November 18th, 2025 SUSD Board Meeting at 4:00 pm

001and opinions. I have been planning >> [music] >> Testing. Testing. I think They are >> how are you? Um What's your Hello. That's great. Oh, I guess. >> All right. Thank you. I appreciate it. Bye. Yeah, I got you. I got you. What do you want? like You know, we thought You're going to be That's right. I haven't Good evening, sir. >> Hi. How are you? >> I'm good. attention. May I have your attention, please? Whoever owns a white Tesla that is parked in a board parking slot, can you please move your car to a new parking slot location? We'd greatly appreciate it. It's a white Tesla parked in a board parking slot. Thank you. That is super dangerous. There's a hole there where my heel could get right in that hole right there. That

002was a bit of fun. >> Good morning. I was almost late, but no, I made it. I made it in time. How was that Marshall? >> We have three minutes until our board meeting will start. >> Is she here? >> Um, yeah, it was fine. We were at Marshall with the training with um and uh >> it was good. I was just worried I was going to be late here. The parking's awful over there. >> The parking during the day in Marshall. >> Come on, partner in crime. >> Oh my god. How was your day? >> Crazy busy. >> I feel that way, too. Yes, he needs something. So, I talked to him last night at the meeting and so he has the actual registration. What we don't have insurance. We'll start our board meeting

003in approximately one minute. >> Oh, okay. >> That works. >> Yeah. I mean the issue that >> see it 100% is [music] >> thank you all for joining our board meeting. I would like to call the meeting to order at 400 p.m. and move on to uh Evette who will read the language under public content. Thank you, Madam President. In order to help assure compliance with the Brown Act and in order to make our board meetings more effective and more efficient, trustees will speak only when recognized. 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

004and 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, which is 132. We ask that members of the public do not stand along the side of walls or block the walkway. Anyone standing up during the meeting will be asked to take a seat. If they do not comply, they will be asked to leave. Any accredited news media representative who is standing will have a press credential clearly visible. There is a podium positioned in front 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

005safety, people may not line up behind the speaker to wait their turn. We want to give the person at the podium the time and respect they deserve. Each speaker will be allowed 3 minutes. Attendees are not allowed to enter the area past the table where board members are sitting. No profanity or obscinity. During the board meeting, if there is a disruption, the board president or designate will give a verbal warning to the person or persons causing the disruption. If the disruption continues after the verbal warning, the individual or individuals will be asked to leave or be removed from the premises for the remainder of the board meeting. After the meeting is concluded, we ask community to clear the lobby area in a respectful manner. Back to you, Madam President. Thank you so much, Evette. Moving

006on to item 1.2. Roll call. President Stevens, >> present. Vice President Colon, >> present. >> Clerk Daire, >> present. >> Trusty Martin, >> present. >> Trusty Perez, absent. Trustee Priest, >> present. >> Trustee Silva, >> present. Board Representative Kiana Labou. She's running a little late. Board Representative Jackson Brooks >> present. >> Thank you. Back to you, Madam President. Uh, Trusty Perez just walked in. So, can we go ahead and mark her present? >> Noted. Thank you. All right. Moving on to item 1.3. Student board representative. Miss Labou is uh running a little bit late, so we're going to move on to uh Mr. Jackson C. Brooks, Pacific Law Academy, 12th grade. Thank you. Uh starting off, Pacific Law Academy, they play second Mesa Quiz Bowl and with a competition coming up on Thursday. They're having

007their November spirit week and they started selling tickets for upcoming winter formal. SECA had their annual volleyball game on November 5th and they had a movie night on October 30th. Merllo has their had their third annual fall festival and they're having a parent night for seniors describing key senior deadlines, their financial aid and FASA/C California Dream Act. Weber had their lunch on the lawn and their students went to Stannislaw's Fresno State and UC Berkeley. They're starting their eighth grade recruitments on November 19th and the PBIS team celebrated freshman and sophomores for high intend high attendance rates. and Skills USA had 76 students registered for a regional competition. HCA for HCA students attended the CTE showca showcase. Their counseling team had started their seven habits of highly affected teens groups with 9th grade students with the

008medical resident guest speaker. And their age students attended the area leadership conference where they won five first place, one second place, and four third place. Thank you. >> All right. Thank you so much. [applause] I would like to move on to item 1.4, student honore, Mr. Mario Neto Flores from Weber Institute. [applause] I would first like to call up his principal to the podium first. And Mr. Flores is everywhere that we are. I mean you would think that he was an elected board member because every event that I am he is there working um doing hard work for the district. So thank you for all the hard work. >> Yes. So I am introducing someone like you said who doesn't need an introduction. Uh but good evening president board members superintendent and cabinet. Um again

009I'm Osman Zarif principal Weber Institute and it's my privilege to introduce Mr. Mario Neto Flores, an exceptional senior in our health academy and [clears throat] uh at Weber. Mario has distinguished himself through his commitment to academic excellence, his active involvement in multiple stock unified internships as well as medical internship that has provided him with hands-on experience in clinical and operational healthcare environments. His work has included conducting analysis projects, supporting medical simulations, and demonstrating [clears throat] strong professional skills in a world setting. Throughout his time at Weber, he's consistently shown reliability, maturity, and a dedication to pursuing a future in the healthc care field. His contributions to the district and Weber reflect the qualities of a responsible, motivated, and capable young man. It is my honor to present to you Mr. Mario Neto Flores. [applause] Thank

010you, Mrs. Reef. Um, good evening, uh, President Kath Stevens, board members, and Superintendent Dr. Marshall Rodriguez and cabinet. My name is Mario. As very well given by my principal, Mrs. Reef. Um, as you may know, I go to Weber Institute of Applied Sciences and Technology. I want to thank you all for allowing me the opportunity to share an update on the work of our school, which has been done this year. Today, I'll be focusing on these five components, which are family engagement, student involvement, plus Weber sore/5ar, and district collaboration. Starting with family engagement. This year, Weber Institute has planned a strong emphasis on creating meaningful connections between our school and our families. One of our greatest events was a fall festival where we invited families, students, alumni, and community partners for an evening of activities,

011food, and club fundraising. We also conducted analysis through our social media engagement tools to understand turnout patterns and identify what families enjoyed most. We also continued our tradition of lunch on the lawn where parents and siblings were welcomed to campus to spend lunch with their students. These events helped strengthen relationships and ensure families feel connected to their students school involvement. Another important event was our senior night where families met with one uh seniors were met with teachers discussing graduation requirement, college opportunities, workshops, financial aid, and upcoming senior activities. We also held our arena conferences which families met one-on-one with teachers which discussed their grades and opportunities for parents to speak directly with teachers in an opening setting to discuss academic standing and improvement. Through these events, Weber Institute continues to foster transparent communication and meaningful

012family school partnerships. Moving on to student involvement in campus life. Student involvement continues to grow across all grade levels. Earlier this year, we hosted our hollow bash, which is a ASB planned event created to encourage school spirit and help students enjoy a memorable high school experience. We also plan implemented fun Fridays, weekly campus activities designed to increase student connection and create positive school culture. Additionally, our spirit weeks saw high participation. students consistently engaged in dressup themes, lunchtime activities and competitions distributing contributing to wrong uh to strong sense of school pride. Our clubs have also played a major role in school involvement. For example, one of our clubs being key club continues to expand its impact. Club members have participated in community service events not only in Stockton but across multiple counties attending conferences, senior uh

013service projects that support their professional development. And moving on to Weber Skills USA which has grown significantly since uh 2023 whereas roughly from last year we had roughly around 50 participants for our regional competitions whereas now as mentioned with our student um representative 76 students are now uh moving or doing competitions for this year's term. Uh reflecting an increased student leadership and engage engagement. Our college club has been organizing field trips for our students across grade levels, helping fresh uh freshman, sophomores, and junior juniors and seniors explore potential college pathways early and meaningfully. Moving on to our plus program in our five-star with uh Soore Weber Institute has been actively involved in our plus program focusing on peer leadership and student voice. Our plus team has been conducting forums for freshman and sophomore, but we

014will continue uh conduct holding forums for juniors and seniors, including our medical assistant program seniors. We we have completed trainings with Miss Jillian, the district plus director, and recently participated in a leadership event designed to train elementary plus students so they can effective so they can run effective forms at their own school sites. Under the Weber sore and five-star category, we are proud to of several uh student accomplishments. For example, one of our MA students has already been offered a position at the clinic pending his uh age eligibility. We've also have uh we also expanded our medical assistant internship sites like we've gone recently gotten a partnership with uh Sutter's Hospital and other major Stockton locations. Our program continues to grow each year with stronger clinical opportunities. Several students have been uh received uh early

015college acceptances particularly in CSU campuses and many more awaiting responses from uh UC schools. Students have been successfully obtaining jobs and completing dual enrollment college courses demonstrating their commitment to both academics and workforce readiness. In addition to health uh pathways, our teaching our technology academy students have participated in internships including a inter a partnership with Congressman Josh Hart's office. Our automotive academy continues to grow its com uh community in connections as well, partnering with local businesses for hands-on learning experience and work experience. These opportunities demonstrate that Weber prepares students across allmies to be college and career ready, community engaged, skilled, professional, and empowered for our district collaboration and invitation. We also want to highlight our growing collaboration with the district. We like we would like to formally invite you guys uh the board sorry and

016district leadership to visit our campus for upcoming studentled uh events including our skills USA competitions as well and academy showcases. While data is important, we believe seeing our students in action provides a deeper understanding of learning, leadership, and professionalism happening on our campus. We also encourage the district to stay connected with our updates by following our social media post at Weber.dragons and Weber Institute counselors on Instagram. We uh use these platforms to highlight student success, promote events, and strengthen uh communication with the community in all areas, family engagement, student involvement, leadership development, and district collaboration. Weber Institute continues to grow and strengthen its impact. Our goal is to build bridges between students and their peers, between ca families and our school, between Weber and the district, and between our students and the larger community. Thank

017you for your time, and thank you for supporting the work we do at Weber Institute of Applied Sciences Technology. [applause] >> Mr. Flores, before you go, we do have a certificate that will be presented by your trustee, trustee Donald Daire. Mr. Zarif, if you can come up and Mr. Flores, do you have any family members with you tonight? >> Okay. No. Okay. No worries. >> Where your family, Mario? >> Right here. We're right here. >> There you go. >> She's such a good kid. >> That's right. >> He's like a funny, too. were the ones where the candy. [applause] It's always exciting seeing and hearing that our young people are doing really amazing work um not just at school but also in the community as well. Um and leaning into that same vein, I would

018like to move on to item 1.5, our BSU presentation by Mr. Tariq Muhammad who is the Edison BSU advisor and also a candidate working on his doctorate. So we would love to call you guys up for your presentation. Yeah. Your whole crew. [applause] Yep. I can start. All right. So, hello. My name is Deshan Amy. I'm a Edison High School student. I'm also the BSU president at Edison High School. So, first I'd like to just thank you guys for allowing us and taking the time for us to speak. Um, President Stevens, the board members, and our newly elected board member, Patrick Martin, and the superintendent. So, last month, BSU, Edison's BSU was blessed to attend an H.B.CU CU tour in which we visited six different universities across Atlanta and Alabama. I'd like to start off

019by thanking my mom, Karisha Boy, for advocating on behalf of all African-American students to have opportunities like this and to SUSD for making history by sending African-American students for the first time on an H.B.CU tour. Also, African the African-American parent advisory committee and the parent advisory committee. Um to my principal, Dr. Gan, and his secretary, Miss Elas. And then shout out to the whole e-House staff, especially our adviserss, Mr. Muhammed and then Miss Mitchell. So, one of the first things I want to start off with is that we were recently able to attend a lecture by Dr. Cornell West who said, "Education is about soul shaping and transformation. It's about consciousness raising." And I really do feel like his words embodied our trip and our experience. Next slide. So, one of the first one the

020first universities that we visited was Morehouse College, which I was really excited because that is my dream college and that's why I do have a Morehouse hoodie on. Um, one of one of the famous graduates also known as a Morehouse man was uh Dr. Martin Luther King Jr. and he said the function of education is to teach one to think intensively and to think critically. Intelligence plus character. That is the goal of true education. It felt power. It felt powerful to see black people everywhere teaching classes, running departments, working on professional jobs, owning businesses, and shaping the whole campus culture. This was different from what I'm used to seeing in Stockton. And being on these campuses showed me a new level of black success and leadership. And it also opened my mind to bigger possibilities

021to for my own future. >> [applause] >> Hi, my name is Jocelyn and I'm the vice president of BSU. I want to start off with the quote by Alice Walker who is a Spellman graduate and the author of The Color Purple. I believe that education is the door through which we leave the limitations of our lives behind. I personally took away from this this trip was the was realizing that I want to apply for colleges out of state mainly Morris Brown and Spellelman. I really liked Morris House because of this their resilience and their history behind their school and I loved Spellman because I love their womanhood and their empowering environment. Overall, traveling opened my mind to new ideas, new environments, and new role models, especially in the black community, especially black women. One lesson

022I'll always remember is the Spellman's motto, which is Spellelman women do not walk on grass because they do not cut corners. It was such an empowering education they hold. I mean, expectation they hold, and it encouraged me to want to put that into everything I do, big or small. Thank you, >> [applause] >> All right. How are y'all doing? >> Good. Good. >> Good to hear it. Good to hear it. All right. Next one. All right. All right. My name is Gile Thomas. I am BSU's treasurer. And before I get into it, I want you guys to look at the pictures of us putting our hands on that statue's head. That is a statue of Web De Boy, one of a very influential person in African-American history. And we are putting our hands on his

023head and rubbing it because they say if you put your hands on his head, you can gain knowledge and uplift your consciousness. And then we also have a quote by him which states education is that whole system of human training within and without the squos walls which molds and develops men. And now I want to read off my personal thoughts on the trip to Clark Atlanta and the trip to Atlanta as a whole. Education education doesn't just happen in the classroom. Traveling teaches you lessons you can only learn by seeing the world for yourself. Being in new cities, meeting new people, and walking through historic historical H.B.CU campuses we wouldn't we would have never known about. This trip helped us grow, think bigger, and understand that learning can come from anywhere our feet plant us.

024Thank you. [applause] >> Hello, [snorts] my name is [clears throat] Elijah Usher. I am a member of BSU. Um first could have this dislo changed first. >> Um the next university that we went to was Tuskegee University. And I'm going to start off with a quote from the founder Ricker T. Washington. Education is the key to unlock the golden door of freedom. And Tuskegee was founded right after slavery and taught black students the power of industrial skills, building businesses, and creating a world not dependent on white society. [snorts] Graduates left Tuskegee with strong knowledge and hands-on skills, which helped many black towns in the south grow and even rival nearby white towns. [snorts] The spirit of independence and self-building is something that the black community still needs today to face new challenges. Thank you. [snorts]

025>> [applause] >> Hello, my name is Gabriel Irving. I'm a part of the Black Student Union at Edison High School and the H.B.CU tour has done many things for me. I can confidently say attending this trip has pivoted my the trajectory of my life as a student. Tuskegee was a college that instilled in me the drive and the intention to further my education. past my senior year, rather than my previous perspective of being anti- college for my own personal reasons, it has turned my focus onto the pursuit of my own academics. Thank you. [applause] >> Um, good even good evening board. My name is Kamani Orin. I am the secretary of >> what? Okay, I am the secretary of Black Student Union. Um, I'd like to end this off with Morris Brown College, which I

026strongly believe is one of the, if not the most resilient colleges in the US. I'd like to start this off with a quote from Web Dubois. Progress is human affairs is more nearly dependent on education than any other force. Our HBC h our HB.CU trip showed us what Web Dubois meant when he said progress depends on education. Morris Brown itself was the first college in Georgia fully run by African-Americans. In 2002, it lost accredited lost full accreditation and for 20 years straight, the teachers at Morris Brown College worked for free. Um, it later 20 years later gained back the accreditation and is now supported by major companies. Um, I myself would have never been aware of this fact if not for the H.B.CU CU tour, especially as a student from Stockton, California, where I strongly

027believe African-Americans are strictly misguided. Thank you. [applause] Next, I just like to say thank you for allowing us to come and speak about our trip. And then also that we hope to see more opportunities like this for African-American students. And also thank you to the community members who help support stakeholders and educators. Thank you. [applause] >> All right. Thank you all. Mr. Muhammad, did you want to have anything to say? >> I'd like to just uh also echo a lot of what our young people said today. Um it this year so far has been a very special year with this special group of students and there was about 14 more that we had as well um that weren't able to be here today but they were very present on the trip. Um it was a

028beautiful beautiful trip. Uh they were so engaged. Uh that's what we were hearing a lot of from the touring company that we went with. They were just so enamored about how engaged these young people were, how, you know, interested they were in everything that was happening. And it really, really showed me, I got to see firsthand, you know, again, I was reminded about what seeing the world does for our young people. We I'm in the classroom with them every day. We all are as educators and we teach them. We give them all of this intellectual and theoretical knowledge, but when we take them out into the world, it's like finally we're taking all of those uh all those seeds we cultivated and taking it out into the sun and we can see it grow. We

029see their eyes open up. We see the light come on. We see just the subtleties of realizing just uh how amazing and beautiful this world is. And they sometimes don't know that, you know, just being in the confines of where they're from. And it's it's truly a beautiful thing when you don't only have to talk to them and teach them about the Michelangelo painting, you can go and show it to them, if you get what I'm saying. And so I'm just thankful that this school district was able to provide us with this opportunity. And I'm thankful that this support is here and that it's going to continue to come. And we're going to continue to, you know, water these seeds and watch them grow. >> [applause] >> Thank you all so much and we look

030forward to hearing from you all again. So don't be strangers. All right. Oh yeah, let's get a group photo with your representative uh Miss Perez and then the board will stand behind you all. Everybody, two and three. One more. One, two, and three. And one more. One, two, and three. [applause] Super [snorts] [clears throat] because it's so important to see. All right, moving on to item 1.6, oral suggestions. Abby will announce the number of public comments and request each person provide their public comment in the order they were received, and Christina will be the timekeeper. Trustees, we do not have any comment cards for item 1.6. Thank you. Item 1.7, public I'm sorry, public employee dismissal and discipline. Do we have any cases to hear, Miss Smith? >> We do not. >> Thank you. Moving

031on to item 1.8, 8. The board will consider in close session items listed by Vice President Cologne. Okay. Good evening. Item 2.1 public employee appointment certificated government code section 54957 retirement recent employment offer appointment 2.2. Public employee appointment classified government code section 54957 resignation recent employment offer appointment closed positions. 2.3 public employee discipline dismissal release 2.4 Four, conference with legal counsel, existing litigation, government code section 54956.9D1, student versus Stockton Unified School District, O AH, case number 2025 070322.5 Conference with legal counsel anticipated litigation significant exposure to litigation under subsections D2 and E3 of government code section 54956.9 a potential case claim number 65556 2.6 student expulsion C6 2.7 student expulsion C8 2.8 8 student expulsion C9 2.9 Stud student expulsion C10 2.10 student expulsion CC7 Thank you. Item 1.9 the board will now recess to

032close session. >> [music] >> tiny temp [music] so we had to try to find this >> [music] >> I can't. [music] Heat. Heat. N. [music] Heat. [music] [music] [music] Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> You got a lot of pictures. This time we found the answer. When creativity and AI merge, every [music] gap is gracefully bridged. sub projects, dual timeline editing, source and timeline preview editing, and your favorite features. Filora gives you the freedom to [music] immerse fully. >> Okay. Okay. >> So, um there was some activity but um I didn't it was so we called it but it was service around >> but it said it was >> it was yeah >> somebody else. So we're going to talk to Yeah, when I read it, I just like I was

033like, "Okay, so >> that's how you get Okay. What do you want me to do? Let me let me right now. >> But I have it on Oh, Melinda, can I give you actually um $15 right now? >> Yep. I'm like, somebody gave them to me and I was like, >> yeah, for sure. Yeah. >> Yeah. I had Right. >> But it was funny because they told >> he actually turkeys. Oh my god. house. >> Is that Oh, >> that's not bad at all. Yeah. But you know, it's my husband Mexico City. >> Oh, that's super cool. >> [music] >> by the cartel. And then I guess somebody like this. So yeah, they're like writing on TV. >> Don't be trying to go. >> [laughter] >> You're on vacation. [laughter] >> Are you looking forward

034to >> Oh, wow. >> The district is closed, but >> they taught us how to like shoot. We were at their training with like And then also taking photos at the same time. Put that down. >> Shoot. Which one was shooting with the wrong one? [laughter] >> Sorry. Get up by yourself. >> And this is so dangerous. >> It is. That's crazy. That's pretty cool though. You probably have some more stories. >> Never went to war. Thank God. Yeah. A lot of fun training with I mean, grunts. >> I went through the I did a story on the the engineering school. the combat engineer. So I blow stuff up. >> So the whole school, learned all what they did and we did blow stuff up. >> That's cool. >> Yeah. >> And I kind of

035integrated with the Japanese military. [snorts] >> Oh man. Yeah. That' be so cool. >> I'm going to test some training. We're going to get chair you [laughter] guys. Don't get hurt while you >> super relaxing. Almost too deep. It's like if you go in there. Sounds good. >> Yeah. Once I get together, >> are you going to Chapala and it goes all the way, right? >> Yeah, it goes all the way to I'm like, so we're going to there's like a super nice spa there that have like thermal water. I was at the little town called it's on the side right as soon as you cross I think it's the first town >> we did a story I'm trying to convince >> you to differenti Just like the social like the water kind of like

036the boat rides >> you have that is that >> noselves a package like >> a tourist package. [laughter] recognize your eyes. >> Oper, [laughter] the museums, >> there's a place called there called place. >> I don't believe in all that. You know, rub a stick on somebody to make you feel better. But the way they do there is amazing. You go there and like complete cleanse of your body. >> It's crazy. >> Bring me a soda. >> All right, guys. But it does What's the name? Here we go. Put it right here. Put them right here. >> [music] [music] >> Come back. [music] It's here at the new party shop in Michaels. Discover hundreds of new party supplies, plus [music] [music] a hit from the >> [music] [music] >> Heat. Heat. >> [music] >> Hey,

037[music] hey, hey. [music] All >> [music] [music] >> right. [music] >> [music] >> Heat up >> [music] [music] >> here. [music] Heat. [music] Heat. >> [music] [music] >> Heat. [music] [music] Heat. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] Heat. [music] [music] Heat. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Ah, [music] hey. [music] Heat. Heat. [music] Heat. [music] Heat. [music] Heat. [music] Heat. [music] Heat. [music] Heat. Heat. Heat. [music] Heat >> [music] [music] >> up [music] here. >> [music] [music] >> Heat. Heat. >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] Yeah. [music] Heat. [music] Heat. Heat. [music] [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. Heat. [music] [music] Heat. All right. Thank you all for joining us for our

038board meeting. I would like to go ahead and reconvene back to public session and Evette will read the language under public content. Thank you, Madame President. In order to help assure compliance with the Brown Act and in order to make our board meetings more effective and more efficient, trustees will speak only when recognized. Trustees who speak on a topic other than the agenda item currently under consideration will be out of order. Board meeting protocols. The safety and decorum of the school board meetings are important to Stockton Unified School District and the community. SUSD promotes the public's right to free speech and we want to make sure that all community members, parents, and students are able to participate in a safe environment. We want to ensure all commu community members have a seat during the board

039meeting. We will have the maximum number of chairs allowed per fire code, which is 132. We ask that members of the public do not stand along the side of walls or block the walkway. Anyone standing up during the meeting will be asked to take a seat. If they do not comply, they will be asked to leave. Any accredited news media representative who is standing will have a press credential clearly visible. There is a podium positioned in front of the first row of chairs. No one other than the person who is speaking may be at the podium except for a guardian, administrator, or a 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

040will be allowed 3 minutes. Attendees are not allowed to enter the area past the table where board members are sitting. no profanity or obscinity. During the board meeting, if there is is a disruption, the board president or designign will give a verbal warning to the person or persons causing the disruption. If the disruption continues after the verbal warning, the individual will be asked to leave or be removed from the premises for the remainder of the board meeting. After the meeting is concluded, we ask community to clear the lobby area in a respectful manner. Back to you, Madam President. Thank you so much, Het. Moving on to item 4.1, Pledge of Allegiance, led by Mr. Jackson Batch and Mr. Michael Gonzalez, Jr. Chavez and Stag football players. [applause] >> Good evening, folks. May you please rise

041and remove your hats as we salute the flag. >> 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, with liberty and justice for all. >> Thank you. >> We're going to ask you to come on back. Come on back to we're going to ask you to come on back to the podium. We know that there was a fierce rivalry between the Stag and Chavez high school players. I was at the game. Can you tell me a little bit about your experience and what are you guys looking forward to for uh football? >> Yes. Uh I was I was there. I wasn't playing unfortunately. I had I broken my leg a uh couple weeks before that in practice,

042but it was it was an intense game. It was expected to be a really really big game and in which it was it um it was it was um it was very impactful for both teams. There was a lot of talent on the field and we Chavez just was able to execute and make the least amount of mistakes and we're looking forward to it to a great year next year and we're losing some players but we're gaining some players. So that's it. >> Sounds good. So we have a certificate that we would like to present to you. Do you have your team with you? >> Uh not tonight. I have my father, which is one of the defensive coaches. >> All right, come on up. [applause] >> And I The rest of your team is

043coming on up. >> [applause] >> going to have a few words by uh Principal Sanchez from Chavez High School. So, any opportunity I can to brag on my kids, I'm going to take that opportunity. So, I'd like to say that Mr. Batch, who you see before you, has a 4.5 GPA. >> [applause] >> So, at Chavez, when we say student athlete, we mean student athlete. I am very proud of my boys and the way they held their head up high. I'm very proud of our community and how we came together. We had over 3,000 people at this game that had paid entrance. So, that didn't include the senior families. That didn't include um special guests. There were a lot of people there. and Stockton represented themselves well just like our team represents themselves well. So

044I want to recognize Mr. Batch who upholds the character and the Chavez way which is the expectation of our school. Um and if you were at the game you might have been tested on the Chavez way because we live and die by the Chavez way. The other thing that our football team is extremely committed to is the idea of this is for life. So yes, we are football players, but we are in this game for life. So we hold our head high. We live with respect, integrity, and we do well both off the field and on the field. So just want to give a little humble brag on my friend over here who's a great representative of our team. Thank you. [applause] Good job, Chavez. All right, moving on to item 4.2, action taken in

045close session by Vice President Cologne. Okay, good evening. Item 2.1, public employee appointment certificated, government code section 54957, retirement, recent employment offer, appointments closed positions. Board motion to approve unanimously. Item 2.2, public employee appointment classified, government code section 54957, resignation, retirement, recent employment offer, appointment, closed positions. Board motion to approve unanimously. [clears throat] Item 2.3, public employee discipline dismissal release. Board motion to approve one substitute dismissal 6 with one abstension from Trusty Priest. Item number 2.4 4 conference with legal counsel existing litigation government code section 54956.9D1 student versus Stockton Unified School District OAH case number 2025 board motion to approve unanimously item 2.5 conference with legal counsel anticipated litigation significant exposure to litigation under subsections D2 and E3 of government code section 54956.9. Um, board motion to reject claim number 65556. Thank you, Vice President

046Cologne. Item 4.3, order of the agenda, and Abby will read the oral announcement. This is the opportunity for the board of trustees to make any changes to the order of agenda. Otherwise, the order of agenda will be as published. >> Is there anything that we're pulling from our rearranging on the agenda? No, that's that's consent. Sorry, that's okay. You're good. Yeah. If not, is there a motion for the order of the agenda? >> Motion to approve. >> All right. I second. Oh, second by Perez. Any discussion? Hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Thank you. Item 5.1,

047oral suggestions and comments from the community regarding open agenda items. Abby will read the number of public comments and request each person provide their public comment in the order they were received and Christina will be the timekeeper. >> Trustees, we do not have any public comment cards for item 5.1, but I do want to bring to your attention that we have several public comment cards for public hearing items and we'll address those cards when we get to those items. >> Thank you. >> Item 5.2, oral suggestions and comments from the community regarding non-aggenda items. Abby will announce the number of non-aggenda item public comments and request each person provide their public comment in the order they were received and Christina will be the timekeeper. Individual speakers shall be allowed three minutes to address the board.

048The board shall limit the total time for public input on each item to 20 minutes. Trustees, we currently have nine common cards for item 5.2. The first common card is from Miss Sylvia Cantou regarding AUP Google form. Hello. On April um excuse me, on October 14th, 2025, the director of curriculum and instruction and professional development did a I Ready overview. And on there it she explained how the goal one was every child by the end of third grade will read and comprehend at the professional proficient level. And goal two was every child by the end of nth grade will demonstrate mastery of algebra concepts and application. And also we use I ready to reclassify students. [snorts] So on October 30th, I received an email regarding that students who did not have an acceptable use policy

049AUP that plan after October 27th will not be allowed to have internet access and teachers will have to provide hard copy learning materials. So recently I've been making hard copies for unit tests, math test, but how do you make a hard copy for the I Ready path, the ELA and their math? So, I've had currently five students um two are um special ed and two are ELELS's and that we're going to be taking the diagnostic test in December. So, this week we would have been practicing. So, I have so I had about I would say the average about 18 kids that were off. So, I've been working hard with the school. We've been working hard and getting these parents, but some of their goals on their SSTs will specifically say that they have to use

050their I Ready path, but they're not allowed to. I don't understand how we're not able to use um hard copy. We used to have an art copy just for the Google classroom itself. My next concern um on November 3rd um question number nine on ask Dr. Rodriguez. Someone put in hello with the new copy machines I've noticed it shows a cost on the screen. For example, I needed to print 100 copies and it said it cost $10 and my crew charges to my account for making copies. The answer was after a few months, the team will review the usage data to determine where their limits need to be established. Well, that's kind of biased because we're making a lot of copies because it all goes back to the root. Most of these teachers are making

051copies because we have kids that don't have access to benchmark, that don't have access to Ready, the math curriculum. So, we have to make hard copies for that. So, of course, our numbers are going to be very high. And in that case, I'm trying to say is that's kind of looking at go, "Wow, look at all these teachers making copies. We have to put a limit." Well, think about why we're making copies. So, I just want to make sure that people understand that to this day, we have a lot of kids that are off the internet currently. Thank you. [applause] Thank you. The next six common cards are regarding TK meal time. for speakers. Miss Cadella Warren. [clears throat] >> Good evening board members. My name is Cadia War. Thank you. I am here to

052speak to you guys from the heart about why our TK students should not be eating in the classroom. And I'm also here to speak about the 6.5 consent item. Our TK classrooms were never designed to be cafeterias. When our little ones eat in the classroom, food ends up on the floor, on the carpet, and all over the learning materials. And it's heartbreaking to watch the flies, which we have a lot of them in our classroom, land on their faces and on their food when they're trying to eat. This is not the level of care our students deserve. We also don't have the sanitation supplies or the time to properly clean for the 24 TK students that are going to be eating. The TK instructional minutes are different from preschool. This is not preschool. This is

053TK. We cannot stop teaching for 20 to 30 minutes to deep clean a room after breakfast or lunch. This means spills and crumbs stay on the floor and the table stay sticky and the flies stay in the classroom while instruction continues. It deeply impacts our learning. Our families trust us. For many TK sudas, the meals that we serve are essential and consistent. They deserve a place to eat. They deserve clean place, a calm place, not a rush or messy place. When flies are landing on their food, when the meals fall on the carpet, when they're distracted or uncomfortable, they don't finish eating. And you know, and I know that students cannot learn if they're hungry. This doesn't affect the classroom. This affects our community. Now, the cafeteria is just more than a place to eat.

054It is where we learn the PBIS expectations that prepare them for kindergarten and beyond. They learn how to line up safely, how to use quiet voices, how to clean up after themselves, share space respectfully, and develop independence. When TK students eat in the classroom, they miss out on all of that routine. They miss out on the structure, the consistency, and the schoolwide expectations that every other grade is receiving except for TK. Now, I'm not just here complaining. I offer solutions. Number one, please allow the TK students to use the class, the cafeteria, excuse me, or the multi-purpose room. Try to stagger the schedules. Number two, you can create shaded outdoor eating areas, especially when it's nice outside. If we have to continue to eat in the classroom, please provide us with adequate cleaning supplies. In

055closing, TK classrooms are not cafeterias. the flies, the food on the ground, the lack of sanitation. None of this reflects the love and care we want for our students. Our babies deserve a clean, safe, dignified eating space. They deserve PBIS routines that prepare them for kindergarten. They deserve the best start we can give them. Thank you so much for your time. Thank you. [applause] Next common card is from Carol Marquez. Good evening. I'm here to address an issue that may seem small in the day day-to-day operations of a school, but one that has significant impact on our transitional kindergarten students development. well-being and readiness for kindergarten. The current structure of meal time in TK classrooms at this time, our TK students are eating in the classroom and being served family style. Currently, many of our

056TK students are eating this eating the same limited menu every week. It just repeats the day. It's the same thing every week with almost no variation. While this may be convenient logistically, it does not support the nutritional or developmental needs of young children. Variety and food choices is critical at this age. It encourages students to explore new foods, foster healthy eating habits, and reflects a cultural diversity of our community. Ultimately, when children are offered the same repetitive meals, we limit their exposure to new food and miss opportunities to build them for them to help build confidence and curiosity around eating skills that support healthy habits well into elementary school. In addition, when students receive foods with no variety, many become in uninterested. This lack of engagement leads to behavioral challenges and more importantly, hunger. In

057many classrooms, students are choosing to eat nothing at all simply because they do not have appealing or diverse options. A second concern is the pace of meal time. In multiple classroom, TK students are being rushed to eat due to tight schedules and pressures to stay on task. While teachers are doing their best to balance many responsibilities, rushing young children through meals creates stress, reduces their intake, and removes a valuable opportunity for social emotional growth. Meal time is one of the few parts of the day where TK students can slow down, practice independence, build self-regulation, and connect with their peers, but we're rushing them through it. But the most significant issue that one and and that one that directly affects kindergarten readiness is a loss of cafeterias based learning experiences. Because TK students are currently eating

058inside the classroom instead of in the cafeteria, they are missing vital steps in learning how to navigate the lunchtime routines that will be expected to follow in kindergarten. This includes lining up, selecting food items, serving themselves, carrying their lunch tray, and understanding the behavioral expectations of a shared dining space. These are not minor skills. They are fundamental routines that promote independence, motor development, and confidence. When TK students do not receive this practice, kindergarten teachers often spend additional weeks, sometimes months, helping students adjust. Yet, we can prevent this gap by simply allowing TK students to access in to the same cafeteria environment they will encounter next year. And isn't the core purpose of transitional kindergarten to give students an easy transition to kindergarten and prepare them for what lies ahead? Providing TK students with adequate time

059to eat, exposure to a variety of food choices, and opportunities to practice cafeteria routines is not merely convenience. It's an equity issue. Our TK students deserve to enter kindergarten prepared and confident, especially since TK exists ex explicitly to support school readiness. Tonight, I respectfully urge the board to consider reviewing and updating TK meal time policies with the following goals. Increase menu variety, ensure TK students have adequate unhurried time to eat, and transition TK meal time to the cafeteria. Thank you. [applause] Next speaker is Nicole Himenez. Good evening, Dr. Rodriguez and members of the board. My name is Nicole Himenez and I'm here on behalf of our transitional kindergarten team to share our concerns about the many recent changes, especially the decision to move TK meals into the classroom. First, we fully understand the intention behind

060these adjustments. We know the district wants to keep our youngest learners safe and separate from our older students. We appreciate that goal, but the way these changes have been implemented has created significant challenges for teachers, for support staff, and for students themselves. The decision to have TK students eat in the classroom was not discussed with all TK teachers before it was made. Because of that, many realworld impacts were overlooked. Eating in the classroom has been extremely timeconuming and has taken a major toll on our instructional time. And when we've expressed those concerns, we've been told simply to take time from it somewhere else in our schedule. Something that is not realistic, developmentally appropriate, or fair to our students. We want to be clear. TK students deserve structure and independence just like any other grade. TK

061may serve younger children now due to the age change, but TK is not preschool. It is meant to prepare students for kindergarten. A huge part of that preparation is learning independence, choosing their lunch, carrying their tray, navigating the cafeteria, making decisions, and gaining confidence in the safe environment. By removing our TK students from the cafeteria, we are taking away key opportunities for growth. Our students used to be able to choose their meals, pick from the salad bar, and experience real decision-making with the support of our assistants. Next year, however, kindergarten teachers drop students off. They do not stay to assist them. If we do not depare prepare our littles now, they will walk into kindergarten without those essential skills, and they will struggle. We need solutions that are created with the people who work with

062these children every single day. Decisions should not be made by individuals who do not currently do our job or have never done it. When TK teachers and CSEA staff are excluded from the decision-making process, our students end up paying the price. These rapid lastminute changes, often communicated through emails that leave us anxious about what's coming next, have made an already demanding job overwhelming. TK has always been a joyful grade to teach. But the constant uncertainty about schedules, meeting locations, and new directives make it difficult to focus on what truly matters, our students. We are also asking for reasonable expectations around staff meetings and PLC's traveling meeting traveling for meetings and staying until 5:00 p.m. is not sustainable for educators who need time to prepare prepare materials communicate with FL families and care for th their

063care for their own lives outside of school. We need a plan that works for all of us, not one that is handed down without discussion. We are not here to complain. We are here to advocate for what is best for our students. We want to collaborate. We want to help create solutions. And the best way to do that is by involving the educators and support staff. And sorry. Okay. [applause] Next common card is from Sandra Milivang. Good evening. I'm reaching out to share concerns regarding the current requirement for transitional kindergarten students to eat inside the classroom instead of in the cafeteria. While I understand that all schools operate differently, the current system is creating instructional, developmental, and sanitation challenges that are directly affecting students and staff. When TK students do not have cafeteria experiences, they

064miss out on important developmental and school readiness skills that kindergarten teachers expect them to have. Some skills learned in the cafeteria include understanding how a buffet style food line works, learning to make choices, building independence, carrying their trays, and selecting their own food, increasing self-help skills they will need in kindergarten, and learning how to clean up after themselves in a age appropriate ways. engaging with cafeteria staff in practicing functional communication, building com school community connections, and developing confidence in new school environments. These are essential skills our youngest learners need for a smooth transition to kindergarten. eating inside TK classrooms have created ongoing sanitation issues including sticky floors from spilled milk every day. Food left on carpet areas, flies, ants, cockroaches, mice, other pest, no custodials mopping on a daily basis. Classrooms that are not equipped

065to handle food waste for two meals per day. This is not sanitary for young children and creates health and safety concerns for students and staffs. Teachers are currently spending significant time wiping down tables and chairs, picking up food from the floors, sweeping or spot cleaning, rearranging classroom furniture before and after meals, managing spills that delay lessons. This cleanup time takes away from core instruction, small group time, and student learning. Teachers are educators, not custodians. The responsibilities of sweeping, mopping, scrubbing floors, sanitizing large lunch messes are not part of TK teachers job description. Teachers are committed to providing high quality instruction, but these additional tasks take away from our ability to teach and support students effectively. TK students deserve the full school experience. Cafeteria experiences are fundamental for building independence, social emotional skills, daily living skills,

066kindergarten readiness, and comfort in multiple school environments. By letting limiting them to the classroom for meals, we are unintentionally taking away experiences that are essential for their development. We respectfully request that SUSD re-evaluate the policy and allow TK students to eat in the cafeteria as they have done in previous years. Doing so will improve student learning and independence, reduce sanitation and pest issues, restore instructional time, allows teachers to focus fully on teaching, and prepare students for long-term success in kindergarten and beyond. Thank you for your attention on this matter. [applause] Next common card is from Chelsea Bradford. Hello members of the board. Um, I am currently in my third year teaching TK and over the past several years, our TK classrooms have experienced a number of changes, some of which have been implemented without direct

067input from the educators who work in these settings every day. I would like to share concerns we've heard about meal time, but also about attendance procedures. While I fully recognize that accurate attendance is the responsibility shared by all educators, the current system requires TK teachers to complete attendance across multiple platforms. Parents and caregivers digitally sign students in through easy reports. Teachers are then required to re record attendance using synergy and then additionally submit a paper attendance sheet at the end of every week. So this means we are taking attendance at least three times every morning. When the tablets were introduced for digital signin, we were initially informed that the paper attendance would no longer be necessary. Unfortunately, that has not been the case. And for those of us who work the before school program, we

068are also required to sign those students in and out from that program before we sign them into the regular school day. and that is um the duplication of this effort is not only inefficient but also overwhelming for staff. Having voiced these concerns, I would also like to offer some solutions. Um the TK classrooms are currently staffed by three adults, typically one TK teacher and two assistants or a TK teacher, a preschool teacher and an assistant. This level of support provides a unique opportunity to help our youngest learners develop essential skills, particularly in transitioning to meal time in the cafeteria. With guidance, students can learn to open containers, serve themselves at the salad bar, and make choices among options that are being provided. I understand that the early childhood department have expressed concerns about TK students

069intermingling with older students and the potential for cafeteria chaos. To address this, I can propose the following adjustments. TK breakfast could be scheduled immediately after the regular school breakfast period. This approach has been successfully implemented at other school sites in prior years and ensures that TK students receive their meal within instructional minutes without avoid with while avoiding congestion in the cafeteria. TK lunch students can also eat at a separate time or staggered schedule. At sometimes there are rooms adjacent to the cafeteria that can be used for that. Um, we've also just had our TK students sit at their own separate table. And doing this can provide the students with a calm environment and allow them to practice cafeteria routines. I respectfully urge that the board streamline attendance procedures and adopt these meal time adjustments so

070TK educators can focus more fully on supporting student growth and independence readiness and readiness for kindergarten. Thank you. >> [applause] >> Next common card is from Alicia Gil Mesa. Good evening esteem members of the board of trustees and thank you for your time tonight. I represent my transitional kindergarten colleagues concerning a significant program change. While this change may have been intended for our simplicity, it has created a severe barrier that directly undermines our program's primary goal, ensuring every TK student achieves school readiness. The educational function of the cafeteria. Transitional kindergarten is a fundamentally designed to prepare students for the expectations of kindergarten. The cafeteria is not just a place to eat. It is a crucial high impact learning environment where essential life skills and school skills are taught. By moving meals to the classroom, our

071students are missing out on five vital components of school readiness. Indep independence and confidence. They miss out on navigating the serving line, carrying their tray, and making independent food choices. Social skills. They are not practicing appropriate large group behavior. skills like lining up and managing noise levels that are essential for the wider school setting. Behavioral expectations. They miss the opportunity to apply and practice our school's PBIS in a realworld setting outside of the classroom. Nutrition and engagement, the limited rushed classroom meals often lead to students choosing not to eat. This results in increased student hunger and subsequent disruptive behavior that steals time from instructional learning. the transitional gap. We currently have two teacher assistants who are perfectly equipped to support this transition in the cafeteria. There is no logistical need to remove this opportunity. Next

072year, these children will enter kindergarten where they will be expected to know these skills and navigate the cafeteria independently. This policy ensures they will have zero prior experience, making their transition significantly less successful. We are inadvertently creating a readiness gap instead of closing one. Our call to action, I urge you to consider the profound educational and developmental impact of this policy. We request the immediate return of meal service to the cafeteria setting. This move is essential to restore the full confidence building and comprehensive school readiness experience enjoyed by all TK students before them. Thank you for your time and commitment to ensuring success for our youngest learners. Thank you. [applause] The next two public comment cards are regarding food service family style. First comment is from Miss Karen Amik. >> Good evening. might remember me.

073I was here last board meeting speaking about the same thing. Um, I'm here because I want to direct your attention to the family style meals from the kitchen side. You've heard a lot of teachers and assistants talking about the chaos that it has started in there as well. There's chaos in the kitchens, too. I don't know if you guys have noticed, but I sent some pictures. Okay, the first picture is just a sink load of dishes. We were told there was going to be no extra work. That's not true. If you look at that, that is just one lunch. We deal with this kind of stuff all the time. If you look at the other ones, this is half the stuff that was sent to my kitchen where I have no place to put it.

074Okay? This is causing a lot more issues. We have a lot of your food service workers that are not being able to take their breaks because you've got food meals going in and out of the kitchen in carts and different things coming back and forth on a constant basis. We are barely barely staying above water in our kitchens. This is causing issues. This is causing a lot of people to get hurt because we're having to deal with so much going on. I don't know if you realize or not, but we order from at least four vendors or more. Half the time the production sheets that we are supposed to be ordering from, they're not even in our kitchens on time when our orders are due. So, we're having to secondguess everything and try to do

075everything ourselves. I've had to correct my own order menus twice just today. That's not my job. I don't get paid for that, but I have to do it because it's being sent out incorrectly. I don't know if you guys realize, but there's some sites that have at least eight different classes that these carts with food are going out on. That is so much work for the kitchen. You've got three people in a kitchen trying to keep up with that. Plus all the K through8 food that has to be served. When we had the kids in the cafeteria, we had them sitting at their own tables. They were learning structure. They learned how to come through our line. They learned to pick their own meals. They had choice. This has taken all the choice away from

076these kids. It is no wonder that they're bored and don't want to eat it. I wouldn't want to eat it either because it's the same thing over and over. They weren't kidding. It's the truth. It's the same thing. And talking about adding more food, sending it out, that's going to be even more problems. We cannot keep up with this. PE people don't realize the deliveries that come in come in at all hours. We have deliveries coming in during our service. You've got a picture of food sitting on the floor where the drivers drop it off because we can't get to it. We are too busy trying to get these meals done. Miss Amic, that is your time. Next speaker is Miss Bernardet Armenta. [applause] >> Okay. Thank you. Go ahead. >> Thank you. So, I

077just want you to know that food service, we are the lowest paid on the totem pole and we feel the neglect. Dr. Dr. Rodriguez, you asked me one time during a meeting what site I was at. And I told you, you told me you were going to come to my kitchen. You told me personally, I've not seen you. And these are not just my words. These are from all the different kitchens that call me with complaints and feeling neglected and hurt that their superintendent is seen all over the district with different staff, with kids, with parents, but we've never seen you in our kitchens. You have close to 250 food service employees and do you know that just just about 70% of those people are working two and three jobs trying to make it. This

078is killing us. There needs to be something done. We need to have something from the board, from you that makes us feel like we're respected and needed because right now we don't feel that. We just feel like we're being used. Our jobs are getting harder and harder. We have more and more work put on us and this is like I said, this is how we get hurt and you're going to lose a lot of people if something is not done. And I am begging you to please step into a kitchen, take some time. I would love to see the board members walk into kitchens, stand there, watch what's going on. You'd be surprised how much work your food service department does for these kids. And we love these kids and we want to see them

079back in the cafeteria because this is crazy. I can you imagine what one to- go pizza bag costs? Well, I have three in my kitchen. I know kitchens that have eight. Can you imagine what the cost is being spent on all this stuff? It's crazy. We could spend our money somewhere else. Believe me, we really could. Thank you. [applause] >> Trustees, this concludes comment cards for item 5.2. All right. Thank you all so much. Our next agenda item is 6.1, approval of the consent items. We also have a green sheet for item 6.53, approval of an agreement to furnish consulting services with Enzinga Incorporated to provide a 23-week program designed to establish sustainable black student union chapters for both Caesar Chavez and Edison high schools for expanded learning opportunities ELOP for the 2526 school year.

080Um, that item is being pulled from the agenda at this time. Is there a motion for Oh, actually Christina will read the language. Does any trustee have any item they would like removed for separate consideration as an action item? After any items are removed for separate consideration, there will be a vote on the consent items without any discussion. Okay. Is there a removal? Any want to move anything to action? All right. Seeing none, that one's already removed. Just go ahead and uh we need an approval with the polling of 6.53. >> Okay. I'll make the motion to approve the consent calendar with the um pulling of agenda item 6.53. >> Is there a second? >> A second. >> All right. Any discussion? Hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice President

081Colon, >> yes. >> Clerk Daire, >> yes. >> Trustee Martin, >> yes. Trustee Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Moving on to item 7.1, our public hearing for the charter petition renewal for the Dr. Lewis Dolphin Stalworth Junior Senior Charter. Um, at this time, I would like to open the public renewal. So, the district received a petition to renew the charter for the Dr. Lewis D. Stalworth Senior Charter School on September 22nd, 2025. At that time, the district commence the applicable timelines for the petition review process. Um, the charter seeks the renewal of it charter for a 5-year term commencing on July 1st, 2026 and ending on July 30th, 2031. The purpose of this public hearing is to determine the level of support

082for the petition by district teachers, other district employees, parents, and guardians. This matter will then come back to the board for final action at a future board meeting. Representatives from the Stalworth Charter will have the opportunity to make a presentation to the board regarding the renewal petition and will receive a maximum of 10 minutes. I would like to now invite the representatives from the um Stalworth Charter up to the podium to make their presentation. [applause] Good evening, Superintendent Dr. Michelle Rodriguez to Madame President Stevens and distinguished board trustees. My name is Gail Stalworth and I'm the am the executive director of Stalworth Charter School. Our team this evening is board president Dr. Daniel RmIrez, principal of instruction Dr. Robin Morse, supervisor of English learner development Mrs. Claudia Espinosa, the director of our afterchool program Mrs.

083Mini Friday, and the Miss Mini Friday. Our school began with a unanimous vote by Stockton Unified in 2008. It was founded on the vision of the late Dr. Lewis Stalworth, Senior. This community has been built upon holistic values. We believe that if a student is hungry, they can't hear what the teacher is saying. And if they have diminished mental capacity, without resolution, they will not be able to comprehend. Stalworth sees the need and we feel it. We even have a service dog named Peppy. Pepe assists with students with high anxiety and baby students for TK and K that are still having separation anxiety from their parents. This dog walks them to class. We also have learning through arts which is drama and music and it's had a profound positive impact on Stalworth. We utilize local

084talent to instruct our students in instrumental, music, including guitar, keyboard, and drums. We use the arts in theater, cooking, and also other areas. Our student council develops leadership skills through afterchool clubs such as the power girls and boys of honor, which are studentdriven. The Stalwart Charter community is a strong family focused, compassionate, and dedicated group of individuals committed to serving. Thank you, Miss Gil. Stalworth Charter is home to the largest afterchool program in the entire county, and we are so proud of the amazing students who make it shine. Our program is award-winning, highly respected, and even used as a model for other schools to learn from. Schools throughout the Sanwalk King County and region 6 look to Stalworth Charter because our stu because our students show leadership, creativity, teamwork, and excellence every single day. [clears

085throat] We are thrilled to offer the afterchool and summer school program at our school. Catering to students from TK to 8th grade. Our program is available every school day and on Wednesdays the after-school program supports teacher professional development. We partner with the community and local food banks within the county to provide food to ensure that none of our students go hungry. Creating a safe and supportive environment is our top priority as we strive to cultivate both academic excellence and personal growth. Thank you, Mrs. Friday. I'm Dr. Robin Morzade. The improvements you see on the academic growth page um says that we met the criteria for renewal. According to the California Department of Education's dashboard, we have been making progress nearly doubling the performance rate in English language arts and math every year since and it's

086been recently posted on 2025. So, we had a uh another increase over the last several years. Our theme focus on learning has pushed us to examine ourselves and our own practices just as closely as we examine our student outcomes. Our goal is to become a true professional learning community. A PLC that puts needs at the center of everything we do. We know what happens year to year and how it impacts our students. Whether it's teacher training or unrecognized needs. For example, we have incorporated reading literacy training for all our teachers. Some of us received Tessaw certification to address our parents who do not speak English with evening courses. and several teachers are currently in training now to become SIP certified coaches to address these reading barriers. We make efforts to to address the social development

087as well and the opportunity gaps by listening to our students. They asked for soccer. We built the team. And because these programs are studentdriven, they consistently rise to the top and remain undefeated. We watch our students grow up. We know their families. Although we are small community, we are deeply connected. We adjust, adapt and support them because we understand that education is not static and neither are the lives of our students. We want to continue to evolve by learning and placing the students at the heart of everything we do. >> Thank you, Dr. Morser. I am Claudia Espinosa. I am the English language development coordinator. Good evening everyone. I have been as coordinator I have been focusing on the designated portion of the program providing pushing and pull out services to our English language learners

088and we have been successful. For the last five years, the school have been reclassifying 10% of the students from the program each year. At the beginning, we were servicing 111 students. The number keeps growing every year. This year, we are servicing 160 students. Out of 256 students enrolled in the school, 160 are classified English language learners. That is 62% of the student body. More than 50% of our English learners are outperforming native speakers or Englishonly students and the California Academic Assessment of Student Performance Progress, best known as CASP. Many of our students are first generation [snorts] English learners. In many instances, these students come to the school illiterate in their own language. Through the ELB program and the ESL classes, the school is providing the linguistic foundation for our students and their families to succeed

089in the American school system. Many of our families come from Central America. Their first language is not English, not Spanish, but rather mam, a Mayan dialect. We look forward to our continued strong improvement with confidence that future researchers will look to our story for a future EL program models to apply elsewhere. Thank you for your time and consideration. Gracias, Mrs. Espinosa, superintendent and board members. Saludos, I greet you as a Gravehost Stag High School graduate of 1976. That year, SUSD propelled me to New Haven, Connecticut as Stockton's first Mexican-American Ivy League student. My service as board president of Stalworth Charter Schools is a way of paying back that debt to my hometown and district. I currently serve on faculty at Claremont Graduate University in Southern California. We are embedded in the Claremont Colleges where we

090welcome future Stalworth and SUSD students. I will offer comments on our fiscal outlook for the years ahead. But first, Mrs. Espinosa's comments um allow me to just believe or say that our challenge in these difficult times is to practice an empowering hospitality that provides the antidote for the toxicity swirling around our communities. We need more instructors like her. I bring to the board my long ago experience as an international banker. That training taught me to apply a conservative approach to balance sheets and cash flows. I believe you see from our projections for the next half decade a reflection of practices that are consent with our history of careful custodianship of public resources projections that are guided by conservative assumptions. Our expenditures have generally come in just below revenues and this has allowed us to build

091a firm cushion for contingencies and adaptations. Based on our data, we meet the renewal criteria outlined in the California Education Code, including academic performance and operational compliance. With a steady budget scenario, we are able to focus on pedigogy and vision for a very challenged population, a population that we are privileged to serve. And we thank you for your support. [applause] All right. Thank you all for your presentation. We will now open up to receive public comments. Um each speaker will have a total of 3 minutes and the total time allowed will be 20 minutes. Can you call up your um speakers? >> Yes, we have received comment cards from three people who wish to address this subject. The first comment card is from Miss Stephanie Alvarez. [applause] Uh, good evening all. Hello. My name is

092Stephanie Alvarez. I have two children that go to Dr. Lewis Star Charter School. Bianca, 12, in the seventh grade and Andres, 11, in sixth grade. They have been here since TK Kinder. This is their second family. I have many reasons why I have chosen Dr. Lewis Star Charter School. Here are a few reasons. I have experienced in being a charter school myself. I noticed that the students get more one-on-one help from teachers. The classrooms are not overcrowded. I feel that Dr. Lewis Stalworth is a big family and they make every child and parent feel welcomed. I noticed that when I brought my children here, I knew I made the right choice. I felt welcome with open arms as well as my kids. My children's education is very important and I know here at Dr. Lewis

093Lawward Charter School, they provide the education to my children and other students to succeed and learn new things. Sorry. Um the teachers at Dr. Lewis Star Charter help parents push their students to go above and beyond their expectations. I have noticed the increase in my children's academics since they've been here at Stalwward Charter School. The teachers at Starward Charter School are very involved in helping my children and help all children to get what they need to succeed. We need this school to stay open. My children and other children as stalwart charter involves so many different activities that Stalworth provides. Examples, soccer, volleyball, chess, music, the afterchool program and much more. That is one of many wonderful things about Star Wars Star Charter. All the different opportunities these children get to experience. Star War Charter will

094not push a child or parent away. They help my children and other children find their purpose. The impact will be devastating if things were to change. Keeping Starward Charter open would benefit in so many ways. Star Charter is a family oriented school. This comes this school comes together as one to help each other out. I don't want that taken away from my children or any child at Stalworth Charter. I am also coming from working at Stalworth Charter. I see the increase in all the students here at Stalworth Charter. They are excited to be here making new friends and doing any and all activities. Also, [snorts] this school helps parents with having the afterchool program open till 6:00 p.m. Sward Charter will pick a child up if they need a ride so no child misses out

095on their education. Thank you for listening and your time. [applause] Next comment card is from Adriana Padilla. Good evening everyone. My name is Adriana Padya and I'm a proud parent of four children who attend Dr. Lewis Stalworth Charter School. I also have an older son who graduated from this school after attending kindergarten through 8th grade. My family has been a part of this school community for many years and I have seen a tremendous impact this school has had on students and their future. I chose Stalward Charter School because I wanted my children to have a safe, supportive, and academically strong environment where they could grow, gain confidence, and truly work towards their goals and dreams. What matters most to me in my children's education is that they succeed academically while becoming confident, focused, and prepared

096for their future. This school has consistently provided exactly all of that for my children. One of the strongest examples is my older son. On his first day of high school, he came home so excited because the lesson that they were just beginning to learn on his first day of high school were things that he had already learned a long time ago in the eighth grade. The strong foundation he received helped him graduate high school one year early. I believe the school played a major role in his in his success. My younger children are following the same path. They've shown significant academic growth, becoming more confident, focused, and capable in their school work. I also appreciate the school's transportation and after school program, which allows working parents like me to provide for our families while knowing

097our children are safe, supervised, and still learning. My kids love participating in all of the school sports like soccer, volleyball, chess, flag football, which has helped them stay active and build teamwork. We need this school to stay open because it provides stability and academic excellence. Renewing the charter school ensures that children continue benefiting from the highquality instruction, caring teachers, and opportunity that prepare them for their future success. My children have thrived here, and I want them and other students to continue receiving that same guidance and support. For all of these reasons, I strongly support the renewal of Dr. Lewis Stalworth Charter School. This school has made lasting difference in my lives and other people's and famil family's lives. I believe that it will be such a positive impact for many years to come. Thank you

098for your time. [applause] Next comment card is from Franciscoca Deas Buenardes. is Francisco Star. Foreign is important. Miss No, me direct. >> [applause] >> Dear members of the board, my name is Franciscoca Deas. I am the mother of three children who attend Stalworth Charter ages 10, 9, and seven in grades fifth, 3rd, and first. I like the school because the teachers create a family environment in their classes and have a lot of patience with the students. I have recommended the school to other parents and will continue recommending it. It is a good school. The most important thing for me as a parent is the education and the happiness of my children. I feel that if they are happy, they will put more effort into it. All my children have improved academically since they started attending

099this school. My son attended three different schools previously and he always cried when I dropped them off. He was scared by the amount of children. Since I brought him since I brought him to Stalworth Stalworth charter, he does not cry anymore and has grown a lot academically. As a parent, I am very happy when I see his enthusiasm and effort he puts into his education. For my family, their renewal of the school is very important. My children have told me many times that if they that if they many times that they do not want to go to another school. My son has told me that he will stop going to school altogether. This is the only school where my children feel welcome and part of the family. The school must stay open because it is

100the only school where my children are not scared and feel comfortable. Members of the board, I am asking for your support for our school. Thank you very much. >> [applause] >> Trustees, this concludes Common Cards Pride with 7.1. Thank you. >> Thank you. Thank you. Uh to the parents that spoke on behalf of the Stalworth Charter School, I would now like to open it up to have comments from the board. Are there any comments, questions for uh the Stalworth Charter School team? [clears throat] >> Uh yes. Um, how many students enrolled have IEPs and what are your call to action plans to supporting them? >> We have ahead. >> You can come on up to the podium. >> Hi. I just um I just started at Stalworth about a week and a half ago as

101the special ed coordinator. So, I'm going to give you the information that I have. Um, and this is Miss Ag. She's a resource specialist, so she's been there longer, much longer than I have, but right now we have 20 students with IEPs. Um, we have two in the process of becoming of having IEPs, so we'll have about 22 in about a week. Um, and then what about action plan? Well, what we like to do is uh start um a process called a student study team where we bring the parents and all the uh teachers that are involved in the child's program together with the principal and we have open discussions and we take a lot of notes and then we do a followup. Um in that interim time it might u be worth it to

102make a move to have the child tested and placed in special education. Uh we have a great speech and language program where they can learn to articulate sounds and speak a language that a lot of them come in not knowing how to speak. And then when they're um in the grade schools and they're falling behind their regular peers, it's a good time to test them early on and get a problem as simple as, you know, math not understanding math math comprehension solved and resolved. And uh we have a strong interest in teaching them how to write essays and how to do paperwork and become citizens that are going to be financially independent in the future and well educated. >> We also are working closely with the Elorado Selpa. Um so they're tag teaming with us

103and making sure we follow all the guidelines that we need to do. >> Any other questions for the solar team? Go ahead. Trusty Priest, I'm sorry. Yeah, trusty piece. >> Can you let us know your uh student turnover rate? >> As in graduating? >> No. Turnover rate. >> That would not be >> that's [laughter] >> our fire dog. >> Our student turnover rate is is between two to 3%. And most of um the students that we have are family and by word of mouth >> and they stay from TK to 8. >> Any more questions? >> Yeah. >> And can you let me know what training your staff receives on implicit bias, cultural competence, and uh serving diverse learners? in serving diverse learners. Well, I personally am involved in a training where we're doing literacy

104and studying the science of reading and re response to intervention and we're all getting certified. We were under a grant program and I have four compadres that are with me on this and we spent five months over the spring semester and we spent two hard months over the summer and we're rounding the corner with getting um a new certification. So, we'll have our teachers all certified hopefully by the end of the school year. >> Anything else? I think she's going to come up to add value add to your statement. >> Excuse me. >> I believe your question was in regards to bias. >> Yes. And a lot of that training comes from our Elderorado SULPA which helps us to know how to deal with students and to know how to deal with any biases concerning

105our students. Anything else? She's ready to roll. She said, "Bring it." She's ready. All right. We have no other questions at this time. Thank you all so much. [applause] You want >> That was it. Correct. >> Oh, come on. Is there one more? No. Okay. He said he was just playing. and he just wanted to see if he was really ready. [laughter] All right, at this time I would now like to close the public hearing for uh the Stalworth charter. [applause] I'll give them a little time to transition. If you guys are going to transition I don't know. Thursday. I'll just give This one is that There are seats up front as well if you all want to start filling in their seats up front. >> Yeah. >> [clears throat] >> All right, I would

106like to move on to item 7.2, the public hearing uh for the charter petition renewal for Kip Kinder through 12th grade charter school. We would now convene to a public hearing on the CHIP, I'm sorry, on the KIP Stockton Kinder through 12th grade charter school new renewal petition. And I would like to go ahead and open it up. and the district received a petition to renew the charter for KIP on August 16, 2024. At that time, the district commenced to um the applicable timelines in the petition review process. Kip Kip I'm sorry, I can't speak tonight. Kip Charter School uh seeks renewal for its charter for a 5-year term commencing on July 1st, 2026 and ending on July 30th, 2031. The purpose of this public hearing is to determine the level of support for the

107petition by district teachers, other district employees, parents, and guardians. This matter will come back to the board for a final action at a future board meeting. Representatives from Kip Charter School will have the opportunity to make a presentation to the board regarding the renewal petition and will be given the maximum of 10 minutes. I would now like to call up the KIP um representative to begin their presentation at the podium. [cheering] [applause] Good evening, Superintendent Rodriguez, trustees, and staff. It's great to be here with you all tonight. Thank you for your continued partnership and for all the support the students and families of Stockton. My name is Maya Howardi. I'm the school leader of Kip Stockton Elementary School, including TK through fourth. Hi, my name is Michelle Areola. I am the school leader at Kip

108Stockton Middle School, which is fifth grade through 8ighth grade. And my name is Michelle Marquez. I'm the school leader of Kip Stockton High School, which will include grades 9 through 12. I will start us off tonight. Here's what we'll be covering tonight. Our vision is that every child grows up free to create a future they want for themselves and their community. And our mission is to partner with families to create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the path they choose for their college, career, and beyond so they can lead fulfilling lives and build a more just world. Here is a snapshot of our Kip Stockton leadership who are 93% BIPOG reflecting the communities we serve. As demonstrated here from our 2024 public hearing, Kip Stockton serves all

109students reflecting the rich diversity of Stockton. One note is that our special education population has increased since last year and we now serve 19% of sped population. KIP launched its first school in Stockton in August 2021 with one cohort of fifth graders. Ever every year since then, we have been growing to meet the terms of our charter as approved in 2019. Today, we serve students from TK through 9th grade, steadily building towards a full TK12 continuum for our community. At KIP, we offer a multi-tered system of support. An example of this is our weekly cost meetings. Cost is our coordination of services team. It's a group that meets to triage student and family support and create an action plan to address individual student needs. For example, if a student is chronically absent, our caseworker would

110follow up to understand the root issue behind the absence. And if the absences are related to things like basic needs being met, we will work with them uh with our community organizations to address that need. We have some really incredible success stories through our cost system. We also work to build an affirming school culture to create an environment where our students feel like they belong and can fall in love with school. One of our priorities this year is ensuring students are in school every day in order to decrease our chronic absenteeism rate, which we are proud of the progress we've made. Um, and we still know we have work to do. We partner with a wide range of community organizations to support our students and families in South Stockton, some of which are named here.

111We truly believe that the hard work of educating educating students and breaking the cycle of poverty cannot be done in isolation. and we are so grateful to be seen as trusted educational partners in the Stockton community. KIP considers our families as integral partners in their child's educational journey and we have many structures to support a healthy relationship including our KIP family council cafesitos with the principal regular conferences and joyful events such as our annual fall festival. KIP Stockton is proud to educate a large population of English learners and has a comprehensive approach to EL. According to the 2024 dashboard, 68% of our students are making progress towards English language proficiency. This reflects our targeted supports and commitment to helping all students succeed academically. At KIP Stockton, students with IEPs receive a full continuum of services

112tailored to their needs, including students with moderate to severe needs. As you can see from the list of services that we provide, we do have a robust special education team supporting our students needs. Our number one priority is academic growth as we are excited to share some of some of our early successes. In Stockton, we are laser focused on ensuring all students are reading at grade level by the by the time they finish third grade. At our schools, the vast majority of students come to us across all grade levels far below proficiency. To these gaps, we are focused on implementing our science of reading curriculum, CKLA, in grades K2 with fidelity. We believe systematic phonics instructions, smallroup interventions, and the use of dibbles to monitor progress has led to success. In the elementary school's first

113year of operation, 56% of kindergarteners, 58% of first graders, and 54% of second graders were reading at or above benchmark by the end of the year. We are most proud of our first grade results where 15% of students were reading at grade level at the beginning of the year and by the end of year four time by the end of the year four times as many ended the year as readers. While we are proud of this progress, we know so much more needs to be done to ensure all students are reading at grade level. This slide shows the ESPback distance from standard results compared to nearby South Stockton schools from 2024. While again we are not satisfied yet with these results, we are proud that Kip Stockton is among the highest performing school options in

114South Stockton. Th that is why looking at our growth data is so important. This data clearly demonstrates that student outcomes accelerate the longer they stay at Kip Stockton. This data here shows proficiency rates for students at Kip Stockton for one, two, and three years. As you can see, those enrolled for three years perform on average four times higher in both ELA and math compared with students in their first year, showing the impact of our rigorous curriculum and consistent support. This data highlights that over time, our overall ESPback will continue to rise as students stay with us longer through our TK through 12 continuum. Finally, I want to provide an update on the high school program. Our high school is focused on delivering strong teaching with a rigorous curriculum, targeted interventions to close learning gaps, and

115opportunities for students to grow as leaders. We are excited to continue to build out our offerings to include AP courses as our high school grows to 10th grade next year. Our vision is that a 100% of students graduate high school with a post-secary plan that ensures they are able to thrive in their future both financially and personally. One of the ways that we are doing this is through our work with Kip Forward, which is our college and career guidance program for all students, which provides one-to-one counseling, college application support, and career opportunities. This year, all 9th grade students take a course focused on career experiences and personal leadership growth. Last month, five students represented KIP nationally at a conference in Nashville to learn more about entrepreneurship and career paths. We launched Kip Stockton High School

116this fall with 104 9th graders with over 85% of our eighth graders metriculating to the high school. As we shared in June, we decided to colllocate at the elementary school as a one-year temporary solution. With the high school expanding to 10th grade and the continued growth of the elementary grades, there will not be enough classrooms for both schools next year. to accommodate growth. And as we've communicated with district staff since early May, we've secured a ground lease in University Park where we will build the permanent high school, investing millions of dollars to build a state-of-the-art campus to serve the South Stockton students who have been with us from TK through 8th grade. In the 2627 school year, students will attend a temporary site on this campus while construction is underway. This location is within the

117zones approved in our original TK through 12 charter. Our high school is a critical component of our mission. As mentioned, the Kip Forward program provides support for students throughout their post-secary education. Outside data sources such as Mathematica and Credo have validated what we see to be true. Students who remain at KIP through high school are much more likely to enroll in four-year colleges and nearly four times more likely to graduate from college. South Stockton students and parents deserve this continuum. To close, Kip Stockton TK through 12 is a vital part of the Stockton public education landscape rooted in the community, driving academic growth and building early literacy skills. We are excited to build on this foundation and deliver on the promise of a high quality TK through 12 experience for our current and future families.

118Thank you for your time and for your ongoing support of Stockton students and families. We welcome your questions and look forward to continuing this important partnership. [applause] Thank you all for your presentation. So we would now like to move on to public comments. Um each speaker will be given the maximum limit of 3 minutes each with a total um limit of speakers for 20 minutes. We'll now call on your um Kip Stockton speakers. We have received comment cards from 16 people who wish to address this subject. First common card is from Cindy Laura. [applause] Hello, my name is Cindy Laura. I'm a proud Kip parent of a second grader at Kip University Park and a nibbling at Kip Stockton High School. I'm also recently appointed board trustee for Kip, Northern California's regional board. I've lived

119in Stockton for over 30 years and my own educational journey has been through Stockton Unified Traditional Schools. When my sister and her kids returned to Stockton in 2021, my nibbling was struggling academically and socially. So, we looked for something different and KIP was there. Through my work at Smash, a national educational nonprofit providing STEM access for high schoolers, I knew the highquality education that Kip provides. So, when it came time to choose a school for my own son, Kip was my clear choice. My second grader has grown tremendously. He loves learning and truly enjoys school. My son is supported not just with academics, but holistically as a young person. A memory that stays with me is when I shared that my son was had severe food allergies as an incoming kindergartener. The school responded with

120kindness and understanding. They also took um they take my son's food allergies seriously, ensuring his safety and care every day through structured protocols. This means everything to me knowing that my son is seen, supported, and safe. I ask that you renew Kip for four five more years. Thank you. >> [applause] >> Next comment card is from Carla Rivera. [applause] Hello, my name is Carla Rivera and I'm a par professional at Kips Stockton High School. I have been with KIP for many years working with both middle school and high school students. It truly has been an honor to work with my students over the years. I started as a parah supporting many of the students in the STB class and now I have the privilege of being a one-to-one parah. I also have custody of my

121little sister who is a student at Kip High School. As both a staff and a guardian, I have been able to experience Kip from both perspectives. As a guardian, I have seen the incredible investment Kip has made in my sister. The school pushes her, communicates regularly about her highs and lows, and supports her in her growth. One of the things I always cherish is being able to see my sister become more independent and take charge of her own education. Something I was a little nervous about in the beginning. Um, and as a staff, I'm proud to see our students grow, not just academically, but also in being able to express their needs. The non-verbal student that I work with has improved so much in her in their communication, which has reduced frustration and built confidence.

122I ask that you renew Kip for five more years for my sister and for our entire community. Thank you. [applause] Next comment card is from Vanessa Sanchez. [applause] eyes. Hello, [clears throat] my name is Vanessa Sanchez. I'm a parent of two students at Kip Elementary School. This is our first year with Kip. Um, since being involved with Kip, I've been a very involved parent, serve on the Kip family council. Since the school opened, the communication has been amazing. uh with open door policies to ensure my kids academic needs are met. Um I'm a type of parent who asks a lot of questions and they never get tired of me asking questions. So uh my son Gio, he was very behind academically, struggling asking for help, just communicating. Um since he's been with Kip, his communication

123is a lot better. He uh graduated from the speech therapy program and has made tremendous progress um like with his intervention and his communication and being consistent with the support that he has. Uh I also have a TK, his name is Armani and since um you guys know TK, they go from no school to school. He's learned a lot of discipline and has become um very recognized as student of the month. So just noticing his progress with his growth and his behavior and his social and academics um is really amazing. Uh one of my favorite memories uh would be they had a uh a kit picture program and both of the students got chosen for the booster and it really boosted both of my children's self-esteem and got them more excited to go to school

124cuz they were going to be famous. [laughter] and they said they're Kit famous. So, uh it really boosted up their self-esteem. Uh I just ask that you guys keep KIF open for five more years for not only my students but also others in our community. Thank you. [applause] Next comment [clears throat] card is from Giovani Sanchez. [applause] Hello, my name is Giovanni Sanchez. I'm a third grader at Cape Stockton Elementary School. This is my first year at Cape. I love that I ask for help. My teacher comes to me, gets down and explain what I don't understand. My favorite class is math because it is very easy and also challenging for me to learn more. Every morning we have a college chant and it is help me what what I to go to college. I

125want I will be the first in my family to go to college and I want to play football when I'm there because I hope I can be a NFL player when I grow up. At Kip, I feel like I can be whatever I want when I grow up. I [snorts] ask you can't keep my school open for five more years. Thank you. [applause] [applause] >> Next common card is from Pandora Crowder. [applause] That's not fair. I have to follow that. [laughter] So, if I'm a little teary, um, my name is Pandora Crowder. I am the president of the Conway Homes Resident Council as well as a founding parent of Kip uh Stockton Middle School. I am talking about my kids, I'm going to cry. We founded the middle school in 2021, but I actually started

126working on KIP long before. And as some of you may know, I it has not been without its challenges. I am a challenging parent. I am a challenging community leader. And I am a challenging parent. And without the tenacity of some of these administrators and definitely some of these middle school teachers who told me they didn't care if I was throwing a temper tantrum. Um, my son would not be in high school today. My son would probably be refusing to leave the house because according to him, he was not smart enough to go back to school. and going to Kip, my son who has intellectual delays and he has been again challenging because not understanding all of his disabilities and not understanding where everything was coming from in the previous school that we were coming

127from. Kip has helped open my eyes, educate me and educate him and educate the school and the staff on the [gasps] on the um instruction that he needs and different testing that we must do with him. Not only with him, but I also have a daughter who is on a 504 plan. Thanks to CO, my daughter suffers from severe isolation and social anxiety. You would never know it because she's just like her mama. But um thanks to Kip again putting up with me and all of my temper tantrums and my freakouts, my daughter is currently sitting [clears throat] with five A's and two B's with a goal to become a nurse. She attempted to get into the Health Careers Academy and also into Weber and was denied. Don't understand why. She graduated um or she

128promoted from 8th grade with a 4.0. 0 there was no reason as to why she was denied even though we were told that there were still openings. Um so with that this high school means a lot to her. It gives her this opportunity to be able to dual enroll. It it gives a Conway kid, you guys take this in take this in for a second. It gives a Conway kid the chance to dual enroll in college. This is something that some of our kids don't understand and may not get to do. This is this is huge that our children get this opportunity to be in a college ready school and I'm done. Right. [laughter] Thank you. [applause] Next common card is from Ian Pizaro Sto. [applause] Hello, my name is Ian Pizarosto. I am a

129ninth grader at Kip Stockton High School and I've been with Kip for 5 years. I am a founding Kip middle schooler. I've had a positive, very positive experience at Kip. The teachers and staff are always motivating and pushing us to be our best. One teacher who has made a big impact on me and many others is Mr. Delator. He pushes us to our maximum so we can become the greatest writers we are. Even when my classwork is already good, he always challenges me to think about how I can make it even better. One of my favorite memories with him was when he encouraged me to run for student council after I told him I was I used to be the vi vice president at kid middle school. His support made me feel confident and it

130made me want to make him proud and make others proud too. After I graduate from KIP, I hope to take on a leadership role in the corporate world where I can lead a dynamic team. I also hope to be the first in my family to graduate from college and study psychology. Thank you and I ask that you renew Kip for five more years. [applause] Next common card is from Emanuel Deator. >> [applause] >> Hello, my name is Emanuel Deator and I am the ethnic studies teacher at Kip Stockton High School. This is my first year with Kip. My experience has been phenomenal. I love that we support students from all different backgrounds and provide wraparound services to family. The academic rigor here pushes students to do their best and the staff culture is incredibly supportive.

131I grew up in East San Jose, a community very similar to Stockton, and I was looking for a school that would push students to achieve an excellent education. Kip's commitment is clear. For example, ethnic studies is fully funded by Kip and offered starting at 9th grade. I love that we are teaching students the history of their own communities from the indigenous people occupying Alcatraz to local Stockton history and farmworker rights. The professional development at KIP is unmatched. I have weekly coaching sessions, mentors who push my innovation, and group PD that is highly relevant. As someone pursuing a doctorate in education with a concentration in adult learning and professional development, it's refreshing to see this in action. Kip knows that when teachers are supported, students succeed. Finally, the intentionality of parent partnership is evident. Families are

132kept informed of academics, behavior, and student needs, which strengthens the entire community. I ask that you renew Kip for five more years. Thank you. [applause] Next comment card is from Chantel Mitchell. [applause] >> Hello. Well, good evening. My name is Shantel Mitchell and I am the assistant principal at Kip Stockton Elementary. I have worked in Title One schools for over a decade and I actually come from another KIP network in New York City where I first learned the true meaning of team and family. At KIP, we work together so every child can succeed, be prepared for college, and choose a career of their choice. All while feeling the support of a family-like environment. That is exactly why when I moved to California, I sought out Kip and why I continue to stay with Kip. When

133a first grader in her family found a book that I wrote online, the first grader was so inspired to create her own book. So together in her free time, we created her first book together. She now calls herself an author. Word spread and our middle schoolers wanted to get involved as illustrators. They now have illustrated their first book. Our students have so much talent and now they can have a career in digital art if they choose to. Last year we had a first grader who really struggled with reading, but because we provided the exact intervention that she needed and worked closely with her teachers and family, she made tremendous progress. This year, she's now an independent reader. Stories like hers happen because we work hard to get our students what they need when they need

134it. Kip creates a place where students see themselves as authors, artists, readers, and future college graduates. Please renew Kip for five more years. Thank you. [applause] Next common card is from Geraldine Huarez Roachcha. [applause] Hello, my name is Geraldin. I am a second grader at Kip Stockton Elementary School and I have been with KIP for 2 years. I love learning because it makes me feel smart. Our class, it's one of my favorite parts of the day. Please keep my school open for five more years. Thank you. [applause] >> [cheering] [applause] >> Next comment card is from Daily Hores. [applause] [cheering] >> Uh oh. Hello. My name is Den Huades and I'm a ninth grader at Kip Stockton High School. I've been with KIP for 2 years. One of the things I like most about KIB

135is how much teachers focus on small group orientation and instruction. It means we get more attention, more support, and more chances to understand what we're learning. I especially love math because of my teacher, Mr. S. He uses different strategies to help us. He motivates us, and you can tell it's not just a job for him. He genuinely wants us to succeed. Having a teacher like him makes a big difference. And also for me, my hopes and dreams are to find a career where I can make good money and be passionate about what I do. I want to go to college and study orthodontics. And I would be the first in my family to go to college. I want to thank my KIP teachers, especially Mr. S for motivating me, pushing me to be better and

136giving me hope for my future. Thank you, and please renew Kip for five more years. [applause] [cheering] >> [applause] >> Next comment card is from Matteo Aliman. >> Hello, my name is Matteo Alaman. I am a third grader at Kip Stockton Elementary School and I have been with KIP for 2 years. Kip has been great to me. The teachers are very kind and I have learned a lot of math. Just a few days ago, I was choking on my food and my teachers acted quickly to help me. I am really thankful for them. I have made a lot of friends at Kip and I even left the lunch we get. One of my best friends is someone I met in first grade. We even made up our own game together. When I grow up, I

137want to go to space and work at NASA or SpaceX. I got interested in space when my older sister told me about Jupiter getting a little bit closer. I [snorts] want to go to college and learn all about science and math. I will be the first in my family to go to college. Please renew gift for five more years. Thank you. [applause and cheering] Next common card is from Darlene Ramsey. [applause] Hello, my name is Darlene Ramsey and I have a ninth grade student at Kip Stockton High. A friend had told me about Kip and once we enrolled, I saw a dramatic change in my daughter Madison. Her grades improved and her social and emotional well-being grew so much. Kip has been such a warm and positive environment for her. She now is thriving with

138a 3.6 GPA and plans to stay with Kip throughout her high school to graduation. When she was at Kip University Park Middle School, she had the opportunity to write a poem and share it in the poems in the community rose garden. I'll never forget how proud she was on that day. Another proud moment for me has been has been being getting involved with KIP's advocacy program where I have had the opportunity to meet with local statewide and even representatives in Washington DC. Kip has created a caring family-like community for both students and parents. So I please renew Kip for five more years. Thank you. [applause] Next comment card is from Amanda Pache. [applause] Hi, my name is Amanda Padet. This is my first year with Kip and I teach 9th grade English at Kip Stockton

139High School. I was born and raised in Modesto. My husband and I even went to the same high school. I was placed in honors classes and felt supported when I asked my counselor about college. But when my husband, who had health challenges, asked the same questions, even with strong grades, he was told he should just go to Modesto Junior College. That difference in expectations changed both of our lives, and it's one of the reasons we both work in education today. I love that our students are seen, believed in, and given access to strong academics in a small, supportive environment. I first learned about KIP back in 2010 when I toured a Kip school. I remember thinking, "The expectations here are high, the support is high, and the student demographics reflect the community, and that really

140mattered to me. I'm passionate about closing the opportunity gap for marginalized communities. So, becoming a founding teacher at Kip Stockton High School felt like a full circle moment, a chance to build the kind of school I wished my husband had. Please renew KIPS for five more years. Our students deserve this opportunity. Thank you." [applause] Next common card is from Madison Aoyo. [applause] >> Hello, my name is Madison Arrow and I'm a ninth grader at Kip Stockton High School. I've been part of the KIP community for 3 years and it's truly been a wonderful experience. Every year I made new friends and had amazing teachers who are always in my corner. When something is challenging, my teachers take the time to break things down step by step and make sure I understand. They are all so

141kind and supportive. One of my favorite memories is spirit week. Everyone participates and it brings so much joy to the school. We have days like twin day, sports day, throwback day, and even just like a teacher day. It's moments like that that make school fun and build our community. I plan to go to University of Pacific to study music therapy and I love Kip so much that one day I hope to enroll my future kids here too. Thank you and please renew Kip for five more years. [applause] Next card is from Valentina Perez Bonitez. [applause] Hello, my name is Valentina Perez Venitz and I am a sixth grader at Kip Stockton Middle School, sorry. This is my first year with Kip. At first, my mother wanted to enroll me, my sister and I into an

142incredible school like Kip because of the rigorous curriculum. My experience so far has been great. The school is very well put together and the education system I kept has helped me in growing my understanding in many subjects. Out of all my teachers so far, Miss Hamza has been the greatest. She is the type of teacher who makes math exciting and innovative for me. She is respectful with her words and is really kind with her actions. After I graduate Kip, I want to attend UC Davis and delve into a medical career as a specialized pediatric nurse or doctor. I want to help children who are sick and provide those children and their family with qual quality sensitive care. I would be the second generation in my family to attend and graduate college. I ask that you

143renew Kip for another 5 years and give children like myself and here in attendance and opportunity opportunity to phenomenal education. Thank you. [applause and cheering] Next common card is from Sarah Schwitzer. [applause] >> Go ahead. We want to finish. You're the last speaker. >> Okay. Thank you. Good evening, Superintendent Rodriguez and SUSD trustees. My name is Sarah Schwitzer. I serve as the dean at the Stockton campus of Stan State University. First, I want to begin by thanking you for your wisdom and foresight in approving Kip's original charter to operate in our region in 2019. That decision opened the door for students and their families to access a highquality public charter education that's changed lives and strengthened our community. Tonight, as you consider renewing Kip's charter, I want to express appreciation for that original vision and

144share why continuing this partnership remains so important. As you heard in the presentation, since its founding in South Stockton, KIP has consistently delivered on the promise of academic excellence and equity for our most historically underserved communities. But Kip's impact goes beyond test scores. As you heard from these amazing students and their families, the school has built a culture rooted in character, perseverance, and joy in learning. Families trust KIP because they see teachers and leaders who look like them, who know their children and their families, who communicate openly, and who partner with them to ensure success. The back of these green shirts say it all. Learning, grow, change the world. Just as importantly, KIP has been a collaborative partner, working alongside district schools to expand opportunities for all students. With a focus on continuous quality improvement,

145KIP continues to strengthen special education supports, enhance family engagement, and ensure restorative, inclusive discipline practices that reflect our community's values. By renewing Kip's charter, you're not simply allowing a school to continue. You're reaffirming a shared commitment to excellence, equity, and partnership. You're saying yes to opportunity for students who to thrive. when given the chance. Thank you again for your original vision and for your continued leadership in putting students first. I respectfully urge you to approve the renewal of GIP's charter. Thank you. [applause] And trustees, this concludes public comment cards for item 7.2. Thank you. >> All right. Thank you so much. I would now like to open it up for staff report. Good evening, members of the board. My name is Lesie Locker and I serve as legal counsel for the district. Just as a

146few points of clarification, there will not be a formal staff report tonight. That will occur at the subsequent meeting after the district staff presents its report and it's published 15 days in advance of that public hearing. However, I did want to raise one point of clarification just because I want to avoid any confusion based on one component that was addressed in the slide presentation that was provided by Kip and that has to do with the development or um addition of a high school facility. And um what we had made clear in a letter dated October 15th is that if KIP is looking to expand its operations to one or more additional sites, it requires a material revision to the charter. And that is by statute. It says shall not may. And so the district stated

147that Kip could either pull back the charter and resubmit with the material revision in addition to the renewal petition or the district would treat this as strictly a renewal petition without consideration of the additional site. We had not heard back from Kip and so this is moving forward strictly as consideration of the renewal pet excuse me petition. So I just want to make sure that that was clear for the board. that will be articulated in the staff report, but just for purposes of moving forward, I wanted to ensure it was clear for the record to avoid any confusion. >> Good. Yep. Thank you so much. >> If there's any if there's any questions, I'm happy to stay up here. Otherwise, I'm happy. >> Does anyone have any questions for legal counsel? >> All right. No,

148not at all. All right. Thank you so much. >> [applause] >> So, thank everyone for uh the comments, especially the the the students that came up um and talked. And it's really amazing to see students of color really understand like what does it mean to be whether it's a first generation or a second generation college student um but to really have their college and career and future on their mind. So, kudos to all of you young folks for speaking and to having advocacy over your education. >> [applause] >> Um, I do want to open it up now for the board uh to ask any questions or comments to the KIP team. Are any comments on the floor? Questions? >> I just want to um congratulate you all for coming up here and speaking. I know

149it's not easy, but um you all are brave. You young people are brave, and I just want you to continue to please continue to shine on. Um my question is um how many special ed students are enrolled have IEPs and what are your call to actions to supporting them? >> Hi, good evening. My name is Hillary Harmson. I'm the chief external impact officer with Kip NorCal. Um I'm going to let our uh school team answer the question about um special ed. I'm going to speak on behalf of the entire K9 K12 uh charter which currently we have 19% of our kids are eligible for special education. Uh we also have run a program a specialized teaching program over at our other campus. So a student who enrolls in the Kip Stockton K12 would then be

150transferred if they require a specialized teaching program. So there are more kids that we're serving um in addition to that 19%. And then I think your question was related to what kind of supports that we provide in order to meet the terms of their IEP goals. Um, as we said in the presentation, we have a robust special education staff, we have school psychologists, we have uh occupational therapists, we have speech therapist, ed specialist, um, and then we really work with our tier one teachers to ensure that they know how to provide accommodations and modifications for students. So those are all the ways in which we provide support to ensure that they're exceeding academically. >> Any other questions for the KIP team? All right, Trusty Priest, >> I noticed that uh 2025 data wasn't shared with

151us and on the California dashboard, it looks very different than what was presented to us today. Um is there a reason for that? >> Yes, I can speak to that. Uh we just received the California dashboard update I think within the last week or two. Um and so the re the information in our charter was based on 2024 which was typical given the timing of our charter. Um we do have uh an enrollment uh scenario to share. So when our uh middle school opened in 2021 in its fourth year then we opened our elementary school. So that was the 202425 school year. During that year, we expanded exponentially. So 66% of our population were brand new to KIP in the first year. And while we care deeply about the accountability that we get from the

152California dashboard, what matters most to us is individual student growth. So when we have new students entering KIP, they are often entering three plus grades below grade level. And it is not a one-year process to ensure students are proficient by the end of their first year with KIPP. As we shared shared in the data in the presentation, when we see students stay with KIP for three plus years, we are exceeding Stockton Unified. We're approaching the state uh for proficiency. And so one thing we're really sharing with our families is this is a journey. It starts early. We really want to capitalize on all the students that have enrolled in TK and kinder to ensure that students are reading by third grade because we know if that's the case, they are going to be much more

153likely to excel in high school and go on to college. For the kids that come into KIP in the upper grades below grade level, we have extensive intervention to ensure we can also catch them up. So, I'm happy to sit down with any of you. We can look at the data um and unpack that data. so that we can go through that process of growth. But the reality is uh the dashboard is a reflection strictly of a significant increase in enrollment. >> Would you like any specific details? >> No, I have another question. Uh can you let me know your teacher and student turnover rate? uh our uh student turnover or student retention is what we talk about is about 88 to 90%. So a majority of our kids return each year. We were very

154excited to have over 85% of our students metriculate to our high school. Um and then for teacher turn turnover, I'm going to have to send you that exact amount. I actually believe it's around 85%. Everyone's just nodding. Uh so I will make sure to send that to you. We're we're somewhere between 85 uh and 87% for teacher retention. >> Um what is your call to action plan for students who are underperforming? >> Yeah, that's that's a great question. As we were just discussing that uh one of the most important things is understanding the data and understanding students gaps. And so all of our students uh the the most significant gap we're seeing is with literacy. But that's not enough. You have to understand what that gap is really about. Is it that students can't decode?

155Do they not know their letter sounds? Are they not able to blend to make words? Are they not fluent and readers so that they can comprehend the material and do more of the complex, you know, reasoning and analytical thinking that they need to do uh with literature. So those are things that we really care deeply about which is why in TK or kinder all the way through 8th grade we do Dibbles testing and that's really important that for our kids that are coming in in middle school that we know exactly what to target to see that acceleration and that growth for kids that are well below on dibbles. We two week progress monitor those students. Teachers are able to understand that data so they can pull small groups. For example, let's say kids are all

156struggling with the word cat in first grade. Um, and so blending, my my uh literacy teachers are going to be like, Laura, you don't know what you're talking about because I was a high school teacher. But my literacy teachers would have us like practice the blending and so they could pull a small group if they know which kids are struggling with that vowel sound, for example. So, those are the kind of things we do on an individual level to ensure we're accelerating kids. We also have strong intervention in our learning labs. So we do I ready um for math for math intervention which can target the skills and the gaps that they have in the earlier grades in order to you know keep pushing them up so they can meet that grade level for efficiency

157prims to be a disproportionate suspension rate for your African-American boys. So, I'm wondering uh what training does staff receive on implicit bias, cultural responsiveness, and anti-racism? >> Yes, every year our staff go through pro programming during the summer and professional development on implicit bias. Uh we believe deeply in restorative practices and ensuring that we create relationships with families to understand some of the challenges that might be impacting a student's ability to thrive on our campus. Um so that is is one of the things that we do on a regular basis. Um but all of our STRA staff do go through weekly professional [clears throat] development and that varies in topic but we do um ensure that everybody receives implicit bias training. [clears throat] No any other questions. All right. One more question. >> All right.

158Christy Cologne has a few questions. Thank you so much um for your presentation and thank you for providing all of the information that was made available for us to read. Um it was quite a bit of information but I thought it was interesting. Um there was um you know the handbooks were in there. not just the the data, but um so much information, including some reports about um the success of students when they stay from middle school to high school and and we were able to see um all of that detailed information. So, I just want to acknowledge um you know, it was really good information to read and um to understand more about um Kip's way of learning um and your expectation for students from K through 12. Um so, I think one of

159my questions um um so when I'm looking at um this information, I wanted to better understand your enrollment preferences because there was um from the original petition to to this year um petition so from 2019 to 2025 in how you are um giving preference to to folks that you know for students enrollment. I just noticed a little bit of a difference that you included Stockton Unified in one of the criteria. So I was just wondering what um the reason or rationale behind that. We included a preference for Stocken Unified students because we want to be serving students in this community in which we're located and so we wanted to make sure that students had access to the to our program and so that was something that we wanted to include. >> Okay. So just making

160it more clear. >> Yes. Making it clear. >> Okay. um in looking at the the in this proposal um the high school possibly the the future there in in University Park. How how are some what are some of the ways that you envision getting students from Southside Conway which is in one one area to over to that location? Yeah, I mean, as I've said, the commitment we make to our families is sacred to us. And so, currently, we're busing some students from University Park over to Conway. We will do the same with our Conway students over to University Park um because we know that we must ensure that they can get there. So, if transportation is an issue, we would want to eliminate um the concerns to make that happen. So, we're looking for partners

161and other folks to ensure that we can make that a reality for families. >> Um, and then one of my last questions was um trying to go through this information and I might have missed it. Um, I was really trying to find it. Um, what were what are the career pathways that you're offering for the high school? >> Our high school is really focused on ensuring kids get the skills and knowledge they need to be prepared for college if they choose to go. Um, so we do see pathways as a really cool opportunity to give kids exposure, especially for careers in the Stockton area. So, we've heard over and over and over again, we have a shortage of nurses, we have a shortage of teachers, uh, we need people working at the ports doing logistics.

162And so, the three pathways that we've identified are education, health, uh, and technology. and that is just in service of what we've heard was most important in Stockton. That being said, we're not tracking our kids into any of those particular pathways. These are just how we're trying to build out our elective offerings so that kids can take a variety of different things to learn what they need. So, if you take a health class in 10th grade and then you want to go take child development as part of what we uh what we think is is great uh in our education focus, then you can move throughout. Um so, again, it's not a small school. It's we're not streamlining kids into only those courses, but we are offering rich electives in what we think is going

163to be most important for our kids who choose to stay in Stockton and get a strong first career. Okay. So, follow-up question. So, it's an elective. It's not necess because I'm thinking uh like a career like a CTE pathway, but that's not a pathway. It's an elective class. >> Yeah. We believe CTE is a lot of things including electives, but let's say for example, I know some schools specialize in in health careers and then their math class is tailored to a health careers. That is not what we are doing. So what we're doing is strong elective operate op options that give kids access and exposure um but not necessarily a full you know pathway that has all your English, math etc focused on that particular area. >> Thank you. >> Any other questions for uh

164the team? >> No. All right. >> Can I just make one last comment? Um, I just wanted to um clarify based on the advice that your legal counsel gave. We just want to make clear that we disagree with the assertion that we are required to submit a material revision for in order for this board to consider the high school location within University Park. Um, as part of the charter renewal process, charters are allowed to provide updates to their petition. As part of this process, including changes in curriculum, program, and um, and including addresses. In the original petition, we did not have any addresses because we didn't know where our schools were going to be located. So, we identified three zones A, B, and C in which we would locate. So this updated pet petition provides

165the addresses within those three zones consistent with our original charter where we intend to locate two within Conway and one within University Park. So all of those are within our uh petition and we believe that um you can as a board consider that um for approval. Thank you. All right, >> President Stevens, [snorts] I was wondering if we could bring back up legal counsel for that, please. >> Yeah, you can. Um, just to respond to what was just stated, I have the actual education code provision right here before me and it states unequivocally and it's section education code um 47607 A3 and this governs renewals, material revisions, etc. A charter school that concurrently with its renewal proposes to expand operations to one or more additional sites or grade levels shall request a material revision to

166its charter. A material revision of the provisions of a charter petition may only be made with the approval of the chartering authority. A material revision of a charter is governed by the standards and criteria described in section 47605. This is a very distinct statutory process that would need to be followed. There is case law supporting that as well. And so it would need to be submitted either with or as a standalone request to the district's board. The district has already set out material revision guidelines that are published and available and those were actually utilized when KIP brought forth a material revision request back in the spring to add a facility. So, I hope that clarifies the position of legal counsel for the board. >> Can you just repeat the code again? I'm sorry. I wrote

167it. 476 >> 47607 A3 A3. Okay. All right. Thank you. Any questions for legal? >> No. Okay. Thank you so much. >> Thanks. >> All right. Hearing no other questions for uh Kip and the team. I would like to go ahead and close the petition for the charter renewal hearing. >> [applause] >> We got to make sure You're so sweet. You're awesome. is tell you to get off that playground and go do something. >> I told you. I said get off that playground and go do something. So you probably Let me see. anywhere. >> They'll put them up. >> Yeah. Oh, that's right. >> No. >> All right. We're going to go ahead and close the back doors and move on to item 8.1, our annual report for the 2526 pursuant to William settle set

168settlement and Melissa Siger is already at the podium ready to go. All right. Good evening board president Stevens, board of trustees, Dr. Rodriguez, our superintendent. My name is Melissa Sigers. I'm the director of curriculum and professional development. annually. Um Sanwaq King County Office of Education um does a review um on our Williams um settlement and um basically does looks at our um um textbooks or material sufficiency which I did a report in September to say that we do have sufficient textbooks. That was also their findings. And then they do um the facilities review. Um you can see in the attached report that they're um they're looking for emergency or urgent threat and we do not have any. So we are in good standing at this point. Are there any questions? Any questions for Miss? I

169think they're still grabbing their thoughts. >> Sure. >> All right. Seeing none. Thank you so much. short [applause] brief presentation. All right, Miss Iggers, you're actually back up again. Item 8.2, the universal screener presentation. >> All right. And and good evening again. Um I have with me um again, my name is Melissa Sigers, director of curriculum and professional development. Um and good evening to our board of trustees and our superintendent. I have with me um Dr. Allison Silva, one of our math our ELA curriculum specialists, and we're going to co-present on Amamira, our universal um reading difficulty screener. Oh, I have I have this. All right. Uh oh. [music] Oh, these are not the correct slides, but I'll skip through that. So, we'll get through this. We'll make this work. Um so, Amamira, um some

170of you were here last year. We um um engaged in an adoption for a universal reading difficulty screener. Um Governor Gavin Newsome passed a Senate bill requiring students in K through second to be screened for reading difficulties starting this school year. So we engaged in that adoption and um Amamira was the um program that we chose. Now, Amira is an AI um program that not only uh provides that universal reading difficulty screener, but also has a pathway for fluency. So, it's an adaptive fluency passage, a pathway, excuse me. Um and so this um program is aligned with the Scarbor's reading rope, which talks about all the different components of how to um what students need in order to be a skilled reader. Oops. Oh, okay. some of our slides. So, I'm just gonna speak to

171it. >> Okay. So, um I'm going to speak to some of the slides that I believe you have in your hands. Um one of the things that we wanted to um come to a common understanding of is what is a screener? So, we were talking it over and we were thinking of an analogy that would help everybody in the room understand. So, I'm going to tie it to going to the dentist. So, bear with me. I know that's not everybody's favorite thing, but um when a person uh even if they're not having any teeth pain or any visible problems, we all go to the dentist two times a year and one of the things they do is they give you an X-ray and the X-ray gives the dentist information on the health of your teeth

172and the well-being of what's going on, things that we can't see. That's exactly what we're doing with the universal screener. We are getting the health of our students literacy abilities in uh for students K2. Um all of our students are being screened whether they're showing um reading difficulty uh struggles. We're we're we're testing everybody to make sure that we understand the health and we're able to um give them the targeted instruction that they need to be successful so that they become fluent readers, fluent and confident readers. So >> um it's okay. Uh the next um slide that we wanted to discuss was just really the heart of this presentation which is the power of Amira itself. Um as Melissa stated it is our adopted universal screener and it is also a pathway um for students

173to get that individualized instruction. So Amamira functions as an AI listening basically additional teacher for each individual student. um it uses sophisticated speech recognition um technology so that each student is not only listened to um by an individual but also assessed daily. So that's something that is just not scalable for a teacher to do as an individual but um utilizing a mirror we will each student is able to be heard um daily. It also provides immediate corrective feedback so that students um who are launching the pathway, they're initially asked to read a story. The story um as they start to read the story aloud, Amamira is listening and then based on how they're doing it will launch into a targeted a targeted instructional lesson that will help them with their whether it be decoding, whether

174it be comprehension, it provides that targeted support. Again, something that a teacher with 24 students in front of them just couldn't do that scalable in their classroom. Um, it also helps accelerate learning for those students who are reading fluently. They're able to continue um to do so with AMRA and get uh content that is above the grade level that they're working in. And it will give our teachers real time daily data for them to empower their teaching. Um, which is something that we're very excited about. Okay, so this is the Scar Bro's reading rope that um Amamira is directly aligned to. And you can see the different components that a student needs in order to become a skilled reader. And so you'll just want to reference this for as we speak to our data. Um

175the data that's provided through the Amira um reading difficulty screener addresses all of these components and we'll show you how we align that to our core curriculum. Okay, I'm going to skip some things. So on this slide you can see that um we had our first round or a beginning of the year screener for our K through 2 students and I believe that's a 93% um that we had participation. Those students completed the screener. Um the 7% is inclusive of students who either potentially were opted out or maybe it's an opportunity for us to continue to pursue their assessment. Um in this slide you can see that um we have different bands of um um I guess reading proficiency. Um and this the assessment is based on a national norms and the students reading a

176uh proficiency at this moment in time in in the school year. And so you can see that the green represents students that are above the proficiency level. Yellow is for those students that are on target or, you know, are on their way to becoming proficient as so long as they have that um continuous growth in reading. And then the red band represents our students that need some catchup or again that targeted instruction to make sure they have those discrete skills in order to become that skilled reader. Um and so we use that data to provide the next steps for our students. Here's that same data. This is all of Stockton and this is by grade band. So you have kindergarten, first and second. And what I want to highlight in this slide is that if

177we look at the second grade, you can see that the amount or the percentage of students that are either at on track or above is is um higher than the previous grades. And we attribute that to our SIPs implementation because that is very targeted and strategic on time instruction for our students in the area of foundational skills. So here's one of the reports that um it is for each student will get a report like this and you can see those those different um um I guess acronyms here you have the DEEC which is decoding um PA phmic awareness. So it goes through each band of the reading rope um and says where that student is at. Now this report can be done for each student, for a classroom, for a school site and here we

178have our district level data. And what this um um graphic is showing is that on average our students are on track. So that's an average um score for our our site in all of those areas, which is a good sign for us. Okay, so this graphic here, Melissa just went over some of the data from the initial screener. This graphic here is some data from the pathway. So, one of the metrics that Amira uses is the number of stories read by um each individual student. So, as you can see, we have four weeks of data here. Um you'll see a little dip there. 106 to 1012 was fall break, but we still had some kids getting on there. Um on average in a month, we're reading about 50,000 stories um K2. So our our students

179at school using the Amira pathway are reading about 50,000 stories per month. So um when a student logs into Amira they are prompted immediately to select a story that they are interested in at their reading level. Um when they start to read that story based on how they're doing it launches that targeted instruction. Um the great thing about Amamira's pathway is that it's impossible for a student to be kind of a passive um uh learner. It's not like a listen, a sit and get and click. They have to actually be Amira calls it time on tongue where they're actively reading back answering um the questions on the targeted instruction. So they're really engaged in the learning during that time on the pathway. >> It's not it's not going to be our slides. Okay. So we

180really view Amira as this as one of the ma major bridges from to build the home and school connection. So, Amamira provides a lot of resources that we can share with our families, including student report on how um their student uh performed on the screener. As you can see in the picture, the student report that we pulled was a 2.48 ARM score, meaning second grade about the fourth month of school um based on average national norms. The report helps facilitate meaningful conversations between parent and teacher so that we can help empower our parents to also be teachers at home. Um, one of the great things about Amamira's parent report is it also provides tips and tricks um in parentfriendly language that they can do at home with little you little training just little games they

181can play or activities they can do to support their student based on the areas of the reading rope and the science of reading. So, one of the things that we have done in our department, the curriculum department, is this um image shows uh clips of a larger document that we've provided teachers that really breaks down those pieces of the reading rope and provides um the teachers with where in our adopted curriculum can they target those skills that the students need in their classroom and where can they um assess them further if they would like more information. So we've really taken the the report that air is providing and we are aligning it to what we are doing um as a district as far as where they can find it in SIPS integrity in benchmark and

182also how they can assign the Amira lessons to go uh to work tandem with those targeted um interventions. So you okay so we no it's okay uh we one of the things that we have done we have shifted our thoughts on how we're providing professional learning for our teachers and so we are really working towards not only are we collecting the data we're teaching the teachers how to use the data. So we are hoping that by empowering them by teaching them how what their data actually means to the individual students that they are able to confirm or look for trends in their tier one instruction to enhance that whole group and then also identify skills that maybe they need to target um with working with their site interventionists or um grade level team partners. And

183then it helps them group the students strategically based on common need. And they can triangulate the data using I Ready and their SIPs mastery checks as well so that we're really providing the students exactly what they need in real time. And I hope you're you're hearing that strong multi-tered systems of support. you know, not only providing those um tools and resources but making direct correlation so there's basically a clear roadmap so we have a cohesive consistent program across okay and then finally like I was mentioning we are really shifting our thoughts on how we're providing our professional learning we're really trying to move away from the okay you got the one and done and you know good luck you know good luck to you teachers we're really working towards creating a system where they have

184continuous ongoing support. So, for example, with Amamira, we are continuing to um train our teachers. So, they got the initial training and now they've had a a data deep dive now that we've collected the first round of data and now they're progress monitoring in between. And at the January PD day, we're going to be offering more training for the teachers based on their second collection of um progress monitoring data that they will give in January. Um we are also we've cohorted our our um we've cohorted all of our schools into groups based on need and they are getting targeted SIP support as well as just um support around the science of reading and how do we support our students um to become well-rounded in all areas of literacy. And then I think finally just that

185we're continuing to ground ourselves in the work of the science of reading. Everything that we're doing as far as supporting our teachers and students is grounded in that science and we're designing all of our trainings in professional development and providing ongoing opportunities for teachers to continue to pursue that knowledge. All right. So, are there any questions regarding a >> questions? All right, Reese. So this seems more of like a diagnostic than an instructional tool >> and we as we know like more assessments of course is not going to replace our explicit instruction from our classroom teachers. >> How are you helping our teachers uh with this program? >> So again this program um has two components to it. One is the reading difficulty screener which is that like screener to detect any student who might

186need further or differentiate instruction or know so that we know what to target as far as those discrete skills that are aligned with the reading rope. The other piece is the the um adaptive fluency pathway that each student um um uses. And so those are the two components and that's what we were pointing out um in these slides as far as what are the next steps. So let's say a student is deficient or not deficient but um lacking or needing further development in one of these areas of reading rope. We've given direct correlation to our core curriculum because our core curriculum does address each area of the reading rope. So we have SIPs for our foundational um skills and then um um our benchmark for um the reading comprehension piece. And then what's the accuracy

187of the data from this program? Accuracy [laughter] um [clears throat] I mean it is it is tested and nationally normed and it's gone through research and it was approved through the um CDE as far as being sufficient as far as one of the screeners if that's what you're referring to or we can do further research. >> Yeah. So we don't have the reliability and validity study here, but it is one of the only four that were approved by the state board of education for us to utilize here. So you can compare it to Dibbles 8, which has been around, right? This one of the the late the latest version of Dibbles. So it had to have it passed a super rigorous um assessment process and approval process. >> So right now we don't have the

188accuracy of the data from classroom teachers is what you're saying to me. Well, the study behind the the actual assessment tool, but we can pro we can get that information for you. We would be happy to. Thank you. >> Um, and then I would like to know what's the student experience uh with this program. What are the students saying? >> Um, you can post. >> Um, I will say the students are really enjoying it. Um, the classrooms that I've been in when I've entered and students are on it, they're very excited. I also received letters from a class with their thoughts on Amira and um they're saying that they're enjoying the technology. They're enjoying that they can interact with it. Um it it's been a very positive thing for the students and then I want

189to add as well the teachers as well. I think there was some nerves as far as like having AI but like teachers have been contacting us that it's been such an impactful program because again there's only one teacher in the room and the mirror program is able to listen to the student read and provide that ongoing feedback that teachers you know it's like having an assistant with them in the room. So both teacher and student we've had really positive feedback. So, I would love to add because we were actually walking classrooms during um the assessment window and I was in the classroom and one of the students she got done and she's like, I just love a mira. And so we've been able to see it from um our students lens, but also because our

190teachers were so involved in the process with the pilot, we were really close between um Dibbles 8 and Amira. And really the teachers had that final say in what they felt they could really utilize best in their classrooms. And so we're hearing the same thing as well. Um, what our students don't always get and we know it's high impact is the opportunity to practice reading with feedback. And like Dr. Silva was saying, they don't get that. The teacher can only be so many places at once. So, it's s um super effective because they get those opportunities and if the teacher wants to go back, they can actually go back and listen to the recordings of the students. So, if there's something they want to go and put into their instruction, um, they can do that

191as well. >> And I will add to that just that that ability to go back and listen to the recording. Um, the pilot team, that was one of the things that they identified as a very powerful tool. They used it in parent conferences. They were able to open their computer and say, "Here's your student reading this morning." and they can hear their student attempting the reading passage and this is why I'm utilizing these targeted interventions or instructional lessons and this is what you can do at home. So it's it's a powerful tool that for both families, students and teachers. >> Other questions for the presenters. All right. Thank you. No questions. Thank you so much. [applause] >> All right. Item 9.1, approval of the first reading of board policy and administrative regulation 5141, healthc care

192and emergencies. Is there a motion? I'll make the motion to approve 9.1. Is there a second? >> I'll second. >> All right. Any discussion? >> Hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trustee Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 9.2. Two, approval of the first reading of board policy and administrative regulation 5141.31 immunization. Is there a motion? I'll make the motion to approve Stevens. Is there a second? >> I second. >> Discussion hearing none. Roll call vote. President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trustee Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest,

193>> yes. >> Trusty Silva, >> yes. Motion passes unanimously. >> Item 9.3, approval of the first reading and final reading for board policy 6158, independent study. Is there a motion? >> Motion to approve. >> I'll second. Stevens. Any discussion? Hearing none. Roll call vote. President Stevens. >> Yes. >> Vice President Colon. >> Yes. >> Clerk Daire. >> Yes. >> Trusty Martin? >> Yes. >> Trusty Perez? >> Yes. >> Trusty Priest? >> Yes. >> Trusty Silva? >> Yes. Motion passes unanimously. Item 10.1, board committee reports. Abby will read the oral announcement and Christina will be the timekeeper of three minutes. This is the opportunity to hear any reports from board committees specifically regarding prior or upcoming committee meetings. There will be a threeminut limit per report. First uh committee meeting is the city of Stockton Parks

194and Wreck by clerk Donald Donaire. >> Good evening everyone. There was a parks and recck meeting last night at the city uh council chamber. Um we did just approve our 2026 schedule for meetings for the whole year. Um and just wanted to give a reminder that parks and rec commission meetings happen every fourth Mondays at 5:30 at the Stockton City Hall Council Chamber. There is no more meetings um for December. So the next meeting will be in January. Thank you. Next committee is the board policy committee by trustee Shauna Priest. Good evening everyone. Um our recent meeting we discussed updates related to independent study. Um as you all just heard the board um of course recognizes that offering a range of highquality instructional options we can better tailor uh learning to meet the diverse needs

195of our students and support stronger academic outcomes. Um, we also reviewed policies focused on student health and safety. Uh, we emphasized the importance of taking prompt and appropriate action whenever an injury, accident or illness threatens the safety, health or welfare of a student. Hopefully I got that right, Rodriguez. Whether on campus or during any school um sponsored activity and so as a part of this commitment, SUSD will continue to cooperate closely with all state and local health agencies to ensure we are following best practices and safeguarding our students. Thank you. >> Next committee is the budget oversight committee by President Kita Stevens. >> Thank you so much, Abby. So, uh, at our budget committee, we talked about a few things. Um, one was that Jessica Martin, who oversees our grants, is researching several grants for,

196um, the district, but in particular, she's working on a grant for teachers. Um, that is between the dollar amount of $1,000 to $100,000. Um and that one is brought by um Samsung. So just keep an eye out on that grant for individual teachers. Also, our bond rating has moved from a negative to a positive and steady A. [snorts] Um the last thing is that we Oh, you want to clap? Yeah, that is a class cuz it's been a minute y'all. It's been a minute. Um the last thing is that we were going over our current projects. We know that we have our facilities master plan. So, we have a lot of projects happening around our schools. Also looking at bringing in some portables. So, we're receiving um emails from school sites wanting to know like

197what's happening, when things will happen at their school site. So, the facility masters plan, it is still going on. We're looking at the budgets, the projects. Um we did have the table the meeting cuz it was a little longer than expected. So, at our next budget meeting, we will continue talking about the facilities master plan. If you want to hear more or know more about your school site, please come out and join the budget subcommittee. Thank you. Next committee is a transformative justice and safety and student conduct committee by trustee Isabelle Perez. Good evening. Um, okay. So, SUSD launched its district-wide bullying prevent bully prevention and um school safety efforts uh starting with the annual studentled awareness campaign through the service learning project who coordinated unity day activities and observed November as uh bully prevention

198month. Uh staff professional development continues to embed bullying prevention strategies across equity and inclusion, restorative practices, PBIS, classroom management, and suicide prevention training. Uh plus uh peer leaders uniting students program uh remains a key youth leadership model addressing school climate issues. um and expanded uh school counselor services to support all students, especially those most vulnerable to bullying. Um SUSD uh police department reported on SUSD's participation in the Sanwaqin Safe School Summit on October 22nd and shared updates on uh modern modernizing uh campus safety measure measures including a successful demonstration of the evolve. Did I say that correctly? EVOLV, weapons dete detection system at Edison High School's football game. Thank you. Next committee is the special education ad hoc committee by trustee Shauna Priest. All right, me again. Uh parents and caregivers have expressed a strong

199desire for a greater connection, transparency, and support. They have asked us to create a roundt discussion for special education families, establish a parent advisory board, and strengthen our efforts to ensure a truly inclusive environment for all students. Families also want to see us continue celebrating autism acceptance, expand staff training and on developmental disabilities, and increase parent support resources. Uh we have also heard clearly that many families would benefit from a more from more guidance with the IEP process. and additionally opportunities to learn how to effectively advocate for their students. Uh in response, I have requested uh that we uh were given the opportunity to see our parent feedback directly so we could better understand our family perspective and respond with meaningful action and now we were able to do that with uh trustee Silva. So

200there was a great opportunity for us to really see what our parents wanted. And then as always, SUSD remains committed to addressing the disproportionate classification of our African-American students in sped. We will continue to work with in we will work in implicit bias training and culturally responsive practices to ensure every student is supported, valued, and empowered. Thank you. >> All right, moving on to item 10.2, brief reports on trustee activities. Abby will read the oral announcement and Christina will be the timekeeper. >> This is the opportunity for each trustee to make a brief announcement or to give a brief report on their own recent activities at the district pursuant to the Brown Act Government Code section 54954.2A3. There will be a 3minut limit per report. >> All right, we'll start with Trusty Silva. Yes, I

201had the opportunity to attend um the anti-bullying workshop for parental awareness. Um I was even accompanied by my granddaughter. She's 11th grader at Edison and it was it was very informative I think for both you know parents and students and all of us. Um, also, uh, this last weekend I attended the I'm not sure what it's called. The band >> band review. >> The B. It was a review. Okay. It was that was that was good. I like that a lot. It hopefully I didn't stay around, but I had hopes that uh, did we Franklin get the >> I don't know if we place did we place. Um, Miss Rowman is there. She can speak on the the final. I know. We going to pause this time cuz I know he's just trying to run

202the clock on his time. >> Yeah. So, um I'm not going to tell you, but you're going to get a uh B2B on Friday with everything broken down. So, I'll leave you hanging. [laughter] >> All right. Unpause the clock. >> And that would end my report for this [laughter] this week. >> All right. Trusty Daire, >> I have no report tonight. Thank you, >> Trusty Perez. All right. Um I attended the um parent workshop and resource fair focus on anti-bullying on bullying awareness and prevention with Frank and Sophia. Um the workshop covered key topics including the district's definition of bullying, the steps for reporting incidents um incidents, bullying prevention education, district program supporting safe schools, and available resources for families. Um, I want to extend sincere appreciation to the parents, families, and staff who showed

203up in support of our students and a special thank you to the plus team and director Maryanne for organizing this important event. Um, it truly takes a village to keep our students safe and I'm super grateful for everyone who plays a role in the work. Thank you. >> All right, Trusty Cologne. Okay, good evening everyone. Um, so, u, at first I was thinking to myself, like days are just going by so fast. We actually hadn't had a meeting for a while. Um, a a board meeting, but we've had several different special meetings. Um in between time there's um different events but I think um most importantly these last few weeks there's been a lot of like research and reading um asking questions um kind of just sitting down with my own thoughts and and not

204just making sense of it but understanding like decisions that we're making here and how they will affect um years to come and how they affect um our stakeholders. So, it's been um it's been busy um but although not really like going places, it's really just been busy like reading and learning. Um I do want to highlight a couple of things. I was really happy to um attend Mong New Year um uh at the fairgrounds. Um I got to talk to a couple of our Franklin students that had a table out there um uh Mong students in the Mong Club and they were wearing their traditional um uh dress. Um, I just think uh being able to recognize um our our different cultures in our town, it it really again uh brings us back to belonging

205and um teaches our our youth how they can identify within the community and and with each other. I also had fun at the Lincoln Band Review. It brings back a lot of wonderful memories of being in uh Franklin Marching Band with uh Mel Juan and I was in the flags unit. So, I didn't play an instrument. Um, but definitely being in marching band just brings back so many um fun memories and I'm really glad um that our students are having that experience and that more and more are participating whether it be marching band, concert, jazz band um in some way that they're getting involved with music because it's not just teaching music but all the experiences that come with it. Um I think that's um really beneficial. Um, I was able to attend the NAACP

206gala dinner and I I just really appreciate all the hard work that folks are doing in our community. Um, the folks that were recognized uh were just pillars in the community and um hearing to some of their speeches and and some of the work that goes back years and years. Um, it was really moving to hear some of them uh speak and and then to see the love um you know after speeches, you know, people um congratulating and and hugs. Um, it's just a it was a wonderful event and I think I'll I'll wrap that up wrap that up there. >> Yeah. >> All right, moving on to Trusty Martin. >> Good evening everybody. Um, I had [clears throat] the um I linked I went to the link up with the cousins at pole and

207I supported the ad pack and it was amazing to be around um the ad pack. They are doing an amazing job and you know it was um a lot of games, a lot of activities, science activities and um I believe they did the wobble. >> Yeah. Yeah. Some of y'all not familiar with the wobble. I don't do the wobble. >> Show us. Show [laughter] us. >> But um it was very it was fun interacting with the parents. The parents and and the children. They were doing so many activities together. So I really enjoyed that. I did go to the NAACP. Gayla and I was um very inspired um by the the leaders, the giants in this city who have been doing the work for years and me being a African-American leader um I stand on

208the shoulders of those giants in this city. So I'm just inspired to continue to do the work and those were my activities. >> All right, Chesse uh Priest. >> All right, me again. Uh it was a great pleasure to hear from Mr. Muhammad and our Edison High School BCU students uh today and hear about their inspiring uh H.B.CU tour. As we know, experiences like these are powerful for our students and it allows them to see black excellence in action. I hope that our students feel encouraged knowing that they have a board representative who not only graduated from SUSD, but is also a proud H.B.CU graduate. And I definitely remain committed to fighting for the opportunities for our students to see what is possible for them out there, guided by people who look like them. And

209hopefully one day, superintendent, we can move a little further south because I went to school in in Florida to Patun Cookman University, which is the only H.B.CU founded by African-American woman. And I hope we can get students there one day. So for area four coming up, School for Adults is hosting a career development workshop that is focused on resumeé building on November 20th if you would like to come out between 10 and 1:00 p.m. Primary Years Academy is preparing for Dr. Rodriguez's visit on the 21st and they're excited to show their spirit during this thankful spirit week. Uh Commodore is going to be hosting their award assembly this Thursday and I look forward to celebrating their scholars with any of those of you who are coming out as well. And lastly, I want to note

210that we hear our teachers, we hear our food service workers, and we appreciate their recommendations that they have brought forward, and we look forward to continuing to work collaboratively with them to find a solution. Thank you. >> Thank you, Trusty Priest. Um, so I think I see y'all a lot, like more than a lot. So, I'll say ditto to all the events. We know there weren't um there wasn't uh a ton of board meetings um this month, but I think within the community there was a lot of um movement happening with the trustees. I think I've seen you all several times a week this whole month. Um and it seems like it's been such a long month. Um I do want to just highlight and talk about the band review. It was awesome. Our students

211are always excited when they see us cheering from um the sidelines. And one of the things that we do well is cheering on our students. They know when we are definitely in the building. We make them feel um valued when they're doing their thing. I believe it was last year we were out there, it actually rained on us. Um but our kids were out there, so we were out there, too. Um it is just amazing to see our kids do um and be creative in a way that they find to be impactful for their lives and for the world that they live in. Um, so we do want to do something special for our kids. Maybe have a band review. We're talking about maybe something for our kiddos here in Stockton, but we want to

212do big things for our kids, right? We don't always want to go to other people's competitions, but we want to make sure that Stockton has stake um when it comes into um music and the arts. And we've heard a lot of conversations when we were out there Saturday just about um how we can dig a little deeper for our kids and do um much more work for them. But we do see the arts coming back. We see funding coming back. So, there are some opportunities for us to build um in that particular area. I do want to highlight this Saturday's event, which is our friends giving. We want to make sure that we're able to support not just the friends of Stockton Unified and our families, but also our staff. So, we will be giving

213away turkeys and all of the goodies to go along with the bag. So, it is Thanksgiving time. We know that family and friends will be getting together and Stocklin Unifi, we want to be a part of um that and make it one of our traditions under the 1852 Foundation. So, we look forward to seeing you all out on this Saturday between 9:00 a.m. and 11:00 at the district office for our friends and family giveaway. And that will conclude my time. All right, moving on to item 10.3. Approval of the California Association of African-American Superintendent and Administrator Statewide Professional Development Summit in Anaheim, California on March 17th through the 20th, 2026. Is there a motion? >> Motion to approve. >> Is there a second? >> I second. >> Discussion hearing none. Roll call vote. >> President

214Stevens, >> yes. >> Vice President Colon, >> yes. Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 10.4, approval of expenditure for the Stockton Unified School District Board member to attend the California School Board Association, CSBA, Annual Education Conference in Sacramento, California, December 3rd through December 5th, 2025. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> All right. Second by trustee Martin. Any discussion hearing? None. Roll call vote. President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 10.5,

215Assembly Bill 1390, amendment to the California Education Code 35120, increasing board member compensation. Is there a motion? >> Motion to approve. >> Is there a second? >> Whoa, quick. Uh, [laughter] any discussion? That was second by Trusty Perez. Any discussion? All right, hearing none. Roll call vote. President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. Motion passes unanimously. Item 10.6, approval of minutes, October 25th, 2025 SUSD special board meeting, close session. Is there a motion? >> Motion to approve. >> Is there a second? >> I second. >> Discussion. Hearing none. Roll call vote. President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >>

216Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. Trusty Silva. >> Yes. >> Motion passes unanimously. >> Item 10.7, approval of minutes, nove November 1st, 2025 SUSD special board meeting. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Discussion hearing. None. Roll call vote. President Stevens. >> Yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. Trusty Silva. >> Yes. >> Motion passes unanimously. >> Item 10.8, approval of minutes, November 20th. November 10th, 2025 SUSD special board meeting, close session. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Discussion. Hearing none. Roll call vote. President Stevens. >> Yes. >>

217Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trustee Martin, >> yes. >> Trusty Perez, >> yes. Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 11.1, superintendent report, CTE showcase, Ruby Bridges walk to school day. All right. So, there have been great events happening um in the district in the last couple of weeks. So, tonight we're going to um because we usually we have two board meetings in November, you get two videos. So, um we're going to um start first with the CTE showcase. So something that's really important for us is around students passions, interests, and talents. We also want them to know the possibilities within our school district. Many times um although now our sixth, seventh, and eighth graders are doing CT pathways within their middle

218within their K8 schools, but a lot of times they don't know all the possibilities. And so I was talking to Mr. Healey, our director of CT programming. And I will say that each year the teachers become a little bit more competitive trying to show off their program. So we had full-fledged um construction going on there. We had robotics, um our fluorocultural, um all the different pathways were there, um to support and just show our students what they um what the possibilities are here within Stockton Unified because over 5,000 students each day at high school are you are involved in CT programming. So, we're providing that link to their passions, interests, and talents. And here's the video. >> [music] >> Stockton Unified School District students are getting a head start on their [music] future through career

219technical education or CTE. They're learning realworld skills [music] in everything from engineering and robotics to healthcare, law, and construction. Technical education [music] is a series of courses that help prepare students to enter an occupation in a wide variety of different industry fields. Uh we have 50 different CTE pathways [music] in stock. [singing] We do automotive like you see behind me. I also [music] love construction, computer design, computer software design, web design, engineering, [music] whole slew of things in the medical profession. >> Each pathway connects classroom learning to hands-on experience, helping students discover their interests, build confidence, and [music] take their first big step toward a meaningful career. Interested in photography and uh [music and singing] construction. This year, thousands of eighth grade students got an upclose look at what is offered [music] at SUSD High

220School. >> The excitement and the enthusiasm that the students have when they get into the fairgrounds and see all 50 of our CT facilities at work. [music] They get a chance to see this is where I can grow. >> SUSD has investing in students and investing in CTE. For example, this emergency responder course uses [music] the same equipment that emergency responders use today. What we want is for them to be able to know the many, many opportunities within Stockton Unified that aligns with their passions, interests, and talents. I think it's cool like how they chose examples of what they had at the school. A huge event where students were able to experience the 50 pathways and possibilities firsthand. [music] Look around, see what you like, and go to the school you really like uh for

221their activities so you can have a career passion. It's all part of Stockton Unifi's mission to help every student rise [music] stronger together. >> Our goal is to provide that world class education linked to children's passions, interests, and talents. SUSD, where [music] students build their futures, one skill at a time. Follow your dreams and uh do your passion in Stockton. Melinda Mesa and stocking fight school district. [applause] >> I always appreciate how they can capture because I know not everyone can go to all the events. So, we're really glad about that. So, just something wanted to note before we do our second video. So, yesterday as a district, we did we did an event called Jeans and Generosity. And so something that we know is um sometimes the most vulnerable communities have feel the most

222impact. And so that has happened to us and that um because of the government shutdown there was some um efforts to um harm vulnerable populations. And so SNAP benefits were removed from people were people were denied those SNAP benefits. And so because of that, we wanted to do something to be able to support our um great partners at Second Harvest Food Bank and also the Emergency Food Bank. And so for every $5, so staff wore jeans and um they had the opportunity to um donate $5. It still is open right now. So if you want to do that, you still can do that um under the name of Stockton Unified. and our staff came together and provided over $6,500 worth of support to Second Harvest Food Bank and the Emergency Food Bank. So, it shows

223um with just one day of effort um we'd made a great impact that's going to feed many many families within the Stockton community. [applause] Um and now, um we're going to be able to see um a video on Ruby Bridg's walk to school day. So, I was able to be at Commodore Skills. Oh, here we go. Um at um at Commodore Skills, but something that I wanted to mention is the amount of schools that increased um their presence around that event. So, years ago, it's just a few schools that did it. And something that they're doing is it's not just about the walk itself, but it's actually about understanding the significance and the power behind that walk. And um and so we you'll see in this video um the amount of impact and the the

224power that the students at Commodore Skills has, but this also happened um throughout the school district at almost 20 schools. And so here we go. >> Hi, welcome to Ruby Bridges Day. Good morning. Good morning, Marco. >> Hundreds of students showed up. >> Yep. Grab a hat >> and geared up. grab stickers and an a pennant >> in honor of Ruby Bridges. >> When she was six years old, they accept her in a all white school for kids. >> At 6 years old, her bravery in attending [music] an all-white school under hostility helped pave the way for desegregation and civil rights. >> Brave like Ruby. >> Step by step, [music] >> I think it's cool. Hundreds of students at Commodore School and 17 other SUSD schools [music] honored Ruby Bridges. >> This is Ruby Bridges

225Walk to School Day. Uh it was an initiative that was started in San Francisco for Ruby Bridges and it's become a nationwide event and we have brought it here to Commodore and I'm really excited about it. When we're talking about Ruby Bridges Walk to School Day, it's really about talking about community, showing that unification, showing that we are a unified and cohesive group of people that really celebrate diversity, celebrate the accomplishments of the people before us. That's just what it's all about is just being brave like Ruby Bridges. We want to honor her legacy as a living legend and just knowing that coming together and having unity is what's most important. >> I think that's pretty great with her and she's strong for that. >> The students wearing purple, [music] wearing pride, walking in unity.

226>> It's just so exciting to see >> in Stockton. Melinda Mesa. >> We can watch like how Ruby Bridge did >> for the Stockton Unified School District. [music] >> [music] >> Just a fun fact, when we think about uh the the era that we're referring to, Ruby Bridges is only 71 years old. >> She's only 71. She was actually one of the keynote speakers when we were down at the Cube Conference in New Orleans. Um and she spoke about her experience. But to think that this all took place 71 years ago um is not a long time ago. Um so times are changing and they have changed. So we're excited about that. Um but I just wanted to keep on our forefront that 71 years was not a long time ago. All right. So moving

227on to item 12.3 approval to purchase newcomer literacy backpacks from teachercreated material TCM. Um, is there someone from LDL here to speak up on like are we utilizing data, anything for the backpacks? >> Can you hear me? >> Yes. Yes. >> Good evening. >> Um, so the plan for the backpacks, we've worked with TCM um to make them unique for Stockton. We're including multilingual um materials that are available in different languages. Um we're including social emotional. We um the plan is to um roll them out through training so that our families are learning how to use them effectively. >> Um our if if it's approved, our first training will be with our EL coordinators who support the sites through ELAC. um in on December 12th, we are also um in our January DAC going to

228um facilitate a training on how to use them with our DAC families and invite our our ELAC representatives are also there um and invite other families. The plan is to also identify at least four different sites in the different areas of Stockton where we would hold additional trainings and invite our families um through those. So through that um we're also going to be collecting um surveys in terms of were they used, how were they used, and were they helpful and effective and did they make a difference for our families, for our students? >> Um and so that's some of the the ways that we're trying to reach the community in order for them to be able to access the backpacks effectively. >> Okay. Thank you so much. Any other questions for Miss Martinez? >> Yes.

229I was wondering where the quantity uh came from from each grade level. >> Um so the quantity is based on um what we used last year and then I have the current numbers of our students that are newcomers. And when we're saying newcomers, there's the federal definition of three years in US schools, but we're trying to reach year uh students that have been here. This is their first year and second year. And so at the K5, we have 740 students as of this week um that are um newcomers that fit that definition. And then at the 6th through 12th grade, we have 516 um students that fit that as well. I want to say that also um with TCM they are also signed on to support the trainings and so they'll be engaging with our

230families in how to effectively use the backpack. So that's that's in that amount as well and that's the most it would be. Um I I don't know if we're going to get to that because it depends how many families we can get to. Um yeah, >> Trusty Cologne, >> I just want to make sure that I understand. So, um, the families would be trained and get the backpack. So, we're not just giving them to the teachers to hand them out. We're making sure families are trained. This is how you use it and here's your backpack and go. So, then those those four future family uh events would be pretty important. We'd want to make sure that as many families come. >> Yes, definitely. And then we're working with um our EL coordinators because they're at

231the sites and they're with their elacs. And so if they're even like if they're meeting with families informally or whatever that they have some at the site as well to train and give out as well on an as needs basis. >> And then how's the training occurring? Is this in person specifically in person with parents? Is this with staff to train parents? How is this occurring? It's it's both. So, we're going to host family trainings um across the district. Um we're aiming for at least four or five. And then it'll also be at our ELACs. So, training through ELAC, training through DACA, and then we're also training our EL e coordinators, um which is the adult training, but training them on how to train their parents. >> And then what languages will the books be

232in? So the um the books that are available we found Spanish. They're all in English, but then they're translated. They're in Spanish as well. There is a component of the backpack that has a family guide and that um TCM has QR codes. It's available in multiple languages. >> So the number of students you mentioned earlier only speak Spanish. >> No, that's why we made sure they're in English. But then also it's like there's the the one part in English and then you flip it and it's in Spanish since most of our students do speak Spanish. H how do we support the students who don't speak Spanish? So like our non-English like our M families. Um yeah, how do we support them or what does that look like with back these backpacks? So there's the language

233guides again that co have QR codes that families can scan and then they're translated in many many different languages. I don't know the exact all of them but it's in multiple languages. Um the books that we picked many of them there's also YouTube videos of people reading the book and you can do like subtitles in different languages. Um not all of them though were available in that but so those are some of the things that we looked into. Okay. Any other questions? >> All right. Hearing none. Okay. Thank you so much. >> Thank you so much. >> All right. We need an approval for item 12.1. >> Motion to approve. >> Is there a second? >> Second. >> Any further discussion? All right. Hearing none. Roll call vote. President Stevens. I'm going to abstain from

234this one. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> abstain. >> Trustee Perez, >> abstain. >> Trusty Priest, >> abstain. >> Trusty Silva, >> yes. Motion fails with uh three yeses and four abstensions from President Stevens, Trustee Martin, Trusty Perez, Trusty Priest. Item 12.2 two information report regarding the updates on the implementation of the arts, music and instructional materials uh discretionary block grant A M I am Sydney, did you want to do a report? Yeah. Okay. I will tell you that all of our our drum majors receive some kind of award, but you will get everything on Friday. [laughter] And also, let me encourage because we did have great discussions about the arts and how it helps you grow. So, I know that you have been sitting a

235long time. Feel free to stand up if you need to stand up. Okay. [laughter] All right. So, that's we talked about movement. So, so uh back in Oops. And here's this thing. always have a problem with it. There we go. Okay. Back in 2022, uh, as you're learning about the piloting of things, when we get new standards, the way that it goes for any subject, they have a little bit of of time where they get new curriculum and all kinds of things and then there normally comes funding to buy them. So, just as COVID hit, we were getting brand new art standards and other things were happening. So that's why in 2022 there was this um amount of money that came for arts music instructional materials not just for instruct arts materials but all kinds

236of materials and then discretionary block grant. The district received a large amount of money. Uh Dr. Rodriguez was very generous because it did not even though the name said arts and music it did not have to go for the arts and music. She generously gave us 80% of it. So this was to help um build um infrastructure, modernize all of our arts programs. And in fact, it was this was when we became arts, not VAPA. So uh we developed a three-year plan focusing on dance, music, theater, visual, and the new media arts to help bring us into the 21st century. Now, the some of these activities that include with this are student enrichment. the picture on the far leftand corner. That's where our sixth, seventh, and eighth graders are at the Pantageous Theater in Southern

237California. They got to see the first time for a lot of them for their real live Broadway type show. This was a partnership we have with ELOP and our our middle school bands. Uh we've purchased iPads and we've created lots of instruments. There's our our whole three-year plan. Now, we just want to update you because the key part of the plan involves some renovation of the Chavez and Edison theaters. Uh, we have been working on that. Uh, and since August, there actually has been a bi-weekly meeting with the John Sergio Fisher Associates um, AR theater architect to get things finalized. Uh, all both of them are moving forward with final approval from the state regarding this uh, these renovations. The other thing that we've really been working on since I've been in the district in

23820 uh 2006, the instrumental storage has been everywhere. So, part of this grant is to create a centralized plan and we've had an instrument repair shop that's been at Chavez. We're bringing it all to one facility. So, even talking with our instrumental elementary music teachers today, they're all excited. we are going to have our own place and it will be modern and we won't be checking having to pull in and check everything. So, that's the two big parts. The other parts of it that we've used the money for is trucks and trailers. Um, I hate you didn't get to go see it, but I tell you the spread that Franklin parents put out for their kids at the band reviews. They feel so proud and they talk about how that they feel that their kids

239just feel as important and all of these other things before they would have to take rental trucks or their own trucks and things like this. So, this has helped with that. Uh we've also bought purchased formal clothing for our orchestra and choirs which they have been used and will be using um on various trips and this this money has also developed these enrichment opportunities that we talked about. You can see December first week of December and I'll be getting you the link. Our Delta Kings marching band will be marching in the Palm Springs P Festival of Lights parade. They'll be on television down in Southern California. We went last year. The picture you see there is of all of our bands, our combination band, and uh they were talked about how we look like a

240college band. We look so great then. So, um so we'll still follow up on that idea of having our own review sometime. So, uh in March, we will have the Franklin Concert Band go to Carnegie Hall as well as the orchestra in from Edison in April. And then this year we're excited to have the Edison Jazz, the Chavez Jazz, and the Chavez Show Choir go to a festival in New Orleans. So this funding has laid a lot of foundation for the world to hear our Stockton musicians. Questions? [applause] Questions? Nobody? None. All right. Thank you so much, Miss Wildman. Thank you. >> All right. So, the block grant was onlyformational. We're moving on to item 12.3. Approve partnership with Panorama Education to provide to provide to elevate student voice to Panorama student, parent, and staff

241surveys, check-ins, and professional development. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> All right. Any discussion hearing? None. Roll call vote. President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 12.4, approval of the renewal of a partnership with Panorama Pathways, formerly known as Mesa, on time monitoring platform. Is there a motion? >> I'll make the motion to approve. >> Is there a second? >> I'll second. >> All right. Discussion hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty

242Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 13.1, approval of the memorandum of understanding between the Stockton Unified School District and the California Schools Association, CSEA, Stockton Transportation Chapter 885. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Discussion. Roll call vote. President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. Trusty Silva. >> Yes. >> Motion passes unanimously. Item 13.2, approval of the attachment revised district salary schedule for CSEA 885 transportation unit. Is there a motion? >> I'll make the motion to approve. >> Is there a second? >> I second. >> Discussion hearing. None. Roll call vote.

243President Stevens? >> Yes. Vice President Colon? >> Yes. >> Clerk Daire? >> Yes. >> Trusty Martin? >> Yes. >> Trusty Perez? Yes. >> Trusty Priest. >> Yes. >> Trusty Silva. >> Yes. >> Motion passes unanimously. Item 13.3, approval of the attack revised district salary schedule for unrepresented employees, athletic trainer. Is there a motion? >> Make the motion to approve. >> Is there a second? >> Second. >> Discussion. Hearing none. Roll call vote. >> President Stevens. >> Yes. >> Vice President Colon. >> Yes. >> Clerk Daire. >> Yes. Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 13.4, approval of the memorandum of understanding between the Stockton Unified School District and the California State University Stannis Laws for administrative fieldwork. Is

244there a motion? >> I make the motion to approve. >> Is there a second? >> I second. >> Discussion hearing none. Roll call vote. President Stevens, >> yes. Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. Item 14.1, approval of the vendor payments issued for the month of October 2025 as presented. Is there a motion? >> Motion to approve. >> Is there a second? >> A second. >> Discussion hearing none. Roll call vote. President Stevens, >> yes. Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously.

245Item 14.2, approval. I'm sorry. Item 14.2, purchase order board report for the month of October 2025. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Discussion. Roll call vote. President Stevens. >> Yes. Vice President Golon, >> yes. >> Clerk Daire, >> yes. >> Trustee Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. Item 14.3, approval to extend the annual audit due date to due to the government shutdown. Is there a motion? >> Motion to approve. >> Is there a second? >> Second by Trusty Priest. All right. Any discussion hearing? None. Roll call vote. President Stevens. >> Yes. Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trustee Martin, >> yes. >> Trusty Perez,

246>> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.4, approval of the notice of completion for Robinddale parking lot project, project bid number 25.006. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> All right. Discussion hearing. None. Roll call vote. President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.5, approval of the increase of purchase order for independent consultant agreement for professional services, the Terracon Consultants, Inc. for the Caesar Chavez High School athletic facilities improvement bid number 24.014. Is there a motion? >> Motion to approve. >> Is there a

247second? >> A second. >> Discussion. Hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.6, Six, approval of amendment number one to agreement for architectural services for John Sergio Fiser and Associates, Inc. for the theater renovation at Edison High School. Is there a motion? >> Motion to approve. [snorts] >> Is there a second? >> Second. Second by Trustee Perez. >> Any discussion? Hearing none. Roll call vote. President Stevens, yes. Vice President Colon, >> yes. Trinire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes

248unanimously. Item 14.7, approval of amendment number one to agreement for the architectural services for John Sergio Fiser and Associates, Inc. for the theater renovation at Chavez High School. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Any discussion? Hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.8, approval of amendment number one to the agreement for architectural services for John Sergio Fischer and Associates, Inc. for Stack High School Theater Renovation. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Any discussion? Roll call vote. >> President

249Stevens, >> yes. Vice President Colon, >> yes. Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.9, approval of the revised notice of completion for the LCAP preK playground project at Weber Institute of Applied Sciences and Technology, bid number 25.009. Is there a motion? >> Motion to approve. Is there a second? >> Second. >> Any discussion? Hearing none. Roll call vote. President Stevens, >> yes. >> Vice President Cologne, >> yes. Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.10, approval of contract with precision concrete cutting for the sidewalk repairs at Caesar Chavez High School.

250Project number 2025. 6.20B. to 0.B SD. Is there a motion? >> A motion to approve. >> Is there second? >> All right. Second by trustee Silva. Any discussion? Hearing none. Roll call vote. President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.11, approval of notice of application for Caesar Chavez High School CTE facilities program 7 funding theater project. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Any discussion? Hearing none. Roll call vote. President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trustee Martin, >> yes. >> Trusty Perez, >> yes.

251>> Trustee Priest, >> yes. >> Trustee Silva, >> yes. Motion passes unanimously. Item 14.12, approve the notice of completion for Edison High School CTE facilities program 7th funding project theater project. Is there a motion? >> Motion to approve. >> Is there a second? >> Second by Trusty Silva. Any discussion? Hearing none. Roll call vote. President Stevens. >> Yes. >> Vice President Cologne. >> Yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.13, approve the notice of application for Stag High School CTE facilities program 7 funding theater project. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Any discussion? Hearing none, roll call vote. President Stevens, >> yes.

252>> Vice President Cologne, >> yes. [clears throat] >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 15.1, student expulsion C-6. Is there a motion? >> Motion to approve. >> Is there a second? >> I second. Roll call vote. President Stevens, >> yes. Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Martin, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. Trusty Silva. >> Yes. >> Motion passes unanimously. Item 15.2, student expulsion C-8. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Roll call vote. President Stevens. >> Yes. >> Vice President Colon. >> Yes. >> Clerk Daire. >> Yes. >> Trusty Martin. >>

253Yes. >> Trusty Perez. >> Yes. >> Trusty Priest. Yes. >> Trusty Silva. >> Yes. >> Motion passes unanimously. Item 15.3, student expulsion C-9. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Roll call vote. >> President Stevens, yes. Vice President Colon, >> yes. >> Clerk Daire, >> no. >> Trusty Martin, >> no. Trusty Perez, >> no. Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes, four yeses, three nos from Clerk Daener, Trustee Martin, and Trusty Perez. Item 15.4, student expulsion C-10. Is there a motion? Is there a motion? I'll make the motion to approve. All right, I'll second. Stevens roll call vote. President Stevens, >> yes. Vice President Colon, >> yes. >> Clerk Daire, >> no. >> Trusty Martin, >> no. >> Trusty Perez, >>

254no. >> Trusty Priest, >> no. Trusty Silva. >> Yes. >> Motion fails with three yeses, four nos from clerk Daenire, Trusty Martin, Trusty Perez, and Trusty Priest. Item 15.5, student expulsion CC-7. Is there a motion? Motion. >> I need to um recuse myself. Excuse myself from the vote. Yes. Thank you. Sorry. [clears throat] All right. Is there a motion for 15.5? I motion to approve. Is there a second? >> Second. >> All right. Second by Daire. Roll call vote. >> President Stevens. Yes. >> Clerk Daire. >> Yes. >> Trustee Martin. >> No. >> Trusty Perez. >> Yes. Trustee Priest, >> no. >> Trusty Silva, >> no. >> Motion fails with three yays and three nos from trustees Martin, Priest, and Silva. Vice President Cologne uh recused herself. All right. Item 17.1. I would like to

255adjourn the board meeting at 9:30. 9:30. because we also rehyd this will