001Thank you. We will begin the public session with 3.1 for compliance with the Brown trustee act, they will only speak when recognized. Otherwise they will be out of order. Security and protocol are important to SUSD. This way, the public, community members, parents, and students can participate in a safe environment. Community members will have a secure seat at the meeting within the number permitted under fire code 132. Standing in the aisle is not allowed. They must sit down. If they do not, they will have to withdraw. Members of the press who are standing must have their press credentials visible. Only the speakers may be on the podium, as well as a guardian, administrator, or translator. There will be no line on the podium. This is how the speaker's time is respected. Each speaker will have 3
002minutes. to talk. No one at the meeting can enter the area where the members are seated. You cannot use offensive or vulgar language. If someone causes a disruption, they will be given a warning. If you continue, you will be asked to leave. After the meeting, community members should leave the lobby respectfully. Thank you. Thanks, Abi. Let's go to 4.1, Flag Oath students of Stack, to the New Filipino Association, Filipino students. We need to hurry to catch up with them. Oh, if you want to talk about the New Filipino American Association Club. Ah, good afternoon members of the board, members of the community. I am Sedena Víncola. Oh, and I'm here to share my experience in our new classes, which are still developing, although the curriculum is still being redefined, we have a strong foundation, one
003that not only educates but empowers. Growing up in the Philippines, I received my education there. Now it's an incredible experience learning about my own heritage. In most of my classes I have learned about our pre-colonial history. Ah, that's one of our identities, and I'm glad to see them finally being recognized. It's something I never expected, but no, there's no lack of appreciation for us. Ah, as a Filipino American student, this class has given me something I was missing when I immigrated to this country last year. It has helped me to fully understand my identity and how Philippine history continues to live on American soil through people like me. Ah. Uh, I think about my ancestors. who came before us, who worked tirelessly to build a life, their struggles and ah goals that they achieved. Ah,
004this also gives us community. Once I experienced the feedback through my teacher, it was a support to our class. They reminded me that I was not alone, they gave me space, and that my voice was not only being tolerated, but also celebrated. And listening to the history of my people by Filipino-American people feels very meaningful and has a lot of meaning, and education matters, it reminds me of my culture, it helps us understand each other better, it enriches everyone. All of this makes us proud and extends beyond the classroom. As someone who will be graduating soon, I hope this course continues to grow and teach more students like me. Ah, because that way they will begin to understand that their heritage is not something to be hidden, but honored. Thank you for giving me the
005opportunity to share my story and for supporting this resume, which, as a story, also means who you are at this moment. Thank you, Sabana. Well, you're from my school, Stack. We'll take photos, and if we have anyone else from the Stack team, we have certificates for you too. And we're going to take pictures. Well, our ethnic studies are not only here, but we've heard good things at our conferences. We are very proud of what Stockton is doing. I think Sabana said it well. Representation is important when you see yourself, you see the future too. Thank you, Sabana. Okay, what follows is 4.2. Ah, good night everyone. Uh, 2.1. Ah, public employee allocation. There is discipline among public employees, and there are four separate cases. The motion of the table to be approved unanimously , case
006two, one of the motion of the table to be approved, case three, one labor relations analyst , four to be approved unanimously. 2.4 conference with legal counsel was approved to discuss significant litigation issues related to key 549459. We have three different cases. Ah, to reject the motion of the board unanimously 61 633 to the motion of the board to reject 660 556. Unanimously the motion of the board to reject case three to claim number 66224 unanimously 4.3 and Cristina is going to read the oral announcements. This is the opportunity for the board members to make any changes to the agenda. Is there a motion? Yes, I would like to make a motion to add to the agenda, so I would like to add four new sections to two sections FIF 15 4.2. No, 15.4 or
007section 15 eh expulsion of C3 students 15.5 expulsion of CC3 students and 15.7 is expulsion of C64 students. There is a second me. I support it. Discussion, is n't it? Then the vote. Steven, yes, Colón, yes, Doner, yes, Pérez, yes, Prist, yes, Silva, yes, the motion passes unanimously. 4.5 Oral suggestions regarding suggestions. Madam President, we have no public comments. 5.2 Oral suggestions. Individual speakers will be given 3 minutes to speak, and each article will be given 20 minutes. We have a public comment. Mrs. Terry Wilch will be speaking about monetary donations. Good night. I've been here before. My name is Terry Wch. I am a teacher at continuation high school. We have passed a 30-day mark for government shutdown. Oh, and to qualify for SNAP benefits, I would like to ask SUSD's family to consider
008making monetary donations. There are 42 million people in America who will not be receiving SNAP benefits. And adding to that, there are many workers who are also going to lose their jobs and will not have any benefits. 80% of our children are below the poverty level, so security is not something new. If a Stockton family could make cash donations, the food bank could use that money to buy wholesale, at wholesale prices. I don't know how much worse this could get. I'm trying to— we were trying to put a flyer in every place and every department. That's all. Please consider it. Thank you. The following comment is from Mrs. Bernad Armenta. Regarding respect in the workplace. Good evening, Dr. Rodriguez, President Stevens, and the members of the board. We came up here two weeks ago talking
009about what respect looks like in the workplace. I want to talk about how managers treat workers. Our custodial workers were given a white-glove inspection, and that's happening repeatedly, and our members feel like it's an effort aimed at them. I don't want our members to feel like they have to walk on eggshells and that their work is being done properly. I think these reviews are uneven. These actions are presented to our members as if they want to get rid of me. Ah, even though I do my job, not all places are being inspected this way. I want to talk about the fear we have of speaking out and going to unity. The treatment of these individuals has made our custodians feel that they are not being respected. Now they sit down, now they feel that management
010is looking for reasons to fire them. This is a problem. Our custodians need team support. Ah, trustees. I know you guys aren't qualified for the district, that's all. Please help us support our custodians. Thank you. Karen Emadora. Good night. I do n't know if you remember me. Ah, I am the top leader at Roosevelt School. I'm talking about coming into the kitchens so they can see what's going on . Our members are tired, overworked. Ah, we do n't have enough workers to help with what we need. We are being overcutted with the new family style. Oh no, we don't have enough storage space to put what we're receiving lately and they tell us there's no extra work, but there is. I have three people in my kitchen who can barely get through the day. So
011I'm going to ask you to please come to the kitchens, talk to the kitchen workers, they're tired, they're in pain. If something doesn't change, it's too much for us. We need more hours. That's all I have to say for today. Thank you. The next one is Luis Por Luis Poros. Good night. My name is Luis Poros. I am here in terms of respect for workers. I want to share something with you that was. This is what the worker was told by management. It is vital that you understand why you come to work and that if your absence does not affect things, if you do not report to work, the work will be passed on to other workers and that creates morale problems. in other workers. I want you to think about what would happen if
012you received a letter written like this, because if you are sick, in pain, you cannot come to work. Basically, they're telling me there are moral issues, and it's your fault for accusing them of moral problems because they're taking their sick time; they have the right to use it. That letter surprised me, and I would feel disrespected and say, and then say that they cause resentment. When I get sick and ask for a substitute, the substitute is supposed to be the one who covers my job. This is quite disrespectful, the way they speak to people. I want you to think about these conversations with workers when they request sick time; it causes resentment. And thank you for listening and for your time. The following comment is from María Zamora regarding ILAC. Good evening. I am here
013to express my concerns regarding the challenges we program facilitators are facing when we are asked to meet a very high standard. It seems these positions are creating an unparalleled divide. These exhibitions only give us more work without support. Ah, it looks like it's a program to help, but the reality is that our program is affecting the mental health of our program facilitators, like we're not doing our job. We need to take care of those who actually manage the program. We needed extra time to make sure that we were not only going to meet the requirements, but also what was needed for our students and families. Lope has turned this great opportunity into a nightmare, one agency for 120 students with 10 to 12 workers, uh, multiple agencies for 120 ah students. We have more workers,
014more unpaid work, and last year we went from quality to quantity in numbers. We've been told many, many times that there shouldn't be a waiting list because we have enough workers, but that's not how you build a safety program. We are a club of childcare providers, babysitters. When I became a facilitator, I realized that our children deserve the best. But how can we provide that if we're falling apart as a department? There is dysfunction. And using our voices as program leaders is not okay. If we were the feet on the floor, if we were the boots on the floor. Why are we being asked how to improve our department? The next speaker is K. Mcdonovan. Hello, my name is Kiry McDonald. I am here from the Police Association. I am here because I have been
015a part of this district for the past 8 years. Um, I have a program for the students, the community, hoping that we can move forward in terms of security. However, there are concerns that what the community has seen or has in mind, there are systems such as task delegations, document management and tracking. This creates confusion among facilitators, leading to confusion and inefficiency when there is no centralized communication and collaborations are lost. This leads to missed deadlines. And as co-facilitators, we get scolded for not meeting deadlines, low morale. There is a level of responsibility and unequal expectations. There are times when site coordinators provide unrealistic demands. This inequity gives us inequality. I'll see how far he can go in the second letter. Alright . Good evening for taking the time. Thank you for taking the time.
016Ah, as a facilitator of after- school programs, I have seen how this has flourished. Ah, there are programs that have been integrated into El which students like. Ah, there are new foods thanks to cooking shows. along with these wonderful programs. Well, I've spoken to the support staff about the... Oh, you also have to have to set aside your time. Luis Boros continues. Calest gives up his time. Yes. Well, while there are positive changes to support our students, for some of us it feels like the workload is piling up. Sometimes I feel overwhelmed. We have transitioned to help our employees. We don't have time to finish our work in the time allotted to us . Since we became 8-hour workers, our workload has increased. Uh, we're doing more than we were expected to do. Oh, and
017that we would have it on our site. Oh no, no, the work never finishes. Mrs. Rogers also informed us that our site coordinator would never become our supervisors, but would instead be a right-hand man, a support to our sites. But the narrative has changed and now they have become our supervisors. We have sent them emails asking for clarification and they do not respond. However, we are expected to continue with our work. We added new materials and resources, and the facilitators are not being taken into consideration. We've added new materials to our sites without asking if we have space for what they 're sending us. Oh, and then management informs us that we don't have space for those items and reprimands us for that order. The facilitators, the facilitator managers, the supervisors, it has been very
018sad to work for this program, and I have been informed that there are people who are looking for new jobs. Ah, I hope things improve, and I hope so because my team is very important to the students. The change is incredible, like only happens at the top. Ah, we are on the front line of the programs and we are abandoned so that we have to defend ourselves alone. Ah, if all I have to say is instructions, weight, and heavy work. Ah, thank you. Yes please. Uh, I finished the instructions. Yes, thank you very much for your time. The next speaker is M Luis Torres. Yes. Yes, I am a facilitator of the program. For the past four years, I have worked as a facilitator of the Menilo program. My colleagues should be recognized for the
019work they do and how they help and overcome challenges in their work. We are the ones who make the program a success. But we don't agree with how the managers treat us on a daily basis. We are always trying to set an example for our students. Time and again, program facilitators have expressed their concerns without us being given a solution. We've always been told to stick to deadlines. However, many times we are not informed in advance when there are changes to the program, and this hinders our relationship with our communities. Then we are shamed or reprimanded when we are punished for not being able to do these things. These changes make it more difficult for program facilitators to be successful. There is a difference between having all the responsibilities and the fact that the managers
020do not create an industry, an environment of collaboration and respect or understanding. We need to review the attitude of those who are in positions that should be supporting us. Imagine, imagine what our programs would be like if there were more stability among our instructors. We simply ask that our requests be heard, that our needs be reviewed, and that you see how these things are affecting our programs and therefore our community. I know what this program is and what it can be for comedies if we all work together. Okay. Okay. I am taking great pride in the work we do. Yes. However, the things we do have expanded beyond our job descriptions. Yes. Okay. Yes. We always make sure that the sites comply with the regulations and that our students are safe. Yes, sometimes custodians act
021as site administrators, but the workload is unsustainable despite our dedication. We feel that we are not listened to, that we are not valued, and our success in our work lies in our ability to lead, manage, and prioritize. Thank you for your attention to this place and for your commitment to helping us and the students. Next facilitator. Good afternoon, uh, board members. I want to ask for your support, as it is still very new and the services you support would be a learning experience for everyone. The issue we are facing is the lack of support for the program facilitators. Often our worries are put on the back burner, not given the proper priority. As a facilitator, all I want is to build a supportive environment that can help me support my students, but the disconnect between
022ILOP and the sites makes me feel isolated in my position and exhausted in terms of work. And despite all the effort I put in, I feel like I'm not making progress. I share this not only for myself, but also for the students, and I believe this is not how the program should be serving them. I would like them to improve and take our requests into account so that the progress made by our students can truly be realized. It's October, I'm already exhausted. I think that in my program we are not seen as humans, but as robots. Yes, yes. The way I see them handling it, the students are not the priority. We are expected to be taking care of everything. However, the administration, the admins, the managers are not responsible for anything. I always have
023to worry about the safety of my staff. Okay. They always make changes without asking for our opinion, and I have to go to many meetings with my staff, my administrator, and other program facilitators. I always try to keep up with everything and connect with the teachers, the counselors, and the nurses. Yes, yes, yes. Trying to keep my office tidy with all the paperwork that comes in. I try to meet all the deadlines that are imposed on us at the last minute, but we always get scolded when those dates arrive. Um, even though we did everything we could, I feel like they don't respect us. They ask us to do 10 times the work of one person and we still get scolded. I do n't know that our department is there for the children. I think
024we are no longer focused on the student. Yes, I think they're putting up with the director, not us. When I've asked my coordinator for support, he's just as frustrated as I am. Honestly, that department makes me feel... guilty if I take a day off. I want our commentary, our program, to change for the better. Yes, thanks. Uh, I had to bring them all the comments myself to make it easier to do it that way. And thank you for listening to our comment; this is from Mr. Victor Garcia. Uh, it's been a while since I spoke at one of these meetings. I have n't come to the meetings, not because I have nothing to say, but because I've really been very busy with things that make my job very difficult. Yes. Yes, despite all my efforts,
025I try to find happiness in my students. But the managers impose many things on us, they don't support us, there is no effective communication, they do n't want to collaborate with us. Yes. Ah, I have felt more encouraged to bring about change, but the superintendents continue to abuse their power. Yes, I've looked for leaders, leaders who talk about it. My last evaluation as an employee was less than favorable, but I want to say that I hold responsible those who have fostered a bad relationship between management and their employees. No, they don't take responsibility when they make mistakes, and there's no problem in saying, "I made a mistake, it's okay, and I'm sorry," but they humiliate us and scold us multiple times for the same mistake. They pretend that they are never wrong and that the
026blame is always on us. Yes. And I teach my team to recognize the things we do well, but also to recognize where we have an area for improvement. But they don't create a culture of support and support for support, do they ? Yes. I could go on about how bad managers are, but there are some people worth mentioning . Your leader is in another comment. No, thank you for your comments. Element 6.1, approval of the elements of consent. Does any trustee have any item they would like to remove from the agenda? for separate conservation. The elements for action, there is no motion. I make the motion to approve someone. The second one. I'm second. R Silva, any discussion? We are calling for a vote. Present. Yes, Vice President Colón, yes, Secretary Trustee Pérez, Trustee Pristico
027Silva. The motion passes unanimously. Element 7.1. Uh, board update. Dr. Jason Murphy is going to call the podium. Good afternoon. I want to acknowledge Dr. Rodriguez, President Stevens, Vice President Colón, and the secretary of my community. My name is Dr. Jason Murphy. I'd like to know, how are you? My name is María Valdez Muñoz. I'll be presenting with Dr. Murphy. We'll be giving you a brief update this afternoon. from the part of the report on monitoring teacher assignments. During this presentation we will see a brief presentation of the services. Yes, we're going to review the report that was given during July so we can see how we're doing according to the county and the state. Mir Muñoz will be sharing some of the great work his department is doing . In short, the local priority
028for these services is the LCF part. We are required to report how we are doing this. These are basic services that are part of the monitoring of teacher assignments and access to curricular materials. According to the monitoring of the evaluation of teachers' assignments, the state is making updates to this data. I hope that by 2025 or 2026 they'll give us the data from 2024 or 2025. But even so, having said that, I'd like to say that we've gained quite a bit of ground over the last three years: 2022, 2021, 2023, and 2024. Uh, we've raised the credentials score by 19.5 points. Yes. In 2021, 54.8% had credentials, and by the time of 2023-2024, that number had grown to 74.3%, and that was truly an amazing achievement. The California stadium has a standard of approximately 80%.
029So, as a district, we really made a big difference in getting closer to that number. I also want to share that in addition to this, as well as other indicators such as unverified credentials, the county and state also improved. Yes, we are in line with the county, with those percentages, and also with the state talking about those percentages. Yes. And we really did dramatically increase the percentage of teachers with those credentials. I just want to emphasize that when you look at the district compared to the county and the state, we're on the same trajectory. We're a little behind in some areas, but we're really on the same trend. Yes. And that's a well-known area of crisis, how to fill positions with teachers who have credentials, and we're really closing that gap. The district reflects the
030original county context in incomplete or unverified credentials . So we took it from the 50-70 medians and we are now approaching the state percentage. I would also like Mr. Muñoz to show some of the things that have motivated this change or that have helped this improvement. Yes. What is causing these improvements? Okay. Collaborative efforts in multiple areas have helped us improve these numbers. One area is improving the quality of the data and the reporting of the data. Yes. With the technological innovation aspect, our CPAT data, with the new protocol, now the data we have is more accurate and the information is certified. We have been meeting with them to ensure that the information is accurate. The other one we have done is a targeted recruitment and retention. Yes, we have focused on recruiting educators who
031are fully qualified and have credentials. Yes. And also combined with retention initiatives to reduce the number of people leaving us. Yes. Yes. We have offered hiring bonuses to bring in the right talent. Yes. And we have also highlighted that we have free health services. Another thing we've done is improve the credential authorization process when we're hiring teachers. and ensure that these teachers are assigned appropriately. So, to close the gap with the state part, we're going to continue hiring only qualified teachers who have their credentials in order, and we're going to financially support those who are finishing up their credentials. Yes, so that anyone who wants to can finish earning their credentials. And we will continue to team up with universities to implement these programs, and we will also continue working with the technology team to
032ensure that all of the Calpads data is being reported and allocated appropriately and accurately. Okay. Yes. We agree that every student deserves to have a properly certified teacher, and we appreciate your support in continuing to move in this direction and ensuring that all students have access to a well-certified teacher. Thank you. Okay, we'll open that up for questions. Does anyone have any questions? I am committed. I just want to be sure. If we have a teacher who doesn't have the appropriate credentials, we are helping that person to obtain those credentials. Yes, yes. In other words, in general we have more teachers who have credentials, either through hiring or because we have helped those who were already there to obtain their credentials. Oh, sorry, I was confused. I was confused. Okay, sorry, I got confused. Any
033other questions for the team? I just wanted to mention, yes, I'm going to ask a lot of questions. I don't have much experience with how credentials work, but one of the questions I had was what does " off the field" mean? Yes, off the field means, uh, it means that there are teachers who are assigned to teach something outside of what the authors are belief-makers of. And when teachers do that, does it help them get their credentials in that subject or what? Yes, there are times when there isn't a teacher who can teach that subject. Okay. So what we do is seek exceptional authorization for a teacher who is not the one for the subject to teach it, but normally it is because there is a need and that is voluntary or we make them
034do it . Yes, yes, it's voluntary for the teacher. OK thanks. Okay. I noticed that a part that is, no no no we don't know. Yes, there are some things we don't know, for example, in Calpats, there might not have been any information in Calpads, so that's why we're working with the technology department to close those gaps. This means that information was missing, some information was missing, or it was not reported appropriately. And who is responsible for that? CP eh elo de tecnología es el está en a carga de Calp. Yes, yes. We used to have a very small team, okay? We have been working together to ensure that the information is reported accurately. How are you? Good afternoon. Yes, what we did in the past, we looked at all the data, all the data
035we had, and together with HRV, yes, look, that's how we can report it, right? Whereas in another year there was n't much communication. Now that we've been communicating, we sat everyone involved down and said, "This is the proper way to report it. This is how we do it by state, by city. Yes, usually the unknowns are that we had a long-term substitute or a long-term teacher who didn't report all their information. That's a very small percentage. It also depends on the period we're reporting. There will be times, not always, but sometimes just due to transitions, we have data that's missing. Any other questions? You also mentioned induction. Can you give us more information on how you're helping our teachers be successful? Okay. Not all schools have their own induction department, but when we're trying to
036recruit, they give the preliminary certifications, hire in the district, and give us those authorizations back home. Can you tell us what induction is? For those who don't know, it's a program that teachers need to complete so they can have their preliminary credentials, and once they complete the entire program, then they're fully certified or credentialed. I just want to mention that it's Kate Rox is in charge of that. There's a state-recognized program . They've done— I think something we've done that's probably new—collaboration with the special education teacher. They 've made a concerted effort in a week-long program; they have a specific time where they're working with the special education team, not just with the special education teachers, but with all the teachers, because we want inclusion and support for everyone who wants to learn. It's a
037real collaboration, and we're making sure they meet the certification requirements, and also the administrators, because right now we don't have a program for them. Yes, but it's another step we're taking. I think part of our agreement is that we have more information. And I should say that they have the option if they want to go abroad; we can provide it. And our induction program, as Dr. Rodriguez was saying, isn't just a week before school, but also after school. After hours, they have induction mentors. And that's... process. They generally want to stay with us through that process, but if they want to do something additional, they have that option. Ah, in my time here, there were more than a few people who wanted to do that, and we offered it for free, and they wanted to
038do it outside as well, that was fine. I just want to make sure because I thought that these would be mandated now. If someone, if any teacher, wants to go with someone else with other options and wants to pay for it themselves. Yes, the thing is, the mandate is that they have to enroll in our program. It's rare, but if it does happen that they use someone from outside, we review them, but we don't have a problem with them going somewhere else. No further questions. Thank you all. Okay, let's continue. 10.1 One, committee reports. Each committee member will follow up with their reports. There will be a 3-minute opportunity to hear reports from committee members. There will be a 3-minute limit per report. The first committee report is 1852. Last week we met to start
039planning to have Our winter fair is giving away 50 student gift cards. Oh, and this winter fair is going to be with FRC. We'll be partnering with the police department. Oh, I hope you'll come and support our families in need. Oh, uh, the members are not only happy for the gift cards, but for all the entertainment. It's a very nice event. We also have a casino night to raise funds, so in a few weeks you'll be able to buy these tickets and come to this event, and we're going to have our 1852 meeting soon. We hope to see you there. Oh, the next committee is uh, our African American students' committee. We have several presentations, uh, for one by Elric Sabac who talked about what's going on with our ethnic studies and also making sure
040our students have culturally relevant books. We've talked about our Filipino American history, Hispanic history, making sure our students have the support they need. Oh , a lot of work has been done among our African American students, has n't it? We've also uh, we're going "I heard Dr. Rogers' final plan, and I believe that was on my end. We continue to 10.2, brief announcements, activity reports. This is the opportunity for each council member to make a brief announcement or report on these activities in the district. Regarding Lacta Brown 2 a3, I have nothing to report," said Trustee Perez. Trustee Silva. Ah, yes. Last week I had the opportunity to go to the César Chávez school. Oh, and I was surprised by the attendance, the number of attendees. Hey, Trustee Prist, well, bear with me. today. Well,
041yes, I had the opportunity to go and attend to the district with my colleagues and a couple of students. We had a good time. Ah, we were able to see Dr. Rodriguez in action and some of our students and we got to know each other. There is a whole community. We also had our meeting, and a lot of interesting things were happening. Ah, very happy. Uh, it's on Wednesday that my daughter wants me to remind them to wear orange tomorrow. We also have a harvest festival. Uh, Hubers Halloween is also going to happen on the 31st, another event, the Halloween parade, is also going to happen. Oh, and we're also going to cover these places. Oh, I think they also have Philippine Heritage Month. Oh, we have another dance event. They're going to have their
042Halloween costumes on Friday. I'm going to try to get there in time to find the trustee, Colón. She's keeping me busy. Oh, and so there are many interesting things to do and spend time with our students. Thank you, Trustee Prist, Vice President Colón. Good evening everyone. Well, as my colleagues say, ah, we have many activities to see, ah, like, like, we and the district have been going on a lot. Of course, the state of the district is now a tradition; it's a time when everyone sees what that USD is doing and a time to see how far we've come. And we also had our special education meeting, but there are also many activities around the community that have been happening. Our parents from the Family Resource Center and also attend the Philippine Museum. They watched
043videos at the museum and also learned more about the history of our Filipino students here in Stockton. It was nice to see the room full of young people, not so young, taking in all that information. Oh, and we also have the Chávez High School festival. Ah, this is an indication of our diversity. There are many activities, many beautiful things. Ah, spending time with ours and seeing so many families, so many little ones who were receiving extra sweets. Ah, they can have fun, be themselves with their friends. Ah, uh, we've been busy, but what caught my attention the most were the discussions we 've been able to have as a group and taking the time to listen to each other and ask questions. Oh, and having that dialogue between us about the weekend, I really enjoy
044seeing everyone's perspectives and I enjoy when we can talk about anything. Questions that I've been thinking about and that you all ask us. That was a big discussion. We are nosimos, we have fun seeing our families, seeing them all. I'm enjoying the work and there's a lot more work to come. Yes. Well, I say the same about the events that other trustees have attended. I went, remember that Saturday is our special meeting. Ah, we have several candidates to fill the empty spaces. Ah, we're going to have interviews with them this Saturday, so we hope to fill that seat as soon as possible and are happy to welcome a new member. Thank you, Trusty, trustee of Ner. Okay, I'm going to start with the resumes of Cambodian Americans. It was a two-day event. There were plans
045for elections, yes, for elections to provide for educators in California. I am pleased to see that the ethnic studies in César Chávez gave a presentation for the people who attended. This conference was held by the Orange County Office of Education, and I saw many of the ethnic studies teachers. And I want to say hello to director Sofie Ris, who moderated the panel that day. I'm glad to see SUSB in leadership. Speaking of that, ah, this past week I went on my first log trek. Ah, I don't know how to decorate my trunk, but I figured it out. I met students, teachers. I'm going to do my second baulo treat tronco tre at Washington Elementary. Um, I also want to say hello and thanks to Chief Franco and Superintendent Rodriguez for their work in the district.
046Ah, to make a safe place, regardless of origin, country of origin, nothing. And I want to offer my condolences to the kindergarten student, I'm going to post the website where donations can be made for this family, and I'm also going to the CTE show. Ah, I'm going to... That's going to be on Monday at the San Joaquin Fair, in San Joaquin County. Thank you, Dener. We will continue with 10.3, approval of minutes. Is there a motion? Motion to approve, I support it. Discussion, votes. Steven, yes. Columbus, yes. Dener, yes. Pérez, yes, Prist. Yes, Silva, yes. The motion passes unanimously. 10.4, approval of minutes for the regular meeting. Ah, motion to approve Stevens. I support it, yes. Ah, voting, Steven. Yes, Columbus. Yes, Doner. Yes. Pérez, yes, Chris, yes, Silva, yes, the motion passes unanimously. 11.1.
047Report from Superintendent, Dr. Michel Rodríguez. Yes, last week we had the opportunity to do one of our favorite activities to start the week and see the employees of the month. Katherine Haker is a third grade teacher. Oh yes, if you haven't been in their class, it's spectacular. Omar Stuart. Ah, we saw it at the African American student outreach meeting and I don't know if you know, but we had vandalism the week before last at Bambur. We had some students who came and damaged things, so we went and recognized Robert Ma in Vanen because he brought a team in at midnight and spent all of Sunday cleaning up, and so when the workers came back, the students came back to see everything cleaned up from what they had destroyed. Oh, and we have so many people
048we want to recognize. And to continue, to follow up, please use orange tomorrow and pink the next day for cancer awareness. Some of the workers cannot go because they are working on other things. So this is a video about what he's done in the district. In its third year of SUSD. I am pleased to introduce Dr. Rodriguez, superintendent of schools, who gave the presentation. Yes, it was a very good event. Okay, we continue to 12.1, approval of uh special review. Ah, there are early intervention services. Ah, I'd like to call Mr. Casy Clappenback, the service assistant. Well, actually it's going to be our Stephanie, our executive director of special education. Well, good evening, board of directors. I am Stephanie R, I am the executive director of special education and my colleagues are with me. Oh,
049well, I'll look this way, and if I do n't have my glasses, please forgive me. We are here to talk about our compliance monitoring report. Oh, and basically we're here because we've been identified by the State, because our district has been identified as significantly disproportionate. Oh, what does that mean? This means that we have been identified as, or our district has identified, a group of students with a pattern of ethnicity or ethnicity for three consecutive years. So the state identifies that with the district, and with that, we are required to provide a comprehensive report. We don't want to keep repeating that, so we've taken a deep dive and come up with a comprehensive report. The goal is to ensure that our students are treated equitably and that it is possible for them to succeed. This
050is not a new plan. The states have been updating their information. Oh, and the state has been monitoring us and we've been notified about how we do things like a report card and specifically in this case other health impairments in African American students. Ah, what are some of the contributing factors? Well, what we want to do is make sure we know who our students are. Ah, the importance of that has been mentioned today. Ah, where do their families come from, where do the students come from, what are our demographics. Ah, because that's necessary to make a plan to be able to make each individual unique to demonstrate that as a district we are paying attention to discipline, behavior, access to education and being able to provide education responsibly on a daily basis. Thank you, Stefanie.
051This teaches us that we are not alone in this; the district is not alone in this. We have other things that we have identified regarding our African American students, their health and other disabilities. This information shows us that, ah, we are significantly out of proportion in this regard. Ah, what it means is that African American students will be identified under that category. And the definition of other health impairments. Ah, that refers to limited strength and problems; education is needed; it is specialized instruction. Ah, if you look at those two lines below, that affects the work and what should be provided in general education. These are the steps we are taking as we prepare to make the final report. We have already finished step one, we are almost finished with step two. Ah, in step one
052are all the processes that we have followed in step one, they will be discussed in a few moments. It is important to know that this is not a specialized plan. This is where it begins for our students, making sure that we are designing and seeing that we are ensuring that we are giving them the best instruction before considering evaluating the children. So I just want to make sure that we're focusing on that and that by doing so we're disrupting that pattern. Along with that, ah, there's also a uh that tells us there's a fiscal impact ah and that ah we're going to use those funds to help students. Well, continuing with how we're doing extensive work, there are teams, three different teams. Ah, we meet weekly to make sure we're going in the right direction,
053and we also have education partners who are involved in this work, and Stefanie has shared, we've determined the group's causes. We want to give a little more detail regarding the work we do by mandated report. Ah, this is a list of activities that we conducted in March of last year. This is to introduce the kind of activities we have. Ah, it 's not just quality information, but also quantity. Oh, and we need to connect the dots after this. Ah, as we did all these activities, we tried to connect the dots. And what determines these causes? Uh, our implementation of MTSS shows us that we just completed our district region and we're waiting to talk again with entities about our climate in schools in terms of safety and see all those portions. We could see that
054there is more increase in passive learning and opportunities for all students. And then I'm also going to say this with compliance with the IDPS. It is important to meet the annual quota of IT systems that are implemented and ready to go. With that, we see some opportunities to look at the next steps, and yes, we saw some opportunities for growth. Yes. And we'll detail the next steps in the action plan. We have IPSs that are ready to go with 90% reporting accurately. We saw some growth opportunities where we have to work with students who have specific disabilities. What Gina said about ratings, we are now learning that the tier one and tier 2 part is doing very well and we are going to see how we are reporting the tier 3 part so that we
055have better accuracy. Root causes. Taking all that information into account. Those are the four root causes we have identified. The first is disproportionate patterns of discipline and attention. The second is inconsistent implementation of MTS and pre-referral interventions. Yes, there is a limited awareness of the responsibility for cultural response and behavior that has an implicit identity. And there are also problems identifying students who qualify under the Ohi category. This is an activity we did that we called the Fishman activity, which was really analyzing cause and effect with a Chicagua diagram. I want to share these simply as an activity to get feedback and to support our activity with the root things. I want this to be in the leadership team part and we have very rich conversations. The next one was the big one, with a
056larger representation . The next steps we take all that information, we take the root causes . We have gathered all that feedback and we are going to identify the next activities. What kind of work are we doing to attack these root causes and again so that we can break that pattern? That's it, that's all. In short, this job is not easy, but we really hope to do it. It is work that has great value and thanks to everyone who has helped us because it is not just a special education plan. And that's all. Any questions? Could you tell us two things? I think it would help if B could tell me some of the designations or elements that we have overidentified in OH, and secondly, before we were disproportionately affected by African American students and
057students who are having emotional problems. I would like him to talk about that part as well. Okay. The first part, the part about other health impairments, is that it started with our experts there, they are the school psychologists. This requires a medical diagnosis, and simply having a medical diagnosis does not mean that you are eligible for special education. It has to impact your education. For example, diabetes is a good example. If you're diabetic, you have to take your medicine, uh, but maybe you're going to miss some instruction, but it doesn't mean that's all it's going to impact. Your education is going to be affected, and the disproportionate impact with instrumentalists and African Americans, and yes, that was a pattern for 3 years when we started looking at the same type of work and looking at
058the root causes. Yes, that's a plan that's been in place. Yes, we're getting hard. The good news is that we've started the work to end that, and I think what we now have as causes and root causes for ID, we now know that what we've done, the early identification, yes, the training about, the cultural training for the workers, the teachers, that has to continue, and that is now overlapping with our root causes. Okay, fine, let's continue that work and we are still identifying disproportionately. Okay. Through the plan, we have broken that pattern. Okay, I think I think I think it's important that we have that together where we've been talking about the number one disability. Okay. The disability was ADHD, the number one factor for why the children are being treated like OH. It's because
059of ADHD, and this is because there are doctors who say that the doctors said that the doctors, we thought it was doctors who were reporting that they had ADHD, but really it was the teachers, and well, the reports we have from CSL are going to help us, but also the curriculum that is more culturally relevant, and fortunately, uh, I hope that we no longer see over-identification of children with ADHD. Yes, some of the staff members you mentioned are medical professionals, and we don't want them to diagnose that aspect. It is not the responsibility of teachers as it is a responsibility of a health professional. Yes, yes. How do we ensure that our African American students are being served properly? And I think much of that work needs to be directed to the healthcare professional. We
060also need to design universally to learn, so that we are aware of everyone's culture, their sense of belonging, who they are and how we are going to serve them. Yes, if you want to add something, something I haven't mentioned. Consistency in service, in support that our rigor with what is happening with your salons. We want to empower students to be independent, to be independent learners. And that's year two on that work path. Okay. Going towards the study of connecting the dots, what does PPP mean? Ah, policies, procedures, and practices. These are just examples of how we want to connect the dots. Okay. We simply want to see. Ah, look, that makes a match, that ties it. Okay. Hab spoke about one of the issues that are like policies and practices. What are they referring to?
061Although policies are only what we are doing as a district, what are we doing when a student has a challenge that may not be helping their learning, being aware of the support they have at home, what are we doing to help them at school, what staff are helping them? What resources do those employees who are helping him have? Do they have enough data to obtain the discussions and see what steps they are going to take next ? So, what are the specific policies we're looking at? I want to understand the check balance aspect, how it works, how we prevent it from happening to African American students. It is the MTSS assessment that we are having right now and the awareness, the monitoring of African American students. How many of these are being suspended? We are
062working with CB BCBA and the doctor and we are tracking all the data to ensure that we have these conversations across the district in a collaborative way to break those cycles. But it seems that it's not children, but adults. We continue to have the same type of effect. Uh, yes, why do we assign them spaces where they shouldn't be? I see the report and it seems that the plans are not being faithfully implemented to support the children. Yes, but there's nothing specific that says this child has this type of issue and we're just using resources that aren't good for them. I recognize that this is a journey, it won't correct itself, we do n't have the means and the knowledge to intervene, no, we have to do it gradually. Yes, we are modeling coaching and
063providing training for them. He makes a good point, and I acknowledge and respect that. We know there is room to grow. Okay, I can add, as Stefanie said, that it's a journey. Every year, thanks to the work of Gina Kobayashi, who is in charge of all our teachers, we are supporting all our administrators. Yes. And the teacher is telling me how she gave them feedback. Each year we have more sites where we are getting better at that first level. And as Stephan was talking, we are applying the MTSS module better and now we have better data. Moto MTS tells you the sites where they have had consistent data, where those behaviors are happening, in which classrooms, at which levels, on which campuses, and now we have better data to have that part of the response
064and to be able to act. It took a while to get it and work on it with the teachers. Now all our school sites are implementing that type of data. We have been able to leverage that part. We have had the opportunity in our interdepartmental work to collaborate with them and the appropriate parties. This will be part of our new MTSS plan to work with sites and site teams. We're going to pay attention to the objectives and monitor the percentage of improvement. Sometimes he's out with the intervention teacher, but by putting these plans in place we can stop him early. Okay. Having a program like SIPS, right? We know that the teacher is reading also helps us to have the data to put those plans in place. We've had two massive training sessions and we
065delivered them to everyone, everyone, everything, everything. Every school brought their team and everyone was there at the same time, the psychologists, the speech and language therapists, and we're working together to monitor early. to our students, but it is a conversion. Okay. Adding to what you said, I'm hearing about what we haven't done, but I think what you meant was, at the end of the day, who is responsible? When we recognize the work that is being done and the space to grow, we have become a great team; it is a team, there is no specific role that is responsible for a single child. It's not just the advisor; everyone needs to take a role in identifying a need and moving forward. Yes. So, to answer your question of who is responsible, we have to support each
066other. We need leadership, principles behind us, that accept that they have roles, not just that they are teachers. There are roles for everyone on this team, not just one person's job, if that makes sense. That means we are all responsible for the students, but we need to have vision in leadership. I think we are making improvements. It's a positive trend, it's hopeful. Okay. With our community schools, we are designing plans for these early intervention programs . There is a lot of positive data. You are working with them on our sites. Yes, I would like to answer this. I'm not going to speak for the community schools, but there are two questions. We are working on intervention with community schools and we are working on the possibility of pushing services versus pullout services. Okay, I'll answer
067the second one. First, in the part with the intervention teachers we are working with what are distributed services or distributed practices. The first line of defense is to go to the hall, the pushing model. Yes, yes. He's going to give them perhaps 15 minutes of intensive support each. Yes, yes, yes. So they still have the differentiated instruction part, they're getting their tier one and we're going to the hall to give it to them. That's our training model. And then, while we add more frequency, yes, we create the services because the more we look at them, the further we move away. Okay. As the frequency intensity increases , we may have to move to the on-site model, but we try to do as much as possible inside the room. If I indicate colon. questions that were
068close to the community schools. We had a committee meeting yesterday. Something we 've been doing is... Yes, yes, that's something not everyone hears about. Okay, I think there are places that are starting a project with the parents, workshops with the parents, they are bringing in different people. Um, we're planning fairs to help students and their parents too. Any other questions? Last question from the trustee Colom. Thanks for the information. Yes, then my question is about the MTSS model. The B received a few months ago, perhaps towards the end of the previous year, in each school we received a whole booklet. That could be something we could get again, a book we look at as an example. Yes, yes, yes. That was a very visual part with many graphics showing who answers the why and who
069does what. Yes. And that's in stock and that's online. Yes, there are copies of companies that we provide requests for, but it's also online. They say we're working on implementing it around the entire district. That is one of his key roles. Make sure that all sites are getting all that support and that there are sessions we 're having, uh, it takes time, we're talking about responsibility, it's a change, it's a change for them, to be able to have this data, to work as Stefan said, collaboratively and that's what we're going to be supporting. It's going to take longer than this year, longer than next year. We'll have to keep monitoring it. Okay. It goes to the next level of site needs and that's what we're going to provide for them. This is something that parents
070will be able to see. Well, as a father I'll be able to see what support my son had. That's something we could look into. Uh, some things we can share. Yes, you're talking about the level of support that your child is receiving right now. MTS is, uh, you can see it, but it's blank. Yes, it is not currently activated, it is not enabled, but we will enable it for the future. OK thanks. Okay. Okay. A motion is made to accept the plan. Motion to accept. Anyone else ? Me second. Discussion. We are calling for a vote. President Steven, yes. Vice President Colón, yes. Secretary? Yes. Trustee Pérez, yes. Trustee Pris, yes. Trustee Silva, yes. The motion passes unanimously. Okay. They say 12.2, Two, adoption of new courses for technical education in the district part. Uh,
071for the year 2027. Is there a motion to pass? Motion to approve. And the second thing. Discussion. It's called voting. President Sens. Yes. Vice President Colón, yes. Secretary, yes. Trustee Pérez, yes. Trustee Pris, yes. Trustee Silva, yes. The motion passes unanimously. Method 12.3. Adoption and review. Regarding the technical career or technical career education courses offered in the district during the year 201627. Is there a motion to approve? Yes. It's second. Any discussion? No. A vote is called. President Steven. Yes. Vice President Colón. Yes. Secretary. Energy, yes. Trustee Pérez. Yes. Trustee PR. Yes. Trustee Silva. Yes. The motion passes unanimously. Element 12.4. Approval of a trip, uh, that involves 75 students and chaperones from the César Chávez school and the César Chávez school jazz band to play at a festival in Chalmet on April 13th. Uh,
072it's called a vote. President Steven, yes. Vice President Colón, yes. Secretary, yes. Cíndico Pérez, yes. Trustee PR, yes. Trustee Silva, yes. The motion passes unanimously. Item 13.1, approval of the description, new description of the billing coordinator. A motion is made to approve. Yes, I have a question. Yes, my question is whether we are in the same position as the editor and we have the same company that helps us with the billing. Yes, yes. And we are all working with the leaders. He is the coordinator for the health services part. This is an additional person who will help. Yes, yes. We currently have an opportunity to maximize the portion of what employees can be reimbursed. We want to make sure that they are contributing their time, their effort, and the work they are doing is billable.
073Yes. So that we can support these people, because these programs may not be very profitable, but they do bring a lot of funding to the district based on the work these individuals do. Yes, it's in the millions. Yes. Okay, so I just want to know if we want to hire someone to do this while we still have a company that we're paying for it. Okay. We want a leader who will help us with the companies. Yes, we are working with a second company, but we still need someone who can process the billing for us. Let's have everyone who can potentially help us raise this amount of funding. Ah, there's a bit of transition work involved. Right now we have our director who is working alone and an administrator who has been in that department since
074the beginning of time. Uh, we hope to coordinate to help her and obtain as much funding as possible. Thank you for the clarification. Ah, my full-time job is in collections. But I know it's important to have someone who knows about medical billing. Exactly. Because we have all these clinics and we want to make sure we're billing accurately, and that's the other thing I wanted to say is that this is another side of healthcare, and I think it's interesting if this could be because healthcare is such a vast industry, but that's why it's so important to get the information. Uh, charging is a step towards administration. Ah, Silva. Yes, the motion passes unanimously. 13.2. Point two, approval of salaries. Ah, uh, the one from the Police Officers Association . Motion to blow up. The vote is
075supported. Steven, yes. Columbus, yes. Doner, yes. Pérez, yes. Chris, yes. Silva, yes. The motion passes unanimously. Approval of the new ah of the classification of the classified position. Is there a motion? Motion to be approved, it is supported. Yes. Ah, discussion. Vote. Steven. Yes. Columbus. Yes. Doner. Yes. Perez. Yes. Cris, yes, Silva, yes, the motion passes unanimously. 13.4, approval of the new SE. Is there a motion for this? Yes, for this article. Ah, voting. Steven, yes. Columbus, yes. Doner, yes, Pérez, yes. Pris, yes. Silva, yes, the motion passes unanimously. 13 14.1 approval of the contract with S+B, construction for the Coman building. Is there a motion? Motion to be approved, does anyone support it? Yes. Discussion. Vote. Steven. Yes. Columbus. Yes. Doner. Yes. Pérez, yes, Chris, yes, Silva, yes, the motion passes unanimously. 14.2, approval
076of the unused contingency for the swimming pool in César Chávez. Oh, is there a motion? Yes. Oh, does anyone support this? Yes, Stevens, some discussion if you don't mind. I wanted to know if there is any other information we can share about this refund because it is a significant amount. Ah, good night everyone. Here I am. Yes, I was warned beforehand. Ah, well, this project started back in 2008 , so it's been in the planning stages for a long time. And what we found in our department, ah, the department being new, ah, the price came out to 14 million, ah, five permits and also a 2% contingency is given for the contractor and 10% for the owner to be able to supervise it and whether we say yes or no, one of the other parts
077in this project is that engineering is valued. All the contract has told us is whether we need this or that. Ah ah, there should have been palm trees with cement planters and we removed that part of the project. So we saved ourselves about 300,000 and something. Oh, and the permits were there just in case, for all the contingencies, everything that was allowed, so we're happy with that. No, also if anyone wants to see the facilities or places of the planning department, that's fantastic. It's a house of horrors. We invite you to come this weekend . Okay, then, vote. Stevens, yes. Columbus, yes. Doner, yes, Pérez, yes. Pris Silva, yes, the motion passes unanimously. 14.3, approval of the compliance notification. Is there a motion for this? Ah, motion to approve. Does anyone support her? Yes. Discussion.
078Vote. Steven. Yes. Vice President Columbus, yes. Secretary Doner, yes. Trustee Pérez, yes. Cris, yes. Silva, yes. The motion passes unanimously. 14.4. Approval of the proposal with the architects for their services for the replacement of courts and playing field. There will be a vote. Steven, yes, Colón, yes, Doner, yes, Pérez, yes, Chris, Silva, yes, the motion passes unanimously. Okay, 15.4 C gu- 3. Is there a motion? Motion to try. Does anyone support her? Yes. To a vote. Stevens, yes. Columbus, yes. Doner, yes, Pérez, yes, Prist, yes, Silva, yes, the motion passes unanimously. Uh, 15.5-5. There is a motion. Motion to try. Does anyone support her? I support her. Vote. Steven, yes. Columbus, yes. Doner, yes. Pérez, yes. Fris, yes. Silva, yes, the motion passes unanimously. 15.6 CC-3. There is a motion. I make the motion to
079approve Steven. Yes. Columbus, yes. Doner, yes, Pérez, yes. Chris, yes. Silva, yes. The motion passes unanimously. 15.7. 7 CC-4. There is a motion. Motion to test. I support her. Vote. Steven. Yes. Columbus. Yes. Doner. Yes. Perez. Yes. Prist. Yes. Silva. Yes. The motion passes unanimously. Point one. I would like to end the meeting at 8:24.