May 12th, 2026 SUSD Board Meeting at 4:00 PM

001testing. Testing. Right. Good evening. It's now  4:00. I will call the meeting   to order. Christina will read the  language under public content. In order to help assure compliance with the  Brown Act and in order to make 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 the  school board meetings are important to Stockton   Unified School District and the community. SUSD  promotes the public's right to free speech and we   will want to make sure that all community members,  parents, and students are able to participate in a   safe environment. We want to ensure all community  members have a seat during the board meeting. We   will have

002the maximum number of chairs allowed  per fire code 132. We ask that members of the   public do not stand along the side of the walls  or block the walkway. Anyone standing up during   a 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. The podium is 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  the 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. This meeting  

003this 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.   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 will   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. Thank you. We'll move on to item 1.2. Roll  call taken by

004Christina. President Sophia   Cologne, present. Vice President Shauna  Priest, present. Clerk Patrick Martin,   present. Trustee Donald Daire,  present. Trustee Isabelle Perez,   present. Trustee Kennetha Stevens, present.  Trustee Frank Silva, present. Thank you. We also have our student rep present.  We can we call for uh Thank you. Uh yes,   Miss Kiana Labau present. Thank you. Uh  Mr. Jackson Brooks absent. Thank you. Okay,   great. Thank you. We'll now move on to item 1.3  student board representative report by Miss Kiana   Labau High School at this time. Thank you. Good  afternoon or good good evening. Uh last week   stack had their powderpuff event and food truck  frenzy for the students and community to enjoy   food and pl festivities. There's also established  a sitting game basketball where everyone had fun   whether they were on the court or cheering  on their teams. And

005this week, seniors are   hosting their last spirit week to say their final  goodbyes as audition is around the corner. And   STAX as also holding a Roshambo competition  for staff and students to play for a chance   to win an ebike. And then plus is also holding  an event called kindness takes the crown where   teachers are passing out tickets for students  that are showing good behavior or kindness   and the students can turn the tickets in to win a  free auto pop. Thank you. Okay, great. Thank you. Like to move on to item 1.4 student honore  Miss Allison Anderson. And I'd like to call   Mr. Osman Zarif, principal of  Weber Institute to the podium. Good afternoon board members, cabinet and  everybody else in attendance. Um, so again,   Osman Reef, principal at Weber Institute.  So I have the pleasure

006of introducing Miss   Allison Anderson who is a junior at Weber  in our health academy. Now, she transferred   to Weber in the 2025 2026 school year and she's  been so impressive. We still have her this year   um representing us here. So, she's a great  young lady. Um so, she started off at Stag   and she was the editor, I'm sorry, um  in her first two years of high school,   editor for the yearbook and a member of um various  clubs such as Key Club. So when she came to Weber,   she continued in those and so now she will be our  key president for next year and editor-inchief of   the yearbook committee and also which is um branch  of ASB leadership. So her ambitions revolve around   making a difference in her community for those  around her and taking any

007responsibility that   will purpose that impact. After high school,  she plans on attending one of her dream schools,   either UC San Diego or UC Berkeley, to follow a  career path in healthc care in the healthc care   field that resolves around those values. But until  then, she would like to do as much as she can with   the opportunity she has been given. So this  year, she will be the lieutenant governor for   Key Club and also ASB president during her senior  year. So, please welcome Miss Allison Anderson. Okay, I can start. Okay. When students  are given a chance to make an impact,   that is when they truly blossom to do so on their  environments. Hi everyone and good afternoon   to the entirety of the Stockton Unified School  District as well as its board. My name is Allison   Anderson

008and I am grateful to receive the chance  to be a student honore for Weber Institute. As   Mr. Zarif mentioned, my junior year has been the  very first for me at an alternative high school,   having spent my first two at a comprehensive one,  Stag. The experiences that I have gained from both   are held very deeply to dearly to the person I  have become. Yet the vast majority of them differ   completely. In the first year I have been able to  attend Weber Institute, my world has already been   opened up due to the sole fact that they were  willing to give me a chance. Before I had even   truly met with any of the teachers or staff and  hardly any students either, I was welcomed in to   speak at freshman orientation about Key Club. Even  as I was

009just as new to the school as the upcoming   class of 2029, I did not know that before me would  end up becoming some of my closest friends and I   would find myself in a community that pushes me  towards growth every single day. I believe that   regardless of each student's unique experiences,  every person standing up to talk about our school   would be able to describe the same three concepts  that have influenced our experiences indefinitely.   Inclusivity, the feeling of being believed in,  and community involvement. First and foremost,   fostering an environment for students to feel  welcomed into is one of the most important aspects   of an entirety school and for it to flourish.  Weber Institute has done this through a variety   of events, even including our Glacier Gala that  took place on February 20th. The inclusivity from   these

010dances are not derived just from the dance  floor alone, but also through karaoke as all it   takes is one song, a singular song such as Love  by Kesha Cole for each person to gather together   and sing in uniform. This sense of belonging is  characterized by students who know that after all,   each of us are there to lift one another up.  One aspect of our school that also tends to   gather a large group is our counselor's skills  at making matcha. Regardless of each student's   varying opinion, the serving of this never fails  to bring in even those who would originally not be   interested. What matters here from the Matcha My  Valentine and Friendship Bracelet Bar events that   took place on February 13th is that we have  school counselors and staff who simply care.   They understand what the

011students enjoy and  consistently make the effort to show up for us   even though the act of kind even through the act  of kindness by making matcha. This drink made its   appearance once again at a recent event we held  the mental health fair. It is one that required   constant preparation from ASB leadership students  as well as those from plus. Yet, with each   activity aiming to relieve the stress of those who  attended, we were able to slow things down during   a time of heavy workload with the last month of  school approaching. This took place on May 1st   and evoked creativity in those who organized the  event as well as excitement with the therapy dogs   in attendance to brighten up our day. Moreover,  the second concept that leads each of us towards   a path of growth is the

012trust that teachers have  in us to make our own impacts. We are constantly   encouraged to go the extra mile. It mean if it  means we will develop self-discovery and have   a greater understanding of ourselves. This is  portrayed in the length each club is pushed to   go. Our Skills USA chapter has grown to contain  71 members. And with the completion of regionals,   we had 49 students qualify for state and even  place in silver such as Alexander Lima in CTE and   Francisco Gomez for job interviewing. Receiving a  chapter of excellence as well, this club brought   its hardworking members and officers to travel  all the way out to Ontario. Though most of all,   it urged them to get out of their comfort zone  in a way that felt less scary. Those who decide   to commit themselves to competitions

013also serve  as a constant reminder to the rest of the student   body that there will always be less fear whenever  we enter in something together. The demonstration   of skills is not shown just through that one club  but also in college club with their abilities to   secure trips throughout the year to UC Berkeley,  UC Davis and UC Mercer. Preparation towards our   futures even just knowing that we are supported by  another can go so far in the choices we make later   on. It sets us up for success. And this club has  been able to motivate students to on the freedom   they have to build a life for themselves that  they can feel prideful over. Beyond this, they   have designed a Weber jersey that was released  out to many and encouraged school spirit. Finally,   with Key Club that

014I feel much personal sentiment  towards, we were able to finish off the term with   a completion of over 550 community service  hours. By becoming president of the club,   I was encouraged. I was welcomed in wholeheartedly  ever since the beginning. This countless support   encouraged me to run for the position of  lieutenant governor, which holds the role   of connecting various clubs in Stockton, Mantika,  Lethrop, and Tracy underneath one division. Before   I even had the slightest consideration of running,  I first was bathed in encouragement and kind words   from those who believed in me. I do not think I  could have gone through it and become elected as   I did without the everlasting belief in me that  my environment had. Furthermore, Weber Institute   takes pride in its community outreach. After all,  our connections are what bind us together every  

015single day. One of our most cherished bonds is  with the district itself and it is due to the hard   work that this board has put in to a point where  Weber Institute is excited to welcome the upcoming   gym. Although I I may not still be in high school  when it is built, I believe that every student who   gets to experience spirit spirit rallies, dances,  and the countless events that a gym opens up will   forever hold gratitude over this opportunity that  you have given us. Thank you from the bottom of   each student's heart for hosting that ceremony  and inspiring each of each of us in attendance.   Beyond this, it is crucial to keep some of our  biggest supporters in constant closeness with   school activities. Parents on the Weber Dragon  Weber. Dragons Instagram account. Parents are   regularly

016kept up to date with events, though we  actually invite them to show up as well. Lunch on   the Lawn is a bonding we held twice in this school  year. The more recent one being on April 17th. It   is a picnic style event that encourages parents  to see firsthand how it feels to be on our campus   and engage in fun projects that their students can  get involved. This transparency develops trust and   shows appreciation for those who support their  kids to pursue things greater than themselves.   Speaking of appreciation, teacher appreciation  week from the 4th to 8th recognized the   efforts made with de decorations above every door  customized specifically for the teacher that they   are. Students also came together for a video to  talk about their favorite teachers and those who   have impacted their lives for the better.

017These  bonds are cherish cherished so dearly as it takes   every single teacher, student, and staff member  to make Weber Institute what it is today. At last,   we would like to invite you all to our upcoming  spring carnival on May 18th from 2:00 p.m. to   3:30 p.m. Class of 27 will be fundraising hot dogs  and ice cream due to their own community outreach.   The event will also consist of SOA staff which  our lovely principal will be participating in.   The carnival games led by plus and ASB leadership  students will end the year off with sentiment   encouraging our school community to engage in  games that promote bonding just before summer.   To end off this speech, I would like to express  my own gratitude. Initially, when submitting my   application to transfer schools, I had the  slightest clue on what

018to expect. There was   no way for me to really know at the time what  the correct choice was or what was left in my   own journey. Yet, I came to a realization that  as long as you have the right people beside you,   every decision and step forward suddenly feels  so much easier. Immediately upon coming here,   before I even stepped foot in this campus, I  was welcomed so warmly that I will forever try   to create a similar space to anyone I end  up meeting. Regardless of my own efforts,   I feel reassured each waking moment that  the staff and students at this school have   never failed to do so already. Due to their  focus on inclusion and encouraging students   to branch out and discover their own interests,  we are given a chance to feel believed in. I

019am   forever honored to have been given a chance to  be a student at Weber Institute and to try our   counselor's matcha. Thank you to the entirety of  the SUSD board for allowing me to represent my   school today as well as this opportunity. That  is all. Thank you for listening to my speech. Thank you so much, Miss Allison. We'd like to  welcome you and your your family and um Mr. Sarif,   you'd like to anybody else who's supporting  you today to come up and take pictures. We're going to go on this side. Sorry,  it's okay. You did great. You did great. Okay, great. We will move on to item 1.5,  student recognition of migrant speech and   debate state finals awardees. I'd like  to call up Mr. Dr. Casey Coppenback,   assistant superintendent, educational  services department. Thank you. Good

020evening, President Cologne, board  of trustees, and Dr. Rodriguez. Um,   we have a truly inspiring story this evening  from our SUSD community that highlights the   incredible success of our students. Our migrant  students recently demonstrated extraordinary   commitment and academic growth. They earned  recognition for excellence in public speaking,   critical thinking and and import most importantly  their powerful multilingualism through speech and   debate competitions. These contests are powerful  spotlights on their dedication and resilience.   So this journey culminated in eight of our SUSD  migrant students being invited to the state finals   in Monterey, California on May 1st through 3rd.  Simply making it to the state level is monumental   enough, but it speaks volumes about the hard work  that they've committed to. Out of this impressive   group, we have we are thrilled to celebrate two  of our students who brought home major

021awards.   So this first one is Maximilliano Sera from  Weber Institute was a standout winning third   place in extemporaneous speech in English and  phenom phenomenal first place in prepared speech   in English. And the second winner is Maria  Gutierrez Munoz from Franklin High School.   Showcased her linguistic strength, securing  third place in a prepared speech in Spanish   and second place um a second um place in  extemporaneous speech in Spanish as well.   So we share this pride with their families, the  teams that supported them for migrant education,   and all the SUSD staff and mentors along the  way. It brings great joy to invite Miss Maria   Gutierrez Munoz and Mr. Maximilliano Sera to the  podium for recognition and to say a few words. Good afternoon everyone. My name is Maximiano  Ser Jr. My name is Maria Gutier Munosz and we  

022participated in the state competition at migrant  education in Monterey. So the competition in   Monterey was a phenomenal experience as we got to  experience many things that improved our cognitive   and public speaking skills. Yeah, I think it was  a great experience to um talk and connect with   other people. Um me for all these three years  that I've been participating, I met a great   people and friends throughout this journal.  So, uh when we went to the hotel in Monterey,   it was a phenomenal experience as we got to get  a variety of foods and we stayed in a luxurious   hotel in my opinion. In my opinion. Well,  okay. Well, throughout the experience, uh,   after in Sunday or Saturday, I forgot when it was,  but we got to go to the high school in Monterey,   and we presented our

023speeches in front of a group  of three judges with a timekeeper. These judges   would evaluate our prepared and extempiraneous  speech which would have a a ranges of times that   if you would go over it would deduct points or if  you would go lower it would not even count as any   points. Even though I've been participating for  three years, every year I've been feeling the same   nervous, but every time I gain more confidence.  So, you know, I think also I went for the food the   first time, but I decided to keep going because  of the experience and how these help me talk in   front of a lot of people. Lastly, to end off my  experience after I got the awards and I went to   the both ceremonies with the opening and closing  ceremonies, I realized that

024the experience not   only was impactful to my education but around the  whole experience in general. So just even getting   to communicate with my peers and teachers was a  phenomenal and impactful experience in my life.   Yeah, me too. And I so grateful the coaches that  having taught us all of through this experience   also um a lot of um people that I met there  that tell me their experience and how I learn   about them. I think it's very beautiful and  I would love to do it again. Thank you for   listening to our presentation. Thank you. Thank  you so much. We'd also like to bring you back   to take your picture, hand awards to you and  your family. Come on up for your pictures. Okay. Thank you. Like to move on to item 1.6, oral  suggestions regarding open

025session agenda items in   section one and close section session. Evette will  announce the number of public comments and request   each person to provide their public comment in  the order they were received. Abby will be the   timekeeper. Thank you, Madam President. We have  no public comments for this item. Okay. Item 1.7,   public employee discipline dismissal release.  Miss Smith, do we have any? We do not have any   items. Okay, great. Item 1.8, Eight. The board  will consider in close session item listed in   close session by Vice President Shauna Priest.  Item 2.1 public employee appointment certificated   government code 54957 resignation retirement job  abandonment appointment closed positions. Item   2.2 public employee classified government code  54957 leave of absence resignation retirement   resend employment offer. Appointment regular  employee closed positions. Item 2.3 adoption   of resolution number 25-79 release nonreelection  of certificated

026probationary employees. Item 2.4   public employee discipline dismissal release. Item  2.5 student expulsion. Student expulsion C-25.   Item 2.6 student expulsion. Student expulsion  C-26. Thank you. Great. Thank you. It is 4:26. The   uh I will now recess to close session.  Christina will read the oral announcement. The board will now recess  to close session. Thank you. Okay, good evening. It is now 5:51. I'll call the  meeting to order. Reconvening to public session.   Christina will read 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 will speak only  on a topic. Speak on a topic other than the other   than the agenda item currently under consideration  will be out of order. Board meeting protocols.

027The   safety and decorum of the school 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. We   want to ensure all community members have a seat  during the board meeting. We will have the maximum   number of chairs available per fire code 132. We  ask that members of the public do not stand along   the side of the walls or block the walkway.  Anyone standing up during a 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 was standing will have a press  credential clearly visible. There is a podium   positioned in

028front of the first row of chairs.  No one other than the person who was 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.   This meeting is being recorded by audio and  video and the meeting is being broadcast over   YouTube and such recordings and broadcastings may  capture images and sounds of those attending the   meeting. 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

029causing   the 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 meeting. After the   meeting is concluded, we ask community to clear  the lobby area in a respectful manner. Thank you. Thank you. We'll move on to item 4.1,   pledge of allegiance, led by ethnic studies  club students from Edison High School. Everybody, please stand. Speak along with us.  You guys ready? All right. I pledge allegiance   to the flag of the United States of America  and to the republic for which it stands,   one nation under God, indivisible,  with liberty and justice for all. Uh May is Asian-American and Pacific Islander  Heritage Month and our ethnic studies club, we're   always trying to learn about different cultures.  because, you know,

030Stockton is so diverse and   we've tried to go on different field trips this  year to learn about the Asian-American experience   here in Stockton. So, two of my students will  share about some of the field trips that we've   gone on recently and what we've learned about uh  the Asian-American experience here in Stockton. My name is Cindy Lopez and I'm here to  share about the Cambodian experience that   we've learned through our ethnic studies  club through we've been on a field trip   um for Cambodian experience. We've visited the  Buddhist temple, um, two nonprofit organizations,   and their exhibition in the museum here in  Stockton. Personally, I think that this experience   helped us understand more about a culture that  we really don't know because they've been,   excuse me, they've been here for a little amount  of time. And I think

031that because they've been   like forced out of their country and have been  kind of forced to rehabilitate here in Stockton,   they've had to slowly build up their history here  um as a culture. And I think that because we have   so many of these students in like various  um schools here, I think it's important to   learn about like who they are as people, their  struggles, and the way they've shown resilience.   Um personally I didn't know that much about um the  Camil people at all actually but through the field   trip I actually got to learn different aspects  about their life such as religion um education   um also just like their struggles um politically  um and yeah I just think that this field trip   was a really um beneficial for the students here  who really didn't know much

032about their culture. Hello, my name is Raymond Roa and I would like  to talk about the Little Manila field trip that   ethnic studies was uh bring us. Uh I would first  like to say I'm very proud to be a part of the   ethnic studies community in Edison. And I feel  like these field trips are able to teach all   of us about different cultures and different  perspectives that uh we have here in Stockton.   and the Little Manila field trip were able to show  me things that I didn't know personally as it is   uh my culture. I didn't under I didn't know  the things that little we had to go through   before with uh trying to destroy the community the  Filipino community back then with the highway. But   even still, even still that uh the community  was

033able to thrive and able to strong enough   to persevere and many of that things still  show today. And I feel like ethnic studies   uh is able to preach and teach us about  those things that uh maybe we wouldn't   know if we weren't a part of the club or the  community. And I feel very grateful that uh   it is able to teach us these things.  And I'm very proud to be part of that. We do have a couple of awards for you if you'd  like to come up and also with um your family.   Anyone you would like to come on up and receive  your award with your uh area trustee Perez. Okay, thank you so much.  We'll move on to item 4.2,   action taken in close session  by Vice President Shauna Priest. Item 2.1, public employee

034appointment  certificated government code 54957,   resignation retirement appointment. Motion to  approve passes unanimously. Item 2.2 public   employee appointment classified government code  54957 leave of absence resignation retirement   resend employment offer appointment closed  position. Motion to approve unanimously. Item 2.3, adoption of resolution number  25-79, release non-reelection of certificated   probationary employees. Motion to approve. Motion  carries 61 with a no vote from Trusty Priest. Item   2.4, public employee discipline dismissal release.  Classified substitute dismissal. Motion to   approve. Item carries 43 with no votes from Trusty  Martin, Trusty Perez, and Trusty Priest. Item 2.4,   public employee discipline dismissal release,  classified substitute dismissal. Motion to   approve unanimous. Item 2.4, public employee  discipline dismissal release, classified bus   attendant transportation probationary release.  Motion to approve unanimously. Item 2.4,   4 public employee discipline dismissal release  classified noon duty assistant probationary   release motion to approve unanimously. Item

0352.4  public employee discipline dismissal release   classified noon duty assistant probationary  release motion to approve unanimously. Item   2.4 public employee discipline dismissal release  classified noon duty assistant dismissal appeal.   Motion to approve unanimously. Item 2.4 4  public employee discipline dismissal release   classified teacher dismissal and unpaid  suspension. Motion to approve unanimously. Thank you. Item 4.3 order of order of agenda.  Evet will read the oral announcement. Thank you,   Madam President. This is the opportunity for  the board of trustees to make any changes to   the order of agenda. Otherwise, the  order of agenda will be as published. I like to move item. Uh 8.1 up. I like to move it up after the consent calendar. So, we have a motion on the floor  to move up item 8.1. Yeah. I motion   to approve item 8.1 up uh after  the consent

036calendar. A second trusty press second. Thank you. Thank  you for your clarification. Uh any   further discussion? Any other items?  Okay. Hearing none. Roll call vote,   please. President Colon, yes. Vice President  Priest, yes. Clerk Martin, yes. Trusty Daire,   yes. Trusty Perez, yes. Trusty Stevens, yes.  Trusty Silva, yes. Motion passes unanimously. Okay. Um before we move on to item 5.1, I would  like to call uh Dr. Susanna Ramirez, assistant   superintendent of student services for an  announcement regarding uh family resource center. Is it on? Yeah. I'd like to make an announcement  about the Family Resource Center. On the contrary   to some belief, the Family Resource Center  will not be shut down as it delivers high   value services that directly support student  success, family engagement, and overall community   well-being. Its continued operation aligns  with our priorities and commitment to

037families. Thank you. Item 5.1, oral suggestions  regarding open session. Evette will   announce the number of public comments and  request each person to provide their public   comment in the order they were received.  Abby will be the timekeeper. Thank you,   Madam President. I currently have eight items  uh comment cards that pertain to agenda item   8.1 and I do have three additional cards  that pertain to agenda item 7.1 which is   a public hearing and I will hold on to those  three comment cards uh for the time of the   agenda. Okay. The first comment card regarding  agenda item 8.1 is from Miss Rosalva Mendula. Superintendent Dr. Michelle Rodriguez. orient.chech. Good evening. Good evening, honorable board  members and Dr. Michelle Rodriguez and President   Sophia Cologne and all the members. I am here  to express my concern about the possibility of  

038closing the family resource center. This place  is very important to me, to many families,   and to students because it offers support,  guidance, and resources to the community. I'm sorry. I would respectfully request  that you consider this decision and take   into account the impact it will have on families  who depend on this center and its services. Many   people deeply value this center and hope that  it remains open to help anyone in need. We are   very pleased because parents in in this district  have benefit have benefited from the services and   we feel more empowered than ever. Thank you for  listening to our concerns and for uh your time. The next comment is from Miss Lorenna Duran. Good evening, members of the board and  superintendent. I'd like to take a moment   to highlight something that is making a

039real  difference in the lives of families and people   like me and this is the family resource center.  Uh the family resource center is more than just   a physical space. It is a bridge. It connects  families to schools to resources and to each   other. It it had connected my family to  resources and to other families. It is   definitely a place where I can voice my opinion  and where I feel safe. Uh for many families,   especially for those who may feel uh disconnected,  this is true. The family resource center creates   a sense of belonging. It says you are welcome  here. You are part of this community and your   voice really matters. And that sense of belonging  is not just a nice idea. It is it has real impact   a real impact on all of us parents. So

040when  families feel connected as students feel   supported when students feel supported they are  more engaged and when they are more engaged we   see improvements in emotional well-being  academic performance and overall success.   And many of us parents, we can prove to you that  our children have been successful and the family   resource center has been part of the success.  The research is clear, but more importantly,   the life experiences of our families confirm it.  Community matters and family resource center,   it is part of our community and it deserves to  stay here. And I'm not saying that it's perfect.   there's always room for improvement and and  we're willing to work with them. Thank you. The next comment is from Adela Fernandez. Buenes, superintend Dr. Rodriguez. fortold. Momentos. Familiar information. Miss Familia. Gracias. Good evening. Good evening, uh, President  Sophia

041Cologne, Dr. um, Michelle Rodriguez,   and board members. I want to share what  the family resource center has meant to   me personally as a parent in Starton Unifi. From  the moment I first walked into the F FRC center,   I felt welcome. The staff all the staff  always greet me with kindness, patient,   and willingness to help. I came to the center  to learn how to support my child's success in a   school to understand district initiatives and to  connect with other parents. The F FRC center has   become a place where I feel informed, supported,  and part of this district community. There have   been times when I faced family challenges as well  as challenges with my child's education and the   school alone couldn't resolve the issue.  In those moments, the F FRC center became   the bridge that helped me

042find solutions. They  guided me through process I didn't understand,   connected with the right people. I was connected  with the right people and made sure concerns   were heard and validated. Without their support, I  would have felt lost. I'm sorry. The F FRC doesn't   just help with information. They help families  uh feel seen. They help us navigate systems that   can be confusing. They help us advocate for our  children. and they help us feel like partners in   our child's education, not outsiders trying to  figure out things out on our own. For families   like like mine, the F FRC center is not optional.  It is essential. It is a lifine, a support system,   and a trusted place to turn when we need help. I  urge the board to continue supporting the family   center so that families across the district

043can  continue receiving the guidance, connection,   and care that I had received that make such a  difference in our children's lives. Thank you. The next comment is from Irma Rubio. Buora Rodriguez. Express. Um, participade because Social economic participant. social particip incentivist particip econom. Socialific. system. Direct financas. Familiar supern Franklin High School. Okay. Okay. Okay. Uh, good evening, Dr. Michelle Rodriguez,  President Sophia Cologne, board members,   and everybody here. Uh, I am here today to express  my strong support for the family resource center   within Stockton Unified School District. The F FRC  serves as a critical connection between schools,   students, families, and the community, especially  for families who face language, economic,   cultural, and educational barriers. The center  plays an essential role in strengthening family   engagement, improving communication between  home and school, and empowering parents to   become active participants in

044their children's  education. FRC staff help families understand   school policies, access academic and social  emotional resources and navigate challenges   that directly impact student success. They also  provide a consistent welcoming district presence   at school and community events. Without this  support, many families would be left without a   clear pathway to engage meaningfully in their  child's uh learning experience. The F FRC's   uh worked also directly contributes to improved  student outcomes. Research consistently shows that   students perform better academically, socially,  and behaviorally when families are actively   involved in their education. The F FRC builds  trust between schools and families. Encourage time. Thank you. Thank you so much. The next comment is from Nasia Aldrit. Good evening, President Cologne, members of  the board, and superintendent Dr. Rodriguez.   My name is Nasia Alete, and I serve at the  Family Resource Center within our

045district.   The Family Resource Center was created to address  barriers that affect student success outside the   classroom because we know students cannot fully  engage in learning when their families are facing   housing instability, food insecurity, mental  health crisis, transportation barriers, or other   hardships at home. During the 2025 2026 school  year alone, the Family Resource Center connected   with more than 15,352 families across Stockton  Unified through 217 workshops, events, and parent   engagement activities. We served over 10,522  participants, reflecting the trust families place   in these services. The center also provided direct  support to families in need by distributing over   8,952 grocery bags, that's more than 84,800 pounds  of food, and over 2,70 books to promote literacy   and learning at home. In addition, 212 home  visits allowed staff to meet families where they   are and connect them with critical resources and 

046support. These numbers are more than statistics.   They represent students arriving at schoolfed,  parents becoming more engaged in their children's   education, and families receiving support during  moments of crisis. The work at the family resource   center reflects this district's commitment to LCAP  goal 2, supporting the whole child, whole family,   and whole community. That is why it is concerning  to see the value of this center questioned in ways   that may not fully reflect either the data or the  lived experiences of the families we serve. While   there may be different differing perspectives  regarding the structure or operation of the   center, I urge the board not to let organizational  challenges overshadow the measurable impact the   family resource center continues to have  throughout our district. The families   we serve can speak to that impact. The data  clearly reflects that impact and

047our community   partnerships continue to reinforce that impact.  If there are still questions about the necessity   of this center, I respectfully encourage members  of the board to engage directly with the community   before making a final decision. Visit the center.  Speak with our parents, students, community   partners. listen to the people who have directly  benefited from these services because ultimately   this decision is not simply about restructuring  services. It is about determining what kind of   district we want to be. The idea of transitioning  family resource center services to school sites   will not eliminate the need our families face.  It would only reduce the district's capacity to   respond to them at a time when school sites are  already managing significant responsibilities and   may not have the centralized capacity to provide  the same level of coordinated support. Thank you. The next

048comment is from Miss Stephanie Zuluetta. Hello. Good evening, board president Cologne,  board members, and superintendent Rodriguez. My   name is Stephanie Zoetta, and I am a staff member  at the family resource center. I want to highlight   two key district collaborations that demonstrate  how the F FRC has significant significantly   supported families across Stockton Unified. From  July to December of 2025, the F FRC partnered   with child nutrition services to assist families  eligible for Sunbuck's summer EBT program. While   child nutrition identified eligible households,  the success of this initiative depended on F FRC's   hands-on support, helping parents troubleshoot  signups, resolve missing benefits for individual   children, and navigate the process. Through  this collaboration, the F FRC supported over   100 families, including 40 plus parents at  an F FRC parent coffee hour and more than 60   parents walk in at our center.

049Without the F FRC's  direct involvement, families would have struggled   to access these benefits and school sites would  have been overwhelmed with Sunbug related issues.   Another strong example is our collaboration with  technology and innovation. Since early 2024,   both departments have worked together to  transition families from paper beginning   of the year packets to digital completion  through parent view. Beginning in spring 2024,   F FRC prepared families from over 20 schools  for this shift by helping parents create parent   view accounts, often returning to school sites  multiple times to ensure every parent who needs   support received it. By the by the 202526 school  year, F FRC have assisted over a thousand parents.   This transition simply would not have been  possible at scale without the F FRC, which works   side by side with TI and school sites to help  parents create

050and restore parent view accounts   at site coffee hours and school events across the  district. The F FRCC effort not only dramatically   reduced the workload on school sites, we ensured  families could access and complete the beginning   of the year packet, a critical process that  provides schools with accurate emergency contacts,   health information, and other essential details  needed to keep students safe and supported.   In the tws also in the 202526 school year the  district also transitioned to parent square   as the primary communication platform. F FRC  supported in this roll out by assisting over   375 parents and 15 school sites ensuring families  could report absences and stay informed about   school and district activities. FRC staff also  taught parents how to navigate the platform,   use its key features, and communicate  with schools in their preferred languages,   making sure families time

051fully access and  benefit from the new system. Thank you. The next comment is from Miss  Angeles Romero de Cortez. Cortez, the record. Good evening board members. It is very sad that they take away and not add. This pattern is very dangerous. As Hispanic and Latino parents, we need people to support us. when we have needs for our uh  children and schools support and yes it is necessary to improve  or restructure it's it's good but do not close the location. Thank you. The next comment is from Miss Lucila Mendulsa Buenardes. Sophia Dr. Rodriguez continue. Um, good evenings  uh, President Sophia Cologne,   board members and Dr. Dr. Michelle  Rodriguez. My name is Lucia Lucila   Mendoza and I'm here to give my testimony about  the benefits that the FRC centers provides. When my mother passed away, this  um

052center offer conferences that   help me emotionally. If I am feeling well  emotionally and I'm emotionally stable,   my children and those around  me will would feel the same. Mathemat when she was in school always had  trouble in math. Someone at the F   FRC center mentioned she was good in math and  she was willing to help me with my daughter. Gracias. Also, when my daughter was in high school,  she did her community services hours at FRC.   I felt comfortable for her to  complete her community service   hours in this center because she was  in a safe place. Gracias. Gracias, Madame President. That concludes  comment cards under agenda item 5.1. Thank you. Item 5.2, oral suggestions and comments  from the community regarding non-aggenda items. Individual speakers shall be allowed three  minutes to address the board. The board   shall limit

053the total time for public input  on each item to 20 minutes. Madame President,   I have 10 cards under this item.  The first comment comes from Miss   Gemma Cheni Rodriguez and Galilea Ortiz uh  Garcia regarding renovating HCA's building. Good evening. My name is Gemma and my partner's  name is Galilea. We come from Healthc Careers   Academy. Today we want to talk about our school's  building. After discussing with our peers on how   we can improve our school, we noticed that the  main issue is our facility. We have found many   things that contribute to this topic and we  believe our school's campus is not equitable   for our learning. Our school has non-updated  restrooms and not an equal distribution of   air conditioning and ventilation as well as an old  and non-updated building. We have found a research   study that proves

054that a school's environmental  conditions including the heating systems   inaccurate ventilation and poor lighting affects  the health and learning as well as the moral of   students and staff. Another research study finds  that sustainable schools and the good qualities   of lining site planning, indoor air quality  and healthy build healthy building materials   and the use of renewable energy benefited  school student achievement. Along with this,   the safety and building requirements for a school  according to the California code of regulations   that are that every classroom has to be at least  960 square ft unless it's improved by the state   superintendent of public instruction. Locker  and shower facilities are needed to accommodate   students and needs to be at a good size so  students are able to change each period.   Restroom stalls must be sufficient to accommodate  the maximum planned enrollment. So

055there's not   only one student fitting in the bathrooms. We  believe this is very important issue because we   are a great school with good academic scores  making us number seven in the ranking for   SUSD for being a high performing school. Our  school is not getting the proper attention it   needs compared to other schools particularly  wealthier and better-l lookinging schools.   Based on the research my team collected, it is  found that the plaintiffs claim those districts   are among hundreds that cannot raise enough  money through property taxes to create safe,   healthy, and modern and inspiring learning  environments. They patch and repair triaging   facilities that in many cases should be tore down  and rebuilt. We even found a public interest law   firm that filed a lawsuit against the state of  California, stating that its program to subsidize   school construction peruates

056vast inequalities for  students in lowwealth communities. A student named   Melani Laxani Rodriguez said that the California  Constitution promises every student a safe, clean,   and equitable education. That includes  the buildings we learn in right now.   The promise is being bro bro bro bro bro bro bro  bro bro bro bro bro bro bro bro bro bro bro bro   bro bro bro bro bro bro bro bro bro bro bro bro  bro bro bro bro bro bro bro bro bro broken for   students like me and thousands others across  the state. This is all stating the fact that   California is prioritizing big wealthy  schools rather than old average schools   like ours. This concludes our reason  for the need to change our school and   please help make it a better place for  our classmates and staff. Thank you. The next comment

057card is from Angel Ornelis  Tavar and it's regarding Franklin Abbott. Uh good evening uh Superintendent Rodriguez,  President Cologne, Vice President Priest, and   all the school school board members. My name is  Angel Ornellis Tovar, and this is my story. Four   years ago, if you had told me that I would one day  stand before the school board preparing to attend   University of California, Santa Barbara, I would  not believe you. When I first started high school,   I honestly didn't think I would graduate. I  thought I would probably drop out. And in my mind,   the best case scenario was simply finishing high  school. My parents didn't think I would continue   past continue school past 10th grade. And I  didn't really think about college at all. I   felt lost and I didn't have the support system  to help me believe

058that I was capable of more.   Then I was put in AVID and although I didn't know  at the time, it was one of the best things that   ever happened to me. Avid changed the direction  of my life. It kept me on track academically,   but more importantly, it helped me realize that  realize my potential. It gave me the tools to   chart my own success. It helped me understand  how far I was truly capable of going. AVID   prepared me for more than just college. It  prepared me for life after high school and   helped me create a real plan for my future.  Today, I'm proud to say that I've earned over   $180,000 in scholarships and was admitted  to eight out of 10 colleges. I applied to this fall. I will attend UC Santa Barbara for  less than 4,000

059a year, including housing,   meals, books, and living expenses. I also  selected I was also selected as a promise   scholar and as an EOP participant even though  but even after being accepted I was scared. I   had never been to Southern California before  and the idea of moving hours away from home   felt overwhelming. That's why college  chores matter. Thanks to my AVID teacher,   Miss Brown, I was invited to attend  a Southern California college tour.   That experience completely changed the way I  viewed my future. I got to explore the area,   visit campuses, and picture myself here, picture  myself there. I realized Southern California   wasn't this terrifyingly unknown place. I  realized I could fit in there. Suddenly,   college became a real impossible instead of  a distant and intimidating. Uh, programs like   IT and AVID also gave me opportunities to

060grow  outside the classroom. Through community service,   leadership opportunities, and public speaking, I  found confidence, purpose, and brotherhood that   made me feel like I belonged. I stand before  you today as proof that these programs work.   Students don't just need acceptance letters. We  need uh opportunities to see ourselves in college   on college campuses and support to get there. We  need programs that help us believe that we belong   there. in investing in programs like AVID and  IIT is investing in students like me. Students   just need the chance to realize their future can  be bigger than they ever imagined. Thank you. The next comment is from Julia  Varela regarding H.B.CU tours. Good evening. My name is Julia and before I start,  I just want to say I'm definitely going to cry.   Um, but when I first came to Franklin

061High School,  I was a scared freshman who didn't know anyone. I   honestly I honestly didn't know where I fit in  or what my future looked like. But then I was   placed in AVID and that changed everything.  AVID taught me the importance of leadership,   involvement, and believing in myself. It pushed me  out of my comfort zone and encouraged me to take   opportunities I would have never considered  before. And because of that encouragement,   I joined Plus. Through Plus, I gained  confidence, learned how to connect with people,   and grew as a leader. During this time, I was  diagnosed with clinical panic attacks. It was   one of the hardest periods of my life.  When I shared this with my AVID teacher,   Miss Brown, she immediately helped me connect with  resources at Franklin. Because of that support,   I was able

062to develop a 504 plan and begin direct  support with our site clinician, Mr. Heredia,   and our wellness center coordinator, Mr. Allen.  That support system helped me realize I was   capable of more than I thought. I later joined  BSU and eventually became the vice president and   later on the parliamentarian of BSU. Because  of my involvement, I had the opportunity to   attend the H.B.CU college tour. On that trip, I  visited Alabama State. The moment I stepped onto   that campus, something clicked. For the first  time, I could truly picture myself in college.   I love the size of the campus, the environment,  and especially the fact that they specialized in   education, which is my passion. As soon as we got  back on the bus, I pulled out my phone and started   my application. Miss Brown was on the trip,

063and  she helped me download my transcript and complete   everything right there. This process wasn't  easy, but Miss Brown's encouragement wouldn't   let me give up my dream. Today, I'm proud to  stand before you and say that this August,   I'll be flying back to Alabama to officially  become an Alabama State Hornet. I want to take I want to thank the people who helped me get  there. Mr. Sora, my PL teacher, Mr. Omar, the   BSU adviser, Miss Brown, my AVID teacher, and Mr.  Heredia, Mr. Navaro, and all of you. Because of   programs like AVID and BSU and opportunities like  college tours, students like me are able to see   possibilities bigger than our fears. College tours  are not just field trips. They're life-changing   experiences that help student discover where they  belong and what they are capable of. Thank you.

064The next comment is from Miss Angeles Romero  de Cortez regarding Franklin High School. Okay. See Buley Padres. foresandal Franklin Ashley Franklin note. Levelch. Franklin High School. Uh, good evening. Um, as a parent, I would like  to be given more time here to give a presentation   like Miss Ashley Frades. Uh, sure, not quite  perfect, but with the truth and the evidence   to be able to convince, uh, the board. Uh as  parents that's the one thing we have the least   a voice and the opportunity to defend ourselves.  Uh I said it that they have claudius solis in   the school site council without having a right  which violates the bylaws and the codes of the   education system. Since the school site council  meeting that took place on November 18th, 2025,   uh, Miss Ashley Freight uh, arrived taking  almost

065total control of the school site council   meeting. A total of 11 meetings um, here are  approved, which she has papers to provide. Uh,   the Franklin administration has failed once again,  violating our rights as parents. I've came to five   board meetings and I still don't have an answer.  Where is the SPA without a date that Miss Ashley   Freight says she would provide us with? Uh the  April 2nd meeting was approved on May 5th, 2026,   we were provided the SIPA dated August 26, 2025.  It is a joke and a violation from the Franklin   administration. At the May 5th meeting, we  also talked about the 2627 SPA. We haven't   finished one, right, and are already on to the  next. Uh, next Friday, May 15th, we will have   another meeting, which makes it meeting number 12.  In less than

066a year, I need in less than a year. I   need the SIPA uh without a date not dated with  August uh 26 of 2025. also uh to please ensure   that it is given to all parents from Franklin High  School with the without the date of August 26,   2025. The SIPA was not on the May 5th, 2026 um  agenda. Uh there is no explanation. Um thank you. Next comment is from Miss Brenda  regarding Franklin High School. Um Abby,   just a moment. I thought um she had  documents to provide to us or No, no, she's saying that she had documents for us. Franklin High School. So, she does have the um she brought them  she to her. She's expressing that they are   pure gold. Uh she's not wanting to  bring them in, but if you'd like,   she

067can prepare a packet and bring them  in. Yeah, that would be perfect. Yes. Thank you. Is Miss Brenda here? No.  Okay. Miss Brenda left. Um the next   comment is from Miss Monica Molivarez.  Uh regarding board roles. She also left.   Okay. Uh the next comment is from Miss  Lorenna Duran regarding SUSD policies. Good evening board members and super dear  superintendent. I would like to go back to August   26, 2025 when the board approved the Franklin  High School SIPA without the school site council   approval. Um so when the SIPA is approved without  the school site council um approval and the board   approves this he brings many questions into my  mind. So is the plan still considered valid?   What protections are in place to ensure compliance  and most importantly where is that accountability?   So I leave you with

068those questions and move to  my next um item. I'm here today to speak about   something fundamental to equity and accountability  in our schools which is transparency. Across   Stockton Unified School District, we have a  structures in place that are meant to elevate   family voice specifically the ELAC, the English  learner advisory committee and the schoolside   council. These groups are not symbolic. They  are legally and ethically essential. They are   designed to ensure that families, especially those  historically underrepresented, have a real voice   in decision making. So we need we need really we  really need a clear enforcable policy requiring   every stock unified school district to post all  their ELAC and all their school side council   minutes and agendas at their websites. This is  not happening. And we parents, we need to know   what is really happening in our schools.

069We need  accountability. If you want to fix something,   you can start from there. We need a policy that  makes every schools are cancel accountable. We   need to see what is happening in our schools. So,  I encourage you to work on that policy. Thank you. The next comment is from U. Maria Moreno regarding  reduction of counselors at Chavez High School. Hi,   Miss Marcy. Sorry, that's okay. Um, good evening.  My name is Marcy Marino and I'm a counselor at   Chavez High School. I would like to address the  board concerning concerning the reduction of a   counselor at Chavez that we found out about  last week. Chaveet is is not a school with   declining enrollment. We are expected to have  over 2,000 students next year as many students   have transferred from other comprehensive high  schools. The district adopted the

070ASKA counseling   model which recommends a ratio of 250 students  to one counselor yet all our comprehensive high   schools have the same amount of stu of counselors.  SAG is projected to have 1,500 students that is a   difference of 500 student students which would be  two counselors. The reduction of a counselor at   Chaveed Chavez would affect students getting the  support they need to graduate from high school,   attend college, and get the f financial aid  they need for postsecary plans. It will also   significantly affect the amount of time  counselors have for tier 2 interventions   such as small groups and student check-ins. The  school counselors work in the domains of academic,   college and career and social emotional, all of  which are critical in high school. As a district,   we are always adapting new exciting  programs such as the ethnic

071study classes   um available to count for US history, increased A  through G requirements for high school students,   um new dual enrollment programs so our students  attend can attend college and high school at the   same time and and many more. Um the school  counselors are in the front line making sure   parents and students understand these programs  as well as the attention to detail to make to   navigate the everchanging transcripts. I wanted  to make I wanted to speak to the board today   to make sure um you are aware of this reduction  and how it will affect the students. Thank you. The next comment is from Miss Stephanie  Alaro regarding reopen uh swimming pools. Hello, my name is Stephanie Alro. It's been  a while since I've been here. Uh thank you,   President Colin, uh Superintendent, uh Dr.  Rodriguez,

072and the remaining trustees. Um so,   basically, I'm just here to talk about  the polls. I know it's getting really   hot these past couple days. It's been  about 90 91°. Um so many of our schools   um in the next couple weeks are going to be out  on summer vacation. So a lot of our kids in the   areas don't have pools. Um I know that some of  the kids they do go to our neighborhood pools,   but some of the the children that are in deep east  don't they don't have the access to our you know   the pools, public pools. So I think by opening  you know stock unified school district pools   I think that would be a beneficial to our kids  and families. Um I also know that um not having   access swimming pools in neighborhoods south

073of  Hardingway background backyard swimming pools   are very sacred especially way on the pockets of  like I said East Stockton. Um I think by opening   Franklin Pool and also um Chavez's pool would be  a great benefit knowing the fact that these pools   haven't been open for about 3 years. Um a lot  of the funds you guys are wanting to allocate   to city of Stockton for this for you guys to  open your pools, but you guys are also going to   um the Red Cross for money as well. and to get um  lifeguards, you know, for the kids too. But um the   issue that you guys are facing is the funding and  operations of the districts for your guys' pools.   So you guys are using money for resources of  obviously things that are needed for the students,   but

074why are you guys not trying to allocate  money that you guys have stored somewhere? Use   some of those allocated money for opening your  guys' schools. That's basically it. Thank you. The next comment is from Dr. Angela  Pasqual regarding schoolboard elections. Good evening board trustees, Dr. Rodriguez and  the sitting cabinet. My name is Dr. Angela Pasqual   and I'm currently the current vice president  of Stockton Teachers Association and I'm the   incoming president of STA. I would also like  to acknowledge our incoming vice president,   Miss Sylvia Kentu. Today, I stand before you  to announce that the STA trustee recommendation   process for the 2026 election cycle will open the  second week of June 2026. STA is comprised of more   than 1,900 dedicated permanent, probationary,  and substitute teachers who work every day to   serve the diversities of the students and

075families  of Stockton Unified School District. As a union,   we recognize the value of a diverse, informed,  and public education friendly school board. To   that end, STA remains committed to identifying  and supporting proublic school board members.   STA believes that through honest dialogue,  mutual respect, and shared accountability,   we can collectively strengthen our schools and  better save our better serve our students and   community. As part of the process, incumbent  trustees will receive an official invitation   via email to participate in the STA recommendation  process. Community stakeholders residing in areas   2, 5, 6, or 7 who are interested in seeking an  STA recommendation are encouraged to visit the   Stockton Teachers Association website for  information on the recommendation process   or directly um contact the STA office for  information. STA remains committed to an   inclusive process that values community voice,  educational advocacy,

076and strong public school   leadership. As a collective, we believe that  when we work together, Stockton Unified School   District can continue to rise stronger together.  I look forward to hearing from you. Thank you, Madame President. That concludes  comments under agenda item 5.2. Okay,   great. Thank you. We'll now move on to item  6.1, approval of consent items. Evette will   read the oral announcement. Does any  trustee have any item they would like   removed for separate consideration as an  action item? After items are removed for   separate consideration, there will be a vote  on the consent items without any discussion. Okay. Uh yes, I would like to take a  look and pull um 6.21 as well as 6.42. I would like to pull um just a second. Just are  you asking to pull as remove or um pull make it  

077action item? Make them action items. Okay. Uh can  you repeat them again? Uh vice president, please.   Yes. 6.21. Okay. And 6.42. 42. Got it. Okay. Thank  you. I would like to pull 6.3 as an action item. 6.3. The field trip. Apologies. 6.10. 6.10. Apologies. As an action item. I've got it. Okay. Okay. Um,   just to make sure, we're we're pulling the  following items for action. 6.10, 6.21,   and 6.42. Is that correct? Three. Yeah. Yep. Okay.  I motion to approve the consent calendar. Oh, yeah. I make a motion to approve the  consent I calendar, moving items 6.10,   6.21, and 6.42 42 to action. I'll second. Okay, we have a motion in a second. Any  discussion? Okay, hearing none. Roll call   vote. President Cologne, yes. Vice President  Priest, yes. Clerk Martin, yes. Trusty Daire,   yes. Trusty Perez,

078yes. Trusty Stevens, yes.  Trusty Silva. Yes. Motion passes unanimously. Okay. Thank you. So, we'll start in  order with item 6.10. So, this reads out,   "Approval of an overnight field trip for 15  baseball players and four coaches from Edison   High School to participate in the Oregon  Regional Baseball Tournament in Eugene,   Oregon on June 17 through the 22nd, 2026.  Do we have a a discussion on this item?"   Yeah, I um I guess I would just like a little  bit more clarity about what the field trip   involves. So, I see that it it states that it's a  field trip to participate at the Oregon Regional   Baseball Tournament in Eugene, but then it says  or on June 17th, 20 uh 17 through 22nd, 2026.   That's O O R state. Yeah. State Oregon regional  baseball tournament in Eugene. Oregon. Orgon.  

079Okay. I was like or the date. Okay. Um and  then so I guess I was just wondering like is   this for the baseball players in the area that  of Edison? The students that are playing for   Edison's baseball. Yes. It would be it would be  their their baseball players. Okay. The the 15   players of Edison High School. Yes. Okay. And it's  being paid for out of their baseball ASB account. That that was my my question. Thank you.  Thank you. Do we have a a motion for the   item? You want to move to a motion? Go.  A motion to approve. I'll second Stevens.   Okay. Any other discussion, question? Hearing  none. Roll call vote, please. President Colon,   yes. Vice President Priest, yes.  Clerk Martin, yes. Trusty Daire,   yes. Trusty Perez, yes. Trusty Stevens, yes.  Trusty Silva, yes. Motion

080passes unanimously. Okay, the next one is item 6.21.  21. So, let me read that out. This is approval of an agreement to furnish  consultant services between Timothy B and   Pulium Elementary for the 2526 school year.  Is there a discussion on this item? Yeah. So,   I uh was wondering I see when we get to  our second page here with fingerprinting   and background checks, we have it's not very  clear of will this person be fingerprinted.   Then it says that they will have limited access  or time with students and yet on the first page   it says that this will include students  as well as it's saying that um this will   use Prop 28 funds and $30,000 is how this is  written. So I would like some clarification. So the first piece is I will address the  funding first.

081So the funding piece it is   Prop 28 and it's not to it's using that  funding source and it's not to exceed   $30,000 for that for that service. That's not how  it's written here. This is Prop 28 and $30,000. Um, which where are you looking? I'm looking  at the board item um right now. So, are you   looking on a different document? I'm looking at  the board agenda item. Yeah, I'm looking on the   board policy page on the second page. It's number  one. It says, "Identify the source of the amount   of the district funds to be utilized to pay for  the services." It says Prop 28 and $30,000. It   doesn't say the $30,000 will be coming from Prop  28. It's on the CFU number one. It was It should   have said Prop 38. Prop I'm sorry feedback.

082Um  $30,000 instead of It shouldn't say and Yep.   It's just using that funding source. Sorry, I  was looking at the BAI itself, not the cuff.   And so and then the other piece is I believe so  it's limited meaning um when we meaning there   they would have staff there um overseeing them  so they would not be left alone with the children   um for that limited amount of time if there's  interaction with them because it is an art it is a   mural and students would be participating in that  and so according to this form this person will   not be fingerprinted and will be on campus working  with students or will they be fingerprinted? Just   a second. Let me Sorry. With diligent they they  would be verifying that they have just a second. Yep. Yes. have. So, it's

083stating that it they will be  fingerprinted, but it is limited contact. And what's the normal process? So, when folks  are coming on campus, they're having limited   access to kids. Is a normal process that they  do get fingerprinted? Yes. So if staff if um   consultants are going to be on staff uh or on site  for multiple days um they should be fingerprinted   just like our parents are fingerprinted through  be a mentor. Um it we do we are stating in this   case that they won't be left alone but to have  good measure we always fingerprint anyone who   is coming on campus for extended period. So  if it's just for a one-time conversation,   they aren't necessarily doing that. But this  will be for four murals. So it will be for   an extended period of time. So they will

084be  fingerprinted through our police department. Thank you. Any other questions for the  item? In general, some contractors uh   do their own fingerprinting and they  attest that they're doing their own   background checks and fingerprinting.  So, not all contractors go through us. So, I motion to approve item uh  621 with the correction stating   that it'll be Prop 28 funding  up to a maximum of $30,000. I second. All right. Thank you for the motion and  the second. Any further discussion? Okay,   hearing none. Roll call vote, please.  President Cologne, yes. Vice President Priest,   yes. Clerk Martin is absent. Trusty Daire,  yes. Trusty Perez, yes. Trusty Stevens,   yes. Trustee Silva, yes. Motion passes  6 0 to one with uh Clerk Martin absent. Okay. And the next one we will look  at is 6.42. I'll read that out. So I can

085start with Well, I'll read I'll read  it out. I'm sorry about that. I'll read it out.   Um approval of contract with fax FACTS education  solutions as a third-party contractor to provide   equitable services identified in all saints  private school 2526 plan. So I can start with   the federal requirement. Um through federal law,  we are required to provide services to any and all   private schools that choose to participate in the  consultation process with the school district. Um   and that's typically tied to our federal funds  which is title one, two, three, um and sometimes   four. And so um we are providing a consultants so  that they can serve their students in t tutoring. Can you help me understand how the $35,000  is helping students for looks like one month,   a little bit over one month, and this  tutoring

086service is coming from Lincoln,   Nebraska. if they came to us for help, why  are we sending them someone from Lincoln,   Nebraska? Um, so through the process, they have  something similar um that we would have as a   single plan for student achievement, but  it's through a consultation process. So,   they do have the right to select um their  in collaboration with our district, their   um contractors. Um, I don't know specifically  this school, but I do know that I believe Ashley   is here and so she can speak specifically to  this one particular private school. And um, so she's here, she's coming up. So Ashley, maybe  you can help us understand if they're supposed to   be in collaboration with SUSD, what was our part  in the collaboration if there's somebody from   Lincoln, Nebraska doing the work. So what we

087do is  we collaborate with the school site to decide what   services are being provided. Um they want to use  their own teachers to be able to provide tutoring   and because of the law and the way that things are  restricted, we're unable to um pay their teachers   directly. So we use this third party vendor to  work with their teachers to create the tutoring   program for them and then um they provide us with  attendance uh data as well as which students have   been participating and for how many hours. and  then we um compensate them that way. How are they   taking this data? H how are they taking the data?  They're taking attendance and then they're using   their sitebased uh local data. So the private  schools provide us with their data on their   students and then we collaborate

088with them on what  services to provide and then at the end of the   year we look at their new data and we talk about  whether or not it was impactful or not and what   they're going to do differently for the new year.  How many sites are we looking at? We typically   have five sites that participate, but this one  is only this one site who wanted to do tutoring   services. How long have we been using this uh  this service? We use Fax Ed to provide the full   um realm of services in previous years, but we did  not use them this year. So, we're only using them   for the tutoring piece. How successful have they  been? Uh the private schools really enjoy using   them. They've have really positive experiences  with both the tutoring and the enrichment programs  

089that they support the private schools in offering.  So, but for our district, if if we have we've used   them before, right? How successful have we been in  the past using them? They've been very successful   in what they've done in improving student outcomes  and helping their students. Yes. Hi, Ashley. I   have one last one question. Um, I'm curious with  this federal requirement, does the district have   the opportunity to disapprove or to negotiate to  change the provider? We do. Um, and we are going   to be going out for proposals for the new year to  offer these services so that we can get a wider   range of people, but we do have to show evidence  that we are collaborating. So, there's got to be   some dialogue with the private schools. So, they  want to provide the tutoring for

090the remainder of   the year and then summer school for this year. and  we already had this vendor available and who has   a relationship with the students and with our not  the students but without with the school and with   our department. So we were able to negotiate  a short time period to finish off the year. Any other questions on this one? Uh  we do need a motion for item 6.42. I'll make the motion to approve. I'll second. Any other further questions, discussion? Okay,  hearing none. Roll call vote. President Cologne,   yes. Vice President Priest, yes.  Clerk Martin, yes. Trusty Daire,   yes. Trusty Perez, yes. Trusty Stevens, yes.  Trusty Silva, yes. Motion passes unanimously. Okay. And we did have a change to the agenda. So  we will move on now to uh what was item 8.1 is now  

091item 7.1. Community schools and family resource  center presentation with Dr. Susanna Ramirez,   assistant superintendent, student support  services. Good evening, President Colom,   Vice President Priest, Trustees, Superintendent  Rodriguez. Um we are so excited and happy to   be here to share information around  our uh California community schools   partnership program. Um we do have oh we do have a  PowerPoint and uh Maryanne and I will collaborate a clicker. A clicker. Oh, we're going to  start with a video. I believe TI has access. Dr. Dammudz, do you know if there's copies for the  board of the presentation? Yes, I can go get some. So, we're going to start with a video that is um  provided by the um state and it's actually a video   that um the school sites can use. It's it's a  little it's a little user friendly,

092but the school   sites can use these when they're collaborating  and bringing in people for the community schools.   What makes a school a great school? Caring for the  whole child, expanding the horizons of learning,   building relationships with families,  working together to realize a shared vision.   This is the school every student needs. This is  a community school. Community schools are public   schools that partner with stakeholders to create  the conditions students need to thrive. Community   schools can be found across the United States  and their numbers are growing fast. But what   exactly makes a school a community school? They  integrate student support. Clinics, counselors,   and other services ensure each and every student  is ready to learn. They expand and enrich   learning. Extended school days, summer programs,  and realworld experiences help students reach   their full potential. They engage families and 

093communities. Partnering with residents to identify   and meet community needs makes everyone feel safe,  welcome, and involved in school. They lead in   collaboration. Inclusive decisionmaking and peer  learning builds trust among students, educators,   families, and communities. When a school stands  on these four pillars, it's a community school.   Research supports this fourpillar approach. But  there's no onesizefits-all model. Every community   school is different because each community is  different. Figuring out what it looks like in   your community starts by getting actual community  members involved. That's the full-time job of   community school coordinators. They're the  human bridge connecting all the partners and   stakeholders that make community schools possible.  So, that's what makes a school a community school.   Now, how do you pay for it? Startup costs like  hiring a full-time coordinator can be raised   from foundations or state and local governments. 

094Tapping into existing funding and partnering with   local businesses can bring in service providers.  Sharing resources and staff with partners can   help everyone do more. And as a community school  becomes more established, leaders can advocate   for budgets that sustain their impact and  new funding to expand it. Every community   school is different. What will yours be like? Get  started at communitychools.forarning.org. org. What I want to preface um is that community  schools is not new, right? We've heard that   for a long, long time. What has changed is that  the state is getting intentional about funding,   providing funding, and allocating funds to  school sites, school districts that apply. So,   I just want to preface with that. In addition, I  do want to just recognize that many of our schools   have been doing much of this amazing work. And so 

095I don't want to negate that and just know that we   recognize it and we applaud it. So with that,  I'll hand this over to Maryanne. Thank you.   So the community school, as you notice, is built  on a foundation. Um what you're looking at right   now are the key practices that help build the  foundation. Um and these are six things that you   will see common practices um that the state are  putting out. Um they build on the four pillars   which I'm going to talk about next. Um and the  six areas are expanded and enriched learning   opportunities, collaborative leadership, um  shout shared power and voice, rigorous community   connected classroom instruction, integrated  systems of support, powerful student and family   engagement, and culture of belonging, safety, and  care. Um on top of that, um let me see, I have  

096the wrong foot. Um there's four foundational  pillars. Okay, I'll get it later there. So,   there's four foundational pillars. Um, integrated  student supports, family, community engagement,   and collaborative leadership um practices and  extended learning. So, as we look at the pillars,   um looking at the integrated systems of support,  this is basically providing students access to   resources and supports aimed at their success. Um  support student success by meeting the academic,   social, emotional needs. This is a collaboration  of services. This is talking about mental health   services, health services, counseling services,  um, and working together for the whole child.   Family and community engagement involves actively  tapping into the expertise and knowledge of our   families and community members. Um it's another  important element of the authentic family   engagement is providing learning opportunities  and um it's a shared lead leadership but not  

097only learning opportunities but professional  growth opportunities for families not just for   staff collaborative leadership um establish Oops  my bad I'm doing two um collaborative leadership   um establish a culture of professional learning  collective trust and shared responsibility.   This is where the sites each have their own  steering committee that works the community   school committee on their sites. So on top of me  having a district steering committee, every single   community school site has their own committee  as well and they take a look at these things.   um and extended learning time and opportunities  that include academic support and enrichment,   world realworld learning opportunities which  include internships and project-based learning   which a lot of our schools are doing through  their CTE programs on their campus. Um and   focusing on extended learning and expanded  learning um also referring to summer programs

098allocations. So the state basically allocates  funds to schools based on the size of the school.   Um so there's no other factors other than the  size. Um these are the budget. A majority of   our schools, we do have a couple schools in  the small category. A majority of our schools   do fall into the medium category and then we have  just a couple schools in the large category which   are our comprehensive high schools. Um, so  this is the annual grant amount that they   get in years 1 through 4. It's also minuses the  administrative costs and the indirect costs. Um,   and then the schools fund an FTE for a community  school specialist. So, every school has a   specialist to help drive this work. Um, we do  have a few schools that share a specialist,   but they all have

099someone um who guides that work  for them. If you notice years 1 through four,   they have that amount. In year five, it is a  reduced amount. Um as you move towards year five,   the goal is to create sustainability for  the program. Um there is a less amount. So   um we do work with budget um and business services  for the site allocations. One important factor   um because we don't often get to roll over  money. Often times if we don't spend it,   we lose it. With this grant, unspent money in  the year will roll over to the next year. So,   they don't have to worry about trying to get  everything done in one year. It's really to   build a sustainable plan and take a look at what  your needs are and to funnel the money through   those

100needs. Um, there is an additional I we were  at the state last week. There is an additional   $1 billion being allocated to community schools.  So at the end of year five, schools that want to   continue that work have an opportunity to apply um  to continue that work into the sixth seventh year. Um we have um two cohorts. We have 27  schools in cohort 3. Um that is approximately   uh it's just over $39.5 million. Um and that's  for our cohort 3 schools. There's 27. We also   have 15 schools in our cohort 4. Um that is just  over 20.5 million dollars. Um and so those those   are allocated within those sites. Again um I well  let's talk about district level. We have myself   the director of counseling and we also have a  program technician. Um so together

101we will manage   um the expenditures um for the school sites. Um  but some of the things we provide at our level   um as the district is systemic infrastructure  and strategy. Um we do develop frameworks and and   monitor the community schools initiatives. We have  created folders and Google documents for every   single school site which makes it easy for them to  do uh drop some of their initiatives, some of the   things they're working on. Um flyers. We have so  many things happening at so many of our schools.   Really good things. We have loads of love where  families can come get their laundry. Um, we have   ESL CLA uh classes being taught in the evening to  parents. Um, we have small groups going on in the   evenings. Um, we have the dentist truck that comes  up. So, we

102do have a lot of great things out in   the community. We keep all the that information in  a folder for them so because they have to report   on that at the end of the year and so um they can  constantly be adding to their folder. The other   thing is the capacity building and professional  learning. We connect both the specialists and   the administrators um to professional development  um with some of our technical assistance programs   which I will talk about in a few minutes.  Um but we um provide them we also provide   some professional development. We uh work with the  specialists every summer to develop that and then   we have ongoing meetings with them throughout the  year um just to ensure that they're getting the   supports they need. This is a new thing for all  of us.

103Um it's very reassuring when we're at the   state to know that we're all in the same boat.  Um because we always feel like we're behind or   something and that is not the case at all. Um  everyone's kind of learning this whole thing   moving forward. It again started with cohort one.  So even the state is still working with a lot of   those sites. Um a shared government uh governance  and leadership. We like I said we do have a   district steering committee. Most of them were  here tonight. I'm not sure who's still here behind   me. Um, but I did have a lot of the steering  committee here tonight. The steering committee,   we kind of address all the issues that are coming  to us. Um, we try to look for best practices. We   try to look for best

104PD opportunities for folks,  but we mainly try to be there as a support system   and what do they need? Um, it is our first full  year of implementation for cohort 3. Um, so one   of the things that we're questioning as a steering  committee is how did it work? What supports do   you need? Um, was the PD aligned with what you  wanted? Um, so we sat down um two weeks ago at   our steering committee meeting and started talking  about the needs for an assessment survey to find   out what administrators need moving into the next  year. Um, what kind of additional supports can we   add? What things do they not need that we could  take away? And so kind of working through the   steering committee to provide what the sites need.  Um resource alignment and sustain sustainability.  

105We do monitor the expenditures of every single  expenditure coming through every site. Um that   is done by both my program technician and I. Um,  we make sure that the expenditures are number one   aligned with their school plan, that they meet the  allowable expenses that the grant provides. Um,   and that they're working towards longevity  and sustainability with the programs that   they're bringing in. Um, and there is an annual  reporting. There is a district level report   that I have to produce. Um, and that is due at  the end of July. On the school site side, um,   they are responsible for the needs and assessment.  um that is ongoing. Um they're constantly checking   their community to see what things they could be  providing or what they need. Um partner management   where they manage and align partnerships and  organizations

106um health mental health um just to   bring services to the site. So there's a variety  of different services that the schools the schools   are bringing to their site. A lot of that is  based on what their sites are needing and what   their communities are needing. So you will see  different things happening at different sites.   Um integration is embedding non-academic services  into the school day and afterchool programming   and service coordination is operating a whole  child approach to ensure students um receive the   necessary supports and opportunities they need.  Um and this includes counseling, mental health,   health services, extended school day instruction,  uh meaningful parent engagement, PBIS, and a lot   more. Um they are also responsible for a sitebased  committee just like we have a district level   steering committee. They should have a committee  that helps drive the

107work that the community   schools are doing. So they need on that committee  they need to have community voice. Um they should   have student voice, they should have parent voice  and they should have staff voice. And so each of   the sites have their own um sitebased community.  Uh shared decisionmaking um is an authentic   practice where family, staff and community members  engage in providing feedback and shared decision   making regarding the schools data collection  and analysis. Um they do collect data, different   varieties of data. They're parents that are coming  on campus for parent coffee hour. Um people that   are coming to workshops um all of those things  that they're providing they're collecting data on   as well. And of course, continuous improvement.  Um, again, revising their support systems,   redoing needs assessment, and taking a look  at that to ensure

108that what they're providing   um is what's needed at the site. We do have  technical assistance from a variety of folks. Um,   we have technical assistance from our uh locally  from our Sanwaqin County Office of Education.   They provide ongoing professional development and  local collaboration. We do have quite a few of our   community school specialists that go to the county  um functions because they're able to collaborate   with schools within the county that are in the  same thing. The county also brings additional   resources and sometimes community partnerships  that present and then they can figure out if   that's a need for their school or not. Um we have  a regional um capital area technical assistance in   Sacramento that is our regional support. Um, they  also provide ongoing professional development. Um,   they do have a lot of virtual collaboration pieces 

109and they have four in-person quarterly meetings.   Those have been very valuable. There's actually  five specialists that attend with me. Um, and it   has proven to be very valuable and you can tell by  the sites that they're on. Um, and lastly, we have   SWN to grow. Um, they do a plethora of things for  us. They do onboarding and support, programmatic   implementation support, ongoing monitoring and  support, um, and data evaluation and support. So this is the bigger picture of the community  schools. This is what the state uses and you will   see this model if you go to any state  functioned um, community schools. Um,   it's building the framework from the outside  in. So you need to have all the supports around   in order for this to happen. So on the on  the outside um is the blue

110is supportive   infrastructure and that is the shared governance  structure, continuous improvement, data systems,   professional learning opportunities, strategic  partnerships and sustainable resources. The light   blue inside is the key practices that I referred  to at the very beginning that slide. Um and inside   that is the green which is the enabling conditions  which is a shared vision inclusive decision making   um actionable data and um trusting relationships.  And then building closer to the inside is the   orange and who who drives the work who does  this? It's the school staff and the specialists,   students and families and community  partners. And in the middle is why we   do it all. We do it all so that our students have  an opportunity to flourish in thriving schools. So our next steps for community school is we will  continue to build district-wide infrastructure

111to   support the four pillars of the community school  framework. And sites will continue to collect and   analyze site specific data aligned with their  LCAP, their single plan for student achievement   as well as their community school plan. sites will  continue to monitor the community school focused   activities for impact and report out to school uh  communities. They will continue to meet and elicit   school site community feedback from parents,  staff, students, and community. Um establish   consistent and ongoing site steering committee.  Um build uh continue to build district and school   site capacity and continue to collaborate  across the district and with their zones.   One thing we are finding as we're meeting  with the the specialists and the principles   is wanting to do more things by zone. So there's  always a high school in a zone. So if they can  

112do with the elementary schools in the high  school do one big event, that's kind of what   they're planning and thinking about. And then of  course lastly is developing sustainability plans. And that's all I have. Uh my value add too  is that we are one of the districts with the   highest number of community schools 42 and one of  the districts with the highest um um allocations.   So 60 million is quite a bit of money. Um and  so again, community schools is not a new term,   but it's intentional funding to ensure that we  are creating bridges and giving our schools,   you know, just a little leverage in whatever  it is that they want to focus. Um and again,   every site is different. Um we see  a wide range of supports happening.   Some sites um you know the

113recommendation  is that they improve what they're already   doing because then they can sustain and if  they're going to add anything to whatever   their program is is that they're um thinking  about what that will look like in 5 years. Okay. Um should I just go into family resource  center? Yes. Okay. Can you help me with that?   Okay. So, first and foremost, I do want to thank  the family resource center staff for being here.   Greatly appreciate them and all their work. Um,  and again, just to reiterate that there is no,   um, intent in closing family resource  center. Um, but we definitely,   uh, are grateful for your comments and support.  So, um, and you might hear some of the data   repeated because I know that there was something  that was handed out. So I'm going to assume that  

114it's aligned to what I am going to share with  you the one pager from F FRC. Okay. All right.   Um so definitely working with staff to align the  work with our district strategic plan which is   our LCAP. Um and we are intentionally looking at  goal number four which is meaningful partnerships.   Sorry. Goal number six, African-American black  students thrive. And maybe those are a little   bit out of order. and goal number two, whole  child, whole family, and whole community. So,   there's a lot of intentionality around those  three goals of our district strategic plan. Uh the F F F F F F F F F F F F F F F F F F F F  FRC team. So just to give you a snapshot of who we   have over at um F FRC, we have one

115director, one  administrative assistant, one program technician,   uh three family engagement uh specialist,  four parent liaison, one community assist,   and one social work assistant.  So how do they deliver services?   So in a broad and variety of services, intake  and case support, referrals to internal external   partners and we heard some of that earlier,  workshops and engagement opportunities and   um we'll talk a little bit more about that, but  again that may look different um depending on   the group of parents they're working with.  school-based support through parent liaison,   and we heard some of that um of them outreaching  or going to school sites to support parent view   and district-wide parent advisory committees that  support through family engagement specialists. So, um office hours important. When are  they available to help and support? I will   say though that although it does

116say 8 to  4:00 p.m., um many nights we are there till   late. um whether it's after a pack meeting  or uh parents are just showing up and so   um sometimes the doors don't close until 10 11:00  at night and I've been there to see that. So   um again great appreciation to the staff there.  Uh this is some data that was provided. Total   number of walk-ins at FRC this school year 416.  And what does that mean? Um that means people   walk in for enrollment support, groceries, IEP  assistance, beginning of the year packet support,   sunbucks support where they were talking  about earlier, and housing support. So again,   a variety of things that uh we don't require  appointments. People can just show up and who's   ever there will assist. So this is a snapshot of  events. Um, I

117couldn't get it all on one page,   but I wanted you to see again the the  diverse um types of supports that are   being provided and the number of events, the  number of attendees and the average number of   attendance per offering. And the staff was  able to um get this ready for me for today. inclusion and diversity. Uh so again 20  events total number of of attendees 5,042   and what does that mean? That means events  like the f family empowerment conference   uh winter storytelling event, Cinco de Mayo  event that they did last year, MLK event, um plus   many more. They also do support with the HBCCU  caravan that has come in last year and this year.   um they've uh um taken our Filipino and Cambodian  families to um a couple of museums. So again,   just really

118thinking about who we serve  in our community. Um there's about 45   plus different languages in our community.  So, um, just trying to be intentional around   that. Districtwide engagement, total number  of district events and workshops supported 31   um 4969 uh attendee uh yeah attendees and that  includes our alcapping engagement workshops   um our equity audit meetings, holiday express  and many more. So they have been the host for   our equity audit meetings and I will say that  they were honored um just yesterday for all of   the work and support that they were given  to um uh our third party consultant EPIC. Parent workshops and coffee hours are  also provided at the F FRC. 34 in total,   857 parents have participated. Um again just  like a plethora of topics I'll cap Sila by   literacy PBIS they did a module

119with financial  literacy with Chase Bank um and they did that on   Saturdays and our parents got certificates  for that um mental health wellness chronic   absenteeism independent study A3G requirements  um we've had Nathan there Dr. Cardinas. So giving   them access to the folks that are making um  and developing program uh for their children. Parent communication um again an important  part of ensuring that we're strengthening   um those relationships. Uh 15 for um parent  view 15 events um parent square beginning of   the year packet support. Um, as they were speaking  earlier, we have gone virtual and so a lot of our   parents are not technology savvy. So, they do  depend on the center sometimes to come in and   access a Chromebook. Um, so we do try to create  these little um kiosks for them so that they   uh

120can come in whenever they are able to. Um,  and total number of parents supported 375. Okay.   Um outreach just a snapshot of home visits and  school site drop offs. Um comm communication is   um very very important and we know that we  do have social media but we do have a lot   of parents that like tangible flyers. They  want to see things that are posted at their   school site. Um and so that does take um some leg  work to get out there and hand those out. Grocery   distribution. They talked about this earlier over  84,800 pounds. Um, again, just food insecurity   uh being intentional around that. Um, we used  to have uh a few a month, but since then we've   had to pull back just because food insecurity um  has grown in our community. And so the

121food bank   is able to work with us one time a month when  they used to work with us two times a month.   But just given where we're at right now, um  we've had to uh pull back to one time a month. And I want to give uh Miss Mary Rogers credit for  uh our monthly bread distribution. She actually   connected us to um this resource which is a  bread of life. And they come and they provide   um pallets of bread for our families and it  goes pretty fast. just some pictures to see.   Uh a list of our community partners. So, um we do  work extensively with the community. Um and this   is just a list of whether they've been invited  to our center, we've done pop-ups with them,   um they've come and done workshops or presented. 

122Um those are the uh continued partners. Okay. So, uh general so F FRC again we  support our parent advisory committees.   We have three currently. Um our pack is our  parent advisory committee and that is actually   uh a committee that's mandated by federal law. In  some districts you will hear it be referenced as   the DAC district advisory council or committee.  here we refer it to the pack and it is all around   um providing them with information around our  title fund funds and how we're expending them   um data but they do so much more beyond that  um but that is what California Department of   Education states as their primary role again they  do so much more this is our pack president and I'm   not going to read that to you but she definitely  wanted to contribute ute

123to making a statement on   how she supports um PAC as president and how  she is very proud of the work that they do. These are our officers. We have President  Patricia Moscetta, Secretary Leticia McLaren,   Vice President Stephanie Zuluetta,  Parliamentarian Alicia Gaines. These   are a calendar of their meetings. So  again, meeting almost every month.   um and an average of about  you know what 3540 uh parents engagement examples took a couple  of pictures just to show how they're   going out and partnering with  school sites and doing popups and again their May resource fair that they just  had. Okay. Um the second parent advisory committee   is uh we have two affinity committees and one  is our Latino pack. Um again their mission is   to do all of that and then some. So very  engaged with not only our

124Latino community   um but with all communities and working with  the district in developing our local control   accountability plan which is our strategic  plan and ensuring that um our parents are   also getting specialized workshops when they  have their uh Latino pack committee meetings. This is our president Sandra Areola um  for uh Latino PAC. She is a mom of two   students in our district. And these are  the officers. President Sandra Areola,   Vice President Patisa Mosca, Secretary Karen  Garcia, Parliamentarian Adelaide Ernnandez. Again,   engagement examples. Um we have Ryan up at the  top right. Uh really trying to hit, you know,   to decline chronic absenteeism. And um and then  we have over here uh supporting with parent   view and parent square our African-American black  parent advisory committee. Again a list of things   that they support in their mission but

125again  um doing so much more out in the community. This is our AAB pack president Sheree Wilburn  and she does provide a statement. our officers,   our uh chair Sheree Wilburn, secretary  Leticia McLaren, vice chair Alicia Gains,   Parliamentarian Kenito Ruberson, and just a  testimonial from Latricia McLaren and um she is   a mom of one of our students here in the district.  um has been very involved for a couple of years um   and uh is very supportive not only as an official  and officer but also as a community member. their uh calendar for this year which  includes the attendees and the topics covered, engagement examples of their popups  and um you know visits to sites. Um and these are just some pictures of our  African-American black family empowerment   conference that just took place. Um, again  another example

126of culturally responsive   family resource center and we actually  had uh Yoyo the the rapper there. So um   she was also giving students um a writing  session that they greatly appreciated. Next steps and recommendations. Again we listened  to our parents. We had some testimonials. Um, next   approve the expansion of community partnerships  to include additional nonprofit organizations,   faith-based instit institutions to strengthen  coordination support systems for our families. Um,   we have started that already. Uh, we do need  to get again more intentional and do that in   a more robust way. Leverage partnerships. We  continuously um do our very best to collaborate   with school sites but also more importantly  with specific district departments. Um they're   the experts in this work. Uh we would never try to  provide the information ourselves. So we do bring   in our partners from both

127education services and  student support services so that they can present.   Just the other day we had curriculum there and  it was around the text sets um ethnic studies   has gone and presented. So we are actively um  engaging them with um both education services and   um and student support services. So thank you  for all of those director partners that come   and share what they do. Wait, go back. Go back.  Prioritize formal agreements. Again, just looking   atus to ensure alignment, accountability,  and sustain sustainability of services. Um,   enhanced committee outreach and trust building  efforts, align partnerships efforts with ALCAP   priorities. Um, and definitely open and  already thinking about how we will make   um connections with our community schools  program and our community school specialists. Thank you. Questions? Thank you very much for  your presentation. I will open the

128floor for   any questions from our trustees. Questions or  comments? So, Dr. Ramirez, you talked a lot   about like what the FRC looks like currently? What  does the structure look like under the community   school model? So under the community school model,  it's really about um creating uh school community   hubs that would then um uh leverage or maximize  their community school focus. And potentially   what a F FRC center would be is a support for the  things that they're not targeting at their school   site. So if a for example we have a school that  um you know that is targeting chronic absenteeism   um that may be not something that they go to  the center for or attend workshops. However,   if they are not providing a wellness center  or um I'm just speaking hypothetically,   they don't have a mental

129health clinician  and they need that support or if a school um they're not receiving the support their  services, then they can would go to a   family resource center to get that information.  So, it would be the gap. Um, you mentioned that   um, there was 416 walk-ins. We have roughly 32,000  students in SUSD, which is about 25,000 families.   That's less than 2% of our families that make  it to FRC. How is that a hub for our families?   Well, what I would say is um we definitely need to  improve in soliciting or eliciting our families to   come. I think, you know, just in my opinion, we we  need to get better at partnering and that doesn't   that doesn't just mean just having conversations,  but actually bringing those services to the   center. So, potentially partnering with um county 

130departments that actually can be there. Um because   right now they're looking for the bridge and not  the actual service. So potentially we can increase   with walk-ins if the service was actually there  ready to support. If there was somebody there to   give them an application for section 8, right?  If there was there somebody to give them an   application to apply for sunbooks, um things like  that. right now it's more of a referral system   or giving them information. So, how do you extend  your services to parents who can't get there? So,   that's a really good question. We do have four  parent liaison that go out or push out to school   sites. Um it has been a challenge to go out to  all 54 schools. And so we do take time to look   at the schools in tiers

131and uh we are prioritizing  schools that um did not apply or did not get the   community schools grant because we do have  a few of those and then our parent liaison   will reach out to those sites. Um we do have very  few parent leaison right now currently out within   the district. I want to say I mean don't quote  me on this but I want to say eight um and so   they can connect with them and if they don't have  anybody then um it could be a workshop it could be   training for parents um and that is somewhat  helpful if they don't have transportation. I was just wondering do we have any measurable  outcomes that demonstrate that the F FRC improves   like student attendance, family engagement,  academic achievement, family participation?   So I think that's the nexus,

132right? And when I I  mean like not the next step but nexus. Um that is   what the connection we need to make right those  are very very good questions. And so working with   our schools and our research department to make  that nexus to say of these students of these of   these parents of students that have improved  in attendance or not you know linking them   back to the center. We're not there yet. Um but  it's that's definitely something we need to do. Any other question? So So does the current uh  programming that you have reflect the change   that you've that you've done this year within the  F FRC? Um which change? The community schools? No,   not with the community schools, just with  the F FRC as a as a whole. Um can you give   me some

133pros that you guys have done within the  community for this year? Oh okay. So one of the   changes I could talk about and it's not this  year but what we have added to the team our   family engagement specialist and that is three um  to directly support our packs that has been very   very successful because what what has happened or  the positive unintended consequence with that is   that they've been able to um engage a lot more  in community and in service of schools because   they're working specifically with those parent  advisory committees um before their meetings,   after their meetings. Um in addition, they do have  budgets, so they're able to work with our family   engagement specialists to figure out what their  plans or goals are for those for those funds. So,   I would say that that has

134been a positive, a pro  Any other comments or questions? Okay, I just have   um just a few comments. Um looking over the page  that has a snapshot of events for this past for   this current school year 2526. So you do have  several different events that shows a number of   attendance ranging from thousands to dozens. Um,  so I do see that you're and I've attended some   um I actually do really enjoy seeing parents  and and students whether it's going to the   Hagen Museum for the Cambodian exhibit um going  to the Filipino um historical museum and forgive   me I forgetting the name but there was a dozens  of parents in there um enjoying the video and um   just learning about Filipino history in our  area. Um it's something that I know didn't   happen a few years back.

135So um stretching out um  I find that the center does those things. They   take the risks to try and try new things um to get  support of different parents, different families,   um different interests. Um so I'm um I really  appreciate the thorough presentation you gave. I   think we have some great questions for you and if  there's more, we'll follow up with Superintendent   Dr. Rodriguez. So, thank you so much. Thank you  for that. And I do want to share that um for the   first time, we do have an Asian-American as our  vice president for PAC, which goes to your point   that it is really important to ensure that we are  engaging all families and we're being inclusive. Okay, now we'll move on to um it'll now be  item 7.2, consideration and action on Night   Andale Charter

136School renewal petition, including  proposed board resolution number 2580 to approve   the renewal petition for Nightingale Charter  School. So, I do have language here to read out.   We will now open and convene a public hearing  on the petition that was submitted to the   district to renew Night andale Charter Schools  charter for a 5-year term beginning on July 1st,   2026 and ending on June 30th, 2031. Night Andale  is a dependent charter of the dependent charter   school of the district. As required by law,  the board received a detailed staff report that   includes an evaluation of the renewal petition,  student outcomes, and other information. Staff   in consultation with legal counsel analyzed the  legal requirements set forth in the education   code to determine whether Night Andale qualifies  for renewal based on the academic performance   criteria set out in law and

137whether the renewal  petition meets the minimum standards for approval.   The staff report includes the review team's  proposed findings of fact and determination   that night andale meets the minimum requirements  to be eligible for approval of its requested   5-year term. The staff report was posted on  the district's website and provided to Night   Andale 15 days prior to this meeting based on the  timeline required by law. This public hearing is   required to be held before the board before the  board may take action on the renewal petition.   As part of this public hearing, the board will  provide district staff and representatives of   Night Andale with equal time and procedures to  address the staff report, including the proposed   findings and recommendation included in that  document. As the As for procedure, district staff   and Nightingale representatives will each have  10 minutes

138to address the board and present or   respond to any information concerning the proposed  findings included in the staff report. Following   such presentations, the board will receive  comments from any members of the public who wish   to speak. Then the board will have the opportunity  to ask questions or make any comments, deliberate   and take action on the petition. We will now turn  to the presentations or statements by the district   at Nightingale. First, we will receive a statement  from Mr. Papford on behalf of the district. Good evening, board president Cologne, members of  the board, and superintendent Rodriguez. Tonight,   I am speaking in regard to Night Gale's Charter  School, which has been operating as a dependent   charter of this district since 2011 and serves  students in kindergarten through 8th grade in   a classroom based setting. Staff performed an  evaluation

139of Night Andale's renewal petition,   including all supporting documents. The charter  school's performance on the state and local   indicators on the California school dashboard  and its performance on local assessment measures   was also reviewed in depth. The staff report  for night andale was posted on the district's   website and provided to night andale 15 days  prior to this public hearing. The staff report   describes legal standards applicable to charter  renewal as well as district staff's proposed   findings of fact and recommendation to renew  the charter for the requested 5-year term.   I will now take a few minutes to highlight  a few of the findings included in the staff   report. First, the district considered Night  andale student performance both schoolwide and   among subgroup findings on the state and local  indicators with an emphasis on the past three   school years as well

140as the supplemental data  included with the renewal petition. Based on that   review, as well as the California Department  of Education's performance tier designation   for the charter school, Nightale qualifies for  renewal as a middle performing charter school,   making it eligible for a 5-year charter renewal  term. After reviewing Nightingale's dashboard   data on all state and local indicators since  2019, Nightingale has shown static growth in   English language arts and in math over the past  three years. However, it should be highlighted   that night andale has improved on the English  learner progress indicator and was assigned a   green designation on the dashboard due to 48.7%  of its English learner students making progress.   This represents a market increase of 7.6% from the  prior year. Also, Nightingale was able to reduce   its suspension rate by 1.1% bringing it down to  1.9% which

141is commendable. However, despite gains,   Nightgale's chronic absenteeism rate remains high  at 26.7% resulting in a red designation on the   dashboard. Overall, while Night and Gale qualifies  for renewal as a middle performing charter school,   Nightingale is encouraged to engage in focused  efforts to improve student academic achievement   and performance in core subject areas. The  district expects Night andale to implement   and provide a calculated and specific plan for  instructional interventions, MTSS frameworks,   and other strategies to continue to improve  performance as well as to reduce its chronic   absenteeism rates. With respect to the  second area of the renewal analysis,   the district conducted a comprehensive review  of Nightingale's renewal petition. The petition   itself included re reasonably comprehensive  descriptions of legal elements. However,   there were sections that were lacking in required  detail or in need of certain corrections related   to identified

142categories in the renewal petition  itself. Again, identified items are detailed   in the posted findings of fact included in the  published staff report for review. Despite the   noted items in needed correction, the district  staff feels that these issues can be addressed   as part of an annual o charter oversight and  monitoring process. Overall, the review team has   determined that Nightingale qualifies for renewal  and recommends the board approve its request for   a 5-year renewal term beginning on July 1st,  2026 and ending on June 30th, 2031. Thank you. Thank you, Mr. Papford. Representatives  of Nightingale will now have a total of   10 minutes to address the board and make a  presentation. Please feel free to proceed.   Your time will begin. Well, when you're ready. Are we ready to roll the presentation, please? Madame President, we don't have a  presentation

143for Night Andale School. I believe it's on board docs. Yeah. Yeah. I to my   knowledge it was attached to the board  agenda item for presentation tonight. One moment. We are checking.  Okay. Great. Thank you. Go do a little Michelle. Would you like me just to get started. It's it's  your choice. Um we do have it on the on the   you know board docs or diligent so it  might just take another another minute.   Um so thank you for your patience. Yes  ma'am. We did locate it in uh diligent. There we go. All right. Thank you. Good  evening superintendent Dr. Rodriguez,   President Sophia Cologne, board trustee, Mr.  Martin, all our other board of trustees, cabinet   and community. I am here today to speak around um  in regards to our charter renewal and basically   propose not only some

144actions to discuss as far  as how we're going to continue to improve um our   overall standing at night charter. So, we have a  path of academic acceleration where we are going   to aform our strengths. We are going to address  growth and we're going to accelerate outcomes. It doesn't work. Yeah. Okay. Well, we'll keep going. So, basically  what we wanted to say is that we share the   same agreement that there's a strong  urgency for stronger outcomes. Like we   can agree on that. Our district said that the  expectation was that although they reviewed   our documentation and they we agree with you  that we deserve a 5-year renewal that there   is still concern regarding our academic growth  and knowing that it is necessary and urgent.   We on the other side also know that we  have different contexts that

145we own our   root cause and that we need an actionable  plan, right? In order for us to go ahead   and have those stronger outcomes and  measurable accountability for us both. Okay. So basically one of the things that we  wanted to note is that since 2011 we have been   establishing as a dependent charter school  um with a sound educational program fiscal   solvency and governance and compliance we  are good in. And so when we think about that,   we think about how we've been able to sustain  a sound educational program through our   project-based learning and at the same time  complying with our district's requirements   and curriculum. And so juggling those both and  finding that balance is something that we have   been doing for the past since 2011. Now when we  talk about fiscal solveny, I will just say

146that   um we are very healthy there. we have never  had any issues and that we have available   resources to target our interventions that  we need to put in place. And as you can see   when it comes to government and compliance, we  have not had an issue and therefore we pride   oursel in complete operational integrity  making sure that these are our foundation. So one of the things that I would like to note  is that evaluating growth through an ex equity   lens is very important. Often times schools are  mixed together due to the area that they are in,   due to the fact that they're in Stockton.  And although there are similarities,   every school has different needs. And um when we  look at growth through the equity lens, we can   see that we are making growth in ELA

147math and that  we do serve a high population of social economic   disadvantage and our needs for our students are  very different than the needs at a different   school that is just nearby. And so when we talk  about renewal decisions, we really need to look   at not only who we're servicing um but looking at  it through an equitable lens to make sure that we   are meeting the needs for our students, not for  what people think the general population needs. And so we can really say that our  turnaround systems they are working.   Now you can see for chronic absenteeism we  have a declined from 46.8 to 26.7 that is   after the COVID um pandemic and you can  tell that our English language progress   um is going up and they are making growth um  and as well our

148suspension rates are going down   our climate and culture is good. So we basically  have the foundation, the systems are working and   all we need is the clear runway so that we can  excel academically which we plan to focus on. Now I know that a lot of the time when we talk  about charter renewals and we talk about data   we are talking about cast results. Um and  although that is important to keep in mind,   we would like to note that we have a strong  primary growth. So students are moving from   below grade level to on track status and our  primary according to our I Ready and other   internal measurements. Now we are aware our upper  grades have targeted intervention opportunities.   We see them as opportunities so that we can go  ahead and intervene and that doesn't

149mean that   we are failing. It's not a program failure.  It's a program opportunity. An opportunity   yet for us to re-evaluate what we do so that  we can provide our students what they need. So as we look at the root cause ownership,  we realize that our upper grade acceleration   needs to be stronger. Yes, we're mid-performing  charter. We perform academically low and that   is not our ultimate goal. We admit that our data  systems and measurable outcomes require immediate   refinement. That is something we need to look  into. That is something we need to take a deep   dive so that we can fix it and move forward.  And we also know that the growth has been   maintained post pandemic and so that provides  stability and the internal IE data shows that   growth is emerging and that we are going

150to  accelerate and succeed. So our stance is that   this is not something that we're denying. It is  just that this is accountability. The challenge   is how we execute what we are executing.  Not so much that our school is not viable. One of the items in the staffing report indicated  um active recruitment and retention systems. And   as you know as a dependent charter school, we  look to SUSD when we do our hiring practices.   And so yes, it is a concern that 62% of  our staff is fully credentialed. However,   we follow the staff ecosystem that our district  has when it comes to active recruitment. We have   the supports from induction, those benchmarks,  those support systems. And even at Night Andale,   most of our most of our staff stay and  are retained there for multiple periods   of years.

151And those that leave leave to they're  leaving out of the state. they're becoming family   orientated or have to go elsewhere. They  are not leaving to your other SUSD schools. So, as you know, we're the Night andale Owls  and we hoot. And so, we often pride ourselves   in helping, offering, owning, and trying. And  so, this is our accountability loop. And so,   not only do we hold our students accountable, but  also holding ourselves accountable, that we're   going to focus on helping every students meet  their needs with our new MTSS process in SUSD,   which is a great tool for us to go ahead and use  and focus to really target our interventions as   well as offering real solutions, what's  going to work, what's not going to work,   and owning our results. And if it's one thing  that I'm

152very proud of is that we always own the   good and the bad. It is what we do. with it that  makes the difference. And so then we continue to   try to improve our outcomes and repeat the  infinity loop for our own accountability. So knowing that we need to dive deep into how we  are executing and the pacing of our execution when   it comes to seeking academic acceleration, we are  implementing a six-w week pulse, a cadence per se,   right? where we are structured instruction  um focusing on our upper grades with targeted   support. We will measure and assess where we are  at and then of course strengthen our outcomes and   what the instruction we give in small group with  the six week cycle. So we are moving beyond that   annual testing and just what does CAS say 

153at the end of the year but really looking   internally so that we can embed improvement  throughout the calendar year every six weeks. And so one of the things that we're  working on is transitioning from   effort to execution. And so our current  reality is that maybe our data review is   inconsistent and that we know that we  are lagging when it comes to Cass and   um maybe our intervention tracking needs some  work. And so when we move about moving forward   so that our ultimate goal is that we increase  on grade level performance, we are going to   go ahead and execute with a commitment that  we are going to look at those assessments. And so this is our equation. We have the fiscal  stability and operational integrity. We are   thriving with our climate and our early grade  success.

154And now we are going to implement the   rigorous six week intervention cycles so that  we can have measurable academic acceleration time miss. Thank you. Thank you so much.  Thank you. Thank you for your presentation.   The board will now receive comments from members  of the public who desire to address this matter.   We do we have comment cards? Yes, we do have  three comment cards. The total time for each   speaker will be a maximum time of three  minutes for each speaker. And thank you,   Madam President. The first comment  card comes from Cali Valentine. Good evening, president, members of the  board, and superintendent Dr. Rodriguez.   My name is Cali Valentine and I have had the  privilege of teaching first grade for the   last 12 years at Night andale Charter. I am here  tonight not just as an educator

155but as a witness   to the daily transformation happening within  our walls. At Night Andale, we don't just teach   subjects. We cultivate outstanding wise leaders  and scholars. When we ask our students to recite   our pledge acknowledging that they make mistakes  to learn and succeed so they can help others,   we are building the future leaders of Stockton.  Our status as as a charter school within SUSD   allows us the flexibility to meet our students  where they are. Through project-based learning   and a focus on 21st century skills, we move  beyond rope memorization. In my classroom, I   see students who might struggle with the standard  worksheet come alive when they are asked to solve   real world problems. This autonomy allows us to  innovate and adapt. But beyond the academics,   Nightingale is a community of stability for many  of our families.

156We are the safe haven that SUSD   strives to be. We serve a K8 population, which  means we build decadel long relationships with   families. We know their siblings, their  triumphs, and their challenges. Renewing   our charter isn't just a procedural vote. It  is a commitment to the 400 plus students who   call Nightingale their second home. It is  a vote to keep a proven, dedicated team of   educators together to continue to work the work  of closing the achievement gap in South Stockton.   We are proud to be a part of the SUSD family and  we believe Nightingale represents the very best   of what school choice can offer. A specialized  community focused environment that treats every   child as a scholar in the making. On behalf of the  faculty and the students who wear our Owls crest   with pride, I urge

157you to approve the renewal  of Nightingale charter. Let's keep the light on   for our scholars so they can continue to learn,  succeed, and eventually lead our city. Thank you. The next common card is from Maria Pacheco. Good evening, President Rodriguez, members of  the board, administrators, and community members.   My name is Maria Pacheo and I'm currently a fifth  grade teacher at Nine Elementary. My entire career   I have been rooted in the belief that every  student, no matter their background, their   challenges or their starting point, deserve access  to learning environments that help them thrive.   I've been I've had the privilege of seeing  education from nearly every angle. Supports   as a support staff, as a classroom teacher,  as an adviser, and as a mentor in my nearly   20 years of service to Stockton Unified  and a Franklin High

158School graduate.   I've watched I've watched generations of  students walk through our doors and I've even   um seen firsthand what helps them succeed. That  is why I'm here today to strongly urge you to   renew um the charter school grant. This grant is  not just a funding source and it is a lifeline of   programs that are working. It supports classrooms  where students who might otherwise fall through   the cracks. It allows teachers to innovate to  differentiate and to meet students where they   are. It gives families options within the public  system. Options that keep them engaged, hopeful,   and invested in their children's education.  I have spent years watching what happens when   students are given the right environment. They  rise. They surprise us. They exceed expectations.   And I have also seen what happens when resources  are taken away, opportunities are

159shrunk,   support systems are weakened, and the  students who need us the most feel feel they're not the first. The charter school  grant has helped us build a program that reflects   the needs of our community. It has allowed  us to create smaller learning environments,   targeted interventions and pathways that keep  students connected to the school. These are not   luxuries, they are ne necessities. As someone  who has dedicated my entire professional life   in this district, I can tell you with absolute  confidence, this grant is making a difference.   Renewing it is not just an investment in school.  It is an investment in the student who will become   in the students who will become our next  generation graduates. Thank you. Thank you. The next comment is from Miss Heather Phelps. Thank you for the opportunity for letting  me speak tonight.

160When I was in sixth grade,   a guest speaker came to my elementary school  and was talking about the power of courage. As   that man stood before us on the stage of  our entire class, he lifted his hand and   displayed a $20 bill. He asked, "Who wants it?"  Immediately, hands flew up and students shouted,   "Me." And at that very moment, this classmate of  mine named Javier simply got up from the floor   where our class had been sitting and walked up  to the stage and snatched the $20 bill from the   man who was holding it. I simply awaited the  teacher to stop him and I expected Javier to   get into trouble. I simply did not expect the  speaker to give him applause. I didn't expect   the speaker to give him a high five. And  I sure didn't

161expect the speaker to allow   him to keep the $20 bill. I was stunned. The  lesson, if you want something for yourself,   you must simply go after it. Get it. Take it.  Just as Javier has done. We cannot just talk about   how badly we want something or need something to  change. We need to take action. I was captivated   by this message and I still live by it today.  Moments like these have helped me develop the   scrappiness and drive that has gotten me to where  I am today. I am in my third year with Stockton   Unified School District housed at Nightingale  Charter School. I currently teach the sixth   grade and I'm passionate about teaching students  to love the lifelong learning and all about school   to career options at night. We are a strong team,  family even of

162highly educated people dedicated to   our mission to produce outstanding wise leaders  and scholars who exemplify academic excellence   and responsible citizenship by promoting a  community centered on identified values such   as responsibility, respect, perseverance,  honesty, generosity, courage, and loyalty.   What sets Night Andale apart is that we are taking  the positive action within our unique educational   model of project-based learning and 21st century  skills embedded into our daily core of general   education academic foundation. We at Nightingale  are committed to our action of graduating every   student college, career and community ready. So  when our students make mistakes, they will surely   learn. So they will succeed and they will  also be able to help others. So when we say   action is completely needed, we at night andale  come together on the belief that our results   will prove our students to be

163the outstanding  leaders who will take the action. Thank you. Thank you. Um those were our three speakers.  So thank you all for your comments.   Are there any questions or comments from  any members of the board at this time? Yes,   Click Martin. I don't have any questions,  but I do have comments. Uh, Miss Phelps,   you I've sat in your class before when I've done  my my visits, and the children, they love Miss   Phelps. She even the way she's speaking right now  is really how she speaks in the classroom. So,   you know, just the confidence that you give our  students and from the principal on down to the   to the staff, you know, the the family dynamic  at night andale is amazing and I've been there   a a lot this year. So, I just wanted to commend 

164you all and give you your flowers because you   all truly care about the students and I've  seen it firsthand. So, thank you so much. California. So, I just want to talk about what  does this look like in real time, right? Because   when I look at the California dashboard and then  I hear you say you are owning the things that are   going to really change the trajectory of our  young scholars, what does that look like and   how do we actually get there for these kids?  Because highquality education is important and   we should have a plan to ensure that that we do  make the road maps right. And then what are the   things that you actually need to be supported  with so that we can get you to that level? That is a great question and I'm

165going to love  answering it. And so one of the things that we   must look at, as you know, when it comes to  something there's multiple variables. You   have high quality first instruction, you have  your fiscal, you have your community. There's   so many things that attribute to academic  success. And so when we talk about CAST   and it coming out once a year and we get the  scores in the summer, it's kind of delayed,   right? And so as we move towards um this year we  started implementing our um CASP interim block   assessments and summitive assessments and taking  a look at those to ensure that we are moving in   the right direction. Looking at our I Ready  and any other type of local academic data to   see where specifically the need is. Right? It's  just not in ELA.

166There are different areas that   we really need to hone in on and make sure that  our students have it. In the past two years,   I want to say we've also focused on like  foundational skills. They need those foundational   skills in order to be successful in the future.  And that's why we're seeing so much more growth   on our local diagnostics when it comes to our  primary. Just really focusing in on that. Um so,   as we as we move forward, it's a lot of it's  a lot of a lot of moving pieces. We're talking   about ongoing PD, ongoing coaching, visiting  classrooms, giving feedback, having pull outs,   making sure that we are on pace and focused on  the right work. And that is something that we   started to increase this year so that we see  the accelerated growth

167um coming up. Okay. And   and then I noticed that chronic absenteeism is  not just your school, right? This is like this   is across the US. What are the partnerships  that you need to really support that piece,   right? Cuz I know there are other partnerships  in the community where kids have accountability,   not just the parents, but what are some of those  partnerships that you believe that you need to   lift up in order to support and reduce the number  of kiddles not showing up? Because we can't move   data forward, right, if kids are not in seats. So,  um, what are the partnerships that you believe you   need to move chronic absenteeism forward so that  we have a decrease of kids not showing up? So,   at night and um, part of our chronic absenteeism  issue really has to

168do with um, I was going to say   transportation as everyone is mumbling behind  me. Transportation. And as a charter school,   we are responsible for responsible for that  transportation. And as you know, that is a   big hefty cost. And so a lot of our families um  come to Night Andale and then they move out of the   area and they continue to stay at Night andale.  And so when they continue to stay out Nangal,   we have seen a high increase of absenteeism  and tardy tardies and everything else as they   are commuting from the north side of Stockton,  Loi, other surrounding areas that are not quite   um within their feasible distance. And so we do  notice that is one of the issues. Another another   one of the issues that we are seeing and just to  be complete transparent

169is that since COVID our   families are prioritizing other things and so I  have seen an increase in prioritizing vacations   or leaving out of the country for extended  period of time than we have in the past. And   because I've been there for so long I can kind  of track how much that has grown, right? And so   um with the support of independent study and  really focusing in on that and also bringing   families in so that they can see the value. And so  one of the things we also do is we hold night and   gale academic teacher team meetings where parents  come in and the teachers present what it would be   um what a foundational skill is and show them  the data and how with their partnership and them   coming to school that that data can improve. 

170And so whether it's primary focusing a first   grade class focusing on site words, right?  We give them activities that they can take   home and implement at home. And then a few  months later, we rem and say, look, this is   how much your child has grown. And part of it is  activities um that instill that educational first,   right? Education first. And along with that,  switching our parent events. I don't know if   any of you guys have been out to one of our our  family engagement events, but it's not a movie   night. It is actual um activities um things that  families do together. You have parent and child,   drawing on a canvas, working on a math problem  or um involving in in literacy together. So,   it is really a different look at how we are  engaging with

171our parents. I hope that answered   it did. Thank you. And as far as for supports,  cuz I'm not going to let that one go. I will   say in the past it has been very difficult to get  some of the things that we need um from Stockton   Unified. As far as the process to get what we need  is very difficult or things have been denied. And   so one of the things that I have noticed is that  we have more communication now um and we are now   being able to use our money to really hit the  needs of our students. And I look forward to   collaborating even more on how we can use that  so we can make a greater impact. Thank you. Any other questions or comments from the  board? Okay, hearing none. Um, is there

172a   motion on this item? A motion to approve item 8.1.  A second. Oh, wait. That's the wrong item. Well,   7.2. Wait, sorry. 7.1. Well, it's now it's  7. Yeah. I motion to approve item 7.1. Okay.   I'll second. Okay. Seconded by clerk Martin. Any  further discussion? Hearing none. Roll call vote,   please. President Cologne, yes. Vice President  Priest, yes. Clerk Martin, yes. Trusty Daire,   yes. Trusty Perez, yes. Trusty Stevens, yes.  Trusty Silva, yes. Motion passes unanimously. Okay. Right. Uh, moving on to item 7.3,  public hearing for reopener contract   negotiations for the 2026 2027 fiscal  years between Stockton Unified School   District District and the Stockton Pupil  Personnel Association Incorporated, SPA,   and presentation of Sunshine proposals.  Do we have a Oh, let me open the hearing. Uh looks like we do not have a staff report.  Are there any

173uh public testimony? Okay,   hearing none. Do we have any trustees comments?  Hearing none, I'll now close the public hearing. And now we will move on to item 8.2 2 key  performance indicator KPI presentation update   on 2026 school culture and climate  survey panorama by Dr. Jason Murphy,   director of research and accountability. Good evening. First recognizing Superintendent  Dr. Rodriguez, uh, President Cologne,   Vice President Priest, members of the board,  uh, cabinet, Stockton School community. Um,   my name is Dr. Jason Murphy. I'm director of  the research and accountability department,   and I have the pleasure of being joined by  the brilliant Edison research interns. Um,   I have three of six with me tonight. Um,  first I'm joined by Miss Christina Ventura   who is a future Calpaly San Louis Sabispo  construction management student. I'm joined   by Mr. Josh Jumawan who is

174a future Delta medical  student. And I am joined by Mr. Justin Jumawan.   Obviously they are brothers who is a future  SAK State nursing student. Tonight we are prov tonight we are providing an update  on the school climate performance   indicator using the spring 2026  panorama school climate survey   um and academic survey results. We will keep  this presentation tight and focused on what   we what what improved what we see as strengths  and where the data points us for next steps.   Here's the road map for the update. We will  briefly connect the survey to local control   funding form of priority six. Explain how to read  the results, highlight student, teacher, and staff   and family results. Then we will close with a  comparison comparison points and next steps. Our   next move by grounding uh the survey in the local 

175control accountability formula and framework. School climate is one of the local indicators  on the California schools dashboard.   The survey helps us understand how students,  families, and staff experience school beyond   test scores alone. The goal is not just  compliance. The goal is to use school climate   data as an improvement tool tied to belonging,  safety, engagement, and learning conditions. The next slide will show um what whose voices  are included in the measure. The school climate   survey includes students, families, teachers,  and staff. That matters because each group sees   a different part of the school experience.  Together those voices give a fuller picture   of school climate across the district. The  topics are not identical for every student   group. So the next size clarifies which which  student which groups respond to which topics. The slide shows the major topic areas

176by  respondent group. School climate is a most   universal topic appearing across students,  teachers, staff, and families. Other topics   are tailored to the respondent group such as  teacher student relationships for students,   staff, leadership relationship for adults,  and barriers to engagement for families.   With that structure in mind, we can look at  the strengths of this participation in 2026. The first takeaway is that the 2026 results are  based on a strong response base. For students,   the student competency and well-being survey  had a 91.6 response rate, up 26.8% from 2024.   Student supports and environment had a 8 is is  at an 85.4% response rate and that is also up by   18.5 percentage points. Family responses grew from  1,377 to 2,47 44 417. That's a 75% increase. Um,   adult staff grew from 1,697 to 2,364. That's a  39.3% increase. Before

177we move to the results,   I want to briefly explain how to interpret  those numbers. The section on understanding   the numbers will quickly orient you to the  results. We'll use percent favorable as and   national benchmarks and change over time to help  us understand the patterns. Let's first talk about   uh favorability. Percent favorable means the  percentage of students or or pe respondents   who responded favorably to the selected positive  sorry responded favorably to to the answer choice.   In the example above here, 38% said most of  their teachers are respectful and 48% said all   of their teachers are respectful. Together, those  favorability responses equals 86% favorable. The   next lens focuses on the comparison, the national  comparison. National compare national benchmark   compare um our results to Panorama's national  data set. The colors help us scan for relative   strengths and possible

178focus areas for the zero  to 19th percentile up through the 80th to 99th   percentile. Important note, benchmark color  does not equal statistical significance. It   is a comparison tool, not a final judgment. The  next slide explains change over time. You know, the spring 2026 survey includes over 22,000  voices. Even small changes are meaningful.   This slide shows the general idea. The larger  a sample size, the smaller a change needed to   have a meaningful shift. We use this  as a signal for attention in action,   not as a signal to measure just success  or failure. With this in mind, I'm going   to now turn it over to Miss Christina  Ventura to talk about student results. Thank you, Dr. Murphy. Hi, everyone. So, the  student section is organized into three grades   spans. First 3 to 5, 6 to 8, 9

179to 12, and now  first the overall results for grades 3 to 5.   Students responded to six major areas. Four out  of the six topics showed growth from 2024 to   2026. The strongest current benchmark areas  are sense of belonging and school climate,   both now at the 70th percentile nationally.  Student teacher relationships also improved   by three percentage points and is at a 60th  percentile. There are also opportunities for   continued progress. Growth mindset  declined by two points and rigorous   expectations declined by one point.  Now moving on to grades 6 through 8th. The pattern here is very positive. Out of the  six topic areas, all six showed growth. The   largest gains were in teacher student  relationships and sense of belonging,   both increasing by eight percentage points.  Challenging feelings also improved and is   now at the 80th percentile nationally. At 

180the same time, the opportunity is clear.   Sense of belonging is still at a 20 percentile and  rigorous expectations is at a 30th percentile. So   growth is still happening but continued focus  is still needed. Now to the 9th through 12th four out of the six topics showed growth growth  mindset increased by three points. Challenging   feelings increased by four points and is at  the 80th percentile and both teacher student   relationships and school climate increased by one  point. The opportunity area is that several topics   remain low in national comparison. Rigorous  expectations declined by two points since the   belonging remained flat at a 30% favorable and  four of the six topics are in the 10th, 20th or   30th percentile. Next, I want to focus on a one  specific insight student teacher relationships. Here, three of the four teacher student 

181relationship items showed growth. First,   if you walked into class, how upset or concerned  were your teach would your teachers be? And when   your teacher asks you how are you, how often do  you feel that your teacher really wants to know   your answer? Both increased by five percentage  points. The opportunity is that respect remained   flat, though it remained at a high 80% favorable.  The same relationship lens continues with grades   6 through 12. Four of the fives items showed  growth. The largest increase was the question   about whether teachers would be excited to see  students if they came back to visit 3 years later,   which grew an outstanding 14 points. Three  other relationships also grew items by nine   points. Again, the opportunity is that respect  remained flat at 80 80% favorable. Overall,   across grade spans, students are  reporting

182stronger signs of adult   concern and connection. I will close the  student section with the free response data. So, here the students were also asked, "Thinking  about everything in your life right now,   what was the hardest for you?" In grades three  to five, the most visible words included mom,   dad, house, sister, and brother, which points to  a concrete people and home experiences. In grades   6 through 12, the visible words shifted more  towards school work, mental health, parents,   time management, and future concerns. This  does not replace deeper quantitative analysis,   but it does help us hear what's going on  in the students minds. This concludes the   student section. Now I'll be passing it over to  my colleague Josh for teacher and staff results. Uh thank you Christina. I will now summarize the  teacher and staff results. This section

183focuses   on overall adult responses first then look at  deeper at look at leadership relationships focused   by free response themes. I will begin my teacher  results. For teacher results, all six topics shown   growth from 2024 to 2026. The largest increase  was school climate, which grew by 11 percentage   points. Belonging grew by eight points, while  teacher efficacy and well-being each grew by seven   points. Staff leadership relationships also grew  by five points. The opportunity is that several   topics are still in the 30th or 40th percentile  nationally. So the positive direction should be   paired with continued support for adult climate  and efficacy. Next, we will look at staff results. For staff, all four topic areas showed  growth. School climate increased by 12   percentage points. Well-being increased by  eight points. Belonging increased by six   points and staff's leadership relationships  increased

184by five points. Three of four areas   are now at the 50th percentile naturally with  staff staff leadership relationships at the   40th percentile. Because these leadership  relationships showed growth for both groups.   The next slides will look deeper at those items.  For staff, online staff leadership relationship   items showed growth. Two items grew by double  digits. Trust between school leaders and staff   increased by 10 points. And finding work with  the leadership team motivating also increased   by 10 points. Respect from school leaders reach  80% favorably. The opportunity is that trust and   motivation are improving but still have room  to grow as day-to-day conditions continue to   shape staff experience. Now we will look at the  teacher specific leadership relationship items for teachers. All nine leadership  relationship items also showed growth.   The biggest gain was how motivating teachers  find working with

185the leadership team up by   nine points. Trust between school leaders  and faculty increased by eight points and   several other items grew between three and  six points. The continued opportunity is   fairness and trust. Fair treatment grew by  one point and trust is improving but remains   an area to strengthen. I will choose with I'll  close with teacher and staff free responses. Teachers and staff were asked what has hap what  has helped them most in managing work related   stress for teachers. The word cloud highlights  ex exercise spending time with spending time   colleagues friends home and support for staff.  The prominent words include prayer, music,   stress, walk, breaks, home and co-workers.  A common message is that adult well-being is   supported by relationships, healthy routines,  and space to reset. This concludes the the   teacher and staff section. I'll now turn

186it  over to Justin for family results. Thank you. Thank you, Josh. I will now summarize the family  results. This section focuses on overall family   topics, a closer look at family school climate,  and then the overall family free responses themes.   Looking at the overall results of family members  out of the four topics, family efficacy was showed   the greatest national percentile being 90th with  all of them showing growth and school climate   gaining 11% and school safety gaining 10%. Uh  opportunities for growth are school climate still   being at the lowest 50 national percentile.  Next moving on to the insights of family   student teacher relationships. The there was seven  questions all of them showing growth with six out   of seven questions showing double digits growth  with the question how fair or unfair is the school   system or evaluating children

187showing the lowest  but still growing 9% and the highest is 13%.   Finally, looking at the family-free responses,  families were asked what a safe and secure   school or classroom looks like to them.  The most visible words include security,   campus, gates, doors, cameras, staff, teacher,  adults, respect, and environment. This suggests   families think about safety in both physical  and relational terms. secure facilities,   visible adults, respectful interactions,  and a calm environment. This concludes the   family section, and I will turn it back to Dr.  Murphy for district comparisons and next steps. I just have to pause and acknowledge them  that they prepared for 16 hours. Two two   whole days they prepared and they got into  this this data and they have been deeply   engaged. Many of them are actually some  who are not here. They're involved in Dr.   Rodriguez's superintendent

188council. These  students are dialed into their community   and they care and they're making meaningful  contributions. So I wanted to acknowledge that again. Thank you Justin for those remarks. Just  uh we will close by compare with by looking at a   comparison points for school climate including  subgroup trends and then move into next steps.   First, let me return to the overall school climate  response. Um, this slide reinforces the overall   school climate pattern for secondary students.  We see growth in growth mindset, challenging   feelings, and teacher student relations as well as  school climate. Challenging feelings is relative   is a relative strength at the 80th percentile.  The opportunities remain rigorous expectations   declined by two percentage points since the  belonging remained flat. These two areas should   be treated as focus for planning going forward.  The next two slides will look at

189subgroup patterns   on these areas. Looking at school climate by  subgroup, all highlighted groups showed growth in   both grade spans. In grades 3 through 5, special  education increased by six percentage points,   while African-American, black students, and  English learners each increased by two points.   In grades 6 to 12, African-American students,  black students increased by six percentage points,   special education increased by four percentage  points, and English learner increased by three   points. The opportunity for growth is present,  but absolute favorable rates are still lower for   secondary groups. Now, I will take a look at sense  of belonging by subgroup. Sense of belonging shows   some of the most important subgroup movement in  grades 3 to five. Special education increased   by nine points. African-American black students  increased by three points and English learners   increased by one point. In grades 6 to

19012,  African-American black students increased   by 12 points. Special education increased by 13  points and English learners increased by seven   points. This is encouraging growth, especially for  our secondary African-American black students and   students with disabilities. The next step is to  convert that growth into consistent tra trajectory   for stronger growth across schools. We'll close  with those next steps. The next steps are about   are about to use uh the survey is only the next  steps are about use. Sorry. This survey is only   valuable if results inform department goals,  school plans, family engagement, and climate   improvement actions. The next slides identify  the planning structures that are in place in our   school system. At the district level, department  leads can use these results to assess progress   toward department scorecards. District leadership  can use data to monitor progress toward priority   areas.

191Principles and school site councils can  use findings in school site plans or sorry, school   plans for student achievement. District leaders  also used data to support the development of the   local control accountability plan. And I have to  say that our principles were absolutely chomping   at the bit for this information. They were  excited. They were dialed in. They were getting   out during the survey window and getting parents  to sign up and take the survey and working with   their students and their teachers. They are dialed  in and the community is interested and focused on   getting student parent and community voice and  using that voice to drive their decision-making. In terms of some more more concrete steps, the  results point to four practical next steps.   continuing to amplify student voice through  structures like the student advisory committee   plus STG

192um support staff support staff  well-being through educators thriving   for staff and administrators expanding meaningful  family engagement and continuing to enhance safety   throughout SUSD. The through line is improvement.  We celebrate growth. We name opportunities and   use the data to guide our actions. Thank you uh  superintendent Rodriguez, cabinet and staff and   uh community on our board for attending to  this presentation. Uh but most importantly,   I want to thank you students, families, and  teachers and staff who took the brave step to   share their voice. Uh at this point,  we welcome any questions. Thank you. They like you, not me. Dr. Murphy, is there  a trend with the um 6th through 12th uh data   being extremely lower than the elementary or do  you know what causes that to be a lot lower? That   is a trend and we and

193that's not just a Stockton  trend. It is a trend that when we look at other   districts because Panorama has a national sample  of over 4,000 districts, we see similar trends.   Um there's lots of things that can that that  can contribute to it. Some of it has to be the   nature of how school is structured uh at the  elementary level versus how it's structured   more departmentally at the secondary level.  Um but our students have can also speak to   that as well. So did you want to speak to that?  They're shy. Yeah. Yeah. Come on over. You're shy. So one of the things that I will say that  when we looked at the data was interesting   is in particular they looked at their  school once it was released for Edison   and we saw really interesting trends that 

194for example our African-American subgroup   scores higher in sense of belonging than  the district and other subgroups. So we can   see that schools that emphasize different  interventions like focusing on goal six,   uh focusing on goal five for special education,  those are in fact yielding outcomes over time.   And we actually did uh share a supplemental  document because I know this is a lot of   material where you could review uh the uh  results by the schools as well. Thank you. Are there any questions? Any other questions  or comments from the board? It looks like we   don't have any at this time, but thank you so  much for a wonderful presentation. Thank you. Okay, our next presentation, item 8.3,  Crisis Prevention Institute, CPI overview. Madame President, Madame Vice President, honored  trustees and superintendent Rodriguez. How   do you do? My

195name is Alene Corellia.  I'm the vice president of integration   and sustainability at the Crisis Prevention  Institute. Accompanying me is Jeff Schill,   who's the vice president of training at CPI.  Our intent today is to give an overview of   uh the CPI training that's being provided with  the Stockton Unified School District. Give you   an opportunity to ask questions uh specific  to uh CPI's training and how it might be   utilized within the district itself. A little  bit of overview and background on CPI. Uh we're   a worldwide uh recognized organization. We've been  providing crisis intervention training since 1980.   uh our primary focus is always to uh focus on  deescalating crisis situations as they arise.   Part of that process also includes recognizing  crisis before it becomes a physical event. And   uh many times we know that there are triggers  and

196there's signals of that uh starting to   emerge. Part of what we do is actually teach  staff how to recognize those early signals of   what that really looks like during crisis itself.  So what does CPI provide? At the end of the day,   we start with again, as I intimated, recognizing  the early signs of crisis. How are we going to   be able to deescalate those situations in ways  that are non-physical? We also look at proactive   strategies to help deescalate situations in which  staff may be in coming in contact with. Uh we want   to again prevent those from becoming physical.  We also do need to provide tools, however,   and recognizing that there's a chance that someone  can become physically aggressive to themsel or to   others. And we want to be able to recognize how  do we provide uh

197physical intervention strategies   that are within our responsibility to provide duty  to care. And that's a key phrase when it comes to   what we do because we want to make sure that we're  we're assuring that we're not injuring anyone. Not   only regardless of whether we're talking about the  student in crisis or staff members for that matter and this all starts with the different suite  of options that we provide to the district and   right now the district is utilizing three  different levels of training uh from CPI.   The first is the deescalation basics. This is  online training designed to create awareness,   understanding of what crisis looks like for the  vast majority of staff. It's easy to deploy. It's   something that's digestible within about 30  minutes of online learning. But what it does   is it really gives people an

198opportunity to  recognize that crisis does occur. It does   emerge in our world and there are things that we  can do to try to uh shortcircuit, if you will,   that crisis process itself. So, it really focuses  in on early detection of crisis. It gives us an   opportunity to recognize and identify what kind  of environmental or relationship uh supports we   have available to us as professionals regardless  of whether we're a teacher in the classroom or   uh a a transportation specialist or security  specialist. We want to make sure that we're   recognizing those opportunities. Uh again,  we focus on uh strategy, but what's also   very important about this is it's giving us an  opportunity to establish a working language, a   common language across the district when it comes  to talking about crisis. So instead of me saying   someone is

199about to freak out, it gives me an  opportunity to say, "Hey, I've got someone who's   in crisis. They're talking to themselves. This  this student is clenching their fist. They're,   you know, they're pacing a lot. We need to be able  to look for ways in which we can inter intervene   before things become even uh violent. And the next  tier up of training that we provide through the   district is verbal intervention training and it's  designed for the vast majority of persons who are   going to come in contact with people who moving  to that place of crisis. The opportunity now here   is not only recognizing the early stages, but  what kind of things can I do as a professional,   as a responsible uh provider of care or duty to  care within the district? What are the things   that

200I can do to engage this person to try to  deescalate that situation? It includes non-verbal   communications, tone, parverbal communications,  uh how we are physically positioning ourselves,   how we're managing distance. These are all things  that are part of the communication cycle that are   designed specifically to help us deescalate  situations as opposed to escalating them.   It also gives us an opportunity to recognize  that listening is a critical comp component for   communication. All too often we have found that  many times professionals with a desire to try   to deescalate a situation actually over flow uh  over overload someone with information. They try   to talk to them too much. They talk to them too  too fast. They ask them question after question   after question. As a parent of a daughter with  special needs, I know for a fact that if

201you ask   my daughter a question, it's going to take her 10  to 15 seconds to process that information, figure   out how she wants to speak, and then actually get  it out. The same thing happens to people who are   in crisis. They lose the ability to express  language, to express themselves. And as such,   when it's many times we as the professionals look  at it and say maybe I ask them another question   and I ask them five questions, they're still stuck  on the first one. So we want to be able to help   staff members recognize that there are ways in  which we can actively listen to that person in   crisis. And by actively listening, by letting them  express themselves over time, that's often one of   the most effective ways to try to deescalate  a situation. We focus

202in on again diffusing   those situations and we also focus in on how is  it impacting me as the professional because the   reality is whenever I'm working with someone in  crisis it's an integrated experience. My behavior   impacts the person I'm talking to their behavior  impacts me and many times we as professionals   don't recognize how this person's behavior is  actually escalating us as the professional. So   we look at that very specifically and how do we we  manage our own self as the professional in those   crisis situations. In the next tier up we have  the advanced physical skills course. And this   course is designed to incorporate everything I've  talked about earlier. Recognize the early stages   of crisis. Look at ways in which we can deescalate  those situations or at the very least decelerate,   slow it down. Be able

203to slow down that situation  so that we can establish communication. So we can   let this person express themselves as well.  It gives us also an opportunity to engage   and utilize skills that if someone does become  physically violent, how do I keep myself safe   as the professional? So, if someone decides to  take a swing at me or grab a hold of me uh as a   professional or how do I keep myself or disengage  from that situation, we also do teach very basic   holding strategies designed to keep someone safe  if they become a danger to themsel or others. Now,   it's important for me, in fact, it's critical for  me to articulate this fact is that we will never   recommend anyone engage in a physical intervention  by themsel. It's too easy for it to become a you   versus

204me situation in those kinds of situations.  And what we want to make sure we're doing is we're   always using a team approach when it comes to  any kind of physical intervention. It's also   critical to recognize that any kind of physical  intervention is used as a last resort. It's not   the first step. It's the very last resort because  we recognize that again sometimes people might   have a physical outburst and it's done with. So  let's let that person you know let's recognize   that we can now continue the deescalation process  and these are all critical elements when it comes   to uh the physical interventions again only as a  last resort. This slide gives you a synopsis of   kind of the ideas of what the goals are of the  various uh levels of training that are provide   being provided

205through the district at this time.  deescalation basics, the verbal intervention   strategies, the advanced physical skills. It  gives us an opportunity to really understand   that there are different levels of training and  those levels of training uh are really dependent   on the expectations of staff whenever they're  faced with a crisis situation. For example,   if I have a food service worker, likelihood of we  want of us wanting to have them actually be part   of a deescalation situation is probably lower.  Okay, it's not a guarantee, but it's probably   lower. So, something like deescalation basics  would probably be most appropriate versus a a   an assistant principal or a staff member working  in a special needs environment. Perhaps that might   be more appropriate for the verbal intervention  or even the advanced physical skills. Again, it's   dependent on the environment and the

206expectations  of staff in those environments of care. Uh in this particular slide, this gives you  a current state of what's uh happening with   regard to training around CPI's training. Here  we currently have uh 17 uh trainers that are   currently within the district itself. You've  also been able to very successfully designate   uh a teacher on a special assignment uh who  is really focused on the administrative and   uh really pushing forward the the training and  scheduling of uh classes here. I think that in   our conversations we've recognized that a good  runway has been established uh especially since   January if I recall uh in the training itself  a good runway has been established and I think   that there's really a lot that's taking place in  building and preparing uh staff to receive this   training in the coming uh

207future. That concludes  my portion of this presentation. I open the floor   to you for your questions uh and thoughts around  CPI's training, misnomers that you might have   uh as well as things that you would like to  see in addition. Okay, great. Thank you for   your presentation. Any questions or um comments  for our CPI? Trusty Stevens. Yeah. What are the   benchmarks to know that um someone is actually  utilizing the the the the skills properly?   One of my favorite questions. So I like data.  I love data. And one of the most important   things an organization can do and by the way CPI  provides just training not just in uh educational   environments. We provide this training to  healthcare organizations around the world to   behavioral health facilities, corrections. So we  do a lot of uh in different different industries  

208and we start with the data. What can we see  as far as data is concerned? what are we see   you know what's the data tell us right now are  we seeing uh for example an increase in events   uh or are we seeing an increase in reporting in  events I I would ask are we getting good data by   through the current reporting system itself what  does it what does it really give us a chance to   look at uh so I'll look at data uh some of those  benchmarks might be reporting frequency it might   be uh severity of events uh it might the uh even  in some organizations they have the ability to   track near near misses uh and that's perhaps  one of the hardest data points but when you   track du track things like that it

209gives you an  opportunity to recognize are they utilizing the   skills themselves I would also argue that one  of the real challenges that we do run into when   it comes to data is that an organization like  CPI is often confused with it's almost treated   like Kleenex or Q-tip everyone you know there's  different not all tissues are Kleenex you know   well a lot of times people say I did CPI and no  that's not CPI training we can see that in whether   it's in a report or you know even the results of  the the situation so we really focus in on what is   the data telling us and that helps us understand  it through some of the initial benchmarking uh I   would also And there's also things that we can  do with regard to uh just even how

210we reinforce   training with staff. Uh I think that all of us  recognize that any skill is perishable and as such   if we're you continue to reinforce that content  or the information or the concepts that gives us   an opportunity to see whether we're we're really  setting the benchmarks we want. Okay. Thank you. I just um have a quick question.  Our staff that have been trained,   they've all been trained in all three of these  levels. No. No. Okay. Yeah. It's actually been   designated through uh uh through the district  offices and the lease team. Yes. So, no. So,   you only are required to have one depending on  your position. So like CSM, CSAs, noon duties,   vice principal, principles, some of our special  education uh educators have the highest level.   And for example, my HR staff are going to

211get the  online one, right? Because they're it's unlikely   that they're going to encounter a a student or  situation. So depending on their position, I have   that data. I could include it in the B2B if you  want to look at it. Thank you. Other questions? No other questions? Thank you so  much for your presentation. We   appreciate it. We appreciate your time. Thank you. Moving on to item 9.1, approval of first and  final reading for board policy and administrative   regulation 5145.3 non-discrimination  harassment board policy and administrative   regulation 51 5145.7 sexual harassment and  administ administrative regulation 5145.71 title 9 sexual harassment comp complaint  procedures. Is there a a motion? Motion to approve. All second. Any discussion?  All right. Hearing none. Roll call vote,   please. President Colon, yes. Vice President  Priest, yes. Clerk Martin, yes. Trusty Daire,   yes. Trusty

212Perez, yes. Trusty Stevens, yes.  Trusty Silva, yes. Motion passes unanimously. Item 9.2, approval of first reading for board  policy and administrative regulation for 6184,   Continuation Education. Is there a motion? I'll make the motion to approve. I'll second  Steven. Any discussion question? Right. Hearing   none. Roll call vote. President Cologne, yes.  Vice President Priest, yes. Clerk Martin,   yes. Trusty Daire, yes. Trusty Perez, yes. Trusty  Stevens, yes. Trusty Silva, yes. Motion passes   unanimously. Item 10.1, board committee reports.  Evette will read the oral announcement and   announce each board committee for a report. Abby  will be the timekeeper. So we have a threeminut   limit per report, but we also have additional time  for any questions or feedback for the committee.   This is the opportunity to hear any reports from  board committees specifically regarding prior or   upcoming committee meetings. There will

213be a  three minute limit per report. Additionally,   there will be a threeinut limit for discussion.  And the first board committee report is from board   policy committee vice president uh priest. Good  evening. Uh we had an important talk um within   our committee. Um our human resources team has put  in a tremendous amount of hard work reviewing and   updating several key policies to ensure alignment  with current uh law best practices and district   expectations. We look forward to continuing this  work together and revising these topics under um   during our next committee meeting. The committee  reviewed updates related to non-discrimination   and employment policies, including revisions to  contact information and administrative titles   connected to non-discrimination and harassment  procedures, sexual harassment policies, and sexual   harassment complaint procedures. These updates  are important to ensure clarity, accessibility,   and consistency for staff members and

214the  community. Additionally, the community reviewed   continuation education policies and administrative  regulations. Um, continuation education policies   outline how the district supports students who  may benefit from alternate educational settings   while continuing on a path towards graduation.  These policies explain students rights, transfer   procedures, academic and counseling supports,  and the district's responsibility to provide   equitable access to educational opportunities. The  policies also emphasize due process protection,   student engagement, and monitoring for equity  and disproportionality to ensure all students   are supported fairly and appropriately.  Thank you. The next committee is special   education committee from vice president priest.  All right, me again. I appreciate the thoughtful   discussion during our special education committee  regarding disproportionality trends in Stockton   Unified School District's annual determination  letter. These conversations are critical as we   continue working towards equitable outcomes and  ensuring that all students receive the services   and

215supports they deserve. We also discussed  the importance of strengthening our compliance   systems and ensuring that all staff across the  district share a common understanding before   moving forward with implementation efforts.  Building consistency in practices, procedures,   and expectations is essential to having and  improving outcomes for students and families.   Additionally, the committee reviewed district-wide  IEP trends, compliance monitoring efforts,   and the importance of ongoing accountability  measures to support continuous improvement.   It is important that we remain proactive, data  informed, and student centered in this work.   Another important area of discussion focused  on ensuring that family and student supports   are actually occurring at our school sites where  they are often most beneficial and impactful for   students and families, particularly within our  community schools model. Our schools should be a   create should create accessible site-based systems  of support that strengthen partnerships with  

216families and directly meet the needs of students  within their school communities. Thank you. Okay, no further questions. We'll move  on to item 10.2, brief reports on trustee   activities. Christina will read the oral  announcement and Abby will be the timekeeper.   This is the opportunity for each trustee to  make a brief announcement or to give a brief   report on their own recent activities  at the district pursuant to the Brown   Act Government Code section 54954.283.  There will be a 3minut limit per report. Okay. I will uh start here on my right  with Trusty Stevens. I'll yield my time   for tonight. Thank you, Clerk Martin. All  right. I was honored to serve as a judge   for senior projects at Weber Institute and  I also attended the reception dinner for our   retirees. I would like to extend my gratitude to 

217the retirees for their years of dedication and   outstanding service to our district. I also  have the have the pleasure of attending the   Sanwaqin Office of Education state seal  by of biiteracy celebration. Thank you. Okay, great. So there were a great deal many  activities these last couple of weeks. Um I   know I've enjoyed seeing my colleagues um enjoy  the activities whether it was visiting school   site activity or um you know a larger event. Um  there's like 10 10 or so different things. One   of one I want to uh just highlight that really  stood out to me. Um I was able to catch the uh   media showcase at Delta College. Um I personally  I love I love movies. I love storytelling. Um, and   I know that our students are working really hard  to put together their media,

218whether it is social   media or it's a uh video that they've created to  share. Um, they're they're eager to share their   voice. Um, and some of the some of the movies  I got to see, one was a little scary, the other   was just comedy. So it's like a wide range of um  just expression and the uh club of uh or the club   president for Chavez media um the CTE uh media  pathway um she gave such a heartfelt speech and   I apologize I didn't write down her name but she  spoke at the end and just encouraged her her her   um team to keep creating their art. It's what we  need right now, right? Uh most of all to lift our   spirits, to share a message, um and to further to  further move us all forward. Um

219so I look forward   to all the other activities. We've got graduations  and more events coming up. Um but definitely keep   in mind that our students voices um they're eager  to share their story even if it's just in a quick   little video. So with that, I will um turn to  uh Vice President Priest. All right. Um, I would   like to start with letting families know that ELOP  before and after school services are open for next   school year. So, please go to their website and  sign up if these services fit your family's needs.   Uh, Hoover has begun their I Ready math testing  on campus and they're getting ready for their   end of year assembly on May 21st. So, please come  out and join for a wonderful time in celebration.   Victory is enjoying is enjoying their spirit week 

220and um the middle school students are getting   ready for their seventh versus eighth grade  basketball game this Friday. So we look forward to   hearing about all the fun and seeing some exciting  pictures. Primary Years Academy is celebrating   teacher appreciate. They celebrated teacher  appreciation last week and next week we'll be   celebrating classified staff week. So please reach  out to the front office if you would like to help   in any way. And tomorrow they will have their cast  party celebration to celebrate student growth. Um,   as we move further into the spring season, area  4 is excited to prepare for state testing and our   upcoming promotion and graduation ceremonies. Um,  this is always a special time of year across our   schools as we celebrate the hard work, growth, and  resilience and accomplishments of our students.   I also want

221our students and staff and families  to know that we hear their voices and concerns.   Student voice matters and as a trustee I remain  committed to listening, learning and advocating in   well in ways to help strengthen trust, opportunity  and support across our district. Additionally,   I want to acknowledge the experiences shared by  our African-American employees. Representation,   belonging, equity, and accountability matter.  I remain committed to advocating for fair and   equitable experiences, consistent accountability,  and educational environments where all employees,   students, and students are valued, respected, and  supported. Our district grows stronger when every   member of our community is able to thrive and con  contribute authentically. As always, I will stay   focused in the lane of education and advocate for  student staff and programs that prioritize student   well-being, academic achievement, and equitable  access to opportunities. Our responsibility is to   ensure

222that every student, regardless of their  background or circumstances, have the support,   resources, and highquality educational experiences  they deserve. Thank you. All right. Thank you,   Trusty Perez. I'm going to wave my time tonight.  I'm going to give it to Donald. He looks like he   has a lot to report. Just Daire. You know, I  was going to yield my time. Um, but I'll share   a couple things. Um, so last week there was the  county off uh county office of education went to   the state of education at Franklin High School  and I also attended the state seal of biiteracy   awards ceremonies. It was really awesome. I'm  really glad that the county is um supporting us   and we get to support them as well. Um, I went to  two single demo events, one at downtown Stockton.   I This is

223my first time at the parade. It was  really beautiful. Uh, the weather was amazing.   I loved uh giving out all the goodies that we  had for the district. Um, and then the second   sink of the Mayo event was at the family resource  center. Very, very well planned, beautiful food,   beautiful dances, everything like that. Um, I went  to AI symposium at Weber Institute. This is the   first time we've had that. Uh congrats to CTE and  all the work that you've been doing and creating   the space for young folks to learn about AI and  uh have them thinking about what that means for   them in the future. I also attended with some  of my colleagues here um to attend the senior   project presentations at Weber. Um I also um got  to uh be with some of the

224district leaders here   to judge some of the senior projects. It was  really awesome. And then the last thing I'll   share is I went to Washington Elementary's steam  night. I got to make the tallest spaghetti tower   and I won. So, and that's my report. Thank you  everyone. All right. Thank you, Trusty Silva. Where I go? Um, I also attended the Cinco de  Mayo parade and then I went to oh the Special   Olympics for the Bosch Ball Tournament at Stag  High School. That was very in that was very   fulfilling. I get a little emotional when I'm  around them, but it was great to be there. Um,   then also I I was a judge for the senior  project at Merlo or not Merlo but institute.   That's it. Okay, great. Thank you everyone.  So, we will go ahead and

225move on to item 10.3.   Reappoint of a trustee to early learning  and school readiness advisory committee. Do we have um um I can go one across the other or   unless does somebody have a volunteer for  the committee? I will. Okay. So, Isabelle, want to make a make a motion, appoint  yourself? I make a motion to appoint myself   uh to the Early Learning and School  Readiness Advisory Committee. I'll second it,   Stevens. Okay, so we have a first and  a second. Any discussion? All right,   hearing none. Roll call vote. President  Cologne, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Daire, yes.  Trusty Perez, yes. Trusty Stevens,   yes. Trusty Silva, yes. Motion passes unanimously. Item 11.1, superintendence report by Dr. Michelle  Rodriguez, superintendent of schools. Cinco de   Mayo celebration. Yes. So before we start with  the video,

226just want to recognize how much we're   celebrating our staff, our students. Um so we  had our great retirement dinner and so appreciate   those that were able to be there. We h are having  our own seal of literacy event. Um and we did hit   the highest number that we've ever had. So 541  students um this year on their diploma will have   the seal of literacy. And then on Friday, we are  having the seal of civic engagement. And so this   year, we even had to find a facility because we  have over a hundred students that are going to be   um receiving the seal of civic engagement  through the state. And so something that's   really important is when you juxtapose the seal  of biiteracy and the seal of civic engagement,   we have a grand majority of those students

227are  receiving both. Um and so um we had our athletic   awards last night. Um and so we try to recognize  and support all the students in their many   um ways that they shine. This will be the last  board meeting before our graduation. So I do just   want to I will be speaking but I do want to just  um congratulate all of our 2026 graduates. Um,   we again are going to have our highest graduation  rate in history by a couple percentages. So,   we're proud of that along with our um  A throughG percentages going up. So,   um we're we're continuing to do that good  work. So, something that I always enjoy   is being within the community. So today  I was at two school sites at Harrison.   When I first walked into Harrison 9:00 in  the morning, the

228first thing that a young   um student said to me was, "I saw you at  the at the um Cinco de Mayo parade." And so,   um, part of being superintendent is one being in  the schools so that we know what's happening and   able to make those changes, but it's also, um,  making sure that people know who we are because   we make difficult decisions. Um, we have to  um, sometime make decisions that are not um,   100% supported and it always helps when you know  the person behind the decisions. And so, um, but   we're excited so that you can see in us in action  during the Cinco de Mayo parade. And here we go. It's about community. It's about us being  part of the greater Stockton community. So,   as always, we have a lot of students here. For

229me, it's about the community coming  together to show that when we are united,   we can accomplish anything. It's like a really wonderful experience that  I'm able to contribute with my school. See   the uh the joy of how people um like excited  for band. I see them how they fun for band and   like I see the fun I want to participate  in. I want others to see and see how we   express through um our music. So having  this opportunity is really like inspiring. Okay, we will move on to 11.2. Approval to  amend the agreement with California School   Boards Association, CSBA, to facilitate conflict  of interest training on May 13, 2026 to Stockton   Unified School District Executive Management Team,  management staff, superintendent, and pertinent   staff and review and update related policies.  Is there a motion? I have

230a motion to approve.   Is there a second? I'll second. Okay. Second by  clerk Martin. Any discussion? Hearing none, roll   call vote. President Cologne, yes. Vice President  Priest, yes. Clerk Martin, yes. Trusty Daire,   yes. Trusty Perez, yes. Trusty Stevens, yes. Yes.  Trusty Silva. Yes. Yes. Motion passes unanimously.   Item 11.3, approval of instructional continuity  plan, ICP, as part of the comprehensive school   safety plan, CSSP. Is there a motion? Motion to  approve. I'll second. Stevens. Any discussion?   Right. Hearing none. Roll call vote, please.  President Cologne, yes. Vice President Priest,   yes. Clerk Martin, yes. Trusty Daire,  yes. Trusty Perez, yes. Trusty Stevens,   yes. Trusty Silva. Yes. Motion passes unanimously.  11.4. Approval of amended associate superintendent   of business and operations employment agreement  with Dr. Michelle Hun. So I will read I have to   read this the script out. One moment

231please.  The board will now take up consideration of   item 11.4 approval of the amended associate  superintendent of business and operations   employment agreement with Dr. Michelle Hun. The  Brown Act requires the governing board prior   to taking final action on an employment  agreement to orally report the monetary   provisions of employment agreements for local  agency executives. The associate superintendent   of business and operations is a local agency  executive position and the proposed employment   agreement is before us this evening. The  associate superintendent of business and   operations agreements three-year term is updated  to commence on July 1st, 2026 through June 30th,   2029. The associate superintendent salary  will increase by 1.75% to 279,812.50 retroactive to July 1st, 2025. and the associate  superintendent will receive a one-time retention   payment of 5,000 as was provided to all SUSD  employees. The superintendent will continue   to

232receive the same health and welfare  benefits provided to all certificated   administrators. It should be the associate  superintendent will continue to receive the   same health and welfare benefits provided to  all certificated administrators going forward.   The associate the associate superintendent of  business and operations shall receive the same   percent pay increase and the same time and  at the same time such increase is granted by   the board to all other administrative employees  following her evaluation by the superintendent.   Now is there a motion? A motion to approve item  13 11.4 11.4 I'll second that. Any discussion or   questions? Okay. Hearing none, roll call vote.  President Gone, yes. Vice President Priest, yes. Clerk Martin, yes. Trusty Daire,  yes. Trusty Perez, yes. Trusty Stevens,   yes. Trusty Silva, yes. Motion passes unanimously. Thank you. Item 12.1, adoption of resolution 2581  proclaiming May 2026

233as Asian-American and Pacific   Islander Heritage Month. Is there a motion?  Motion to approve. I'll second. Thank you. Any   discussion hearing? None. Roll call vote, please.  President Cologne, yes. Vice President Priest,   yes. Clerk Martin, yes. Trusty Daener. Yes. Trusty  Perez, yes. Trusty Stevens, yes. Trusty Silva,   yes. Motion passes unanimously. Item 12.2,  approval of the consultant agreement between   Youth Cinema Project and Stockton Unified School  District at Harrison and Van Beern Elementary   School for the 2026 2027 school year. Is there  a motion? I'll make the motion to approve. I   second. Okay. Okay. Seconded by trusty Perez.  Any discussion? Right. Hearing none. Roll call   vote. President Cologne. Yes. Vice President  Priest. Yes. Clerk Martin. Yes. Trusty Daire?   Yes. Trusty Perez? Yes. Trusty Stevens? Yes.  Trusty Silva? Yes. Motion passes unanimously. Item   12.3. Approval of the consultant agreement between  Youth

234Cinema Project and Stockton Unified School   District Jane Frederick High School for the 2026  2027 school year. Is there a motion? Motion to   approve. A second. Seconded by trustee Perez. Any  discussion? Right. Hearing none. Roll call vote,   please. President Cologne, yes. Vice President  Priest, yes. Clerk Martin, yes. Trusty Daire,   yes. Trusty Perez, yes. Trusty Stevens, yes.  Trusty Silva, yes. Motion passes unanimously. Item   12.4, Four, approval of the consultant agreement  between Youth Cinema Project and Stockton Unified   School District, Stockton High School for the  2026 2027 school year. Is there a motion? A   motion to approve. I'll second. Any discussion?  Hearing none, roll call vote. President Cologne,   yes. Vice President Priest, yes. Clerk Martin,  yes. Trusty Daire, yes. Trusty Perez, yes. Trusty   Stevens, yes. Trusty Silva. Yes. Motion passes  unanimously. Item 12.5, approval of the purchase   of additional

235Jigsaw Learning LLC's Teachtown  curriculum and related licenses for the Stockton   Unified School District Moderate Severe Special  Education Classrooms for use from August 15,   2026 through August 14th, 2027. Is there a motion?  I motion to approve item 12.5. Stevens. I second.   Okay. Seconded by Trusty Perez. Any discussion?  Hearing none. Roll call vote. President Cologne,   yes. Vice President Priest, yes. Clerk  Martin, yes. Trusty Daener, yes. Trusty Perez,   yes. Trusty Stevens, yes. Trusty Silva, yes.  Motion passes unanimously. Item 12.6, Six,   approval to amend an agreement to furnish  consultant services with Excel Interpreting   LLC for the language development office for  additional contracted services rendered. Is   there a motion? A motion to approve  item 12.6. I'll second. Thank you.   Any discussion? Hearing none. Roll call vote.  President Cologne. Yes. Vice President Priest. Vice President Priest. Okay. Um, go ahead and

236ask your  question, please. VP priest. Um,   I was trying to understand the amount uh where the  amount came from. It's an additional looks like   $83,000 plus dollars. I was just wondering  why it went up so significantly. We'll call the Martinez from RLD. Hi, good evening.  Um, that's up to that amount. We um are remain   under staff. I have somebody an interpreter that  is still out on still out on medical leave. And   then for reclassification in our reclassification  plan, all of our dually identified students um   have to hold an amendment IEP which if for  interpreters will have to be available for   that as well. So we don't expect to get to  that amount. We just didn't want to go over. Okay. Thank you. Any further questions? Okay,  hearing none, we'll go ahead continue with the   roll

237call vote um with BP Priest. Vice President  Priest, yes. Clerk Martin, yes. Trusty Daire, yes.   Trusty Perez, yes. Trusty Stevens, yes. Trusty  Silva, yes. Motion passes unanimously. Okay.   Item 12.7, approval of an agreement to furnish  consultant services with core learning for the   special education department for the 202627 school  year. Is there a motion? I'll make the motion to   approve. Is there a second? I'll second. Trustee  Daire. Any questions, discussion? Right. Hearing   none. Roll call vote. President Cologne. Yes. Vice  President Priest, yes. Clerk Martin, yes. Trusty   Daire, yes. Trusty Perez, yes. Trusty Stevens,  yes. Trusty Silva, yes. Motion passes unanimously. Item 13.1, ratification of the tenative agreement  between Stockton Unified School District District   and the Stockton Unified Supvisory Unit, SUSU,  for the 2528 successor negotiations and approval   of the required public financial disclosure forms  assessing the

238agreement's fiscal impact. Is there   a motion? I'll make the motion to approve.  I'll second. Thank you. Any discussion? Right.   Hearing none. Roll call vote. President Cologne,  yes. Vice President Priest, yes. Clerk Martin,   yes. Trusty Daire, yes. Trusty Perez, yes. Trusty  Stevens, yes. Trusty Silva, yes. Motion passes   unanimously. Item 13.2, 2, approval of the new  chief labor relations officer job description,   classified management salary schedule. Is there a  motion? Is there a presentation for this one? Uh,   there's no presentation, but I'll be happy to  answer any questions. Okay. Can you talk about So,   what does this department look like now in HR  with um implementation of a chief labor relations   officer? Why does this work not get picked up  by the soup of um the assistant soup of HR?   What does that look like? Yes. So, um

239Stockton  is very unique in that we have nine unions and   that is probably the most in the entire state  of California other than LA USD that has 11, but   they have about 80,000 employees. Um so, districts  our size are even larger than us. San Diego, San   Francisco have less unions and have a higher level  of administration. Most of them have an executive   director and a director and then staff. Um, what  I found the the core problem with this position is   that uh I'm unable to recruit. It's is very hard.  This is the third recruitment in three years. Um,   and we did more recruitments that didn't pan  out. I ended up having to pick up some tables   and asking counsel to help out which is very  expensive. Um this is is it's difficult to find   um

240candidates that have legal background and  also our experienced negotiators. Even our   our firm DWK has a hard time finding attorneys  that can sit at the table and negotiate. Um so   it's it's partly recruitment. The other issue  that we have is retention. Um there's a human   aspect to being a chief negotiator and anybody  that has sat at the table that being a chief   negotiator it's it's it's it's emotionally  draining um because you're managing and in   this case right not four tables like a usual  district it's nine different relationships   um um and groups of people and you have to be  professional you don't only need to have um know   about HR and legal um you need to be strategic and  and know how to build those relationships. It's   um it's exhausting. I've done I've done it. I 

241picked up tables and it's it's very hard. So,   it's hard to retain effective staff. So, we're  I'm I'm I'm thinking of how can I support this   position better so that we don't have a revolving  door. It is one of the most important positions I   want to say in school districts. As Dr. Hun can  attest, uh, a misstep at a table can cost us,   um, millions of dollars. And as you can see in  the news, there's districts that have settled for   things that they cannot afford. Um, and so we are  trying to change things around, change the title,   give a little bit more money to see um, if this  recruitment p pans out and bring somebody that   can stay long-term. Turnover also is difficult in  this type of position because the most important   aspect is building

242relationships with our partners  and having to change directors or um labor people   every year. It's it's difficult. it kind we kind  of start over and we've been very successful   um in the last three years I've been here that  we've been able to with our partners settle all   contracts without impass without factf finding  without any strikes right and so and that work   that those results are because we are working  with them giving them the attention building   relationships and the turn turnover in this  position just kind of throws a wrench into things   um we're in constant negotiations As you can see,  there's a sunshine there. There's a settlement   and then there's a sunshine. Um, so we we settle  contracts, celebrate for about five minutes, and   we go right back at it. And and it takes it takes 

243a toll. It takes a toll. And so, also anytime that   we have an open position. So, as you know, Jake  um Jake left. He left on really good terms. Um and   so something that we did with him because he was  successful in that position is we asked him what   skill set and what changes did he suggest that  we make in order to be able to recruit someone   frankly of his caliber um and ensure that we can  move forward successfully. Um and so these changes   that you see here are also indicative of changes  that he felt um we needed to focus on because we   always anytime that we have a vacancy, we do look  at the job descriptions and we look at how should   we change those um to try to continue with the  success and

244continue to have even better results   than we've currently had. And for clarification,  this will replace the director position or are you   looking to have both positions in the labor? Guess  we're moving towards department now. But what does   that look like? So, um we're we're trying to get  this one out first and recruit and then with that   person assess um one of um Jake's recommendations  is to add another um director and split the units.   Um which a lot of the districts our size that have  less units have two directors or an executive and   a director below. So, we're still assessing what  I want to hire for this first and see consult   with this person and see how things go. Um, but  that's that's something that we're considering. When we're thinking about this position, we're  also in

245a place of declining enrollment. And   what does that look like when we think about  less kids, more positions? Um, fair point. Um,   the issue is that it's not less units. So,  we still have the work is the same in this   particular department is not less. Um we have  a unit that has about 30 employees and it's   still a full cycle of negotiations. Um yeah,  a full uh grievances and the the work is the   same regardless of the amount of employees  that we have. So it doesn't necessarily   affect less employees, less work for labor. It  doesn't necessarily go hand in hand. Thank you. Any other questions or comments? Okay, looks like we do need a motion for item  13.2. I'll make the motion to approve. I'll   second. Okay. By Trusty Daire. Um, any  further discussion. All

246right. Hearing   none. Roll call vote, please. President  Cologne, yes. Vice President Priest,   yes. Clerk Martin, yes. Trusty Daire,  yes. Trusty Perez, yes. Trusty Stevens,   yes. Trusty Silva. Yes. Motion passes  unanimously. Item 13.3, approval of the   internship memorandum of understanding between  Stockton Unified School District and California   State University Stannis Loss. Is there  a motion? I motion to approve item 13.3. I'll second. Okay. Thank you. Any discussion?  Right. Hearing none. Roll call vote.   President Cologne, yes. Vice President Priest,  yes. Clerk Martin, yes. Trusty Daire. Oh,   he walked away. Absent. Okay. Uh,  Trusty Perez, yes. Trusty Stevens,   yes. Trusty Silva, yes. Motion passes 6 with one  absent, and that would be Trustee Donald Daire. Item 13.4, Four, approval of memorandum of  understanding between Stockton Unified School   District and the Stockton Teachers Association  to extend select provisions from the

247July 2025U.   Select provisions of the July 2025U through  June 30th, 2026 and June 30th, 2027 following   ratification of the successor CBA. Is there a  motion? Motion to approve. 13.4. I second. Oh,   seconded by VP Priest. Any discussion? Okay.  Hearing none. Roll call vote. President Colon.   Yes. Vice President Priest. Yes. Clerk Martin.  Yes. Trusty Daire. Trusty Daire's absent. Trusty   Perez. Yes. Trusty Stevens? Yes. Trusty Silva?  Yes. Motion passes 601 with trustee Donald Daire   absent. Okay. Item 14.1, purchase order board  report for the month of April 2026. 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 Cologne.  Yes. Vice President Priest. Yes. Clerk Martin,   yes. Trustee Trusty Donald Daenerys absent.  Trusty Perez. Yes. Trusty Stevens. Yes. Trusty   Silva. Yes. Motion passes 6 with

248one absent.  Trusty Donald Daire. Item 14.2, approval of   the vendor payments issued for the month of April  2026 as presented. Is there a motion? Motion to   approve. Thank you. I'll second. Stevens. Thank  you. Any discussion? Okay, hearing none. Roll   call vote. President Cologne, yes. Vice President  Priest, yes. Clerk Martin, yes. Trusty Daire, yes.   Trusty Perez, yes. Trusty Stevens, yes. Trusty  Silva, yes. Motion passes unanimously. Item 14.3,   approve the notice of completion of Chavez High  School athletic facility improvements, bid number   24.014. Is there a motion? I'll make the motion  to approve. I'll second. I'll second. Seconded by   clerk Martin. Any discussion? Hearing none. Roll  call vote. President Cologne? Yes. Vice President   Priest? Yes. Clerk Martin? Yes. Trusty Daire? Yes.  Trusty Perez? Yes. Trusty Stevens? Yes. Trustee   Silva? Yes. Motion passes unanimously. Item 14.4,  for approval of

249amendment number one to the lease   leaseback facilities lease for preconstruction  services with landmark con con I am tongue   tied now con constructors incorporated for the  Filillmore elementary school portable replacement   project. Thank you. Is there a motion? Motion to  approve 14.4. I'll second Stevens. Thanks. Any   discussion? Hey hearing none. Roll call vote.  President Cologne. Yes. Vice President Priest,   yes. Clerk Martin, yes. Trusty Daener,  yes. Trusty Perez, yes. Trusty Stevens,   yes. Trusty Silva, yes. Motion passes unanimously.  Item 14.5, approval of amendment number one to the   architectural design services agreement with  Architect Mika for the Fillmore Elementary   School portable replacement project. Is there  a motion? Motion to approve. I'll second. Any   discussion? Okay, hearing none. Roll call vote.  President Cologne, yes. Vice President Priest,   yes. Clerk Martin, yes. Trusty Daire, yes. Trusty  Perez, yes. Trusty Stevens, yes. Trusty

250Silva,   yes. Motion passes unanimously. Item 14.6,  approval of professional services agreement   with Architectnika for I for the EP playground  project at Nightingale Elementary School. Is there   a motion? Motion to approve. I'll second. Okay.  Seconded by Trusty Silva. Any discussion? Hearing   none. Roll call vote. President Cologne? Yes. Vice  President Priest? Yes. Clerk Martin? Yes. Trusty   Daenerys? Yes. Trusty Perez? Yes. Trusty Stevens?  Yes. Trusty Silva? Yes. Motion passes unanimously. Item 14.7, approval. Approve and authorize  the filling of the notice of completion Clark   Sullivan Group A shade sale project. Is there a  motion? Motion to approve. I'll second. Stevens.   Any discussion? Hearing none. Roll call vote.  President Cologne. Yes. Vice President Priest.   Yes. Clerk Martin. Yes. Trusty Daener. Yes.  Trusty Perez. Yes. Trusty Stevens? Yes. Trusty   Silva? Yes. Motion passes unanimously. Item 14.8,  approve and authorize the filing

251of the notice   of completion Clark Sullivan Group B Shade sale  project. Is there a motion? I motion to approve.   I'll second. Thank you. Any discussion? Hearing  none. Roll call vote. President Cologne. Yes. Vice   President Priest, yes. Clerk Martin, yes. Trusty  Daire, yes. Trusty Perez, yes. Trusty Stevens,   yes. Trusty Silva. Yes. Motion passes unanimously.  Item 14.9, approve of appointments to the Citizens   Bond Oversight Committee. Is there a motion? I  motion to approve item 7.9 with all seven of the   candidates because there's application missing  for one 14 14.9. I'm sorry. I'll second. Thank   you. Any discussion? All right. Hearing none. Roll  call vote. President Cologne, yes. Vice President   Priest, yes. Clerk Martin, yes. Trusty Daire,  yes. Trusty Perez, yes. Trusty Stevens, yes.   Trusty Silva, yes. Motion passes unanimously. Item  15.1, Student Expulsions C25. Is there a motion?  

252Motion to approve 15.1. Hey, is there a second?  I'll second. Stevens. Okay, roll call vote.   President Cologne, yes. Vice President Pere, I'm  sorry, Vice President Priest, no. Clerk Martin,   no. Trusty Daire, yes. Trusty Perez, no. Trusty  Stevens, yes. Trusty Silva, no. Motion fails 4 to   three with Vice President Priest, Clerk Martin,  Trusty Perez, and Trusty Silva voting no. Item   15.2, student expulsions C26. Is there a motion?  Motion to approve 15.2. I second. Roll call vote,   please. President Cologne, yes. Vice President  Priest, yes. Clerk Martin, yes. Trusty Daire,   yes. Trusty Perez, yes. Trusty Stevens, yes.  Trusty Silva, yes. Motion passes unanimously. The time is 10 o'clock. I  will adjourn this meeting.