001[music] Hello. [music] >> [music] [music] >> Oh. [music] >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] [music] >> [music] [music] >> Hello. [music] Heat. [music] >> [music] [music] >> Hey, got it. [music] >> [music] [music] >> Doctor. [music] >> [music] [music] >> Hello. Hello. >> [music] [music] >> Hello. Hello. [music] >> [music] [music] >> Hey. Hey. Hey. [music] >> [music] [music] >> Hello. Hello. [music] >> [music] [music] >> Hey. >> [music] [bell] [music] >> How [music] are you? [music] >> [music] [music] >> Heat. Heat. [music] [music] >> [music] [music] >> down. Hello. >> [music] >> Oh yeah. [music] >> [music] [music] >> Oh, [music] Heat. [music] Heat. [music] >> [music] [music] >> Heat. Heat. >> [music] [music] >> Heat. Heat. N. [music] [music] >> [music] [music] >> Oh yeah. [music] [music] >> [music]
002[music] >> Heat. [music] Heat. [music] Oh, [music] hey. [music] >> [music] [music] >> Oh, hey. >> [music] [music] >> Thank you all. I would like to go ahead and open up and call our 1852 meeting to order at 3:45 and Abby will read the language under public content. In order to help assure compliance with the Brown Act and in order to make our board meetings more effective and more efficient, trustees will speak only when recognized and trustees who speak on a topic other than the agenda item currently under consideration will be out of order. Board meeting protocols. The safety and decorum of 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
003students are able to participate in a safe environment. We want to ensure all community members have a seat during the board meeting. We will have the maximum number of chairs allowed per fire code 132. We ask that members of the public do not stand along the side of walls or block the walkway. Anyone standing up during the meeting will be asked to take a seat. If they do not comply, they will be asked to leave. Any accredited news media representative who is standing will have a press credential clearly visible. There is a podium position in front of the first row of chairs. No one other than the person who is speaking may be at the podium except for a guardian, administrator, or translator. For safety, people may not line up behind the speaker to wait
004their turn. We want to give the person at the podium the time and respect they deserve. Each speaker will be allowed 3 minutes. Attendees are not allowed to enter the area past the podium where board members are sitting. No profanity or obscinity. During the board meeting, if there is a disruption, the board president or designate will 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 the community to clear the lobby area in a respectful manner. Thank you, and back to you, President Stevens. Item 1.2, roll call. President Kennetha Stevens, present. Vice President Sophia Colon, present. >> Clerk
005Donald Donaire, absent. Superintendent Dr. Michelle Rodriguez, >> present. >> Thank you. Trusty Isabelle Perez, absent. >> Trusty Shauna Priest, >> present. Trusty Frank Silva >> present. >> Thank you. And back to you, President Stevens. >> Item 1.3, oral suggestions regarding open session agenda items in section one and close session. Christina will announce the number of public comments and request each person provide their public comment in the order they were received and Evette will be the timekeeper. >> Madame President, we currently do not have any public comments to report for item 1.3. >> Thank you. Item 2.1, approval of minutes for October 22nd, 2024 for the 1852 Foundation Director's annual board meeting. Is there a motion? Motion to approve. >> Is there a second? >> I'll second. >> All right. Any discussion? All right. Hearing none.
006Roll call vote. >> President Stevens, >> yes. >> Vice President Colonne, >> yes. >> Superintendent Rodriguez, >> yes. Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes 50 with clerk Donaire and Trusty Perez being absent. Thank you. Item 3.1, I would like to adjourn the 1852 board of directors meeting at 350. >> [music] [music] >> Hello. Hello. [music] >> [music] [music] >> Happy with you. [music] [music] >> [music] [music] >> la. [music] Hello. >> [music] [music] >> Oh yeah. >> [music] [music] >> I'm going to do [music] >> [music] [music] >> We'll start our board me meeting in approximately [music] 1 minute. >> [music] >> Hello. Hello. [music] Thank you all for joining us. I would like to call our board meeting to order at 4 p.m. and Abby will read the
007language under public content. In order to help assure compliance with the Brown Act and in order to make our board meetings more effective and more efficient, trustees will speak only when recognized and trustees 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. SUSC promotes the public's right to free speech and we want to make sure that all community members, parents, and students are able to participate in a safe environment. We want to ensure all community members have a seat during the board meeting. We will have the maximum number of chairs allowed per fire code 132. We ask that members of the public do not
008stand along the side of walls or block the walkway. Anyone standing up during the meeting will be asked to take a seat. If they do not comply, they will be asked to leave. Any accredited news media representative who is standing will have a press credential clearly visible. There is a podium position in front of the first row of chairs. No one other than the person who is speaking may be at the podium except for a guardian, administrator, or translator. For safety, people may not line up behind the speaker to wait their turn. We want to give the person at the podium the time and respect they deserve. Each speaker will be allowed three minutes. Attendees are not allowed to enter the area past the podium where board members are sitting. No profanity or obscinity. During
009the board meeting, if there is a disruption, the board president or designate will give a verbal warning to the person or persons causing the disruption. If the disruption continues after the verbal warning, the individual will be asked to leave or be removed from the premises for the remainder of the board meeting. After the meeting is concluded, we ask the community to clear the lobby area in a respectful manner. Thank you. And back to you, President Stevens. >> Thank you so much, Abby. Moving on to item 1.2. Roll call. >> President Kenita Stevens, >> present. >> Vice President Sophia Cologne, >> present. >> Clerk Donald Donaire, >> absent. >> Trustee Isabelle Perez, >> present. >> Trustee Shauna Priest, >> present. >> Trustee Frank Silva, >> present. >> Student rep. Kiana Labau absent. >> Student rep. Jackson
010Brooks >> present. >> Thank you. And back to you, President Stevens. Item 1.3, student board representative, Mr. Jackson C. Brooks, Pacific Law Academy, 12th grade. >> Okay. Pacific Thank you. Pacific Law Academy had its festival of honor. Um, many classes made their made a friend about their subject. Uh, they had their unity week and spirit week. Uh, Acadec is starting for the first time in PLA. Sophomores had a Stanford trip and they are selling boograms. Weber had a hall batch dance on the 24th. They had a college club had a trip to Fresno State on the 25th. Unity Day with Plus and a lunchey activity is coming up on the 29th and Lunch on the Lawn with school Halloween costume contest is happening on the 31st. Second had their nightmare of vine fall dance. They
011hosted their annual haunted block. They started fundraising with Halloween themed foods and the volleyball scrimmage with HCA is coming up. Merllo has started a esports team which is 5-0. They had a VEX robotics competition at the county office and won two of their five competitions with a self-built VEX bot. 86% of their seniors are in track to meet H3G requirements and they started their college application workshops and they are hosting their annual fall festival on October 30th. HCA had a presentation on body basics and common diseases/disorders with a heart and circulatory medical resident guest speaker. 12th grade CSU application assistance with a CSUS admission counselor. They had their 12th grade CIP presentation with University of Pacific program specialists. And they had a 12th grade college project presentation to each other where they were in three
012different groups which was UC's, CSUs, and private universities. They also have college trips with all grade levels. Ninth graders are going to UC Davius and Sacramento State. 10th grade students are going to Berkeley. 11th grade is going to Delta College in EOP. And 12th grade is going to UC Davis and Sacramento State. Thank you. >> Jackson, did you want to say a little bit about the uh state of the districts? I know you were in attendance. I just that event was amazing. I thought like it opened my eyes to what the district is doing with all with everything. I I haven't seen much since I'm just going to PLA and I haven't been out there. But going there, I mean it was amazing. All the schools were or a ton of schools were there performing
013and there was a lot of great information about what's going on with the district and how it's improving. >> Thank you so much for attending as well. It was good to have our board, our uh student board representatives uh there with us. So, thank you so much for participating. Can we give our board representative another hand? [applause] All right, moving on to another high point of uh the evening. I would like to move on to item 1.4, our student honore, Miss Julysa uh Castro from Jane Frederick High School. And I would like to call up Principal Oki to the podium. >> [applause] >> All right. Okay. Uh good afternoon everyone. Uh President Stevens, uh Vice President Cologne, and uh board of trustees, also the cabinet and our staff support, our student board representatives. Thank you
014for having us here. Uh since uh Jalissa's enrollment at Jane Frederick High School, uh she has demonstrated a desire to succeed academically. uh she empowered others to do the same, helping them, mentoring them, and making the right decisions. She's also took the time to develop a plan for her post um graduation and secondary education and career. And when she was a junior, she attended the UOP uh summit uh summer institute program and it gave her the opportunity to see what the college life was really about. And not only that, it inspired her to want to pursue in her secondary educational career. and I'm sure she'll tell you more about that. Uh, with that said, she's currently going to graduate midyear with the full 230 credits and at our school it's usually reduction, but she has
015made that achievement and made that promised herself she's going to do it and she has done that. Uh, so it's with great pleasure to introduce our student honore of Jane Frederick from um Jane Frederick itself, our student honore, Miss Jalissa Castro. [applause] Hello and thank you all for inviting me here today. My name is Jalissa Castro. My name is Jalissa Castro and I'm here to talk about how alternative school has helped me. Growing up, I've always been infatuated with knowledge. I was ambitious and goal- driven until somewhere down the line, I became unmotivated. When I first started high school, I dreaded going. I was late practically every day with unreliable transportation. The traffic getting into school was hectic and the atmosphere made it difficult for me to concentrate or even want to attend. I had
016no goals and very little interest in continuing my education after high school. But I did meet a lot of great people and formed really good connections. I would have had a better experience if I had participated more. And okay, during the time during the lowest point of my life, I was overwhelmed and couldn't concentrate on anything. I was so overwhelmed with my personal life and getting truencies mentally, I just couldn't take it. I had very little time to spend with my loved one who was sick. So I would devoted all of our time to left together. School was still important. I had to graduate. So my family and deci and I decided it'd be best to switch schools for a bit. My sister and a friend had previously attended Jane Frederick and both applauded the
017great environment and staff. When I had first arrived, I was a little nervous to start a new school, but it all quickly vanished. The campus was very welcoming, so it didn't take long for the so it didn't take long for me to feel comfortable. I started to participate more and even joined plus. I wasn't as stressed or overwhelmed with work as much and the staff was helpful in many ways whether it was relating to school or just some life advice. The environment is very positive and outgoing which contributes to how intimate the campus feels. It has made me look forward into coming to school every day with a positive attitude. Most importantly, it has helped me gain my motivation and ambition back. Attending Jane Frederick has been a great experience for me. I have been
018inspired to want more and push myself to get there. I have already created plans after high school to further my education starting with phabbotomy and soon dental hygiene. [cough] Um I'm very excited to get to graduate early with my full 230 credits. And [clears throat] now that this chapter is coming close to an end, I'm grateful for everything the school has and has and continues to offer me. I want to give a special thanks to the staff and every I want to give a special thanks to the staff and every student that has made me feel [snorts] welcomed and made my experience better. Uh, I also hope every other student has [clears throat] I also hope every other student has a good enough experience like me or will continue to. And I just really want
019to thank the staff for being so welcoming and always helping me whenever I needed it. So, thank you and thank you for having me here today. [applause] Miss Caster, we're going to ask for you to come up with your principal. Do you have family members who came with you today? If you, your family can come up and I'll have the board go down to the floor and we'll all take some photos. And then we have a certificate that we would like to present to you. And we want to wish you the best on all of your accomplishments. All right, moving on to item 1.5, oral suggestions regarding open session agenda items in section one and close session. Christina will announce a number of public comments and request each person provide their public comment in the
020order they were received and Evette will be the timekeeper. Madame President, we have no public comments for item 1.5. >> Thank you. Item 1.6, public employee discipline dismissal and release. Miss Smith, do we have any cases to hear today? >> We do not. >> Thank you. Item 1.7, 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, resignation appointment. 2.2, public employee appointment classified. Government code section 54957, leave of absence, resignation, retirement, resin, employment offer, appointment, and closed positions. 2.3 Public employee discipline dismissal release. 2.4 4 Conference with legal counsel anticipated litigation significant exposure to litigation under subsections D2 and E3 of government code section 54956.9 on three claims claim number 661633 claim number 66556 and claim number 662242
0212.5 student expulsion C3 2.6 student expulsion C5 2.7 student expulsion CC3 and 2.8 student expulsion CC4. Thank you. >> Thank you so much Vice President Cologne. We'll now move on to item 1.8 and the board will now recess to close session. >> [music] [music] >> Hello. Hello. >> [music] [music] >> Oh, [music] hey. >> [music] [music] >> Heat. Hey, Heat. >> [music] [music] >> Hello. >> [music] [music] >> la. [music] >> [music] [music] >> Heat. Heat. >> [music] [music] >> Hello. [music] >> [music] [music] >> Hello. [music] [music] >> [music] [music] >> Oh. >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> Oh yeah. >> [music] [music] >> Hello. [music] Here we go. [music] >> [music] [music] >> How are you? [music] >> [music] [music] >> Heat. [music] [music] Heat.
022>> [music] [music] >> Wow. Down. Love. [music] [music] >> [music] [music] >> How [music] daddy? [music] Hello. [music] Heat. >> [music] [music] >> God. [music] Hey. Hey. >> [music] [music] >> Hello. [music] >> [music] [music] >> Heat. Heat. >> [music] [music] >> Hello. [music] Hello. [music] >> [music] [music] >> Oh, hey. >> [music] [music] >> Hello. Hello. >> [music] [music] >> Heat. [music] Heat. >> [music] [music] >> Heat. Heat. [music] Love. [music] [music] >> [music] [music] >> together. [music] Hey >> [music] [music] >> Hello. Hello. >> [music] [music] >> Hallelujah. >> [music] [music] >> Happy. [music] >> [music] [music] >> Hallelujah. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Oh, [music] >> [music] [music] >> Heat. Heat. [music] Hey. Hey. Hey. [music] >> [music] [music] >> Heat. Heat. [music] >> [music]
023[music] >> Hallelujah. [music] >> [music] [music] [bell] [music] >> Hello. [music] Heat. >> [music] [music] >> Pack up. [music] >> [music] [music] >> Hello. Hello. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Hello. [music] Hey. >> [music] [music] >> Hey, hey, hey. >> [music] [music] >> Hello. [music] >> [music] [music] >> Hey. Hey. [music] Hey. >> [music] [music] >> Oh, [music] hey. >> [music] [music] >> Thank you all for joining us. I would like to open our public session with item 3.1 and Abby will read the language under public content. In order to help assure compliance with the Brown Act and in order to make our board meetings more effective and more efficient, trustees will speak only when recognized and trustees who speak on
024a topic other than the agenda item currently under consideration will be out of order. Board meeting protocols. The safety and decorum of the school board meetings are important to Stockton Unified School District and the community. SUSD promotes the public's right to free speech, and we want to make sure that all community members, parents, and students are able to participate in a safe environment. We want to ensure all community members have a seat during the board meeting. We will have the maximum number of chairs allowed per fire code 132. We ask that members of the public do not stand along the side of walls or block the walkway. Anyone standing up during the meeting will be asked to take a seat. If they do not comply, they will be asked to leave. Any accredited news media
025representative who is standing will have a press credential clearly visible. There is a podium position in front of the first row of chairs. No one other than the person who is speaking may be at the podium except for a guardian, administrator, or translator. For safety, people may not line up behind the speaker to wait their turn. We want to give the person at the podium the time and respect they deserve. Each speaker will be allowed 3 minutes. Attendees are not allowed to enter the area past the podium where board members are sitting. No profanity or obscenity. During the board meeting, if there is a disruption, the board president or designate will give a verbal warning to the person or persons causing the disruption. If the disruption continues after the verbal warning, the individual will be
026asked to leave or be removed from the premises for the remainder of the board meeting. After the meeting is concluded, we ask the community to clear the lobby area in a respectful manner. Thank you. And back to you, President Stevens. Thank you so much, Abby. Moving on to item 4.1, pledge of allegiance, led by Stag Students, the new Filipino American Student Association. To the podium, please. >> [applause] >> Wait, are you standing with me or no? >> All right. 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. We have to speed up to catch up with you, but [laughter] we're going to ask if you can come to the podium and if
027you would both like have words regarding uh the new Filipino American Association Club. >> Um hello. Okay. Hi. Um good day members of the board teachers and um community members. Um, I'm Savannah Advinkola and I'm currently a senior in Stag High School and I'm here to share my um, experience in one of our newer classes, FilipinoAmerican Studies. It's a course that is still developing, but it's already making a real impact. Um, even though the curriculum is still being refined, I can like confidently say that what has been built so far is a really strong foundation, one that not only educates but empowers. Um, growing up in the Philippines, I received my early education there and it has been an incredible experience to now learn about my own about my own um, heritage here in the
028United States. In most of my classes, I rarely encountered um, lessons about Filipino American War or about our pre-colonial history. I feel like these are parts of myident identity that often um, go unspoken even within the Filipino education system. And to see them finally be acknowledged, explored, and valued in an American classroom is something that I never expected, but it doesn't go unappreciated. And um as a first generation Filipino American, this class has um given me something I did not know I was missing when I migrated here last year, a sense of belonging. Um, it has helped me understand my identity fully and see how Filipino history continues to live on American soil through people like me. I often um think about the manong and manang as um coach Joy would call our ancestors who
029came um before us, the early Filipino immigrants who worked tirelessly to build a life here. and I realized that their struggles and achievements are part of a much larger story that deserves to be told. This class um also provides um community. Um I when I um once experienced a racist comment from a teacher with the um it was the support of my classmates and the sense of unity that um this course um it they basically reminded me that I was not alone and it gave me a space where um my voice mattered where I was not just tolerated but also um celebrated and um hearing the history of my people taught by another Filipino American, Coach Joy, here in the United States feels both um surreal and profoundly meaningful. It is um a reminder that
030representation and education matters. It reminds me that learning about our cultures and shared histories helps us understand one another better. Classes like this do not only benefit Filipino Americans, but um they also enrich um everyone. They teach um empathy, diversity, and pride. Values that extend far beyond the classroom walls. And [laughter] as someone who will be graduating soon, I do hope this course continues to grow and reach even more students. Because when young people such as me see themselves be reflected in what they learn, they begin to understand that their heritage is not something to hide, but it's something to be honored. Um that's all. Thank you for giving me the opportunity to share my story and for support for um supporting a curriculum that reminds us that history is not just about the past
031but it is about who we are in the moment and who we are becoming. Thank you. [applause] >> Thank you so much Savannah and Wilbur. You actually are from my school stag high school. So I'm going to ask you to come up and with coach Joy will we I can't even speak today. We'll take some photos and if we have any of the rest of the stack team in the building, we'd ask that you come up as well. We have certificates for you as well. >> We can clap for joy. [applause] You guys are all fantast. [laughter] >> Oh, she's getting more. >> Okay. >> Yeah. She's like, I want a photo. >> She's like, take a photo. [laughter] >> I'll take a picture that I Thank you. [applause] So, our ethnic studies uh is
032making its way around, not just here, but we've heard great things uh from them in some of our conferences with CSBA. Um, we're really proud of the work that Stockton is doing around ethnic studies. I think Savannah said it best that um, representation is important. When you see yourself, you can also see your future. So, thank you so much, Savannah and Wilbur. [applause] All right. Next on the agenda is item 4.2, action taken in close session by Vice President Cologne. >> Hello, good evening everyone. Item 2.1, public employee employee appointment certificated, government code section 54957, resignation appointment. Board motion to approve unanimously. Item 2.2, public employee appointment classified, government code section 54957, leave of absence, resignation, retirement, recent employment offer, appointment, closed positions. Board motion to approve unanimously. Item 2.3, public employee discipline dismissal release.
033And there are four separate cases. Board motion to approve case one, one substitute dismissal unanimously. Board motion to approve case two, one substitute dismissal unanimously. Board motion to approve case three, one labor relations analyst probationary release unanimously. Board motion to approve case 4, one food service assistant one probationary release unanimously. Item 2.4 conference with legal counsel anticipated litigation significant exposure to litigation under subsections D2 and E3 of government code section 54956.9. So we have three separate claims. Board motion to reject case one, claim number 661633 unanimously. Board motion to reject case 2, claim number 660556 unanimously. Board motion to reject case 3, claim number 662242 unanimously. Thank you. >> Thank you, Vice President Cologne. Moving on to item 4.3, order of the agenda, and Christina will read the oral announcement. >> This is the opportunity
034for the board of trustees to make any changes to the order of the agenda. Otherwise, the order of the agenda will be as published. >> Is there a motion? Yes. So, I'd like to make a motion to um add to the agenda. So, I'd like to um add four four new sections for um to 15.4 or section 15. So, 15.4 would be C3 student expulsion C3. 15.5 student expulsion C5, 15.6 student expulsion CC3 and 15.7 student expulsion CC4. Is there a second? >> I second. >> All right. Any discussion hearing? None. Roll call vote. >> President Stevens, >> yes. >> Vice President Colon, >> yes. Clerk Donaire, >> yes. >> Trustee Perez, >> yes. >> Trustee Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. Item 4.5, oral suggestions regarding open session
035items. Christina will announce the number of public comments and request each person provide their public comment in the order they were received, and Iette will be the timekeeper. >> Madame President, we currently do not have any public comments for item 5.1. Thank you. Item 5.2, oral suggestions and comments from the community regarding non-aggenda items. Individual speakers shall be allowed three minutes to address the board. The board shall limit the total time for public input on each item to 20 minutes. Madame President, we have 11 comment cards for item 5.2. The first speaker is going to be speaking on board agenda. I'm sorry. It's uh speaking about monetary donations to the emergency food bank. Miss Terry Welch. Good evening. I've been here before. Um my name is Terry Welch. I'm a teacher at Jane Frederick Continuation
036High School. Um, and as you know, we have gone through, I guess, almost the 30-day mark for government shutdown with the threat of not having uh SNAP benefits. Um, I [snorts] actually wrote something down, so give me a sec. Um, I'd like to ask this SUSD family to consider giving cash donations to the Sanwaqin Emergency Food Bank. Um there are 42 million Americans that will not be receiving their SNAP benefits this Thanksgiving month. Add to that about 750,000 government workers who will be furled um and will now also have to seek food assistance through their local food banks. Um 81% of our kids are below the poverty level in the district. So food insecurity is not something new. If our Stockton family could give a cash donation, um what could happen is that the food
037bank could use that money to buy food wholesale and get a better um it would be more cost-effective for them. I don't know how it's going to work. I've got I talked to STA already. Um I'm trying to put a a flyer out. I would just like to be able to put it up at all the sites and all the departments. So that was it. Please consider it. Thank you. The next uh comment comes from Miss Bernardet Armenta regarding respect in the workplace. Good evening, Dr. Rodriguez, President Stevens, and the board members. We were here two weeks ago talking about what respect looks in the workplace for our members. I wanted to continue on how our members are being treated by management. I recently learned that two pe that people who are overseen by our
038custodial staff have been targeted specific sites doing what they call a white glove inspection. My members report um that these white glove inspections are happening repeatedly at our members and our members are feeling like this is part of a targeted effort to get them in trouble. As the chapter president, I don't want my members to go to work walking on eggshells. I understand that management will inspect routes from time to time to make sure that work's getting done properly, but I find this white glove level of inspection petty and unequal. I am worried about these message these kinds of actions send to our members as am I a valued employee or in management just trying to get rid of me so that they can hire someone else to take my job. Not every site is
039being inspected this way. And the members who have come to me to talk about this are feeling are fearful that if they speak up, they will be disciplined for going um to their union. The unfair treatment by these individuals have left our custodians who are boots on the ground every day feeling disrespected and unappreciated. On top of their duties to keep our schools clean and sanitary for students, staff, and community, they are now feeling like custodial management is looking for reasons to fire them. If there's a problem, our custodial our custodians need support, supplies, and respectful direction, not a white glove inspection. Trustees, I know that you value classified contributions to the district. Please show us by making sure the people who oversee our custodians treat our members fairly, respectfully, and equally across the district.
040Thank you. >> The next speaker is Karen Aik. Good evening, board members. Dr. Rodriguez, I don't know if you remember me. I'm 821's first vice president and I am also the lead at Roosevelt Elementary and I know I've talked to you a couple of times about coming out to the kitchens and visiting to see what's going on. Our members are overworked. They are tired and they are getting hurt. There is more and more workload being put on top of us and we do not have the staff to help with what we need. We are being overrun with the new um family style. We have had stuff delivered to our kitchens that we don't even have the storage space to put. The dishes alone that this is causing is adding at least an hour to two
041hours of extra workload. And we're being told there's no extra work. There is there's a lot of extra work going on. I have three members in my kitchen. That's including me. and we are barely getting through the day without getting hurt. So, like I'm going to ask you again, please come out to the kitchens, come talk to the staff members. They're tired, they're hurting, and you're getting ready to lose a lot of really good people if something doesn't change because this is just too much. We need more help. We need more hours. That's all I've got to say tonight. Thank you. >> [applause] >> The next uh comment comes from uh Miss Louise Boros. Good evening, trustees. Dr. Rodriguez. Uh my name is Louise Baros and I'm here um on the path of respect for
042classified workers. Um I wanted to share with you something that was written to a classified worker in what's called like a conference summary, right? when you need to tell somebody, hey, you're doing something wrong, right? Um, so this is what was told to the worker from management. It is vital that you understand the importance of coming to work each day and how absenteeism impacts our ability to conduct business. Failure to report to work puts an undue burden on other [clears throat] staff to maintain a safe and well-maintained campus. When you are absent, your workload for the day are shifted to other employees in the department and can cause resentment and staff morale problems. According to our records, your sick leave balance is running low. And I just I want you to think about what how
043you would feel if you got a letter like that, right? You just took some time off from work because you're sick, right? You're sick. You're not coming to work. You're not trying to get other people sick. You know, your body's hurting. You need to take that time, right? Then you return to work and you get a letter basically saying there's morale problems and it's your fault cuz you weren't here. And to me, that's a lot to put on a classified employee to blame them for morale problems in their department because they're taking their sick time, right? sick time is um allowed to them under the law. They're allowed to use it. Um and I understand that some people can be excessively absent, right? But I just reading that letter, it shocked me and it just
044made me think how I would feel if somebody talked to me that way and I would feel disrespected, right? That is a lot to put on a classified employee to basically blame them for morale problems in their department. And then to say that they cause resentment, right? And I ask myself, you know, where's the sub? When I'm out sick and I put in my absence in front line, I say, "Get me a sub." And the sub's not there. the sub is supposed to be picking up the work, right? So, it is a lot to put on a classified employee and these kinds of things happen daily, right? This is just one letter that I've seen. Um, and this is, you know, again, this is very um disrespectful way to talk to somebody. Um, so again,
045we just ask that when we think about these conversations with employees about their sick time that we be respectful of them and that we do not blame them for causing resentment and staff morale problems. Right? So, thank you for listening and I appreciate your time. [applause] >> The next comment uh is from Maria Zamora regarding ELOP. Oh, okay. Good evening, Dr. Rodriguez and trustees. I'm here today with a heavy heart to express my concerns of the ongoing challenges we program facilitators are facing. I'm disheartened with our ELOP department's lack of accountability and transparency. While WEPfs are being held to a higher standard than our upper management, adding 18 new upper management positions looks good on a proposal and on a web page, but the fact is these positions have created an immense and unequitable division
046within our department. They were created to support us on the ground. Yet, these positions only delegate more work to us without the support. From the outside, ELOP looks like a caring, loving family with all hands on deck to help. But the reality of this But the reality of this skewed perception is breaking our program's facilitators mental health. Why? Because we know the truth. We feel the truth and we are treated as if we are not doing our job. SUSD has let our department expand without safeguarding those who are truly who truly run the program, the program facilitators. When we switched to 8 hours, it was it was because we needed the extra time to asssure we were not that we were not only going to keep up grant requirements, but also building a safe and
047supportive environment for our students and families. Ironically, we were already doing this for years, but now we were finally going to be recognized and compensated for it. The ALOP has turned this great opportunity into a nightmare. We went from supervising six staff, one agency, 100 to 120 students, to now 10 to 12 staff, multiple agencies, 120 to 200 students without pay compensation. We have more of a workload on top of n neverending deadlines that at many times overlap and that is just a fraction of what we are doing. In the last year, we have gone from a quality from quality programs to quantity numbers. Every student has turned into a walking dollar sign. We have been told on numerous occasions that there shouldn't be a wait list because we have enough staff to take students
048off the weight list. Unfortunately, that's not how you build a safe and supportive program and takes away from our mission. We are becoming a babysitting club. I love the work I do and the families we serve. Becoming a program facilitator has been a dream of mine since I was part of the afterchool program. And when I became a facilitator, that dream came true. Our kiddos, our kiddos deserve the best, but how can we provide that when we are breaking as a department? I plead with you to really take a look into our department and start peeling back the layers of dysfunctionality caused by expanding too quick and stripping our voices as the leaders of our program. It's not okay. If we are truly the boots on the ground, then why aren't we being asked how
049to better our department? Thank you for listening and letting us have a voice tonight. [applause] The next speaker is Katie McDonovan. >> Hello, my name is Katie Mcdana. although McDonovan is um has a nicer ring to it. Um [clears throat] uh I'm a labor up with the California School Employees Association and I'm here to speak on behalf of a few ELOP facilitators who couldn't make it here tonight. Good evening board members. I'm an E-Lop facilitator who has been a part of this district in various roles for the past eight years. I love my job because I get to foster a safe and supportive program for all our students and community. I am hopeful that we can move in a direction where I can feel safe and supported in my role as a program facilitator. However,
050there are several concerns that continue to be counterproductive to to what we as a community envision for our program to be for our kids. There is a lack of organizational structure in our systems such as task delegation, deadline tracking and document management. This causes confusion amongst many of us facil facilitators leading us to uh interpret expectations independently from one another. This then leads to confusion and inefficiency. When there is no centralized communication or planning tools, it results in duplicating efforts and missed collaborative opportunities. Inconsistent and dismissive communication has led to missed deadlines being communicated in a belittling and accusatory way. An example would be a program facilitator being reprimanded 2 days before a deadline with no prior reminders or levels of support to help get it done. This approach undermines our role and fosters low
051morale and a culture of fear rather than a level of accountability. Inequit inequitable expectations based on site coordinator site coordinators leads to program facilitators gets differential treatment when it comes to our expect execution of responsibilities. While there may be times in which certain site coordinators may provide support and clarity, other site coordinators will provide unrealistic demands or fail to communicate where the needs are. This inequity leads to confusion and resentment among staff towards upper management. Changes need to happen at the top in order for us to move forward in a way that supports our programs and students. Thank you again for your time. Um, I'm going to see how far I get into this second letter if that's okay. Good evening, Superintendent Rodriguez and schoolboard members. Thank you for taking the time to hear my
052concerns. In my time as a afterchool program facilitator, I have witnessed how this program has flourished. There have been uh great uh new programs that have been in integrated into ELOP which the students love. The students have a chance to go on field trips, participate in sports, taste new foods thanks to cooking programs that the kids love. Along with these wonderful new programs, I have seen the other side of the coin. Although there okay um I had uh spoken to the support staff about some of the members uh relinquishing their time. Is that okay? >> Yes, we have uh Miss Louise Baros speaking next. Would you like to relinquish? >> Um I think the top three were going to be speaking and the the rest were going to um relinquish their time. >> Miss Grace
053Galsti, you're relinquishing. Okay. >> Okay. Um, let's see. Although there may be some positive changes to support our students, for some of us it feels like work is being piled up up with no end in sight. I love my job. But at times I feel overwhelmed and am not the only facilitator that feels that way. When we transitioned to becoming 8-hour employees, it was because we did not have enough time to finish much of the work we had in the time given prior to the change. Yet, ever since we became 8-hour employees, our workload has grown exponentially and our obligations have tripled. We are doing uh much more than we have ever been expected to do. We are in charge of more staff than we ever predicted we would have um at our site. Site
054coordinators were hired to support program facilitators with a neverending workload as told to us by our director [clears throat] um Mary Rogers. Miss Rogers also informed us that our site coordinators would never become our supervisors, but instead our right-hand source of help to support our sites um to run smoothly. However, the narrative has changed and now our site coordinators have become our supervisors. Many of the site coordinators don't even check in on us or visit our sites to understand the stress we are under. We email them for help and we are practically ignored. We are uh we ask for clarification on things and we get no answers but we are still expected to perform according to deadlines. We added new materials and resources. Facilitators are not taken into cons are not taken into consideration. we
055are sent new materials to our sites without first inquiring if we have room for the items that they are sending. Um then we are informed by upper management that we have no storage space to set items. We are reprimanded when we request them they be picked up um due to the lack of space. facilitators manage and supervise entire teams without being able to have such titles. It has become disheartening to work for this program. Many of my pro many of my fellow facilitators have informed me about how they are looking for new jobs because ELOP has become so difficult and draining to work for. I hold on to the hope that things will get better. I hold on because I think about my team, parents, and important most importantly the students. Yet sadly, change can
056only happen when it comes from the top and trickles down eventually. This is not the case in this situation as program facilitators are at the front line of the after school programs and we are being left to fend for ourselves. Adding more positions at the top does not help us on the field if the only thing being only thing trickling down. Oh, I just have one more sentence. Is that okay? >> [clears throat] >> finish your sentence. >> Um, is instructions and a heavy workload with no one willing to help in a collaborative ma manner. Thank you for your time and have a vulnerable night. [applause] >> The next speaker is Miss Louise Baros. Good evening again, trustees. I'm also um bringing to you the voices of ELOP facilitators. So when I say I, I
057mean program facilitator. Okay. So first comments. For the past four years, I have had the privilege of working in ELOP. I have been a line lead, a staff lead, and a program facilitator. My peers should be commended on their ability to adapt and overcome struggles to do what is right and best for the students that we serve on a daily basis. Those struggles come in the continuous changes that ELOT makes without our feedback in the matter. We are the people that make our programs a success, but we don't carry the same sentiment in the way management has treated us in our day-to-day workload. We are told to reach out and communicate any needs and struggles in order to be able to showcase and be an example to our students. Yet, management struggles to work on
058concerns that they need to improve on in order to build good habits and deliver a healthy level of support to our program facilitators. Time and time again, program facilitators have expressed ideas, concerns, or issues with no resolution. management would be dismissive of our needs while we are told to stick to deadlines and scheduled program start dates. However, this is decidedly more difficult when we are not informed in a timely manner about events, field trips, or additional programs. Deadlines have a tendency to be changed last minute, making it harder for us to maintain a good relationship with our school communities. On top of this, the attitude from upper management then places blame and even shame on us program facilitators when we are unable to hit these deadlines or student attendance numbers with the lack of information
059or resources that are given. The lack of transparency and support make it harder for our programs to be as successful as they can be. As I have grown in my role, I have understood that there are things that we all face regardless of our position in this district. However, there is a difference between having all of these responsibilities on oneself and management not fostering a culture of collaboration and unity. This is not impossible to do. However, we need to do better at treating staff, student, and parents with the respect and understanding that they deserve. Management needs to carry the same attitude that needs to be expressed to those that are put in positions to support us. We are all adaptable and have a drive to make our programs run well uh [snorts] in spite of
060the challenges that are presented to us at last minute. Imagine what our programs would be like if there was more stability in the systems and structures that we have in our department and that our school sites desperately need. We simply ask for there to be a change in perspective to be heard to be understood that there are need then there needs to be more thought in how the districts affecting our programs and by proxy our direct community and how the treatment of our facilitators affects all of this. I know that what our um I know what this program is for our communities and what it can be if we all work together. Next comments. Uh, next facilitator rather. Dear members of the school board, I am writing to bring your to your attention the ongoing
061challenges that program facilitators across the district are facing. While we take great pride in the work we do to support students and families, the expectation placed upon us have expanded far beyond our contractual responsibilities and reasonable working conditions. Program facilitators are consistently working well beyond our contracted hours. [snorts] Is there someone to yield? Miss Bernardet Arment, would you like to relinquish your time? Okay. Thank you. Uh, working well beyond our contracted hours to ensure programs run smoothly, students are safe, and sites remain compliant. We often find ourselves serving not only as program leads, but also as counselors, teachers, food service workers, custodians, and at times even acting as site admin. These additional responsibilities taken on without adequate time, compensation, or support have created unsustainable workload and growing frustration among staff. Despite our dedication, there is
062little to no administrative or departmental support when concerns arise. Many of us feel unheard and undervalued. Even though the success of afterchool and expanded learning programs directly depends on our ability to manage, plan, and lead effectively. We love the work we do and the students we serve. Our only goal is to ensure that we can continue providing safe, high-quality programs without compromising our well-being. Thank you for your attention to this matter and for your ongoing commitment to the staff and students of our district. Next facilitator. Good evening members of the board. I am a high school ELOP facilitator here to ask for your support. As many of you know, ELOP at the high school level is still very new with only a year of providing services to our students. When I was first assigned to
063my site, I was informed that the high school programs would take things slowly and that this would be a learning experience for everyone involved. I understood that and was ready to grow with the program. However, the issue we now face isn't simply about learning as we go. It is about the lack of support for high school facilitators. Too often, our concerns are placed on the back burner, and as a result, it becomes increasingly difficult to provide the high-quality experiences our students deserve. As a facilitator, I want nothing more than to build a strong, engaging, and supportive environment for our students. But when challenges such as limited space, lack of quality staffing, and the constant disconnect between the ELOP departments and sites, it leaves me and others in my position feeling isolated, overwhelmed, and ultimately burned
064out. I continue to do my best with the limited resources available, but it's discouraging to see that effort alone does not always translate to progress. I worry that despite our dedication, we are not giving students the full potential of what ELOP can offer. I share this not just for myself, but also for our students who are forced to settle and cannot voice their opinions on how these programs should be servicing them. My hope is that this testimony helps shed light on the urgent need for stronger support, communication, and collaboration so that ELOC can truly fulfill its promise for every student it serves. Thank you for your time and consideration. And the next facilitator says, "It is only October and I am already exhausted and my concern is that we are no longer being viewed as
065humans but as robots. While we are supposed to focus on being student centered, the students don't seem to really be the primary concern. Facilitators are constantly being downplayed and expected to be on top of everything. Yet management doesn't hold themselves to the same level of accountability. Trying to keep 120 students plus safe while ensuring my staff are able to uphold the same level of safety for them. Trying to communicate with the school. Is there someone else to yield? >> Uh does Karen A want to yield her time? >> Okay. Thank you. Thank you. >> Trying to communicate with the school on a daily basis with student behaviors, parent and teacher concerns, and upcoming events. trying to meet attendance goals while learning new attendance systems that were implemented without facilitator input. Teaching parents a new process,
066but also having to go to meetings downtown, go to meetings with my admin, go to meetings with my staff, go to meetings with all other stakeholders who impact the growth of my program. At the same time, trying to stay aligned and in compliance with grant requirements and connecting with teachers, counselors, and nurses. keeping my 4x4 foot office clean and organized while finding storage for all the random pallets of curriculum and equipment that keep being sent to me without me being notified or asked if I even have the space for it. I am trying to meet all the last minute deadlines that are being thrown at us in random emails from random people all at once and are still trying to be positive even though on the day of the deadline we are being scolded and
067told that we are not meeting the deadline. I do not feel respected or valued as a program facilitator because even though we've received a raise, we are still being piled with 10 times the work and we are still being asked, "What are you doing all day?" I am tired and at least once a week I find myself thinking about another job because I don't feel like our department is in it for the kids anymore. We are no longer student centered. Although our site coordinators were hired to be our support, they've really been supporting the ELOP directors and not their director and not us. They're non-existent to us and for me. And when I asked my site coordinator for support, they just seemed as confused or as stressed as I am. It is always advocated that
068we take care of our mental health, but honestly, this department makes me feel guilty if I take a day off. I plead with you to investigate and help us change our department for the better. And that's the end of the comments that I have, but I just want to mention thank you for listening. It's kind of like being fed with a fire hose, everything all at once. But we did come last year to speak on these concerns and we're just continuing to bring them to you because our facilitators need to see change and they hope that you can do that for them. So, thank you for listening. [applause] Our last comment card is from Mr. Victor Garcia. Good evening, Dr. Rodriguez and board members. It's been a while since I've last spoken at one of
069these meetings. Last I spoke, I brought up the concept of what you allow, you encourage. My absence from attending these meetings is not because of a lack of having anything to say, but more so because I've been busy dealing with targeted efforts to make my job difficult and overwhelming to deal with. Although this year has been challenging, it does not mean that I haven't tried my best to choose joy even in the midst of the struggle. I come into my job with a drive to provide a positive experience for my kids while at the same time dealing with behind-the-scenes issues that manage management impose on us. Examples of those issues for management are a lack of support through effective communication, positive systems and structures and structures, and a willingness to work collaboratively with one another.
070If anything, I have felt more empowered and more emboldened to speak my truth and to continue to help create change that betters our community. While some directors and assistant superintendent continue to abuse their power and carry nar narratives that suit their goals, I continue to support and cultivate leaders with my scope of work, leaders that will stand up and speak up against unprofessional behavior. Although my last employee evaluation was less than favorable, it drives me to continue to work above reproach and hold those people accountable who continue to go after employees that speak out for better collaborative working relationships between management and employees. The biggest obstacle that we face in this district is people's ability to hold themselves accountable and accept responsibility when they make mistakes. Instead of carrying the transparency and the genuiness to
071say, "Hey, I made a mistake and I'm sorry, they double and triple down on stating how right they are in the choices they make." Superintendent, I have heard you apologize twice as you hold yourself accountable for mistakes that you make. Yet, people in your leadership team want to pretend like they're never wrong or that they handle the conflict well. Some of your people care more about the way they dress and look instead of self assessing and working to get better at their jobs. I teach my team to recognize our wins but acknowledge our opportunities. Meaning that we should be able to self-reflect and own our our actions and as well move forward in correcting our mistakes. Sometimes this district has shown that it's less about creating a culture that supports hard work and dedication to
072the job and more about how to get people in trouble if they speak up or if they are labeled as being difficult employees. It doesn't breed a collaborative culture, but more of a shut up and do your job mentality. While I can go on and on about bad managers and leaders, there's a shining light in unsung heroes and healthy leaders with your district. People like Lena Mua, Dax Sra, Lori Rizzo, Tamar Pernitis, and every program facilitator that works hard to create strong leaders and programs that support healthy and collaborative relationships uh for our community. These aren't these aren't whose help. These aren't faces you see on websites with heavily filtered pictures, but the ones who do the grunt work regardless of the notoriety. >> He still has he has 12 seconds. >> Thank you. >>
073Yeah, that the 20 minute timer went off already. >> These aren't the people whose models have been faked till you make it or who choose to believe they're the face of something. The true phrases of the ELOP department are every PF that comes in early and leaves late. Every PF that goes the extra mile even when they don't have to because they find joy in what they do for the children they serve. Your time is up. Thank you. Thank you, Victor. [applause] >> Is there another comment, Miss Alo? That's it. >> No, ma'am. >> Okay. >> All right. Thank you all so much for your public comment. I would like to move on to item 6.1, approval of consent items, and Christina will read the oral announcement. Does any trustee have an item they would
074like 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. Thank you. >> All right. Any items for action? All right. Seeing none, is there a motion? I'll make the motion to approve. >> Is there a second? Oh, second by trustee uh Silva. Any discussion? >> Hearing none, roll call vote. >> President Stevens, >> yes. >> Vice President Colon, >> yes. Clerk Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. Item 7.1, Board of Education update dashboard local indicator priority 1, basic services. And I would like to call up Dr. Jason Murphy to the podium. All right. Good evening. I first want to acknowledge
075Dr. Rodriguez, superintendent, President Stevens, Vice President Cologne, uh, Clerk Daire, uh, members of the board and superintendent's cabinet and the Stockton community. Uh, my name is Dr. Jason Murphy, director of research and accountability, and I would like to >> Hi, good evening. Maria Valdez Munoz, director of human resources. I'll be joining Dr. Murphy today. So this evening we're going to be providing a brief update on the uh local priority one teacher assignment monitoring requirement which is part of uh basic services. Throughout the course of this presentation, we're going to just be providing a brief overview of the local control accountability requirement which is basic services. Uh provide an update on our most recent teacher assignment monitoring report that was released by CDE in July of 2025. share some of the amazing outcomes that have uh
076come out from this report and how we are raking and performing with relation to the county and the state and Miss Valdez is going to Munos is going to be sharing on some of the great work human resources department is doing to support the outcomes being seen. So briefly, local priority requirement one basic services is part of the LCFF requirement. Every year uh eleas are required to report on how their districts or their charter schools are doing with regard to several priorities. One of those is basic services which includes teacher assignment monitoring along with um facilities mon facilities and um access to curriculum materials. Uh with regard to the teacher monitoring assignment, our most recent data released by CDE is 2324. The state is currently in progress of making uh improvements to their process to
077accelerate the release of this data so that hopefully by the 20 by the end of the 2526 school year. They will release the 2425 assignment monitoring report along with the 2526 assignment monitoring report. But that being said, I wanted to report out that the district has made tremendous gains with respect to teacher assignment monitoring. Uh [snorts] within the past three years from 202122 to 23 24 the district increased its percentage of teachers that have full credentials by almost 20 percentage points. Back in 2122 only 54.8% of teachers were fully credential with clear credentials. But by the completion of the 23 24 school year, the that number had increased to 74.3%. I also want to highlight the fact that that's in line um with a tremendous closing of the achievement gap because during that same period
078of time, the state of California largely maintained its percentage rate of teachers being fully credentialed around the mid to low 80s and the county likewise maintained its rate in the low to mid70s. So the district truly had a tremendous gain of almost 20 percentage points in a three-year span of time. I also wanted to share that in addition to that um in terms of other indicators like teachers with incomplete or unverified credentials that the the district maintained or improved in those areas as well while the state also maintained and improved in those areas as well. So the district was uh in line with the county with those percentages while and also the state in those percentages while simultaneously increasing dramatically its percentage of teachers with clear credentials. Um, again just highlighting the fact that when
079you look at the district in comparison to the county and the state, we're largely on the same trajectory with regards to out of field, ineffective, and incomplete credentials. We're slightly below in some areas, but we're right on track. And that's considering uh a well-known sort of teacher crisis and fulfilling positions. So that's an extreme um accomplishment again along with the dramatic closing of that of that gap. Um just areas to highlight. Um the district now reflects the regional context of the county with regard to these various indicators. Incomplete um unverified credentials out of field credentials while again bringing that number up from the mid50s to the mid70s right alongside um the county and like I said the state. What I wanted to do right now is also give um Miss Valdes Munoz opportunity to share
080some of the amazing work that the human resources department is doing that's generating the outcomes that you guys are seeing. >> So what's driving our improvement? So this is a multi-EP department effort that's helping improve our numbers. Um so the collaborative efforts across multiple areas have helped increase and continue growing our numbers. Um, one area is enhancing our data quality and reporting. In the last several years, HR has worked closely with our technology and innovation department on CalPAD's reporting. So, we are working closely to ensure that the teacher assignments that are being reported are accurate um and the the information is certified with um correct assignments. uh so we've been doing that um meeting with them before every Calipat certification to ensure accuracy and um of the information. The other area is we are targeting
081recruitment and retention. Um so that's done in several different ways. Um we've expanded our partnerships with universities and credential program um so that our teachers can um select their program and be able to enroll in different credential programs that work for them. Um we've also expanded our um recruitment efforts through several job fairs, advertising, media, banners. Um in the last several years, we've offered hiring bonuses for hard to fill positions. So this helps recruit um credential teachers from outside of the district. Um as well as advertising our free health care benefits and up to 24 years of transfer uh transferable teaching service. Um the other effort is improving our credential authorization. So the HR analysts work closely with site administrators to ensure that they know that when they are hiring teachers u what these teachers
082are authorized to teach to ensure that they are um assigned appropriately um strategic opportunities. So in order to close the gap with state average uh we'll continue to expand our recruitment of fully credentialed teachers. Um, we're going to accelerate preliminary to clear credential transitions, provide financial support for credential completion, and this is done through offering um an in-house induction program. So, all our teachers that come on board with a preliminary credential are able to enroll in induction, and that's at no additional um cost to the teachers. And then we'll also continuing um continue to partner with universities for pathway programs and to reduce um incomplete assignments. So again, we've been working really close with the technology department to ensure that all the CalPAD submission, all data that's reported is accurate. Um, and continue to train
083site administrators to know what teachers are authorized to teach to ensure that teachers are assigned appropriately. Okay. So we do agree that every student deserves a fully credentialed, highly qualified teacher. That is our goal. Um and we are proud of our progress and we hope to continue moving forward in this direction to refine our recruitment development support strategies and ensure that every student has access to a fully credentialed highquality teacher. Thank you both. [applause] And we just open up for any questions. Anyone have questions for the presenters? Trusty Priest. None. >> Oh, go ahead. Come on back. Come on back. Um I just wanted to be sure are we talking about um say for example if we have an a teacher who's not um fully credentialed. What we're saying is that we've we've made improvements
084so that we could help that particular person become fully credentialed. Um is that this this >> so over overall our percentage of credentialed teachers in the district has increased. So either you know hiring and recruiting fully credentialed teachers or by helping the teachers that are non-credential um work towards obtaining their credential. >> Is this are we talking about this one um teacher assignment monitoring report or this is a different this is a separate presentation? >> No, that's >> that's it. This is more in detail or >> Yeah. Are you talking about this? >> Oh, I'm you know what? I'm sorry. I'm confusing myself. It's the same >> the same report. I had two. I probably had yours. That's what it was. >> Thank you. Thank you. >> I'm on I'm on track with you. Sorry
085about that. My confusion. >> Thank you. >> Any other questions for the team? So, [laughter] I was just commenting that um I don't I don't know if I'm going to ask a lot of the right questions because I don't have a lot of experience with how credentials work. Um but during the presentation, one of my questions was like what's an what does out of field mean? Um, so yeah. [laughter] >> Okay. So, out of field refers to teachers that are assigned to teach something outside of their credential authorization. And when we have teachers do that, is that helping them to is that helping them to like I guess give them a better chance to earn their credential in that subject or what what is >> there's times where there's not maybe a teacher at that
086site that's authorized to teach a certain area. So they'll offer it to another teacher. And a lot of times what we do is we get authorization to allow a teacher to teach outside of their field. Um sometimes it's based on need. Um other times it could be that you know it gives the teacher the experience to teach. Um but it's it's mostly because there's a need in that area. >> Okay. And that's voluntary for the teacher or we like make them do that? >> No, no, that would be voluntary for the teacher. >> Okay. Thank you. >> You're welcome. >> Question. I noticed that there was a a a part here that said unknown. >> Help me. How do we not know? >> So the unknown, there's something in in kelpads where there might have
087been information missing for that teacher assignment and that's why we're working closely with technology to ensure that all the data is reported accurately. So unknown just probably means that there was something missing. could have been the teacher's identification number or some missing piece of information where it wasn't appropriately reported. >> Who's responsible for that? >> Um so so uh kelpads is handled under the technology department and then they work with different departments that are in charge of different areas to ensure that the information that's recorded is accurate. So in the past we had a very small team of kelpads. I know that that has been growing. Um so it looks like we are you know working in collaboration and ensuring that all the information is reported accurately. >> Did you want to talk to that?
088>> Yeah talk to that. >> Good evening everyone. So yes uh so what we did in the past basically is take a look at all the data that we currently have and then basically along with HRV we basically said look this is how we can report this. This is the actual way to report it. So in prior years what it was was just a lot of um not a lot of communication if you will for the lack of better word. So now what we've done basically is we grouped in all the stakeholders if you will and said look this is the proper way to report that information. And so we looked at all the data and said if this is the way to report this this is how we have to report this per state
089per CDE. And so that's what that's how we got to those numbers. But for the unknowns, what usually happens sometimes is maybe we have a long-term sub or a long-term teacher that kind of, you know, is for that period. And so you what you'll have is a very small percentage as Miss Val uh Miss Maria mentioned that will be missing along the way. And so it depends on the reporting period as well. Sometimes we have to get that reporting in. So there will be sometimes, not a lot, but there'll be sometimes where there's missing data simply because of the transition. Yeah. Any other questions? Go ahead if you're ready. >> Uh, you also mentioned induction. Can you give us a little bit of more information on um how you're helping our teachers be successful with
090that and and who's over that? >> Yeah. So, our induction is handled by our curriculum department and you teacher support team. Um, so not every district has their own induction department. So, this district does. So, it's something that we really um put out there when we're trying to recruit um that if they hold a preliminary credential, if you know they're hired in the district, they will have access to an induction program here in house. >> Can you tell me what induction is for those of us who don't know? >> Um induction is a program that teachers need to complete in order to clear their preliminary credential. So, once they clear that credential, then they're considered fully credentialed. I just want to mention since you asked who so it's Kate Rockstead who is the one that
091is in charge of that. Um we actually have a state recognized state level recognized program. They do a really great job. I think something that's fairly new that we've done is a true collaboration with the new induction teacher program and special education. Um they have made a concerted effort when we think of the week long or is it two weeks I think is it one week one week long um program that they have specific time that they're working on special education not just for special education teachers but for all teachers because we believe in inclusion and support for all all learners [snorts] and also they have significant support now from LDO so our language development department so It's a true collaboration. We're actually in the middle of trying to get certification so that we can
092have the induction program for administration for administrators too because at this point we don't have that program. Um and so that is another step that we're going to be making. Um I was curious if I was a teacher in the district and I did not want to go through SUSD's program, would I be allowed to go through another program that I'm willing to pay for myself? Um, so I believe that um part of our agreement and I'll I don't know if do we have more information on that Casey with induction. >> I would have to say that they would have the option if they want to go outside but we are actually providing that for them and our induction program like Dr. Rodriguez was saying we have quite a robust program and so it's not
093just the week before school but they are supported throughout the school. Um um after after hours they have their their induction mentors and so it is a very thorough process. So um they genuinely they generally want to stay with us through that process but they would have the if they want to go outside and pay additional they have that option. Absolutely. And in my time here, um, we've had one person that wanted that and so we just let them because that doesn't we offer it for free. If they want to do it outside, that's fine, too. >> I I just want to make sure cuz I thought I read maybe Dr. Rodriguez, you could help. I thought they were mandated currently. So, I just wanted to make sure we're able to provide that option to
094our teachers that if they choose to go through a different option that they're willing to pay for that they're allowed to do so. >> Yeah. I think the mandated piece is that they have to enroll in a program, but um if they choose and like I said um it's very rare, but if it comes through, we'll look at it and then uh we have no problems allowing them to go somewhere else. [snorts] >> No further questions. Thank you all so much. Give them a hand. [applause] All right, moving on to item 10.1, board committee reports. Christina will read the oral announcement and each board member will um follow through with their report and Evette will be the timekeeper of three minutes. >> This is the opportunity to hear any reports from the board committees specifically
095regarding prior or upcoming committee meetings. There will be a threeinut limit per report. The first committee report is the 1852 Foundation by President Kennetha Stevens. >> Sure. So 1852 we just met last week to start planning our um event. So we will have our winter wonderland this year. We provide 500 and um we provide students 550 students with gift cards um and also toys for the family. So we're looking at a different theme this year but it will be winter wonderland. We'll be partnering with the F FRC and also our SUSC police department. So, make sure that you all come on out and support our families in need every year. It is an amazing event. Um, our families are always excited, not just for um the gift cards, but also making sure that they can
096see Santa and the elves, and we have entertainment from our cheerleaders, um, our band. So, it's an amazing event. We are also hosting our casino night which is a fundraiser for the 1852 Foundation. Uh so in a few weeks you will be able to purchase your tickets to come on out to our amazing fundraiser and we will have our next 1852 uh meeting coming up soon. Look forward to seeing you all there. >> The next committee is the Black Students Thrive Committee by President Kennetha Stevens. >> And that is me again. um our Black Students Thrive met uh on the 16th. We had uh several presentations. One presentation by um Eldrich Sabach who talked about um what's happening with our ethnic studies, not just with our ethnic studies, but also making sure that our students
097have um culturally responsive and relevant books that look like them, text that comes from local people um here in the city. We talked about our FilipinoAmerican history, our Hispanic um heritage um history and then also our African-American history. Making sure that our students have the supports that they need and leading that work um not just with our students, but making sure that our uh students and our teachers teachers can have the relationships, building rapport, um a lot of work going into the black students thrive. Um we didn't get a chance to hear from um Dr. Rogers, but we will hear from his finalized plan coming up at the next Black Student Thrive meeting. And I think that was it for me. Moving on to item 10.2, brief reports on trustee activities. This is the opportunity
098for 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 coat section 54954.2A3. There will be a 3minut limit per report. Uh Perez, I have nothing to report tonight. Trusty Silva. >> Yeah. Last week I had the opportunity to attend the state of the district at Caesar Chavez High School. This was my first state of the district and I was surprised at the turnout and thoroughly enjoyed the performances of the students and was happy to hear about where the we are as a district and its accomplishments. >> All right, Trusty uh Priest, >> bear with me y'all. I didn't script myself today. All right. So, I did have the opportunity to attend the state of the district with
099my colleagues here. It was really exciting to be out with um staff and family and our community as well as a couple of students and just real really have a good time and um support everyone. Uh we were able to uh see Dr. Rodriguez in action as well as some of our students and really have a great time in fellowship and um really getting to know um each other as well as um our community as a whole. and all the great things that are happening over in uh out in SUSD. Uh we also had our sped town hall that same day. So it was a very busy day um for us, but we there's a lot of great things happening um in our district which is really really exciting. Um as we know on uh
100Wednesday, as my daughter wants me to remind you all, wear orange tomorrow. Okay. Um, I know that, um, Madison has their harvest fest coming up. Uh, school for adults has their equity walk coming up on November 6th. Uh, Hoover's Halloween parade is coming up and their trunker tree is on um, the 30th. Um, PYA's Halloween parade is on the 31st. I'm going to try to figure it out how I can make it to all these places. Um, I know that Victory is getting ready for the superintendent's visit coming up on the 4th. Um, as well as beginning ready, um, and is already celebrating a Filipino American Heritage Month. I was able to make it out to Commodore's uh, trunk or treat last Friday where they had the glowin-the-dark dance party theme, which was really exciting.
101And they will have their costume parade on Friday at 1:15. and then I will do my best to make it on time to meet uh Trusty Cologne at the young adult program from 2 to three that same day. So, she's keeping me busy, but we will we will make it happen. Um so, it's a lot of great things happening and we're looking forward to hanging out with our students and seeing them in action. Thank you. >> Thank you, Trustee Priest. Uh Vice President Cologne. >> Okay, good evening everyone. Um so just like my colleagues here um you know there's there's lots lots of activities to um join and uh whether it's you know us together as a board or or we're attending things um just representing the district. Um there's been a lot going on.
102Um so of course the state of the district is now you know a tradition and a highlight. Um it's really a time where we know that everyone's looking to see what is SUSD doing? What have we done? And it's just a proud moment to see where how far we've come. Um and then uh also we had um our town hall, our special education town hall where we're learning a lot. Um but there's also several different activities around the the community that were um that were going on um are parents from the um family resource center. So, there was a group of families that attended the Filipino Museum on Saturday. Um, and they got to watch a video and tour the museum and really get a um another look at uh you know, our our history
103here in Stockton with our Filipino Americans. Um, it was um it was nice to see just the the the room um young and and not so young, right? The all ages, you know, really taking taking all of that information in. Um there was also a Dewali festival at Chavez High School. Um so just another part of our um diverse, beautiful um community. I was really proud to see there was a lot of activities, a lot of performances that were just beautiful. Um and then yesterday spending time with our um with our PD out of the at the trunk retreat at Weber Point. Um, so again, just seeing so many families, so many um, little ones and then, you know, the older teens just coming in and just, you know, getting that extra candy. So, why
104not, right? In a safe environment where they can just be um, be themselves and just have fun um, with their friends. So, all in all, um, it's been it's been busy, but I think the part that's really stuck out for me these last two weeks are the discussions that we've been able to have as a as a board. um and and taking the time to really listen to each other and give the space to ask our questions and and just run that, you know, dialogue back and forth. Something that stuck with me over the weekend that I really do enjoy everyone's perspective. We all come from a different angle. Um and I'm really enjoying when we can talk about any anything, right? questions that I'm I'm thinking about and you're thinking about. I'm always going
105away like, "Wow, that's a great question and that was a great discussion." Um, so we have fun seeing our families and then I'm having fun talking with you all. Um, so I just really am enjoying the work. >> Thanks. Thank you. >> There's a lot more work to come up. [snorts] >> Um, yeah. So, I'll say ditto to some of the the events um that the other trustees attended. I attended as well. But I do want to just um highlight that this Saturday is our special board meeting to fulfill um the vacancy in area 2. We do have um several candidates. So if you would like to know more about those candidates, please come out and hear from them. We will have um individual um sorry, we will have interviews with them this Saturday. So
106we are looking to fill that seat as soon as possible. Um, so we've been making our way to do that and look forward to having a new member on the board extremely soon. And I'll pass it over to Trusty Daire. >> Good evening everyone. Um, so I'll start off with the Cambodian-American Curriculum Conference at the Stockton Waterfront Hotel. This was this weekend. It was a two-day event where the model curriculum is a set of open- source lesson plans, primary source documents, and planning resources uh provided for educators in California. Um I'm really happy to see that Cesar Chavez ethnic studies students and the club um did a presentation uh for folks who were attending. This is a conference co-hosted by the Orange County Office of Ed and Sanank County of Ed as well. And so
107there was many um academics, uh educators, students from all across the state. Um I got to see many of the ethnic studies teachers and um want to give a special shout out to Washington Elementary principal Sophie Reese for also um moderating one of the the panels of that day. Um it was really exciting. Um it's really cool to see Stockton Unified lead uh in the ethnic studies work um throughout the state. Uh this past week I was able to attend my first trunk or treat at one of my school sites at Wilson Elementary. I've never done it before. I said I don't know I don't know how to um you know decorate my trunk, but I figured it out. Um so it was really fun um going to Wilson Elementary, meeting teachers, parents, and students
108there. Um I will be doing my second trunk or treat this week at Cleveland Elementary School. So I'm really excited about that. And hopefully I get to also participate in Washington Elementary's this Friday. I [snorts] want to give a shout out uh a thanks to Chief Franco and Superintendent Rodriguez for your commitment to protecting students, staff, and families regarding the district as a safe haven for all regardless of country of origin and immigration status. So, thank you for putting out that statement. And then um I do want to um uh give a um a condolence to the family of Hong Kingston Elementary kindergarten student who passed away. His name is Brian. I'll be passing um I'll be posting the donation QR code to my my trusty social media page for folks to donate and share.
109And then lastly, I'll be attending um the CTE showcase this Monday. I'm really excited to see that. This will be my first time attending a CTE showcase. Um, and that will be Monday at the San King County Fairgrounds. And that concludes my trusty activities report. Thanks. >> All right. Thank you so much, Trusty Daire. We will move on to item 10.3, approval of minutes, September 9th, 2025, regular board meeting. Is there a motion? >> Motion to approve. >> Is there a second? >> I second. >> All right. Discussion. Hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Donaire, >> yes. Trusty Perez, >> yes. >> Trustee Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. >> Item 10.4, approval of minutes for October
11014th, 2025 regular board meeting. Is there a motion? I'll motion to approve Stevens. Is there a second? >> I second. All right. Discussion hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice President Colon, >> yes. Clerk Donaire, >> yes. >> Trusty Perez, >> yes. >> Trustee Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 11.1, Superintendent Report by Dr. Michelle Rodriguez, superintendent of schools. >> Yes. So, last week we had the opportunity to do one of our favorite activities to start the week. Um, we go out in our one of our vans to see our employees of the month. And so this month, um, we had Katherine Huffaker from Cleveland Elementary. She's a third grade teacher. If you haven't been in our class, you really should do it.
111It's it's always quite spectacular every time that that we go in there. Um, then Mr. Omar Stewart, some of us saw um saw him at the um black um student achievement town hall. Um, and so he does really fantastic work as um for C.WA for Franklin High School. also does a BSU and other things there. Um, and then I don't know if you are aware, but um, we had some pretty extensive vandalism um, not this past weekend, but the one before um, we have um, at Van Beern where we had some students that came in and did quite a bit of damage. And so we went and recognized Robert Maize actually at Van Beern um because he brought in a team in the middle of the night and then spent all Sunday um to make
112sure that things were cleaned up so that when staff came back, students came back, they um didn't come back to classrooms which were which had been destroyed. And so just really appreciate all three of them. They're always just the tip of the iceberg. We always fight on who we're going to recognize because we have so many people that we um want to recognize. And then [snorts] just to piggyback on the wearing of orange tomorrow. So it's orange tomorrow and then pink the next day for cancer awareness. And then we always end with a video. So um we were fortunate to have um almost all of our board at the state of the district. Um, but we know some staff can't make it because they're they're busy doing their duties. And so here is a short
113video um on the state of the district su. [music] >> It's the third annual SUSD state of the district [music] and in her third full year with Stockton Unified. It's my pleasure to bring up Superintendent of Schools, Dr. Michelle Rodriguez. >> Superintendent of Schools, Dr. Michelle Rodriguez, presented the state of the district, touting the great accomplishments, including >> the highest graduation rate in history. Our literacy rates are almost up 30%. We are the first in the state to be able to offer our students ethnic studies. Our English learners graduation rate is up by 11%. >> A reduction in chronic absenteeism. really excited about all the progress that we've made these last couple of years. I think the people that were here um today, [music] we had so many community members, staff members, parents here um
114really compliments [music] the work that we're doing. It really highlights the good work that we're doing for our students, our community, and our staff. >> We want our kids to know that always their dreams are accomplishable and the American dream is for them. Board President Kennetha Stevens offered words of inspiration. >> The American dream is cultivated in Stockton Unified. >> SUSD has added many ethnic studies courses and career technical education courses. >> I am live right now in our robotics classroom here at Thomas High School in Stockton, California. >> We even showed off one of the CTE courses in robotics with a virtual classroom visit. >> This classroom right now, you see students working away. They're working on their robots. Stockton Unified School District stated [music] the district rising stronger together. >> Thank you so
115much for being here. Remember we are ready >> and [music] they are growing and they are thriving. Reporting live from the Robato class in Cester Child School, I'm Meinda Mesa for the Stockton Unified School District. Back to you. [music] It was a really great event. All right, moving on to item 12.1. Approval of a special education division to submit the 2024 compliance approve improvement monitoring for comprehensive coordinated early intervention services action plan in support of the significant disproportionality status of the Stockton Unified School District to the California Department of Education. I would like to call up Mr. Casey Clappenbach, assistant superintendent of educational services to the podium. It will actually be our executive director of special education and Sulpa, Miss Stephanie Reeves and her team. >> Sounds good. All right, ladies and [applause] >> I
116was hoping you'd do it. I love that. So, good evening, board of trustees, president, madame president, and superintendent Dr. Rodriguez. I'm Stephanie Reeves. I'm executive director for special ed, and I've brought my lovely colleagues with me, and I'll let them introduce themselves. >> Good evening. My name is Gina Ming. I'm one of the special education administrators for our district. >> And good evening. My name is Melissa Dhy and I'm a special education program specialist overseeing the SELPA. So, um, I'm going to look this way and maybe that way if I don't have my glasses, so you'll forgive me. Um, so tonight we're here to talk about our compliance improvement monitoring report. You'll hear it referred to as SIM. And basically, um, we are here, we've been identified by the state. It's a district that has
117been identified as significantly disproportionate for overidentifying African-American students under the eligibility of other health impair. So what does that mean? So significant disproportionality is when we have identified or a district has identified a a um ethnicity or a group of students with a pattern of over three consecutive years. And so the state identifies that to the district. And with that said, we are required to provide a very comprehensive report to disrupt that pattern. We don't want to continue to repeat that. So we do a very big deep dive into the root cause and the analysis of that and we come up with a report that's again very comprehensive. The goal is to ensure that all of our kids are treated equitably um and that we want to make sure that they have the best supports
118in place possible for them to succeed moving forward. This is not a new plan. The states have always been monitored and collected data on that. Um and again basically when the state is monitored for that you are identified again or you're notified of how you're doing kind of like a report card and we want to make sure that again we're paying very close attention to disrupting that pattern of over representation for any student and specifically specifically in this case other health impaired and African-American students. So what is some of the what are some of the contri contributing factors for that? What we want to do is we want to make sure that we know who our students are always. You've heard people speak about that tonight, the importance of that. So we are aware where
119students come from, where our families come from, what our demographics are because that helps us design and make our plan so that we are making that individually unique for all of our students. again so that they will succeed. That we are as a district are paying very close attention to discipline, behavior, access to education in the platform that we are providing culturally responsive training and professional development and that we're practicing that on a very daily basis. Thank you Stephanie. Okay, so this slide simply shows us that we are not alone. Stockton Unified is not alone in this significant disproportionality. If you look at that very bottom number, you can see that there's eight other LEAs that have been identified the same as we have currently for the overidentification of our African-American students under other health
120impairment. So this is some uh data and this just simply shows us that currently right now the CDE has has again told us that this is what we are significantly disproportionate in that particular category and what it means currently in our district is that African-Americans are three times more likely to be identified under that category. So a definition of other health impaired. So I think it's important to really highlight this um OI or other health impaired refers to the limited strength, vitality or alertness due to a chronic or acute problem. And what's important to remember is that that it needs to adversely affect the educational performance and that it needs to require special education, excuse me, specialized instruction. So if you look at those bottom two uh dashes at the bottom there again the disability
121must adversely affect the educational um performance and that it's going beyond what can be provided in general education. This is the uh the the steps that we are taking as we are preparing this information and the the final report. So we have finished step one. We are almost done with step two, which is where we are at right now. Um, and step one, all of the processes that were um involved in step one will be discussed in a few minutes by by Missy. >> Yes. >> Um, it's important to note that this is not a special ed plan. This is a general education plan. This is where it starts for all students and making sure again that we are designing um and addressing students in general ed first to make sure we're giving them the
122most support and proper um instruction before we ever consider even assessing kids. Um, and so again, I just want to make sure that we're focusing on that and we are again by focusing on that, we're disrupting that pattern and that's our hope and our goal. Along with that, this slide just points out that there is a fiscal impact to that and we reserve 15% of our funds, our federal funds to address that work. So through the plan that we develop, we will be using the that funding to support that work to deliver to students. My turn. >> Okay. So continuing on with um how we're doing the extensive work. It's just not the special education little team that is doing it. There's actually three different teams that we are collaborating with to get input and
123feedback. We do have a core sim team as we call it. We do meet weekly to make sure that we're moving in the forward into the right direction. We have leadership team meetings as well as we gather with the sim team and then we also have educational partner groups so outside partners that are also giving us feedback and input into this work so that way we're looking at all entities as Stephanie had shared and Gina had shared for step two um along with how we're determining our root causes and then the action plan moving forward me so okay so um we wanted to give a little bit more detail as far as the work goes those um by mandated reporting we have to do these keystep activities. So this was a list of the activities
124that we did conduct um between March of last year and up to July 1. Um and then a little bit I just think we've finished the ED partners last week um but this is just to show an example of the type of activities that we are trying to dive into. Gathering and inquiring is also not only qualitative data but quantitative data. So, we're looking at both portions that's going to help us determine the root cause and then we have to connect the dots. So, what we've done so far is um areas of strength. So, as we did all these activities, we were trying to connect the dots. What things were aligning together to help us determine those root causes? And some areas of strength that just stood out right off the bat was our MTSS
125implementation. So, our MTSS implementation was really um wonderful to see seeing that we just did our district-wide initiative this year, but we had really started it last year and the years before. So, we're just seeing the movement and growing as we're all moving forward with the MTSS. We're seeing discipline overall is being decreased. That's was one of those connecting of the dots. Um our school climate. So, we did a real deep dive into the school climate and the safety and the healthy kids survey and trying to really dig deep with all of those uh portions. And with the school climate, we were able to see that there's more increase, more positive learning environment talking about inclusivity and opportunity for all students um special education and um non-special education related peers. And then of course um
126I get to say this, I love this um IEP compliance is continuing to arise as far as meeting our timeline and our target. And it's so important that um we do meet our annual IEPs in a timely manner. So 90 96% is very wonderful news um stating that we have IPS that are in place implemented and ready to go um with 90% uh reporting accurately. Um with that we do see some opportunities of growth and that is where the work lives as far as what's the next steps in the action plan. So, we did see some opportunities for growth with identification and discipline with students with disabilities um specifically African-American students um with suspension rates. That has decreased um since then. Academic underperformance and high need subgroups. We continue to start to see how we're
127going to really close that gap. Um Steph had mentioned before special education is considered as an as a support service or is considered for assessment what Gina had said about qualification. um chronic absenteeism is continuing to decrease. So that's wonderful, but we know that we're still making that charge. And then now what we're learning with the MTSS, we've got a tier one, tier two that is really working phenomenally well. What are we doing at that tier three level and how we're starting to report that for fidelity? So it's the fidelity pieces with the tier three intervention root causes. So taking all of that information uh these are the four root causes preliminary uh root causes that we identified as a team. So the first one is that the disproportionate discipline and attendance patterns. Even though
128we are seeing strength and movement towards those, we still understand there's still work to be done. Number two, the inconsistent implementation of the MTS and pre-referral interventions. Number three, the inconsistent fidelity and limited awareness of cultural responsiveness and implicit bias and behavior and eligibility interpretation leading to inequitable assessment referrals. And then finally, fidelity and identifying students under that category of other health impaired. I'm just going to go through these are just slides that we wanted to share with kind of the activities that we've done with our different stakeholder groups. Um this is a group activity that we did with the ED partners group. We call it the fishbone activity. Really looking at in a deep dive into the cause and effect. Why do we believe is causing this? And then how can we produce outcomes.
129So these are just slides just to share what we did as an activity um to get other feedback and to support our work with the root causes. So again, and then I'm just going to value add that that the stakeholders groups, right, were um leadership first um and some very rich conversations and um kind of presentation and then the next group was a larger ed partners group right from a very broad representation across the community and with members of the district. So next steps are we're taking all of that information the root causes we have taken and gathered all of that feedback and now we have to write the comprehensive plan and then we will our next steps are to identify what kind of activities what kind of work are we going to do and
130to put into place to address the root causes and start to move that work forward. So again we can break that pattern. So that's it in a nutshell. Um, we are looking forward to that work. It's not easy. Um, but it's very rich work, very valuable work. And I just want to say thank you to everybody that's either in this room or across the district that has helped us with that because again, it's not just a specialed plan. And that's it. Any questions? So, can you touch on two things? one because we had this conversation I think it would help the board. So one what are some of the designations or the items that have us sometimes overidentify in OI and why do we think that is that and then second before we were disproportionate
131with African-American students and emotionally disturbed. So what happened with that? um because um I I just want to make sure that there that we're clear on that piece. >> Right. So I'll address the first piece which is other health impaired. So part of our eligibility is as a district again with our school psychologists as the experts and our teams that we're looking at that eligibility together. It requires a medical diagnosis. Um, and just having a medical diagnosis alone does not me mean that you meet eligibility for special ed. It has to impact your education or your access to your education. I think diabetes is a great example of that. If you're diabetic, you may need to take medicine. It may cause you to miss some school and things like that or miss instruction. So again,
132just being di diabetic alone doesn't mean that you're going to meet eligibility. It has to impact your instruction. As far as ED and prior like disproportionality, again, that was with African-American ethnicity and the overidentification of emotional dis disturbance, disability is now what they call it. And that was three years pattern in a row. when we started to dive into this same kind of work, developing the root causes, getting the feedback from the community and writing a plan, that's been a plan that's been in place for now, I think we're on our what third year, third year now. So, we are overlapping. The good news about that is that we have started the work to address that and the root causes are very similar from what we're finding right now that were in place as a
133cause and root causes for ED if that makes sense. So we know that some of the work that's in place, the MTSS module, some of the work, the early identification, um some of the culturally responsive training, professional development, some of the things in the work around attendance will need to continue and that's overlapping with our root causes. Now any value add to that? >> Okay. So we will continue that work and that deep dive. Okay. So, are we or are we not still disproportionate with African-American students and emotionally an emotional disturbance? >> We broke disproportionality a year and a half ago. >> Okay. So, that's that's was my point. Yeah. So, that through the plan we have broke that pattern which we are no longer disproportionate with emotionally disturbed. And then um I do think
134it's important. So when I had this meeting with them, they were talking about the number one um disability, and I'm probably going to misuse words because I wanted you to do this, but I'll do um disability was ADHD. So the number one factor that children are being diagnosed of OI is ADHD. And when we looked at the data, it wasn't because we had doctors that were saying children have ADHD, but it was actually staff reported. And [snorts] so the good part of it is is we through the work that we're doing with CRL and other items, it will help us as we're starting to do higher level curriculum and also more culturally relevant curriculum. Hopefully we will not see some of that over identification of ADHD as well. >> I I think it's important for
135us to be clear that there if none of the staff members that you're you're referring to, right, it they're not medical professionals and in no capacity should any of those staff members be trying to diagnose a student. So, we want to make sure we're we're clear on that point, right? That is not a teacher's responsibility. uh that is a medical professional's responsibility. Um and so you did mention implicit bias, but you did not mention deficit thinking of the staff member. How are we addressing that for our African-American students to ensure that our African-American students are serviced correctly in our classrooms? So again, I think that a lot of that is going to a lot of that work needs to be like zeroed in on professional development, cultural awareness, and some of the work that Dr.
136Shock Holly is doing now to address that. Um, also universal design for learning um, with Kevin Schaefer. And so it blends all together to make sure that we're aware of everybody's culture, belonging, who they are, and how we're going to address that. So I don't know, Casey, did you want to value add on anything that's going on in the district that I didn't mention? Actually, I will add also the the consistent inservice and support our administrators are getting with culturally responsive teaching and the brain and are ready for rigor framework and what should be going on to our classroom in our classrooms. So, we can also empower our students to have self- agency and to be able to be um independent learners as well. And this is year two in that work. No, going back
137to the connecting the dots case study plus data drill down plus PPP. What does the PPP stand for? >> Oh, uh, policies, procedures, and practices. >> Oh, and those are just examples of how we wanted to connect the dots. Those seem to be the three areas that we were able to connect dots throughout where we were seeing connections between those activities going, "Oh, okay. Got it. Oh, okay. That matches. Oh, there we go. There's a trend. And that's what was able to really solidify all of those the information on how we determine the root causes. >> So, the you talked about one of the um one of the issues is discipline policies and practices. What does that look like and what are you referring to? when we're referencing some of the discipline or just behavior
138that behavior alone is not always meaning a student has a suspected disability. The work and the focus is what are we doing as a district at the early intervention stages care team tier one. What are we doing when students have a challenge that might be disrupting their learning? What are we doing to stop and consider their home life and things of that nature? What kind of supports do we have in the district already? Counseling, mental health clinicians, behavioral behav. But if if it's the policy, then what are the specific policies that we're looking at? What's the policies and practices? because I'm trying to understand like the checks and balances. So, if these things are happening, how do we stop them from happening um to African-American students? So, so it's the MTSS and the focus on
139the modules and the professional development that we're having right now, the awareness and monitoring of African-American students. How many times are they getting suspended? Are we working with Dr. Murphy and CWA and collaborating around some of that data. Um so that we continually track that data and then make sure that we have those conversations cross district collaboratively to help disrupt some of those things if that makes sense. >> Because it doesn't seem like it's the kids, it seems like it's the adults, right? because we're having the same type of issues just in a different way. Then it also makes me wonder like what would the funding look like if we did not over assign these kids um to a space that they shouldn't be. And when I look at the report, it shows that the
140MTSS plans and the PB the PBIS plans are not um they're not implemented with fidelity to actually support the kids. And then it's like they're having giving them these diagnosis or or sped services, but there's no specificity that says this kid has this type of issue um going on that we're just putting kids in a place and then not giving them the resources um to to do good, >> right? And I I I don't I want to make sure that we recognize that this is a journey, right? It's not going to correct itself overnight. Do all staff know how to intervene right away? No. We want to continue our professional development and that support to our staff as well as our kids so that they know how to support kids. So, we're modeling, coaching, and
141providing that training for them. It's really important. You're bringing up a really good point and I acknowledge that and respect it. We have work to do. We know there's growth that needs to be made there. And so if I can just add into so like Stephanie said it is a journey. So each year because of the work um with um Dina Kobayashi right leading PBIS that is a tier one. So they are doing champs with all of our new teachers. Um she's walking campuses and supporting all administrators to be making sure we're following their PBIS expectations. Um, I [snorts] know because I was just at a site and they were the administrator was telling me how she gave them feedback and next steps to empower that tier one piece. And so each year we have
142more sites that are actually getting acknowledged for that level, right? We filled the the space before. We barely had any a couple of years ago. So we're getting better at that tier one piece and then as Stephanie was talking about our MTSS module. So before we had inconsistent practices with discipline data which we know right and so now with our MTSS module it actually tells the the sites they actually have consistent data that can tell them where those behaviors are happening whose classrooms which grade levels where in their campus so they can have responsiveness as a school site. We can also do that as a district. So this year that because it took a while to build it out and to pilot it and to work with our teachers this year all of our school
143sites are implementing um that's how they're entering their data so they're able to leverage that module and then before so we've had this an a great interdep departmental team working also on re on reimagining our care process because at times students were getting sent to the SST process and and um before the the the correct or appropriate interventions were being put in place in the classroom or even before that. And so part of our new MTSS plan that we're working with sites are the sites and their site teams on this year will be helping them set those goals, monitoring rate of improvement with the intervention to make sure it's actually being done in the classroom often. Sometimes it's out with the intervention teacher, but already putting in those plans in place so we can so
144we can um stop it early on. So having an adopted I'm going to use an example like SIPS ha actually having a program that teaches reading will also help us as well as we're tracking that data. We're able to um put those plans in place and monitor them as a team. So we did do um two massive trainings. We split our district in half and had them come as teams. So, every single school brought their team that sits on their on their care team and we did the MTSS launch. So, everybody's hearing it from that team at the same place, right? So, psychologists are with mental health clinicians or speech and language pathologists. And so, it is that team approach too as we're working together at really monitoring um our students needs. But it is
145a total revamp. >> I wanted to piggyback off of what you said. Um, Kennetha, I'm hearing about what we haven't done. But I think what the point you were trying to get at is on the adult side when we talk about um compliance and all these things. At the end of the day, who is accountable? So one comment just kind of like value adding a little bit is when we're recognizing this work that needs to be done that is being done um and then room for growth is when we have come together as the big huge team it it takes a village right it's not just a specific role that is responsible for the child right it's not just the school psychologist that needs to take that student forward to an SST. It's not just
146the counselor, right? Anybody and everybody needs to take an equal role in identifying that there might be a need and then moving it forward. So, in regard to answering your question about who's accountable, we have to support each other. We need the leadership, the principles to be behind us. We need the teachers to accept that they have roles, not just teachers, but our counselors, our related service providers, our speech, there's roles for everybody on this team. It's not just a oneperson job, if that makes sense. So, I think accountability means we're all accountable for the student, but we need the support. And I think we have it from all of you in leadership, um, and certainly at services and student services. I think we're making progress that it's a positive trend. It's very hopeful. And
147then with our current community schools, are there currently um are we working on designing plans for any of our intervention programs? I hear a lot about uh pulling out, but there is a a great um there's a lot of positive data on pushing in for intervention plans. Are we are we working on that with our current community schools and and our school sites? >> Do you want to answer? >> I would love to answer this. So, I'm not going to speak for the community schools grant pieces, right? Because that's that's the site's responsibility. >> It's two questions, right? So, it's like, are we currently working on something with intervention with community schools? And then on the opposite side, are we working on a possibility of working on pushing services versus pullout services only? So I'll
148answer the second one first then. All right. So the intervention teachers that we have, we are working on something called distributed practices with them. So the first line of defense is actually going into the classroom also as a model and training them as um to maybe they're just going into first grade for a few students to give them maybe 15 minutes of intense support like a distributive practice with oral not oral blend but with word blending right CVC words or wherever they are with their SIP. So they're still getting their tier one, right? They're getting their differentiated instruction and then the intervention teacher or that support would come in and do inside the classroom. So that is our preference, right? And that's our training model until and then as we are adding more frequency or
149intensity, that time may come up depending on the need of the student. But we actually want the services to be happening within the classroom because we know the further away our students get from their general education setting, right? Um the the less likelihood that they're able to make those gains and catch up. So we want to do that and then as we need to, you know, as intensity happens or frequency, we may need to go to the outside the classroom model, right, of support, but we're trying to do as much in the classroom as possible. Okay, >> trusty clone. >> You want >> here? I am. [laughter] >> So, um, some questions you had about the community schools. Um, so we did have a steering committee meeting yesterday and some of what we're doing right
150now is showcasing a lot of what the schools are doing on their sites because that's something that not everybody gets to hear about. Um, and so we do have a lot of great things happening on the school sites. I know besides what they're providing for students, they're also I have a couple sites that are bringing in a parent project, so a parent component for workshops. Um, so we have quite a few sites doing that. um they they're bringing in different folks to help generate the work and bring in the community to the sites. We're also planning a big fair come spring so that some of these schools can actually highlight some of the things they're doing for our students and our parents as well. You're very welcome. Any other questions? >> One last from Trusty
151Cologne. >> Okay. Thank you for all the information um so far and some of the questions I had. I'm already getting the answers. So what I have left here is uh in regarding to the MTSS model. So um we did um the board received and this is was a few months back uh might have been last year by the end of last year we got a booklet on count on every school counseling services was like one whole booklet and it did show tier one tier two. So could that be something that we go back and when we're looking at like interventions and referrals and you're talking about tier one, tier two, that could be a book we look at as an example. >> Yes. So we do have that in place and it's electronic um
152MTSS notebook that lays out all the tiers. It lays out all the roles, who's responsible for what. Um and kind of that visual diagram about what do you do when if a student has an IEP, what do you do then, what path to take. that's in existence >> and that's online you said for >> Yes, we have hard copies that we gave the sites and it's an online um internal document that the sites use that is what we are working on implementing throughout the whole district right and Erica Perez who is our um new coordinator of MTSS that is one of her key roles is to make make sure that the sites and they are getting a lot support. So, she's hosting a lot of um sessions for them to come out and and get
153that support with their teams and the implementation. But again, it does take time, right? We talk about accountability. We want to give them the the sites the support so they're able to because it is a change. It is a change for them to be able to put in that data and to work like Stephanie said, collaboratively and and know their roles and work together. And so, that's what we're going to be supporting. And it will take more than this year. It will take more than next year and it will take the following year. We will continue to have to monitor it, right? So, it's not a oneandone. We it's just like s like it it goes to the next layer of need for the sites and we're going to be here to provide it for
154them. >> And then last going along that lines, um would this be something that parents can see in parent view because there is a a section that says MTSS eventually. Well, I like as a parent, I could look to see what supports my child got in parent view. >> So, that would be something that we that we could probably look into. It just depends. Certain things we can probably share. Um, so you're actually talking about what their child is receiving, the level of supports on parent view. >> Well, right now in parent view there is a section that says MTSS, but it's blank right now. So, I mean, I don't know. I see >> Mr. Py walking up. what what should be there. Maybe this is something I don't know but that's my last question.
155Thank you. >> Currently, it's uh it's not enabled, but yes, once the system gets going, we could definitely have that available as a feature. >> All right, thank you all so much. [applause] Okay, we still need a motion to accept the SIM plan. Is there a motion? >> Motion to accept. >> Is there a second? >> A second. All right. No further discussion. Roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Donaire, >> yes. >> Trusty Perez, >> yes. >> Trustee Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 12.2, adoption of the new career technical education courses for the Stockton Unified School District high schools for the 26 27 school year. Is there a motion? >> Motion to approve. Is there a second?
156A second. Discussion. Roll call vote. President Stevens, >> yes. Vice President Colon, >> yes. >> Clerk Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 12.3, adoption of revising and updating existing career technical education courses offered at the Stockton Unified School District for the 2627 school year. Is there a motion? >> A motion to approve. >> Is there a second? >> A second. >> Second by Trustee Priest. Any discussion? Roll call vote. >> President Stevens, >> yes. Vice President Cologne, >> yes. >> Clerk Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. Item 12.4, Four, approval of an overnight field trip for 12 students and chaperones from the
157Caesar Caesar Chavez High School jazz band to perform at a music festival in Cha Chowat, Louisiana on April 9th through the 13th, 2026. Is there a motion? >> Motion to approve. >> Is there a second? >> A second. Discussion. Roll call vote. >> Yes. >> President Stevens, yes. Vice President Colon, >> yes. >> Clerk Donaire, >> yes. Trusty Perez, >> yes. >> Trustee Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. >> Not sure. >> All right. Item 13.1, approval of the new health services billing coordinator job description classified management salary schedule tier 5, range three. Is there a motion? >> I motion to approve. >> Second. I'll second. Stevens, any discussion? >> I do have a quick question. All right. Um, so my question on this one, um, I was just
158curious if we are keeping the, um, billing company that we currently have in this position is an addition. I don't know who to look. I don't know who to look to. >> Who is that? >> Mr. Davis, is that Roland? No. >> Oh, Susanna. Sorry. >> Okay. So, we are still working with leaders. Is this the coordinator for um under uh health services? >> Yes. >> Okay. So, we're still going to be working with the same provider. This is um an additional person that will help and support um all of the new requirements to get reimbured through the program. So currently um we um we have an opportunity to leverage and maximize the employees that we can get reimbursed for. And so um this individual will be working solely on ensuring that those folks are
159submitting their um random moment in time which is an email that just um confirms the work that they're doing is billable. and um that if they haven't done so that we are following up with those folks because um these programs can be very um um not profitable, but they definitely bring in substantial funding for the district based on the work that these individuals do in the millions. >> Any other discussion? So, I just wanted to be clear. We're we want to hire someone to do this while still paying somebody else to do the billing for us. >> So, leaders uh so one of the requirements is that we do have to contract with um a uh registered um company. Uh we've done the leaders is our second company that we've done u work with just
160because um they are giving us better rates. Um, so they we do have to have somebody that is able to process the billing for us through the um the government program, but internally we do need to make sure that folks are getting the training that if they are getting the emails, that they're submitting what they need to have everybody that can com that can potentially um get us some reimbursements through this funding source. um that they understand the program. There's quite a bit of transactional work that happens in the back end. Um right now we do have our director of health services that is doing that work um by herself. Uh we did have um an administrator that has since um um been omitted from the FTE in that department. And so we're hoping to
161get this coordinator to help um her out and making sure that we get as much funding as possible. >> I just want to thank you for the clarification. Um so my my full-time job um I'm familiar with billing and that's kind of why I'm I'm asking this this question, but I do understand the importance of having um someone that is dedicated and specialized in medical billing processes. It's almost I and then just to break it down really really simply, it's almost like we have these many clinics, right? And we want to make sure that we are billing um accurately, >> correct? >> So that we can be reimbursed for the services that are being provided. >> So that's the um so um the other little thing I wanted to say is that this is just
162another side of healthcare. And actually when I saw the position, I thought it'd be kind of interesting um if at some point um this could be um a sitdown or an internship opportunity because um healthcare is such a vast industry. Not everybody wants to touch a patient, but that billing is so important, coding is so important, getting the data is so important that that billing is actually a step into the administration side of healthcare. So >> I'm um thank you for the clarification. Welcome. >> All right. Roll call vote. President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. Item 13.2, approval of updated salary schedules for CSE885 and PA Police
163Officers Association. Is there a motion? >> Motion to approve. >> Is there a second? >> A second. >> Discussion. Roll call vote. President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 13.3, approval of the new ECE family support worker job description classification class classified position CS821, salary schedule range 36. Is there a motion? I'll make the motion to approve. Is there a second? >> A second. >> Discussion. Roll call vote. President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. Trusty Silva. >> Yes. >> Motion passes unanimously. Item 13.4, approval of the new ECE
164family support specialist job description classified position CSEA 821, salary schedule range 55. Is there a motion? >> Make the motion to approve. >> I'll second. >> All right. Discussion hearing. None. Roll call vote. President Stevens. >> Yes. >> Vice President Colon, >> yes. >> Clerk Donaire, >> yes. >> Trustee Perez, >> yes. >> Trustee Priest, >> yes. Trusty Silva. >> Yes. >> Motion passes unanimously. Item 14.1, adoption of resolution number 25-29, approval of the lease lease back contract with S plusB James Construction California for the Arthur Coleman building, second floor tenant improvement project. Is there a motion? >> Motion to approve. >> There a second. >> Second. Discussion. Roll call vote. President Stevens. Yes. Vice President Cologne. >> Yes. >> Clerk Donaire. >> Yes. Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty
165Silva, >> yes. >> Motion passes unanimously. Item 14.2, approval of the unused conting contingency allowance funds for Caesar Chavez High School swimming pool project uh bid number 24.040. Is there a motion? >> Make the motion to approve. >> Is there a second? I'll second. Stevens. Any discussion? if you don't mind. Just um wanted to ask if there was any word about or any any information you can share about this um re refund because it's a significant amount. Um just to highlight how how we were able to um recoup that. >> Sure. >> Good evening everybody. I'm right here. >> Oh, sorry. [laughter] >> Oh, that's okay. I got forewarned. No. So um when we this project started in 2008 from the very beginning so it's been a long time in the planning process. Um so
166when we finally my department uh myself being new to the department and we got it bid out um the guaranteed maximum price came in at $14 million. part of that um was five five allowances and you also get a 2% uh contingency for the contractor and a 10% owner contingency. So that 10% owner contingency is our discretion. So they can't spend it and we oversee it and um we we they can ask can they spend it on this and we either say yes or no is it needed. One of the other parts of a guaranteed maximum price in a lease lease back project is you can value engineer. So you can go through what the all of the list of things that the contractor has put together um on the bid and look at it
167and say well do we really need this and do we really need that? One of the uh a big part of it was there was supposed to be in palm trees with cement planters. So, we took that part out of the project. So, that was about 300 and something thousand right there. So, and the allowances, we didn't use any of the allowances. So, they were there just in case. So, that's why we get a million9 back because we didn't spend all of the contingency, all of the allowances. So, I'm pretty excited about that. >> Good job. All right. Thank you. >> Yeah. Thanks. Also, um, off subject, but if anybody wants to come over to the facilities and planning department, we have quite a Halloween setup there. >> It is, it's very fantastic. It's a
168haunted house and we have some very talented individuals in our department. So, I invite anyone to come over this week. >> All right, sounds good. We might take you up on the offer. Thank you. >> All right, roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. Clerk Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. Item 14.3, approval of the notice of completion of the Caesar Chavez High School swimming pool project, bid number 24.040. Is there a motion? >> I make the motion to approve. >> Is there a second? >> I second. >> Any discussion? Roll call vote. >> President Stevens, >> yes. Vice President Colon, >> yes. >> Clerk Donaire, >> yes. >> Trusty Perez, >>
169yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.4, approval of the proposal with HMC, Architects for Architectural Services for the replacement of Hard Courts and Playfield at Washington Elementary School. Is there a motion? >> Motion to approve. >> Is there a second? >> A second. >> Discussion. Roll call vote. President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Donaire, >> yes. >> Trustee Perez, >> yes. >> Trustee Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. All right. Item number 15.4 C-3. Is there a motion? >> Motion to approve. >> Is there a second? >> A second. >> Roll call vote. >> President Stevens. >> Yes. Vice President Cologne. >> Yes. Clerk Donaire, >> yes. >> Trusty Perez, >> yes. >>
170Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 15.5 C-5. Is there a motion? >> Motion to approve. >> Is there a second? >> I second. >> Roll call vote. President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Donaire, >> yes. >> Trusty Perez, >> yes. Trusty Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. >> Item 15.6 CC-3. Is there a motion? >> I'll make that motion to approve. >> I'll second. Stevens. Roll call vote. >> President Stevens. >> Yes. >> Vice President Colon. >> Yes. >> Clerk Donaire. >> Yes. >> Trusty Perez? >> Yes. >> Trusty Priest? >> Yes. >> Trusty Silva? >> Yes. >> Motion passes unanimously. Item 15.7 C CC-4. Is there a motion? >> Motion to approve. >> I'll
171second. Stevens, roll call vote. >> President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Donaire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Point one, I would like to adjourn the board meeting at 8:24.