001Testing, testing, testing. Test test test. D mic test. Test test test. Test. One, two. Podium test. One, two. How did you see someone? and district programs were on hand as part of SUSD specialty schools fair. >> I always think there's a really So, we were going to put it there, but I guess I had one there before and it was so I said it. So, we made that modification and then I think she's so cute. I don't know who she is. Good good evening everyone. Good afternoon. Um, welcome. We will call this meeting to order at 4:00 p.m. Uh, Abby will read the language under public comment. In order to help assure compliance with the Brown Act and in order to make our board meetings more effective and more efficient, trustees will speak only when
002recognized 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 decor 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 will be asked to take a seat. If they do not comply, they will be asked
003to 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 three minutes. Attendees are not allowed to enter the area past the podium where board members are sitting. No profanity or obscinity during the board meeting. If there is a disruption, the board president or designate will give a verbal warning to the person or persons causing the disruption. If the disruption continues after the
004verbal warning, the individual will be asked to leave or be removed from the premises for the remainder of the board meeting. After the meeting is concluded, we ask the community to clear the lobby area in a respectful manner. Thank you. And back to you, President Colon. >> Thank you. Item 1.2, roll call, taken by Abby. >> President Sophia Cologne, >> present. >> Vice President Shauna Priest, >> present. >> Clerk Patrick Martin, >> present. >> Trustee Donald Donaire, >> present. >> Trustee Isabelle Perez, >> present. Trustee Kennetha Stevens, present. Trustee Frank Silva, >> present. >> Student rep. Kiana Labau, >> present. >> Student rep. Jackson Brooks, >> present. >> Thank you. And back to you, President Cologne. Thank you. Item 1.3, student board representative report by Miss Kiana Lu, Stag High School, 12th grade, and Mr.
005Jackson Brooks, Pacific Law Academy, 12th grade. Good evening everyone. During the beginning of the second semester, there was a attendance incentive where students were able to win a raffle ticket to be able to take a turn on the claw machines from their PBIS team. And they also partnered up with our ASB team for raffle for PS5. Our stag is hosting a free dental clinic on January 28th from 8:30 to 3 open to all stack students. And today our counseling department held a workshop where students explored the many benefits of the dual enrollment program including embedded academic support and our strong partnership with Delta College. Stags ASB team is starting back up with our King's Court student section where students are able to cheer on our players to show their support and stag pride. They're also
006in the works of planning a spirit week for the month of February as well as a club rush called sugar rush in order to in order for students to enjoy delicious food all the while meeting new clubs that they may be interested in. And our staged FFA is getting a kickstart with December. The students took field trips to CSU Fresno to tour the college and a facilities hol and their diesel technician program and completed community service hours at the annual Sanwa King County Festival of Trees hosted by Santa King historic Historical Society. In January, 12 junior and sophomore students attended the Made for Excellence and Advanced Leadership Academy leadership conferences in Sacramento with other FFA members across the state. Dear members, the week of 23rd will be submitting their state FFA degrees, the highest honor
007of FFA member can be awarded in the state and one that only 5% of members can achieve. January 31st, we'll be hosting our second annual stack floor contest invitational where schools across the state will come will come compete in various compon components of floral design. In February, in midFebruary, our floral pathway students will be competing in the floral devil contest put on by florist from the US and Canada and San Jose. This is a contest where professional florists from all over the create essentially flower fashion using only flowers as a medium for still displays. High school students generally do not compete as were specifically invited to the competition. A great honor and testimony to the quality of our program. On February 4th, we will have an FFA members competing at the Motherload sectional public speaking
008contest at Lynon High School in the areas of Creed, Spanish Creed, impromptu, ex pornomemerous, prepared, and job interview. Also throughout February, our students livestock projects of Sanwaqin County Afest 2026 will begin arriving on campus. We will soon have pigs, sheeps, goats, and turkeys in the barn. There are studentowned and operated enterprises where they personally earn all proceeds from auctioning their animals off on June 20th at the Sanwaq King County Fairgrounds. Thank you for your time and we are proud of the continued success community here at STAG. Uh Pacific Law Academy had students volunteer at the specialy school fair. They also had students take the seal by literacy. And they had a schoolwide rally to end off 2025. Weber had a cookie decorating event and a Christmas ornament decorating event. They created a winter wonderland hallway
009and a grateful tree. Uh their glacier gala is coming up. Their Skills USA team is having a Skills USA week. uh medical assistant class is hopeo hosting their annual heart health clinic and they are currently working on a spring hallway. HCA had a CIP program specialist come and work with a student that was applying to CIP. Uh the Stockton Scholars representative came and work with students who are applying to that scholarship. On January 9th, they had their white coat ceremony for all seniors. Community members, district staff, parents, and school staff were present, and they had a medical resident dark doctor speakers in classrooms talking about skin care for teenagers and the import the importance of sleep. SEC had a schoolwide bring a random item to school day and they hosted a field day where they
010had a scavenger hunt and capture the flag. Thank you. All right. Thank you. Item 1.4, student honore, Miss Sophia Samingo. We like to call uh Dr. Justin Gan, principal of Edison High School to the podium. >> Good evening, President Cologne, board trustees, superintendent Rodriguez, and cabinet. Uh thank you for having us as we uh honor our student Sophia Salmeniago. Uh there's a lot to admire about Sophia. She is an exceptional student scholar as far as well as student leader whose commitment to excellence has been evident throughout her last four years at Edison. She maintains a 4.0 GPA. Um she serves as senior class president, as a dedicated student athlete, Mesa participant, avid student, dual enroll, volunteer, and the list truly doesn't stop there. What sets Sophia apart is not just what she has accomplished, but
011how she carries herself. She leads with integrity, serves our school with purpose, and consistently raises the bar for herself and those around her. To capture the impact Sophia has made, I'd like to share few brief reflections from her teachers, coach, and counselor. Mrs. Scrug shares that Sophia fully embodies what a soulike is. From the moment she met her as a freshman, her drive and determination stood out, and watching her grow has been truly inspiring. Coach Lkins adds, "Sophia is a dedicated student athlete who's played an instrumental instrumental role in winning a girls league title while also serving as a strong student leader." Mrs. Enserling notes that Sophia is deeply passionate about serving her school. And what sets her apart is not only what she does, but how she does it, and that our school is
012a better place because of her contributions. And Mrs. Greenwood sums it up perfectly. Sophia is the whole package. Personable, intelligent, responsible, caring, resilient, and remarkable. Ladies and gentlemen, it is my honor to present to you our outstanding student honore, Sophia Samgo. Good afternoon everyone. Um, as you know, I'm Sophia Smano and I'm currently um a senior in Edison High School and I'm truly honored to be receiving this award and I'd like um to thank Dr. Gan for, you know, saying all those kind things and you know, so first I'd like to start off with saying a few Edison experiences that have truly um impacted basically my experience from 9th through 12th grade. I'd just like to start off saying that Edison was not my first um it was not my first choice for high school
013in 8th grade. Um I've always been academic driven, you know, really motivated to go far um considering my upbringing and I was considering, you know, um schools that aren't like regular high schools, you know, they're for high there are schools for students that are really motivated, you know, have a a specific passion. And I chose Edison because I wanted, you know, that regular high school experience. And honestly, what I got was not really what I expected. It exceeded my expectations. I got um, you know, what I wanted and way more. I was um, it opened the path to like so many opportunities. You may think a regular high school like Edison, you know, in the Southside Stockton, the stereotypes are not true. There's actually so much more. or there's so many students that are really
014dedicated at Edison and have made such a huge impact that it, you know, it puts the stereotypes to shame and it really embodies what a soulike really is. We aren't just students, you know, in the south that don't have much. We have so many resources and opportunities and this has helped students so much and honestly uh my whole experience there has just been crazy. I don't even know how in what other words to put it, but basically a few of my positions um a few of my many positions at Edison include, you know, being senior class president, being a role model for other students in my class, um being a representative for the superintendent advisory program. You know, I get to embody, you know, what my what the students at Edison want. I get to
015represent them in this program that I'm, you know, really fortunate to be in. I'm captain of my cross country and track team. you know, I get to lead um other my my peers in competitions and co-founder of our amazing leaf club. Before, we've never had a botney club at our ed at Edison. Um we're currently trying to start FFA, but we're unable to. So, botany, you know, our end goal is to basically um grow crops for to be served for our students, which hopefully can be done. And overall, my experiences at Edison have been more rewarding as I've had the privilege to be taught by many dedicated teachers like mi Mr. Gonzalez who teaches ethnic studies. Um had many resources at my disposal and the never-ending support from our community. I'm grateful to be an
016Edison student and soon an Edison alumni because Edison is a factor of my future success. I will attend I plan to attend a 4-year university after high school to major in biological sciences in the premedical field. And as an aspiring as an aspiring surgeon, I'm determined to go far and make my mark inside of Stockton and outside of Stockton. But one thing is for sure, I'll never forget my roots as an Edison Soul Bike. Thank you. Well, um we'd like to call you back up and any family um that you might have with you. We have an award to give you and your trustee, Trusty Perez will uh hand that to you. Great. Thank you so much. Um, we'll move on to item 1.5, recognition, students in charge of toy drive. I'd like to call
017Miss uh, Anna Lahi, principal of Franklin High School, to the podium. Good evening. I'm really excited to be here. Um this is round two for this team and they're going to tell you a little bit about the growth that happened between last year and this year. Um so we have Jasmine, Evelyn, and Mark. And this is just a sampling of the dedicated and communityoriented students that we have at Franklin. So I'm going to let them introduce themselves, say a few words about the drive. Good afternoon to our amazing board leaders. I'm happy for you guys. I love you all. My name is Yasmina Sked and I am from Franklin High School. My name is Evelyn Duran Roas and I'm from Franklin High School. >> And my name is Mark Mendoza Reese from Franklin High School.
018>> And we are here because this was our second annual toy drive for Franklin. And last year we had 100 gifts, but this year we all doubled it as a team. We all collected together 300 plus gifts that we donated to St. Joseph's and Mary Graham shelter. This opportunity was like no other. Uh we all feel very blessed to be able to give back to our community. Not only to kids that are unfortunate and we're spending their holidays in the hospital, but just to make them feel better and just let them know that they're not alone and that there's people here supporting them. >> Although this isn't my second time doing this so drive as they have done it before than I did, I this was my first time. I started off as a solo.
019I was planning to do this all by myself. But then Yasmin Square came in contact with me and we started to partner up and then later on Evelyn Duran as well and it became a very successful toy drive. This has been an amazing opportunity for me because I have a deep connection with children that have gone through like foster through the foster system and I couldn't have done this project without the motivation of the state civic engagement. We also want to say thank you to Abby Rodriguez and the superintendent and all you guys because we were able to place a box in this office and we did get some donations from here too. So, thank you too guys. Thank you so much. Um, we do have awards for you. So, if you can come up
020and we'll have your trustee, Trusty Silva, hand these out to you. And we do have awards for the rest of the team. So make sure to get those back to your your partners. Okay. Thank you. >> And just so the board is aware, there is a 7 minute video that um Stephan put together that we will place in the weekly um the weekly report to you all so that you can watch. It really highlights um the collaborations that they did with the community partners as well. >> Okay, moving on to item 1.6, oral suggestions regarding open session agenda items in section one and close session. Christina will announce the number of public comments and uh request each person to provide their public comment in the order they will receive. Iet will be the timekeeper. Individual
021speaker shall be allowed three minutes to address the board. The board shall limit the total time for public input on each item to 20 minutes. Madame President, we currently have three public comments uh regarding item 2.3. The first speaker is Abel Rodriguez. Who is the timekeeper again? Thank you. Um, good afternoon, esteemed board members. My name is Abel Rodriguez and I'm an attorney for the Teamsters, uh, who represent the Stockton Unified Supervisory Unit. I'm here to speak on behalf of Claudia Munoz and in support of the arbitrator's recommendation in the case before you today uh where the arbitrator recommended that you uh give Miss Munoz the opportunity to have an appeal hearing over her dismissal. I will note that the arbitrator made this recommendation despite the labor relations director for the district's argument uh against
022her having this hearing. The district's labor relations director's primary argument, if you will believe it, is that Miss Munoz did not send a letter to the right person by the right date. Um, he maintained that she had to send a letter to uh Glendel Gascot Rios by December 5th, 2024. What actually happened was on November 18th, 2024, the district issued the dismissal to Miss Munoz. And four days later on November 22nd, the union filed a grievance alleging um that it wished to appeal the dismissal of Miss Munoz. So the deadline by which the district's labor relations director told the the union and Miss Munoz that she needed to submit a notice was December 5th, and the union submitted what we consider to be a notice as of November 22nd, and the arbitrator agreed. Uh, I
023will also note that the district responded to the grievance on December 6th, 2024, the day after that notice was due. So, today we're really just asking for the opportunity for Miss Munoz to to be heard and to have her appeal heard in this case. She is a 20-year employee of the district, has put in a lot of time and service, and this is a job that is very meaningful to her. Um, we won't get into the merits of the matter, but we feel that the procedural issues here are actually quite clear and we agree with the arbitrator. The union provided sufficient notice. I'll even note that the labor relations director gave sworn testimony that at the beginning of his time, he was tasked with putting out a memo for all the union representatives of where
024they need to send grievance communications and appeal stuff. because in his words, I saw that union representatives had some confusion about where they should be sending things and how they could be certain something was received. In light of his own admitted testimony, we think that the district should please uh give Miss Munoz the opportunity to be heard because the union did what it could with the information it had to seek an appeal for Miss Munoz. Thank you. The next public comment is from Ashley Alvarado. Good afternoon. My name is Maria Ashley Alvarado. I am the president of Teamsters Local 856. Uh we represent the supervisory unit uh for the school district, SUSU. Um, just like Abel, I'm here to ask that you please uh grant this appeal to Miss Munoz. Uh, she's an excellent mother,
025an excellent worker, an excellent person. I've got to known her all these months and I can tell you that she's an extremely dedicated um employee and dedicated mother and dedicated community member. Um I have a lot of respect for her and based on the knowledge that I have about her case, I will speak on her behalf that she deserves this appeal, this opportunity. Um I just request of you that um you please you know consider our request. Thank you. The next public comment is from Miss Claudia Munos. Good evening President Cologne board members and superintendent. My name is Claudia Munoz. I'm here this evening to formally request that my case proceed under article 15, the appeal process, and that it be heard with an independent hearing officer. I've served this district for about 20 years.
026During this time, I dedicated my career to this organization and to the students, families, and staff it serves. I built my professional reputation on reliability, accountability, and consistent service. And I take that responsibility seriously throughout my tenure. With my career and reputation at stake, I am simply asking for the opportunity to be heard through the appeal process that our agreement provides. Proceeding under article 15 protects not only my rights to be heard, but also the district's interest in ensuring that employees decisions are reviewed through the proper contractual process and consistent with principles and due process and procedural fairness. This request is not about challenging anyone personally and it's not about disputing an outcome tonight. It's about following the established appeal process and ensuring that this matter receives a full careful and independent review. For these
027reasons, I respectfully ask that the matter move forward under article 15 with an independent hearing officer. Thank you all for your time and consideration. Madame President, this concludes item 1.6. Okay. Thank you. Item 1.7, public employee discipline dismissal release. Um, 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 Sha Priest. >> Thank you. Okay. 2.1 Public Employment Certificated Government Code Section 54957 Resignation Retirement Appointment 2.2 Public Employment Employee Appointment Classified Government Code Section 54957 Resignation Retirement Resend Employment Offer Appointment 2.3 Public Employee Discipline Dismissal Release 2.4 4 conference with legal counsel existing lit litigation government code section 54956.9 section D section 1 student versus Stockton Unified School District OAH case number 202511 2.5 Conference
028with legal counsel anticipated litigation significant exposure to litigation under subsections D-2 and E-3 of government code section Section 54956.9 case number ARB 241088 in the matter of Teamsters Local 856 and Stockton Unified School District 2.6 Six conference with legal counsel existing litigation government code 5956.9 section D section 1 name of case 08 number 202501 2.7 student expulsion C-12 thank you okay thank you item 1.9 recess to close session Abby will read the oral announcement the Board will now recess to close session. Thank you. Okay, good evening everyone. Thank you so much for your patience. We will go ahead and call the meeting to order and the time is 6:20. Um, item 3.1, reconvening to public session. Abby will read the language under public content. In order to help assure compliance with the Brown Act, and
029in order to make our board meetings more effective and more efficient, trustees will speak only when recognized, and trustees who speak on a topic other than the agenda item currently under consideration will be out of order. Board meeting protocols. The safety and decorum of 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 the 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
030the 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 podium where board members are sitting. No profanity or obscinity during the board meeting. If there is a disruption, the board president or designate will
031give a verbal warning to the person or persons causing the disruption. If the disruption continues after the verbal warning, the individual will be asked to leave or be removed from the premises for the remainder of the board 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. Okay. Thank you so much. We'll move on to item 4.1, pledge of allegiance, led by Franklin High School's Brown Issues Club. Can we do it? >> 1 2 3. >> I pledge of allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, and liberty and justice for all. >> So, thank you so much. Before before you sit down,
032um I would love to hear um we have you here today um just a brief um explanation of your experience. We u got to see that you were um at at Capitol u just recently um learning about policy issues. Would you like to give us just a brief little um summary of your experience? >> Is it okay if I can introduce them? >> Sure. Yes. Yes. >> My apologies. Um, good evening, Dr. Rodriguez, but members of the board. My name is Marco Roas. I am a Mexican-American history and ethnic studies teacher at Franklin High School. At Franklin, we rise, which stands for respect, integrity, safety, and engagement. Thank you, Miss Lahi, for your support for our students to engage in their community and participate in activities and build on activism. I'm the adviser of Brown
033Issues where we cultivate the next generation of Brown leaders through civic engagement, healing, and narrative change. I love my job being a history teacher and ethnic studies teacher, but what fills my cup is seeing my students participate and grow in their advocacy for their community. What What did we do? So on December 3rd and 4th, our Franklin High School Brown issues chapter brought 10 powerful students to a two-day policy boot camp to learn the California legislative process through real hands-on experience as they joined career panels, connected with legislative staff, and studied real bills before crafting speeches and questions as mock senators and assembly members. They stepped into the actual capital committee rooms and actual assembly chamber to debate, propose amendments, and vote deciding which bills should move forward to the governor. We're proud because at
034Franklin, we just don't tell our youth to participate in democracy. We tell them to activate and actually uh show it out in every level. In the county, we're the only ones that attended the policy boot camp. Thank you to Miss Lahi, to Miss Miss uh Jen Brown, Mr. story and all the help from others in Franklin to get it happening. Um, this policy boot camp also met the goal three of the LCAP which their experience directly impacts the goal three that took group a group of students to learn from the absolute best and the brightest in the state and how to advocate for their community at the highest level. They deserve your time. They deserve our resources. Please consider funding goal three so SUSD can completely be represented in rooms like these for future and
035and obviously uh more opportunities as well. So I would love to uh introduce some of our policy uh Brown issues members. Want to come on up? Who's the first one up? >> Just come on up, Abby. It's fine. >> Yeah. Yeah, it's fine. Come on. >> Yeah. Come and introduce yourself. >> Uh, hello everyone. My name is Abigail Santos Perez and I am the president of the Brown issues team. >> Hi. Um, I'm Mina. Hi everyone, my name is Elizabeth Vargas and I am a member of the Brown Issues Club. Hello, my name is Anna Maria Wrangler. Um, this is my first year in Brown issues and I'm a senior at Franklin. Hello everyone. Uh my name is Isaac Anil Kora. I'm a senior in Franklin and this is my first year in Brown issues.
036>> Hi, my name is Mley Ardono Cordova and I'm the secretary of Brown issues. Hello, my name is Jaylen RmIrez Tovar and this is my third year in Brown issues. Hello, my name is Jasmine Yetto and I am also a member of the Browns Club. Hi, my name is Diana Ruiz and I'm also a member of the Brown Issues Club. Thank you so much. We really appreciate you all coming. Um, if you like, can we do a quick photo? Um, all of you come up to the podium. We also have certificates. Um, so Principal Lahi, you'll um have get those from Yasm mean. Okay. Thanks. I apologize. We do have them here. And I believe we have a student that wants to just share a brief uh brief word. So we'll give this our students
037some time um to briefly just give their experience. Okay. Um, just a quick brief experience as a third year in the club. I've always been I've always been heard about what this um policy was about and I was given many opportunities to go at an early age. But I had decided to save my time till my senior year to go. And I'm very glad to have gone this year cuz I was able to experience many things that many others may not have the same opportunity to experience such as learning legislative laws or how our bill gets passed. And I was also able to meet some new people in Sacramento as well. So standing here for my other members as well, I I would like to ask for federal help from you guys and hearing your's
038voice and asking for help for our club in order for more supports for future club members in order to have that this same experience for them as well. Thank you so much. Thank you so much. All right. Well, we'll go ahead and uh move on to item 4.2, action taken in close session by Vice President Priest. All right. Item 2.1 public employee employ public employee appointment certificated government code section resignation retirement appointment motion carried 70 item 2.2 2 public employee employee appointment classified government code section 54957 resignation retirement resin employment offer appointment motion carried 70 item 2.3 public employee discipline dismissal release motion carried Z sorry for all item 2.3 public employee discipline dismissal release uh for all unanimous 70. Well, we had one that was not We're just going to do it individual for
039my sake. Okay, guys. All right. So, item 2.3, public employee discipline dismissal release. Um, motion carried 70. Item 2.3, public employee discipline dismissal release. >> Um, you can say like one instructional assistant. >> Okay. >> So, our first one was our instructional assistant motion car 70. Our second was our noon duty assistant. Motion carried 70. Our third was our athletic coach. Motion carried 70. Our fourth was transportation school bus driver. Motion carried 61 >> with one no from trustee Martin. Item 2.4 for conference with legal counsel existing litigation government code section 54956.9 motion carried 70 item 2.5 conference or legal council anticipated litigation significant exposure to litigation under subsections D-2 and E-3 of government code section 54956.9 motion to reject carried 70 item 2.6 Six conference with legal counsel existing litigation no reportable action. Thank
040you. >> Thank you Vice President Priest. Uh next we'll move on to item 4.3 order of agenda. Christina will read the oral announcement. >> This is the opportunity for the board of trustees to make any changes to the order of the agenda. Otherwise the order of the agenda will be as published. Thank you. A motion to approve the agenda as is. >> A second. >> I think we have a a first and a second. Uh ready for the roll call vote. >> President Cologne, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. Trustee Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Thank you. Item 5.1, oral suggestions regarding open session. Christina will announce the number of
041public comments and request each person to provide their public comment in the order they were received. Evette will be the timekeeper. Individual speakers shall be allowed three minutes to address the board. The board shall limit the total time for public input on each item to 20 minutes. Madame President, we currently have six public comment cards for item 5.1. The first speaker is Miss Kimberly Wormsley regarding item 10.4. Good evening. When my people are offended, so am I. I stand here sickened, disappointed, and outraged by the reckless notion that dismantling black student thrives without community input. Disgusting. This approach is not just irresponsible, but it is a betrayal of trust. In this current political climate, the dismantling of DEI initiatives and the removal of critical funding and resources for racial equity are alarming. These actions being
042taken tonight echo the troubling strategies of our current federal administration, suggesting a disturbing alignment with framework that is rooted in white supremacy. Period. To dismantle this committee and marginalize the black community is nothing short of a power grab. It's a blatant slap in the face to those who have fought for equity and justice. You must not shun the voices of black students who continue to thrive to their highest potential. To do this on a day after Dr. Martin Luther King Jr.'s birthday adds an even more diabolical layer to these actions. I urge each and every one of you tonight to vote your conscience. Remember, the superintendent does not make the rules or decisions you do. It is a community that will hold you accountable for her actions when it's all said and done. It is
043high time for the black community to demand accountability and reject the bare minimum. We will no longer stand by why while we see how you think of us. So yeah, vote your conscience because at this point I'm starting to really have to consider some of y'all up there, especially when you're rooting that you're here for equity and justice, that you're here for marginalized communities. Some of you folks up there, I've organized, I mobilized, and we've had these discussions about how black people continue to be disproportionately represented in every aspect of things that are not right in this community. Now, again, because I have 20 seconds, so I'm going to reclaim all my time. We're seeing what's happening at the White House. Do you stand with that alignment or not? because tonight you're going to show
044us what you really are talking about. Thank you. The next public comment is uh from Miss Karishia Boyd regarding item 10.4. Hello everyone. um as I've come to this podium before in the past addressing the issues we've had with now currently President President Cologne and her willingness willingness not to resolve issues and address the black community in regards to black student thrives and some of the misconduct that took place. But now it's kind of funny. The first 15 minutes of her being seated, the first committee she wanted to dissolve was Black Student Thrives. And then she wants to bunch it with uh English language learners. I may be wrong. I watched a video a couple times, but some other issues arose from that as well. But we're going to really address this. uh the issues
045that we have under diverse and equity are not just for black students, but also too you need to look at just like we just had this brown issues chapter, they're part of diverse equity and inclusion and that's not in line with the funding that's coming down from federal. So when we look at diverse and equity, we have to realize that those who are being marginalized in certain situations capitalize off of that. So for you to come in here and try to dissolve that on your first 10 minutes of being seated, it's it it really should make those who sitting next to you question what are your real motives? Because I've already questioned and I've already seen them and I don't see you as a leader. I see you as working for the superintendent and not
046supervising the superintendent. And the agenda you're on is not a great representation of all the work we as the committee, parent committees, teachers, principles, and community have collectively come together. You're unraveling all that work we've put together and and and made a great product of and and moving forward. So, in my mind, it's making me think, are you for the people? Are you for the community? and for me to come here tonight and you're my district representative, I hope that you question that and if and and I hope you move forward making the right decisions and not hasty decisions, but also too if she does not make the right decisions and representing the entire district and all its marginalized students and all the inequities that have been unjustly passed down in the previous years. I
047hope you guys make the right decision and unseat her and I don't care f we are going to request for the bylaws. What are the bylaws when you're talking about addressing committees, addressing LCAP concerns? Because as everything unvol unreolves, we've been told black students can't have certain things if it's for all black students. Black students have to share everything they get, but everyone else can get something according to their subgroup or their specific needs. So, there is a history of not spending blacks funds on black students. >> The next public comment is uh from >> Can can I speak, Madam President? Because I I think there I think there is a bit of miscommunication that's happening. Item 10.4 4 is not about uh reconstructing black students thrive. Um there is no movement to remove black
048students thrive um as it currently stands, as it stood um last year and the year before. I think what you all heard in the video was uh specifically for um the equity and diversity um committee which is separate from black students thrive. They're two separate um committees. Sometimes the information that we hear in both Yeah. in both committees, they're pretty much the same. So, it's not Black Students Thrive that was reported at the last meeting. It was actually um equity and diversity. So, I just wanted that to be clear because I heard some people saying black students thrive, but that is not being removed under item 10.4. So, I just wanted to make that clear so that you all understood what's happening. >> Thank you, Trusty Stevens. um going going forward, I would like to
049hear the public comment and then we we can discuss when we get to the agenda item. But thank you for the clarification. The next public comment is from Mr. Bobby Bivvens regarding item 10.4 Four. Having heard that, I'll go a different way. But I'm still going that way. >> Okay. I think it's important that what you just said is extremely important because when parents, students, community members have one item that's mixed up between two groups and neither group is clear. That means that we're not trying to paint a picture that's clear and sounding and feeling equitable. It's not sounding and feeling like the entire community is on one page and then there's separation of another part of the community that has always been left out. I I I believe that you all may be trying
050to do the right thing, but you're not doing that. And I think we need to have the organizational structure looked at a little deeper and maybe discussed with a broader group to reach the truth of what we're trying to do. And what we are trying to do as president of the NAACP is make sure that all people of color are having equal opportunities. And we can't make sure all people are h are having equal opportunities if they're not getting the chance to start at the same space, take off 10 m behind and it be expected to win a race 20 m ahead. That's not the equity we're looking for. That's not the race we're looking to be in. We're looking to be in a race where those folks that are behind can get to the
051starting line, catch their breath, and then we start from there. We can have an equal race. And the position that the parents take that they don't understand or don't even hear about is a even a bigger problem. And we have to dig much deeper to pull that up. changing some of these practices is not doing that. So, we need to make sure that we maybe circle back, not make a decision today, but dig a little deeper to bring more people into it. And we want to make sure that black students and black parents are deep into it. Thank you. The next public comment is from Rachel Green regarding item 13.2. Good evening, President Cologne, trustees, Dr. Rodriguez, and members of the board. My name is Rachel Green, and I'm a speech language pathologist with this
052district. I'm here tonight regarding action item 13.2, the approval of the tenative agreement with SPA. I'm speaking on behalf of the speech language pathologist in this district because this TA is currently written is unacceptable. We recognize the time and effort that goes into collective bargaining and we respect the process and the individuals involved. We also understand that voting no tonight would mean returning to the table for additional bargaining. We are not making this request lightly. We are asking the board to vote no on ratifying this TA because it fails to represent all SPA members equally and it unfairly targets one subgroup within the unit. Under the current TA, every SPA subgroup will receive a 2.25% COLA increase and a one-time retention bonus of over $6,000. SLPs are receiving nothing. During negotiations, the district offered a
0531.75% COLA and a onetime $5,000 retention bonus to all SPA members. Instead of accepting that offer for the entire unit, SPA negotiators removed SLPs from it and redistributed those funds to everyone else. Our voice was outvoted. We also want to remind the board that the side letter addressing the severe SLP shortage in this district included language that did not exclude SLPs from future salary and benefit negotiations. This current TA violates the intent of that agreement. At minimum SLPs should have received the same cola that was originally offered to the entire unit. We are not asking for special treatment. We are asking for equal treatment. This agreement creates division within the bargaining unit and leads to strained working relationships between between professionals who are supposed to be functioning as a team. What we are asking for
054does not require the district to spend additional money. This is not about demanding more. This about fair treatment and preventing one group within the same unit from being singled out, excluded, and outnumbered. If this board ratifies this TA, it sets a precedent that should concern every Barnicking unit in this district. If it becomes acceptable to take from one subgroup within a bargaining unit to give to another, there's no clear amendment on when it would stop or who this could happen to next. Finally, Stockton Unified already struggles to recruit and retain SLPs. There is a nationwide shortage, and this district's reputation matters. When SLPs are excluded from fair compensation and support, retention becomes harder and that directly impacts the students that we serve. So tonight, we are respectfully urging you to vote no on ratifying this
055TA as written and send it back for revision so SLPs are treated equitably alongside the rest of FCPA. The next speaker is uh Miss Lori Baker regarding item 13.2. 2. >> Thank you, President Cologne, Dr. Rodriguez Board. I'm Lori Baker Crawlv, one of your speech language pathologists. I'm here to speak to you about 13.2. To provide some background, since Dr. Rodriguez came to Stockton Unified, she has recognized the critical shortage of speech language pathologists, and she's helped the board understand that shortage as well. The competition for direct hire fully qualified licensed and credentialed speech language pathologists in our area is fierce. In 2024, under Dr. Rodriguez's leadership, SUSD approached SPA, our bargaining unit, with a demand to bargain a rebenched speech language pathologist salary schedule commensurate with area districts. Your speech language pathologists truly appreciate
056your demand to bargain with SPA as we are a small minority in that bargaining unit and we struggle to have our needs heard out or attended to. At this time I draw your attention to cons the tonight's consent calendar item 13.2 uh and I further draw your attention to 17.2.1 2.1 2 and.3 within that agreement. SUSD offered SPA an acrosstheboard cost of living increase to all subgroups within SPA including speech language pathologists of 1.75%. This is consistent and equitable with the district's offer to bargaining units throughout the district. Unfortunately, SPA demanded that the district take a the acrosstheboard cost of living increase away from all speech language pathologists and redistribute the funds to other subgroups within SPA. This means that SPA except for the speech language pathologists will be receiving a 2.25 cost of living
057increase or 28.6 more than offered to other bargaining units. Even more inexplicable, SPA demanded that the retention bonus, retention bonus, also be taken away from speech language pathologists, the subgroup within SPA you, the board, most need to retain. Again, SPA is redistributing those funds so that SPA members will receive over $6,300 each, while other bargaining units within the district will receive only $5,000 and speech language pathologists will receive zero. I cannot fathom or explain why SUSD's negotiating team would agree to this. In one tenant of agreement, you have upset all of your bargaining units, made your speech language pathologists feel disrespected, demoralized, and powerless. Virtually all positions in SUSD will re be receiving retention bonuses except the group you most need to retain. And with that move, the district does not save a single penny.
058It's all redistributed. I urge you to reconsider this tenative agreement. The next public comment is from Eva Farre regarding item 13.2. Good evening. Thank you for allowing me to speak. As you're aware, there as some of my colleagues have mentioned, there is a critical shortage of speech language pathologists in our district and in the surrounding counties. Districts are competing for licensed, credentialed, and nationally certified speech language pathologists. As surrounding districts offer incentives to new hires, including hiring bonuses, districts must take steps to be sure their current speech language pathologists feel valued. In our area, districts, including Stockton Unified, are actively hiring SLPs both for the current school year and for the next school year. The listings on Ed Join include hiring bonuses starting with a low of $5,000 offered by Stockton Unified School District, $10,000
059offered by Lincoln Unified School District, and up to over 13,000 by Aspire. Despite this competition for qualified speech language pathologists, the tenative agreement between SUSD and SPA you are considering tonight as item 13.2 2 on the consent calendar makes speech language pathologists the only group in the district who will not be receiving a retention bonus to keep them from seeking out other employment opportunities where they will be valued and recognized. This leaves your speech language this leaves your speech language pathologists wondering how they'll recoup that money that was taken and redistributed to others. Uh it makes us think about a lot of different options and it makes us consider what employment offers that we are receiving consistently throughout the year from different companies and what that looks like and um what opportunities there might be.
060It makes sense to apply to Lincoln Unified, for example, where the salary at the top of the schedule is almost 12,000 more and there's a $10,000 hiring bonus that's being offered, especially with the the cost of living going higher and higher every year. um those dollar amounts really uh you start to look closer and closer at these things. Um and this is being offered in the same city. It would be a similar commute for most of us, but that's $22,000 extra in our pocket. Um with more than 20 SLP vacancies and such promising offers of employment nearby, I humbly ask you to reconsider the tenative agreement and make it equitable amongst the members of SPA. uh not just for us, a lot of SLPs, we work just as hard as everyone else in the district
061does to best serve our students and um we also have to take care of ourselves and um those those dollar amounts are really telling and this tenative agreement is uh pretty confusing as it stands. Thank you for your time, >> Madame President. This concludes item 5.1. >> Thank you. Item 5.2 two oral suggestions and comments from the community regarding non-aggenda items. Individual speakers shall be allowed three minutes to address the board. The board shall limit the total time for public input on each item to 20 minutes. Madame President, we currently have 12 public comment cards for item 5.2. The first speaker is Miss Anelles Romero de Cortez. Okay. Can we give this to the members of the board? Pass. Okay. >> Good evening, members of the board. >> Thank you for receiving us. >> Romero
062Cortez Cortez. >> I'm the representative of this of the village school. also part of the committee of migrants and a part of the community >> and also the vice president of the Franklin school council. I'm asking this evening >> that as you listen to my petition about SIPA, he's asking that SIPA be brought to the school board for this this school year because it was not brought to to the school board 27th of May. It was not brought back to the board. You know, there was it was I guess the 27th of May. It was supposed to be brought to the board and brought back to the uh the school council >> to be approved, which did not happen. end of this year and well last year on December 2nd at the school board, but
063it was already brought back and it was already filled out and reviewed. Okay. So, there was no no input from the school council neither from her or from any of the members about where the the funds were allocated. It >> was just imposed on us. >> Same thing happened the 21st of August in a in a meeting at Dillard. A re a summary was presented resume a summary of of the for SIPA for the school. I'm sure you have the copies there been presented to you was also imposed upon us and we were not you know asked our opinion or anything. Okay. So, it looks like we presented two SPAS, one on the 24th of June and one the 26th of August. >> My question is, what are we playing here? >> Everything's different from
064the Sips that they delivered to them. >> And thank you. This is your time. I apologize, but thank you. Yes. >> Oh, okay. I'm sorry. So, we Oh, we did. >> So, I apologize. We did give her additional time for the translation. So, >> no, but no, I'm sorry. >> We gave We gave her >> Okay, we're good. We're good. Thank you. Yes, please. >> But thank you. We do have your information. Thank you. >> The next speaker is Miss Lorenna Duran. Good Afternoon. Uh my name is Lorena Duran. I am a SUSD parent of three kids. And what I want to bring to you is the um normalies of how uh Franklin High School submitted uh documents, SIPA documents. And you're probably aware of some of the mistakes that they have done which they
065seem very intentional. In front of you, you're going to have uh the first document that it was that you approved. It was among the SIPA documents on August 26. Uh that uh it states that there was a meeting on August 26 where there was a an annual evaluation review as well as the SIPS that was adopted. That meeting never happened. I was there and I was um I can tell you that it was cancelled by Mrs. Solis. Um, so how come it was submitted and approved by you? In the second page, you're going to have another document. It's part of a SIPA as well. Um, that it was this document is just like blank. And I do wonder why it was pulled down. Why they just put a a blank document without doing it in
066a open meeting and without explanation that violates uh some laws and codes. And then on the third page, you're going to go ahead and find um another uh uh again they submitted the SPSA and then again it's again the recommendations and asurances document. Uh it was signed again by Miss Ludy the principal at Franklin High School. And if you look at the 3 uh0 it says again that there was a meeting on August 26. So again and again they keep saying that there was a meeting uh and there are doing all these without um um accountability. Uh last time we wanted to uh talk about these uh we were um convinced not to in a way. Uh but I just want you to know that what they're doing it's legal. it violates code and we
067do have some official complaints that we want to make sure you do not throw them under the rock. So, I want people accountable for all these violations and we want an reassurance that you're going to go ahead and push for these to to to have a an official um um investigation. We want to know the findings of this investigation and whoever is accountable for any violations that they should be sanctioned. Thank you. The next public comment is from Kamari Amy. Hi, my name is Kamari Amy and I go to Hong Kingston and I'm in the second grade and Hi, my name is Kamari Amy and I'm in the second grade and I go to Hung Kingston and I'm going to be sharing um a program and the name of the program is SIPS and there's
068um there's a teacher and she shows us on the whiteboard words and then we have to blend the words into um I mean blend the syllables into words and then we make them into words and And it helps like almost all the kids that go to SIP start reading and it makes them fun fun to start reading. And it can help kindergarteners, first graders, second graders all the way up to third grade. And I would like to thank people that help supported me on reading which is my teacher Miss Vobos and Miss Pascal. Who was that name? >> I don't know what was you trying to think. I said >> Oh, and my principal. >> You're having children. Thank you. >> Thank you. The next public comment is from Monica Olives. Okay, I will start
069halfway. It's halfway through. Okay. Hello board members. Thank you for having me. My name is Monica Olivarez and I'm a parent of two children at Franklin High School IB students. Um, as a parent, I have attended two of the school site council meetings and in November and January 2026. The school site council has different SIPs that show different two different budgets which I passed um along to you guys. And after reviewing the documents, the funds show a lot of money um for AVID program. And I have asked the school principal and the IB coordinator regarding the IB budget and where do we get this information? Um they haven't responded to um several of our petitions to get the IB budget. Is that something that you guys know where we can get? >> We don't normally
070respond, but we can take your your information. >> Okay, perfect. And then um also um how do the IB um how can we also add in the SIPA um to help um students for from IB to get tutoring and counselors to assist them? Um so before the IB students were um had their owned assigned counselors and then um the principal changed that maybe about three years ago. So now all the students have the same counselors and I don't know if all the counselors are certified and are able to assist the IB students regarding their um career advancements. Um and then I also attended the SIPA training here offered on January 8th, 2016 and I mean 2026 and um it was presented by Ashley um Freddy's and she did a wonderful job um presenting to the
071parents regarding how to understand the SIPA. So, I do appreciate that training and um I would um want the Franklin High School school site council to implement some of the training that I got like um using the I Ready test results for winter for the ELA and the math along with the dashboard. when they review the SIPA, they should be implementing these uh results to progress and make sure that the new um 2026 and 27 um SIPA includes changes and with results, not by just implementation by administration and parent input, um school site council. And also um what I think we should remember as a board committee together you should be creating educational excellence for students, families and communities that you serve. Thank you. >> The next speaker is Miss Patricia Moscetta. Buenes, superintend Dr.
072Michelle Rodriguez. particip. particip. forch. for the finan I will read it in English. Good afternoon, President Kofia Cologne, members of the board of trustees, superintendent Dr. Michelle Rodriguez, cabinet members, and everyone present. My name is Patricia Mosca, and I am the president of the pack committee. Today, I am here to express my concern and dissatisfaction with the changes you have implemented in the school district. Changes that directly affect parents involved in school committees and volunteer activities. Now that the NAB and Cababe conferences are approaching, you have required us to complete a W9 form and provide our social security numbers so you can report them to the IRS. I remind you that I am not an employee of the district. I volunteer my time to support parents so they can be involved in their children's education.
073These upcoming conferences are intended to help us better prepare and offer higher quality service and guidance to other parents. I acknowledge that I enjoy traveling to these conferences, but at the same time, I take the responsibility to learn and demonstrate that the opportunity you give us by allowing us to attend these conferences is worthwhile. We are not seeking any personal benefit because when we attend these conferences, we have to find someone to take care of our children as it's not easy to simply decide to attend. Personally, I want to make it clear that if I have to sign the W9 form, I would rather not attend because in addition to donating my time in investing money from my own pocket for certain activities, I am not going to risk my son's FAFSA financial aid for
074his studies. Nor will I expose myself to paying taxes on something that is not a personal gift. I ask that you reconsider your decision to require us to complete the W9 form. This has never happened before and with these actions, you are causing us to lose interest in participating. Thank you for your attention. The next public comment is from Latricia McLaren. Okay. Okay. Miss Latricia is had to leave. If I can read the statement for her. Is that okay? Okay. Yes. My My name is Stephanie Zoetta. I am the vice president of the pack committee. I am Thank you. I am reading um Miss Latricia's statement on behalf of the general parent advisory committee and uh Latino pack committee and the African-American black parent advisory committee. It was brought to our attention that parent volunteers
075are supposed to fill out the W9 tax forms in order to attend any and all conferences in order to get reimbursements. Completing this form would categorize the reimbursements as income. We have asked multiple times for meetings with business services to further explain this change. We have sent emails with specific questions and all we have been given is a plain one-page document that does not address any questions asked of the district. So, we come before you, the board, to ask that you assist us in getting answers. Our questions and concerns are as follows. What is the code section policy regulation rule or protocol that requires parent volunteers to submit tax ID information? Number two, why has this change occurred and why would a reimbursement for money spent out of our own pocket have to be documented
076as income? And who who is behind this policy? And lastly, why are parents mainly the district parent advisory group committees not consulted, informed, and advised or made aware in any meaningful way about this? This change and its abrupt implementation looks deliberate and feels underhanded. This policy was sprung on us in December just before the holiday break when no one would be working or available for meetings. We have to submit conference attendance interests approximately 45 days beforehand. Our first conference is in February. Again, this policy was brought up just in time. We have been told that we will not be able to attend any conference if we do not fill out the W9 form. Meanwhile, the funds for the conference will still be taken out of our budgets. Furthermore, we do not believe that that ramifications
077of this policy has been fully realized. Many families in our district are on the brink of insecurity in varying forms. Additional income can mean the difference between having affordable or free medical coverage, having services for food or housing, or assistance with child care. The policy maker behind this forgetful of the population that serve the wide range of circumstances our families and students face. We are asking the board and Dr. Rodriguez um to answer our questions. Um, your attention to resolve this matter is appreciated. The next public comment is from Sandra Areola Sophia Colona Dr. Michel Rodriguez, superintend Compion. isola. Susanna Ramirez. Formulo. Ramirez. program. Pigment. for Confencion. Gracias. I'll be translating in English for the first time, so beware. Good afternoon, President Sophia Cologne, board members Dr. to Michelle Rodriguez Stockton Unified School District Superintendent
078and guest. My name is Sandra Areola and I'm the president of the Latino Pack community. Today I have come to this meeting to inform you that I completely disagree with the new rule you members of the school district have required that we fill out that W9 form to attend the NAV and Cave conference. After receiving this information, we had the opportunity to speak with Dr. versus on December 3, 2025 and we asked her for information about why we had to fill out this form. She replied that she did not have all the information but will ask the appropriate people to answer our questions. By December 15, we still had no response. So, we sent her an email on behalf of the committee requesting a meeting which she is scheduled for Wednesday, December 17 at 9:00
079a.m. at the F FRC. In the same email, she attached a draft with the answers to frequently asked questions about the W9 form for re reimbursement of travel expense for parents which will be reported to the IRS. The meeting was cancelled by Dr. meters on December 16 uh at 10:23 p.m. because the uh fiscal services department had a training that day and she will rescheduling for Thursday December 18 or Friday December 19 depending on the department's ability. At the moment I replied to her email letting her know that we had an event at Pman school on Thursday but that we have we were available on Friday. Since we had not received a response we are here today. I want to ask you if you already have a register for every responseman what do we had
080to fill out the W9 form this action makes me feel that as a parents I'm not valuate perhaps for you it doesn't matter whether we attend a conference but for us learning and being able to serve other parents more efficiently are very important it is unfortunately I'm sorry that we had to pay taxes on the training we received to volunteer our service to other Parents, I kindly ask that you refrain from ask from taking actions that negatively affect us as a parents in the school district. Thank you for your attention and I hope you will recons reconsider your decision. Please remember we are no employees of the district, we are volunteers. Thank you. >> The next public comment is from Miss Karishia Boyd. She may have left. Um, >> yes. >> Okay. The next comment
081is from Mr. James Binder. Hello board members. Um, today I come to you guys. Basically, there was a change that we've been trying to talk with the superintendent about. Um, my toss team goes out into this community and repair the torn relationships between the community and the schools while addressing attendance and child welfare concerns during our home visits. My partner and I went out and visited over 2,000 homes this last well in the last few years, and safety is our number one priority. I'm making sure you are all aware that there's a proposal to change our shift times from 7:30 a.m. to 4:00 to 9:30 to 6:00 p.m. Um, I understand that most of us up here at the board are from this community. Um, and I I I'm not going to speak for everybody,
082but I'm pretty sure that most of us uh don't feel comfortable walking around in neighborhoods like Lewis Park, Town Homes, uh, Pon DeLeon, Sarah Vista, and Conway. Um, my team does just that. It's not rocket science or a hard concept to understand that danger increases significantly all over Stockton after 4 p.m. with more hazards like impaired drivers, more hostile environments, and the increase of stress and anxiety from the school pulling up after school hours. Dog bites also increase expeditiously as well. Safety again is our number one priority as a team and none of us feel comfortable doing visits in those proposed areas after dark. My team consists of people who have to work two jobs, are going to school to further their education, have kids in sports, and young kids who are exhausted after the
083long school day in daycare. Some of us have significant others on offset schedules that they would like to see. I'm disappointed with the data collected to further this agenda. The superintendent visited school sites, spoke at staff meetings, and engaged with principles and teachers to discuss strategies for reducing chronic absenteeism. However, there was no presence of C.WA at these meetings. No talk to the CWA department about what we know about what we know would work. Consequently, the CWA team was essentially an afterthought. It's not a surprise that the voices of more teachers were heard than those of the CWA department. Ever since the email came to us, which was 30 minutes before we were set to go on Christmas break, the morale of the team has been crushed. This change has an immediate effect on ADA.
084If we're getting to those families after 10:00 a.m., from my experience of visiting over 2,000 homes, those families would prefer to try again the next day. We, as people from the community know and understand that after 2 p.m., you have schools being let out around 4. Traffic in the city is hard to navigate, to say the least. And five, of course, we have an influx of traffic jams. It's just natural. Thank you for your time. >> The next speaker is Miss Elena Caberos. It's okay. I'm going to yield my time to James Binder. Okay, thank you. My question is, how many families are we realistically going to be able to service during those propo proposed time changes? With safety being our number one prior priority, is this change in start time worth the risk? With
085no relevant data to back this change in time, I feel like this was a complete disregard for C.WA, more specifically the truency department and my team safety by people that really are not from this community. This change was brought about. That's my that's my spill. So, I got one more. Okay. Um, according to the contract page 13, section 7.1, our work hours are tied to what's listed in the job posting. The truency outreach specialist posting states set hours and doesn't say that hours are subject to change. The schedule change is only being applied to the toss team and not the entire CWA department. And that raises concerns for us, especially since it feels like we may end up taking on duties that belong to other roles. We're wondering why this change is only affecting our
086team. The district already has 27 community-based positions with flexible schedules whose job descriptions include attendance meetings and home visits. We've personally seen them attending these meetings at school sites. Because of this, we're wondering why the toss team is being asked to change their schedules instead. Could overtime or comp time be an option when extra uh when when extra or afterhour home visits are needed rather than making the permanent schedule change. Our team supports many departments and activities that happen before or during the school day, including including and not limited to health services, special ed, CTE, the food pantries, coffee hour, FRC events, attendance meetings, wakeup calls, early home visits to motivate students to be on time, and recognizing students who arrive on time. A later start time would make it harder for us to continue
087supporting these efforts. We also want to point out that past practices in CWA has always included flexibility when needed, such as occasional after hours visits, Saturdays or summer outreach depending on the budget and data. This these decisions have always been data driven and adjusted over time. We're not against change, especially when it truly benefits students and families, but show us the data where this is the case in our area and not surrounding areas. Excuse me. When we applied for the toss position, the hours were listed at 7 to 3:30, later adjusted to 7:30 to 4 due to SB 328. That change made sense was was state driven and was supported by data. The proposed change from 9:30 to 6 affects only about 10 people and is a big shift from staff and families. It is
088also important to note that toss staff only serve K through8 students while the district's roughly 10,000 high school students which is more than a quarter of SUSD's population is left uh is not thank you for your time. That is from Miss Cinda Guerrero. The next public comment is from BB Cervantes. I guess baby James did not want come up. He is too shy. Okay, stand right here. This is my daughter, Salasi. She goes to Pitman. Uh, good evening, Superintendent Rodriguez, board president Sophia Colon, and board members. My name is BB and I am a community schools partnership specialist with Stockton Unified School District. This is my 18th year of service to the district. I am also here tonight as a colleague, a spouse, and an advocate for our truency outreach specialist, TOSS, including my husband
089who has served this district for over 12 years. I want to speak from both a professional and deeply personal place about the recent agreement and proposed changes impacting TOSS, work hours, and mandatory overtime. On paper, staff are being told they have options. In reality, the decisions already have been made. Toss employees are being asked to either accept later work hours or delay those hours in exchange for mandatory overtime. I want to say this respectfully, but honestly, that is not a real choice. It is pressure. Behind every toss badge is a human being with a life outside of work. These are parents who rush from school sites to pick up their children. They are caregivers for elderly parents. These are people who coach their child's little league game, little geek little league team, sit in the
090bleachers at football games, attend practices, help with homework, and sit down for dinner with their families after long days of serving others. Late evening schedules mean missed dinners, missed games, missed practices, missed moments that cannot be rescheduled. For some families, this change means children eating dinner without a parent at the table or falling asleep before they get home. And on top of that, these changes require tossed staff to conduct home visits after dark in our community. That is not that is not just inconvenience. It is unsafe. Asking staff to put themsel in a potentially dangerous situation while exhausting and and exhausted and stretched thin is not a small ask. It carries real risk. Toss staff are not refusing to work. They are not unwilling to serve families. In fact, they have chosen this work because
091they care deeply about students in attendance. What they are asking is for dignity, safety, and the ability to remain present for their own families while continuing to serve others. As a community schools professional, I want to remind us that our model is built on relationships and trust. And I want to say this clearly from the heart. We cannot build trust with families if we are breaking trust with the very staff who serve them. There are alternatives that deserve real consideration. Alternatives that do not rely on forcing one group of employees to carry this burden alone. voluntary overtime, Saturday outreach, pilot programs, utilizing community school grant funds. Thank you. That's our time. We do have your letter though that's that you are reading from. >> The next speaker is Natalie Torres. I would like to yield
092my time over to Bana Cervantes. >> Okay. Thank you. >> Pilot programs utilizing community school grant funds, training additional staff to support family engagement. These approaches allow us to meet families where they are without as without taking parents away from their own children at night. While this agreement may be legal, I ask you to consider whether it's is humane, sustainable, or aligned with the values we say we hold as a district. Tonight, I am asking you to pause to listen directly to the voices of TOSS staff and to remember that the people sitting in those positions are not just employees. They are parents, partners, and caregivers who f whose families matter too. Our students deserve stable, supported adults, and our staff deserve to go home safely with enough time and energy left to be present
093for the people who depend on them the most. Thank you for your time and your humanity. Madame President, this concludes item 5.2. >> Thank you. We'll 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 consider consideration as an action item? After any items are removed for separate consideration, there will be a vote on the consent items without any discussion. Thank you. Okay. Any any items for removal? Okay. Right. Hearing none. Do we have a a motion to accept the uh consent items? >> A motion to accept the consent calendar. >> I second. >> So that was first. And um Oh, clerk got our second. Thank you. All right. Roll call vote. President Colon, >> yes. >> Vice
094President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trustee Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Okay, thank you. We will move on to item 7.1 presentation key performance indicator. Got an update on the 2025 California schools dashboard by our Dr. Jason Murphy director of research and accountability. Can you hear me now? Okay, good. Uh, good evening. Uh, want to first acknowledge uh, Superintendent Dr. Rodriguez, uh, President Cologne, Vice President Priest, uh, Clerk Martin, members of the board, cabinet, and the Stockton community. Thank you for the opportunity to uh provide you an update on the uh California schools dashboard 2025 state indicators. Throughout the course of this uh presentation, I'm going to give a brief overview of the
095California schools dashboard, what it is. I'm going to summarize how performance is assessed and reported on a California school's dashboard. going to share some of the celebrations and highlights from the most recent release of the California schools dashboard which came out in November 2025. And I'm going to share some of the next steps focusing on collective efforts for continuous improvement. I just want to also point out that if you're looking at your printed uh version, it may differ from what's on uh the board docs. So the board docs is the accurate version. So just briefly, the California schools dashboard is the accountability aspect of the local control funding formula. Back in 2013 when the LCFF or local control funding formula uh came out, uh the state also released an accountability system to ensure that as
096funds were released to local education agencies, including schools, districts, and charter schools that there was a system for ensuring that um resources were being used toward three main aims. And those aims include um student outcomes, um conditions of learning, and engagement. and those are represented in the infographic right there. To ensure that these areas are being met, the state identified six state indicators and seven local indicators. And the state indicators including academic performance, performance on state test, chronic absenteeism, uh, college and career readiness indicator, English language progress indicator, high school graduation rate, and suspension rate are represented on the California school's dashboard. performance is measured on the California schools dashboard in a unique way. The int the intent of the framers of the dashboard uh wanted to create a system where school districts were able
097to report on how students were doing overall, how subgroups of students were doing as well as how they were progressing. to do. So, they created a system that looks at both where a student or student group is or a school is as well as how they're progressing. And so, this grid represents how that works. And they assign colors ranging from red to blue. And in order to receive a ranking on this dashboard, uh the school district or the LEA uh is assigned a value based on um their performance on an indicator. So this is the system for how it works and they're um prescriptive. They're more spelled out rules for different cut points that can be found on California school's dashboard website. And one of the reasons we didn't want to go into explicit detail
098here is because the numbers are literally different for every single indicator. So this is the this concept flows for all state indicators but the specific numbers are different for each indicator. So I wanted to uh transition and share some of the highlights from the most recent California schools dashboard. We first turn your attention to the first state indicator English language arts. Currently uh the district is given a status of orange at 58.8 8 points below standard. And what this represents uh for clarification, this is the p this is the number this is the average score of our students on the CASP and its distance from a score of meeting standards. And what we can see here is that even though we're at 58 point uh eight points below standard, we're making progress. So we've increased
099by 2.4 four points from our prior dashboard year. But more importantly, if you look at subgroups, which is the intent of the California schools dashboard, and I want to just some of the things that have been highlighted this evening, our subgroups are making progress on the California schools dashboard. 10 subgroups, 10 student groups made progress or improvement on the California schools dashboard. And if you focus in on the subgroups, foster youth, long-term English learners, Asian, two or more races, white and Filipino subgroup, all improved in dashboard color level. And I want to emphasize that in order to do that, there has to be a very large growth to move from one color to the next. So the fact that there was improvement for 10 subgroups and of those 10 groups, six improved a different color
100to a different color band is a significant improvement. Um I also want to note that in the past we had many more subgroups in red and as of 2025 we only have one subgroup in red and so that's also an improvement and we are starting to have student groups move closer and closer to being green. So I wanted to highlight that as well. I want to turn your attention to mathematics. Um, currently the district is at a performance color of red, 96.6 below standard. Um, I want to also just contrast that while that is a area of focus and growth, the state average itself is 42.4 points below standard. So even though we have room to grow to catch up with the state, the state itself also has room to catch up. So improving mathematics
101performance is not just a stock issue or an opportunity. It's a state of California and frankly United States opportunity. But with that said, we still have opportunities that we can identify for improvement. For example, the foster youth group and the homeless subgroup, which are targeted subgroups uh for additional support, both improved out of the red to the orange color. Um, we also can see that American Indian, homeless, long-term English learners, and students with disabilities also made significant gains as well. It wasn't enough to change color level, but it was a significant increase on the dashboard. Some areas for continued focus is we had progress, but our long-term English learner group, our homeless student group, our African-American subgroup still remain um over a 100 points away from standard. So that's area for continued focus. Want to
102turn our attention to science. Science is a new indicator on the dashboard. Uh we're only in our second full year of having it listed on the dashboard. So it is anformational item. But that being said, uh our excuse me, skipped one. Sorry, go back. That being said, um, science is 42 point uh, uh, four points below standard and the state average is 52.6. So the while the district does have an opportunity to improve and continue to progress, the district is not that far away from the state in terms of its performance on this indicator. um areas for focus and opportunity and celebration is our again our foster youth group, homeless group and American Indian subgroup have shown significant progress and when the word used when the word or the term increased is used that is
103not me just saying that arbitrarily that is a state defined term there's a state defined definition for increased maintained decreased so the state is officially declaring that these subgroups have made increases in their performance. So, they're not just uh random um arbitrary statements of the district. Opportunities for continued focus. Again, uh long-term English learners, um students with disabilities, Pacific Islanders, and Hispanic students um are still in the red or have shown small declines. So, science is an opportunity for progress not only for Stockton, but for California as a whole. I want to also turn your attention to something called the English language learner progress indicator. The English language learners progress indicator is a data point that looks at how our English learners are doing in terms of making progress toward becoming proficient in English. And
104our current status is 44.7%. So a little bit under half of our students are on track and making progress. And the progress for that is considered positive. It was an increase of 2.5 percentage points from the prior dashboard year. I also want to highlight the fact that our district improved a color band on the English language learner progress indicator. Prior our status was orange and now our status is yellow. If the English language progress indicator continues to pro improve as it is, we will soon move into the green category for that indicator. So that's an opportunity. That's an area of identified growth and progress. Um, I want to also just highlight the fact that on this indicator, our English language learner subgroup overall improved from orange to yellow, but our long-term English learner group improved
105a dashboard level from orange to green, which is an opportunity and an area of celebration. Um, again, opportunities for continued focus. Half of our students are making progress, half of our students are not. But as we benchmark this and look to continued improvement, I want to also identify that if you look at the state overall, 46.4% of students across the state are making progress based on the English language progress indicator. Stockton is at 44.4 44.7%. which means that Stockton is increasing in meeting and catching up to the state average for making progress on the English language progress indicator which is a significant improvement over the past two years of the dashboard implement implementation. I want to next transition to um graduation rate. Um, our graduation rate for Stockton Unified is now green and it's 88.9%.
106It's important to note here that the graduation rate for Stockton Unified now exceeds the state's graduation rate. The state's graduation rate is 87.8%. We're at 88.9 at the current rate of increasing 3.9% which is more than the state's rate of increasing. The state's rate of progress is 1%. Stockton's rate of increase is 3.9%. Stockton will soon move move from the green category into the blue category. This is powered by the improvement of subgroups like the African-American subgroup which has moved from yellow to green. English learner subgroup which has moved from yellow to green. Two or more race group jumped two levels from orange to green. Homeless moved from orange to yellow. White moved from orange to yellow. Asian moved from green to blue. And Filipino moved from green to blue. So there is a tremendous
107amount of uh work that's going into that and I wanted to make sure we capture that. There's some opportunities for continued focus. Our students with disability subgroup is currently at 67.8%. Our foster youth subgroup in this area uh is at 58.3 and there was a decline of 13.1 percentage points. American Indian is at 83.3. And there still remains a significant gap between our top group, which is our Filipino subgroup at 95.5% and our foster youth subgroup at 58.3%. So there's great progress, many things to celebrate, also continued opportunities to focus in this area. Um, I also would like to turn your attention to uh the college and care readiness indicator which is a composite indicator that looks at a variety of data points like our students graduating meeting the A to G requirements, our students
108graduating completing a CTE course or a pathway um or or internship. And we have seen tremendous progress in this indicator. It's currently yellow at 30.3%. And it increased 6.8 percentage points in one dashboard year, which is a significant increase. The state rate for college readiness indicator is 51.7%. But the rate of progress at the state is only 3.1%. So the progress that Stockton is making in improving the college and created indicator is more than twice what's happening across the state and this is powered by many of the efforts that you already know by our our high schools and our our CT departments and and uh interventions focuses on long-term English learners increasing from red to yellow African-American increase from orange to yellow English learners increase from orange to yellow homeless increased from orange to yellow.
109White increased from orange to yellow and Asian increased from orange to green. Areas for continued focus opportunities is supporting our students with disability for only 4.2% graduated prepared foster youth graduated with 8.3 English learners 12%. As with graduation rate, there's an opportunity because there's a performance gap between our Filipino subgroup which is achieving at 56.8%. I want ad that's exceeding the states average. It's 51.7. So, our Filipino subgroup exceeds our state average for college and career readiness. But our student disability group, as I mentioned earlier, is 4.2%. Our suspension rate is another area for uh immense progress. Our suspension rate is now green. It in the past was yellow and in prior years it was even red. But now we're in the green for suspension rate which is a significant achievement for Stockton Unified. Our
110graduation rate is 4.3% and it declined 1% in one year. And while that might not seem a lot, decreasing 1% when you're already close to zero is a lot. It takes a lot to move a data point 1% when you're close to uh reaching your goal or per perfect point or sort of optimal point. Uh some of the subgroups that powered this um progress are foster youth increased from red to orange. Long-term English learners increased from red to yellow. American Indian increased from orange to yellow. English learners increased from yellow to green. And our Hispanic, which is our largest subgroup, increased from um yellow to green. Continued opportunities for focus. Our African-American subgroup still has a higher suspension rate at 10.4%. Our foster youth 12.4% Pacific Islander 3.3%. Disparities exist still for African-American and foster
111youth with respect to suspension rate which are above uh the current district average. Next, I want to uh focus your attention on chronic absenteeism, which is also an area of immense progress. Chronic absenteeism rate is now at 30.3%. I didn't capture this, but almost maybe a year or two ago was almost as high as 45%. This is tremendous in progress in a short period of time. And many of our sub 12 12 of our subgroups showed a decline in chronic absenteeism. Um, our biggest gainers were Pacific Islanders with a decline of 6.1%. English learners with a decline of 2.7%. Things are areas for continued focus. Again, our foster youth had a has a chronic absenteeism rate of 43% still. Our American Indian subgroup has a chronic absenteeism rate of 45%. Our homeless group has a
112absenteeism rate of 47.9%. And our African-American subgroup has an has an absenteeism rate of 41.7%. So there's great progress has been made and there's also continued opportunities for focus work to bring all of our subgroups up. Next, I want to just um call your attention to some of the the next steps. The district is um was recently notified by the state of California that it has exited what is called direct technical assistance. Direct technical assistance is the state's accountability and support system. When a district has intensive support needs, there is general assistance which is available to all districts and eleas. There is technical assistance or differentiated assistance when a school district has two subgroups that has red and orange performance in two priority areas for two years. And then there's direct technical assistance where a
113district has low performing subgroups in two or more areas for three year three out of four years. The district has exited direct technical assistance. But in addition to exiting direct technical assistance over four years, the district has reduced the number of subgroups that qualify for differentiated assistance from six to two. And as you see in the infographic, in 2022, six subgroups qualified for differentiated assistance while the county average was three and the state average was two. But now in 2025, only two subgroups um our foster group and our students with disability subgroup qualify for differentiated assistance. And that is on average with the county and it's slightly over the state. And I want to highlight that I looked directly at all of our counties, I mean our schools, our districts in our county and I
114looked at several uh similar districts across the state. The groups that we qualify for which is our foster youth and our students with disability subgroup are commonalities across the county and across the state. So it's a the the challenges and the opportunities to support those subgroups are commonalities and opportunities that exist across the county as well as the as the state. But I just wanted to highlight that the district has made tremendous progress in moving exactly to the county average and our differentiated assistance uh qualifying rates. So in terms of next steps and moving forward to support student to support support students in continuous improvement on the California schools dashboard state indicators um the district will continue to focus on adult behaviors soliciting feedback from the community and student voice as expressed by superintendent uh
115uh town halls and focus groups, specialty fairs. um continuing to address um education um through uh professional development and professional learning communities. The district is also the district team is also working to develop key performance indicators and uh wildly important goals that have leading indicators and lagging indicators to ensure that we're monitoring how our students are doing. not just at the annual release of the California schools dashboard, but on an ongoing basis so that student progress is monitored constantly and adult behaviors that are outlined here are monitored so that adjustments are made and they're they're monitored through these different data points. I will not read them all, but we monitor um things like I Ready, chronic absenteeism, DNF rates, SIPs, things that have been mentioned, things that you're aware of. And the goal of monitoring
116these with wildly important goals, looking at leading indicators and monitoring lagging indicators to ensure that our student outcomes that are the state indicators such as graduation, absenteeism, suspension, and progress are continuing to make the kinds of progress that we are seeing. Not just for the district as a whole, but for each and every subgroup that the district is represented by. So with that, thank you for the opportunity to share and I'll entertain any questions that you have. >> Are there any questions or comments? I guess I noticed that for um 55.3% of our EL students are not making progress. Do we know what barriers are preventing them from doing so? and what are we doing about it? >> So, there are several drivers that are impacting our English language uh learner uh uh progress indicator
117rate. One is that um our team is work our district team is working with our school sites on direct instruction to improve and sustain the quality of instruction. Also, our team is working, like in particular, my team is working with the language development office team and engaging in those impact measures, looking at leading and lagging indicators, supporting our school sites and doing English language learner monitoring, doing it early, doing it timely, so that when students are not making the progress, we're coming together as a district team and looking at MTSS to engage in interventions to support them in in in making progress and getting back on progress. Um, also, and this is not to sort of pass the buck away from adult behaviors, if you look at the data, our English learner subgroup does have
118a very high mobility rate and a very high instability rate in comparison to other subgroups, which is a driver and an impactor on also access to first-time instruction, which is the most powerful treatment that you can use to help students make that progress. And some of the interventions that I know our CWA team is engaged in, our language development office team is engaged in are meant specifically to address those areas of concern. Um, I also noticed and wondered what are our targeted math supports are in place for our African-American students, looks like our Hispanic students, etc. And how is this being differentiated amongst grade level spans or life level spans? >> I would actually uh delegate or offer uh superintendent uh Appenback or Miss Sigers to speak to that the specific specific programs in place.
119>> Yes. So I'll start off first. um when we're looking at we are piloting um some innovative math approaches especially at our middle school level. Um so you will hear about um you you'll we're adding two more schools to Prism tonight hopefully um that you'll approve. We also have when we're looking at math interventions, we have our intervention teachers in place as well now at a majority of our school sites. Um, which can address either early literacy or math. Um, and then we are we also have an increase of we have um reading and math core tutors. So, um, we have them. We are lucky because we are one of the only district that has them at no cost, but we had them at six schools last year. Now, in January, they awarded us um
120and they were awarded 12 more sites. So, we're expanding to 18 um of our school sites. Um, and then we know that math is a challenge, right? And so, um, we are working on that adoption process right now. We are piloting uh multiple programs and one of the pieces that we're really looking at to support us is making sure that their intervention piece links straight to the core instruction. So like what Dr. Murphy said before is the best defense is a great offense. Meaning there's nothing that can replace best first core instruction. And so we want to make sure that it's not interventions aren't these one-offs. they're actually tied to the core instructional program. Which is why when we move into our adoption, we will have a robust professional learning um plan which will include
121multiple years of also job embedded coaching and work with the mathematical framework. Um and also bringing in our families and community like we started this last year with the counted out showing right and doing the um working with our families also because it is a shift. Math is one of those things where people still believe they're either a math person or they're not. And our job is to crush that, right? And to really prove it wrong that all of our students, all of our teachers, all of our community are math people, right? I noticed you said that the intervention is doing one or the other in regards to math or reading. Intervention can however hand happen directly in the classroom during direct instruction. What are we doing to make sure that this is occurring across
122all schools? Yes. So I will invite Melissa to come up, Miss Sigers, because she has worked with her team on really supporting. We're not waiting until our math adoption. We've actually done some work um with our previous adoption. >> Yes. So um with the new framework, it talks about um having the students being the center of the learning rather than the teacher as delivering the instruction you kind of stage on the stage. We want to turn it where the students are the active learners exploring um and and engaging in real world problems. And one of the ways to ensure that all students are having access and um they're meeting their needs and getting that differentiation within it is to have low floor high ceiling type problems which means that all students can access this question
123this problem um and they're applying those eight math practices. So they're looking for patterns and so forth. So really that's a shift in instruction. So when you talk about what's going on in the classroom now and what we're doing now twofolds. One is the looking at the new framework and applying those strategies and looking forward to h the curriculum that we'll adopt, but then also um implementing strategies currently like we have the building thinking classrooms where that's where students engage in in um it could be in a word problem, it can be a picture that they're trying to solve, whatever it is, and they're solving it in a manner where they're it's just it's a whole strategy, but um basically they're the ones that are centered in their learning. It's in a group um context.
124They're asking questions, they're coaching each other, and then the teacher comes in as the facilitator, prompting them with questions to kind of further their thinking. So, um, I would say as far as intervention and differentiation, it's really about making sure that all students have access to the math and they're able to apply the math practices and their strategies. >> Yeah. And Melissa, do you want to just add a little bit about the math lesson studies and the walks where they've actually worked with staff on how to utilize the the right methods. >> So, we have um ready math as our current curriculum and um with with our current curriculum and with our math um whatever materials we decide to adopt um really it's about the strategies and the way that the teachers implement their in
125you know instruction. You can have great math materials, but if we aren't um using those properly or ensuring that we're engaging our students in critical thinking, then you're not going to get the results that you're meant to get. So, what um Casey is referring to is that we have visited with school sites where we do a leader walk with the site principal, with their instructional support staff. So, we have a discussion and understanding of what we're current trends are, what we're looking for, and then there's um um where they're training the teachers, they're co-eing with them, pulling them aside, teaching them the strategies within the curriculum, and then implementing that and kind of having this ongoing professional learning with those sites. So, that's happened at several school sites. Okay. and hopefully that we we're coming
126up with something for our high school learners who may be trying to work on a deficit because I haven't heard an intervention plan for that yet. >> So yes, I would say that that's kind of paralleled um at the high school as well. We've done um peer observations where teachers are observing other their colleague their colleagues to see like different strategies that are implementing why it some work why some does don't work what you know making establishing high quality instructional math basically and what it looks like and then observing each other they are also implementing building thinking classrooms and getting coached on that implementation as well. Um it says in your for graduation rate and college and career readiness indicator, we have foster youth and students with disability in red. Um what are your strategies
127to um preparing them for college and career readiness and graduation? >> Sorry, you read that one more time. >> That's okay. Um, so we have foster youth and students with disabilities in the red for graduation rates and college and career readiness. Um, what are our strategies to preparing them? >> Sure. So I I feel Mr. Haley walking up behind me, but one of the core things that you have to do is get people here. So getting people here and getting them access to the first time instructional strategies and the rich learning experiences that Mr. Haley is going to speak about is the fundamental first step in the ladder. And so the extensive work that our student support services division is doing, our CWA team is doing it getting students here is that first intervention step
128that will allow them to access the first time instruction and enrichment experiences that uh Mr. Andy's going to speak to. So I'm going to defer to him. >> And as we we transition, I want to make sure that we understand that our first step can't be to blame our students for not coming. our first step is why why our students don't want to stay. So what if maybe if we change our viewpoints our students will be here in order to be able to move these things forward for us. Thank you. And definitely when we make good systems we uh we encourage our s our students to be here. U so one of the things that we're looking at uh we've been working closely um my department special ed department and um Dr. Murphy's department. We've
129been looking at data around students with disabilities and our foster youth and how well they're succeeding in career technical education. As uh Dr. Murphy pointed out, CTE is one component of the the um CCI indicator. And so we're looking at how many students um are in the pathway and how many are completing them. What we found is that proportionately our students with disabilities are participating in CTE pathways, which means they've taken at least one course. Where we see they're struggling is completing that pathway. And so what we're doing is we're digging into our practices. We've gotten a landscape data of one of our schools and we're looking at what it would take to move those students um across the the needle to be able to to push that forward. And so we're examining our practices
130um at that school site for how we transition students um both from middle school but also as they're working on their plans, their transition plans through high school, how we work CTE into that and how we communicate to that to them and make it more accessible. Um, another way that we're looking at there are other indicators besides CTE completion on the indicate or on the dashboard that allow students um, especially those with um, um, moderate to severe disabilities to get credit for CCI with both uh, work-based learning and trans transition classrooms. So we're looking at how do we capture that data and some of the things that we're already doing to ensure that they're succeeding in those dashboards. So that's some of the work that is underway. Currently our team is in that data gathering
131phase to make sure we know what the right questions to ask and systems to build. >> I would just also add to direct uh to your question about changing perspective is that some of the work uh under Dr. Rodriguez's leadership is that we've switched focus from adult behaviors exclusively to be very intentionable about elevating student and community voice. So to that end, a part of the leg of that um of those steps is community voice. Community voice through town halls, community voice through student focus groups, community voice through ongoing opportunities like the specialty fair to find out what students are interested in and to connect them to the adults so they can make those rich connections. This is why our panorama survey is is really important because this gives us rich data from our students,
132our parents and our staff on their experiences in the school system. And we use that data and that data has been used to drive some of the key interventions like expanding dramatically ethnic studies uh changing how we're doing elective uh choices to support students and meet them where they are and to create the kind of learning experiences that reflect their own vision of their learning experiences and as Mr. Haley said we're in implementation phase, but those structures of honoring student voice by and honoring community voice by having many many pathways, surveys, focus groups, also the work of um our equity audit team um going individually and looking at equity issues across the school sites and then aggregating those up and I know we're in process of uh completing that equity audit. important steps of garnering
133community voice and honoring community voice to shift to that narrative that you're speaking to. And my last question for you today, uh, taking a look at our, um, the disparities that you have here for African-American and foster youth students with the suspension rate, um, what additional supports are being deployed for these groups? Ryan >> Ryan's not in the room. >> Oh, he's not in the room. So, what supports we're doing for suspension? Um, they vary. Um, we are working very closely with school sites. They do have a couple of resources um that they haven't in prior years. One is our community schools grant. Um many of our schools have initiatives and are working specifically with classroom teachers um working with um mental health services. Also, we have board behavior certified um uh individuals in our
134district that are trained to work specifically with our general ed and special ed students. Um in addition, we do do training with our principles. We have brought um and Casey could probably speak more specifically on the work with uh Dr. Holly and what happens in the classroom specifically with our counseling department. We are working with um Hatchings's results and that is also training that we have not only for our principles but our administrators to include our directors of ed services and each director of student support services. Um let's see. So really a plethora of supports that we are offering. I'm not sure if you want to hear about something specific or a program. We do have PBIS as well. We have a coordinator of positive behavior intervention services. Um that is Dina Kobayashi. She is
135a onewoman show but very effective and um highly regarded by many principles. So she does have office hours. We do presentations. We go out to classrooms. Um our counselors also have a curriculum. Um, and we've spoken about some of that curriculum, some of the lessons in our ad hoc committees. Um, but also training our counselors um, on how to work with our students and be a resource to teachers in the classroom. >> I could also add that our superintendent has been unyielding about rigorously and impartially looking at data. You have to measure to see what's going on. And we are regularly engaged working with student support services research work closer with student support services to ensure that school sites are monitoring and tracking suspension and absenteeism data and following up and applying interventions as well.
136>> Yeah. And I would just like to go ahead. >> Oh, I just thought if you guys could talk about restorative practices. I know that is that what you guys are going to do. Okay. Um, that's why I handed the mic over to Casey. I don't want to steal his thunder. Um, definitely doing that work under Dr. Holly and hatching results. So, I'll have Casey talk about um the work with Dr. Holly. >> Yeah. So, I think our counselors just go back to restorative practices, right? That's a big piece of most of our um community grant schools as well. So they're able to so Rio Delmare they actually are are leveraging one of their administrators and their funds to actually really just focus on restorative practices and also what can we do to reduce so
137they have um an innovative practice called a structured day as an alternative to a suspension which actually has is yielding great results and we're going to we're going to start getting innovative at other sites with it. Um but also our work with Dr. Holly and making sure that our like um trusty priest was saying um that it's really we want to make sure our students are coming to school and when we have CLR culturally linguistic responsive teaching in the classroom our students feel welcomed right it strengthens their sense of belonging identity and agency and so that is our best again that's our best our best defense is that good offense so our students feel like that because when you have relationships with their teachers, right, with their adults, there's less suspensions. And then also we
138are I know we talk about CPI training, but most of it is really deescalation. So techniques that actually help at that moment the adults help um handle a situation best. Sometimes our brains don't allow us to. So that helps us to calm down and use the right strategy um to where it actually minimizes a situation or helps us um deescalate it. And then um >> and the implicit and explicit bias with hatching results actually goes handinhand with CLR, right? So Dr. Holly is all about the that everybody is a human being and has that bias and so really teaches us about you know it may be your first thought but it don't let it be your last thought right and so we're changing that culture and that thinking um inside and outside of our um
139classroom walls as well. I have a question. So, we talked a little bit about uh college and career readiness, but what does it look like for our students to have both AP and honor courses? >> Uh, and so in most uh structures, students can take AP and honors courses and they don't contradict with each other. Um most the time honors classes usually are precursors to AP classes. That's so we're not so when we see our actually our college and career as you saw is going up but what we're seeing is that the students are not taking less rigorous classes. They're diversifying the classes that they're taking. So, we have many students who are actually dually enrolled and they're getting their college credit not just from AP classes, they're taking advantage of dual enrollment opportunities as
140well at SJC um um but they're taking dual enrollment opportunities. So we're seeing in the data through the CCI and also through tracking it that our students are taking more diverse diverse courses of um post-secary preparation studies not just AP >> and is this data for our marginalized and low-income students? What does the data look like for them? I understand for high performing students, right, are for students who have parents who are actively engaged in their education. But when we talk about marginalized students, when we talk about um students who are low income, where are they when it comes to the preparedness for honors and AP courses and even understanding what the precursor is and being able to take advantage of these courses, >> the data shows both from Panorama as well as in our
141our actually CCNI data when you look at the subgroups that those are opportunities. Those are undeniably opportunities for continued intervention and improvement. Um, there is progress. I do not want to not uh take away from the progress that has been made with the African-American subgroup in particular with both graduation and CCI, but there is still opportunities for progress there. >> And then how are we just how are we marketing these courses to those families so that they understand the opportunities that exist for their kiddos in the district? I'll defer that to Mr. Haley. >> Yeah. >> Do you want So I'm in >> We could do a boat together back and forth. >> Um uh we we work uh closely with our counselors and I know M um well maybe she's not um she's in
142the room. Maryanne um come on and how we support um you know just the knowledge transfer to our students and our parents. Um, so I know Maryanne works very closely with our counselors to also provide the training, but we do have those workshops for our students um and working in partnership with our students to take ownership of their own future and college to career. So at the high schools we do have um presentations. They do go into the classrooms. They make themselves available. We also work with family resource center to invite some of our counselors over to do presentations. Um but not only at F FRC, we just had um some modules over at STAG and that information is also provided um in terms of how we are strategically targeting um and that would be
143the majority of our students that are low socioeconomically disadvantaged. I don't know, Maryannne, if you want to add to that, but I would say that um our counselors are are really um one of our largest resources that we have in the district um to build relationships with our students and give that information um also the work that they do in the schools um to build awareness. And just to give you some specific data, so we went from 6% of all of our students were took an AP course to 7 to 11% last year. And then our African-American students went from um not 3% of our African-American students, but 3% of the students that were that took AP courses was African-American to seven last year. So, it's fairly close to um we have a almost between
144eight and nine% of our African-American students. So, we're almost commensurate with where we should be. Um and then just to note, we increased um to from 876 students to 1,150 students over the two years taking AP courses. And at the same time, we increase the percentage passing the exams from 28% to 37%. So, we're increasing the number of students that are taking AP courses and the percentage of students who are passing those AP p those exams. So, that's a good thing. Um, it was in my end of year evaluation, so if you guys want to look at it, it's on there. Um but um but so we're we're almost right now at the point um where our African-American students the percentage of them of who's taking AP courses is about um where we are at
145um with the percentage of students and so we have seen um the best growth um or good growth not best um good growth between from 3% which was pretty consistent for many years um to seven this past last year, >> but we still have parents who are stating that they are unaware that they that these courses exist for their kiddos. >> I think that's the concern. >> Yeah, we did send out the um postcards to our high school parents. So, we did send out actually um former president's idea. Um we sent out um we sent out the postcards to our high school parents so that they knew the importance of that. Taipaffford worked on that. Um, and we did send out those just so that people know. I will say um continuing to talk to
146students um because I I will say that we do have students that are capable of taking those AP exams or AP um courses that are not engaging in that and so we just need to keep working on it. So, I also want to call out a very powerful qualitative intervention. Um, uh, the direct experience of students participating in historically black college fairs. Um, just recently students came back from a historically black college fair. And I specifically remember being moved by a student who said he had never considered himself someone that would go to college, but because he participated in that experience, his attitude towards AP classes and honors classes changed from having access to that experience. So that's an example of an of a intervention that's in place. not necessarily enough, but definitely one that's
147in place and targeted. >> Okay. And I just want to um thank you for um answering all of our questions. I know we do have more um to talk about on the agenda. Um I do want to say that with this um this is our first uh KPI um report. Um it starts off with this with this overall information and then we get we take each KPI um and we can drill down to it. So definitely um your questions will uh come up in uh the one of the the next KPI um reports. So thank you. Uh we will move on to item number Yes. Yes. Thank you. Thank you Dr. Murphy. Uh Mr. Clottenback, Mr. Haley, and Miss Syers. We'll move on to item 9.1, discussion and approval of first reading of proposed amendments
148to board bylaw 9121. President and I will defer to um vice president uh priest for >> for your item. >> All right. Thank you. I um in the spirit of shared governance are is bringing to our board to make sure we fully embody what that means. Um so we have some proposed um recommendation that legal counsel has gone over with us as well and given us feedback. Um would you like me to read that now? >> All right. So, specifically targeting item number three under um our board bylaw 9121. Um subject to board approval, the president shall recommend the appointment and dissolution of all of board committees and making committee recommendations during a publicly agendaized board meeting. The president shall actively seek input from all board members and promote committee assignments that reflect the board's
149commitment to equity, integrity, transparency, inclusion, and the removal of bias. Board members shall be provided an opportunity to express committee interest in areas of expertise during a publicly agendaized board meeting. Committee appointment recommendations shall be developed and presented at the next regular board meeting following the annual reorganization meeting allowing significant time for trustee input, public transparency, and alignment with district priorities. Any deviation from this time frame shall be noted in open session. Committee appointments and resolutions shall be presented to the full board for discussion and approval in open session. The board recognizes committee service as an important component of shared governance and leadership development. Committee assignment shall be made in a manner that promotes balanced participation, respects trustee interest and expertise, and supports equitable access to leadership opportunities. Board committee shall be structured and staffed
150in a manner that is responsive to district data, student outcomes, and identify needs and shall support the board's priorities as outlined in our LCAP and other board adopted strategic plans. >> Okay. Is there any um questions or feedback? This is the the first reading for this policy. >> I do. So the the purpose of of this is to to do what? >> The purpose of this is to ensure that we are modeling and having a true shared governance experience when it comes to committees. Committees are something that all seven of of us should have endpoint and leadership opportunities in and it should be a unified decision. >> So five board members all want the same committee. What happens under this policy? Under this policy, we would still our president would make a recommendation based on
151those who have given their input to say, "Hey, I am interested in this." And then from there be able to make an appointment where we would vote as a unified board. >> Okay. I I just see it as um part of attempting to undo um a process that we've all taken part in on at the first meeting. Um I do understanding that one of the roles of the superintendent, not the superintendent but the president is to distinctly um make the recommendations for the committee. So I am unclear on how this policy changes that particular nature and role of the president and it seeks to undo and invalidate what we've already done as a board because there was a vote at the first committee meeting at the first board meeting um to make recommendations and we
152all decided that we were in alignment with that decision. I uh personally don't feel that any of us a majority of us on the board were given the opportunity to express which committees we were interested in prior to the assignments given at that board meeting. So, I think just to undo the nature, I get it. If if if we're looking to undo some things, I think we need to be explicit about undoing what we've all done. Um, all of us can do any of the role on any subcommittee. That's what we were elected for. And part of our role as elected officials is not subcommittees. I mean we are able to do our jobs without subcommittees across the board. We don't need subcommittees to do our job and if so then we are um we
153are misunderstanding what our role is as elected officials. Our job is to make sure that we implement policy make sure that we understand and have a bal balanced budget. Our other job is to make sure that we understand what's happening at our school sites and that we have safe facilities. That's the governance role uh for the board and under this policy I am going to say madame president I would like to remove myself from the district level subcommittees uh and ad hoc committees respectfully. So I I've noted that um to you're voluntarily removing from your subcommittees. Um so the the board has uh brought this forth for discussion. Um my role here is to make sure that the process is followed that it's lawful um and with as much or the least amount of distraction
154to staff and to our governance structure. um that we will whenever we have read policy in the past um normally we don't read it out loud so maybe I shouldn't have done that but we'll just first reading know that you have read it and um we will ask for any further discussion if none then we'll call for the vote >> and I and I'll just like to say um me being a new board member there were just things that I I didn't I didn't understand as Well, um, as far as I wasn't aware that um, if we were elected, there's certain subcommittees that we can um, excuse oursel from that committee if we're not um, going to be an asset to that that committee. I wasn't aware of that. >> As elected officials, we are
155assets to every committee. I mean, it is our role across the board. These are the governance opportunities that we should understand like the back of our hands. Whether it's curriculum, whether it's e, whether it is black students thrive, our role is to dig deep into all of those areas um for the betterment of every student at the district. So when we talk about what we're good at, we should all be good at all of those things. That's part of the governance role. That's what we were elected to do. That's what the community and we said that we were going to do when we became elected. It is to cover all areas. Not some, but all. >> Right. Um, however, we're in re the reality is we're not all good at all those things. Some of
156us have more experience in other areas. Um, but what I do want to add is that last year, Kenneth, you reached out to us and asked us which ones we were interested in prior to the board meeting and told us to give you a number of which ones are more important to us and you would do your best to fill those for us. Um, that wasn't um shared with us this year. Um and I I like I said personally I don't feel like we were given the opportunity to express whi which uh subcommittees we were we felt we aligned with or should participate in >> then part of that should have been a second part of that should have been your conversation before your vote. If you don't understand your role also as an elected
157official is to make that known. So before you made a vote you should have stated this is what you thought this is what you felt. this is what you knew that is also a part of your elected role not to vote on something that you're unclear about. >> I'd like to bring us back to um to the motion that's on the floor, but I believe Cindy um had something to say about that. >> Just just to point out that those conversations should happen in a public meeting and and I don't know whether they did or didn't happen out of that, but they should be happening in a public meeting. And I think part of the goal with the the amended language was to make sure that that was happening publicly and not somewhere else. And
158so with that, just to bring us back to the motion that's on the floor, um it's to approve or not the first reading of the policy. Um so I'll go ahead and call for the roll call vote. >> Wait, I'm not clear. a motion first and the second, >> right? >> No, this this is So, would someone like to make a motion? >> Uh, a motion to approve. >> I second. Thank you. We have a first and a second. Roll call vote. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. Trusty Stevens. No. Trusty Silva. >> Want to say abstain. I'm not too sure exactly what you guys are talking about. So abstain. I guess that's Thank you.
159Motion passes 51 with Trustee Stevens voting no and Trustee Silva abstaining. Thank you. Thank you. We will move on to item number find my 10.1 committee reports. Christina will read the oral announcement and announce each board committee for a report. Evette will be the timekeeper. So we we do have a three um a three minute limit per report but we will also um open the for open the floor for discussion if there's um anyone has a question for a report or feedback um that will be done after the 3minut. This is the opportunity to hear any reports from board committees specifically regarding prior or upcoming committee meetings. There will be a threeminute limit per report. The first committee is the city of Stockton Parks and Recreation Committee, uh, Trustee Donald Daire. >> I'm sorry, there
160was no parks and rec meeting in December. >> Okay. So, the next one would be the Black Students Thrive Committee, Trustee Kenneth Stevens. Thank you. So, at our last meeting, we had the opportunity to hear the updated version of um the Black Students Thrive Plan. Um Dr. Rogers will come back to the next committee that I will no longer be on the board for. Um but he will come back and provide a final version of the Black Students Thrive plan that talks about um the alignment and supports and then what that would look like at um the school site level. And we also had a presentation of our text sets. Um I thought Karisha's daughter was going to be here because she was actually one of the kiddos um who was reading one of the
161books. So I was going to call her up to um give some info. But the books are um reflective of African-American students um and students of color to make sure that our and they're local as well. So making sure that um our students see themselves in the literacy that they have before them. Um, so that is our report for Black Students Thrive. Thank you. Are there any questions or discussion? Okay, hearing sorry. Hearing none, we'll move on to our brief uh item number 10.2, brief reports on trustee activities. Christina will read the oral announcement and I bet will be the timekeeper. This is the opportunity for each trustee to make a brief announcement or to give a brief report on their own recent activities at the district pursuant to the Brown Act Government Code section
16254954.2A3. There will be a threeinut limit per report. >> Thank you. I will go ahead and start um on my left here with Vice President Priest. >> Okay. Thank you. Um, a few highlights from our area for schools are the school for adults is continuing its important work by hosting career development workshops um, on January 27th and supporting our adult learners and pathways to opportunities and economic mobility. Uh, Hoover Elementary is actively engaging families and students this week through their student led conferences, centering student voice and ownership of learning. Victory and Commodore are excited to celebrate the 100th day of school this Thursday, making an important milestone for our youngest learners. Um, at Primary Years Academy, students and staff are preparing for their upcoming spirit week, the great kindness challenge, reinforcing the importance of empathy,
163respect, and community. Um, I also hope that many of us had the opportunity to serve our communities in honors of Dr. in honor of Dr. Martin Luther King Jr. Day. Dr. King reminded us that everybody can be great because everybody can serve and service remains a powerful way we live at our shared values. Um, and I want to note that as a trustee, I remain deeply committed to ensuring that SUSD board embodies and practices a true shared governance where all seven trustees have voice, input, and responsibility and decision-making. I will also advocate for equity and diversity across our district because, as Dr. King so powerfully stated, "Our diversity is our greatest strength, not our greatest weakness." And we honor that tr we honor that truth. We create schools where every student in every community can
164thrive. Thank you. >> Thank you, Clerk Martin. >> Okay. I was able to attend the specialty fair at Franklin High School. Our district showcased a wide variety of career paths and artistic opportunities at nearly 20 campuses and we were able to witness student showcases and booths that informed the community about all of our amazing programs throughout the district. And I was able to go to my site night andale and read to Miss Dela Cruz's kindergarten class. um Cleveland Elementary, we were able to go to Oak Park um this past Saturday for their 37th annual tree dedication in remembrance of the victims who were um uh the murder victims from the 1988 shooting I believe and uh where clerk trustee Donald Daire was the the speaker and it was a honor to watch him speak and
165I would I'd like to extend my gratitude to the ELOP and APAC and family resource center as our students proudly honored Dr. Martin Luther King at Delta College this past Friday. And I was also the host for the Dr. Martin Luther King march that was downtown yesterday and that was my uh past activities. >> Okay, great. Thank you, Trusty Donaire. >> Good evening everyone. All right. So, I I made a visit to Wilson Elementary School. It's one of my uh sites in Area 5. Uh I visited the Friday before winter break. Um I was invited by Alicia Lopez, who is the community school specialist. Um I wanted to help distribute food donations and uh give out hot cocoa and all these fun holiday activities. It was really cool um to be with uh Principal Villa.
166um and other uh Wilson staff before um the winter break. Um the beginning of January, I had attended the Association of California School Administrators, AXA, Every Child Count Symposium in San Diego with other district staff. Um this is a conference featuring dynamic workshops, keynotes, networking opportunities and it spotlights trends and best practices in student and special education services. This is my first time attending an OXA conference. Um, so my intention was to meet as many district staff as I could to learn more about AXA um, as an association and also to network and bring back what I learned, ask questions with my colleagues on the board and with Dr. Rodriguez in improving special ed services. Um, so that was fun. I hope the trustees can can join me next year um at next year's AXA
167conference. I also attended the 4th annual Emma K Junior Day celebration. Shout out to Elop director Mary Rogers and former poet laurate Tom Brisbane and all the students and school staff who are part of really putting on this beautiful show. I laughed, I cried, I danced. I brought my niece with me. So, I'm hoping no one was bothered by us dancing and making all that noise in the front row. Um, and then lastly, I got to attend Cleveland School Remembers. Um this is the 30th 37th anniversary. Um this was in Oak Park. Uh I was invited to speak by the president of Cleveland School Remembers. It's an organization um who has survivors um and allies um against gun violence. Um, and so they put this event every year and um, every year we're reminded of
168our shared responsibility um, to protect our young folks and to keep making schools a safe place for learning and belonging. And so my gratitude is to Dr. Rodriguez, President Cologne, and Clerk Martin for attending and also for everyone who is in attendance. And that is my report. Thank you so much. >> Thank you, Trusty Silva. Um, regrettably, I have nothing to report at this time. Um, but I I did happen to want to go to the Cleveland school because I actually attended Cleveland school from fourth to sixth grade. My grandmother, June Wescott, was a second grade teacher and she would have been on the yard if she had gone to that day standing next to Miss Gain who was actually shot during that ordeal. So, that does bring back a lot of memories. Um but
169um next next week I'll or next meeting I'll have more to say. >> Thank you Trusty Silva Trusty Perez. >> Good evening everybody. Um I began conducting site visits uh last week and we'll continue throughout this week and the following week. Um I had the honor of connecting with with um Principal Casillas. We had a nice one-on-one at Huarta Elementary School. Um, we had a very informative and meaningful conversation. So, thank you, Principal Casillas, for your leadership in all that you do for your school community. I also had the pleasure of visiting Marshall Elementary School and connected with uh, Principal Mora. Uh during my visit, I was introduced to their nutrition program where fresh fruits and vegetables are provided through uh food services and distributed to students across campus during break times. As we walk
170through the classrooms, um I witnessed students enjoying healthy options such as berries, bell peppers, and oranges. Um, and it was just wonderful to see them happily munching on their fresh, nutritious foods rather than hot chips and sodas. Um, with that, as we step into the new year, I want to sincerely thank our staff, school leaders, families, and students for your resilience, dedication, and heart. Happy New Year to our SUSD community. May 2026 bring continued growth, healing, and collective success for all of our students. Thank you. >> Thank you, Trustee Stevens. >> I'm actually going to yield my time, Madam President. Thank you. >> All right. Thank you. Um so, uh I just want to echo um what some of my trustees have said. Um it's already a busy year, um with many, uh activities, celebrations,
171reflections. Um so, there were several things. We did have our board leadership meeting um getting ourselves on track for um this new role that we're all in. Um, I was happy to attend the HCA white coat ceremony, the specialty schools fair. Also really enjoyed the MLK Junior celebration. Um, and and again, just like everybody said, like kudos to ELOP. Um, and also our AAB pack um for parents organizing that, putting that together. Um, the F FRC gets a round of applause. They also help with that. But they also the very I think this was the next day they um organized the um a trip to the Hagen Museum um which is uh to uh view the exhibit titled Cambodian Experience, our journey to America. So it's a beautiful exhibit that's on display extended through April.
172Um they had about 40 uh participants uh families coming in um to participate in just almost like a private tour. It was actually a lot of a lot of fun to um walk around there but also to to take the time um in that particular exhibit. Um and then joined uh my colleagues for the Cleveland school Cleveland school remembers tree dedication at Oak Park and then yesterday um partnered with the Stockton Service Corp and we had an uh a service day Martin Luther King Jr. service day at the Salvation Army. There were over 200 people um that had uh attended and it was just a wonderful event to see so many different age ranges. Um a lot of our students actually cuz we had um the IYT uh improve your tomorrow folks bring our students
173in. So we had students from Kennedy, from Adams, from Franklin. Um and I hope I'm not forgetting any, but I know for sure um we had those three. So, it was it was really fun to see our students throughout these last few weeks just enjoying participating whether it was something having to do with education, um, entertainment, um, connecting to their culture and to their community. So, um, I just wanted to make sure that I wrote this out. Um, it was really clear to me that the work that's happening in our schools is really making a difference in the lives of our youth. So all of that uh time and energy that you're pouring into our students, we get to see it on stage and it's beautiful. So I just um I I just know we're
174off to a good start here because our students are are are shining that light. So thank you. Okay, we'll move on to item 10.3, approval of minutes, December 16th, 2025 SUSD regular board meeting. Can I get a a motion? Motion to approve. >> Second. So, >> we got a first and a second. Any discussion? >> Okay. 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, we'll move on to item 10.4, Four, discussion and action regarding consolidation, redesation, dissolution and dissolution and restructuring of board subcommittees andor ad hoc committees including frequency of subcommittee meetings. So, this particular item I kind of
175alluded to last meeting for us to take a look at the subcommittees. And first, what I'd like to do is for us to understand and and designate which will be subcommittees and which will be ad hoc committees. Um, before we move on to to anything else, we I think we need to take time to clarify. And um Cindy, could you just clar for us again just the distinction between the two? >> Absolutely. So um ad hoc committees are a specific thing within the Brown Act. Now within the Brown Act, uh committees that are board committees like your subcommittees are required they're they're actually defined as a legislative body like the board and therefore they are required to follow the Brown Act in their operation of their meetings. Ad hoc committees are um are are are
176committees that are established for a specific purpose, usually for a shorter period of time and um they are they are supposed to be comprised of less than a quorum of the board members and they do not need to follow Brown Act and uh the district currently has several committees that are currently designated as ad hoc committees that have been in operation for for a while that really aren't ad hoc committees. And I I do understand that that our ad hoc committees operate and uh run their meetings pursuant to the Brown Act, which is great. Um, but as far as their designation as an ad hoc committee, it it would probably make more sense for those committees that are that are long-term that are going to be staying around and have continuing jurisdiction, standing jurisdiction over
177subject matter would be more accurately uh designated as standing committees, standing subcommittees. I just want to make sure because I think I I might have got myself confused reading different things like through Robert rules of order. A standing committee is the same as a subcommittee. Just the term standing. >> Correct. And I think for the district they have you the district has subcommittees. They are standing subcommittees because they have ongoing jurisdiction but we refer to them as subcommittees. So yes, those are the same thing. >> Okay, great. So, pretty much we're just deciding between these two terms, which are these two types, ad hoc or subcommittee. >> Correct. >> Okay. So, I'd like for us to um uh as we're looking at the agenda item further down, there's list 1 through 1 through 12. So,
178we'll start with um one. The first one is parks and wreck, but it's actually it's not our committee. It's a committee that we um we would appoint a representative. So just note for yourself that that's uh this is a city uh committee. The next one number two is uh Sanwaqin County School Boards Association executive committee. It's also not our own. So this this would be uh board representative appointed. So um you know just note that for yourself as a county. So that brings us to number three. Special education committee currently designated as ad hoc committee and I'd like to just open the floor for a discussion uh on the stat on the type. >> Repeat the committee again. I'm sorry madam president. >> Okay. Special education committee. >> That committee was created as an ad
179hoc only for a specific time. Um it wasn't created to be a fullstanding uh committee. It was issue based. >> Okay. Are we in agreement to keep it as ad hoc? >> Um I would suggest with the current issues that we're currently having with the sped committee that it be moved to a subcommittee of the board. >> Question. Ad hog suggests that it's only for a specific time, right? So moving it to standing subcommittee will kind of make it indefinite. Well, yeah. Okay. >> Okay. Um, moving on to the number four, Black Students Thrive. This one was currently designated as ad hoc committee. So we can discuss whether to keep it ad hoc or change that to subcommittee. I think in the creation I believe the original it should have been a subcommittee and not
180an ad hoc. Um but I think we were just newer board members attempting to do something so it became an ad hoc but I believe that it should be a standing subcommittee. I don't know other thoughts on >> um for me I think I'm just um wanting some clarity as to why folks would come to public comment and say that Black Students Thrive would be dissolved. Um cuz I that's not how I read this agenda item. So I'm wondering where that come from if anyone wants to share. So when I um last at the last board meeting when I proposed to combined it it got confused as to um which which committees I was suggesting to combine but we did have some discussion on that but at this and we can clarify that at the
181end of this too as well. Yeah just loop all that in and and be 100% clear. Okay. So, um we have Black Student Thrives as a subcommittee. Um so we'll move down to number five. Inter agency Stockton Unified School District Governing Board Stockton City Council joint committee. Uh this one um I don't have written on here whether it was ad hoc or st or sub, but I'm I'm assuming subcommittee. >> Yes, >> I thought our 3x3 was currently labeled an ad anhawk committee. I unfortunately I don't have any history on that committee. >> I could look it up right now. One second. >> It should be a standing committee and not an ad hoc. It's not issue based. So >> yeah, so currently it shows that it is ad hoc at this point. Okay. Then
182I would I would like to clarify that that should be subcommittee. >> Yeah, I agree. >> Yeah. Why would a why would a 3x3 be an ad hoc committee? I'm not clear. I know it was established years ago, but it's not issue based or based around specific time. >> Yeah. I think the problem is is when we did the research um it either was silent or it the last known approval had it as an ad hoc. The difference is the positive of all this is it doesn't really change our process because what an ad hoc gives you is ability to not follow the Brown Act and we always follow the Brown Act on all of our subcommittees. So for staff, it's really no change. Um, and we're fine with making any of them. It's just
183the last known designation of the subcommittees has the majority of them as ad hoc. And so we just wanted to clarify it and make publicly um change them is what we wanted to do. Okay. So now we're on to number six. the 1852 foundation committee currently designated as ad hoc. Any um suggestion or discussion to change that or keep it as ad hoc? >> I believe it should be a sub committee. >> Yeah, sub. >> Okay. Um number seven, board policy committee currently ad hoc subcommittee. >> Okay. Number eight, budget oversight committee currently designated as ad hoc >> sub commmittee. And then we have our number nine, curriculum, English learner and student outcomes currently designated as a subcommittee. >> Yes. >> Okay. The equity diversity committee currently designated as subcommittee. >> Yes. >> Transform transformative
184justice committee student I mean safety and student conduct subcommittee. >> Yes. And lastly, the workforce housing committee currently designated as subcommittee. Now, that one in particular, I think that's probably should be ad hoc to be um by the definition of it's a short it's a designated time frame. >> I was wondering on the the time, right, because we we've had it for so long. Is that does that change the >> It's gray there. there isn't really a definition of the amount of time that transforms it from an ad hoc to a a subcommittee. So, um you know, we we usually think of of ad hoc and a and a temporary time frame and a and a a limited task. Um so, limited time period I would think would be, you know, no more than six
185months. So if if it's intended that the work of this committee is going to be wrapped up fairly soon, I think it could be designated as an ad hoc committee. But if there's ongoing subject matters that this committee is going to tackle and it's going to live for, you know, at least a year, then then it should probably remain a subcommittee. And and just to clarify, the board the board always has the um the discretion to to disband a a committee a subcommittee whether it's ad hoc or or subcommittee. So if there's a desire to change or disband this committee in the in the future, it doesn't matter whether it's ad hoc hoc or subcommittee. >> Okay. >> Any thoughts on on that last one here? probably subcommittee. It takes a few years to get
186the workforce housing up and going. So, the time is a lot longer than um expected. >> I think for that reason, I'm okay with leaving it as a subcommittee. >> Okay, great. So, we have um starting from 3 um to 12. Um it looks like we went ahead and changed everything down to um as a subcommittee. Yep. Okay, great. >> Did we want to have a motion on that? We're going to do multiple motions. >> Okay. Okay. All right. Can we um would someone like to make the motion to accept the committees as subcommittees? >> And just to clarify, are we doing this individually or as a whole? >> As a whole. >> They're all subcommittees. There's no ad hocs. >> Pull one for discussion. >> Sure. >> Okay. So, it looks like we did
187um from number 3 to 12 on this on this list here. Um they were all changed to subcommittee. It looks like we did not uh keep any as ad hoc and we didn't change any to ad hoc. But if there's one we want to pull for a separate vote, we can do that or we can make the motion to accept them all as subcommittees. Well, um, parks and wreck would not be right. >> And then also inter um agency. >> Well, inter agency is our committee. So, we designated that as a subcommittee. Got it. As a subcommittee. >> Okay. Then I think you should make the recommendation because you understand it better than us to make the motion. Um, I'll I'll make the motion to accept our subcommittees. Um, special education, Black Students Thrive, Inter
188Agency, 1852, Foundation, Board Policy, Budget Oversight, Curriculum, English Learner and Student Outcomes, Equity, Diversity, Transformative Justice Committee, Safety and Student Conduct, and Workforce Housing Committee as all subcommittees. >> I second. Okay. Any discussion? Seeing none, we'll go with we'll call the 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. >> All right. Thank you. So the next part of this um this agenda item is to look at the list that we have. So from 3 to 12. So those um committees that we just named. And the discussion is open um for any feedback discussion on whether to consolidate to restructure
189um including talking about the frequency of the subcommittee meetings themselves. Um, I would like for the sped committee to meet more often. Um, I don't know how everyone feels about um right now where where are we at? We're at every quarter. Um, so Okay, we are at monthly, so scratch that. >> Um, so, um, Black Student Thrives budget and, um, special education, my understanding is there was a desire previously from the board to continue to do those monthly. The rest would be um would be quarterly. And that when we looked at the just when they were scheduled and actually happened, that's about what we did is we do it quarterly. But we have done budget monthly. Um there was a request to do special education monthly and then um we have been doing um Black
190Student Thrives monthly as well. We never decreased um that one. >> No, Black Student Thrive is actually every other month. >> Oh, I'm sorry. I apologize. Every other month. >> Yeah, every other month. May I ask a procedural question, please? So, is is there I I did not see anything that specified when each committee had to meet. So, I'm I'm not sure if there's been prior board action about that or if it's just been sort of within the discretion of the committee or or what. So, I would just throw out whether that is something that requires board action or more of kind of a discussion within the committee itself. It's been discretion of the chair of the committee to create the duration um along with the committee members um when the the meetings would happen
191and the time. >> So you need a board vote for that? I don't think so. Right. No. >> Well, if I would just posit that if if you do vote to meet monthly for a committee or quarterly for a committee, then that is required. I know there's things that happen over time, you know, things come up scheduling and for whatever reason sometimes that doesn't happen. Um, not because it's not what is wanted, but just because of the business of the district is is complex and changes all the time. So, that might be something that would be considered to remain within the discretion of the board committee itself. but you know making commitments that yes we special ed committee for example is going to meet monthly but not maybe setting that in stone by a formal
192vote. >> Okay, thank you for that. Um I appreciate that. Then um the next uh part of this motion or this item is to discuss uh looking at our uh full board participation in committee activities and I would like to um start by asking for your interest. Um on this one we'll start with uh vice president priest. what is your interest and um if you'd like to share any of your experience for the committees that we have. >> All right. Thank you. Uh currently I have an interest in our sped committee um black students thrive uh inter agency uh board policy and budget and equity and diversity as well as curriculum and student outcomes. Just put me down for all of them. >> Okay. Thank you. and uh clerk Martin. >> Um I would love
193to be on sped black students thrive committee uh transformative justice, safety and student conduct and equity and diversity. >> Okay, great. Thank you. Uh, Trusty Perez. Uh, I would like to do the 1852 Foundation Committee, uh, transformative justice, safety, and student conduct and equity and diversity. >> Okay, great. Thank you. and Trusty Daire. >> I'm pretty much interested in all of them. So, um, we can work it out. >> I'm sorry. Can Can you put me down for 1852 as well? Yeah. >> Okay. Trusty Silva. >> Yeah. Yeah, I would like to remain on the special education committee as well as um even the the budget oversight in the curriculum, English learning, learners, student outcomes. Okay. And I'm just just to go down the list just to offer you the opportunity. >> Okay. Thank you.
194All right. Well, everyone, >> can I change the one? >> Sure. Yeah. >> Actually, I want to be on the uh transformative justice and safety student conduct and you can take me off the budget oversight. Okay, I'm just going to read this back just to make sure. So, uh, Trusty, uh, Vice President Priest, we have special education, black student thrives, inter agency, board policy, budget oversight, curriculum, and equity, diversity. >> Yes. >> Okay. For clerk Martin, we have special education, black students thrive, 1852 foundation, equity, diversity, and transformative justice committee. >> Yes. >> Okay. And then Donald is across the board. So, I do want to I do want to point out the parks and wreck and the um San King County School Boards Association executive committee. I did mark you down. You said for
195all, but so I put you down there. So those you'll you will be our representative for those uh outside committees and then I have you marked down for um the rest of them. And then for trustee Perez we have you for 1852 equity and diversity and transformative justice. >> Yes. >> And then for trustee Silva we have special education curriculum and tr transformative justice. Yeah. Okay. Can I say something? I just wanted to say thank you to President Cologne for giving us um the opportunity to be able to express our interest. As we know um she will still give her uh recommendation and appointment to these committees. Uh but we do appreciate h feeling um heard and and letting you know what our our actual interests are. Thank you. >> I do have a question
196actually. I just wanted to make sure. Is anyone interested in parks and erect commission? >> No, I just wanted to make sure if anyone was interested. >> Thank you, Trustee Daire. Um, so just a just a clarification. Um, according to the policy that we just read, um, we gained the we got our interest, but the appointment won't actually take place until the following meeting. Okay. So, with that, we'll go ahead and that was the last part of this agenda item 10.4. So, just to clarify, in my mind, what we did vote for was the change of subcommittees. >> Okay. you want to clarify any more about the black students rights or >> uh well I do yeah we can clarify just um just to clarifies um the the public comment from earlier. So when I
197um when I took the seat I wanted to propose um some changes and and put it out there to ask what folks thought about combining the curriculum with the equity diversity. Um, so I do admit like that was my thought and I didn't know I would be in the seat but I just thought if there was that chance and that was the one opportunity I could take to offer that um that discussion up. So I appreciate the feedback that we got. Um as you see here we've confirmed our committees um confirmed that they are um you know here to stay and um there is there's one piece um I want to just uh now that we've got the types down and and we know uh you know the interests um we we look forward to
198hearing um some really good reporting in the coming months. Um so we um will flush that out between the leadership team how we'll make sure that um we not only report but we also leave some time for discussion and feedback so that we all on the board can um contribute to the committee though we might not be sitting on that committee. Um and then and at the end of the year give an annual report. What were those goals that we were reaching or trying to reach? Where do we stand? So then then the following year um folks who might want to be on the committee can take that mantle and run with it. Thank you. With that, we'll go ahead and move on. Item number 11.1, superintendence report by Dr. Michelle Rodriguez, superintendent of schools.
199Yeah, thank you so much. So, we did have a great specialty school fair. Um, so something that we're trying to do is just really show that we do have worldclass education within the school district, that we do have something that addresses each child's passions, interests, and talents. And so what I love about the specialty school fair is that you have students talking to other students about what their stu what their school provides. And you're not just hearing adults, but you're actually seeing children in action. Um and so we reinstated it two years ago just because we saw that not only our specialty schools but also our specialty programs were not having the enrollment that we wanted them to have. So it we have stellar programs like our international balorate at um Franklin High that we
200want everyone to know about and so um we do have a video of that um and then we do have a second video as well. So IDA is a law that had its 50th anniversary um a couple of months ago and so the state asked each SULPA so that's when not always in LEA is their own SULPA a lot of times it's a conglomerate but we are our own SULPA so they ask each SULPA to do a video that really showcased um the power and the reason behind IDA we were actually selected as one of the videos that they showcased at the state level. And so we wanted to make sure that you all saw it. Um and so now we'll see both the specialty school fair video and also our um California state um
201IDA 50th um birthday celebration from dancing to music to CPR. >> And you want to push it in until you hear a click. >> 19 SUSD specialty schools and district programs were on hand as part of the SUSD specialty schools fair. I always think this is a really important event because it allows people to see everything that we offer. I really do truly believe that we provide a world-class education to students and one way of doing that is making sure that it aligns with what they care about, what they love. There were dancers from Pitman Elementary School, all excited to perform. >> It's fun. You get to try something new in your life. She was very shy, very just to herself and this just really brought her out. >> At Pitman, we have fantastic teachers.
202Uh right now, we are looking for about 75 kinder students for next year. >> Schools here were able to show off their specialties. There was plenty of performances and I'd have to say this was a picture perfect event. >> Brian, a seventh grader from Fremont Elementary School, showed off his trumpet playing skills. I enjoy the sound like I get to be with my friends but at the same time play. >> Interested in the medical field? Franklin senior Zire offered hands-on CPR training. You >> just got to be a sophomore and you can have the option to sign up. >> Perhaps your passion is journalism. Aaliyah and McGabi are seventh grade students on the Night andale Elementary School yearbook staff. >> It brings out the culture of our school and it tells us like a lot
203about our school. Your book teaches us to be responsible cuz there's only a certain amount of pages we can have and we have to make like decisions on what should go in. >> So if your student is looking to showcase their passions, interests, and talents, SUSD is the place to be. >> This allows people to see everything that we offer cuz often um people don't really know how much progress that Stockton Unified has made and today shows that progress. in Stockton. Melinda Mesa for the Stockton Unified School District. Welcome, welcome, >> welcome, welcome, >> welcome to Stockton Unified School District. >> Take one. >> My name is Dr. Michelle Rodriguez, superintendent of schools. I'm Stephanie Reeves. I'm the executive director for special ed in Stockton Unified. Casey Clappenbach. I'm our assistant superintendent of educational services
204for Stockton Unified. Inclusion is acceptance and belonging. Giving every single human being the opportunity to access their education. >> Inclusion means without barriers. >> I could be anything I want. I think that someone really is me. >> I am the assistant principal Hazelton. I am an assistant principal at Monizuma Elementary. >> I am Stockton School District's educational specialist for the deaf program. >> Inclusion and education to me is our students having access, but more than anything it is having a sense of belonging that every student feels welcome and that they also have access to opportunities. >> We have to make sure that we hear everyone's opinions, everyone's ideas and bring that to the table. IDA in Stockton and throughout the nation has really provided opportunities for our special education students and our community as a
205whole. >> It's very important that we are celebrating this landmark for the IDA. 50 years means 50 years of freedom and 50 years of advocacy. >> It requires people to be able to do that good work. Those are the moments that make a difference. We know that every child is capable. People like me have dreams and we deserve to make our dreams come true. >> Inclusion means everyone is equal, no one is different, and no one is left behind. >> Happy birthday. Happy birthday. >> Happy birthday to the IDA. Thank you so much for sharing those videos. Um, so not to draw or drag that along, but I it just captured some of um our YAP students. Um, you've got to see more of their stuff. Uh, so share share share share. Okay, we'll move
206on to um item number 11.2, adoption of resolution number 2541, proclaiming January as schoolboard month. A >> motion to approve item 11.2. I'll >> second. All right. Thank you. We've got a first and a second. Any discussion? Okay. Hearing none, we'll go ahead and uh roll call vote, please. >> 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, moving on to item number 11.3. Approval of expenditure for Stockton Unified School District Superintendent of Schools to attend the Apple NASS leadership event in Austin, Texas on Wednesday, January 21st through the 23rd, 2026. >> Motion to approve. >> I second. >> Okay, we have a first
207and a second. Any discussion? Okay, roll call vote, please. >> President Colon, >> yes. >> Vice President Priest, >> yes. Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Okay. Item 11.4. And I'm going to One second, please. I'm sorry. Okay. Item 11.4, for approval of an outofstate conference attendance request for the superintendent of schools to attend the SUSD student performance at Carnegie Hall in New York City on April 2nd through 5th, 2026. >> Motion to approve. >> Second. >> Okay, here first and a second. Any discussion? >> Okay, roll call vote. President Colon, >> yes. Vice President Priest, >> yes. >> Clerk Martin, >> yes. Trusty Donaire, >> yes. >> Trustee Perez, >> yes.
208>> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 12.1, adoption of resolution number 2535, proclaiming February 2026 as Black History Month. >> Motion to approve. >> A second. >> Okay, I hear a first and a second. Any discussion? Okay, hearing none. Roll call vote. >> President Cologne, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 12.2, adoption of resolution number 2537, recognition of January 19th, 2026, Martin Luther King Jr. Day. >> Motion to approve. I second. >> Okay. Uh, first by Silva, seconded by Perez. Any discussion? Okay. Roll call vote. >> President Colon, >> yes. >> Vice President Priest,
209>> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 12.3, adoption of resolution number 2536, proclaiming February 2nd through 6th, 2026 as National School Counseling Week. >> Motion to approve. >> A second. >> Okay, we have a first and second. Any discussion? Okay, roll call vote. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 12.4, Four, approval of an agreement to furnish consultant services with Prisms of Reality Incorporated to purchase class sets of Prisms VR headsets, headset carts, and digital platform and professional
210services for Pulium Elementary School and August Elementary School. >> Motion to approve. >> Second. Okay. Second by Stevens. Roll call vote. Oh, I'm sorry. Any discussion? Okay. 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 12.5, approval of the expansion of grade levels served at Stockton High School to 7th through 8th grade students. >> Do we have a motion? >> Motion to approve. >> A second. >> Okay, we have a first and a second. Any discussion? >> Uh, yes. Yes. >> Is there a one minute report? Mr. clapping back. Can you talk a little bit about what does this look
211like for our kids who are a little younger um attending Stockton High? >> Yes. So, we're starting small um in the winter coming up soon. And so, what we want to do is recapture some of our students and looking at what their needs are. Some of the students we might be losing to chronic absenteeism, anxiety, different different um reasons. And so what we would um do a little bit differently is we're looking at running the digital program because it would be a hi it would be a hybrid closer to a virtual um school as well and we would be having check-ins with them during the week um in person as well but um we would be leveraging we're still looking at a couple of um different platforms. So one that we are looking at is
212Lincoln learning which is a little um it is different than Edenum um is what we use currently for the high school students and it g it looks differently and more age appropriate for those um for those students and that age level. And then of course um why we're starting small so we want to learn as well the unique needs of those seventh and eighth graders because we want to make sure that we have students that go to Stockton High for different reasons. And so some of the students may just need a little bit of okay, they they need um something different for a short period of time and then we can get them ready to go to a comprehensive high school. And then some this may be um a good learning path for them. They
213may need it. you know, we do have some students that may have a compromised immune system or they have anxiety and so um this gives them that option and then um for different reasons >> and how do we figure this is the best place for them and maybe is there any other options? >> Yeah, so at this time um we do have a um we have a team that's been working on this. So, it would be a process um that the site would conduct as an option for them. And then we also have some documents that we're refining um to really present them to parents. So, parents would be opting into this as an option. And we do just as a reminder too for board two, we do have um a a county um virtual
214academy, right? That has been an option for some of our parents. And so this may be another option for some of our students or families um as well. So we do have we want to make it where we're not telling somebody they have to do it, but we're providing options for them. So we will it will be part of our MTSS plan for some students and then we will have um a document for parents so they will know um what it's about. they can learn about it to see before they make that choice for their child as well because we do and we're going to be looking at at specifically students that have not been coming to school and and looking at why they haven't been. So, we will be making sure we're including our
215counselors, our mental health clinicians. We'll be working with um Karen Coleman and we've been working with Ryan Hessie um on that process as well. So we can um we're providing those supports as an alternative. >> Okay, just my last question. So I know that there are some already um schools that look like them like this, right? Um but they also have options that parents are required to do some supports with the kiddos. is either parents have to sign on to give them support or they have designated teachers. Is that a part of this process? >> I'm so glad that you brought that up. Um, we will have a designated teacher that would be supporting them and checking in with them. >> Absolutely. >> I have a question. Sorry. Um, do we have an idea of
216how many seventh and eighth graders would would come to Stockton High? Um, at this point we would start it smaller than larger. And so we're thinking maybe between um probably between like 10 and 25. That's why we're starting small so we can get out the kinks and and make it a really smooth transition if it's the right option because again it's all about it's not putting students someplace. It's actually providing the option that will get them to school. So trusty um priest said this earlier, right? We got to figure out why are they not coming and then we've got to adapt and do innovative approaches to get them to come to school. >> Thank you, Mr. Clappenbeck. >> I'm sorry, one other question. What happens with a struggling student? I am 8th grade. I am
217attending this new school, but I am struggling. What type of supports and resources will these students have? So, as we're refining the schedule, so I don't want to over speak about it. Um, but they would have a designated teacher that's checking in with them and then they they would be required to do in-person check-ins, right, on a regular basis as well. So hopefully um that approach and then would um be supportive and and having those conferences with parents and checking in but they have they would have access direct access to a teacher, right? And then the platform also will have built-in supports as well. Okay, great. Thank you very much. Any other discussion questions? Okay, hearing none. So, we do have a first and second for this. Uh, roll call vote, please. >> President Colon,
218>> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> no. >> Trusty Silva, >> yes. >> Motion passes 61 with Trusty Stevens voting no. >> Okay. Item number 13.1, adoption of resolution 2539, waiver request, variable term waiver, administrative services credential. >> Motion to approve. >> I'll second Stevens. >> Okay, we have a first and a second. Any other discussion? Hearing none. Roll call vote, please. >> President Colon, >> yes. Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item number 13.2, Two, ratification of the tentative agreement between Stockton Unified School District District
219and the Stockton Pupil Personnel Association Incorporated, SPA, for the 2025 2028 successor negotiations and approval of the required public financial disclosure forms assessing the agreement's financial impact. Is there a motion before we um we'll have the motion and then we can have discussion. Was there a report for this one or no? No report. There is a report. Yeah. Okay. Sorry. >> There's a report for Glend. Yes. >> Uh um Jay, would you come down? Yes. >> So, um Mr. Hurley is our director of labor relations. Good evening, President Cologne, Vice President Priest, Clerk Martin, Trustees, Dr. Rodriguez, and district community. My name is Jake Hurley. Mr. Hurley is still my father. I'm Jake. And uh I'm the district's director of labor relations and chief negotiator. and I've prepared some comments because I'd like to briefly
220describe the bargaining context that led to the agreement before you tonight. However, my comments are limited to what the district observed during the bargaining process and do not extend to the union's internal deliberations or decision-making. This successor agreement was negotiated over nearly a year, commencing in February of last year, with bargaining sessions occurring twice a month. Uh the union had representation from across its membership, including a speech language pathologist who served as a permanent and active member of the union's bargaining team. Without a doubt, this bargaining unit includes a broad range of classifications, professional classifications, each entering successor bargaining with different compensation histories, market conditions, and recent adjustments. Because of those differences, proposals that benefit one group often have a direct implication on other groups within the same unit. This dynamic is not new. It
221is a common feature of bargaining units that represent very diverse professional groups. Prior to successor bargaining, the SLPs or speech language pathologists had already received significant compensation adjustments through salary rebenching as well as substantial one-time payments. These payments and these adjustments were not available to other members of the bargaining unit. In that context, the union SPA brought forward a proposal to reallocate funds that had been initially contemplated for across the board and one-time increases in order to address what SPA had identified as other needs within the unit. Based on the course of negotiations, it was evident that the union advanced the proposal with a clear understanding that no allocation approach would address all of their priorities. The proposal at issue reflected the union's recognition that redistributing limited resources would have differing impacts across the unit
222and it was clear to the union and at that time that those impacts were understood. Ultimately, the agreement before the board this evening reflects the outcome of that bargaining process and was ratified by the union's membership in accordance with its internal procedures. It is understandable that some employees may feel disappointed or frustrated by aspects of the agreement, particularly where recent compensation adjustments have shaped expectations. Acknowledging that impact does not mean those concerns are invalid. Nor does it suggest that any party acted improperly. Rather, the agreement before you this evening reflects the inherent complexity of negotiating across diverse professional roles with finite resources and is now before the board for consideration as a duly bargained and ratified contract. I'm available for questions if you have them. >> Um, and I just want to add some data.
223Uh, thank you. That was a great speech. Um so when I started here uh 2023 I want to say 2024 we started with high 20s vacancies for SLPs. The next year I approached the union um to rebench the SLP salary schedule. In that rebenching um some of the column we eliminated a column we added some steps and some of the sales got a 22% increase. Right. We're offering right now 1.75 increase. The SLP's classification last year got a 22% increase in some of those sales. So in their proposal, the logic is taking that 1.75 that they would have allocated to the SLPs, the increase 1.75 equals X amount of money. That money then spread it to the other ones, the other classifications. Counselors did not get a 22% increase. Psychologists did not get a 22%
224increase. Nurses did not get a 22% increase. Those are some of the other qual um classifications within that unit. Um to do that rebenching, we did look at districts around the area and I know they quoted some salaries, but those are annual salaries. You cannot compare annual salaries. You have to go to the hourly rate. For example, Tracy, let's say I make $100,000 in Tracy, but I I work 200 days, eight hours. Let's say you make $100,000 in Stockton, but you work 187 days, 6 and 1/2 hours. That's how much our SLPs work in a day. 6 and 1/2 hours. Um, they're out there probably one of the highest paid uh specialties in uh in the district. I think BCBAS are up there, too. But in comparison to our teachers, a teacher that's been working
225here 24 years will make $20,000 less than an SLP that's been here 12 years. So there uh our our comparison in rebenching their salary schedule took into took into account all of those things and we brought them up pretty high. Some of those sales got 22%, some of them 17. And so that's why now with this agreement, the logic behind the proposal from the union was to well, they already got a a really high increase that we didn't get. Let's at least get that 1.75 and spread it with the other classifications. Hopefully that makes sense. >> I just want to be clear. Um, are you explaining this from the district point of view or you're giving us the union point of view? >> Well, that was a and so negotiations were a year almost a
226year long. Um, before successor negotiations is successor um we did the negotiations for the SLP salary schedule rebenching that got settled. They also got a $10,000 one-time um lump sum. That's why in this new agreement when the union proposed that um they also said they um to spread the $5,000 bonus that we're also offering. So um we know the logic behind it. That's why I'm I'm I'm saying what I'm saying because we originally proposed what we've been proposing with all the other units. But like Jake said, negotiations are complicated. um they're long and I this is an agreement that we came together um signed it and then they their members voted on it and ratified it. So now it's uh up to the board to ratify it. I I would like to just clarify that
227we don't speak for the union. Um so in my comments I wanted to make it very clear of what we saw at the bargaining table. I think the what's on the record is that the union with a very diverse membership took this to a membership vote and ratified it and that would be I would assume a simple majority or maybe a supermajority vote on their part. But what I can say is that the union has ratified this contract and presented it uh to us so that your approval would um seal the deal. So, just so I'm clear, because of their 22% and $10,000 lump sum last year, they did not get the distribution of the 5,000 and the 1.75. It was distributed across the board for all members, but not necessarily SOPs. >> Yes. And
228and to be clear, this was SPA's proposal and this was the rationale that they gave us in making this proposal. I just want to be clear. >> Okay. And then there there was a representation. I was just looking at the list of who signed. So someone on here who signed off was representing the SOPs. >> Yes. And the all the bargaining unit uh bargaining team members represent the entire unit and so Okay. Okay. I'm clear. Thank you. Okay, any other questions? >> I I guess I'm just still a little bit confused. So, what I'm reading is that uh retention bonus in the amount of $5,000 shall be issued to each bargaining unit member employed during during the pay period in which the salary increased. So basically employees that receive the $10,000 lumpsum payment pursuant will
229not be eligible for the 5,000 retention. >> Correct. >> Okay. Okay. Thank you. >> I have a question. In public comment, it was mentioned that um SLPs are a small minority within the bargaining unit. Do you know um I think you mentioned there was only one person who represented SLPs within the bargaining unit. What is the ratio between SLPs and other kinds of personnel in that unit? >> The rough numbers is I believe SLPs are about 10% of the unit. But the unit itself is a patchwork of different professions. And so I the observation that I made is when they negotiate a contract, they they've come before this board and and not been able to ratify a contract in the past, they they calculate the numbers. They have different professionals with different terms and conditions
230of employment and they got to get to a critical mass to um get to an approval um on their end. And so there are the SLPs are one of several uh groups um some of which are larger and some of which are smaller >> and they're the highest paid classification as SPA. >> Any other questions? I have a question. Um, for any reason this tenative agreement doesn't pass, what are the consequences? So what would happen is that you would send the district's team uh back to the table and we would be presented with the same challenge which is the limited resources as well as the need to find a combination of ingredients that the union could uh sustain uh a vote of approval on. And we watched this play out in real time. If you
231were to send us back to the table, I don't think the circumstances will have changed. Okay. Um, any further questions? Hearing none, I will go ahead and call for the vote. We need a a motion and a second. U motion to approve. Is there a second? >> A second. >> Okay, we have a first and a second. Roll call vote, please. >> President Cologne, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> no. >> Trusty Perez, >> no. >> Trusty Stevens, >> no. Trusty Silva, >> no. >> Motion fails three to four, but Trusty Donaire, Trusty Perez, Trustee Stevens, and Trusty Silva voting no. Um, I just wanted to say thank you, Mr. Hurley, for your explanation. Um, all right. We'll go ahead and move on to
232item number 13.3, approval of the new STA teacher on special assignment, TOSA, professional development and compliance job description, STA salary schedule. Do we have a motion? >> Motion to approve. >> Okay. Do we have a second? >> I second. >> Okay. Second from Perez. Any discussion? Roll call vote, please. President Colon, yes. Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. Trusty Silva, >> yes. >> Motion passes unanimously. Item number 14.1, approval of the vendor payments issued for the month of December 2025 as presented. Is there a motion? Motion to approve. >> Second. >> Any discussion? Roll call vote. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >>
233yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> I'm sorry. I got a I was doing two things at once. This is 14.1, correct? >> Yes, ma'am. >> Yes. Trusty Silva. >> Yes. >> Motion passes unanimously. >> Item number 14.2, purchase order board report for the month of December 2025. Is there a motion? >> Motion to approve and a second. A second. Stevens. Thank you. Any discussion? Okay. Roll call vote, please. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trustee Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 14.3, acceptance of the independent audit report for the 2425 fiscal year prepared by Crow LLP. We'll call up uh Mr. Willie Gutierrez,
234director of fiscal services to the podium. >> Good evening, President Cologne. uh vice president priest trustees uh Dr. Michelle Rodriguez uh I'd like to uh actually uh say that our 2425 audit has been completed. Uh here today is uh Jen Eris and uh Tori Joel from Crow that will present the 2425 audit report. >> Good evening. Thank you for having us here to present the audit this evening. We don't have a presentation. Nope. We will keep this brief because it's good news. Uh which everyone always likes to hear. Um we are engaged as the independent auditor and we are actually uh engaged to issue four separate audit opinions. The first being on the financial statements, the second being on internal controls over financial reporting. A separate audit report is issued for state compliance procedures. And
235then lastly, we issue a report over federal uniform guidance procedures. Uh we perform all of these audits using a riskbased approach. Uh we work with management throughout the process, perform a lot of interviews, um perform a lot of control testing, substantive testing all throughout the year. If you were to ask management, I think they'd say we're we're here all year. Um and so through that process we follow the standards under both the generally accepted audit standards as well as governmental audit standards which are a bit more stringent. Um we uh confirm our independence throughout the process. So beginning of the audit throughout the audit and then at final issuance. This year was a a bit um interesting from a new accounting pronouncement standpoint. There were two new pronouncements that were impactful to the district. uh
236the first being related to the recognition of compensated absences and that liability at the uh governmentwide reporting level. And so I just bring this to your attention because if you look at the first statement within the financial statements, you'll see a restatement amount. Uh and so the the restatement is really um not of any error of the district, not because there was any sort of problem. uh the accounting pronouncement requires that you recognize that standard as if it had always been in place. And so uh just simple accounting to kind of catch up, if you will, to this new way of accounting for compensated absences. Uh throughout the audit process, we pay particular attention to areas of management judgment or estimate uh to ensure that there isn't bias or um you know other uh other
237ideas in place, if you will. Uh very happy to report that throughout our audit procedures this year, we did not identify any audit adjustments. So, no corrected misstatements or uncorrected misstatements, meaning that the financial information that was given to us to perform our audit procedures was found to be uh materially correct or accurate. Um, page 90 of the audit report, if you happen to be looking at it, uh, gives you a nice summary, if you will, of our audit opinions that I mentioned at the beginning of our discussion. Um, we did issue an unmodified audit opinion as it relates to the financial statements or a clean audit opinion. That's the highest level of assurance that you can receive. Uh Tori will go over some of the findings that we did have through the audit process
238which are very minor. Uh we did not have any material weaknesses or significant deficiencies. So again, great news. Uh we did audit three separate federal programs specifically and so those are listed out for you here. um and but had a clean opinion over the federal audit. And then as I mentioned, there were just two minor findings um from a compliance standpoint that Tori will go over for you. Thanks, Jen. Yes. Uh so to Jen's point, both findings that we identified are related to state compliance. So after this summary on page 90, you'll be able to see those listed out on pages 93 and 94. uh one of those is over independent study which is a repeat finding from prior year but if you look at the details of that you can see that the fiscal
239impact is significantly less. Um so that was identified as a deficiency rather than a significant deficiency or material weakness which is all good news and also really emphasizes management's you know commitment to improving those findings there. And the other one on page 94 is related to immunizations. Um again, that fiscal impact is about $9,000. So that was identified as a deficiency. So all good there. Yeah. So uh just to summarize, you know, an unmodified opinion, uh no significant findings. Um the audit report was completed and filed timely. Uh so very much grateful to management, uh which is not just the business office. It extends through uh many departments throughout the district all the way out to the school sites. Um attendance clerks, you know, really it's it's kind of an all hands- on deck uh
240approach to get through the audit. So, um just want to extend our appreciation and acknowledge the positive results for this year. Can we get a hand clap for that? So the district currently is high-risisk designation through the state. So last year with the strides that we made, we were able to remove the high-risisk designation at the county level. Um what we're required to do for the state is to have that two years in a row. So this is another check on that. Um, so at the beginning of this year there were seven in total. Technically six because number seven was we can add more if you want if they want to. So there was six things that we had to fix in order to be able to get out of high-risisk designation for the state.
241We fixed four of those by the beginning of this year. This is number five. And then um we just have to have another clean FPM like we did last year. and by the spring we will be out of high-risisk designation for the state. So, thank you to business services for the work um and for being um on time. So, all right. Thank you. We'll move along to actually >> Oh, no. Yes. We need to vote. Yeah. All right. Let me call for the motion. >> Motion to approve. I'll >> second. Stevens. >> Okay. Any discussion? All right. Hearing none. Roll call vote. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> absent. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty
242Silva, >> yes. >> Motion passes 5-0 with Trusty Donaire being absent. six, >> excuse me, 6 with trustee Don Air being absent. >> Okay, thank you. Um, moving on to 14.4, approval and adoption of resolution 2534, annual developer fee report and 5-year findings. Is there a motion? >> Motion to approve. >> I'll second. Any discussion? Okay. Hearing none. 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 14.5, approval to purchase multicarrier hotspots through Universal Networks Services LLC for the Technology and Innovations Department. Do we have a motion? >> Motion to approve. >> A second. >> Any discussion? Roll call
243vote, please. President Colon, >> yes. Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 14.6, approval of the deductive change order number one for the Stag High School agriculture mechanic shop renovation project. Bid number 24.043. Is there a motion? >> Motion. >> Second. >> The motion first by clerk Martin, seconded by Trustee Silva. Any discussion? >> Roll call vote, please. >> President Colon, >> yes. >> Vice President Priest, >> yes. >> Clerk Martin, >> yes. >> Trusty Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Stevens, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.7, approval of notice of completion for the Stag High
244School high school agriculture mechanic shop renovation project. Bid number 24.04. 043. Is there a motion? >> Motion to approve. >> Second. >> Okay. Um motion by VP Priest and uh Trusty Perez. Seconded. Any discussion? >> Roll call vote, please. >> 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. Item number 15.1, student expulsions C12. Is there a motion? >> Motion to approve. >> Second. >> Okay. Uh, 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, >>
245yes. >> Motion passes unanimously. Okay. Item 17.1, adjournment. And I will adjourn this meeting at 10:10. Thank you everyone. Have a good night.