April 28th, 2026 SUSD Board Meeting at 4:00 PM

001Good evening everyone. I will now call this meeting to order at 4:00 p.m. and we will have uh Abby will read the language under public content. Thank you. in order to help assure compliance with the Brown Act and an ordered pick 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. 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 allowed per fire code 132. We ask that members of the public do not

002stand along the side of walls or block the walkway. Anyone standing up during the meeting will be asked to take a seat. If they do not comply, they will be asked to leave. Any accredited news media representative who is standing will have a press credential clearly visible. There is a podium position in front of the first row of chairs. No one other than the person who is speaking may be at the podium except for a guardian, administrator, or translator. For safety, people may not line up behind the speaker to wait their turn. We want to give the person at the podium the time and respect they deserve. Each speaker will be allowed 3 minutes. Attendees are not allowed to enter the area past the table where board members are sitting. No profanity or obscenity. During

003the board meeting, if there is a disruption, the board president or designate will give a verbal warning to the person or persons causing the disruption. If the disruption continues after the verbal warning, the individual will be asked to leave or be removed from the premise and remainder of the board meeting. After the meeting is concluded, we ask the community to clear the lobby area in a respectful manner. Thank you. And back to you, President Colon. >> Thank you. Move on to item 2. Roll call taken by Abby. >> President Sophia Cologne, >> present. >> Thank you. Vice President Shauna Priest, >> present. >> Thank you. Clerk Patrick Martin, >> back out of this. >> He's absent at this time. >> Thank you. Trusty Donald Donaire, >> present. >> Trusty Isabelle Perez, >> present. >> Trusty

004Kita Stevens, >> present. >> Trustee Frank Silva, >> present. Student Representative Kiana Labau absent. Student representative Jackson Brooks also absent. Thank you. And back to you, President Cologne. Thank you. Move on to item 1.3, moment of silence for Miss Martha D Santiago, food service assistant, and Miss Esther Wades, food service assistant, and also Miss Kyla Johnson, teacher at Stockton High School. Read by Vice President Priest. Martha D Santiago began her service with the district in November 1998. She dedicated seven years as service assistant before retiring in 2005. Following her retirement, she continued her commitment to the district as a classified substitute, serving in the food services department. Her many years of service reflect an enduring dedication to supporting our students and contributing to the strength of our school community. Esther Warz began her service with

005the district on February in February 2005 as a food service assistant where she served for three years. In 2008, she transitioned to a special education assistant position. She continued in this role until her retirement in 2023. Even after retiring, Miss Wares remain a devote devoted to the district, continuing to serve as a classified substitute. Her years of service reflect a deep commitment to the students and community she supported. Kyla Johnson served the district as a secondary teacher for 19 years, beginning her career on August 9th, 2006. Throughout her tenure, she contributed to multiple high schools across the district, most recent at Stockton High School, where she served as a CTE business teacher. Her years of service reflect a lasting dedication to the students, education, and the school community she supported throughout her career. Please join

006us in a moment of silence. Thank you. Item 1.4, student board representative report. We will skip for this evening. Um, we'll move on to item 1.5, our student honore. Simeon Mendoza, our student. I'd like to call Mr. Kevin O'Kee principal of Jane Frederick to the podium and mic. There we go. Okay. Good evening everyone. Uh, I wanted to take the time to thank uh, President uh, board president um, Mrs. Cologne, board of trustees, superintendent Dr. Rodriguez, the executive cabinet, and the student board representatives for giving the opportunity uh to recognize Jane Frederick's a student honore. Uh before I begin, I wanted just to share a few things and qualities about how a student is selected. While at Jane Frederick, this student uh has demonstrated excellent qualities of leadership, uh desire to succeed academically and inspire

007others to do better. With no f to Jane Frederick's student honore. How's everybody doing? Hello everybody. I am Simeon Wrangle, a student at Jane Frederick High School. I apologize for the way I may sound. I'm feeling a bit under the weather, but being here was very important to me, so I pushed through. My time at Jane Frederick has taught me many amazing things and has inspired me to come up here and talk to you all. And I'm proud to be the one to tell you about how Jane Frederick changed my life. I'll start where I was before I got there, my other school. It was the year 2023 in September, the night before my brother Jonah and I were being enrolled into high school for the first time. We had just gone back from being

008stuck in Mexico for about 4 years and having no education due to the country's neglect and poor conditions. In those four years, Mexico felt like an eternity. But to sum it up, we lost the business we had made, lost our church we had made, lost house after house, lost friends, and everything and everything in between. They say time goes by slower when you're stressed. When coming back to the United States, the high school I was enrolled in at was Franklin High School. And to put it simply, it wasn't the best for me. My first month in that school, I already got into a fight. My sophomore year to my junior year, I got into about three or more fights. Despite getting into those fights, I was very dedicated to my schoolwork. I did really well

009in law. I did amazing in math. And I had support from my friends and family. because of the fights. That's when I felt like Franklin finally gave up on me. They directly told me, "We cannot help you." And that's when I decided I wanted to go to Jane Frederick. By this time, I'm at my worst. I'm depressed. My dad's not here. He's still in Mexico. My last grades at Franklin were terrible. I lost all in this world. I was so sad. I was crying a lot. And I was full of fury because I had I had to move schools and separate from my friends just like when I had to go to Mexico. The first time I went to Jane Frederick, my emotions were filled with anxiety and fear. The staff and principles at Franklin

010gave me trust issues. So when speaking to Mr. Okay. I heavily emphasized him taking control of any conflicts with any students because I didn't want to have the same experience like at Franklin. He agreed and I remember looking at him and thinking maybe this guy's serious. It was the first time I had hope in a little while though it wasn't much. They gave me credit reduction. They gave me online work as well as physical classes. The first day I started going, I immediately noticed a major difference. For starters, the lunch lady. There is a single lunch lady at Jane Frederick. Just one, with a big smile on her face every morning I see her. For some odd reason, the food is prepared better and is in amazing condition when served to students. They supply the

011food. They supply the school with the same food Franklin gets, but for some reason, the way this lady prepares it for us just makes it so much better and tastier and fresh and better than the dry, soulless food served at the other school. This lunch lady deserves a raise. The second thing I noticed at Jane Frederick was the snack supply. While snacks are a bit of a silly subject, they greatly impacted the performance for some students, such as myself. Some teachers in some classes offer snacks, particularly during in the last couple classes when students have less energy and brain power. The snacks give that bit of know that extra bit of focus you need to get through the day. The third thing that is different about this school is all the staff members are very

012supportive. I started enjoying my English classes a lot more at Jane Frederick. Most of the classes I had to make up were English classes, and the English teachers I ended up having were absolutely spectacular at their job. My first period English teacher, Miss Figureroa, who also deserves a raise, does these journal entries every morning to start off the class. We write about a topic she did. We write about a topic she displays on her screen, and students take turns sharing what they wrote. Hurts, but influential. We make jokes. We work together on our entries. We get eager to share what we wrote. And when it comes time to do the worksheets, we are already in a mood to get creative. Mr. Lazoya, who also deserves a raise, got me really into writing essays and getting

013better at using detail in my writing. He also has great projects and all the students really get along with them. My favorite staff at Jane Frederick have to be Mr. Morales and the school librarian, Mr. Allen. I started reading a lot more after finding comics of my favorite shows in the school library. And now I'm pretty confident in my reading skills. This allows me to fly through my schoolwork because I am not struggling with trying to read questions. Mr. Morales and Mr. Allen stay after school to host activities to teach students new things. Students stay after school to work on activities, play games, and learn many new things. And since I started going to Jane Frederick, more people started staying after school longer and longer to do these things. Mr. Lozoya and Mr. Morales brought

014guitars. Students have started trying to learn some and some others started really some students have started learning to play these really good. I'm impressed and I love listening to music. Excuse me. Excuse me. Mr. Alan is giving out more books in the library every now and then, and it's really nice to see another student in the library checking out a book, and in the library checking out a book I read before. The school is very clean. There are trash cans around every corner, so garbage on the floor. The clean environment really sets the mood for the rest of the day. All these things, I almost forgot that I used to struggle to get anything done. My grades are good, and on my last report card, I had one B and all A's. I feel like

015I'm at my best. But then something happens. I started having girlfriend complications. There was a conflict between her and another girl. I didn't want to give up my relationship I had built with the school. I had truly grown to love it. I was very proud to say I was from Jetty Frederick, Jane Frederick. I was scared once again. I was stressed. I didn't know what was going to happen and I didn't know what to do. I decided to give Mr. Oki one more ch I decided to give Mr. Oki a chance to try and deescalate the situation. I was very hesitant because of everything I had gone through before, but I had a little bit of hope left. From one day to the next, it was like it didn't even happen. There were no more

016issues between us and those students. Our school life did not get disrupt Our school life did not get disrupted and we were able to focus just as well as we were always able to. I was shocked. It was a different feeling. A feeling I really can't explain. But my trust issues have started to fade and now I'm much more socialable than I used to be. I want to share with you some highlights about Jane Frederick. Jane Frederick environ Jane Frederick's environment has been very healthy for my mind body. Students are very sociable and interactive in a positive way and I've gotten much better at not focusing on the things that used to distract me. The school has provided food and clothes at times when I desperately needed it and I will always be grateful. I

017always look forward to sticking around after school to unwind and learn new things. I told my brother my whole experience at Jane Frederick and he wanted to come. So I asked Mr. Oki if he can be enrolled as well and he said yes he can. The library has expanded. There's more room for books. There's funding for in I hope there's funding for instruments and a music class or even better hopefully we can get a music production class as well. The Frederick Buck system at Jane Frederick is amazing and very motivating. I look forward to seeing who the student of the month ends up being because that student gets to be the face of the Frederick Buck that month. I was once the student of the month. I asked my teachers to nominate me because I

018thought it would be funny to be on the money. And I ended up being a crazy collector for these things. The only way that I can collect them though is through performing well, attending school, being engaged in class, and most of all participation. In conclusion, Jane Frederick has healed a lot of damage that was done to me from not only my other school, but from those years in Mexico as well. Jane Frederick is a safe place for those who need it. And this school has the ability to transform a student's life and willingness to keep moving. I'm Simon Wrangle and I give all glory to Jesus Christ, my God. >> Thank you all so much for having me. >> Congratulations. I think we want to give you another round of applause. It was a a

019very moving speech. Thank you so much. We have a a certificate for you. So, if you and Mr. He can come up. President, President, can I have the floor for a moment? >> Yes. >> Mr. Oki, I would like to donate $50 to the student of the month so that they can have some extra incentives. So, he talked about some things that he needed. So, I'd like to donate 50 bucks. I'll give that to you guys uh before the end of the week. And any trustees that would like to match that? I think we should make something happen for our kiddos. I see you, Dere. What's up? >> Well, I'm the trustee of area, too, so I'll throw on $100 >> cuz he's a big boss. I'mma match his $100, so let's do it. >>

020Any any other biders? Any other biders? >> Going once. Going once. How much? I'LL SAVE $200. >> OKAY. ALL RIGHT. >> We're not matching that. We going to let her have that. Okay. We'll let her have it. >> Well, thank you all for doing that and I'm really appreciative that Mr. uh Wrangler expressed how he felt about Jane Frederick. We really do a lot for our students and uh this is just a prime example of not just one but many. So, I'm glad he was the voice of. So, thank you very much. >> Thank you. All right. Thank you. Item 1.6, oral suggestions. Uh Christina will read the announcements. Uh we'll announce the number of public comments and request each person to provide their public comment in the order received. Are there any public comments

021for this segment? >> Madame President, we do not have any public comment cards to report. >> Okay. Item 1.7, public employ Do we have any cases? >> We do not. >> Okay. Thank you. Item 1.8, the board will consider in close session items listed in close session by Vice President Shauna Priest. Item 2.1, public employee appointment certificated government code 54957, resignation deceased retirement appointment. Item 2.2, 2 public employee employment classified government code resignation retirement resend employment closed positions. Item 2.3 public employee discipline dismissal release. Item 2.4 4 Conference with legal counsel anticipated litigation significant exposure to litigation under subsections D-2 and E-3 of government code section 54956.9 one claim claim number 670843. Thank you. >> All right. Thank you. We will now convene to I'm sorry. We will now recess to close session at 4:20.

022because I don't want to mess up the name. >> Oh, good, good, good, good. >> Melinda gonna get donated. All right, you >> know, you got usind >> Oh, they got it. >> There you go. Sorry. >> How are you? >> I'm hoping it's some good food today. You hungry? >> Get my life together. >> Right behind you. Thank you. Okay. Good job. Hallelujah. Thank you. Serious. I'm so stressed. clear. But it wasn't your sister. >> Last year she was there. It's all done. Come on. Hallelujah. Testing. Testing. Testing. Good evening. The time is 5:30. I'll now reconvene to public session. Abby will read the language under public content. In order to help assure compliance with the Brown Act and in order to make our board meetings more effective and more efficient, trustees will speak

023only 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 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 allowed per fire code 132. We ask that members of the public do not stand along the side of walls or block the walkway. Anyone standing up during the meeting to take a seat. If they do not comply, they will be asked to

024leave. Any accredited news media representative who is standing will have a press credential clearly visible. There is a podium position in front of the first row of chairs. No one other than the person who is speaking may be at the podium except for a guardian, administrator, or translator. For safety, people may not line up behind the speaker to wait their turn. We want to give the person at the podium the time and respect they deserve. Each speaker will be allowed 3 minutes. Attendees are not allowed to enter the 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. After the verbal warning, the individual will be asked to leave or

025be 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. And back to you, President Cologne. >> Thank you. We'll move on to item 4.1, pledge of allegiance, led by deaf and heart of hearing students from Montazuma, followed by a presentation on deaf education and ASL by Miss Low and Miss Bradley. Okay, I'm going sign it. Okay, ready? 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. So, thank you so much. We'd like to call up uh Miss Low and Miss Bradley for the presentation. >> Hi, I'm Molly Bradley. I'm

026one of the teachers of the deaf at Monazuma School and I was kind of called at the last minute. So, uh bear with me. I was supposed to have a colleague here to help and I'm kind of taking over all of it. So you guys adopted um this month as deaf history month. So we wanted to share a little bit of that with you. So deaf education began in the early 1800s with schools that use sign language, especially after the founding of the American School for the Deaf in 1817. In 1880, the Milan Conference of 1880 led many schools to ban sign language and focus only on speech, which limited access for many deaf students. By the mid 1900s, research began recognizing sign language as a full language. And today, deaf education increasingly supports bilingual

027approaches using ASL and English to ensure full language access and academic success. Sorry, I'm kind of watching the interpreter to make sure I'm not going too fast. Deaf education in Stockton Unified focuses on giving students full access to language and learning, often through a bilingual approach using American Sign Language and English. ASL is a complete visual language with its own grammar, and it helps deaf students build strong communication identity and academic skills. Stockton Unified School supports deaf and hearty hearing students through laws and initiatives that promote early language access and equal educational opportunities. All right. So Edison Hi and Monizuma um both have the deaf education program for deaf and hearty hearing students. Um and we actually start with the babies at Walton getting home services for the parents from birth to three. Um both

028SSAI and Edison um provide full access to learning using American Sign Language, visual supports and clear communication so deaf and heart of hearing students can thrive in school. Deaf education truly is about valuing deaf culture, building strong language, confidence, and independence for life beyond the classroom. So Edison High, the teacher was supposed to come. So I'll just share kind of her pictures that she uh shared of her students. And that's Ashley um there on the left with the student, the blonde. And she's actually one of our deaf teachers. She's deaf herself. She went through Stockton Unified as a student and now has come back as a teacher. And full circle moment, I've known her since she was one years old. I went to sign language class with her parents at Delta when I was in

029high school. And then I worked in her mom's home daycare. So full circle. Now we get to work together as colleagues. Few more from Edison. And then Monzuma. So, I have the youngest kids at Monzuma. Right after they turn three, the next day they recognize themselves. So, right after they turn three, um, they start in my class. I have preschool, kindergarten. This year, because of numbers, I also have first grade. So, the two on the end here that are all excited are my first graders that I have this year. Rain here in the pink is a third grader that's fully mainstream with an interpreter. Jerry on the end there was one of my babies when he was three and now he's in seventh grade fully mainstreamed with an interpreter. This interpreter right here. So, a

030few more pictures from Monizuma. And then Miss Kim, do you want to share a little bit about Monizuma News? You want me to? Okay. So, Miss Kim has started a a news segment. I don't know if is this a live link? >> Okay, it's not. Okay. So, we have every week we have a weekly Monizuma news segment and part of the segment is we have weekly signs of the week. So, the teachers all show it in class. Our deaf students that are filmed um giving a sign of the week so that all of our GED kids can start learning some signs as well to be able to communicate on the playground. We try to do some signs that will allow them to communicate outside. We've done like stop, you want to play, my turn, line

031up, get ready, those kind of things. Um, so that's something that we've started at Monizuma this year thanks to Miss Kim, our assistant principal. I think done. Okay. Thank you for letting us come. Thank you so much. We want to call you all up to take your pictures. We have awards for our students. I'll just read off their names. Katilea Abundus, De Delaney Fulkman, Rain Jones, Jerry Ooa, and Estabban Ruiz. Take a picture. Jim, Jim and you guys Thank you so much. We'll move on to item 4.2, action taken in close session by Vice President Shauna Priest. Item two, public employee appointment certificated resignation deceased retirement appointment. Motion to approve unanimous. Item 2.2 public employee appointment classified resignation retirement resent employment offer appointment closed position. Motion to approve unanimous. Item 2.3, public employee discipline dismissal

032release, landscape specialist, five-day suspension. Motion to approve, unanimous. Item 2.3, public employee discipline dismissal release, food service assistant, job abandonment. Motion to approve unanimous. Item 2.3, public employee dismissal discipline release. School bus driver instructor probationary release. Motion to approve unanimous. Item 2.3, public employee discipline dismissal release. Food service assistant job abandonment. Motion to approve unanimous. Item 2.3 public employee discipline dismissal release library media assistant job abandonment. Motion to approve unanimous. Item 2.4 4 conference with legal counsel anticipated litigation significant exposure to litigation under subsections D-2 and E-3 of government code section 56.9 claim number 670843 motion to reject unanimous. Thank you. Okay, we'll now move on to item 4.3 order of the order of agenda. Christina will read the oral announcement. >> This is the opportunity for the board of trustees to make any changes

033to the order of the agenda. Otherwise, the order of the agenda will be as published. Thank you. I'd like to note we do have a couple of changes. Item 6.14. The title of board agenda item 6.14 was duplicated from another item and will be corrected to read as follows. approval of a field trip for 108 eighth grade students from Commodore Stockton Skill School to visit California's Great America on May 1st, 2026. And another item, item 12.7, the attachment titled 202526 SIPA SPSA Franklin High School Board approval PD uh for board agenda item 12.7 will be replaced with the document that will include the correct local board approval date. those changes. Do we have a a motion to approve the order of agenda? >> A motion to approve >> with the changes. >> I'll second. >>

034Okay. Thank you. Seconded by Trusty Silva. Any other discussion or further discussion? >> No, just making sure that the corrections are uh based upon the green sheet. >> Yes. >> Yeah. >> Okay. Uh, hearing no further discussion, roll call vote, please. >> Yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trustee Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 5.1, oral suggestions and comments from the community regarding open session agenda items. Christina will announce the number of public comments and request each person to provide their public comment in the order they were received. Christina will also be the timekeeper. Individual speakers will be allowed three minutes to address the board. The board shall limit the

035total time for public input on each item to 20 minutes. Madame President, we have one public comment card uh for board agenda item 5.1. Uh the first and only speaker is Dr. Lori Crawford. >> Good evening. I'm Dr. Lori Crawford, a special education teacher at Fremont Lopez Elementary. I come to you with comments today as a part of the bargaining team who worked on the HHI job descriptions, as a as an educator with a disability, as an disability justice educator and advocate. These job descriptions were truly the product of meaningful negotiations, much give and take. It was an amazing process. However, there was one issue that we did not agree on, and that was the inclusion of a driver's license as a requirement. Despite the job not having the in the essential function of driving,

036this being connected to a larger issue, we did not want to hold up the progress of moving forward with these jobs, hiring, and giving our students the services they need. The bigger issue that this relates to is the systemic abbleism in our education system including at our own district. There are many issues for which are go unseen and in practice on a daily basis whether it be in our actions, our words or our policies. This is this um hold on a bigger issue. Sorry, got out of line. Um I'm requesting that SUSD take a closer look at abbleism and look at our own practices, become greater educated on these issues. explore how our policies, our job descriptions, and our language we use every day can impact our stu. I urge the district to gain greater

037knowledge of disability justice in order to improve the equity and justice it for our students and our greater education community. Thank you. This concludes public comments for item 5.1. >> Thank you. Item 5.2, oral suggestions and comments from the community regarding non-aggenda items. Christina will announce the number of non-aggenda item public comments and request each person to provide their public comment in the order they were received. Individual speakers will be allowed three minutes to address the board. The board shall limit the total total time for public comment on each item to 20 minutes. Uh we currently have um seven public I'm sorry seven comment cards uh regarding item 5.2 on non-aggenda items. The first comment is regarding item 12.1 from Miss Anales Romero D Cortez. Get up. When I start this is the memor. more.

038Superintend OG audio fores. Superintendo Fore salvage. Let's get Good afternoon board members, um superintendent and all present Today I am sad because once again I see that our complaints have not been taken into account especially when they are directed against your employees. Before coming here I received a call in which I was told that an employee requested that I be denied the right to present what I learned at the Navic conference and prefer that her friend and complent is instead. I take blows after blows every day just to for being different. But my principles and my values are priceless. I love and work. Um I love and work and I do all genuine for the children, the students of this district and the parents. I'm providing copies of past um incidents where Alicia Rico falsified

039my complaint. And there is the evidence. Superintendent uh Miss Michelle also knows about this and did nothing, nor has anything been done so far. She knew about the problem and did nothing. And she has has never communicated with us. I am fed up of tolerating your personal interests, not those of the students. Please take an action and show some compassion. save the district and which is sinking in shame because of the some people u in public servant here. I also want to review that you are going to approve a sipa uh an illegally sipsa despite the evidence that has been presented to you. Sadness, shameless because I have left my family there every day and receive blows after blows. The next public comment is from Miss Lorenna Duran. >> Good evening. Today I'm going to

040be b very very brief. Um first I want to address concerns uh about today's board agenda. It appears the key information was either incomplete or not clearly specified in the printer version. As you notice, uh the SIP the 12.7 doesn't specify Franklin High School SIPA versus the one on online it does specify Franklin High School uh SIPA. And in the past, unfortunately, um there were other attempts to pass Franklin High School Sipsa, but it was uh uh it was addressed online as it was another school. I just want you to let you know that we do notice these things. Um second um second I want to go ahead and uh uh let you know that the 2525 uh SIPASS the SIPA the the the page of the asurances appears incomplete and the question is how

041come all the other schools uh have that page complete? What is this special about Franklin High School that we don't require them to abide by the same rules or why do we change the rules just for them? Thank you. The next public comment is from Lzette Hernandez. Hi, I'm Liz. This was my first year as a cheerleader. I decided to try it as a senior just for fun. From day one, I was free to be most of the team was fine. Coaches were supportive and it sucked that I had to watch one person be so negative. To see a parent look at my teacher with such hate. And when when the false accusations and rumors started flying about our athletic director and coach, that's when I stepped away. It was very uncomfortable to hear that

042two st two staff members were quote unquote sleeping with each other. I personally know the staff and members, and I know that that was not true. Watching her be so negative towards one of my teammates that I truly care for was upsetting and frustrating. How can you be so cruel to a person? She makes a big deal out of nothing. Another reason I left and didn't come back is because nothing was done. A group of seniors wrote letters to administration at the beginning of football season to express how we felt. We even lost our extended practices over false statements. She was making Oh, wait. She's making right. No one wants to be in an environment like that. I relied on my new cheer sisters to get voted first prom king as a woman in Edison.

043This importance of a sisterhood of the program because my coaches let me be myself. I just hope my coaches can get support. Thank you for hearing me out. The next speaker is Saya. Hi, my name is Sayia and I am a cheerleader at Edison High School. Coach Tai has had meaningful impacts on just our on not just our team but on each of us as individuals. Instead of seeing her as our just our coach, we see her as a role model. She didn't just teach discipline, confidence, and unity. Because of her, we were clean, coordinated, and competitive. And we took pride in representing our school. What makes her stand out is how much she truly cares. She constantly went above and beyond her role, making sure we were prepared, supported, and motivated. She invested her

044own time, energy, and even personal resources to make sure we had what we needed. Even my mom says she noticed a boost in my confidence by being with Coach Tai. Losing her doesn't just feel like losing the coach, it feels like losing somebody who believed in us. Personally, Coach Tai has pushed me outside of my comfort zone, which has helped me grow, not just as a cheerleader, but as a person. She created an environment where we felt supported, but also challenged to reach our full potential. She encouraged us to always be our best. Thank you, Coach Tai. We are asking you to see the full picture, that growth, the discipline, the unity, and the heart she brought to this community, this program. Thank you. The next comment is from Deanna. Good evening. My name is

045Diana Basuto. I'm a current cheerleader at Edison High School and I'm here on behalf of our cheer program. Ongoing issues and harassment are taking our coach's ability to lead and manage the cheer program effectively, which led all of our coaches to resign. There's a persistent issue with a specific parent that started up about coach Tai sleeping with the admin, which is not true. She has walked up to other parents' cars spreading lies and continuously harasses our coach. Our coaches have consistently supported us, dedicated time and growth to dedicated time and effort to our growth and created a positive EF environment for our cheerleaders. However, it seems that our coaches are not receiving the same level of support from administration and higher ups. We respectfully ask that our coaches be supported with the resources, communication, and

046trust that they need to continue running a successful cheer program. They have always been there for us and always and we hope that the administration will stand behind them in the same way. Please investigate these issues and attacks that our program is having. >> Thank you. And the last comment is from Tania Washington. Hello everyone. Uh my name is Taniah Washington. I'm one of the coaches for Edison cheer. Um before I was a coach, I was a cheerleader for Coach Tai at Stag. Um Coach Tai helped me and others get through college. I've seen her open up her home to a former teammate. She even hosted a seminar for us our senior year with Stockton Professionals where they talked to us about adulthood and real life challenges that we'll face when we graduate. Um, and

047I just say that to say that she does so much for us athletes both in and outside of cheer. As a cheerleader and a coach, there have been plenty of times in the last 10 years that I've disagreed with Coach Tai. Um, my mom, my teammates's mom, Edison, parents, it's normal and we welcome it. Questions, concerns, disagreements, and each time I've witnessed Coach Tai resolved any issue that was brought up with a mature conversation. What's happened in the last 3 years is one parent consistently targeting not just coaches but athletes every time she has an issue with the program. She's abused her connections to the district and her position in the community to divide this program. It's not just the personal attacks to coach Tai and her family, but also the video that this parent

048recorded of her yelling and cussing at one of our coaches in front of their family in public with the coach's kids present. It's also the parent athlete group chat where she and her athlete threatened to fight another athlete and they made fun of that athletes sexual orientation and gender. All of these things have been reported with supporting documentation and nothing has been done. We've worked hard to create an inclusive environment where all these kids of all these different backgrounds feel comfortable. When it comes to cheer, we don't normally make cuts to the program. We pretty much let everybody come on the team unless you have some serious issues um that admin has pointed out. Uh most of these kids have no experience in cheer outside of this program. It usually takes them a whole summer

049just to get ready for the first game and they're cheering against teams where these cheerleaders have been cheering their whole lives. It takes 6 to 8 weeks, 2 months for their uniforms to get shipped. And I say that to say that the longer that this issue gets prolonged, the less time that we have with these athletes to get them ready for the season. I'm asking for prompt action, accountability, and discipline so us coaches and our athletes feel safe, protected, and supported. Thank you, >> Madam President. May I have the floor? not not to respond to public comment, >> not to public comment, but these these are our students and they have concerns. And I want to ask for all of you students that have concerns, you have documentation, if you can ensure that that does

050get to the superintendent um so that she can hear about um what you all have to say. So you have your letters, your text messages, your group chats. If you can please get that over to Dr. Rodriguez, that would be extremely helpful. Thank you. >> Thank you. Is that our public comment? Um, >> yes, Madam President. This concludes the public comments. >> Thank you. We'll go ahead and move on to item 6.1, approval of consent items. Christina will read the oral announcement. Does any trustee have any item they would like removed for separate consideration as an action item? After any items are removed for separate consideration, there will be a vote on consent items without any discussion. I'm going to ask that we table uh 13 point item 13.3. >> This is consent. You can't

051do that yet. >> Sorry. >> No, no, that's a regular item. >> Okay. Um do we have a motion and a second to approve the consent items? I motion to approve. >> I second. Thank you. We've have our first and our second. Um, any further discussion hearing? None. Roll call vote, please. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. Trusty Silva, >> yes. >> Motion passes unanimously. Okay, we'll move on to item 8.1, recognitions and presentations. CAB cabab 2026 by Adalita Martinez, our director language development department and parents. Good evening, board president Golan, board members and superintendent Dr. Rodriguez. I'm Dita Martinez, director of language development office, and I'm honored to be

052here alongside our families and staff um that attended Cabab and Naba Nab, sorry. And I'm joined also by our family engagement specialist um who was instrumental and significant in supporting our families throughout the conferences. And so I'd like to invite her to speak as well. Intendant Dr. Rodriguez and board trustees. I'm here to support and introduce two of our amazing parents who will be sharing their CAB and NAB conference experience. Miss Becca Sierra is a mother and volunteer who has represented the migrant education program for over 10 years. is a member of the DAC newsletter team and represents Pitman. Miss Rossa Benosa is a mother and volunteer who has served her community years. She is also a member of the DAC newsletter team and she represents Weber. So the translation. Okay. So this year NAB

053was held in uh Chicago in February. SUSD families and staff were able to attend. Our families had uh more than 30 300 workshops to choose from and during their time there they were able to visit notable landmarks and now we'll hear a little bit more about NAB from Miss Berto. Margarita Joseph Flores National Dolores Multilingual Good afternoon members, superintendent and all present. Uh my name is Berda Sierra and is an honor to share with everyone here my incredible experience in NAB. The main takeaway for me was these conferences aren't just for teachers and principles. If we as parents get involved, we will achieve bilingual success in our district through every workshop and activity conducted alongside the uh president presenters. I met many presenters. I gathered information from each of them and I saw how every

054little bit they could contribute to our district based on what I've learned. For example, President Margarita Machado, Vice President Josephina Vamil, and Dr. Barbosa Flores, each of whom is committed to bilingual education at the national level. Uh, Miss Dolores Werta shared each of her uh, feats, achievements, and strategies on how to be a leader with technical knowledge to serve as a role model for teachers and parents. I learned about the need to view the multi- multi-ingual students not only as language learners but as individuals going through complex emotional process where teachers are the ones who must build trust in the classroom experienced in each of those moments alongside the students. Our parents were also fortunate enough um to attend Gab and so I'd like to introduce Rosalpa Rosi. Linguistto. Good afternoon to all board members.

055Superintendent um Dr. Rodriguez, thank you for the space provided. My experience at Cave was truly gratifying and valuable. The event allowed me to reflect on the importance of equity, the respect of our culture, and the value of diversity in our society. I learned that being um united in diversity is the key to build a better future for our children and students, a future where they feel valued. Without a doubt, this motivates me to continue promoting respect, inclusivity, and empowerment within my community. I had the opportunity to meet great speakers such as Dr. Miguel Cardona and Tony Orosco, the former US Secretary of Education, and I gained insights. I gained insights into the vision regarding education. Furthermore, I participated in various exhibitions where I acquired new knowledge. I took advantage of many opportunities. Additionally, I was

056able to have conversations with the director of the California State of the I. I met inspiring individuals such as Congresswoman Mariel Solace Gomez who shared her personal story of overcoming adversity from her journey as a migrant mother to ultimately serving in the House of Representatives Congress. All these experience taught me that education personal effort can open many doors to a brighter better future transforming us into leaders who can help build a better world. To conclude, particip. Dwell opportunity. Antonio superchar. Congress, Mexico. leaders. just the last you already said it just okay to conclude my experience at cabab was merely an educational and academic event it It was a life-changing experience that left a lasting mark on me. I met some truly important people including my fellow participants and the team with whom I shared many

057enjoyable moments that I will never forget. Despite our busy schedule, we uh we will find the time to get to know one another and form a team. We have a short video, but I'm not sure if we're out of time, so it's up to you. >> Please go ahead and um we can play that video. Sure. >> Okay. Um, Spanish. Lopez participas. forest. foreign. particip. Integral. Fundamental. Thank you so much. Where can we find the video? Is it housed on the LDO page? >> It will be. Okay. Wonderful. Thank you. Thank you so much. We will go ahead and move on to item 10.1 board committee reports. Christina will read the oral announcement and announce each board committee for report. Christina will be the timekeeper. There's a three li three minute limit per report and

058then additional time for any questions we we might have. This is the opportunity to hear any reports from board committees specifically regarding prior or upcoming committee meetings. There will be a threeinut time limit per report. Additionally, there will be a 3minut limit for discussion. The first committee is the black students thrive committee. information provided by clerk Martin. >> All right. So, during our Black Students Thrive meeting, we had engaged with Franklin's Black Student Union um where they shared their experiences and the positive impact the club has had on their progress, highlighting the significance of having a trusted adult to provide guidance and encouragement, which led me to express gratitude to Mr. Omar for his dedication and exceptional leadership. And additionally, we received a presentation on MTSS, effectiveness for African-American black students, focusing on academic growth,

059behavior, and social emotional needs of our students. And our next meeting will be June 18th at 4:30 here in the boardroom. The next report is for committee presented by Vice President Priest. >> All right. Um so it was really exciting to have a presentation by our leadership in ECE. Uh they provided an overview of SUSD's um ECE programs and services. They highlighted how the district is supporting early learners and preparing them for school readiness. Uh key data points were showed to illustrate current outcomes, trends, and areas of need related to school readiness across our district. The presentation also identified existing challenges and gaps including barriers impacting um student access, consistency of services, and alignment across programs. Uh finally, immediate and long-term priorities were outlined focusing on strengthening early learning systems, improving coordination and access, and

060ensuring that all students enter school prepared for success through targeted data-driven strategies. And I do want to give again a huge thank you to our ECE leadership team for coming out and doing a great presentation for us. Thank you, >> Madame President. This concludes item 10.1. >> Okay. Thank you. Moving on to item 10.2, brief reports on trustee activities. Christina will read the oral announcement and 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 ad government code section 54954.283. There will be a 3inut limit per report. >> Okay. Thank you. So this time I'll start here from my my right with Trusty Stevens. >> Yeah. So, I originally planned something different

061to say, but I just want to say kudos to the cheerleaders um coming from Edison High School. It is extremely important that you all advocate and you show up for the things that are important to you, but I do just want to take a moment just to speak about what happens here. Um the board, we have to be flexible and agile when it comes to things that we're hearing specifically from our community and our students. Our students use several key words. They talked about harassment. They threatened talked about um violence being threatened uh via text messages. That should be a moment for us to pause and become agile and flexible when we hear those things. Um this is the first time that our kids are here advocating for something. And we also have to teach

062them how to make those things happen. So it looks like there's been some things happening, but it has not made it up to um the district level yet. So, and make sure that you get that information over to our superintendent. Um, we do need to train our students also how to advocate at the board level because when they come here, they don't know what to do, right? Um, they receive a card, they give the card to the person that they believe they're supposed to give it to, but they don't understand the steps of followup. So, it is important that we teach and we take a moment to um give that information to our students when they're coming to the board and specifically to our community when they come to the board because follow followup is

063100% warranted with the with the key words that you all stated that you've seen that you've experienced. So, looking forward to you all getting that information to the superintendent. I appreciate you all coming out and being an advocate for um your cheer team. Thank you, Trusty Martin. Clerk Martin. >> All right. So, I had the chance to attend the Unity Games, which was formerly known as the Kennedy Games. Um, 2008. I did win the 100 meter, representing Hamilton Middle School, Area 2. Baby, I still have it. I still have the medal. All right. Where students showcased their talents and represented their schools with pride. I'd like to congratulate all participants. Send special thanks to all the parents and volunteers who supported this event and to Miss Mary Rogers and her ELOP team for organizing an

064outstanding experience for our students. Additionally, I had the privilege to of attending the 40th annual parent volunteer reception which honored our remarkable parent volunteers and district parent leaders. also participated in the Autism Families of Stockton's Autism Awareness Month celebration led by our alumni and SUSD teacher, Miss Leivia Keller. And as a certified ABA pair professional, I do recognize the importance of supportive community in the lives of these children and this even need for a collective effort. So those were my uh trustee activities. Thank you. >> Thank you. So, in the past week, um, you would think not much is going on, but there's actually so many activities. I was so happy to see a lot of our trustees participating. Um, Clerk Martin mentioned the Unity Games, the volunteer reception. Um, I was happy to attend.

065Harrison had a showcase for their Skills USA team. Um, a group of students who did amazing and will be going on to nationals like many of our other Skills USA students um, in um, in August. No, >> in June. >> First week in June. Yes. To Atlanta, Georgia. Um, so I'm really I was really proud to um be able to um see see some of the work that our students are doing. Um and so I'd like to uh pass it on and hear more good things from from our board. So, Vice President Priest. >> All right. Um, so I had the opportunity to join Commodore for their annual carnival uh this past Friday. It was wonderful to see our students enjoying themselves and the opportunity coming together to support our scholars. They also hosted their

066school site council meeting on Monday. Primary Years Academy hosted tours on Monday for incoming families. Um, and if you were unable to attend or interested in learning more, please feel free to reach out to the PYA front office for additional information. Hoover is preparing for their upcoming lunch on the lawn and we encourage families and community members to come out, connect and show their support. Uh it has been great to see area 4 schools and the community come together come together in meaningful ways to support our students. I look forward to our upcoming promotional events and continued opportunity to celebrate our scholars alongside you all. Thank you. >> Thank you Trusty Perez. Good evening. I don't have too much to report tonight, but I do want to just acknowledge our cheerleaders um and just say

067that I know it's not easy to get up here and I know a lot of times it's not easy to stand up for what you believe in or to advocate for what you want. Um but I do acknowledge your courage and your advocacy for your coach. Keep what keep doing what you're doing. Things change, things happen. Thank you. >> Thank you, Trusty Daire. >> Good evening, everyone. I'm really excited to um I don't know. I just I just feel graduation season coming and I'm really excited for it. All right. So um this past week I got to attend the power of in innovation educator and student celebration held last Wednesday at the Elmwood Elementary School. This was an event in partnership with Beable. We got to honor and dedicate the top performing students from 14

068school sites from the school district. Um, so we also got to recognize our educator. Um, and congrats to Dr. Rodriguez and Mr. Casey Clappenbach for also getting rewards. Um, and also congrats to Tamara Pornitis and district leaders who are part of coordinating this event. I think it was really special for the students and to see um, their students get rewarded for the work that they're doing to push for literacy here. So really excited to see how our literacy rates grow with beable. Um on the same evening I went to SECA that's Stockton Early College Academy for the Friday night live student group on campus. They hosted a clear the air town hall that focus on underage cannabis use among youth. Um one of our students, he's a senior, he's his name is Pakrit. He came

069here at the board meeting last month. Um he and his FNL group on campus are very impressive. They invited so many city and county leaders. They facilitated the whole evening. Um, and it was really great to see principal Kyle De Rossi again. Um, and we got a student presentation again about the cannabis use and prevention strategies. Um, and some of those folks that they invited included Dr. Maggie Park with the Sanwaqin County Public Health Services. Um, Patrick Wilson who's part of the county behavioral health services. And shout out to um I apologize. We had one of our officers uh from Stockton Unified come Mont >> Montinez, thank you, Officer Montinees, for attending and answering some of those questions um that our students had about cannabis use. So, really excited to do more with our city

070and council uh county leaders to promote healthy lifestyles for our students through our local I attended the parent volunteer reception last Friday. Congrats again to those parents. I see some of them here at our board meeting today. Um really excited to be celebrating with you all every year. Um and that concludes my trusty report. Thank you so much. Thank you, Trusty Silver. >> Yes, last week I had the privilege of attending the United Way Power of 100 lunchon. It was uh I was accompanied by President Cologne, um Superintendent Rodriguez, Dr. Hon, and Miss Gasco Rios. Mr. Toiver was also at our table and he did a lot of great things with the United Way and organizations and um basically helping out businesses in our city and making sure that they thrive and they're you know

071up to the standards that they need to be. um also attended a bus driver appreciation day this morning and uh it was really great to see that they're all doing um things to make it I mean make it work over there. I mean they're all you should see the the camaraderie and they're all they all get along so great. Um but we do have a lot of new buses lots of new buses that are uh state-of-the-art. I think we need to upgrade the um facility and I'll leave it on that. All right. Thank you. >> All right. Thank you. Um we'll move on to item 10.3 adoption of resolution 2576 certifying specifications of the election order. We get a a motion. >> I motion to approve the item. >> A second. Okay. Any discussion? >>

072No, but we up for election. >> Yes. We ready. All right. Hearing no further discussion. Roll call vote, please. >> President Cologne, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trustee Donaire, >> yes. >> Trustee Perez, >> yes. >> Trustee Stevens, >> yes. >> Trustee Silva, >> yes. Motion passes unanimously. Item 10.4, renaming of the Early Childhood Education Subcommittee to the Early Learning and School Readiness Advisory Committee. Is there a motion? >> A motion to approve item 10.4. >> I second. >> I think we have a a first and a second. I do I do have some sad news. I do need to step down from this committee. Is this is this a time I could I could make that I overextended myself? So I do need to step

073down. >> Will we have to approve the like the appointment of a new trustee to replace you? >> We Yeah, we would need to agendaize it at a future meeting. Yeah. >> Okay. All right. I apologize. Um we'll leave it at um just for the renaming then we've got a first and a second. Any further discussion? Okay, hearing none. Roll call vote. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trustee Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Okay. Thank you. Item 11.1, superintendence report, Edison High School performs at Cariegi Hall. >> Yes. So, before we do the great video, um, just want to recognize our employees of the month. So,

074at the end of each month, we go out and we find our employees of the month. So, for administrator, it was our own Mr. Nathan Healey, um, our director of CTE. you could see all of his group came and he was teasing that we how many people can we fit in his tiny office. So we tried to um to get that limit. Um and so we really appreciate all the work that he's done just the growth of the programs and um having so many more completers and then just so much um more options for students. And then um for the teacher of the year, she was teasing that she um if we could make her bright red. Um so this is um Rammy Meyers. Um she at Filillmore Elementary and she is the Mesa teacher

075there and the skills um USA teacher. Oops, we're too fast. Um and so we were able to recognize her in front of her students. So she always is able to get her children to the national level of Skills USA. Um and um so we're we were proud to be able to recognize her. So congratulations to Miss Meyers. And then um we for our classified it was our systems administrator um Eddie um Velasquez. Um, so Eddie always is the one that I personally go to and my whole um, office goes to when we have some a need and then he's also the one that helps support the board um, at all the board meetings. And so we're just really appreciative. Again, his whole team came up, the whole um, TNI team came up to, you know,

076recognize him and support him. It was funny because we um, we went down to try to find him. he was at the warehouse. Then we were told he was back and so we were going to go down and sure enough he was in my office helping my office. So we were like, "Okay, we'll we'll just bring everybody up." Um and so thank you Eddie for the work that that he does. And now we will see the Carnegie video. So as you know, the last one we saw was Franklin High School. Um we also had Edison High. This is the second time that Edison went, but this is um this is their orchestra. So, this is a separate group of students. And here we go. From the top of Rockefeller Center to Time Square, a group

077of students from Stockton, California is here in the Big Apple. I'm Melinda Mesa with the Stockton Unified School District. The Edison Orchestra is performing on the iconic stage of Carnegie Hall. Practice makes perfect. These students from Edison Chamber Orchestra are gearing up for a performance of a lifetime. After submitting audition tapes, their talent stood out, earning them an invitation to perform at Carnegie Hall. I'm very excited. You know, it's a very surreal feeling to play at one of the greatest like auditoriums in the world. Like, it's Carnegie Hall. >> I'm playing at Carnegie Hall. >> More than 70 students took part in the sights and sounds of the Big Apple, including Time Square, Top of the Rock at Rockefeller Center, and even Broadway shows. >> Edison's taking over New York. They also attended a master

078class studio. This trip they've spent the entire year preparing for. I'm playing on cardio. Music is really important in my life. There's like rarely a day I don't go without practicing because it just makes me feel like complete and whole. The Edison Orchestra director says this moment reflects years of hard work. She taught some of these students since they were in the fifth grade. all their struggles and successes and achievements and just I'm just super proud of them and it's an honor of my life to provide these opportunities for these students cuz they deserve the world. I'm very ready. I'm so excited. I'm ready. Hopefully, this experience taught each and every one of you that you can do anything that you desire. I'm just so excited that the world gets to see the brilliance of

079our students. It reinforces the fact that they are brilliant. Um they can have the futures that they deserve and these students have put in the hard work and have proven to everyone in Stockton that um what you put your mind to you are efficacious and you can and will achieve. It's such a special opportunity, >> amazing experience >> like for me and for everybody in this room. Like we are all so excited. I'm >> never forgetting never in my I'm telling my grandkids that I've been here. >> I feel so honored to even have the chance to be here. >> Me being a part of that history. It's once in a lifetime experience. You know, it's very awesome. >> So excited. >> I will never forget this experience. Stay with me, bro. >> I played

080at Carnegie Hall in New York. >> Students tell us this is an experience they'll never forget and an experience that will help prepare them for life in New York City. I'm Melinda Mesa with the Stockton Unified School District. All right. Item 11.2, adoption of resolution 2577 designated May 4th through 8th, 2026 teacher appreciation week. Is there a motion? >> Motion to approve. >> I'll second. >> Okay, great. Any discussion? >> All right, hearing none. Roll call vote. >> President Colon, >> yes. Vice President Priest. >> Yes. >> Clerk Martin. >> Oh, he stepped away. Thank you. Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. Trusty Silva, >> yes. >> Motion passes 6 with Trustee Clerk Martin being absent. Thank you. Item 11.3, adoption of resolution 25-78 designating the week

081of May 11th through 15th, 2026 as classified school employee week. Is there a motion? >> Motion to approve. >> I'll second. >> Okay. Any discussion? All right. Hearing none. Roll call vote, please. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> And clerk Martin is currently absent. Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes 6 with clerk Martin being absent. Item 11.4, approval of the purchase of K through 12 insight solutions for customer service and sustained stakeholder engagement subscription for one year from July 1st, 2026 through June 30th, 2027. Is there a motion? A motion to approve item 11.4. >> Okay, I'll second. Any discussion? All right, hearing. >> President Colon, >> yes. >> Vice President Priest, >>

082yes. >> Clerk Martin, >> yes. >> Trustee Donaire, >> yes. >> Trusty Perez, >> yes. >> Trustee Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion unanimously. Item 12.1, approval to utilize core C O R E to provide professional development for the implementation of SIPs SIPs curriculum for the 2627 school year. >> And we have a presentation. >> Oh, and we have a presentation. >> Okay. Okay. Good evening, President Cologne, trustees, and superintendent Dr. Rodriguez. Um, my name is Allison Silva, and I'm one of our curriculum specialists in the curriculum department. And I first want to thank you so much for this opportunity to share some of the exciting work that we've been doing with our core partners. So, we have grounded the roll out of SIPs in implementation science by maintaining a clear

083and consistent focus on our why. Our purpose is to ensure that every student receives highquality consistent literacy instruction every day. This shared vision has guided our decision-making process across all stages of implementation. So rather than looking at purchasing SIPs as a simple program adoption, our department has really viewed this work as a chance to make system level changes so that we can provide positive literacy outcomes for all of our students. Our overarching goal is to achieve instructional integrity where SIPS is delivered as designed across all classrooms and all grade levels so that all students regardless of the site or the grade they're in receive highquality effective literacy instruction. So we've really taken the time to be methodical about how we're enrolling this SIP adoption. Um, we've grounded it in the in implementation science, which I've

084defined on this slide, but implementation science is that study of how to adopt, implement, and sustain practices because we don't want this to be a short-term change. We want this to be something that's permanent within our district. Um, head implementation science, science researchers, Fixen and his crew, um, they discuss in their research that implementation is more than just materials. We know that we've bought the highest quality materials that follow the science of reading, but it also depends on people, systems, and leadership. And we believe with the steps that we've taken, we we are setting Stockton up for success long term. So, you'll see here, these are the four stages of implementation when you're thinking about a new program and long-term systemic change. So, we kind of had a different road to get here. um that

085exploration phase, we really really utilized our seven sites who were part of the ELSB grant. They did a root cause analysis of what do our students need to be successful in reading and all seven schools agreed we needed systematic instruction in phonics. Um we dug into at the time I was an instructional coach at one of those sites. So we dug into different programs and we all determined unanimously that SIPs was a program that would support um the students at our seven sites. uh we implemented at those sites and we saw that the data was um showing great results and students um reading outcomes were improving. So then we kind of moved into that installation phase where districtwide we're going to start this implementation process in November of 2024. Um it was voted to be

086our board adopted curriculum um for foundational skills. So during that installation phase the big push and the big according to implementation science is to push on that everybody gets quality first training. So for the last about a year to 14 months with our partnership with core we've really focused on that so that every single K3 teacher has had quality um training opportunities more than once. um we're moving into that initial implementation phase and and we've kind of been there I'd say the last six months based on our model where we're really focusing on that job embedded coaching and again our goal will be that full implementation um that can take two to four years to to get there where SIP is being used with high fidelity across the majority of our classrooms in Stockton Unified.

087So our partnership with core has been a huge part of this process for us. core learning um has served as an active implementation partner uh grounding the work in the science of reading and really working with our teachers um at the site level. So their support has included um expertled professional development. We've done different models where we offer um different sips trainings at our SDAPD days and then also with our core support we were targeting we've targeted grade level. So each individual grade level um has gotten an entire day training with our core um consultants so that we can continue to deepen that practice. Um we've also uh moved into like I said we finished kind of that initial training phase around December and in January we started to move into that job embedded coaching

088where teachers are with the core consultants and members of our department and they're receiving actionable feedback based on their practice. So we we've moved into that phase. um of implementation. It will only be successful in partnership with our department. So while core's primary role has been to build educator capacity and been working very closely with our teachers, our department, the curriculum department, we've really focused on those large system changes that need to be in place so that teachers can use this program with ease. So we've kind of broken it into these three buckets. So we we're focusing on that building leader capacity as well. So my I'm at every single principal's meeting um teaching the principles different routines and um what does highquality literacy instruction look like so that they can be the instructional leader

089on their campus. Um, we've also kind of entered this phase of like we're coaching our administrators around their data. Um, meeting with individual sites to look at where are we now and helping support them make actionable feedback steps that they can immediately take to support student outcomes. Um, we've also focused on how do we align all of our systems. SIPs is not our only piece in early literacy. So we've got AMRA which is our universal screener and a um a program that really helps fluency which we know is that that bridge that we need to focus on and we've got Heggerty which focuses on phmic awareness and so we're working on those systems how they can all be in place together to build literacy um student RSP students or special ed students because we're working

090in lock step with special ed and they're also enrolling or unrolling SIPs um in the same manner that we are same consultants are working with them so we're all on the same page as far as um implementation. So together these efforts have really uh reflected that shift of like we're working in isolation to we're working as a team and we're building a system that has the chance for long-term sustainability. So, with that said, all of those pieces in place, our partnership with CORE, um, and what we're doing in the curriculum department and all those individual departments I just listed, we're really working to build a systemwide impact that's going to, um, support our students over time. Uh, we've invested in the right stages, in the right in the right support at the right stages, I

091believe. And I think because that stage that we're in now is one of the most fragile where now we're going from we know the research, we've been trained to practice. Um we want to continue with that coaching support um from CORE. Uh with COR's partnership, we're continuing to build um the internal instructional capacity of our teachers. We're also building their confidence. Uh a lot of the teachers tell me they leave feeling better or validated like okay, I am doing the right thing and okay, she gave me three steps that I can take. Um so we're building their confidence in that ability to teach following the science of reading. Um and then at the same time our department and um research and LDO all of us are working together to strengthen our systems um which will

092lead to hopefully accelerated early literacy outcomes um as a whole and we're pouring into our teachers by utilizing a contract like this with core so that they can pour into our students ultimately which is the most important thing. Um, I just wanted to include a couple pictures. So, I kind of shared some of the things that the core consultants are doing. They're modeling um, lessons. They're modeling um, different pieces of lessons. So, you'll see here we have one of our consultants, Linda. She's on the ground. One of our um, she's on the ground here sitting with a little group of students. One of our large pushes this year has been the the practice of fluency consistently in the classroom. So, she's modeling how to do um, learning of, oh, okay, I'm going to listen to

093them read. I can count their words. Um then you'll see one of our um grade level training. She's training our third grade here in challenge um because we did target each individual grade level from the beginning of the year to December. And then down here you'll see we're doing a co-e. You see Linda there and you she's there with the teacher where we're doing act actively passing the baton back and forth like I'll do the first two words, you do the next two words so that we're gaining that practice. Okay. I know I talked fast. Are there any questions? Any any questions or comments? >> All right, hearing none. Thank you. Thank you so much for your presentation. Okay, looks like we do need a motion and a second to adopt um approval to utilize

094core to provide professional development for the implementation of slips curriculum 25 2627. >> I motion to approve item 12.1. >> I'll second >> from Silva. Okay, great. All right, hearing no further discussion or questions. Roll call vote, please. President Colon. Yes. >> Vice President Priest. >> Yes. >> Clerk Martin. >> Yes. >> Trustee Donaire. >> Yes. >> Trusty Perez. >> Yes. >> Trustee Stevens. >> Yes. >> Trusty Silva. >> Yes. >> Motion passes unanimously. >> Item 12.2. Approval to amend the non-public agency master contract with Access Language Connection Incorporated for the special education department for the 2526 school year. Is there a motion? >> Motion to approve. >> And I'll second. Any discussion or questions? Yes. >> I have a question. I noticed that we're going from a big chunk of money from 700,000 to

095800,000. And I don't see a why. Can someone tell us why? >> Yep. Miss Stephanie Reeves, our executive um director of special education, will answer that. Good evening everybody. Um so we have two agencies for non-public agencies that we've utilized for this service. Um and one of them is no longer to secure is able to secure the providers because of shortage of staff. So, we are um using and utilizing access and increasing that fund to make sure we're securing those services for the rest of this year um for all of our students. And we're not asking for additional funds. We're able to secure and utilize the funds that was reserved for the other agency. So, we're utilizing those funds. So, this is not additional funds. We're just swapping out if you will. >> This is

096u says in a you want us to amend the contract from 700,000 to 800,000. Is that not true? >> Correct. Thank you. >> Well, just just to be clear, so it's it's the other provider that's not available any longer. So the funds that were allocated to the other provider are now then being allocated to access. >> Correct. >> Okay. >> Yes. >> Thank you. >> And then um I see a contract here, but I don't see a complete contract. Um I don't think that we should vote on this today. >> Can you confirm what is missing? You can go to the signature page which is on page 34. All signatures are not present on this contract currently. So when you're bringing it to the board, um you you typically you you look to getting that

097um approval before you get the final signatures before final signatures are are put onto those contracts. So, we have three different dates and we want to approve with a fourth different date on this contract. >> Clarify the dates that you're referring to on the contract. >> Yes. So, I have a signature that says uh June 13, 2025. I have a signature that says July 24th, 2025. I have a signature that says April 8th, 2026. And now you want us to approve with a date of April 28th, 2026. >> So I believe that um and uh there were different times that those date that those signatures happened um and the contracts um how many times did this come back for an amendment? Was there multiple amendments? >> This is the first one that I follow up

098with. >> Okay. ju so to confirm. So the first set of dates was from the initial approval. Um so they signed it on 613. We then sign traditionally we sign after it's approved. So then we sign so we got the contract a bit early. We got it 6:13. We must have taken it to a board meeting in July in end of July. So then you signed it 7:24. The two new dates are for this amendment. So, they gave it to us on April 8th, the amendment amended contract. They signed on 48 and then um Casey will then sign um after it's approved by the board. >> Thank you. >> Okay, thank you. We have a first and a second. Any other questions? Okay, hearing none. Roll call vote, please. >> President Colon, >> yes. >>

099Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Okay. Item 12.3, approval to adopt and purchase the Envelopify Desmos Core Curriculum Intervention Program and professional development for grades K through five. Is there a motion? >> There's a presentation. and a presentation for this one, too. Thank you. >> All right. Our director of curriculum and professional development, Miss Melissa Sigers will be presenting on this. >> Hello. Good evening. Nate Cologne, board of trustees, and superintendent Dr. Rodriguez. I'd like to introduce our math curriculum specialists, Jessica Job and My Chow, Sue. I bring them here tonight because I want to um celebrate all the hard work that they did in this

100math adoption process. They were the leads on this project and um did thorough investigations and research and application and make sure that we had um we can bring the best choices to you tonight. So I just want to thank you both. Okay. So, um, this is our math vision, mission and vision. And I just want to take a a minute to read this and have you reflect on any words or phrases that stand out to you in um, what kind of resonates with you for what you want to see for our students. So, our mission is to empower all students to be confident, skillful, and critically thinking mathematical citizens fully prepared for college, career, and community. We achieve this by cultivating an inclusive and engaging environment where every student develops a strong mathematical identity identity

101seeing themselves as a mathematician across their learning environment. So this is truly important to us and um drove our work in this. Our next slide here is from our California dashboard and it um reflects the level of proficiency for both uh California and Stockton. And actually on this slide, they should be reversed. That Cal that top line is for California and the bottom line is for Stockton Unified. Uh if you see that middle line, that's level of proficiency in where we land. And so this data really sets the urgency for us to engage in this math adoption. We want to change the outcomes for our students in Stockton and their math proficiency and success. So there's a new math framework that was um enacted and um I just want to I mean math standards are

102the same and the uh standards for mathematical practices remain the same. What is differentation of math in the framework? So basically um when we implement this system systemic change that support mathematical instruction we want to see an an assets based approach active engagement through investigation and connection cultural and perspective relevance which leads to system beliefs and centers conditions for teachers to plan around teaching around the big ideas using open and engaging tasks. teaching towards social justice, inviting our students to question and form conjectures and to prioritize prioritize reasoning and justification and with that our students will be able to implement the five um these the why, the how and the what. So you can see that in there. So this is the shift in overall and you can see that another big shift is the

103big ideas. So these circles or nodes represent the big ideas and you can see them also reflected in that table on the left hand side. The bigger the node or the circle represents more connections that are made. And so rather than teaching um standards in isolation we move to the big ideas and as you can see on that right hand column each big idea has multiple standards within it. So, we engaged in this work last year where we um our team um participated in multiple forms where we're learning um the the shifts in the framework and what highquality math instructional materials look like. And we formed a CRC team or our curriculve framework shifts and they dove into what highquality instructional materials look like. and we um formed basically a rubric and went into our

104own classrooms to to see what was currently going on in Stockton Unified. What were the current conditions of our math classes and what were our localized needs? So they kind of created a list and what we found is that we needed to build our teachers math capacity, their identity and their content knowledge. And so that shifted that this school year. Um in November, the California um adopted math curriculum that they that was approved and we began to dive into the multiple adopted curriculums and what would fit our localized need. We then moved into two phases of the pilot. So January, February is our first phase where we piloted one curriculum and then there was the second phase where we piloted two different curriculums and then here we are at the board with our recommendation. So

105this kind of describes our winnowing. I won't read the whole thing, but you can see at the top there were s 64 math programs that were adopted by the California State Board of Education. and and so we wanted to really um uh get get it so that we could narrow down to our localized needs. We know we have a high population of bilingual students or multilingual learners specifically in the language of Spanish. So that curriculum needs to be available in both English and Spanish. We also knew that they needed to meet our implementation timeline. There are other factors listed there, but that was something that helped us narrow down the programs that we selected. Um, we had the vendors that we narrowed it down to come and present their their materials and really show us

106where in their curriculum they were able to reflect those demands of not only the high quality instructional materials but also our localized needs. Um, we also re um had um our curriculum specialists and other department leads look at the curriculum and measure it against that high quality instructional materials rubric. and we narrowed it down to these three. So our first phase of of piloting was amplify desmos which does eth and our second was thinking math by a novamat which is K through five and midchool math math which is 6 through 8th. These three um final um programs left us with these four options of an outcome. Okay. And just so you understand um what high quality instructional materials includes, I'll point out a few, but there's universal access, so supports for all students so that

107they can access grade level content. We wanted to make sure that we had high quality assessment for of both content and language. And you can see the other features there. So these um components were emphasized throughout the pilot so that our our piloting teachers knew what they were looking for in the curriculum. With each phase, our pilot teachers had a lot of support. So they had the initial curriculum training. They had on call support with each of the vendors. They had in-class demonstrations and coaching provided by the publishers. We also added in a midpoint check-in so publishers could review the assessment materials, demonstrate student data analysis and how to do that within their program. Um, and they suggested next instructional steps and they also answered any questions that were unresolved about the program components. We

108also um had a steering committee um that was comprised of different leadership in our depart in our district. So, LDO, um, our sped department, etc. And, um, we decided that we needed to have an ad hoc committees to really make sure that we're able to serve all of our students in that tier one setting. And so, we had, um, non-piloting teachers, but RSP um, specialed teachers and admin and LDO staff and intervention teachers look, have the um, vendors come and present their intervention materials. And with that pres presentation, they talked about their tier one, tier 2, and tier three supports for our students to make sure that we had inclusive opportunities for all students. We also worked with our dual language sites to make their needs were met. And those um their findings or their

109their um what they needed and what they saw was also shared with the piloting team so they understood. Um I won't go spend too much time on this but this was the needs expressed by that group by the LDO intervention and sped um teachers. And what's really great about this graphic it is summarized but it tells us what's needed for multi-tered systems of support not just for math but for other subjects as well. So this will be something that we keep in mind when we're planning for our professional development and when we're looking for what implementation looks in Stockton Unified. Okay. So we had our final debrief where the the piloting team heard this feedback compared and contrasted the two programs and I'm going to start with K through five. So K through five was

110comparing and contrasting amplify and thinking math. If you look on um this uh graphic you can see that we' used a consensus process. So, it's not that they're voting, they're doing a consensus where they say they either strongly agree and support the adoption of this program. And then that's number one. And number four is that they have concerns and cannot support the program. As you can see, there's not a clearcut decision here. It doesn't sway one way or the other. There's high support for both and and some concern for all. So we made sure um part of the consensus process is that when you have a result like this, you show that to the piloting team, you have a discussion to address concerns and areas of strength and then you you re you redo the

111survey. So we redid it again and kind of similar results. There's no clearcut heavy weight one way or the other. Um and so we did we did that process again where we said, "Okay, just go one way or the other. What do you think?" And still we would say that this is not a consensus that this is not significant enough data to go one way or the other. Um we knew that both programs we had teachers with with concern in both areas. Um but we knew that we also had talked to the vendors to see um what are their what are their solutions for this? But we wanted to make sure that those teachers that piloted were able to get those questions answered. So we met with those teachers that voted for and with the

112vendors so that they can explain like you know you piloted it you pilot it mid program these programs start in the beginning of the school year so you might have missed this component of it or actually this is available maybe you just didn't access it or this is an improvement that's coming those kinds of things were some of the answers. Um we brought this information to our steering committee. Now our steering committee as you can see is um I guess again comprised of different district department leads and part of the pilot just the teachers piloting within the classrooms. It's how that the program interacts with our different departments in our system and we are a large system and we have a diverse staffing and so the final recommendation to the board to adopt amplify desmos

113for our K through5. Now, um the next board agenda item because it's the same process, I want to share just the the results for that. So, for 6th through 8th, I it's almost done in Oh, go ahead. >> I'm going to just pause this for a second. Um and just to clarify, um >> do you want do you want to ask the question or >> um I think if we're doing >> Sure. Okay. if that's helpful. >> Yep. Yeah. >> So, I'll leave it there. >> So, we'll pause. We'll pause here >> and bring us back to item 12.3, which is to appro approval to adopt and purchase the Amplify Desmos core curriculum for K through 5. And um do we So, we don't have a a motion yet for this. A motion and a

114second and then we can discuss. So, is there a motion to accept? I'll make the motion to accept and adopt and purchase the Amplify. >> I'll second Stevens. >> Okay. Do we have questions about Amplify? >> Yes. >> So, I have some questions. Yes. I notice over the the four years, right? This is like an over $5 million contract and I see two and a half days of training. How is that beneficial for our teachers or how will it >> um I'm not we the contract should be for six years and I don't know about two um day training what what offers the professional development the initial training that's on the sport agenda item it comes with the adoption so it's not of extra charge to us they um actually both vendors all lot allow

115us the initial training I'd say for free but it's within that contract so um it would be enough to train all of our teachers and beyond. It's not just our teachers, it's our intervention teachers, it's our um you know u admins. So it's initial training for our staffing. So under professional development there says an half day there says one day on site and one day on site which is two and a half days of training. What does that look like in a actual year for our teachers? >> Um I this is what the contract says >> for amplified. Um >> oh I >> so she's asking >> slides >> um no it's from the contract she's asking what training will you all provide yes >> to effectively implement this curriculum so it's not going to

116be like we just talked about sips with all the professional development we won't have just two and a half days >> absolutely we are going to have a comprehensive training program and it's not necessarily in this one what would be in this um bai would be our initial training trainings where it would we would have full days for each um teaching staff starting in June and July and then leading into the beginning of the school year to make sure that every single um K through 8 who teaches math is fully trained um to continue on within this contract. um we would follow something similar to what we see with SIPs where we have the multiple layers where we have the coaching, the demoing um and just that deep dive to make sure that we have

117a thoroughly comprehensive because we know we're not going to get the math shift just with simply adopting a program. We need to have a strong professional learning planning to um accompany that. >> Is there a way you can get the plan uh to the board so we can see what the training looks like for our teachers? >> Absolutely. And so just to clarify too, so you see up there all those dates, right? So it's not just that they get those two opportunities. That's the two opportunities. All those different days will be offered to teachers. So they'll choose the best dates that work for them. >> So it's actually multiple days that they're going to be supporting us with, if that makes sense. >> Yes. And even with our summer school teachers, you'll see a half

118day there. That half day is just basically one full day split into two days. So they can teach summer school and then have a half day and then the next day go the second half of that training. >> Can you help me understand are most of these days over the summer outside of contracted days? >> Yes. >> And they'll be paid. >> Yes. And so for the teachers who do not want to give up their summers, how are we making sure they're >> We will continue offering it and we will even do pull out if necessary, but we will our goal is to have all of our teachers um trained by September. >> Yep. And so once we have our contract, then we can look at the days after school starts so we can make

119sure we get the late birds that didn't that are not available during the summer. So everyone will be trained just like they were in SIPS. >> Yes, we will be keeping track. And then while we're doing this initiative, how many other initiatives will our teachers be trying to implement at the same time? >> Well, I can't answer that for you. Um, I think that's something that we'd have to >> So, this will be our priority for the grade levels that we are adopting in next year. Math is our main focus, right? We have this time to reimagine our mathematicians and math instruction in Stockton. So, this will be our main focus. So that means any other initiative that a teacher who would normally do who now has to do this math will be placed on

120the back burner. >> Well, we will continue work that's been started right because it does connect to um to academics. So if we've started with I'm going to give it for an example I know our te our um kinder teachers have taken have participated in conscious discipline which helps them inside the classroom with social emotional learning and support. They're not we're not going to just drop it. They've already if they've already been trained forward, but we're not starting something new. This is our focus for next year. And so I think my question was, how many initiatives will our teachers have next year? >> Well, this is our main focus for next year. So you're saying one >> this is our main focus our brand new if we're talking about a new something new we can't

121stop if you're trying to get me to to so I'm not going to say we're not going to stop we're not going to continue supporting reading we've started that the last couple years so that's continued work that we're deepening but we're not going to put something new on their plates this is our init this I hate to call it an initiative this is our area of focus >> um what I can say is that we will have multiple layers of opportunity for something else. They have multiple opportunities to engage in that training um so that there's there's access. Okay, great. Thank you. Any other questions or comments? Okay, we're going to um we have the motion and a second. Roll call vote, please, for item 12.3. >> President Colon, >> yes. Vice President Priest, >>

122yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Okay. And now we'll continue on uh with the presentation for item 12.4, four, which is adopt approval to adopt and purchase the midchool math core curriculum intervention program and professional development for grades 6 through 8th. >> Thank you. And so rather than repeat the same thing again, that was the same process. Um so with our amplify and midchool math, um these these are the two that were compared for our sixth through 8th. As you can see here, number one, the top um bar represents is the right choice and I can support it. And then number four would represent I have concern and cannot support the

123program. This is a consensus and and moves on. So not necessarily a vote, but you can see there's a clear um preference here. Um and we have lots of great positive feedback on this. Um um so our final recommendation for our 6th through 8th math adoption is midchool math. >> Okay. If we could get a motion and a second before we start discussion for item 12.4. I'll make the motion to accept. >> I'll second for Thank you. All right. Any questions for this one? So in this contract, I didn't see any days. Are the days going to be same as prior? >> Same as prior train for teachers. >> Same idea with the other and we've Oops. We've talked about that with both the vendors. Again, the training, the initial training comes with the adoption

124of the program and the purchase of the materials. Um but what'll be a similar full day um two half days offered for those that do summer school. And we continue on to ensure that all teachers are trained um into the school year if they do if they're unable to um attend the summer training. And that is that does not end where professional devel professional development does not end there. That's just the initial training. My my question and just to be sure I understand there's two different programs but uh a student going from fifth through sixth what what will that be like for them that transition and learning a different style or can you speak to that? Well, I can say that um they both of these programs meet that um math the new math framework.

125And so we're looking for um like it like I said um I can go back to the beginning slide where we talk about the shifts, but we're doing kind of the real world application where we're we're assets based and we're we're looking for um our students to engage in inquiry and so forth. And while each program is obviously different, the student is the center of the learning rather than the teacher in that direct instruction. And that's a big important part of um we also have building thinking classrooms. Both of these programs align with building thinking classrooms. So there will be there will be um components within both pro that are a through line. Um we have multilingual learner supports like language goals. Those will be certain things using manipulatives and engaging in math that way.

126That's something that's a throughine with all of our programs. >> And and can I jump in? So, the the beauty of this one, the teachers are so excited and the students with midchool math. So, I've been in the classrooms talking to teachers at a lot of the adoption um you know, when they've been meeting and talking about it. And what they said is the teachers are actually excited that it's a little different because then they're leaving fifth grade and even though things connect, they get something new in middle school and it connects and it's something new age group which is really exciting for the students and they're not doing something that they were like, "Oh, I was doing that in elementary school or primary." And so there is that through line, but they are the

127students are super excited about middle school math. You go into sixth, seventh, and eighth grade classrooms and they're excited about math. That's great news. That means we are on the right track. >> Yeah, we can't wait for you to see this in action. Okay, great. Any other questions or Okay, hearing none. Roll call vote. This is for item 12.4. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trustee Silva, >> yes. Motion passes unanimously. Thank you. >> Okay. Thank you. Okay. Item 12.4. Nope. That was 12.4. Item 12.5. Approval to purchase summer scholars language arts, math, and steam materials and teacher professional development from teacher created materials for summer learning academy program. Is there a motion? >>

128I motion to approve 12.5. >> I second. >> Okay, great. Any discussion, questions? >> All right, hearing none. Roll call vote. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trustee Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 12.6. Six, approval of the consultant agreement between Youth Cinema Project Summer Program and Stockton Unified School District. Is there a motion? I'll make the motion to approve. >> I'll second it. >> Trusty Silva seconded. Any questions or discussion? All right. Hearing none. Roll call vote. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trustee Stevens,

129>> yes. Trusty Silva. >> Yes. >> Motion passes unanimously. >> Item 12.7, approval of the 2526 school plan for student achievement, SIPA, for SUSD schools receiving Title One funding. Is there a motion? >> Actually, did I read? >> I will. >> Sorry. I'll reread because I was supposed to read off Then there's a presentation. >> Yes. So I'll read that the attachment 2020. Miss Freighus, did you provide a presentation? He does for sorry we do not see a presentation attached to the item. Susanna is forwarding it. Sorry guys, it's my first time. I think so. >> I don't She has it in the email. >> It's sent. Can you please communicate who it's best to send the PowerPoint to to make this the quickest? >> It was sent to Abby. If it that's not the

130correct person, please let us know. We'll forward it. Okay. Okay. It's wonderful. Stand by. Uh pending for the email to come through. One moment. I don't have any jokes. I apologize for that. Oh, there it is. Yay. Yay for the tech people. >> Yes. No worries. Few few moments of patience. >> Yes. >> Thank you so much, Ashley. >> Yes. Okay. So, we're going to go over um SIPA requirements. We're going to review Franklin's SIPA compliance. And then we are going to go into a little bit of a timeline and the supports that have been provided to Franklin along with some next steps and changes that we're making within our own department. So for SIPA requirements, it's a requirement for all title one schools that um they establish a school site council. In addition to

131that, they have to develop the plan by doing a comprehensive needs assessment and that is described within their plan as a summary and it provides um information around how they got to their goals. Um they also have to provide annual measurable outcomes where they identify the data points in which they are going to evaluate and monitor their SIPs. The Sips have to include goals. They have to include evidence-based strategies or actions or services that are being provided. They have to include proposed expenditures, the annual measurable outcomes and their educational partner engagement. What they do not have to have in EDC code is a recommendations and asurances page. That is something that has been historically added um just for an additional layer at our district, but it's not a requirement under ED code. So for Franklin

132in their CNA summary, it's found on page four. They highlight that EL students, special ed students, homeless, and African-American students improvements. They also highlight that PLC's, MTSS, and additional supports to improve safety are some of their overarching strategies for implementation. Their annual measurable outcomes are found after each goal. So pages 7, 25, 42, 46, 51, and 55. They highlight ESPback, LPAC, A throughG completion rates, a lot of our KPIs that we're using across the district along with UC and CSU enrollment requirements, um, special class enrollments. So, they have the folkloral and so they focus on what their enrollments are for those classes along with parent participation, student in internships, and their black student union activities participation. And so they're measuring that as part of their SIPs on pages 6 25 42 46 51 55 they

133directly align to our LCAP. So, our African-American goal six is aligned to goal six within their SIPA directly follows those um those goals and then their proposed expenditures are built into the actual evidence-based strategies. So, it's all put together for those two pieces. And then like we talked about before, the annual measurable outcomes and then their educational partner engagement is found on page two. So those are all of the compliance requirements and they directly match the CDE's template for the SYPSUS. So those are compliance-wise where Franklin meets all of those requirements. Um, so we have kind of a timeline of events of how we got here to having a SIPA that's missing this annual review date. So, um, back in May, Franklin took their non-compliant SIPA to their school site council for approval. um they

134made multiple edits to their to bring that plan into compliance which included updating salaries, updating language um along with like reducing other expenditures to cover those costs. So those are considered material differences which require their SIPA to be approved by their school site council. In June, um, we pushed out the deadlines for ELAC feedback and school site council a prior approval prior to the August 28th board meeting. Um, and Franklin did not have uh their we did not get state and federal approval for principal checkout at the end of the year. So, this means that they had documents that were either not compliant or missing. And so, um, that was part of our process is to notify and say you're not eligible for checkout. And then, um, Franklin completed all of their SIPA edits in

135June in time for the June 24th board meeting. And that was the first time it was taken to board with a blank recommendations and asurances page. In July, Franklin was sent reminders about their requirements to complete this recommendation and assurances page to ensure that they got it board um school site council approved. Franklin informed state and federal via email that they established their ELAC dates and their school site council approval dates, but they were after the deadlines that we had provided and they were on the same night as the board meeting. Typically, our principles have relationships with their school site councils so that they know if that they're going to have quorums. They know that their parents are going to be um approving this SIPA without any issues. And so, generally, we rely on an

136honor system with our principles to ensure that things are being done properly. Um school site council meeting was scheduled for the 26th, the same night as the board meeting. Um, and then on August 13th, Franklin signed their recommendations and assurances page with the 8.26 date for school site council and the 821 date for ELAC. In August, that plan went to board on the 26th for the second time with that August 13th signed date. Um, Franklin canceled their school site council meeting because they didn't have a quorum. So, they did not have enough members to vote and approve their SIPA. So, they canled their meeting. But the um they were not able to pull it from the school board that night. We didn't get enough notice to pull it. So Franklin was instructed to add the

137SIPA approval to their September meeting um so that they could get it approved. Um in September, Franklin provided their school site council with August minutes to approve stated that the meeting was not called to order due to not meeting quorum. only five school site council members were present and we needed seven to meet quorum. Um so the SIPA was not on the agenda the agenda for approval in September like it was supposed to be in December at the direction of state and federal Franklin held a special meeting to review the ELAC input on the SIPA approve the SIPA and recommend it to the board. The school site council meeting was held and the Sipso was approved and recommended to the board with the 7 to1 vote and those minutes were available in the BAI. So

138you guys can see what took place at that meeting. Um, Franklin's plan went to board for a third time with the December 6 on December 16th with the recommendations and asurances page signed on 124, but it stated there was an annual review on 8:26 and then that was the night that the SIPA was pulled from the agenda. In February, it went to board again with for the fourth time uh with the recommendations and assurances page signed on 218 with a blank annual evaluation date. Um that SPA approval uh was tabled at the board meeting. So in April um we are back here for the fifth time. The SIP the um we have the same recommendations and assurances page as February. Um, we have the school site council minutes from December and the school site council

139minutes just um demonstrating that the December minutes were approved. So that way you have both the approval of the SIPA and the approval of the minutes of the approval of the SIPA so that we are clear that it what took place. Um what we discovered through our process and through our um through our um evaluation of what was going on. We discovered that there was no evidence to support an annual evaluation, which is a school site council requirement, but not a SIPA requirement. So, the school site council is required to do an annual evaluation, but they did not have evidence to demonstrate that that was done. So, we're unable to have the site put a date and say that it was done and it would not be honest. And at this point, because it's happened

140in the past, we can't go back and change what's happened in the past. So moving forward, we have provided several supports to Franklin specifically. Um, all of Franklin's admin have participated in full day trainings for school site council and SIPA. They've received individual coaching on how to complete an annual evaluation for their SIPA. So for the current year, they have done this. Um, and Franklin submits all of their agendas to state and federal prior to that 72-hour notice so that we can ensure that all of the topics are being properly agendaized for Franklin. For state and federal, this process has really made our department look at what we do and why so that way we don't have this kind of an issue again. So some of the things that we um are doing is there's

141an intentional shift in accountability by allowing state and federal to direct sites on requirements and deadlines. This is something that previously we would work through the ED services directors for but we have now been um given the authority to direct them. Uh we provide live documents for SIPA updates to create that transparency um and build accountability. So, we're looking to escalation when concerns arise. Um, we're also going to be providing mandatory SIPA and school site council training for administrators. We're going to be referring parents to the sites um or meet with the sites and the parents to ensure that there's intentional collaboration and alignment of supports if there's something that's needed at each site. We're also looking at changing this recommendation and asurances page because as you've noted and as several parents have noted the

142language is not clear. So we're looking to be more clear and concise because we do want to provide that clarity that these things are happening. And then we are going to establish that all um mandate that all sites have norms for the school site councils along with requiring sites to submit all of their school site documentation. Right now, we only require them to submit the minimum everything now, which that's going to include all of their supporting documents, any type of presentations they're providing, um, basically anything, um, to make sure that we are, um, monitoring that and have the ability to provide supports and step in when necessary. Um, so this is kind of where we've ended now. Um, so we've even just today we were looking at our processes and we're like we're going to

143do this a little different to make sure it's better aligned. So any questions? So California Edo does require us to have parent input for our SPA and that does have to be documented. >> Where is that for us now? >> The parent input is part of their minutes. So they highlight in their parent educational involvement part, I think it's on page four of their SIPA, they highlight what they did to involve parents. And then there's also a section on those minutes where they talk about different pieces of the SIPA that they looked at prior to approving it. We do note that previously Franklin struggled with documenting things that were happening at their meetings. Since their training, as you can even tell in the minutes, they've improved significantly. So, EdCode also outlines that the asurances page

144is a critical part of the SYPA and it should be provided specifically if parents are providing input. Um it should be a regular standard and practice that that is provided anytime it comes before the board because we would like to acknowledge the fact that parents are actually providing input when it comes to the um SIPA process and then giving that approval as an advisory body. So the insuranceances page should be part of this document. it it's and it's going to be it's just going to be different because that piece of the um re um asurances and recommendations page is not and the language around it is also not clear. So in reading it it's very unclear what it is that it's stating is happening. So, we've already worked with um the vendor that we use

145to create our SIPAS, the platform that we use, and they have a recommendations and asurances page where it not only highlights the date the school site council approved it and the date that it was reviewed with ELAC, but it also has a place for the parent of the chairman of the school site council to also certify. So, we're not relying on only the administration, the administration to provide this information to us. >> But this is a quick fix. This is a Department of Education fix. So when it comes to the asurances page, it should be a standard practice. And if we've done it with other SIPs, we should definitely do it with Franklin do it unless as a board we're saying that we're going to provide a different uh template for the insurancees page or

146asurances page. Sorry. So we are going forward that date that page that we have to keep with consistency of all the SIPs that is the the SIPA page that we've used this year for next year it's going so for the new SIPAS that come to board in June it will look different because it will have that clear more concise language that date on the top we can't pull out of thin air. It has to be something that the site provides us and is um something that they can document and support. So they cannot support that they did an annual evaluation of their 2425 SIPA >> but that does not mean that their 2526 SIPA is not um complete and compliant. >> Okay. So there's no date to go on the document because of there wasn't

147a quorum when the was it because of the quorum >> there there's no date because we can't verify based on Franklin's documentation that that occurred. >> Got it. >> That the annual review >> is missing. Got it. Okay. >> So the date is missing because the site cannot confirm that they did an annual review of the annual review of the 2425 SIPA. >> Got it. So, I appreciate I appreciate the timeline uh that you went through to kind of help us go through what what we experienced piece by piece. Kind of seeing it all in in those few slides was helpful. And then knowing all of the lessons learned that you you're looking at not just for um school site council, but also on on our department side as well. Um the changes that will

148take place. Hopefully, this these kinds of things don't happen again. Um I don't really have any other question or concern. Any other questions from the board? >> I have a question. Um why are we scheduling school site council meetings on the same day as board meetings? >> We do not schedule their school site council meetings. That is done by the sites and generally they schedule their school site council meetings at the convenience of so I don't know why Franklin chose school uh board meeting nights. Um it's a site choice. I know going forward we are going to tell them that they are not to be scheduling school site council meetings during board meeting nights >> right seems a little intentional right so we wouldn't be able to hear from our parents on them on those

149particular days so it's hard to say this was convenient for this particular person etc when we know that our parents want to be here as well >> thank you okay thank you for questions and comments any any further discussion >> just One other piece I just want to be clear. Can the SIPS be adopted without the asurances page? >> Cuz I don't think it can. >> It has the page. It's just that one date is missing and it can be adopted without that date. >> But to be clear, we haven't done it for anyone else. >> Other sites have documentation to demonstrate that they did that annual review. Franklin did not. and we cannot go back in time to do something that was not done. >> Okay. Thank you. Any other questions or discussion? All

150right. Hearing none. Roll call vote, please. >> There's no motion. >> Oh, but there was. >> Okay, we need a motion and a second. I'll make the motion to approve. >> I'll second. >> Thank you. Now, any further discussion? All right, hearing none. Roll call vote, please. >> President Colon, >> yes. >> Vice President Priest, >> no. >> Clerk Martin, >> no. >> Trusty Donaire, >> yes. >> Trusty Perez, >> no. >> Trusty Stevens, >> no. >> Trusty Silva, >> yes. >> Motion fails three to four with Vice President Priest, Clerk Martin, Trusty Perez, and Trustee Stevens voting no. So, Dr. Henoun, can you speak to what will occur now with that? >> Yes, they are not able to spend their money for their SPSA. >> And so, who are we holding accountable for that,

151right? That's not an aboard accountability thing. we can't be held accountable for their lacks of judgment nor presenting the proper documentation that should have been presented. So, who are we holding accountable for that exactly? >> So, I I don't disagree. Um I think it's a situation that we're in at this point and we do have to follow the guidelines um regarding the expenditures. We have to have an approved SIFA. So I do want to say that um and like we just went through the whole timeline of what happened, what occurred. We heard from parents, we heard from admin over the time and um we can see the corrections that are being made going forward. We understand the explanation of what happened and why and and what we're going to do going forward to make sure

152it doesn't happen. And it's unfortunate that they won't be able to spend this money and the students are the ones that are going to that are going to be affected by that. So, I'm actually going to change my vote only so that the the school can do what's required, but staff should be held accountable. A SIPA is an easy thing to fix. It shouldn't have taken this long to get to this place for parents to come together to be able to review the SIPA to provide feedback and then to get a vote on it. We It shouldn't be at this point. The school should have done uh better and more in order to get the SIPA approved. But I will change my vote to a yes vote so that the students and staff can have

153what they need. So my vote is yes. >> Okay. So it now so Abby please read the new vote. Certainly. Motion passes four or three with Vice President Priest, Clerk Martin, and Trusty Perez voting no. Okay. Thank you. We'll move on to item 12.8, approval to purchase student enrollments with the partnership agreement for dual enrollment and instructional services with the National Education Opportunity Network, NEON, NEO N, including all needed supports and training. Is there a motion? >> I motion to approve. >> Okay, I'll second. Any discussion? >> Right. Hearing none. Roll call vote, please. >> President Cologne, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item

15413.1 adopt the Stockton Unified School District D district initial employees association Stockton Transportation Chapter number 885 CSEA 885 for the 2627 reopener contract negotiations and to authorize the district's negative with negotiations. Is there a motion? >> Motion to approve >> and a second. >> I'll second. All right. Any discussion? Hearing none. Roll call vote. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trustee Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 13.2, 2 adopt the Stockton Unified School District District initial proposal to the United Stockton Administrators USA for the 2627 reopener contract negotiations and to authorize the district's negotiating team to proceed with negotiations. Is there a motion? >> I motion

155to approve item 13.2 >> and a second. >> I'll second. >> Okay, any discussion hearing? None. Roll call vote. Colon, >> yes. >> Vice President Priest, >> yes. Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 13.3, approval of two new home and hospital instruction STA job descriptions, HHI, program specialist and HHI teacher. Is there a motion? Motion to approve. Is there a second? >> I'll second. >> Okay. Thank you. Any discussion? >> Yes. I have a a question. We heard from our teacher and I'm wondering I know we have STA in the room. I don't know if they're still here. Um I'm wondering did this get approved by STA? This gone to SDA's

156Eboard before coming to us. >> I'll allow our HR to respond. >> Yes, absolutely. So, um this uh two job descriptions we've been negotiating for a while and just like um the teacher is Dr. Crawford. She's part of um the SCA negotiating team and just like she said um negotiations are hard. Not every time we see eye to eye. Um but um these two job descriptions were approved by the entire team. Um she's not here. I don't think she was asking for this to be pulled because both teams worked really hard on it. Um is um she just has some comments to make. >> Can you let me know who was actually on the team? I don't I don't recall STA having this particular conversation and being excited about this particular position. I want to

157know did this actually go to STA's Eboard or did this just go through Justin? >> To Justin >> through Justin for the negotiation. And so I don't this has not been ratified. Is that correct? >> Do you want to come forward, Jake? Thank you. >> opportunity to speak to this. These two agreements were the result of long-standing negotiations. I I I really want to urge the board to allow STA to have its internal processes. We bargained the agreement. They signed it. Their bylaws require some things to go to their internal board, other things not to, but they gave us actual authority to represent to this board that STA as the organization had approved it. One thing I do want to say about Dr. Crawford is she was very clear about this. She said, "We approved

158this. I have concerns about this topic and we want to continue to discuss that." And that is something that HR is absolutely willing to do. We've engaged our risk management team to talk about this. This is really about essential functions of the position and which of our positions actually require a driver's license. But I've worked closely with Dr. Crawford. I've worked closely with the STA team. She was very clear in her presentation that they have approved this to move forward and that she has a question and an issue she'd like to continue as a topic of discussion. My question was did this go through STA's Eboard before coming to us? >> The district does not monitor the internal approval processes of the union. That is their bylaws and their processes. And that's why I want

159to be very very careful that the district mind the gap between internal STA politics when they have come forward and absolutely and unequivocally ratified the agreements in whatever process were applicable to these two job descriptions. Depending on the topic, they may consult with a group of teachers. They may consult with teachers at a specific site. They may consult or ratify with the entire bargaining unit. those those details are not necessarily known to us, but when we have the chapter president or excuse me, um the STA president and the STA negotiating chair and the folks that we're negotiating with tell us we've agreed to this. That agreement is now signed and done on their part. I just want to clarify um what you're saying is that the the question really speaks to STA process and so

160us as board members um it's not our our if I'm using the wrong term I forgive me it's like not in our lane to know what their internal process is you that's your negotiation process shared negotiation process um right we it comes to us in this way. Um we can ask the questions but this is this as far as our understanding it was negotiated between two parties and this is the agreement. >> That's correct and this is a matter of state law. The board is legally prohibited from interfering or influencing internal processes and politics of the union. And that's why I want to be very cautious about this. We had this situation arise with SPA as well. And I then consistently caution the board, we are the employer, we are the district. And under ERA,

161the collective bargaining law, we are separate parties. When the union comes forward through their authorized officers and approve an agreement, what their approval process is behind closed doors is not of the employer's concern. and we can very quickly run into issues where um we look like we are interfering with dominating or assisting that's the language of the statute with internal union processes. But I what I want to say here is the board should rest assured because Dr. Crawford came forward and very clearly today said that the union had approved this, but that she wanted to continue discussions about the topic um abbleism and requiring driver's licenses as an essential function for positions generally. And that is a conversation we are happy to have. We're in constant conversation with uh STA and I want to personally

162assure you that we're going to continue those conversations as well as with our reasonable accommodation experts which are in risk management. >> So with those conversations with it being approved or today for example you'll be able to go back and change that job description if that's what you all decide. We can the the district can decide to change a job description at any point. But I want to be very clear that the union has not signaled to that to us about these two job descriptions. The union has signaled a desire to talk about this particular topic. And so the board ratifying these agreements will ratify an agreement that was negotiated, two agreements that were negotiated over a long period of time at armslength negotiations with STA that STA has approved and authorized to bring us

163bring to your board for um final approval and ratification. >> Any future updates? If any changes were to be made, we will have to go back to the table with renegotiate, get an agreement, and then bring it back to the board. >> Mhm. >> Okay. Thank you so much for answering those questions for us. Any further discussion? >> All right. Hearing none, roll call vote. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Okay. Item 13.4, for approval of of updated schedule salary schedules for CSEA 821, CSEA 318, CSEA 885, NUHW, police, SPA, unrepresented, confidential, MGT classified that's management management certificated C and superintendent.

164Is there a motion? >> Motion to approve 13.4. >> I'll second. Oh, okay. Press. Thank you. We have a first and a second. Any discussion? All right. Hearing none. Roll call vote. >> President Cologne. >> Yes. >> Vice President Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.1, purchase order, board report for the month of March 2026. Is there a motion? >> Motion to approve. >> I second. Okay. Thank you. Any discussion? Hearing none, roll call vote. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trustee Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes

165unanimously. >> Item 14.2, approval of the vendor payments issued for the month of March 2026 as presented. Is there a motion? >> Motion to approve. >> I'll second. We have a motion in a second. Any discussion hearing? None. Roll call vote. >> President Cologne, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.3, adoption of resolution number 2573 to declare attached list of vehicles, buses, surplus for disposal. Is there a motion? >> Motion to approve. >> Second. Okay, we have a motion and a second. Any discussion hearing? None. Roll call vote. President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes.

166>> Trusty Perez, >> yes. >> Trustee Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.4, for approval of deductive change order 01 for the bus charging infrastructure phase 1 Stockton Unified School District transportation yard LLB project number 25 0611. Is there a motion? >> Motion to approve. >> Second. >> Okay. Any discussion? Hearing none. Roll call vote. President Colon. >> Yes. >> Vice President Priest. Clerk Martin. >> Yes. >> Trusty Donaire. >> Yes. >> Trusty Perez. >> Yes. >> Trusty Stevens? >> Yes. Trusty Silva. >> Yes. >> Motion passes unanimously. >> Item 14.5, approve the no depletion of bus charging infrastructure phase 1, Stockton, USD transportation yard project number 25611. >> Is there a motion? >> Motion to approve. >> I'll second. >> Any discussion? Hey, hearing none. Roll call

167vote. President Colon. >> Yes. >> Vice President Priest. >> Yes. Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.6, Six, adoption of resolution 2574, amendment number one to the lease lease back contract with SB James Construction, California Incorporated for the Chavez High School and King Elementary safety fencing project number 0225. Is there a motion? >> Motion to approve. >> I second. >> Okay. Any discussion? Hearing none. Roll call vote. President Colon, >> yes. >> Vice President Priest, >> yes. Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.7, approval of the special testing and

168inspections service agreement with Terracon Consultants Incorporated for the Filillmore Elementary School portable replacement project. Is there a motion? >> Motion to approve. >> I'll second. Any discussion? Okay, hearing none, roll call vote. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Okay. Approval of inspector of record service agreement with A+ Inspection Services Incorporated for the Filillmore Elementary School portable replacement project. Is there a motion? >> Motion to approve. Any discussion? Hearing none. Roll call vote. >> President Colon, >> yes. >> Vice President Pre uh Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty

169Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.9, approve and authorize the award of contract to CNW Construction Incorporated for the General Contractor Services for the Chavez High School theater stage update project. Is there a motion? >> Is there a presentation on this? >> There was not, but we can have our director of facilities come up and answer any questions you have. >> Okay, sounds good. Good evening. So, this is for um the uh Chavez theater update which will be for back and some ADA upgrades including uh the rigging of the lighting the excuse me the rigging which is the lighting and the uh the lift for the stage lift. so we won't have to it'll be automatic now where we won't have to raise it and lower it manually.

170And we also have a new wheelchair lift that's going in and this is all being uh funded uh with the uh arts grant that has to be spent by June 30th. >> Okay. So the amount is over 2 million >> total. And then how does that play into our PLA? >> We already uh met with the PLA to we have to we have to meet with the PLA. So we are on it. We have Gaffcon that is our uh gobetween with us and the uh the the union representatives. >> Okay. So we've already reached out to them regarding >> Oh yes, absolutely. Yes. >> Okay. Who do we reach out to? >> We reach out to the union trade. So we we that is coordinated with Gaffcon and Tim Robertson and um Michael Marx. >>

171Okay. So this is an alignment. We just want to make sure that we're meeting our requirements for our PLA agreement and we're not jumping a gun to utilize supports that will go against that agreement. >> No, we we uh are not. >> Okay. Okay. >> Too valuable to to jeopardize that. That's for sure. >> Okay. Sounds good. >> Anything else? >> Okay. Thank you. >> Thank you. >> All right. No further questions. We need a a motion and a second. >> Motion to approve. >> I'll second. Oh, go ahead. Trusty Silva. Second. >> Any further discussion? Hearing none. Roll call vote. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez. Trusty Stevens. um our labor agreement in the document. So,

172I'm going to say yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Okay. Um item 16.1 uh I'm sorry, item 17.1, adjournment at 809. Good evening. Can President Cologne and Clerk Martin remain on the dis for signatures? Thank you.