeline with our students. You can tell like uh other programming that we have, it's a typically a 2.0 and above kids that may be off track to graduate, students that may be in attendance or a behavior concern for our campuses. If you look at the data from this year, 100% near or 100% plus uh recruitment rate with our students, retention about 86%. Uh the dosage rate uh 38. You can see the number that we really want to emphasize and I'll have the um IYT folks talk about it too is that over 15,000 interventions and I'll let them speak to what those interventions are but there's a lot
033of contact with our students. The academic outcomes you can see the increase in GPA with our students that remain in uh over the course of time. Uh the nth grade is the only year that goes down. That's not atypical uh with the transition to high school. Typically that nth grade year is the year that our students struggle with the most. Our dropout rate is the highest in that year etc. But you can see gradually it gets quite a bit better and they are still approach uh still attacking that nth grade year. Um sitebased feedback. This is not something that is top down to our sites. It's something that they're asking for and want. You can see the responses of six of our sites very high. Um that responded favorably. They want to continue the work.
034they see the impact of the work. They provided space on their campuses and most of our campuses have limited space to make it work. Um so there's good feedback with our partners that wanted to continue. And the parent feedback also very favorable. Uh 96 um 9.4 out of 10 that they see the impact with their child. Uh they uh feel it's a safe place for their child to be positive classroom behaviors, the confidence etc. of our IYT partners and their interventions with their students. And with that, I'll bring up some of our sitebased folks wherever that he can value add and we'll be up here for questions. Appreciate it. So, thank you board members for your time and allowing the space to be here. I first want to give a big shout out to Brian
035and Casey for working with us all three years making this partnership happen. also President and Patrick for y'all continued sponsorship through the times that I have met y'all. IYT is a full journey for myself. I started off as a student in the program. Um, a little bit about my story. I was not planning on going college too much. It was a idea in my mind but not really something for me. My mentor at the time, Diego, when he heard that, offered to pay for my college applications. That left for the full journey for myself from being IT student, going to UC Merrced, did my four years, came back to IT as a mentor, starting off in Modesto, worked my way up to a mentor specialist in Tracy, coming back to Stockton, and becoming a program
036manager. So, it's a nice full circle moment. and working with the youth. I see myself in them from just adolescence trying to find something to do without being distracted by other little things. So, it's a great thing. And as earlier as you seen from the interventions the 15,000 it just comes from meeting with our students praying phone calls them coming out to school to get homework done field trips events to different colleges just really spreading out a space for our brothers to really know that college is a route for them college is a possibility for them that there's more to life than what they see from their back door and then another thing I want to add is one of our high school sites really want to give them a shout out Franklin from my
037brothers who are seniors this year over half a million dollars in grants of scholarships will be awarded to them for their college years. So again, it's just one little small impact of what I is doing and hopefully continue to grow and really just have more young men step into these roles and once they do graduate from college, come back to Central Valley, come back to Stockton and lead the next generation. So again, thank you'all for your time. Thank you all for allowing us to be here and I really truly appreciate you allowing us to have this opportunity to serve the young men in the county. Are there any questions that we can answer for you? How were the schools chosen? You want go first? Pre- pandemic it was part of the inner innovation zone of
038southeast Stockton. So initially it was uh Van Beern, Monizuma, Franklin and then it expanded from there. But that was the initial piece um with the California um uh and the Stockton Service Corps was in Southeast Stockton and then we proliferated wider to the other schools, but we because we saw how it how it worked there. So currently this is a contract for nine schools. Um, none of those schools being in area 4 at all. None of those schools being our main kind of high target schools such as like Madison, Payton, Roosevelt, Kennedy, Elorado, Monroe, and Pulium. Why wouldn't we be there? Um, just to add on to that, we are currently at Madison. So to name the school sites we're currently at this year we're at Hamilton Vanurren um Hon Kingston Rio Madison Elorado Kennedy
039John Adams Chavez Franklin Stag Edison and that will be the Stockton district in total. Correct. This contract is not for all those schools. Oh that'll be that is correct. these this is for the legacy schools that have been uh with a number of years with IYT. It doesn't mean that you're not going to see subsequent uh board agenda items for schools that are going to fund it themselves from the site. So these are for the legacy schools that have been in program for quite some time. What's that? Including the four comprehensive high schools. Yes. And just to note, the sites are using their goal six money um that they receive from the district and will continue to receive from the district when most of the time when they're um working through IYT. Correct. So for
040this contract to be funded through LCAP goal 6, I didn't see any data that majority of the student service would be African-American males. Do you have some data on that? Hi, good evening. Jesusrad, executive director of Improve Your Tomorrow, uh, President uh, Cologne and Superintendent uh, Rodriguez and trustees. Uh, the the question, we don't have the exact data for African-American males that we've been serving at the at the schools, but we have uh, and I can get that to you. It's not in this presentation. Um, but we we pretty much I wouldn't say it's 100% as far as our roster. Our roster is made of black, brown, Latino, Filipino, Cambodian, African-American. Um, but we do service, I would say, the majority of that is African-American at the sites that have a majority of African-American or
041a big size sizable population African-American students. But we can get that that data point. I think that data point would be validating if we're solely using LCAP goal 6 to fund this contract. If not, then why wouldn't other sources be pulled to service our students? That would be a district question. Um, so we could definitely look and see where we need to to supplement that along with the goal six funds when we're looking at the actual demographics of students that are rostered. Yeah. Um, for IYT to support and can I answer your previous question, Trustees Priest, the the schools that in area four, I think you said Madison, those are again where Madison, Adams, if you can go back to that list. So for this contract, there are no area 4 schools. Yeah. So I
042think some of the area four schools you mentioned will have individual contracts and so if not later this month in July they'll be coming. Um so we have Adams, Kennedy, uh Madison, um Wilson and we have Victory. Uh there's quite a few but most of those so the eight legacy schools started three years ago and so those are part of this uh agreement and the other schools you mentioned some of them in area 4 will have individual contracts that will come to the board for you guys to approve. Um I I think it's just the way the process worked. Can you explain how um how the money is allocated to each student? Yeah. So uh so what what comes with that money is a full-time staff person and then there's part-time mentors and these are
043young people who have an opportunity to serve uh as Americanore fellows on campus. And so a lot of that goes to that. We also use the money for college tours. Um we take two college tours uh that are absolutely free for students. Um and it's a fullervice college experience where they go uh all day. uh they do a dining room, they um audit classrooms, they have tours of the d uh audit tours of the dormitories and then they also have an opportunity to do an activity on campus. Um and so a lot of that results into either a football game, a baseball game, basketball game. Um and so they get this full experience of being on campus. So so money funds go to uh towards that. And then there's also snacks and food um when
044we're working with boys, food, water, and snacks. If you can do if you can do that, you you got them hooked for life. Um and so the funding goes directly to them in terms of how spread out through through the year and the services that we provide for them. And the program is completely free for students, free for families. Um and so the funds go to that and really the uh the cost per student is double than what we are proposing for the school district. So a lot of fundraising happens outside of the uh the school district. Um fundraising, sponsorships, grants that we have to pursue. when you all are visiting these universities or um these colleges um are they able to interact with administrators or professors and are they able to um actually apply?
045Yeah. Do you want to talk about that or Okay, cool. Um thank you for asking that question. So again with IT network we do have a big alumni status. So they are able to act with alumni from IT that are attending these colleges. We try to connect them with different networks of professors, students, teachers, just really give them open wide message. We try to have every now and then we'll do like a a huddle. So we like in the conference center so they ask these questions or ask about what college is like. You can give them a panel interview so they can really get a experience for someone around their age or their youth. And then another thing I will say for the college tours, it will be the guaranteed colleges. So with IT for
046our seniors once they go to their senior year we have a five I can name off my head for guaranteed colleges Sacramento State, Sonoma State, St. Mary's which has a scholarship for them. Um Cal Poly Humboldt and then I said I believe it's five right now. Five right now. Okay. But that would just be for them. So once they are ready to apply, we do have our college advisors to work with them. make sure these are the five they're applying for. And then after then, I believe it was just um contacting these schools, letting them know like, hey, this is an IYC student. He is applying for your school. Just uh be on the lookout for his application. and and officially we do try to connect them with student groups uh fraternities BSU uh affinity
047groups because we know um we know that for a student to persist on college they have to be a part of something extracurricular activity part of a group whatever the case may be so we also ask for presentations um from universities again from fraternities BSUs medas whatever the case may be so that they can talk about what it means to live on campus or have that full student experience Um and again we use research when it comes to that because it's it's uh for really for any college student but for especially for young men it's if you belong to a group a fraternity or anything that keeps you uh that helps you build community uh you persist in graduating and continue with their education. So we do officially uh look for those groups on campuses.
048So between the 2025 and 26 year school year um how many young men have been enrolled in this program? Yeah. So at SUSD, I was thinking of So we have Mantika, but SUSD is 900. We had N we closed out with 900 uh students enrolled in. We really provided services for more than that cuz we had some students drop out or transfer. So we added more students to fill in that roster spot, but officially we were uh contracted for about for up to 900. Well 900, but we service more than than 900 throughout the year. And you this next school year, how many students do you plan on serving? Well, I think this contract is 650, 625. Um, but with the other schools that will come online subsequently after this, we'll probably be close to
049900 again. And we have been asked to um uh consider working with Jane Frederick Continuation School. We have a special continuation program that we developed over the years. So, we have continuation schools in the Sacramento area, Modesto, and it would be an honor for us to also work with Jane Frederick um in this new year to be able to provide those services to to the students at the continuation sites. So, we'll we're probably looking close to 900 again. Yep. And I would say that Stockton Unified is has was the biggest school district we provided services in the entire organization across the country at 914 sites this year. So, we're proud of that. I have a question for Dr. Hon. Maybe you can help me out here. If we're doing about roughly 625 students for this
050contract with a contract this size, that's less than 2% of our student population. How does this financially make sense for us? I think we need to look at what services are being provided and what benefits our students are getting from that. Um obviously we need to look at the financial piece of that but I u without looking at it myself I would say we need to take a look at it. I think um for any programs that we bring on uh into the district we need to look at the benefits as well as the costs um and what that's doing not just within the years that they're spending in Stockton but what that's going to do for them once they leave Stockton. Are they going to be successful adults in society? I also had a
051question in regards to the LCAP goal six funding, right? If this is specifically for African-American student achievement and outcomes, if this is impacting a greater range and you know more students than what LCAP goal 6 is kind of targeting towards, are we able to fund this differently? Again, I would need to take a look at it. Um Oh, go ahead, Dr. Andreas. So what we could do? So the answer is we would not be able to fund IYT in its entirety without using goal six money. Um however we could look at the ratio of students who are not AfricanAmerican and use our learning loss grant for that portion of students who are not African-American. However, looking at what we spent this year on LCAP goals, um we were able to make alterations and you're going
052to see it um coming up with the LCAP soon, but we were able to make alterations to goal six to include IYT um because without the current grant that they have it, these services would go away from student for students and we didn't want that to happen. Um, however, point taken, it's if it's not 100% African-American students, then it should not be 100% of funding. However, we would have to have a contribution because we don't have additional we don't have $900,000 of general fund or um learning loss money. We could use the learning loss grant um and we could do that where we could add on and do braided funding for the portion of students who are not African-American. Is there not funding available in the learning recovery block grant? Would this not apply to
053that or no? Well, we would be able to use a portion of that. We don't have enough left for us to do the entire contract out of learning loss. We made some modifications to the last action step. Um I don't have my goals with me but 6 point it's either 6.7 6.8. Um we made some alterations there because we didn't utilize all the funding for this up for this current year. So for next year we were going to include IYT contract as part of um 6.7 which is around mentoring and um social emotional supports which we felt fit. Um but again um proportionately we should use um learning loss for those that are not African-American that are being serviced. I think my last question would be uh what happens if we don't meet the numbers
054at the school site? I don't know if you could help us out there, Mr. Beerman. Are you referring to the recruitment numbers? So, if the site says we're going to get 50 students, would if we don't meet those 50? The 50 or 100? Yeah, copy that. Uh, if they So, we are not charged for um students that do not recruit. However, if you reference the slide, they're 99 to 100% recruitment. So, they're there and if a student drops out, they're recruiting a student to replace. So they're near 100% of all the recruitment targets. So if it's a 50 out of sight, they're near 50 if not 50. But if they and we had this conversation earlier today, if it was a situation where only 45 ever were serviced, we would not be charged for the
055five. But yeah, that that's a key KPI for us in a deliverable for the district is to have full enrollment. And so this year we had, not just this year actually, but every year we've been here at SOSD of full enrollment um at each of our sites. Again, when students transfer out or things happen, we bring another student in to the fold. So be we remaining compliant because of that. Thank you. Um so my I have a few comments. Um I've seen the the program in action. We were fortunate to take a little tour. Um I've also seen some of the the students themselves um and also have heard from uh some from some of our principles. Um the impact that IYT has had on on students um in my opinion is immeasurable. Um prior
056to being a trustee, the question is what can we do for our students? We need something for our students. And um when this um was proposed and after seeing it in play um you know it does it does make a difference. I think it makes a difference not just on the campus but for the students and the students families. Um I really appreciate the culture of brotherhood that is shown. Um, I attended the graduation and I just thought, um, it was just really heartwarming to see our middle school students, right, being recognized as as promoting and then they get to see the high school graduates. Um, and then I recognize some of the stools come across the stage at graduation, right? We saw some of our seniors cross the stage with their IYT stools. Um,
057and I don't know if if if the board would allow um maybe a minute or two if we have any of the IYT uh fellows if they want to come up and speak a minute briefly about your experience. So, we we have a couple of mentor fellows. You like to? Yes. And then we didn't plan this, but Miss Hall is here too from Rio if she wants to say a couple things as a principal, but if we can allow maybe a minute per minute per person just briefly. I know we don't want we've got other reports and things, but we'll have Fabian come up first. Thank you. Thank you for the opportunity to speak with you all today. Um, so I'm a first year mentor. I am born and raised here in Stockton. Um, I
058uh, a little bit of my background. I didn't know what I was going to do. I didn't know what I wanted to do after high school. Um, I applied for different colleges and universities and many of them I didn't I was rejected. Um and so I ended up going to Delta College. Delta College for me was a second chance. Um but that's when I became I I guess I was a part of which is one of the affinity groups and that's when I learned that you won't get somewhere for a lot of people. You won't get somewhere without a mentor of for many of us. I'm here today because a mentor spoke some sense into me because if not I don't know where I would be. I'm here today because a mentor told me that
059I can do it. you know, just pushing me, giving that extra motivation. Um, I'm here today because a mentor uh was like a best friend to me. It was someone that I can speak to, someone that will listen to me. And so, being able to come and and just Yeah. But it's amazing opportunity and um I'm hope that we can continue this. Thank you. And he's at stag. He forgot to say where he was at. And we'll have Sappia for a minute. Oh, Miss Hall's coming up. All right, Miss Holly, I think you have a minute. I have a minute. Okay. Well, um, so the first year that we had IYT at Rio, and I know that everybody thinks Rio is kind of Disneyland, but we're not. I will tell you that. If you want
060to come and spend a couple of days with me at Disneyland next year when school starts, come on down. We'll do this. Um, but the first year we started, we were having a lot of suspensions, especially amongst our African-American students and students of color. And so, we were getting pretty desperate. And I can honestly say that the first year that IYT was there mentoring my kids, I had zero suspensions in my boy group. Like no one in boys that was in IT got suspended that year. So just so you know, it does have a huge impact. They do go on to high school and they can go into IY and continue in that in high school and a lot of them do. And I think the college trips really open their eyes because some of
061them will tell you that's the first time they've ever thought that they could go to college. And so I think that IT is one of the most successful programs we've bought in and I didn't even know what they were when they came. So all right, thank you. Hello everybody. My name is Sophia Cooper. I am a mentor at Stag. I'm not from Stockton, but some of the things that I have noticed um with some of our young men is they have these passions, they have these interests, but they don't know how close within reach they are in their community. They don't know that they can take college classes at Delta for free if they're interested in game design, if they're interested in finance or business. And so that's been the most beautiful thing. We have
062young men who did not know um when I first met them in the beginning of the school year that they could take college classes. We ended with them taking college classes signed up at Delta. So that's a big win. There's a lot of big wins and small wins. Whether it's telling a brother, hey, you need to be more prepared and bring your backpack to school and they start doing that towards the end of the school year. That's a win. So I love working with IYT. I love the guys. And so yeah, thank you and board president Colon, thank you for acknowledging our mentors. That's that's a big part of our organization too is we provide in in Stockton we had about 40 young people. These are 18 to 24 year old uh women and and
063men who are the mentors as a Marore fellow and so we call them our second client. We also provide mentorship services to them and and career um career services in terms of how they can advance in their career. So, thank you for acknowledging them because that's a big part of of our work and a lot of them are from Stockton. Safia is an honorary Stocktonian um now. But yeah, a lot of a lot of our uh mentors are from Stockton um and went to the high schools and actually we had a couple this is not in Stockton, but we had a couple Modesto seniors that graduated last year that were mentors this year while they were going to college. And so this year we graduated over 150 seniors. And so we're going to start that
064pipeline here in Stockton moving forward. Yeah, thank you very much. Are there any further questions from the board? Not a question. I just know the work from stag. So, it's been a privilege and honor. I was actually one of the first cohorts back in 2018 when you all were over at Hamilton seeing the good work um that you guys are doing. So, kudos to you for the work. Um yeah, we look forward to building partnerships and community with you all as you support our kiddos. Yeah. Thank you. you awesome. You guys have been great partners, too. Thank you. So, I think there there's still a question on the floor, right? I think um Vice President Priest brought up a concern regarding um looking at how we fund this because goal six is problematic to have
065it come out of. Um so, I think because of the work and where we are, I would like to make a motion to table so that we can bring it back with correct funding and then reook at the program. I that was a motion. Sorry. I second. Okay. Sorry. And so, Dr. Rodriguez, I do agree that some of the funding for this should come from LCAP goal six, but I do believe we should incorporate incorporate braided funding um for our students. Um, so you you wouldn't be amanable to just um changing the braided funding formula to be proportionate um tonight. Yeah, if we can if we can get the funding together, I would like to um I'm I'm amendable to doing that. If we can talk about where that funding comes from, but not specifically
066out of goal six when it doesn't align. Yeah, I think we can do learning loss for the proportion. Okay. that is not Africaname. Okay. So, I will amend my motion uh to approve item uh we moved it up 12.8 um with um updating the funding not from goal six but to utilize uh braided funding to support all of our um students in the program. And if I can get a second, I second. Okay. So, just just to confirm, it would be partial goal six and partial um learning loss recovery grant. Okay. Yeah. Okay. Great. Thank you. Any further discussion? We have a motion in a second. Okay. Hearing none. Roll call vote, please. President Colon, yes. Vice President Priest, yes. Clerk Martin, he stepped away. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty
067Silva, yes. Motion passes 6. with trustee Martin being absent. Thank you. Okay, moving on to item 7.1. Well, technically 7.2, notice of public hearing for the 2024 2027 local control accountability plan, LCAP and 2026 2027 annual update for the Stockton Unified School District. I'm sorry. It's it's I just keep it at 7.1. Okay. So, I will now open the public hearing and we have a staff report. Dr. Andrew is our LCAP coordinator to present. Thank you. Good evening. Uh, President Cologne, Vice President Priest, Trustees, Superintendent Rodriguez, Dr. Rodriguez, staff and community. I'm Crystal Dr. Crystal Andrews and I serve as our LCAP coordinator. Thank you for the opportunity to present the district's LCAP annual update on the 2024 2027 local control accountability plan for the public hearing. This represents our second concluding year of our
068current three-year cycle. And this hearing fulfills our statutory obligation, allowing our public to review our goals and share their formal input prior to the scheduled adoption later this month. Okay. So, the overview for our presentation tonight, um we'll go over the purpose of our LCAP as well as our LCAP goals and our equity multiplier sites. um highlights from our year 2 implementation LCAP updates as well as uh discussing our LREBG funds and then we'll conclude with our educational partner engagement and next steps. So the purpose of our LCAP, it is our comprehensive strategic plan and it's used to support student outcomes and it's an important component of our local control funding formula. under LCFF, uh, all school districts and charters are required to prepare the LCAP, which describes how they intend to meet, uh, our
069annual goals for students with specific activities and, um, how we're going to address our state and local priorities. So, our LCAP is um, shows how we're spending our LCFF funds, our base allocations alongside with our supplemental concentration. uh equity multiplier and learning recovery block grant funds. And so we are in our sec ending our second year of our three-year cycle. And our actions, they uh target the needs of our lowincome students, English learners, and foster youth. The life cycle of our LCAP, it is a continuous cycle and uh throughout the three-year implementation. And so we implement our actions and while sim simultaneously engaging our educational partners. Uh however through November through January that's that phase that allows us to pause with intentionality and reflect on our progress with the release of our California school dashboard
070data. And that allows us to refine our practices for the remainder of the school year. And tonight we're standing in the adapt section. and uh in June where we're conducting our public hearing um to share our plan before we bring it to you to review for adoption. So this coming school year uh for the 2026 2027 school year, we're going to be working on two aspects of our LCAP. We're going to be wrapping up our uh three-year cycle, but we're also going to be engaging our educational partners in the development of our new LCAP. And so because next year is a critical year, uh we wanted to look at our engagement model um in how we engage our educational partners. So as I said, next year is a pivotal year for our district um as
071we are working on two processes concluding our three-year cycle and developing our new LCAP. Um, at the district level, we'll do a deep dive into our data to call out which LCAP actions have had a better impact on student outcomes. And that discussion will help facilitate um the discussion with our educational partners as we move to develop our new uh LCAP. Um, it's also our intent to revise our engagement model while continuing to work with family resource center and district parent uh committees. We also want to be more present at school sites. And so it's our goal to look at our trustee zones and then looking at our current data to identify which school sites where we can hold LCAP uh events. Um in addition to that, we hope to partner with schools and uh
072having booths and sessions um along with their already scheduled school events. And the reason for this pivot is that we want to recognize that not all of our families have access or transportation to attend um our LCAP workshops at the family resource center or at our district office. And so um we want to be very intentional um as we are developing our new LCAP and we want to engage as many of our educational partners as possible. All right. So going on to our uh LCAP goals. And so our district is anchored in six um uh LCAP goals. So goal one, student achievement. It targets our highquality first instruction. Goal two centering around the whole child, whole family, and whole community. It targets uh em social emotional supports. Goal three, passion, interest, and talents of the
073modern student. uh targets um uh student interest. Goal four, meaningful partnerships, targets our parent engagement. Goal five, success for students with disabilities and students with different abilities, targets resources and supports for students with alternative learning styles. And then goal six, our African-American Black Students Thrive, provides actions that target the opportunity gap for our black students. And part of the requirement with our LCAP is to include our equity multiplier sites. And so um it is important to note that our district does not select which schools receive the additional funding um with the equity multiplier um grants that's assigned by the state. And so the state identifies school sites that have a student mobility rate that exceeds 25% and a social economic indicator above 70%. And so this year Washington um was selected based on their metrics
074uh to receive equity multiplier funds for the 2627 school year. And um Madison, Van Beern, and STAG were not selected for uh next school year. And so each year this is funding that is given um for one year. And so as of right now there is no cut off for the funding. And so schools are able to carry those funds uh over into the next year supporting um the group of students that they've identified from the development of their plan. And so all the site administrators that are are getting are receiving equity multiplier funds for next school year, they attended a session in which we discussed the process for our district on how to develop their plans um and engage their community partners. And so since it is required that we include our equity multiplier
075sites in our LCAP, um we also had to develop uh equity multiplier uh goals. And so each site they held their engagement sessions and there were common themes that came about. So for our elementary sites, they are supported in goal 7. And goal 7 supports K through eight sites and it's driving intensive interventions in school climate, English language proficiency, and ELA and math performance. Um we did have to make a change a slight change to the title of goal 7 and this was based on our feedback from county office. We had to include at equity multiplier sites in the goal title. Goal eight supports our high schools and um the common themes were around maximizing graduation rates, college and career readiness and course access and support. Um, and I'll add that our district actually goes
076above and beyond what is required with the equity multipliers. Um, our sites have to develop individual plans um that they share with their they engaged their community with in getting their input in developing those plans. And so having attended some of those sessions um principles they presented what they thought their ideas were and then got the input of their parents, their staff, their students. Some sites held one session, some sites held multiple sessions um trying to get as much feedback as they could. And so this year we had the equity multiplier uh plans on our district website under the LCAP website. However, listening to our educational partners, we have made um a change. So now, not only are the plans going to be on the LCAP website, but they're also going to be on the
077school sites website. Um in addition, school sites that have equity multiplier plans in their on during their school site council meetings, there will be a line item for information only on equity multiplier updates so that they can just share what their uh school site is doing. And then to monitor that progress, we use uh the California dashboard uh to monitor uh to measure their effectiveness. Right? So another requirement with our LCAP is that it must be aligned to the state's eight priorities. And so this um metrics just shows our proof of compliance and aligning our goals to uh the state's eight priorities. Right? So, um, we'll be talking about some highlights from year 2. And I want to preface this by saying that what we're going to, uh, what I'll be sharing, uh, is reflected
078from our data from 2425, so last school year. So, just keep that in mind as we're looking at our highlights. So, um, in the next couple of slides, I'm going to go into detail about chronic absenteeism, graduation rates, and suspension rates. But I did want to highlight here some of our programmatic successes. So, one of them is that our student leadership, we had about 1,300 student leaders across our district engage in service learning and school climate initiatives through plus. Um, also we had about 70% of our fifth grade students attend science camp. Um, and then for comprehensive um, uh, school support. So our CSI schools, two of our schools exited CSI status. So Monroe and Pulium exited out. And then we also um have exited direct technical assistance. So, our American Indian, foster youth, homeless,
079and students with disability students groups that previously qualified, they have um made gains and so we no longer qualify for de uh direct technical assistance. And so, those are some of our programmatic highlights. Here um is our chronic absenteeism. So we have made gains in our reducing our chronic absenteeism across the district going from 38% to 32%. And so um actions in our LCAP that have attributed to this success is um our parent liaison, community assistants, our family resource center, and of course the work that our CWAS do. And so we've also had success with increasing our graduation rates from 82% and I'm comparing we compare it to our baseline. So our baseline is 2223 um the first year of our implement uh uh from our LCAP. And so that was at 82% and for
080the 2425 school year we um had 88.9% of our students graduate high school. And so again, our uh CSU and UC A throughG requirements. Um we also had an increase in students meeting those requirements as well as our CTE um uh requirements. So those are some of the highlights from our 2520 2425 um California dashboard data. And then academically when we look at our CAS scores. So CASS we look at students that meet standards but we also look at the distance from standard. And so we've had many students moving closer to getting towards the uh standard in ELA. So originally we were at -63 and we've gone to negative uh 58 uh.8. So more of our students are making gains towards meeting standards in ELA. And then our suspension rates have also decreased across the
081district from 6% during our baseline year um again to 4.3%. And so um that is attributed to the restorative practices that are going on programs that are that are supporting our students. And so those are just a few of the highlights of our um implementation from this year. You all have the uh copy of the full LCAP which outlines all of our metrics for all of our goals. And now moving into our updates going into our 2627 school year. And so one of the things um that we're kind of taking um uh with us is what our county office has told us is that the lifespan of an LCAP action is three years. So we have three years to show uh progress on an LCAP action. Um and then we know also in education education
082meaningful change it requires time and deep consistency. So we are committed to doing the work. We're committed at look committed to looking at our implementation and tightening up our fid uh fidelity as we go into next year closing out that cycle. And so speaking of our um learning recovery block block grant funds um so we were told that we will have um or we will have unspent funds. they're going to continue to support um the actions that are highlighted here. And uh we're also expected to receive additional funds. We do not know when that will happen yet, but um it we have it was shared with us from county office that we are expected to receive additional funds. And so through their the needs assessment, they're going to continue supporting professional development for our teachers
083and staff um in supporting ELA, math, English learner progress, as well as chronic absenteeism and suspension rates. All right. And so our educational partner engagement. Um first off, we just want to say thank you. Um, our LCAP team has been busy this year and so this plan is the result of all of the engagement that's happened um throughout the year um with our community. And so we want to thank our trustees, our parents, students, teachers, and staff and community members that continue um that continued partnership and that shared commitment to our students. And so it's the feedback that we have received, the honest feedback that we've received um that has helped to develop this document that drives our district forward. And so these are just a list of the events or the engagement events or
084that we have done this year. And so we've been very busy. Um pretty much had an event every uh month for this school year. I will say going into next year, it is our hope to be even busier as we uh work to include more of our educational partners in developing our new LCAP cycle. And so one of the things that we have to do, it's a legal requirement is that we have to present our annual update to our DAC and our pack. And so um and with that uh presenting our annual update, our DAC ha our DAC and our PAC have the opportunity to um develop written questions to our superintendent Dr. Rodriguez who then provides written feedback. And so we went through that entire process with our DAC. And so um their questions
085were submitted and answered and they are currently posted on our uh LCAP website. We just presented to PAC last week and we got the questions yesterday. So they are in development and so once we um finalize those uh responses and get those translated, they will also be posted on our LCAP website. This is a new process in our district and so um part of that process is um we developed a form so that all attendees in the session they could resp uh write questions or comments and it was the either the the DAC um officials or the pack officials they then review the questions and develop which questions they would like to ask Dr. Rodriguez. And so our next step in our uh this process is that here we have our public hearing. And then
086um on June 23rd, the next board meeting um is when the board reviews our LCAP for adoption. And then we have the deadline to turn our adop board adopted uh LCAP into the county office by June 26th. And so with that, I just want to say thank you for this time. Okay. Thank you so much for your presentation. Uh do we have any public testimony? Okay. Uh any comments from our trustees? Okay. Looks like we will go ahead and close the public hearing. Thank you so much, Dr. Andrews. There we go. Andrew. Yeah, I said Andrews. Yeah, Dr. Andrews. Okay. Item 7.2, 2 notice of public hearing for the 2026 2027 annual update for Night andale Elementary, Stockton Early College Academy, Pacific Law Academy, Pitman Elementary, and Health Careers Academy Local Control Accountability Plan. So,
087I will now open the public hearing. Okay. And we do not have a staff report. Um, do we have any public testimony? Everybody's like, "What are we doing?" Um, any any comments from our trustees? Okay, I will go ahead and close the public hearing. All right, we are moving on to item 7.3, review of the final draft of the 2026 27 Stockton Unified School District Special Education Local Plan Area, SULPA, local plan. I will now open the public hearing. We have a staff report from Miss Stephanie Reeves, executive director of special education SULPA to present. Thank you. I love that clicker. Hi, good evening. I'm Stephanie Reeves. I'm the executive director for special ed and I have my colleague here. Hi everyone. My name is Melissa Dhy. I'm a special education program specialist. Um we're
088here tonight. Oh, sorry. I wanted to say good evening board of trustees, Madame President and Superintendent Dr. Rodriguez. We get a little nervous when we're up here, so forgive us. So, um tonight it's our pleasure and honor to review a draft of our local plan for special education in our SULPA. Um what I wanted to do first is tell you that SULPA um is stands for special education local plan area. It's California's system of delivering special ed services and it holds districts accountable and in partnership and alignment with California Department of Education CDE. Stockton Unified is a single SULPA district. That means under federal law, we are required to submit this local plan annually. It's due by June 30th. And what we're going to do tonight is give you an overview of the draft, which
089will also go to the board for final adoption at later at the next board meeting to the county and then finally submitted to CDE for final approval. And with that said, we are under the obligation and um honor to follow all federal law and state requirements with our local plan and funding. So in general, the purpose of the SULPA is to make sure that we are ensuring a continuum of services for all kids with disabilities. again that we're following regulations for state and federal law that we're providing fiscal management that we're moni monitoring that and that we're adhering to the parameters around that and expenditures etc. Um we align very closely and work closely with business services and um Dr. Hunton's team um and we appreciate that support and that collaboration. I just want to
090do a shout out for that. We couldn't do it without you. Um we also um have the support of our community advisory committee CAC and we meet with them regularly and they provide input and recommendations for us and we also are very thankful for them and their support and then finally again it's a big process to manage data to monitor that to adhere to federal guidelines and state regulations and I want to say I have huge thanks to my team for making sure that we are compliant, that we're providing that professional development, that we're providing supports and services to kids that they deserve every single day. With that said, I'm going to pass it over to Melissa Dohy. She likes to be called Missy, by the way, Missy. And she'll talk a little bit about
091who develops the plan. Okay. So, it's really a collective effort. When we are talking about a single district Sulpa, developing the local plan, it's our SUPA leadership. It's our school district administrators. We have special education staff that are involved, general education staff. Um, our forum is through our uh community advisory committee, very similar to the pack, it would be our CAC. It's very similar. So, we meet regularly. Um, and then amongst other stakeholders that do join us during our CAC time and other PAC time, and we're mentioning or making announcements with the local plan. Um, and again, as mentioned before with Stephanie, she says that um, it has to be uh, school board and county board approved. um for submission for the next school year. Um again, she shared this is kind of the oversight.
092So, this is kind of the oversight of what the local plan really looks like. It's sections. We have section A where it's the contacts and certific certifications. Section B is our governance. Um D is the annual budget plan and E is our annual service plan and of course attachments where if there's any other additional documents that are required during that year um attached to the report. Um there is a new um portion that they have added in the past I want to say two or three years and that's the local posting of the public um website to ensure that the public is able to see the current local plan um see how it's governed, see the projected budget and the services that the district does provide. And so our district does follow those guidelines um
093and the regulations that we need to follow under the um website posting requirement. And then I get to put on my special education hat now. So it's just like um every 3 years with our local plan we open up our governance and so we're in a trienal review this year. So this year when we were starting to meet with our CAC um we had to open up this section of the local plan and ensure that every um person that was participating to have that better understanding what the governance meant. The nice thing with Stockton Unified and why I'm a true believer in a single district SULPA is that all of the governance follows under the board policies. So, it was really nice to have that collaborative effort to see how board policies really support our
094students with disabilities. We were able to look at and we guided parents through what were older policies versus newer policies and what we're sustaining and what's continuing to improve. So, that was really nice this year to go through the governance and I hadn't done that in three years. So, my trienal is over with that one. Yay. Um, and then again, this is just kind of those key components. It shows the governance structure. Our administrative unit goes straight and directly funded straight to our district because we are the single district SULPA. Um, it allows to show how our decision-m is made and again that's through our board policies. Um, and then stakeholder environ um involvement in our insuranceances at the end with the IDA and following all of ED code. Your turn. Okay. So, I get
095to go over the fun part. Um so this is an overview of the budget plan and how it works for a single SULPA district. So there are four major funding sources for for our school districts and special education. Federal funding IDA part C part B for all kids from birth to 21 um educationally related mental health funding and then local contribution. With that said, um the rest what we're going to go into next will give you an overview of what that looks like as far as our revenue that we receive, our expenditures and how that's divided in a single SULPA and allocated. So this is a snapshot um from the one of the attachments that's included in the entire local plan on the revenue reporting. It indicates the the state state assistance, the part B
096again IDEIDA and part C funding and the amounts of money that's there. um state and infant toddler, state mental health, federal mental health dollars, and then other projected revenue that again this is important to remind be mindful of that this is all projected funds. What we know today or expect and those funds can include some of our federal grants, things like supporting inclusive practices, ADR, things of that nature that also provide additional funding for us and our students. These are the an outline of the expenditures again projected um with the biggest amount of course going to to um to classified and staff and certificated staff who are providing those services for kids. um certainly supplies the services themselves for the students and then the the indirect costs and financing and then um certainly benefits for
097staff and then this is I'm a huge fan of a visual. So this gives you an idea of the revenue that we get and then the expenditures and then the local contribution or the contribution. Sometimes you'll hear about it as encroachment. And so that gives you an idea that there's never enough money for special ed services. And that kind of gives you or paints the pictures of how we actually what the contribution is from our funding school districtwide. And the services plan, Missy. Sure. So the annual service plan is sharing the definition of each service that we're obligated to provide for our students and it's also a projected as well. So every year we do need to review the service plan to ensure what are the services that we are projected to serve. It's um
098detailed. I do want to highlight our audiological services that we were able to share that we are projected to you um have audiological services within our district and it's actually the first time we've ever had a a service provider uh employee of the district to provide our audiological services to our students. So I'm really grateful for that service to be a direct service as part of our SULPA now um personal. Okay. So um also adaptive physical education is another unique service that we are able to share and the definition and how that in it really supports inclusivity and opportunity for students. So I wanted to highlight that and then um we also want to recognize however though there is still a desperate need for speech and language pathologists to provide services to our students. So
099we have to also share that we'll be um looking at taotherapy again this year so our students can at least get the services that they need um through the teleotherapy service uh portal. Um this is just extensive but just an example of what you'll see in the report is exactly sharing the types of services by school site. We're obligated to show that to the state um of how we're projected to show the types of services that are going to be provided at each school site. As you could see, some may not have all, but there is a majority of, of course, our uh SAI instruction should be in all categories of all school sites. That is the core and the heart of special education. And when we're talking about instruction, um you'll majority see a
100lot of the speech and language services at a majority of our sites as well. And that's directly aligned with our service providers that are at those sites. My turn still. Okay. Parent feedback. So part of this portion when you're talking about the three-year view review as well, um CDE gives us a a series of questions to also get feedback regarding the local plan specifically. And so we were able to share after we met um in February that uh we were going to post this survey to get uh parent involvement and feedback on how they understood the local plan, their participation in the local plan. And so this was our feedback. Um they were able to tell us what was working. Um parents who reported the presentation was clear. families value the district's commitment to Sportland
101students. How can we improve with communication? Um, clear and earlier communication to make notice of when we're going to be presenting the local plan at CAC meetings. Um, and then making sure that we have increased language acquis access and interpretation um, supports. Um, we asked a question regarding decision making and this was really um I really enjoyed reading the feedback from the parents um because they dove in more into how they really wanted to be involved with the decision-m and their feedback with that where they really were uh aligning themselves with their experiences with the IEP process. So that was really nice to get their feedback um not necessarily aligned with the local plan but they definitely were able to get their voices across and it was really good feedback. Um and then of course
102services and supports. There was questions about how services were provided across site. So we will be able to address that and kind of look at that how that's meaningful. And then of course our te our key takeaway is that families did say that they value the district's dedication um requesting some enhancements in areas um better assist students with disabilities and increase consistency and accessing the services um to build stronger relationships as we go forward with the local plan. Stephanie Stern. So we want to say thank you for listening to that. Um I think we are happy to hear again I just want to value add quickly that the value the fe of the feedback we received. We've been able to make some improvements including beefing up our website for special ed um putting on some
103training opportunities there for parents. So we are listening to their voices um and we have seen an increase in some attendance at CAC. We want to certainly keep that going. So, the more you can all help us with that, um, it will really we would appreciate it is what I'll say. So, with that said, thank you so much for letting us have this opportunity to share the draft of this local plan with you. Do you have any questions? Yes, I had a quick question. I know that this one feedback said we only have 22 parents. We know with a budget this big, we have way more than 22 parents. Um what else are we doing to try to include their voices? To include their voices. Yes. So again trying to making making sure that one
104that the website's accessible that it's friendly that there's training so that parents feel comfortable and not um intimidated to come to meetings and really kind of live what's happening with the services with an IEP. What does it mean for their students? Um and then again making sure that we are um providing some events where parents are coming to we just had one this spring at the end of the year where they're coming to I want to say our house but it's not it's our department it's our department but um putting it out there for parents to be invited um for us to share what we have um to share time together to get to know us um ask questions and let us respond back in um that we're listening and showing people that we want
105to provide the resources that they need and again need your help with the CAC and more parents but we are seeing some interest so we're super glad about that just a value add on the hard work you're already doing it may be a great idea for us to start to meet parents where they are yes and we and just to tell you that we um as we're projecting our um CAC meetings I just spoke with um Angela done this afternoon and we have heard that and we are um reaching out to principles to actually host those meetings at their site this year and kind of throughout the district. So, thank you for that. I appreciate that. So, just looking at the revenue too, what opportunities are we providing for parents to share their stories and
106to advocate, right? Because we know that the revenue, the expenditures, and the contributions are very different. they're a way off. How are we giving our parents access and training them how to advocate um and sharing their story whether it's the capital DC like what are we doing to provide that support? Do you want to day go? Okay. So, so one of the really very cool experiences was legislative day this year at the capital. Um and so each LEA or district like SULPA representation had the opportunity to invite five people and we try to bring parents to that and like a good representation. So it's an opportunity where we're going to the capital, you're meeting and greeting our assembly people and we're talking to them. Um and it's just I if you haven't been and you
107want to go, it's something that's so I I don't have words for it. It's just super powerful. So, that's a great opportunity for people to understand. Um, when I get to go to SULPA and hear about all of the assembly bills and all the legal and the things of that nature, I bring it back. I share the status, things like that. It's fascinating. So, those are opportunities. um and what we do with that information and how we share it out. Having a website again beefing up some of those opportunities whether it's town halls or more opportunities for meet and greets and questions with families. That's what we need to do and it quite frankly I think it's working. Okay. We also have a um parent engagement specialist now we haven't had Oh, I was just
108going to share that we also have our own um department's parent engagement specialist as well that we haven't had previously. So, we've also been able to have her be part of our um support over at the special education department that she also takes calls, help support parents, listening to their voices, seeing how she could support where there's maybe questions or understanding and helping to facilitate how to move forward with what they need for their their needs. So, that's another uh portion that we haven't had in the past that we've had this year that's been very successful. I'm very grateful to have her on um the within the department's support. And does she only do family engagement or what else does this person do? I believe it's us and um another department, right? She's with the
109Native American Center as well. So, she spends time with our department a couple days a week and then also their department. Okay. She helps to facilitate and um is learning to use facilitate and learning to use like parent square and announcements and things of that nature. and she's been able to participate in PAC and the other PAC communities and if there's um learning to do announcements and um sharing with what special education is also doing so that way we could come back as a team or what she needs to help to support um with her lens as well with us of course attending as the plan for next year as well. And then with only because there's only 22 parents, right? How does the F FRC support you all with getting parents getting feedback and
110meeting parents where they are? What's that? Do you want to? Right. Not but not their liaison. How does F FRC liaison support with sped? Do you want to help me with that? So So they actually go and attend like Dr. Ramirez was saying the F FRC's leaison meetings that they have their family engagement specialist attends those meetings too and works together with Right. But how does that how does the FRC liaison support sped? because we have these parent liaison, right? And if you only have 22 people that you are looking to really drive a plan for it, it it seems as though F FRC should be supporting and supporting your teammate to make sure that parents have access to this survey so that they can give feedback. So So currently some of our um staff
111at S FRC actually go and support parents at IEPs as well, but there's no system then, right? That's we're trying to understand like is there a system that says that these f these staff members will support your department? No. So not yet not a formal like system to answer that. Okay. So that would be a great next step for us to look into. Yeah. And I want to I do want to say kind of along those lines like our family engagement specialist some of the parents are reaching out to her a little bit more too which is great. And then um you know you're developing that relationship, that trust of course. Um and then the other part is again with us um putting it out there to do things like staffing meetings ahead of time
112to really take our time to talk to parents ahead of IEP meetings about any questions they have before the meeting, things of that nature. We could use that kind of help with them, the family resource, those kind of um roles. I think that if we build on that, I love that and I think that's room for us to grow. And so just so if I can add on too, I know one of our plans this next year is to make sure that we are working with our new community schools um support staff at each one of the community schools to make sure that we're training them on how they can support their families at their school sites with IEPs or just with their students with disabilities or how to connect them to CAC or all
113of those different pieces as well. Okay. there just seems to be like a separation of the two, but there's really not. Right? So, I think if we're thinking about family engagement, it encompasses all of our families and not sectioning off sped parents to only the sped component and general uh population parents to only general population. I think we have to think of family engagement as a inclusive piece of the work that we do because we have a ton of liaison, but you only have one, but you also have the biggest budget, right? You have the biggest need, right? and you have parents that can't necessarily get out to where you are as well. So, I think that creates another barrier for families, but how does the F FRC come alongside you all and provide that
114support? Are they going to um famil family's houses? Are they making home visits? Are they making sure when there's parents out in the community and they're doing events, right? They're connecting resources, supports, and surveys to make sure that you all can get the data that you need in one meeting instead of having to do multiple or duplicating the work across the board. So just a better system that says F FRC can support across the board because we only have 22 parents here and I'm quite sure we could have gotten more parents if there could have been that collaborative effort. But I I do know that we're building systems at the same time. So would love to see that connection happen next time around. Great. Thank you. Any more questions? Thank you for letting us present
115this evening. All right. Now, on to another public hearing. Um, item 7.1, notice of public hearing on proposed 2026 27 budget for all funds. We'll now open the public hearing and I will call Dr. Michelle Hunton, associate superintendent of business and operations to present. Thank you. Good evening, President Cologne, Vice President Priest, and Superintendent Dr. Rodriguez and trustees. Thank you for this opportunity to present the preliminary or proposed 2026 27 budget. And I want to first start off by thanking the staff and all of their work that they have gone through in the last several months in putting u the preliminary budget together. Okay. So, here we are. Are am I going to do this right or not? Is it on? Is that what you said? So, that Dr. Henon um staff doesn't or I'm
116sorry, board does not have the um copies of your pre of this presentation. Um is there any way that somebody can make those copies? Oh my, how did that happen? Okay. Okay. So, I'm going to go ahead and we'll get that copies of those um and I'll figure out how to make this thing work. Okay. So, we are rising stronger together. This is our proposed budget for 2627. Before I start off with the budget process, I want to talk just about some of the key aspects that came out of the May revise. May revise. Um I'll step back for just a moment. Every year we have a process where the governor starts in January providing a governor's budget, their proposed budget, and then the next update is the May revise. And the May revise is
117what school districts use to um develop their budget. And um some of the key items that came out of this year's budget is that we continue to be underappropriated as it relates to Proposition 98. In January, it was about 5.6 billion below where we should have been. Um and but there was an uptick. Um and a bright side as we marched towards May revise that was um brought to a 3.9 billion. Um and so there's that $1.7 billion of dollars that are being held back under Proposition 98. That would be about $650 per ADA if they were to allocate those funds on a per ADA basis. So that was kind of one of the the big picture things that came out of May Revice. Um the other one is that there was a historical increase
118for um for special education which we've talked about that for years. There continues to be even though with the revenue increases that are coming into the state there continues to be that structural imbalance um on funding. So with that now I'll turn my sites to the budget process and that budget process on this particular slide we're looking at on the left hand side we have the the state's budget process and on the right hand side is the district's process. They are very different. They don't move simultaneously through. Um as I mentioned the state starts with their budget process in January. We start ours in February, March. Um, and so I'm going to hopefully pop a couple of lines in here. Oh, I guess I'm not. Maybe. No, it's not doing it. Why is it not
119doing it? Well, it's not working the way I expected it to. Okay, there it is. Um so with the governor's may revise which is on the left hand side on the f on the fourth um bar down um that is what we use to adopt our budget and then once the budget is adopted we then have the governor in June is signing the budget which is enacts the budget and that's the final budget that we will utilize um for the 26 27 year and that's what we use for the 45day revision. And so not every year will you have a 45day revision, but you can anticipate that that will happen this year because there are many things that are still not final and we'll talk about that in just a moment. So this first slide
120shows you or the next slide shows you just some of those assumptions that we're utilizing for our cola. Um, we also are seeing, I'm going to talk a little about about this in depth, so I'm not going to talk about it now, the the additional investment in LCFF. Um, we see our Cal Sters and PERS rates that we're using and our lottery and of course our minimum wage which goes up every January. So, we need to keep track of that as well. So, we're looking at the historical statewide enrollment. So starting out what happened between 20145 and 2526 um and so we can see that there has been a gradual decline maybe a steeper decline as we came out of COVID and so in 20145 we were just above 6.2 million at the state level
121in students and we are now down just above 5.7 million. So that was a pretty significant decline over those years. Now let's turn our sites to the districts. Same time frame and it's mirroring exactly what had happened at the state level. We can see where that bend starts and we're now we're into that decline. The other thing that I would mention about this particular slide is in prior years our revenues were actually based on current year or prior year. And what that means back in I think it was 21-22 was probably our last year where we looked at our current year versus prior year and we got the larger of the two whichever one was largest. Um but once we came out of COVID because the state held us harmless over those few years and
122then went back to a a traditional funding model, it was going to take us off a cliff because as we have just seen the declining enrollment. So at that point in time, the state actually did a three-year averaging and that's what we use today is a three-year average. So we're looking at um 23 24 through 2526. And so that's what that prompts that uh revenue that you'll see in just a moment. So this slide is showing just within 2526 and it is showing you um we like to track for every month are we above what we had projected in re in enrollment or are we below and this is um a this depicts what happened during the 2526 year. And so we see our green in month one. It shows that we inc we were
123above our enrollment projections by 70 students. But in those subsequent months, we went down. And so as you look at month two, we were 60 students below. And as we went through each one of those months, as we got to month 11, we are now 621 students below where we had projected. And so that's what this slide is is um depicting. And I did get a request last evening and we will look at that is to look at where those numbers are by site level. So we will be looking at that. So now we're looking at the charter shift and this is during this year. Um and so you can see on that first line enrollment to district. So that is enrollment coming from our charter schools back into the district. And this also is
124for those charter schools that we have sponsored. So it's for those petitions that have come to our board and they have been approved. And then on that second line, it's showing enrollment leaving Stockton and going to a charter. And we've got it um identified by grad span. And we can see that in TK we're showing that more students had gone out than had come back. Um but as we move across we can see that we are we have more students coming back than we lost. And the net of that shift was 121 students showing 203 that came back and 82 that left. So, what are some of those reasons that um they're leaving the district? And so, I asked one of our experts, um Mr. Ryan Hessie from um Central Enrollment. He's here this evening
125if we have any additional questions. Um but these are the f but these are the five top um reasons that they identified we are losing students. So, transfers to going to other districts, transfers going out to charters, maybe they they left without a transfer, um going out of the um transferring out of California, and in some cases traveling out of the country. And so those again are the top five. That doesn't mean those are that's everything, but that's the top five. Um so, let's talk for a moment about that additional LCFF investment. So the cola for 2026 27 has been established at 2.87. That additional investment of 1.44 would bring it to 4.31%. The 1.44 44 is attached to um an action or services or yeah it would be services the investment in paid pregnancy
126disabil disability leave. So those dollars at 1.44 would be utilized for that paid pregnancy disability and providing 14 weeks of leave. Um and there's other we're waiting for more once the bill is in or once the budget is enacted um then there will be more information that we will receive telling us what when where and how. Um but at this point that's what we've got. What you won't see is you do not see the 1.44 incorporated into our budget and we'll talk about that in a moment as well. So as we look at the increased revenues and I had mentioned this um May revise continues to underappropriate us but it also is important to see how is that 2.87 or 2.87 I'm adding more to it here 2.87% 87% cola. Um, what does that mean
127for us here in Stockton? And if you look at this chart down at the bottom, I hope there's a little pointer here. There isn't. So, if we look at the chart down at the bottom, it's showing us what we received in what our entitlement was in our appropriation for 2526 versus what our projection is for 2627. It shows we have a difference of 4 point. I'm going to round 4.2 million increase that equates to a.9% for the district. So what is impacting that? It's it's our declining enrollment. Um and so that is something as the chart that we just looked at where we're watching that on a monthly basis. Is it going up? Is it going down? We need to be able to adjust our revenues based on some of those elements. And so that's
128that's the importance of that. And this is why we also are monitoring this very closely. This is a a nice uh little matrix that shows you at a high level um from each of the different funding sources. Um are we we've got the restricted funding sources first and our unrestricted last. And so in each of those categories, we're showing the learning recovery emergency block grant um and what those funds are being utilized for. Our grants, our federal titles, um our ELOP supplemental concentration, which is part of our our um LCFF, and our general fund. And in each of those categories, we're just identifying what those funds are supporting for the district. So now we're going to look at the differences between our estimated actuals and our proposed preliminary 2627 budget. So in the big picture
129we can see that our revenues between the two years um coming into 2627 we have a drop of about 1.4 million. You can also see what I just talked about the increase for our um our with the statutory cola coming in at that 4.2 two and then we're seeing state revenues going down on those dollars that we received in the prior year that we won't be receiving in 2627 at least at this point in time. Now let's turn our sites to the same estimated versus um proposed budget for the expenditures. And so we have all of our different categories and the total expenditures are going down by 18.9. And I do want to mention just a couple of these items, the the larger ones. I'll just um speak to those for just a moment. Um
130the the certificated salaries are going down. This is demonstrating um the reduction of that one-time expenditure that we had in our current year. Um the onetime bonus. And then that would also hold true for our classified. So that's what's sh is bringing those those um dollars down. And if we look at the capital outlay, that's another one that um is going down between estimated and our projection. And that was um related to our shade um shade structures that went in. And then uh we are also the indirect although it is a negative there. Um that actually um is an it's like a revenue but it's in an expenditure account. Um this is the rate of our indirect has gone up from 3.89 to 4.92. So that's why you're seeing that indirect go from 12 million
131to 14 million. And so um our bottom line is a reduction uh in expenditures. Now we look at our multi-year projection for our unrestricted showing all of our our beginning balance, our revenues and expenditures which we just looked at. Um and I'm going to go to the deficits on um that line that says net increase or decrease in fund balance. And so we are seeing that we are deficit spending from 1.9 million in 2627 to an increased deficit of 7.2 million as we um land in that second year out in 2829. That does um decrease our ending balance and that also demonstrates that the ending balance truly is a um is one time. So, let's take a little bit closer look to what's happening in our um ending fund balance and the projections, the multi-year
132projections. Um, we see our deficits that we just talked about. We see our ending balance for all three years and what makes up the components of that ending fund balance. And I'm going to speak to the commitments for just a moment. There is an item that's coming up um soon. Um it is coming up this evening. um the commitment that the board um that the board um did take action on in 2022 what's to ensure that there was going to remain fiscally solvent as that as the declining enrollment proceeded. And so you also did that at 56 million. You can see that the commitments are showing at 43.500,000. So 43 million and so it it is it is being used for its intended purpose when it is needed. And so at this point in time
133as the ending balance is going down to ensure that we are meeting all of our statutory requirements um we can see that that is is dropping along with our ending balance. And so if we think about the enrollment decline that we saw in the earlier slide um this sort of mirrors what's happening as well. Um so our ending balance is going down along with those uh that declining enrollment that we're seeing. But I would also mention the other thing that we are seeing and it's showing as an increase in our expenditures year-over-year is our increase in our health our health benefits and I'll talk about that in just a moment as well. So this I guess I got ahead of myself. Um so there were two um resolutions. one that was passed in 2025. Um
134it was resolution 2511, but there's a little history there. And Dr. Rodriguez, if I misspoke speak, please let me know. Um there it started out at 10% I believe in 2022. Um and then it was revised to 8% and in this last August of 2025, it was then brought to a flat rate of 30,500,000. And so that is still in place. And then the resolution 2589 is the resolution that is on the board this evening previously or updated uh resolution number 2157 that was passed in 2022. Um and the the reasons and intent for that has not changed. It was the dollar amount that has changed. So, this is now bringing our unrestricted and restricted ending balance together. And we can see all of the different um categories. The one that's going to be different
135than what we saw for unrestricted is our restricted balance. And so that is coming from the restricted side of our our budget. And that is at 171 million. that is uh about 68% of our 200 our balance of $250 million. And so that's our total ending fund balance for both restricted and unrestricted. And so this is showing a um a visual of what is um happening with our ending balance. And we started in 2021 and went through our projection years of 2028. And so this is demonstrating again what's what's happening with that ending balance. So what is not in our budget that was in May revise? And so I I I use the term cats and dogs. So here's the cats and dogs. Um otherwise maybe known as categoricals. Um and so we've got learning
136recovery. And so there are many of these that we do have. And what the governor's budget was doing is it was adding dollars to the things that were already in place. There were a couple of new one-time, but for the most part, it wasn't adding new ongoing programs. And so we have learning recovery, student support and professional development, uh literacy coaches and reading, math professional development, homelessness and literacy screening. And that is nice to see that we're getting funded for a mandate that they are making us do. Um and so these are not included. And we've also been in as our oversight agency, the county is also instructing us that we do not include these because the budget has not been act enacted and sometimes things happen on the way from the May revised to
137an active budget and things could change and so our hope fingers and toes crossed um that it does not. And so I we we heard um earlier from Dr. Andrews that the learning recovery that there is anticipated funding. we will know once the um budget has been enacted. And so this is the reason why I mentioned that you can anticipate that you will have a 45day revision that will come to you. So the the legislature has to have um a budget passed by June 15th, otherwise they lose money. Um and then the governor signs the budget. And so once once the governor signs the budget, that's what um uh starts the clock on the 45 days. And so we will monitor that and then we will update the budget with any um additional items that
138have not been included in the adopted budget. Okay. So this um includes our contributions um for our ROC um special ed and please note that special ed the SULPA plan and budget they do agree um they match and it was a pleasure to uh attend the CAC for SULPA and walk through their budget with them. So great team team members um our routine repair maintenance at 21 million. So there is an an item here that is new probably you haven't seen in the past and it's transportation. So this is one more item just for transparency. It is included in the unrestricted side of the budget but the reality is that we are not funded to the level of expenditures um for our program. So that means that we do receive funding in the unrestricted side
139of the house for both regular home to school and um and special ed. Um and the the expenditures exceed those revenues by 11 million. And so we will continue to to show this as we move forward so that we're keeping everyone a breast and we are looking a little we're doing some deep dives in u many aspects of our budget as we move forward. So what are our impacts as we um round this out? Um we have our declining enrollment that we looked at this evening on the the visuals but also our health benefits. But remember that um Stockton is unique. Um there was action that was taken in um 20 24-2 um there was some dis disparities I will say um between the our labor partners in terms of who was receiving 100% and
140who wasn't and so this is something that there was um a decision um that we do provide and so our uniqueness is we do provide our employees with 100% benefits and that does come with a cost and So that's where we can see those increasing costs coming in. And we do monitor that as well. And so with that, we thank you for this opportunity. And are there any questions? I'll open the floor for any questions, comments. I did have a a question about the the formula that we use for the projections. I just it kind of stuck in my mind and I wanted us if you could help me just take a minute to understand. Mhm. So if we're looking at the slide that has the SUSD enrollment, um there's a there is the formula
141that we're that we reach to, you know, say this is we are predicting X number of students and help me kind of understand what I'm trying to say. Are we are you being too conservative or so what I can tell you um so how how I think what you're asking is how do we go about the enrollment projections okay so um so what we did this year is to project for next year is to really look at we literally went back to 20145 bless Ash's heart he's here this evening if we have additional questions I can't answer um but we went for every single school site, every single grade level to look at what those we can see what's happening all the way through the 2526. We utilize a three-year averaging just as we are
142getting our revenues from is on a three-year averaging. In addition to that, thank you Casey. Um, we went through every single school looking at does that look appropriate given what we know has might be happening in this next year with programs with shifts um because we know we're going to universal TK. And so those are some of the things that we had to take into consideration. And so that's what was done to but again as you saw um we did put it was I think in September or October I worked with Ash and we came up with a methodology that we could monitor on a monthly basis where are we and so we will do that again this year to monitor where we're at and if we need to make those adjustments in the revenues
143up or down then we would do that but we want to do that and early and often and so that we're not waiting until the end of the year. We want to know that during the year. We want to know um where are we at first interim, where are we at second interim, where are we at at estimated actuals. And um yeah, I I like birthday surprises. I don't like other surprises. So what you're telling me is that we're with all of this data we are getting we we are reaching a number that is as accurate as possible based on history. Yeah. But the outcome we're still seeing. Okay. I mean our our hope would be all these kids would come running back to us because we're doing great things in Stockton. Um and if
144that's true then we will make adjustments. Yeah. Thank you. Any other questions or comments? All right, hearing none. Thank you so much. Thank you. I'll officially close the public hearing. Moving on now to item 8.1, uh, presentation. Let's see. Sorry. Um, so this would be presentation discussion on general protocols, policies, and legal requirements to address complaints, concerns brought by members of the district. So I need to announce that Miss Marie Nakamura of DWK is not feeling well and was unable to attend this board meeting. Her report will be rescheduled for later this summer. That moves us on to item 10.1, board committee reports. Christina will read the oral announcement and announce each board committee for a report. Evette will be the timekeeper. This is the opportunity to hear any reports from board committees specifically regarding
145prior or upcoming committee meetings. There will be a threeinut limit per report. The first report is from city of Stockton Parks and Recreation Committee Trustee Donald Daire. Hello. Good evening everyone. All right. So, the City of Stockton Parks and Recreation Commission last met on April 27th. We did not meet in May because of graduation season. The commission received a PowerPoint presentation on the new 2026 summer activity guide that's been released by the city's community services department. I really encourage I encourage all board members to keep sharing the summer activity guide. Um the city is always saying there's always something that the that young people can do in the city of Stockton. Um and so we need to promote that. These events include concerts in the park at Victory Park, which already started, ultra Friday nights
146at community centers, and movies in the park, both at community centers and swimming pools throughout the city. I also want to share gratitude to the child nutrition department and school site food service workers who are feeding our students and families through their partnership with the city's community services department. These summer meals for Stockton families um are uh providing access to free breakfast and lunch meals available to all children ages 2 through 18. Registration, identification, or enrollment to Stockton Unified is not required to participate. So again, I encourage the board to share this resource uh for the city of Stockton. And our next meeting for the parks and recck commission will take place on June 22nd, 5:30 in the council chambers at Stockton City Hall. Thank you. The next committee is the 1852 Foundation Committee, Trustee
147Donald Daire. I left my mic on. Hello again. All right. So, 1852 Foundation, our committee met on May 20th. We received public comment from Travis High School Chinese language teacher, Miss Wang, requesting for funds to cover meals from a student field trip. The committee began to review the 1852 Foundation Committee bylaws to suggest edits and update language. These bylaws have not been updated since the creation of of the foundation in 2019. Some of these considerations include which applications would count regarding student competitions and other events related to student achievement, how much money should be allocated per approved applicant and other topics. To reiterate, we are updating these bylaws with intention to promote transparency and accountability and safeguard the funds meant for student competitions and events related to student achievement and also to make sure that
148our bylaws are compliant with state and federal laws. So, this committee will continue to explore the new a new structure that will execute the operations for the 1852 foundation. The committee also agreed to schedule the next meeting sooner than the August 12th meeting so that we can get updates on the committee's fundraising event that's planned for the fall when school starts again. So, the next meeting will take place tomorrow, June 10th, here at the district board meeting, sorry, at the district boardroom at 4:30. Thank you. Next, we have the budget oversight committee, President Sophia Cologne. All right. Thank you, everyone. Um, so we did have our budget meeting the other day. Uh, we reviewed grants. We also reviewed our May revis uh, which included proposals for education funds. Um, and I just noted on here
149for myself, right? can't we can't count on some of those funds because we have to wait for the budget itself to be passed which will lead us to the 45day revise which we heard a lot just a few minutes ago. So um with that I'll just kind of leave it because we reviewed everything that was just discussed in the board item. Thank you. Lastly we have the early learning and school readiness advisory vice president Shauna Priest. All right. So, the committee received a followup um on the TK meal services, including efforts to ensure students have access to nutritious meals that support healthy development and learning and meals they also enjoy. Um some of our members also reviewed plans for the ECE summer bridge program, which is designed to help students and families successfully successfully transition
150into school um by building foundational academic and social skills before the start of the school year. We will continue to improve our communication regarding this program so all families are aware and able to participate if they would like to. Uh in addition, staff shared information regarding early childhood education summer learning opportunities for educators focused on strengthening instructional practices and supporting highquality learning experiences for our youngest students. A significant portion of our meeting was focused on developing um and discussing a kindergarten readiness dashboard. The current dashboard includes measures such as letter recognition and letter sound correspondence. Uh the committee members discuss expanding the dashboard to provide more comprehensive picture of school readiness uh for items such as social emotional readiness indicators, family engagement measures, equity focus metrics, and additional indicators that help monitor and strengthen the
151district's early learning pipeline. Uh this committee looks forward to continuing our collaboration with district staff, families, and community partners to ensure that all students enter kindergarten prepared to learn, thrive, and succeed. And I would like to give a special thank you to Dr. Suzanne Dvet. Did I did I pronounce it correctly? Woohoo. For always being prepared, presenting, and having her team ready to answer any questions about our youngest learners. Thank you. Okay, that brings us to item 10.2, CSBA delegate assembly update by Miss Kenneth Stevens, area 7 trustee. Thank you. So, I had the opportunity to uh attend the CSBA um cohort down in Sacramento for two days. It's really about um local representatives um showing up to support our kids. So, it's um schoolboard representatives from all over California. One of the biggest things
152that CSBA is looking forward um is making sure that they're uh closing the achievement gaps with our LEAs. A lot of that work depends on the CDE and um local ELEAs having conversations. Um they put out a survey to principles and teachers asking what type of supports they really needed. the survey came back stating that there was um too much duplicative data going from um LEAs over to CDE and to the state. So the new platform that CSBA is working on is to make sure that we can reduce duplicate duplicative um data going from LEAs to um CDE because if they already have the data, our teachers and principles are saying why do we need to resubmit the data if you already have it? Um they did notice that there was a huge cost um
153towards districts when principles are sending data over to CDE when the CDE already has the data. They want to make sure that they close the achievement gap by making sure that um the CDE is a place that is providing customer service um and not just compliance, right? So, building relationships with um CDE and um LEAs, also looking at rural school districts, making sure that they can um support in a way that larger school districts um and boards can support. And then there's four policies that we're looking at, which is a legislative package. It's AB225, which is a state plan to close the achievement gap. AB2149, the annual report on state plans, progress, and alignment. We have a local one um that I've reached out to our um assembly member Rodia Ransom on which is AB2514.
154That is the state of achievement, which is a um closing the gap dashboard that'll look at data across LEAs. And the last one is AB2202 embedding the state plan into work for the state board of education. So a lot of work happening um between CSBA LEAS and um our legislators to make sure that we can close the achievement gap um that there's uniformity and alignment. We know that there are some new mandates that are coming down which would be like the literacy coaches funding there but making sure that we can utilize our literacy coaches to really improve our literacy data and rates and making sure that the state can align with us on that. I was going to talk about the data I'm sorry the budget but you already talked about that. So I just
155wanted to mention one other thing. There should be more money for community schools as well. Um that wasn't mentioned. So looking forward to more great work. the state the budget will be um updated soon. So hopefully we'll get all the money that's coming towards us. If not, we'll yet again lobby our government to make sure that education is funded across the board. Um and that Prop 98 does what it's supposed to do, which is secure education and funding for local eleas and school boards. So that is my time. Okay, great. Thank you so much for that report. um moves us on to item 10.3, brief reports on trustee activities. Christina will read the oral announcement and I bet will be the timekeeper. This is the opportunity for each trustee to make a brief announcement or
156to give a brief report on their own recent activities at the district. Pursuant to the Brown Act Government Code section 54954.2A3, there will be a threeinut limit per report. Okay. Um, I'll go ahead and get us started. Um, just really excited since our last meeting, which has been uh, you know, several weeks from now, uh, May May 12th, we've had so many celebrations, so many recognitions for our students and our staff. Um, I just in reflecting on this these last few weeks, I just couldn't be prouder that their achievements are being elevated, that folks are talking about the good work that is happening in our schools. um all the graduations, we can just see how proud our families are. And not just that, too, but like our our staff is just so proud. Um and
157you can tell that in in their their response and their their actions. Um so whether it was uh attending a seal of civic engagement, the mariachi festival at Chavez, um attending the mural revealing at Bush Elementary, um just every nook and cranny, just there is something good to find in our district. And I am just so proud that that that is being elevated and recognized. Um I want to congratulate our students from Harrison and Van Beurren who participated in the youth cinema project. Thank you so much for including those pictures in our newsletter because they just looked so fancy. I loved I they walked a red carpet and got to show their um the project that they've been working on all school year. I just thought that was so awesome. Um I want to also
158congratulate our many students who participated in Skills USA. Um, so again, just that good work is continuing. Um, in the next few few weeks here, um, between now and our next meeting, I'm looking forward to just connecting with folks in our community, hearing about, um, you know, some of the good more good work that's happening and also for the hopes, uh, for next school year. So, thank you very much. I'll go ahead and move it to my right, uh, Trustee Stevens. I'll just say ditto to many of the um activities that vice pre um president uh Cologne spoke about but I wanted to talk about the event hosted by our um athletics department in Dr. Beerman. Mr. Beerman. Are you Dr. Beerman? Dr. Beerman almost. Okay. Dr. Beerman. Clock it. We'll clock it. Okay. Uh
159brought by uh Dr. uh Beerman. Watching our kiddos display the things that they are um great at really does highlight the work that happens here. Um it was such a a whale oral machine that they put on. It started on time, it ended on time. Our kids have the opportunity to be celebrated. The room was filled with all of these kids that played so many sports um here at Stockton Unified. and to know that our kiddos will go on to do many, many, many, many great things because of the seeds that's been planted here by the staff and by the athletics department. So, I just wanted to give them a huge kudos because you can even see the relationship between the coach um and the teammate. The way that they walked up and they hugged
160and they embraced each other and it was just really like this um cool yet um affirming atmosphere that was created for our young ath um athletes. So, um, continue to do the good work, continue to build the relationships, and you can tell that many of our kids were not only on the team, but they were mentored by their coaches. They were mentored, um, by the volunteers that showed up. Um, Mr. Clappenbach also received an award. I thought he was going to cry. Um Um, but they did acknowledge the work uh that Mr. clapping back um had supported just with our our young um athletes um at all of our comprehensive high schools and some of our smaller ones too. So kudos to the team. Thank you for the work Mr. Beerman that you all are
161um putting forth and just to see the relationships um highlighted really spoke to the good work that continues to happen at Stockton Unified year after year after year. Thank you. Okay, Kirk Clerk Martin. All right, and Mr. to beat him. I love your hat. Yeah, it's a nice Franklin, you know. Yeah, you know, yellow just looks good on you, man. Um, as part of our ongoing initiative to foster literacy among students, I had the opportunity to visit Hamilton and read to Miss Hood's class, reinforcing the importance of reading and encouraging them to maintain their literacy pursuits. Over the summer break, I served as a judge for the senior projects at Weber Institute along some of my colleagues and it was a unique experience at it allow us to gain a deeper understanding of our students
162interests and passions and I appreciated their ability to communicate effectively to large crowds showcasing the comprehensive preparation our students receive. And I will also like to send my our sincerest appreciation to over a 100 retirees for the outstanding contributions to our schools, students, and community. We value each of your efforts, and I hope you enjoy your retirement. And I would like to thank Mr. Peter Braso for orchestrating an amazing end of the school year rock concert that I was able to participate in at Van Beerren. And lastly, congratulations to all of our graduates. It was amazing to see our students achieve this milestone, and I am excited to see positive success stories from our graduates in the future. All right. Thank you, BP Priest. All right. What an exciting few weeks it's been across SUSD.
163Um, our board had the privilege of attending graduation ceremonies throughout the district where we celebrated the accomplishments of our students, shook countless hands. I think we tried to count at one point, but we lost count. Uh, we got to share hugs, capture memories that will definitely last a lifetime. Uh, seeing the pride on their faces of our graduates and their families was a reminder of why this work is so important for us. Uh, while the school year is coming to a close, our schools are still buzzing with activity. Summer learning programs across area 4 are in full swing and students are engaged learning and making friends and creating lasting memories. I would like to say thank you to Chief Franco and your team for hosting us at the SUSD uh police department and sharing your
164hard work you all do and how you all are being transparent with the community. It was a lot of fun to run through scenarios that Patrick, you didn't do so well at, but we'll work on that later. um uh with the officers and your explorers and it was truly an enjoyable informative experience. One of the highlights of this graduation season definitely has been our black graduation celebration hosted by the Black Employees Association in SUSD. Uh this meaningful event recognizes the achievement, resilience, and excellence of our African-American graduates while celebrating their rich history, culture, and contributions um to our community. And a special thank you to our community partners, local organizations, families, and scholarship sponsors who invested in our students and helped make the celebration a success. Your generosity and support are helping open doors and
165create opportunities for the next generation of leaders. Um, and also congratulations again to our class of 2026. Uh, we are proud of you and look forward to all the amazing things you will accomplish. Thank you. Thank you, Trusty Pres. repeating what everybody else is talking about, our grads. Um, I just want to shout out all of our grads. Like, great job. You all did it. You're out of here. On to bigger and better things. But also just want to shout out the parents. Y'all helped your grads get there. And of course, thank you to all the staff and teachers who helped our students accomplish their success graduation. Um, and then just quick reminder, um, we have our transformative justice and student conduct, um, meeting, uh, subcommittee meeting on Thursday, June 11th here in our boardroom.
166And we also have our equity diversity um, meeting, subcommittee meeting tomorrow, Wednesday, uh, 5:30 to 6:30 here. That's it. Have a good night. Thank you, Trusty Daire. Hello. All right, so I will share a couple things. Of course, I went to all these graduations. They're really beautiful. Congrats to class of 2026. I also want to say happy pride month. And I know we are not going to meet before then, but I just want to say happy Junth as well. Um so I'll start with going to the ethnic studies um youth participatory action research presentations with Travis high school students. These were uh freshman and sophomore students who were giving presentations um from what they've learned from their ethnic studies course and also with their group projects and what changes they want to see in their
167schools and their communities which was really awesome. Um, I also wanted to highlight um me attending the Stockton Unified School District's uh PD Civilian Academy. Um, Vice President Priest had mentioned it. It was a really great learning opportunity. It was actually my first time being at the police department which was really awesome and the activities were really insightful actually to be uh you know quote unquote in the shoes of officers as uh these you know really high stress events happen in our school campuses. Um it really um brought me a new perspective. Um so thank you again for the work that you do and for the continuing um community education that you are doing. Um lastly, I want to share that I attended the uh Sanwaqin County Building Trades Council graduation for their MC3 apprenticeship.
168Um these are um graduates from all over the county, but we also have some from Stockton Unified. These um folks are going into the trades. They're going to be uh pipe fitters, electric uh workers, um welders, things like that. um trades that we desperately need in the city of Stockton and in Stockton Unified. So, I'm really happy that we're building and expanding our partnership with the building trades council. Um and I'm excited to see some of our alumni be a part of building the actual facilities of our of our district. So, thank you again. That's my report. Great. Thank you. And Trustee Silva. Okay. Well, going last, you guys have said it all already, but um I did attend the uh SUSD uh police department's training course. That was that was fun. It was definitely
169fun, but I got stabbed twice. So, anyways, going on from that, I got to attend to uh the HCA's graduation. That was a lot of fun. as well as uh Franklin's and see what else. I can't remember any. I'll just leave it at that. I know there was probably a couple more things, but I can't remember. So, all right. Well, thank you everyone. And just to clarify, these were simulated sim simulated events. Thank you so much. It's really it's really exciting to hear all the good work um and participation from you all. Um okay, moving on to item 10.4. We've got several different minutes here to approve. So item 10.4, approval of Stockton SUSD minutes for Tuesday, February 24th, 2026, regular board meeting. We get a motion to Oh, a motion to approve item 10.4.
170I'll second. Okay. Any discussion? Hearing none. Roll call vote, please. President Colon. Yes. Vice President Priest. Yes. Clerk Martin. Yes. Trusty Donaire. Yes. Trusty Perez. Yes. Trusty Stevens. Yes. Trusty Silva. Yes. Motion passes unanimously. Okay. Item 10.5, approval of Stockton SUSD minutes for Tuesday, May 5th, 2026, special board meeting, CSBA good beginnings workshop. We get a motion. Motion to approve. I second. Okay, great. Any discussion? Hearing none. Roll call vote, please. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 10.6, approval of Stockton USD minutes, Tuesday, May 12th, 2026, regular board meeting. Is there a motion? Motion to approve. Okay. Motion to approve from Clerk Martin. Is there a second? I second. Second from Trusty Perez. Any discussion?
171Hearing none, roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trustee Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 10.7, approval of Stockton USD minutes, Tuesday, May 19th, 2026, special board meeting. Is there a motion? Motion to approve. I'll second. Okay. Any discussion hearing? None. Roll call vote. President Cologne? Yes. Vice President Priest? Yes. Clerk Martin? Yes. Trusty Donaire? Yes. Trusty Perez? Yes. Trusty Stevens? Yes. Trusty Silva? Yes. Motion passes unanimously. Okay. Item 10.8. Review and approval of dates to schedule the Stockton USD special board meeting. California School Boards Association, CSBA, Good Beginnings Workshop Sessions for Stockton Unified School District Governing Board of Education. And I'm going to pull up well, we need to select the dates. Um I'm sorry, my if you have
172it up on your laptop. There we go. So, we have a few dates that we can um this would be part two of our Good Beginnings workshop. So, um take a look at the dates. There's five different dates. Um, and let's try to decide which which one really because at this point maybe we can do like a a backup because these are all uh dates that um Angela Pride is available try for the Tuesday to be consistent. Uh the August 4th. August 4th. Yeah, I agree. Yes, I agree with the August 4th. August 4th. Yeah. Okay. From 4 to 7. Do we want to have a backup just in case or let that be the one? Unless she has another Tuesday. Another Tuesday. Okay. Keep it consistent to a Tuesday. Okay. Sounds great. All right.
173Could we uh make a motion to accept Wait. Um sorry. I did notice that National Night Out does fall on Tuesday, August 4th. What time is National Night Out? I think it's happening at the same time. Oh, Chief, do you remember the time that usually National Night Out is? It does start at 4. All right. Is it possible for us to get back with her to get some additional Tuesdays since the other days fill up so quickly with like other board things? Yeah, we certainly can. We can engage with her and try to find more Tuesday dates. I do also and just please um say this as nicely as possible but in the past um have any of us attended the national night out activities? Yeah, you and me. I know but I'm saying but
174but would but if we are if but if we are not this time we could do this. I'm just throwing it out there. I'm just putting it out there that we can make a choice. I'll be a national night out. Okay. Okay. All right. Just put it out there. Thank you. So, at this at this time, the motion is to um to bring this back with other Tuesday dates. Okay. All right. Okay. Moving on to item 11.1. Superintendence report by Dr. Michelle Rodriguez, superintendent of schools. Um, and this is our Chavez Edison High School performance in New Orleans. Yeah. So, before we do this video, um, just want to really note that although we are on summer break and had great graduations, we are really still providing services to our staff. So, um, Mary Rogers
175and her team are supporting 6700 students every day, um, providing a safe and education environment for them at 47 sites. So, I just want to note that although we're closed, um, that is still happening. And then I know it was it was mentioned, but we also are providing um, food for our students. So, our food and nutrition services is partnering with nine different locations. So, if you know of children ages 2 to 18 that need food every day from 8 to 9:00 a.m. and then from most locations it's 12 to 1. Some locations it's 12:30 to 1:30, but it's right around that sweet spot. They can get both breakfast and lunch. And so um really encourage them to it is um on our website there's nine different locations. Um one of them is our is
176um so there's various different places from Fair Oaks Library to um the Chavez Library to All Saints Academy to our own Merllo gym. So please look on our website if you know of people who are food insecure. they can come no questions asked um ages 2 to 18 and then as we've been mentioning we've really been highlighting the great work of our students and so we did have both um we did have both Chavez and Edison that was able to go to New Orleans and really show the brilliance of our students and this video here um shows that and so here we SUSD is in New Orleans. I'm Melinda Mesa at the Stockton Unified School District. We have three groups here where it's all about jazz. It's all about jazz. And it's about SUSD students
177in New Orleans. That's crazy. Students from Chavis High School band, Chavez High School orchestra, and Edison High School jazz brought their talent, passion, and heart to the stage at a jazz competition in the Big Easy. I'm feel amazing. I played a solo in New Orleans. For many students, this experience was the opportunity of a lifetime. I always had really bad stage fright and like band pushed me out there and you never would guess it watching her command the stage. The students showed their talent, determination, and grit throughout the entire stay. I'm pretty jazzed in New Orleans. The Chavez Orchestra director says she couldn't be more proud of the students and the district they represent. Seeing them as excited as they were on that stage and they were smiling and they were feeling the music like
178that was just that was incredible. So amazing. Stockton's got music. Director Cindy Wildman says this trip shows what can happen when talent, hard work, and perseverance come together. In the past year, we have had 300 SUSD students go across the United States and share our music. We have been rising stronger together. We have such brilliant students and I'm so glad that others get to see that um along with us and their parents and members of our community. For many students, their music journey has been life-changing. Music has really like changed my life to the point I'm going to college for music. I just really like I enjoy it so much. It brings me such peace and like joy. It took us quite a bit to get here. I think after everything we went through this
179year, it's definitely an achievement. Profit. An achievement indeed as these students took home top honors and awards. It was so much fun to watch our our students perform and see the joy in their eyes. Beyond the competition, students explored the city. So much work that they put in and it's all culminated to this point here today. Took a cooking class featuring traditional New Orleans flavors and even cruise to the sound of jazz. This has been amazing. Our kids are thriving and they did an amazing job out in New Orleans. A one in their lifetime experience for sure. Hard work, beautiful music, and a lot of joy. SUSD jazz for sure. Our musicians took home awards and they say they're not stopping here in New Orleans. I'm Melinda Mesa with the Stockton Unified School District. Definitely
180um lifetime of memories there. Um, okay. Moving on to item 11.2, approval of the shortterm interim extension legal services agreement with F Megan Freriedman and Fullfrost LLP or F3 uh for July 1st, 2026 through September 30th, 2026. Motion. Yeah. Motion to approve item 11.2. I'll second. Okay. Any discussion? All right. Hearing none. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trustee Donaire, yes. Trustee Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 11.3, approval of the 2026 2028 agreement for professional services with law firm of Danish Wool Wver Kelly or DWK for Stockton Unified School District. Is there a motion? I'll make the motion to approve. I'll second Stevens. Okay. Any discussion? Hearing none. Roll call vote. President Colon, yes. Vice President Priest, no. Clerk Martin, no.
181Trustee Donaire, yes. Trusty Perez, no. Trusty Stevens, yes. Trusty Silva. Yes. Motion passes four to three with uh Vice President Priest Clerk Martin and Trusty Perez voting no. Okay. Thank you. Item 11.4 adoption of resolution 2583 recognition of Junth Independence Day. Is there a motion? Motion to approve. I'll second. Thank you. Any discussion? All right. Hearing none. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 11.5, approval of agreement with Handle with Care Behavior Management System Incorporated to provide crisis intervention and deescalation training for selected Stockton Unified School District staff. Is there a motion? Motion to approve. I second. Okay. Any discussion? Hearing none. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk
182Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 12.1, approval of an international overnight field trip for 44 students enrolled in the English literature HL2 and eight chaperones from Franklin High School to visit the literature in England tour by EF Education Tours in the United Kingdom on March 13 through the 22nd of 2027. Is there a motion? Motion to approve. I'll second. Any discussion? Okay, hearing none. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. All right. Thank you for being patient waiting for that. So have fun. Sounds like a wonderful trip. All right, moving on to item 12.2, approval of the K through 8 and secondary
183school waiver request in order to increase minutes in the school day. Actually, I just I want to pause since I I didn't realize that you were all here waiting. Um, go ahead and if you can raise your hand or you know, so we we can see everyone here, all the students. I didn't know that. Yeah, please. All right. Would would the board allow one minute to have maybe one representative come and share? Would that be okay? We take Would one student like to come up and and speak or or or a teacher, a staff? We'll give you a minute just to let us let us know. And we appreciate you being so patient. Yeah, of course. Thank you. Um my name is Carmen Lopez. I have the honor of teaching these wonderful kids here. Um,
184I teach 9th and 10th my English at Franklin. Um, this trip was something that has was kind of spur of the moment, but really um has become something very real. Um, we are extremely excited for this. The kids are working so hard um to make this trip a reality and we know it's going to be extremely life-changing for them. Um, we do have our first fundraiser coming up on July 1st at Panera. Um, and there will be more to come. So, please keep an eye out on those emails because we will be sending out um, all of the alerts. Um, but did one of our kids want to come up? Yeah. Come on. Someone say or maybe or there's another maybe I know kind of got you on the spot here. Maybe another time you
185can come in and tell us tell share after. Maybe even after. We have one. Okay. All right. One minute. Uh hello. Thank you very much for the opportunity. Thank you for the trip. It's well like something pretty cool cuz I've never really been outside of the United States. So then going really far is probably a one time in a lifetime opportunity. So, I would just like to say thanks and uh yeah, that's all. All right. Thank you so much again. Do you mind letting us know which which Panera so we know where to show up? Pacific Pacific. Panera on Pacific Avenue, everyone. July 1st. July 1st. July 1st. Be there. All right. Thank you. Okay. Now, moving on. Item 12.2 Two, approval of the K through8 and secondary school waiver request in order to increase
186minutes in the school date per the contract waiver process article 27 contract exception of the SUSD STA contract agreement for the 2026 2027 school year. Is there a motion? Motion to approve. I'll second. Okay. Any discussion? Yeah, Dr. Rodriguez, I was wondering why we we have so many. Sure. So, this is the waiver for all the schools who wish to have minimum days and so this is the waiver process to allow them to have those minimum days which makes the other days longer. So, it is an SDA process. They're actually the ones that help oversee that. Um so these are all the school sites who are requesting to have minimum days and thus um improve their PLC's. Thank you. Okay, great. Any other questions? All right, hearing none. Roll call vote, please. President Colon, yes.
187Vice President Priest, yes. Clerk Martin, yes. Trustee Donaire, yes. Trusty Perez, yes. Trustee Stevens, yes. Trustee Silva, yes. Motion passes unanimously. Item 12.3, approval of dashboard alternative school status participation for Stockton High. Is there a motion? I motion to approve 12.3. I'll second Stevens. Great. Any discussion? Hearing none. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 12.4, approval of a service agreement between Conscious Discipline, Loving Guidance LLC, and Stockton Unified Education Services Department to provide professional development for kindergarten teachers, first and second grade teachers, administration, and instructional support specialists. I'd like to call Dr. Kate Roxad, administrator, new teacher support and teacher induction, and Melissa Syers, director of curriculum and professional development to present.
188Thank you. Good evening, President Cologne, Vice President Priest, Superintendent Rodriguez, and trustees. Thank you for taking a moment to allow me to speak on conscious discipline. We are excited to share this opportunity to expand on the work we have already been doing with conscious discipline in the district. Uh our ECE department provides support in our TK classrooms and this year we expand last year 2526 we expanded into kindergarten and we would like to continue to expand in kindergarten up to second grade. So conscious discipline provides conscious discipline provides educational methodology that prioritizes an adult first approach to a proactive discipline model. So, it provides um school culture support for our classrooms in order to um increase emotional safety, connectedness, and a sense of belonging for our students. When you think about the adult first model,
189it really tries to make sure that the adults first are regulating their own emotions within the classroom and their nervous system in order to provide that support to students. So you can see from this graphic that it really shows that the more regulated everyone is, the smoother things go within the classroom when you're thinking about laying that foundation for students. The piece that is really important within conscious discipline is that it ties together with our MTSS system as well as the work that we are doing with CLR and Dr. Sharaki Holly. And so when you think about the MTSS umbrella, conscious discipline aligns with that to provide that foundational support. And there's um many ways that it does that by self-regulation, supporting those skills within our students to make sure that they're enhancing that as
190well as focusing on the adult uh within the system as well. with the alignment of CLR and the work that we're doing with the culturally and linguistically responsive instruction, it provides um affirmation and that sense of belonging that is so imperative in that beginning foundational level for our students. The graphic here that I think is so um striking is to see how these systems work together. When you think about conscious discipline, it really is if you think about it from the analogy of um a tree within the system. Conscious discipline provides that foundation, the roots um to make sure that students feel psychologically safe um that they are making those connections within their classroom with their teacher so that the MTSS structure can then provide sort of the trunk of the tree. um the tiered
191support, the trellis with which the students can grow and blossom. And then the CLR is kind of the sunlight to help them be able to flourish in that environment. So they all work really well together to be able to make sure our students are getting everything that they need. This this really gives you kind of an overview of the ways that they work together. um the the the tier one that we want to make sure that our students are coming to us ready and and um ready to begin that learning to begin to go into those tiered systems and then to be able to address um all of the cultures that we have within our classroom. So they really work simultaneously together. We are excited about the opportunity to continue to expand on the work
192that we've been doing within our ECE department and TK and then branch it out up into those upper grades as well. Are there any questions regarding the conscious discipline piece? Yeah, if we're already paying for things associated with MTSS, CLR, Dr. Holly, etc., why do we need to pay for a fourth thing to understand how to do it correctly? I think the piece that has been so beneficial with conscious discipline is it really helps the adults within the system to think similar the to the way that we ask our adults to do with the CLR work to really examine their own biases and the needs that they have to address student needs. Conscious discipline provides the foundation for adults to learn how to regulate themselves uh in order to interact and be proactive with building
193sort of a sense of school family within that classroom to increase that belonging so that that instruction can go at a deeper level. So it it just kind of they build on each other to kind of provide that that structure for students. So, if we have one that you're saying that this is filling a gap for something that we already have, then why aren't we getting rid of one of the ones that we're paying for that isn't filling the gap? I'm I'm not sure that it's necessarily feel filling a gap that's missing, but it's enhancing the work that we've been really focusing on with the MTSS structures as well as CLR. So it it really I think blends in nicely uh with those pieces. Not necessarily that something with is missing but that it enhances
194it. And I would like to also add it is something that as our students are coming in younger especially in TK and they're coming into our classrooms are with different behaviors that they're not used to. Our teachers have been asking for tools that they can help themselves with um proactively interact with the students and keep them engaged so we don't start sending students with behaviors at an early age out of our classrooms. Number two, I think it relates directly to educator resilience, right? So our educators are under a lot of stress right now too and this is giving them a tool of resilience so they can actually um self-regulate and build their own seal competencies which is super important at a time nationally that teachers are are we're having a teacher deficit right we're missing
195teachers teachers there's a shortage out there and so we want to help take care of our teachers too and our students at the same time. Are we saying that professionals that we're hiring are unable to self-regulate? No, but as we're thinking about the human centeredness of all of us, right? We are only people and we're putting our and we have adults that are with students all day, right? And we want to equip them to be able to stressful things happen. We all need to be able to be reflective. And so what we're trying to do is make sure that we're giving them almost like a booster shot or some tools that they can do when they're getting into those those situations where it might escalate. And then it also gets them to reflect on like
196Kate said, Dr. Rodet said their own biases too. However they experienced things as a child too, right? We've all experienced that growing up or that school um attending school as well. So it's just helping support that. And then if teachers are already doing this work allegedly within the district with MTSS, CLR and Dr. Holly, when is enough enough? So as we're thinking about MTSS, MTSS is our framework, right? So part of MTSS is providing the support and professional development that our teachers need to support different levels of students too, right? So it's like this multi-pronged approach, right? Just like as part of MTSS is making sure we also have the right data, right? We have the right interventions. And so it's just a piece and they all work together. So it's not oh that we
197have this and now we're doing this piece. They actually fit um together for for our um for our teachers and our students. But that's exactly what we're saying, right? It looks like there's a disconnection one between what MTSS is, but there's also qualifications, right? things teachers will have to ensure they're at as far as training for this, training for CLR, training for Dr. Holly, all within the same same realm. So, when when is enough enough of what we're adding to their plate? Did you want to um I just wanted to add the difference between um CLR um and I'm you could probably elaborate, but I would say that conscious discipline kind of gets to the root. It teaches the the teacher and our teaching staff, but also the student about what happens inside the body
198physically, like the biology, the neurology behind it. So, they teach strategies such as breathing or having certain connections before we get started with our academics so that we can kind of self-regulate and be aware of what happens to our body and you could probably expand on that more, but that is different from what CLR is, right? CLR is about validating, affirming, right, cultures and and um just ways that we interact and share information with each other. But I would say the conscious discipline is really about the biology. What happens in the body and what are certain breathing techniques that could change it whether you've had a conversation or not. If you do this action here, you will self-regulate just because of of um human like your biology basically because it doesn't matter who you are.
199If your brain gets to physiologically at a certain level, your executive function, you don't make great decisions, right? Think about ourselves when we get really super angry at a certain point. It's hard. We have to be able to or upset or frustrated or sad. It's that part and it's helping our educators being able to do that and then understand that that's happening to our students at the same time. Right? So, we don't want to um try and talk to a student and reason with a student if they're at a level that is higher. We want to first allow them to breathe, self-regulate, and give them the strategies to do so that so then we can inter in interact with them and and get them to a point where they're able to re-engage and feel like
200they have a sense of belonging. Maybe the board can help me out here. Wasn't some of this the same type of questions that allegedly Son Grow was overseeing in their surveys that they were giving to students. Which one's you um specifically talking about? Uh Vice President Pice, if we're talking about our feelings and how to manage those feelings and what's happening, that is ex almost mirroring what the survey that Sona Grow was supposed to be over and doing for students that we got to hear from one of our principles about all the great stuff that Son Grow had to offer. And and I would just say the zone to grow seems to me from my understanding to be a little bit different than this with conscious discipline being able to help um the adults and
201then also to provide that in-class coaching so that teachers who are learning about the strategies not only for themselves and supporting their students but they then be able they are able to see it live in class with their students. So the consultant from conscious discipline comes provides that in-class coaching modeling co-eing all of those pieces as well. So they're not just learning about it but that then they are also seeing it in action with their students. Thank you. I'd like to well I'd like to allow superintendent Dr. Rodriguez to answer your question about the sewn to grow. Yes. So s to grow is um mostly for our older students. So this is for K2 one and then Son grow is a weekly check-in where we're checking in to see how students are. So something that
202we learned is that in order for us to help support students, we have to know how they are how they are and how they're doing. So it's what Sonow does is it provides us a weekly check-in with our students to say how are you feeling and then allows teachers and staff to respond to those students um based on what they're saying. So they may say again an example I might traditionally be green saying I am very happy and then one week I actually say that I'm very sad I'm unhappy and so that provides the teacher with be able to say oh look how Michelle who usually is at this level look where she is now and then look why she says that. Um, and so what I would say is is SW to grow is
203helping us to determine the happiness of our students and be able to intervene as quickly as possible. And then um this is teaching people how to regulate those emotions and regulate that engagement with our students and with ourselves. So um I wouldn't say it's the same. And then I would say for Son to grow the focus is um third through 12th grade not necessarily our K2 students. This is for our kindergarten, first and second grade students. I would also just say we have had great grade feedback from our staff in terms of conscious discipline. So part of the reason why we're expanding it is because we have staff saying I want that. like I I heard I heard from the TK teacher. I heard from the preschool teacher. I actually want that. And so this
204is us listening to our staff and what they say that they need. Um and I just continue to say for MTSS we it is the framework and what we've consistently said is that we're using too much strategies tier three. We're never going to use tier one strategies unless we provide those tools. So, this is also a direct response from something that subcommittees have said, which is why are you consistently using tier three strategies? Well, it's because we don't have enough tier one strategies within our system. And so, this is directly aligning with what we've actually heard at subcommittees is you guys need to fix that. people are jumping too quickly to tier two and tier three, mostly tier three. Um, and so I would actually say this is listening to the staff. So I don't
205believe that they're going to feel like it's one more thing necessarily, but it's actually a support for them as they continue to engage with our students. We we actually, just to add on, we've actually, like Dr. Rodriguez said, we've had when we were doing TK and kindergarten, we've had first grade teachers be like, "Can we sign up for that offering?" And I just remember, is she still there? Mrs. Miss Hall out there. She called me. She actually went, I think it was two years ago. You went with your teachers during the session. And you're like, Casey, we have to do this. This is so great. It was the best thing that we my staff I en like and so we are trying to support the people that are in the classrooms with our students. Would
206this be able to be a suggestion, not a mandate for teachers who actually need it? We have some great teachers out there that can do this already. Why would they why would this be a mandate for them if it's not necessarily needed? It would be an opportunity for anyone in those kinder up to first and second. We we encourage them. We we ask them all to be a part of it. And then we uh one of the things that conscious discipline talks about when they determine the in-class coaching is they want to coach the willing. They want to coach the ones who want people to come in and provide that support in their classroom. So it it is definitely an opportunity that we encourage them all to be a part of. And as we're thinking
207about our tier one, we're we're saying we're trying to help the ones with our youngest students in the classrooms, the most vulnerable students. So, I do want you to think about if it was your own child in those classrooms. We want to equip all of our adults with the tools to help them. And as we know our it's so much easier to provide there's this window of time to provide our students what they need at the youngest ages. Otherwise, we are spending it trying to stop the school to prison pipeline later on. We have to do it now with our youngest students and equipped our our teachers with them. So, as a parent of one of those students, this is why I'm asking so many questions. Um, and I noticed that this is coming directly
208with new teacher support and teacher induction. I'm seeing more of a focus on this and not more of an academic coaching focus. Why is that? In terms of the conscious discipline piece, in terms of actual teacher support, I'm I'm sorry, I'm not really sure I understand your question. Can you say that again? So, I'm seeing more things piled on when it comes to MTSS. I'm not seeing more things piled on when it comes to academic coaching, the actual focus for academics for these students. So, I'm asking why. So, so in terms of the academic coaching for our teachers, that tends to come from our site instructional coaches um that focus on those content areas and and the data to support the academics within the classroom. So, this is kind of um the piece that that
209supports those the other pieces so that students are then better equipped for that academic readiness. All right. Thank you for your questions. Any other comments and questions? All right. Oh. All right. Thank you so much for your presentation. We appreciate it. So, we do have Oh, we need a We would need a motion. Yeah. A motion and a second for this one. I'll make the motion to approve. I'll second. Okay. Any further discussion or questions? All right, hearing none. Roll call vote. President Colon, yes. Vice President Priest, no. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes 61 with Vice President Priest voting no. All right. Thank you. Item 12.5, adoption of the of new career technical education and math courses for Stockton Unified School District high
210schools for the 2627 school year. Is there a motion? I motion to approve 12.5. I second. Okay. Any discussion? Hearing none. Hearing none. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trustee Donaire, yes. Trusty Perez, yes. Trustee Stevens, yes. Trusty Silva. Yes. Motion passes unanimously. Item number 12.6, approval to purchase Amira Learning Assessment and Pathway for all kindergarten through third grade students and professional development from Amira Learning. Is there a motion? I'll make the motion to approve. I second. Any discussion, questions? Hearing none, roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trustee Perez, yes. Trustee Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 12.7, approval to purchase Lexia Core 5 and PowerUp subscriptions for all K through 8 elementary sites and
211high school individual licenses as needed. Um, we'd like to call Melissa Syers, director of curriculum and professional development to present. Good evening, U board president Cologne, uh, board of trustees and Dr. um, uh, superintendent Dr. Rodriguez. I am Melissa Syers, the director of curriculum professional development. And I have Dr. Allison Silva, one of our ELA curriculum specialists, here to present Lexia Learning. All right. So um Lexia learning has basically two components. One is called core five for grades K through five and then one that's called power up for grades six on up. Both of these programs are an adaptive blended learning program that accelerates our students um through the development of literacy skills and it's for students of all abilities and it makes um the critical shift from learning to read to reading to learn.
212Now um core 5 you can see that in the description. I want you to know that power up also has a scope and sequence that is inclusive of the K through five um uh basically standards or components of reading but it accelerates on on up past um six through on up. So, every time I'm in front of you, I've shared Scar Bro's reading rope because um it is our commitment as a district and our department to continue to follow the science of reading. And this is a foundational piece of that. And we wanted to bring forward the Lexia products because they are based on the research that we know in the body of knowledge of how students learn to read. So, they created their product based on the research to support students through um an
213adaptive pathway. Um, we wanted to make sure that what every move that we make aligns with the research that we know and Alexia does do that. All right. So, um, I'm going to show you this is core five. You'll see something similar um, with our power up. Um, on this screen you do not see the placement test, but um, each child starts on a with a placement test that is adaptive, kind of sets where they're at, and then they continue on this pathway. So you'll see in this diagram if a it's independent practice application, right? They're using the program. It's adapting to to where they're at. Um and if they say miss a question, it will give guided kind of inter intervention or practice scaffolding the learning for them. If they continue to have errors
214in that area, it will lead them to more direct instruction. So you'll see that within the program a teacher can walk behind as the student is using the program and kind of see what there's like a bar like red that shows that now that they're getting more direct instruction. Um if they continue to not um show correct responses, it will give a report to the teacher that will give them targeted skilled intervention. So it's not just a general suggestion. It will literally get down to you need to work on your ST blend. Right? So the exact skill um if the student is doing well it will continue through the program they will continue adv advancing. So if a a third grade student is progressing well they can advance on up to grade level so you
215can accelerate as well. Um they've added where you can have also skill builders. So if a student is doing well there are additional resources where teachers can give that to the student or have say project it to the whole class. Um so you will find that with a power up as well. This diagram shows the placement and then of course the the ongoing interaction with the pathway interventions as needed and then specifically where the teacher will see here's the lesson I do to again address that timely targeted skill that the student needs. And I think it's important to note on those slides that Miss Syigers just shared that that's a structured literacy approach which again follows the science of reading. So, the way that they've structured their lessons and what the students will receive um
216will help students build those neuron pathways to commit that to the long-term memory. So, there um the next couple slides, I'm not going to read them to you. It's just really some highlights of how Lexia can support our students. Um but I do want to make it clear that we're not suggesting two different products. We would be partnering with Lexia to have one philosophy and one cohesive literacy plan pathway that all students would receive from K and as they need it through through 12th. So we're really looking to set not by two separate things. It's one coherent um pathway. So here's the power up slide. Thank you. Okay. Um so we want to talk about the reason for the transition. Um we have um Lexia which is grounded in the science of reading um and
217the structured lit literacy. As Allison says the the way that this um program works it's backed by science and and and reading acquisition and what steps take to change the brain neurology. Um and next is that as Allison shared in the last two slides, there are proven research that shows that it has positive outcomes and showing that students are having academic growth. Um I personally used it in past districts and saw exponential growth in my students. Um and it has an embedded assessment. So prior we were um you had students on the pathway and then three times a year we stopped instruction and we had this um an assessment so that they it maybe take one or two days to do that assessment. This the assessment is built within the pathway so there's no need
218to stop and do an assessment. Um you'll also see that there's a Marzano research that identified Lexia core as a reading as a most effective K through3 literacy program in Idaho. So that's a good added bonus. So under the every student um success act programs like Lexia must um kind of undergo study from um outside agencies. So a non-biased study and the last few um studies that Lexia has partaken in. So PowerUp 7 over seven of the most recent studies and core five over 15 of the most recent studies have gotten an ESSA rating of strong. Um so it's trending in that direction. Um and again for it to get that designation it has to be reliable and valid and have a blind um like a blind group that doesn't get the the um pathway.
219So they they've had to um they've had to have that the randomized control group so that they can prove that it is a strong um student indicator of success. And I'm I'm going to read this one. So um where it says that um the brain that uh excuse me that the it's creating permanent brain changes for reading. So it's literally true and it comes from neuroscience. Um reading is not a skill the brain is evolved to do. It's learning to read physically rewires the neural pathways. Building what researchers called the brain's letter box. It's a region for rapid word recognition. So explicit system systematic phonics instruction is what drives that rewiring and Lexia is designed to do just that. This slide here um you may recognize it from our math adoption. We had a focused
220group where we had um resource teachers, intervention teachers, uh specialists from LDO kind of expressing what they needed to make um to enhance or um strengthen our multi-tered systems of support. And we're talking about when we talk about multi-tered system support, of course, we have tier one. We want high quality and rigorous instruction in the classroom. And then there are times where there's appropriate need for on-time targeted intervention. Um, and so you'll see where the arrows are that something where we need we don't want to do the same thing that we're doing in tier one in tier two. We don't want to just repeat it. We want to have consistency and coherence, right? And so needing to have assessments that we can bring um to parent meetings, say SSTs, 504 IEPs, identifying exactly where our
221students are at and what is needed to progress them forward forward. Lexia does that just that. It doesn't just say where our students is are at. It says what's the you know um advise next steps and what parents can do at home. Um even what how much usage a student should have on the program. And so if you look at this slide, you can see kind of the different components that our team, our specialists have requested and how Lexia uh meets those needs of our specialists. Okay. All right. So talking about our multi-tered systems of support process, we have this kind of universal screening and benchmarking that um Lexia allows us to do. Um, so we get this continuous data about where our students are at. Anytime you have a meeting, anytime, so we have
222care meetings, anytime we want to look at where our students are at, we don't have to wait till the next benchmark to get that. We can pull it right then and there and it tells you exactly where the students are at, how they're progressing, and what's needed. Um, so um, the pathways adapt um, and it it like I said, it has all the components to cover all the tiers, right? So you can have something for inside the the classroom. You have something if they're um needing an on-time intervention. There's components to cover each piece. Um and then we can see how our students are mastering um each level and there are skill aligned um uh lessons that the teacher can provide as an intervention outside of the pathway. Okay. So the one of the things
223we always do when we're thinking about making a change is getting our teachers voices involved. So we um actually had two different opportunities or two different groups that we um utilize to do so. So first we have seven sites that have currently been using core 5 and power up. So we utilized um we surveyed those teachers to get some information about how it was going um versus they were also using I Ready. So, it was sort of this little niche group that was doing Lexia products and I Ready. So, we surveyed them and then we also hosted a focus group um that we opened up for any teacher that wanted to attend to come hear about Core 5, to come hear about Lexia's products and PowerUp and they were able to explore the pathway, watch
224some of the demos. Um, and we also surveyed them at the end of that. So, we're going to share some of that data with you now. Um, here's a couple quotes. Um and then we asked based on the presentation that they saw did they feel that they would have actionable data and 100% of the teachers that attended felt so. Um and then also from the teacher info session we asked if they would be able to support I um Lexia as a path moving forward um as opposed to I Ready the adaptive path and close to 80% said yes with just a few teachers needing more information and only one indicating that that they would not. Um and then from the data survey we asked also like what are the students enjoying? What what's your perception
225of your students? And 70% of the teachers indicated that the students were enjoying and engaging with Alexia path more. And I just want to add that um while we had this session where they can listen, they can learn and they can ask questions and then provide their feedback at the end. We had teachers who have used Lexia in both the sessions. We had one for K through five that focused on the core uh core five and then we had um a session for six on up um that focused on the power up. And both groups they had people teachers that came forward and voluntarily gave like stood up and and gave testimonials of how great the program is and how they're seeing a difference in their students progress with reading. So that was really exciting
226to to hear. I think um with this we want to make sure there's coherence. Again, we we don't want one program used here and then something else being done here. And you might be either duplicating or kind of mis mis um misaligning what you're teaching the students so that they're actually not they're getting confused rather than making progress. With this program, you can see that it could be used in all settings. There is an appropriateness and a differentiation in all settings. So there so that um is something to pay attention to. Um, I think we're just kind of getting more and more of like the reasons why. Um, again, you've got the the data that's available on time and and down to the discrete skill. You've got it where there's a tiered intervention plan where
227you have everything for the tier one setting and you have something for um tier two and tier three interventions. And you have it where the students have agency. They're able to see their progress. And in fact, Lexia has, you know, uh, certificates and awards and students are seeing where they're going and are motivated by the different levels. So, Lexia will have it basically they're traveling the country and they get to go to this country and that country and that motivates the students to keep involved. So, um, go ahead. They also have agency within the program. So, they can choose that day like I would like to focus on site words today or I'm today I'm going to focus on phonics. they have the ability to kind of enter the path that they would like to
228do that day. Um, which I think motivates the students as well. Um, and then before they're able to move to the next section, they do have to complete each um of their little circles. My my daughter's on it, so um she like she'll say, "Oh, today's a site word day. I'm going to do my site word." So, they have student agency and choice. um whereas previous past that we've used, it just puts them on a lesson that they deem appropriate and they have to just move through um the scope and sequence that they have. Okay. Thank you so much for your presentation. Are there any questions? I I have a question. Um uh the PUF Lexa PDF form uh is it section one number one the program form isn't complete. Why is why is it
229not complete? I'll have to look into that. It should be complete. You're right. I I don't have the the document in front of me so I have to look at that. It's the the program utilization form. It's incomplete. I'm not sure how we vote on an incomplete form. It's a 12.7 PUF Lexia PDF. It's the page that says program utilization form section one. So there are five questions and there's no responses to those five questions. Um the only portion that's um has anything written into it is section two. So they're asking where are the responses to section one. The ones that we updated today. Yeah. Page page be that puff. That's what I just trustees. I believe Miss Sigers provided those documents earlier today and they'll be shared with the board. Oh, so then we
230would need copies of those because do we have copies of those, Abby? Uh, yes we do. Okay. Okay. Can we receive them? Uh, certainly. Standby. Yes. Uhhuh. That's interesting. Okay. So, possibly um everybody maybe needs to refresh. Is it possible? It's not good. Mine's mine still doesn't show. It still doesn't show it, but yours shows it. We're looking at that form. Yes. I'm glad someone is complet. So, you saw the placeholder that we uploaded that only has your Yeah. But she um I don't know. I guess so. This is filled out. Okay. Um who do you want me to? Okay. So, can we pause this and go to We're emailing. Okay. Okay. So, what we're going to do is we're going to go on to other action items and flip back to this one. Um,
231so that we're not waiting since it's almost 9. Yes, thank you. And I apologize for that. All right. So, moving on to item 13.1, adoption of declaration of need for fully qualified educators for the 26 27th school year. Do you have a motion? I make the motion to approve. I'll second. Okay. Any discussion? Hearing none. Roll call vote. I have a question. Um Dr. Rodriguez, maybe you can help me out here. Are majority of our new special education teachers new teachers? Is that why they're almost kind of the same amount as everyone else? If we put like multiple subjects, single subject together, we have almost the same amount in spid. So you're asking I'm sorry, repeat. So are we hiring this many new people that are technically unqualified? So we are hiring the people that
232you have noted are the people who are coming in on a waiver. Yes. And I would say a larger amount of new teachers are special education teachers. Yes. Okay. Any other questions? All right. Hearing none. Roll call vote. President Colon. Yes. Vice President Priest. Yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva. Yes. Motion passes unanimously. Item 13.2, adoption of the Stockton Unified School District initial proposal to the Stockton Pupil Personnel Association Incorporated for the 2026 2027 reopener contract negotiations and to authorize the district's negotiating team to proceed with negotiations. Is there a motion? A motion to approve. A second by trusty press. Seconded by Silva. Any discussion? Hearing none. Roll call vote. President Colon. Yes. Vice President Priest. Yes. Clerk Martin. Yes. Trusty Donaire. Yes. Trusty Perez. Yes.
233Trusty Stevens. Yes. Trusty Silva. Yes. Motion passes unanimously. Item 13.3. Approval of memorandum of understanding between Stockton Unified School District and the California School employees and its trans and its Stockton transportation chapter 885 regarding the summer 2026 attendance incentive and approval of the required public financial disclosure forms assessing the agreement's fiscal impact. Is there a motion? Motion to approve 13.3. I second. All right. Thank you. Any discussion? Hearing none. Roll call vote. President Cologne, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 13.4, Four, approval of memorandum of understanding between Stockton Unified School District and the California School Employees Association and its transportation chapter 885 regarding use of security equipment and Zoom Zum transportation system implementation. Is there a motion?
234Motion to approve. I'll second 13.4. Any discussion? Hearing none. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 13.5, ratification of the memorandum of understanding between Stockton Unified School District District and the California School Employees Association and its chapter 318 SCEA 318 regarding the new employee training program pilot. Is there a motion? Motion to approve. I'll second. Any discussion? Hearing none. Roll call vote. President Cologne? Yes. Vice President Priest? Yes. Clerk Martin? Yes. Trusty Donaire? Yes. Trusty Perez? Yes. Trusty Stevens? Yes. Trusty Silva? Yes. Motion passes unanimously. Item 14.1, approval to renew the Seesaw student engagement platform for grades PK, TK, and Kindergarten through 2 grade for the 26 27th school year. Is there a
235motion? I'll make the motion to approve. A second. Okay. Any discussion? Hearing none. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trustee Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 14.2, approval to renew the class link platform annual subscription, which supports single sign on for education for the 2627 school year. Is there a motion? Motion to approve. I second. Okay. Any discussion? Hearing none. Roll call vote. President Colon. Yes. Vice President Priest. Yes. Clerk Martin. Yes. Trusty Donaire. Yes. Trustee Perez? Yes. Trustee Stevens? Yes. Trusty Silva? Yes. Motion passes unanimously. Item 14.3. Approval to renew annual contract with Edupoint Educational Systems. Is there a motion? Motion to approve 14.3. I'll second. Stevens. Any discussion? Right. Hearing none. Roll call vote. President Gulon. Yes.
236Vice President Priest. Yes. Clerk Martin. Yes. Trusty Donaire? Yes. Trusty Perez? Yes. Trusty Stevens? Yes. Trusty Silva? Yes. Motion passes unanimously. Item 14.4. Approval to renew CISCloud cloud compliance suite and unlimited backup service for Google Workspace, formerly Google Apps for Education with CDW-G, for the 2627 school year. Is there a motion? Motion to approve. A second. Okay. Any discussion? Right. Hearing none. Roll call vote. President Golon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 14.5, approve the renewal of the annual subscription for the GoG Guardian Chromebook monitoring platform, GoG Guardian Beacon, GoG Guardian Admin, and Pier Pair Deck for the 2627 school year. Motion to approve. I'll second. Any discussion? Hearing none. Roll call vote. President Cologne. Yes. Vice
237President Priest. Yes. Clerk Martin. Yes. Trusty Donaire. Yes. Trusty Perez. Yes. Trusty Stevens. Yes. Trusty Silva. Yes. Motion passes unanimously. Item 14.6 approval of the S and B. James Construction, California Incorporated Incorporated deductive change order number one for the author Arthur Coleman building second floor tenant improvement project RFQP P number 26.008. Is there a motion? Motion to approve. Thank you. I'll second. Any discussion? Okay. Roll call vote, please. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 14.7, approval of notice of completion for the Arthur Coleman building, second floor tenant improvement project, RFQP number 26.008 008 with SN James Construction, California Incorporated. I have no idea. Is there a motion? I don't know what motion to approve. I'll
238second. Okay. Any discussion? Hearing none. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Okay, here we go. Item 14.8, approval of change order number one to the contract with CNW Construction Incorporated to procure and store theater equipment for the Chavez High School theater project utilizing arts block grant funding. Is there a motion? Motion to approve. A second. Okay. Any discussion? Hearing none. Roll call vote. President Colon. Yes. Vice President Priest. Yes. Clerk Martin? Yes. Trusty Donaire? Yes. Trusty Perez? Yes. Trusty Stevens? Yes. Trusty Silva? Yes. Motion passes unanimously. Item 14.9, approval of independent inspector agreement for professional services with United Inspection Incorporated for the PYA expansion classroom building project. Is there a motion? Motion to
239approve. I'll second. Any discussion? Hearing none, roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trustee Donaire, yes. Trusty Perez, yes. Yes. Trusty Stevens. Yes. Trusty Silva. Yes. Motion passes unanimously. Item 14.10, approval of amendment number one to the agreement for architectural services with architect Nika Incorporated for the L the LCAP playground projects at Roosevelt Hazelton and McKinley elementary schools. Is there a motion? Motion to open. I'll second. Great. Any discussion? Hearing none. Roll call vote. President Colon. Yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 14.11, approval of amendment two to exhibit C of the facilities lease in the lease lease back contract with landmark contractors. Contractors. It says constructors. That's why my brain's I
240want to say contractors constructors incorporated for the Filillmore Elementary School portable replacement project RFQP number 2608. Is there a motion? Motion to approve 1411. I'll second. Thank you. Any discussion hearing? None. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva. Yes. Motion passes unanimously. Okay, hang on, guys. We're almost All right. Item 14.12, approval of the CupKa CupCa agreement with Benton Fencing and Drilling Incorporated for installation of new perimeter fencing and the shared play space boundary of Edna Gleason Park and Spanos Elementary School. Is there a motion? I'll make the motion to approve. I'll second. Stevens. Thank you. Any discussion? Hearing none. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez,
241yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Okay. Item 14.13 approval of tips tips contract with Brualt Asphalt Maintenance Incorporated for asphalt repair crack seal seal coat and restripping at Bush and Hamilton elementary schools. Is there a motion? I'll make the motion to approve. I'll second. Thank you. Any discussion? Hearing none. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Thank you. Item 14.14, adoption of resolution number 2589 designating certain general funds as committed fund balances. Is there a motion? I'll make the motion to approve. I'll second. Thank you. Any discussion hearing? None. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens,
242yes. Trusty Silva, yes. Motion passes unanimously. All right. Thank you. Let's go ahead. Now that we have um the documents, I'm going to find that item number again. 12.7. Okay. 12. So that brings us back to 12.7. Approval to purchase Lexia Core 5 and Power Up subscriptions for all K through 8 elementary sites and high school individual licenses as needed. So now that we do have the agreement, do we have any further questions? Yes. I don't see anything in here that's going to give us data like there's no quarterly reports. There's nothing that says we reserve the right to add or delete sites etc. How are we monitoring? Um we would um we like I said the sites and we can monitor as we want to. We would also treat it as a KPI where
243it's a benchmark and we're monitoring our students progress toward um grade level standards, ELA standards. Um, so if you think of the cadence that we do with I Ready, that would be the minimum, but we would can, like I said with Alexia, you can pull the data at any time and we would expect that our sites and and um support our sites to pull that data um when they're having an SST, IEP, parent teacher conferences, anytime that they need to see take a check. And obviously um when we were talking about that on-time intervention, so as a regular instructional practice, does that um answer your question? No, I don't see anything in regards to quarterly data that we would be able to see on the board level. Of course, we want to pull that for
244individual students when we're talking about IEPs, all the etc. But not um classroom data, school data. None of that is here. It does have that at all levels. you can see district level, by school site, um and then by by teacher, by grade level that has that ability. Um and we do um at a district level at minimum plan on um pulling it the three times a year as we do. I would like to add in the past um we haven't had data presentations um but they're at the request of board when we do board agenda setting. Um, I don't know if that's something that's in in any of the agreements, but the ability is there and we as board leadership can set the calendar for when we want to have uh data presented to
245us. KPI KPI data. Yeah, because we do have I mean, yeah, it would serve as our ELA. And I will speak to I currently we do have a a KPI calendar that we try to that we um present on throughout the right when we have that data available. So we've been working with Lexi and we will be having a window right just like we had with with I Ready where we can look at it as an interim assessment at that moment in time. So we will be giving okay these are the windows of time because we want to be able to keep track and make sure that we know okay that they're on the trajectory to be successful. We also want to make sure our goal is to make sure that our students are reading
246on grade level right so it will also help us be responsive at that time and give our students what they need instead of waiting until the end as well. Is this going is this going to all school sites or are we again preserving the right to add and delete sites to this as we see fit? So it is this is for all K8s and then we have a pocket of licenses for our students um that need it in our high schools. So really the focus is that piece of um that early literacy all the way up And so they really are one one program, right? But then they have they differentiate for what the students need at those moments in time, right? As they're going through their their stages of literacy because Yeah. One thing
247we didn't mention in the presentation is with Power Up, it's it's basically more mature so that students aren't seeing cartoony type things. They start to see more mature um you know um I don't know content and for their interests, right? K through five interests and and attention and then six and up their attention. Correct. Yeah. And that's what we were hearing from um our our middle school students. If you were asking them when they're working on I Ready um their responses, they were not engaged. They actually did did not have nice things to say. I'm in classrooms all the time. And so that's kind of like the the mid school math that we're picking for middle school too is we're really trying to tap into what our students um are interested in and that will
248help level them because if we know if they're engaged in it then they're that's a factor we're not having to deal with as opposed to if they're like oh my gosh I have to do this again and then I have no control like Melissa said it's a true blended learning program where it's more personalized and students have they can actually be aware of what they need because they won't just always let them do the site wards, they will say, "Okay, you've had enough. Now you have to do what you really need over here, too." But um yeah. Okay. Thank you for that. Any further questions, comments? And then this is an organization that's out of state once again, right? They're out of Texas. Yes. Okay. M Do we want Do we have an answer for
249that? Well, yes. Yes. Yes. Okay. Well, yeah, their their company is, but they are nationwide and they have people that live right around here, you know, close by that can come and and support the team. Thank you. I think we've gotten our questions answered and we have the documents here. Now, I'd like to call for the vote. Um, do we have a motion? Motion to approve 14.7 or 12.7. Thank you. And I will second. Any further discussion? Hearing none. Roll call vote. President Colon. Yes. Vice President Priest. Yes. Clerk Martin. Yes. Trusty Donaire. Yes. Trusty Perez. Yes. Trusty Stevens. Yes. Trusty Silva. Yes. Motion passes unanimously. Thank you. Moving on to item 15.1. Student expulsion C28. Is there a motion? Motion to approve 15.1. Okay, I will second. Roll call vote, please. President Colon, yes.
250Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 15.2, student expulsion C29. Is there a motion? Motion to approve. 15. I second. Roll call vote. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 15.3, student expulsion C31. Is there a motion? I motion to approve. Okay, I'll second. Roll call vote, please. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Donaire, yes. Trusty Perez, yes. Trusty Stevens, yes. Trusty Silva, yes. Motion passes unanimously. Item 15.4, student expulsion C32. Is there a motion? Motion to approve. I'll second. Okay. Roll call vote, please. President Colon, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty
251Donaire, yes. Trusty Perez, no. Trusty Stevens, yes. Trusty Silva. Yes. Motion passes 61 with Trusty Perez voting no. Time is 9:07. I'll now adjourn the meeting. President clone and trust you.