001[Music] Relax. [Music] Relax. Heat. [Music] Heat. Oh, [Music] hey. [Music] Heat. Heat. Sure. [Music] That's great. [Music] Hello. [Music] I'll text you three days. [Music] I feel disappointed. [Music] Yeah. No, it wasn't. [Music] It wasn't there. [Music] One mile away. [Music] my favorite. [Music] But yeah, everything driving down the road. [Music] It only sucks that when I got back [Music] heat. wiping [Music] out the waterfall. So I have to make an effort. [Music] Um this is first year in a water polo team in four years. I am loving it. It's more I get to play for fun. Like I play baseball. I mean that I didn't get like [Music] Hello. Good. [Music] I guess [Music] Hello. [Music] Okay. Remember [Music] what time the first session. I have a water and it's at 4, but I'm
002the captain. I'm at least. But if I'm only going to be there for 10 minutes, then [Music] I play softball. [Music] Okay, well, thank you. [Music] Hello. [Music] Oh my god. [Music] It's like [Music] Move [Music] it up. [Music] How are Nice to see you. How are you? >> Exactly. >> Hi. [Music] Here they have a society class. Other than that, [Music] I don't know, but yeah, that's [Music] Have you done? [Music] Heat. Heat. [Music] Oh, hey. [Music] I'm good. How are you? Thank you. Good to see you, too. It was good. Yes, I did. Did you? >> Yeah, you do. Oh, okay. >> It's good. [Music] Heat [Music] up. [Music] Good evening. Thank you. Good evening. Thank you all for joining. Oh, mic's not on. Um, mics, test, test, test. Can you guys test
003your mics as well? >> test. Yeah. >> test. >> Mic check on 212. >> 212. Test test test. >> Test test test. You guys test yours again. He said >> test one at a time. >> Test. No. Test >> test test. testing testing. >> Thank you all for joining us. I would like to call our board meeting to order at 401 and Christina 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 the school board meetings are important to Stockton Unified School
004District 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 the 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
005speaking may be at the podium except for a guardian, administrator, or translator. For safety, people may not line up behind the speaker to wait their turn. We want to give the person at the podium the time and respect they deserve. Each speaker will be allowed 3 minutes. Attendees are not allowed to enter the area past the podium where board members are sitting. No profanity or obscinity during the board meeting. If there is a disruption, the board president or designate will give a verbal warning to the person or persons causing a 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
006respectful manner. Thank you. >> Thank you so much, Christina. Moving on to item 1.2. Roll call. >> President Kennetha Stevens, >> present. >> Vice President Sophia Cologne, >> present. >> Clerk Donald Daire, >> present. >> Trustee Isabelle Perez, >> present. Trustee Shauna Priest present. Trustee Frank Silva >> present. >> Student representative Kiana Labau. >> Yeah. >> Student representative Jackson C. Brooks. Thank you. Okay. Both students are actually present. Mike was not working for Miss Labau. Okay. Thank you. All right. Item 1.3, student board representatives, Miss Kiana Labau, Stag High School 12th grade, and Mr. Jackson C. Brooks, Pacific Law Academy, 12th grade. For stag, we're having we're having a trick-or- treat event open to the community for our clubs to also show out. In November, we're also having a harvest festival with a canned food
007drive to give out food for those in need. And we're also having a turkey trot for students to be able to participate and win their family a turkey. And then for stack students, we're having a movie night and a Halloween spirit week. And we're working with plus to combine and have nudity day for their anti-bullying um event. Pacific Law Academy is having their had their school rally, their fall plus forum with the entire school. The Dia de los Muertos event is coming up. They opened a speech and debate team and had their first event recently. They started a STEM program with fifth through or third through fifth graders at Cole. And seniors are having their pathway to Pacific workshop where every student applies to EOP for free. SECA had their spirit week and spirit rally.
008Student body is fundraising with boograms. They're getting ready for their fall dance and haunted block. and their Friday night live chapter was selected to be to present statewide at the FML youth summit at Anaheim at Anaheim in November. HGA is having their CSU application workshop. They're having lessons on how to prepare for senior year and they're helping students get started with their college applications and FASA. Stockton High hosted their first uh campus food trailer service event where students had or students and staff had hot dog chips and a drink. And the biggest positive to this event is that there is no waste. Jane Frederick hosted a Frederick Friday celebration where they rewarded students for academics attendance and attitude. And they celebrated say something week schoolwide with activities and student involvement. Weber had a successful spirit
009week. They were preparing for their Halloween dance. Auto club is hosting a alumni car meet. Trunk or treat events on October 18th. The plus team was trained on how to host a plus forum and are planning to conduct more forums for the grade levels. And break the chain club who in four people about the dangers of human trafficking had a moving a movie night promoting promoting awareness. Merllo had their movie night. They had their they are having their friendly soccer game with Weber. Five students are attending the Stockton Chamber of Commerce. Senior night is coming up. Red rimon week with unit day, unity day as part of a spirit week that they hosted. Trunker treat for the public is coming up. They hosted a student rally and they are having CT field trips for all
010grade levels. Thank you. >> Can we celebrate both of our students? Give them a round of applause. Thank you both so much. Item 1.4 student honore Miss A. Estrada Leva Health Careers Academy. And I would like to call up Principal Aaron Mada to the podium. >> Uh good evening for President Stevens, Dr. Superintendent Rodriguez, and trustees. Tonight I'm introducing Allison Estrada Leva. Uh she is an incredible student. Um it's been fantastic to see her um just reach the bar over these four years. She defines what uh HC an HC student is. She has great passion. She's a professional. Um she's part of our leadership team. Uh and it's just fantastic to see her be able to share her story with you here tonight. So um here is Allison. Good afternoon, prominent Kazu board members. My
011name is Allison Estrada and I am a senior at Healthc Careers Academy with aspiring dreams to one day become a tribal nurse and give back to my community. It has been an absolute honor to serve all four of my high school years within this prestigious school and to share my experience regarding healthcare academy. When I was 7 years old, I migrated to the United States from Mexico. Back then, I didn't fully understand what people meant when they called this country the land of opportunity. I just knew that my parents worked hard and dreamed of a better life for me. Over time, I began to see that opportunity isn't something that is handed to you, but something you discover and earn and something that grows when you're surrounded by people who believe in your potential. For
012me, that place of opportunity has been Health Careers Academy. This school has not only taught me about anatomy, medical terminology, and patient care. It has also taught me about compassion, responsibility, and purpose. The teachers here don't just prepare us for exams. They prepare us for life. They remind us that every small effort, every skill learned, and every challenge faced bring us one step closer to making a difference in the world. At Healthcare Academy, I learned that healthcare isn't just about science. It's about humanity. It's about listening to others, helping those in need, and giving back to the community that once gave me a chance to dream. Being a part of this school has shown me that I can achieve more than I ever imagined. It has given me the confidence of who I am, pride
013in where I come from, and excitement for where I'm going. As I prepare to graduate, I carry with me not only knowledge and skills, but also a deep sense of gratitude for every teacher and mentor that has helped me along the way. Overall, Healthcurs Academy has truly lived up to what this country represents. It's a place where hard work, passion, and determination can transform dreams into reality. With sincere gratitude, I would like to thank the board for giving me the chance to speak before you all today and my teacher and my um president, Mr. Mr. Water, sorry. I hope my insight to healthcare academy highlight the school's excellence and hope you recognize that no other institution offer the same level of support and drive for success as HCA delivers with true passion. Thank you. Miss
014Le, we're going to ask for you to come back to the podium. We have a certificate that will be presented to you by your board representative, Trustee Frank Silva. I think that's >> okay. And mom, I'm going to ask if you can come up too and be photographed with your daughter. Bring the little one, too. congratulations and we look forward to seeing you as a travel nurse around Stockton and abroad. All right, we do have a change to the agenda. We have a green sheet. Um, we would like to have a moment of silence for Miss Margaret Felton Kelly, retired SUSD administrator, and that will be by our vice president, uh, Trustee Cologne. Good evening, everyone. It is with a heavy heart that we inform you of the passing of Miss Margaret Felton Kelly, retired
015SUSD administrator. Margaret worked for Stockton Unified School District for 33 years as an educator in elementary and secondary schools. She positively impacted the lives of students and parents during her dedicated service. For example, Joseé Hernandez, the astronaut who flew the space shuttle mission STS128 in August of 2009, was in her leadership class at Franklin High School when she was director of student activities. As an administrator, she left her mark at Marshall Middle School, Stag High School, Franklin High School, Edison High School, and Chavez High School. She also worked as an administrator in the Stockton Unified School District office and as an inter intermittent substitute teacher at the Cal California Youth Authority. Margaret was received many awards and recognition during her distinguished career. She was also nominated and awarded the Susan B. Anthony Women of Achievement
016Award for Community Service, volunteering, and raising the status of humankind. We extend our heartfelt condolences to Margaret's family and all who knew and loved her. So, moment of silence, please. Thank you. All right, moving on to our next agenda item. Item 1.5, oral suggestions regarding open session agenda items in section one and close session. Evette will announce the number of public comments and request each person provide their public comment in the order they were received and Abby will be the timekeeper. >> Thank you, Madam President. There are no comments under agenda item 1.5. Thank you. Item 1.6, uh, public employee dismissal and release. Do we have any speakers today? Miss Smith, >> you do not. >> Thank you. >> Sorry. >> Item 1.7. The board will consider in close session items listed by Vice President
017Cologne. All right. Thank you. 2.1 Public employee appointment certificated government code 54957 resignation appointment 2.2 Public employee appointment classified government code section 54957 resignation recent employment offer appointment closed positions 2.3 Public employee discipline dismissal release 2.4 4. Conference with legal counsel anticipated litigation significant exposure to litigation under subsections D2 and E3 of government code section 54956.9 a potential case claim number 660556 2.5 student expulsion C2 we have a green sheet here for 2.6 2.6 Six. The Child Welfare and Attendance Department has decided to pull stipulation expulsion case C6 listed in close session under board agenda item 2.6 on the October 14th, 2025 SUSD board meeting agenda. 2.7 Student Expulsion C7 2.8 Student Expulsion CC6. Thank you. Thank you, Vice President Cologne. Moving on to item 1.8. 8. The board will now recess to close session.
018[Music] Heat. Heat. [Music] Heat. Heat. [Music] How? [Music] Hello. [Music] Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. Heat. [Music] Oh, [Music] heat. [Music] Hello. [Music] Hey. [Music] Hey. [Music] Hey. Hey. [Music] Are you [Music] Heat. Heat. [Music] Oh yeah. [Music] Hello. [Music] Halleluah. [Music] Hal. Oh, [Music] hey. [Music] Heat. Heat. [Music] Hello. [Music] Hey. [Music] Are you [Music] Yeah. Hey. Love. [Music] Heat. Heat. [Music] Oh, [Music] there are [Music] Oh, [Music] hey. Heat. [Music] Hey, heat. Hey, heat. [Music] Oh, hey. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hey. [Music] Hey. Hey. [Music] Heat. Hey, heat. Hey, heat. [Music] I'm [Music] Hello. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hallelujah. [Music] Oh, [Music] Heat. Heat. [Music] Heat. Heat. [Music] Love [Music] la. [Music] Heat up. Heat. Heat. [Music] test test. [Music] Test
019test test. [Music] One, two. Test test test. [Music] Appreciate that. [Music] Oh, [Music] hey. [Music] Test test test. One, two. Test test test. Test test test. One, two. Test. Can you hear this one? Testing. Testing. 1 2 3. >> So this Test test. Yeah. [Music] Test test testing testing. Test >> test. >> How How >> testing >> how loud is it in the room? [Music] Oh when you turn it on. >> Yeah. [Music] Heat. Heat. [Music] How [Music] long? Hello. [Music] Heat. [Music] Heat. [Music] Heat. [Music] I'm [Music] doo. [Music] Hello. [Music] Hello. [Music] Oh. [Music] Happy [Music] heat. [Music] Hello. Hello. Hello. [Music] Oh, [Music] Heat. Heat. Heat. [Music] Hello. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hello. [Music] Oh, [Music] heat. [Music] Hello. [Music] How are you? [Music] Hey. [Music] Hey. Hey. [Music]
020Thank you all for joining us. We would like to go ahead and move to item 3.1 reconvene to public session and Christina will read the language under public content. The safety and decorum of the school board meeting 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 the walls or block the walkway. Anyone standing up during the meeting will be asked to take a seat. If
021they do not comply, they will be asked to leave. Any accredited news media representative who is standing will have a press credential clearly visible. There is a podium positioned in front of the first row of chairs. No one other than the person who is speaking may be at the podium except for a guardian, administrator, or translator. For safety, people may not line up behind the speaker to wait their turn. We want to give the person at the podium the time and respect they deserve. Each speaker will be allowed 3 minutes. Attendees are not allowed to enter the area past the podium where board members are sitting. No profanity or obscinity. During the board meeting, if there is a disruption, the board president or designate will give a verbal warning to the person or persons causing
022the 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. >> Thank you, Christina. Moving on to item 4.1, pledge of allegiance, led by Mr. I. RmIrez, student from Commodore Skills, and also our land acknowledgement by Miss Destiny Rivas, coordinator of the Native American Indian Center, and Miss Adalita Martinez, director of language development office. [Music] [Applause] Say your name Isaac RmIrez. >> Everyone, everybody, please stand up and put your right hand over your heart. Ready? Begin. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One
023nation under God, indivisible, liberty and justice for all. [Applause] [Music] [Applause] >> Okay. >> So, we're going to ask if he could come back. Little Mr. Ramirez, we have a certificate for you presented by your board representative, >> Trustee Priest, [Applause] >> Dustin, does he have other family here with him today? Just two, we're going to ask if you all can come up as well. his family that's in the audience. Do we have the slides? Slides. It's okay. We can just We can just start. >> No, It's okay. We We'll just go with it. Yeah. Go ahead. >> Okay. So, my name is Letha Martinez. I'm director director of language development office and I come by the way of the Da Navajo tribe from Fort Garland, Colorado and the Teepewan Indosios from Lurago, Mexico. Kanye
024O Destiny Rivas Lon Stockton Unified. Uh, welcome everyone. My name is Destiny Rivas. I work uh at Stockton Unified. Uh, I'm from the Kua Aua Caliente Kuia tribe. Uh, thank you so much for having us here tonight. >> And we did have a video um as part of our land acknowledgement, but that's okay. Just honoring the work and the pow-wow um that our Native American Indian Center puts on. And as part of our land acknowledgement, we just want to acknowledge that that we're on Miwok lands. And I'd also like to invite us all to a call of action in considering the implications of the omission and eraser of our native peoples. And our Native American Indian center is working intentionally to interrupt the process of settler colon colonialism. We need to infuse our schools with
025more accurate contemporary representations of our people. And this is the work that we are actively promoting through the Native American Indian Center and our collaboration across departments. >> As Native American Indian Center, we'd like to acknowledge that we're one of the last few standing Native American Indian Centers in a school district. And when you look at success, you notice that we have a 90% graduation rate as opposed to the 74% uh nationwide with Native Americans. so that you can actually see that when you have supports and cultural awareness that there is lasting long-term effects. The Native American Indian Center doesn't only just celebrate those things. They start early. We go into the preschools and start doing readings and bring cultural awareness so that our kids are recognized and they are understanding that they have a
026place and a home here in Stockton Unified. And we thank you for your support in our work. >> Thank you. [Applause] Yeah. Do we know if they have the video in the back? We don't have the video. Okay, no worries. Okay, next time we'll get it on the next meeting. All right. Thank you, Destiny, for the work that you do. Uh, we know the Native American Center has been here for years, right? Um, and the good work has continued. I what I know you from is actually your work with the Native Center. Um, so keep up the good work and we look forward to having our center around for years to come. All right, I would like to move on to item 4.2, action taken in close session by Vice President Cologne. Okay, good evening.
027Item 2.1, public employee appointment certificated government code 54957, resignation retirement appointment board motion to approve unanimously. Item 2.2, 2 public employee appointment classified government code 54957 leave of absence resignation retirement recent employment offer appointment closed positions board motion to approve unanimously [Applause] item 2.3 and there are um several uh entries board motion to approve one ELOP and daytime sports parah probationary release unanimously. Board motion to approve one delegated behind the wheel trainee and transportation probationary release unanimously. [Applause] Board motion to approve one preschool assistant probationary release unanimously. Board motion to approve one Native American Cultural Center assistant probationary release unanimously. [Applause] Sorry. Item number 2.4 4 conference with legal counsel anticipated litigation significant exposure to litigation under subsections D2 and E3 of government code section 54956.9. Board motion to deny claim 660556 unanimously. And that's
028all we have. Thank you. >> Thank you so much. Moving on to item 4.3, order of the agenda. We do have a green sheet for item 15.2. The child welfare and attendance department has decided to pull agenda item 15.2. It is an action item student expulsion C-6 from the October 14th, 2025 SUSD board meeting agenda. And then Evette will read the oral announcement. Thank you, Madam President. This is the opportunity for the board of trustees to make any changes to the order of agenda. Otherwise, the order of agenda will be as published. Right. Is there a motion for 4.3 motion to approve >> uh with um the 15.2? >> I guess. >> Is there a second? >> I second. All right. Any discussion? Hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice
029President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 5.2, oral suggestions regarding open session agenda items. Evette will announce the number of public comments and request each person provide their public comment in the order they were received and Abby will be the timekeeper. >> Thank you, Madam President. 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. And we have one item pertaining to agenda item 5.1. Um, this comment comes from Miss Rebecca Lopez and it's regarding agenda item 11.2. They're calling for Rebecca Lopez. >> Miss Rebecca Lopez. >> I think she walked out. Okay. You want to
030move on to the next and we can come back to Miss Lopez? >> Absolutely. >> That concludes comments under agenda item 5.1. >> Okay. Item 5.2, two oral suggestions and comments from the community regarding non-aggenda items. Individual speakers shall be allowed three minutes to address the board. The board shall limit the total time for public input to 20 minutes. We do have one group that will require a 20-minut timer. And uh there's eight cards regarding this topic and it's regarding Franklin High School's H.B.CU College and BSU trip. The first uh comment comes from Omar Stewart. [Applause] >> Thank you. Thank you. Um my name is Omar Stewart and I currently work at Franklin High School. Shout out to Yellow Jackets. Um this is my fifth year at Franklin High and I currently work under um
031child welfare and attendance as a CWA case manager. I also am the VSU advisor um for Franklin High School um on the leadership team and also equity team as well um to try to promote um black excellence for for Franklin High uh under goal six the initiative um to support black students has been very effective with Franklin High. We shout out to Morehouse what I got on right now. Um this is actually from Morehouse cuz we did take 17 kids to H.B.CU. Um Yes. Yes. Um, so we visited uh Clark Atlanta University, Atlanta, Alabama State, Tuskegee, learned about the whole everything that you can think of. We half the kids didn't never travel on a plane before. So there was a lot of firsts and it was just flawless. um in my 19 years in
032the district, this is the first time that this has been done and under Franklin High School and also the effort that it took to get there was just flawless. Um I know a big big shout out to not only the board, everybody that approved it, but a spe a special thank you to Miss Kita Stevens under that Black Thrive subcommittee that I know that had a little a part in that. Um and so I just want to say thank you to that. Um, this experience for the kids of my BSU at Franklin High was something that we still talk about to this day. Uh, we spent four days together as not only a family, but um, building relationships with the kids at Franklin High, which is under my C.WA, what I do under CWA, I
033have to build relationships. So, that's some of the things that I do to ensure academic success and black excellence. And so with that said, I just want to say thank you because without this um initiative, without the goal six, we would never be able to have these kids experience what they experienced in this four days. Um just the the culture, everything that you see from the south, from Alabama and Georgia that you don't necessarily see here is something that the kids of my BSU that we have here today is definitely something that is super exciting. And so we just wanted to come and I wanted to come to say thank you to everybody who had a part in approving this um making it effortless. Um my I can go on and on but um I
034run out of time. So I just want to say thank you. Thank you. Thank you. And hopefully we can still build sustainability to ensure as this goes on for years and years to come. Even if I'm not the adviser or whatever the case may be, we still have this done and um other schools partake in it. So I just want to say thank you for that. Thank you. [Music] The next comment is from Miss Athena Via Rail. [Applause] >> Um, hi, my name is Athena Angel and I'm here um as a proud member of Franklin's BSU. I'm the social media specialist for BSU. Um, I'm here this evening to thank all of you guys for making this trip possible for us. Um, while being in Atlanta, I experienced a lot of things for the first
035time, like flying and seeing a classroom filled of black excellence. Um, I felt empowered walking around Spellman, seeing women that look like me, um, beating stereotypes. Um, this trip has motivated me to focus on my schoolwork and just thrive so I can attend a college like that like Spellman. Thank you guys. [Applause] >> The next comment is from Mr. Gabriel Castillo. [Applause] Hi, my name is Gabriel Castillo and I'm a proud member at Franklin High School for BSU and I would like to thank you guys for this opportunity and to go to Atlanta and to visit H.B.CU's. This trip has inspired me to open my mind to go to college and see the world outside of Stockton. This was also my first time flying and this trip was a great experience and opportunity I will
036remember this trip for the rest of my life. And thank you and have a good day. [Applause] The next comment is from Miss Nvea Dunham. [Applause] >> Hi, my name is Nvea Dunham and and I'm a proud treasurer of Franklin BSU. Uh I'm here this event to thank each one of you for making it possible uh for uh for for for um letting me fly to um all the HBCU and all like uh all that. And I I got to experience flying uh flying on a plane for the first time. And when we were going back uh me and this kid Jeremiah got uh to sit in first class, which which was pretty cool. Which was pretty cool. And I was like, "Okay." And uh visiting >> Tus Tuske and Spellelman College made me want
037to uh work uh work harder in school and apply to uh colleges I I I never imagined I I would be able to go to. And on on the behalf of my friends, teachers, and the entire BSU, uh thank you for investing our uh in our future uh and opening our eyes for possibilities uh uh for for H.B.CU's come uh come alive in our imagination. >> Comment is from Alan Navaro. All right. All right. Good evening, uh, board members, superintendent, and community partners. Uh, my name is Alan Navaro, and I am the community school coordinator at Franklin High School. So, in my role, I focus a lot on connecting our students and families with opportunities and resources uh that support their growth, not just academically, but also emotionally and socially. Um, it that feed is
038a lot uh for one individual to handle. So, I'm um grateful to be able to work alongside with um Omar Stewart um from CWA um office and also Miss uh Jennifer Brown who uh FYI was my seventh grade teacher. So, the fact that I'm able the fact that I was able to go on a trip with those two u made the trip even more greater uh alongside with our students. Um so uh yes I also had the privilege of um seeing that um seeing the work of um not only uplifting our kids academically but also so in other realms. Um and being able to see that work in action during our HBC college tours was amazing. Like some of our individual kids said a lot of them were um were nervous for flying. A lot
039of them were nervous leaving home and you know being away from home for a long period of time. So, um I want to say with um especially with this group of kids, um that over the years I've had the opportunity to foster relations with them um build that trust um and so um and that allowed me to be able to support them um along the step of the way of um during this trip. So, I want to thank you guys for your support and approval um that our students were able to visit several um H.B.CU. Um for many, again, it was their first time on campus. it was her first time flying and so being able to see the worlds open up and expand in front of them was really worthwhile. Um uh and and
040again it was amazing seeing our kids uh make impressions every where we went from random people um in the airports um during our waiting for our flight you know coming to us letting us know that we have some great kids um from college tours giving us uh uh good feedback on our kids. Um it was the the trip was um in my books it was a success. So um I think that's what the community schools are all about. It's just creating those experiences that open doors and building that belief that there is more opportunities out there if um we just got to start looking and work together to be able to find those opportunities. So on behalf of our students, families and staff, I just want to uh sincerely thank each and one of you
041for supporting this ship and continuing to invest in opportunities that broaden our students horizons. Your support makes a real difference and our kids for sure felt it. [Applause] >> The next comment is from Jalia Varela. [Applause] >> Good evening. My name is Julia Varela and I am not only a senior at Franklin, but I am the parliamentarian for Franklin's BSU. Um, so we've been talking about our first and our experiences. Um, and a little bit about me is that I have severe anxiety. So, not only getting on a plane or like me being able to have the opportunity, I never thought I would have the opportunity to like get on a plane. Um, let alone like facing my fear or like um like overcoming getting on a plane. Um, and so this opportunity kind of
042opened that up for me. Um, and just having a support system like Mr. Stewart, Miss Brown, and Mr. Navaro. um and give and they were able to give me the tools that I um have currently to overcome my anxiety um to not only like get on a plane but that's like a major thing but um like just to be able to be in a classroom all throughout the day and stuff like that. Um they're very a big support system. Um but back to the trip um um it was a it was a great experiences an experience and um my whole life I've never thought like I a kid from Stockton can go to college. Um and this trip kind of showed me like you know it doesn't matter what you look like. It doesn't matter
043like what what challenges you've um you have along the way and like you know living in Stockton um you know it doesn't matter where you come from. you're, you know, there's a spot for you. Um, and while out there, I was able to apply to Alabama State University. So, um, um, so just, you know, it, this experience has like showed me like I can overcome things. Um, whether my background or like what challenges I come with, um, they don't define who I am as a person. So, just giving just giving me the opportunity to do all of that just thank you so much. That's [Applause] The next comment is from Miss Amaya Wade. [Applause] >> Hello, I'm Somayoade. Um, not only am I a member of BSU, I am also their cir the secretary. This
044trip has left an amazing impact on me. I coming from, you know, Stockton. I would have never thought that there was a life out there that I can go to a college out of state and going on this H.B.CU see you tour, all the tours at the colleges and stuff like that. It really opened my mind of like, hey, I can go to Spellelman. I can be great. And I'd like to say thank you personally for making that happen for us as students who probably never believe they can go outside and venture to Alabama or Georgia. And I speak for all of us when we say most of us have this first time experience going to any other colleges besides Delta or ULOP and I'd really really appreciate you guys for making that happen for
045us. Thank you. [Applause] The next comment is from Miss Jennifer Brown. [Applause] >> This is the first time I'm moving a microphone up. Um I uh my name is Jennifer Brown and I am the Avid site coordinator at Franklin High School and I had the privilege of being the assistant to Mr. Dr. Omar Stewart on this trip and I would like to personally thank each and every one of you. F before I do that, I would also like to give props to my students who did this with 24 hours notice because yesterday we were like, "Hey, we're going to the board." And they're like, "Okay." So, they put together those speeches today. So the good job you guys. Um I wish you could have come with us if you had seen what the adults got
046to witness the awe and the wonder in these kids' eyes. We had kids on their phones filling out college applications on the bus. I am I was downloading transcripts on my phone and texting it to them so they could upload their unofficial transcript and get that application in. Every person that saw our team recognized what our our students potential. We had pilots let our kids sit in the cockpit. We had two kids upgraded to first class. We had someone who was in charge of business mentoring something. I have to reach back out to her give her business card to two of our young men and said, "I see potential and I see promise and I see future." One of our tour guides said, "Oh, uh, my roommate's from the Bay. Let me text her." and
047her roommate left her dorm room and scooted on a scooter all the way across campus just to meet the other California kids and tell them that they could do it too. We had kids on day one who started with the attitude of h I don't this is weird this is uncomfortable I don't know if I can do this to the end at the very end of it we they were they were the ones wanting to apply to the colleges I'm doing this I'm doing that I'm buying the gear so I can wear the gear um it was transformational I have taught for our district for 23 years this is my 25th year teaching as you can tell I taught quite a while I taught Alan but I I just want to say that I've I
048have done a lot in our district as far as had opportunities to have some amazing experiences and I've never experienced anything like this. As the avid site coordinator, I take kids to college every year, every couple months and I still have not seen the transformation of having the opportunity to have students who are usually the only in the room to go into a room where everyone including the professor looked like them and put their arms around them and just love them. We went to Tuskegee Institute. We had in their cafeteria. They were having a party that day. They have a DJ every Wednesday. And our kids, the college kids were asking our kids to dance. It was the most transformational opportunity I've ever seen. And I just wanted to personally come and say thank you
049for investing in Goal Six. I hope you continue to invest in Goal Six because I hope this isn't just a oneshot thing. I hope we can start doing this every year and we can start feeding the pipeline of Stockton Unified Kids showing up and representing us at our H.B.C. DC is thank you very much. [Applause] That concludes the HPCU topic. Um, this next comment is from Miss Michelle Torres. My name is Michelle Torres and I'm a parent who believed that when a family followed the rules, the district would too. Instead, what my family received was retaliation, obstruction, and the rewriting of policy to protect adults rather than children. Stockton Unified loves to say it stands for the whole child, the whole family, the whole community. And now the new slogan is rising together. It sounds
050inspiring until you realize the only thing actually rising is a number of policy violations and unanswered complaints. I filed a formal complaint naming retaliation, discrimination, harassment, and unsafe behavior within the Edison baseball program. [Music] Those fall squarely under board policy 1312.3. Yet, constituent services decided to reinterpret my language, rename it unprofessional conduct, and file it under board policy 1312.1. Meanwhile, Beerman was allowed to operate as both a district level administrator and a coach at Edison. That conflict of interest didn't just break policy, it created an environment that allowed retaliation to occur against my son. Then there's the AVID issue. On September 23rd, Beerman stood before the board and ratified the AVID trip while giving us all a lesson, stating, "What I want to make sure is everyone in here knows that Edison is schoolwide." Well,
051if Edison truly is schoolwide AVID, then can someone please explain why AVID students sit in the first few rows during graduation and why students who take all four years receive an AVID sash? If every student is an AVID student, then every graduate should be honored equally. Maybe that's the new definition of rising together. Because what's truly disrespectful is baseball players were upgraded to club level tickets at the district expense. Families of this district deserve more than explanations and creative interpretations. We deserve honesty, compliance, accountability, and accountability. Tonight, I'm asking three actions. Immediately reclassify my complaint under board policy 1312.3, written retaliation protections for my son and myself, and tr a truly independent investigation. My family didn't ask for special treatment. We asked for honesty, safety, and the rules to apply to everyone. So, if nothing
052else changes after tonight, let the record show that a parent stood here and told the truth. Because one day, when the investigations are over and the headlines fade, the question will still remain. Who protected the child when it mattered most? Thank you. The next four public comments are regarding are titled respect in the workplace. The first comment is from Miss Bernardet Armenta. >> Good evening, Dr. Rodriguez, President Stevens, and board members. I'm here today because CSEA 821 members are feeling disrespected and we would like to read what some of our members have expressed to us as we bring these concerns to you. Um this um first person said, "We would like more hours as noon um duties. It's all politics and they are only hiring their friends and never given the opportunity as um in
053different positions and to be paid fair wages." Um it says I would like to be for us to be treated as the students with respect. Um being heard, having more negotiations time, being paid what we are worth. Um this member said what respect means to them would mean more negotiation time that we would very much appreciate it. Um the district does not respect our time. new task, no training, no support with parents, no support when following policy. We get more work but not pay. Thank you. The next comment is from Mr. Hector Seaniano. Good evening, uh, Dr. Rodriguez and board members. Um, as my, um, union sister, I'm here to do the same. I want to share some, uh, stories that some of our members shared with us, uh, in the last few days. Um,
054this person would like a fair wage and the proper equipment so that they can perform their job. uh efficiently. This person would also like a fair race and to be appreciated through fair wages for her patients on ded. Uh this person would also like fair wages for the job that she she does. This was shared um by three people at the same site. Um they have the same feelings and all three state they would like fair wages. um proper equipment so they can pro uh do their work efficiently. Uh this other member also would like uh fair wages and also the proper equipment. This person would also like to have the proper equipment. And this last uh person shared in Spanish. I'm going to read it to you and then uh I will translate so
055that we can all understand. She wrote she would like a fair wage and also the proper equipment so she can uh do her work efficiently. Um, all of our members, they just want to be heard and one way they feel that they can be respected and heard is by getting fair wages and some proper equipment. Um, thank you so much. [Applause] >> The next comment is from Mr. Charles Carneahan. Good evening board. I've been a campus security monitor in Stockton Unifi for 20 years. Been involved with our students for almost 30 years through sports and other activities. We're getting to the point now we get cussed at, spit at, punches thrown at, nothing happens. We see admin get yelled at. Kids get sent home immediately that day. It's getting to the point now we don't
056know like what we're going to get into it at any time. We at my school we just had an allout melee where one of our fellow CSMs was out for over three weeks with a concussion and bruised ribs. And this is just getting higher and higher every year. We just need something done with our safety and following the procedures on AB553. We need to know what's going on to help us all stay safe. Thank you guys for your time tonight. [Applause] The last comment is from Miss Luis Baros. Good evening, trustees. Superintendent Rodriguez, uh CSA821's here with a simple demand. We request um respect in the workplace. Our members hold this district up. They work on the front lines every day to make sure students feel safe and they're ready to learn, they have clean
057classrooms and good food to eat. It's disheartening to see how they report being treated. How I've seen them be treated and they report like they feel like they can't say anything because they'll be retaliated against by HR, by their supervisor, by someone. They come and they say, "I wish I could say something, but I can't because I will be retaliated against." Our members have told us that they fear this. They see favoritism and they're afraid to bring it up because then it puts a target on their back. Um, our members just want fair and equal treatment across the board, not just for some. Uh we see a lack of respect in the moves the district makes to changing working conditions. We have members who are being affected by a management decision that in my opinion
058is so severely underbaked. It would give you a tummy ache if you ate it. The sense of urgency on this change is false. There's no practical reason why it has to happen right now. There's no reason to rust decisions like this. Um move fast and break stuff doesn't work in the public sector. May work for a tech startup. It may work in Silicon Valley, but it's not going to work here. We want the district to respect the multitude of moving parts that come with change and then to bargain them in good faith with CSEA. Disrespect looks like when classified employees are denied bereavement leave because they can't provide the documentation being demanded. This member has been more tr more than transparent with the human resource department. And I talked to her about how she feels
059about the way she's being treated and she says that she feels disrespected. She feels discriminated against and she says this is normal. I expected to be treated this way. And how terrible that we expect that it's normalized, but it's not okay. How did our classified staff go from being essential workers to this? The members want more than just lip service. They want to see actions. They want to see the board care um and take actions that demonstrate their value. This bargaining unit is home to over 1,400 employees. We are one of the largest groups. You see our members every day. what they want should matter and it's not just because it's good PR, it's good for morale all the way around. Good morale is good for our students as the attitudes of the top do
060trickle down and we want that to be for the better, never for the worse. I ask that you please continue to talk with classified staff when you visit their sites and go to events and understand they may be afraid to just speak to you, which is why we collected their statements and read them to you so that they could feel like we want to tell the board what they're feeling, but they just won't say it cuz they just fear the retaliation. They fear that they will put a target on their back. Um, with your help, we can make SUSD a better place where people don't feel like that anymore. And we're hoping to change that. So, thank you for listening to our words tonight. Madame President, that concludes comments under agenda item 5.2. Thank you
061all so much. Moving on to item 6.1, consent items. Evette will read the oral announcement. Does any trustee have any item they would like removed for separate consideration as an action item? After any items are removed for separate consideration, there will be a vote on the consent items without any discussion. All right. Any items moving to action? If not, can we get a motion? >> Motion to approve. >> Is there a second? A second. Discussion. Hearing none. Roll call vote. >> President Stevens. >> Yes. >> Vice President Cologne. >> Yes. >> Clerk Daire. >> Yes. >> Trusty Perez. >> Yes. Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 7.1, key performance indicator I Ready, reading and math fall 2025 diagnostic one results. Presented by Melissa Saigers, director of curriculum
062instructional and also professional development. Thank you. Uh good evening board president Stevens, board of trustees, superintendent Dr. Rodriguez. Uh my name is Melissa Sigers. I'm the director of curriculum and professional development and here to present our KPI I Ready, which is math and reading. All right. So um our uh I Ready is used as an intern assessment for beginning of the year, middle of the year, and end of the year. We use it to progress monitor to and to inform our instruction and leadership uh around reading and math. It's also used for recclassification. In this slide, we're looking at baseline fall data. Oh. Um so this basically compares um it's our students that are on grade level. um that's the kind of center line compared to last year's. So if you look at kindergarten, you'll
063see that 2.1% more of our students came in um at proficient or at grade level than compared to last year. So we are not comparing necessarily last year's students and how they did to this year's, but um basically we're comparing two different cohorts is what I'm saying. Two different groups of students. So these are this year's kindergarteners, this year's first graders, and how they perform. In this diagram, um you'll see basically our overall reading performance, our baseline performance for fall K through 12. So if you look at the green band, that represents our students that are on grade level. Um and this is according to the I Ready and how they um level it out. The yellow band represents students that are at tier 2 or one year behind. And the red band represents students
064that are at risk of tier three or two or more years behind in reading. This is basically that same color coding of on grade level one year or two or plus more grade um behind but by grade level. When we look at this data, it's our baseline data. is how our students are coming in. Um we basically want to uh we know that at each grade level they are being tested on what's appropriate in the proficiency of their grade level standards. So for example we know that K through 2 that's more the foundational skills learning to read while third and up is reading to learn generally speaking. Um, and then we know that with this data, it's so important for us to make sure that we're setting a strong foundation so that our students are
065not, you know, that that gap is not widening. They're prepared to move forward in the grade levels. [Music] When we look at this, this is our 9th through 12th grade. Um, so I just want to make a disting uh distinction between our K through 8th and our 9th through 12th. Um, 9th through 12th. um actually 9th through 11th do take the ELA um I Ready um interimm assessment and then our 12th graders take it for reclassification. So all K through 12 take it for reclassification but 12th grade is specifically taking it for reclassification. Now one of the differences that's not necessarily showing up in this graph is that students that are in the 4x4 so semester 1 if they take English in semester 1 that's when they're taking this test. So this is not necessarily
066representative of all nth grade students if that makes sense. And then in the second semester those state students taking English in the second semester that would they would then take the their first um interm or diagnostic assessment then okay on this slide you'll see our fall baseline data disagregated um for our subgroups. um we know that these are um subgroups that need um further support and we need to make sure that we're focusing our efforts on making sure that they have equitable access to our um to highquality instruction. And so one thing I want to highlight is that we are very intentional about our work to making sure that we're serving these students where um not only are individual departments working specifically on ways to support um individual students but we are working collaboratively together.
067So you've you've seen this come forward for example in our CTE/EL programs um um in our SPED department um with our students that um also qualify for sped they are getting training those teachers are getting training around SIP's program and those interventions um we have writing across the curriculum which we work with our LDO department to ensure that EL strand uh standards are integrated um and pointed out for designated and um integrated but um also we're um like for example the LDO uh director Leita came up and spoke about CRLP which is um a special training that our teachers and in actually program specialists throughout our system are getting that um train us on not only the EL standards but strategies that we could use with um like collaboration but also our language conventions um
068and so our departments are working together to ensure that that's integrated in in all of the supports that we offer. So for example, our teacher PD for STA PD day during this, you know, during the school day or after the school day PD when we have our site instructional support staff together, which is our program specialists, intervention teachers, and um coaches, we have we train them on those same strategies so that it's getting throughout our system. And I'll speak more to that um at a later time. Um but really we want our students to engage um be engaged in the um curriculum. And so um we're having the culturally responsive text sets. You'll see again like I mentioned the ethnic studies um and ELD I mean excuse me ethnic studies and EL um and um
069something the program like beable come forward. Those are all strategies and programs that we're using to engage our students, but it especially um um targets our subgroups here. Um so on this slide you get you get to see basically how the different domains are performing. And um one thing that we're seeing, you can see reflected here, but we see it in other places as well, is um when we put um not just a oneanddone professional development, but we call it professional learning where it's ongoing. We're we're we're providing the training, we're coming back, we're we're demoing, we're coaching, we're following through, we're making sure that we're revisiting the strategies and and the skills that we're teaching. Um we see an a strong impact. So we would attribute the you know funological awareness, phonics and high
070frequency which aligns with our SIPs program that's you know that's that um that strand of the reading rope. You can see that that there's a difference between the data here versus the vocabulary comprehension and literature. Now that's not to say that we aren't having the um you know a lot of work going towards that but what we've done is we know that because SIPS is having a strong impact and we're seeing the results we want to make sure that our professional learning is modeled after that where it's again not not this one and done PD but there we're going we're providing the professional development we're following through we're visiting sites and so I'll speak later more about like the cohorts we have and then we align it to our writing across the curriculum um CRL
071LP, culturally inclusive text, universal design for learning, etc. Okay. Um, this kind of follows the same formatting where the green um represents on grade level, yellow one year below, red two years below or two more years below, and this is for math K through 12. This is again the baseline data. So, we'll use this to see where we need to focus our efforts um and so forth. In this slide, again, this is this year's students coming in fall, where they're at as far as their proficiency level compared to last year. So, if we look at fifth grade, they're 1.6% uh more students are proficient than the fifth graders that came in last year. You can also look at first grade where say we have 0.1% that are not you know less proficient than last year.
072[Music] And here you see the um data disagregated by grade level. So um here's 9th through 12th K through 8th is actually where where our where we um implement the I Ready and that's where um we should be assessing. We do know that in 9th through 12th there are pockets that are using the I Ready math um diagnostic in order to support their students and um progress monitor. So that's what this data reflects. So this is actually not a large number of students who are in using this but there are um sites and programs and groups of um students that are leveraging this tool so that they can progress monitor their students. [Music] And here's that breakdown for our subgroups. Oops. Um, now unlike the reading um data, um, we're not seeing a a strong,
073you know, contrast between one domain and another. Um, and so we do know that math is an area that we need to focus on. Um, and we do have the new framework. And so um while we will be engaging in you know the adoption cycle coming up we we're not waiting for that time. We have strong efforts and again that alignment of ongoing professional learning where um we're working with different cohorts at um different school sites and cohorts of teachers to make sure that their um their math implementation is aligned to the framework. And that is basically we're pulling uh it shouldn't be that it's recent because this is should have been ongoing but you're having the students engage in the actual math real world math problems rather than focusing on just getting an answer.
074They're focused on the math eight math practices for example modeling with math um you know uh multiple representations picking up on patterns so that they can see math in their everyday lives and and a way and um have strategies to approach mathematical problems. Um we are we have chosen some high leverage strategies such as um say number talks or engaging in that um engaging with like I mentioned the um multiple representations and manipulatives and so forth and then um addressing student misconceptions um and so we um um I guess I'll talk more about that here um and I'll talk about it in the next slide as well. We're also with these high lever strategies and as far as our focus on what domain do we focus on, we're using the um the framework and the
075ESPback blueprint in order to see which grade levels has the highest leverage standards or what they call is uh big buckets or kind of grouped standards such as data. Um and so we're working with our ELOP program to ensure that um during inter sessions, say fall and spring and then again summer, that we're strategically working on those um big buckets or those um domains so that we're pushing our students forward where there's a focus there. Okay. In this last slide, um I wanted to point out just all the different efforts. Um if you look on the right side with the green um diagram there, we're we want to layer in the supports. It's not just that we're providing the professional development to our teachers. We provide regular professional development for our site administrators at their
076monthly meetings. Um we provide a monthly me um professional development for our coaches program specialists and we now have a separate one for our intervention teachers so that they're have this regular cadence of looking at the the data using it to drive their instruction and being very targeted and intentional and timely with the interventions that they provide. That's for the intervention teachers and for our coaches the coaching that they provide. Um, we want to make sure that our system is cohesive and that's why we point this out. We don't want this pocket doing one thing, this pocket doing another. We need to all be pushing in the same direction. Again, I'm going to highlight SIPs when we know that we focus on something all together. We do move things forward. And so, we're using that
077model um with both reading and math um in the reading comprehension and just all the math strands. Um you'll see that we have um again I mentioned the extended learning opportunities. We've collaborated with ELOP where we have the inter sessions, summer school and then um the afterchool interventions. And so we use our time with our program our uh site instructional support staff to train them on those strategies so that they get that down to their their um campuses. And then of course innovation and continuous improvement. We have cohorts of um a cohort of teachers that are um or not just teachers, they're teachers and program specialists and so forth that are going in observing classrooms and looking for certain targeted um high lever strategies aligned to the framework and kind of coming back together and
078saying what are we seeing? What do we need to work on next? So there's kind of that cycle of inquiry going on. Um do you have any questions? Professor Clone. >> All right. Thank you. Um, so thank you for the presentation. Um, couple things I I want to say. First, I really appreciated seeing the breakdown of tier support. >> So, tier one, this percent, tier two, and tier three. I thought that was really helpful, and I hadn't seen that in prior um, presentations, but I think we we have asked for it in a in a way when we say, well, what are we doing for the rest that aren't on grade level? um knowing how many are getting tier 2 support and how many are getting tier three um was really helpful for for me
079to understand. Um and I I did have a couple of questions. Um I just want to make sure I understand with I Ready. Um how how does the tool test the student and is it how how are they being tested? I just want to make sure. >> So it's it's a computer and it's an adaptive. So, as the student answers questions correctly, it may make it more difficult. And if they maybe miss a question or so, it will bring it down to a level that matches their ability. And so, they're able to see in the end, the teachers are able to report uh print and not just the teachers, site staff, and so forth are able to report down to um the different domains that this the student either needs support on. They're able to
080group students. So, these are helpful tools when you're providing intervention or knowing what you need to spiral within your classroom um and or who needs the small group um you know instruction um and so they're able to do that by grade level by student and what they need and it also gives um interventions that suggested interventions for that. Okay. Um, so I'm glad that's kind of what I thought. And so if the student um if they're not progressing going, you know, passing that domain there, that score, I guess, is is remains where it's at. So at fall diagnostic or winter spring >> if that student isn't passing >> um or if they're not doing their minutes because I know sometimes you know the teachers like do your 20 minutes at home or do your so
081many you know if the student's not doing that um that's reflected in the score or not necessarily >> well the pathway I think it sounds like you're talking about the pathway the pathway is not the diagnostic the diagnostic is a one kind of like that one time sit down in the beginning of the year middle of the year and end of the year and in between that they're doing their pathway. >> Okay. Then that is where I was got I got them confused then. Okay. So the diagnostic is a one-time test. >> Mhm. But is also Yeah. Mhm. >> Okay. >> Mhm. Okay. Um >> Yeah. Three times. Three times. Beginning of the meat year, middle and end. >> Okay. >> Mhm. >> Um and then I noticed when I looked back, it seemed like
082fall takes that dip. So, we're at we're at a point where and I was just looking at districtwide um I'm not not breaking it down. Um it's in past um presentations we had the district-wide data. So if we're looking couple years back we were a tad lower and then it looked like we went up. Um but we're still fall is that looked like that challenged you know there it looks really like oh my goodness and then we see winter goes up and then in the last diagnostic it goes up. >> Um and I wondered what if you had any thoughts on that. Um >> um >> that was my question. Are you talking about this graph here or just the are are you comparing another something that's not inside this presentation? >> Um if we
083look at the the triangle on slide four >> I think that's the one slides three. Okay. >> Mhm. Um so we have 17% at tier one. So this is on grade level. >> Mhm. >> Um and then in prior year I had 17.4 4 prior year was 14.6 six back I found 21 22 we were at 15. >> Mhm. >> So it seemed like and then when I looked at the if we just look at 20 um 2122 for example that's going few years back when we look at the winter diagnostic diagnostic 2 ELA went from 15 in the fall to 24 in the winter. I just didn't have it for the summer. So it looked like there's a there's a point where it starts looks like it's low. It might go up, right? Um
084but it's like a pattern that I noticed. There's that pattern >> starting because it's this baseline. Um I think that's something that we can maybe get you more information on. But um there are different factors that can play. For one, we're we're talking about different students that come in. We do know that we have kind of high, you know, turnover in our students and so forth. So, you're talking about different groups. Um, you also, I mean, I could say that there's maybe the summer dip. You also have students, you know, just coming in the beginning of the year. This is where they're at. And then as we the teachers work with them and as they get their instruction, they become stronger. And so, that kind of seems to be the pattern. But, um, you're talking
085about kind of that pattern of starting off low and then eventually increasing. Yeah. And Yep. Those are just kind of my thoughts and questions. So, thank you for clarifying the the test itself. I was confusing it with the pathway. Yeah. >> Um and then your thoughts around um the pattern. >> It has some other things, but I'll I'll hold hold back. >> Trusty Priest, >> you're go ahead. Go ahead. >> Um so, looking at the data, of course, when we look at specifically, right, our our 6th through 10th grade, it's like what's happening, right? what's what's happening here? I think that's a general consensive I think of anyone kind of looking at the data. Um so can you kind of help us understand um basically like what accountability measures are in place right now right
086to ensure for our students um that we have that access to this high quality right education and instruction before their intervention begins right and then what is happening from there >> did you say 6th through 12th or >> 6th through well 6th through 10th well 6th through 12th we can go all the way to 12th grade, right? It's a pretty big >> Yeah. >> gap, but I know there's a pretty big significance, right? 6th through 10th grade. >> It's like, how are we being intentional with our response to this data? Yes. Kind of what I'm hearing. Um, yeah, I think kind of what I was saying before, we know that like with SIPs across our district, K through 2, we are implementing um SIPs there. And of course, we have it in in other grade
087levels for intervention and other reasons, but we know that it's there. We know that we've provided this really rich ongoing support, professional learning where we've had um we've had, you know, demo lessons, coaching. We go on in and we just keep coming back to it and we keep supporting and we keep and again it's with our site admin. They're looking at the data. They're they're learning how the program works. Our site instructional support, same with them, except they dig a little deeper. And then when we're having our professional development with our teachers, they're getting it as well. So it's getting throughout our system. Um when we talk about and then so we see that result within when you go down to the breakdown of the domain, right? Um with the other pieces we maybe it's
088been kind of more isolated. So we're making sure that the professional learning that we're offering is again that cohort and that goes through the system and it's repeated. Sound >> Yeah. So I just want to because I made this air when I first got here. So, um, I Ready is not given to most of our high school students. And so, when we're looking at the data, I I can't say this for our middle school, um, but for when we're looking at most of our high school students, it is our most vulnerable students only that are receiving the I Ready, um, or taking the I Ready assessment. So, the reason why I mentioned that is because when I first got here, I made that mistake and thought, "Oh my goodness, like our high schoolers are not
089doing well at all." And then I was corrected in that it's actually our most vulnerable. So, we use it, for example, for our English learners because we use it as part of reclassification. But part of being an English learner at the high school level, there is an assumption um that you are not at grade level because if you are at grade level then you would have been reclassified by now, right? Um and so I just maybe you want to go to slide two up there so to to speak to it because I just want to make sure that we're not um no two at the very beginning. >> Yes. >> One more there. Okay. um because that I just I just want so we do show like the math data for our 9th through 12th
090grade students but it's not most of our 9th through 12th grade students and then for our high school a lot most of the I Ready is our English learners and so I just wanted to just put that out there so that people did the data appropriately. >> Yes. And actually for math it it is is not it's not obviously for reclassification but it is is for those like you said those highest need students and interventions and so forth. Right. So I'm wondering if you can help us understand since we know that since we know that this is not for all those students right this is for a specific target group of students what specific targeted interventions are these students getting? because I would think if I had now if I'm able to work with a
091smaller group of students, I would be able to pour more resources into those students and those particular scores should look better. So what are we doing to help those students be successful? >> So I'll just give you a prompt and then you can go for it. So if you can speak to our expansion of the um intervention teachers even at the high school level and then what we're doing with those intervention teachers. >> Yeah. Um so yes we had a a large increase in our intervention teachers and so we are this you know while they have in the past been at sites not at many of the sites but a few of our sites and provided intervention we are making sure that we're moving it together. So we're going we're meeting with them teaching them
092the intervention strategy. So, we actually have one coming up because it's right after this diagnostics to take them through the data, help them group their students, talk about the resources and um and curriculum that they have available and how that they can support those students so that they're very strategic, you know, that and it's timely. We don't want we have seen and I'm not saying it's necessarily for this where maybe a student receives intervention, they kind of get stuck in that intervention group. We want folks to be looking at the data and using it to drive their instruction. That's that PLC that um professional learning communities where you you have this cycle of inquiry. So there is a there is a difference in our support again there's an increase of our intervention teachers but we're
093also being very targeted in how we um provide supports to them and that's through monthly meetings and we hope that that will I mean we we expect that that will make that difference because we need to be moving together. It can't be everybody doing different things. you mentioned prior like it does. So while we're talking about the diagnostic assessment, um there is a pathway for I Ready and we do see that maybe different sites or different classrooms are using it to a different degree and so we want integrity to our curriculum and that's that's what we're seeing in SIPs and that's why we're seeing the movement. So we need to make sure that that's the messaging and that's the that our support is reflecting that messaging. What supports are we providing providing outside of class
094besides ELOP to help these students? Okay, so that's the intervention teachers they are pulling groups um uh according to their sites needs and their students needs at their sites and that would be that. So that's the intervention there. Also in the classroom the teachers are pulling groups according to this. So they use this data to pull groups within their classroom. Um and then um when you're saying ELOP, they ELOP does fund and support the afterchool interventions which those sites are again using their data to drive their interventions. Um and then what's new is that we're we're um constructing our inner sessions to be aligned not necessarily with that individual student need although that is part of what that individual teacher would do but just that grade band and what what are the the I guess
095the key standards that those students are showing that they need more support on. >> Okay. And you talked about students misconceptions. What did you mean by that? Um so um one strategy um for say for math is so you have students maybe they work on a problem or they work on work work on something and um so I if you heard of exit tickets you might give the students an exit ticket where they they do a problem and you look at that and you see oh they have a misconception or misunderstanding on the math. They might say for division it's not that they just you just don't say they don't know how to divide all together. you say, "Oh, they're not understanding how this relates to this." And so you address those misconceptions with the
096students by having these math discussions with them and pointing out, you know, like, "Hey, um, so did the student either um answered this way. How might you what do you think about that?" And they have, you know, they critique each other's work and they have discussions about the math and address their misconceptions. That's just one way you can do that. Um but it's a way it's a way to um correct kind of like errors in their thinking or understanding of of concepts. >> Yeah. So if I could add on to that one as well if you don't mind President Stevens. So if you have heard that we've been doing building thinking classrooms. It's that concept of getting our students to engage in the math and actually go through it so they can work together on
097their misconceptions, things that they're using and confusing instead of being told and fed the math because we were all math is different because we were all taught differently than how it's being taught now through our framework. Right? We were basically taught all about procedure, procedure, procedure. But now it's about three things for coher for coherence in mathematics. It's really all about making sure there's a balance in instruction with conceptual thinking and understanding, procedural um understanding that piece that has been beaten into us when we were younger right in our through our heads. And then the third one is real life problem solving. So it's really relevant and applicable and makes us want to learn and understand why it's super important. And so that's the shift. That's why we're going deeper with the tier one because
098it really is a tier one issue as we're trying to address it also at the intervention piece and that's why we're going out in the community and at our school sites and focusing on shifting that mathematical mindset too through the movie Counted Out, right? Because it's really getting us as a system and a community to think differently about mathematics too. >> Thank you, Trusty Priest. Yeah, I haven't heard much on actual builtin practice on I Ready. So you mentioned intervention teacher. So I'm wondering how is the data tracked by intervention teachers, >> right? Are we using formative cycles? How is this documented? Is there standard forms that intervention teachers are using? I haven't heard any of that. You haven't reported that. So again, it's going back to the built-in practice, right? So what actually are
099we using to ensure that students are learning and are learning well? >> I think that's a great question and I think that is the work that we're focused on. Um while I can't while there are sites that are you know do engage and pull the data and make their groups and t and find the different um skills or domains that needed work on and provide that timely intervention. that's not necessarily something that is across the board and that's something that we know that is important and will pu will um support our students in achieving in math. So um like I was sharing before we have a regular cadence or we will have a regular cadence of engaging our intervention teachers but also our site admin our instructional support and then when we have our teachers
100in front of us with professional development or when we're working with those cohorts we're making sure that they're engaging in those cycles of inquiry and and engaging with data. So you're right on the money that is what's going to move our our work forward. Um, and so while I think um in and as you can see reflected in our data, it's it's kind of spotty and how people are doing it, maybe people are using different strategies or different tools in order to achieve it. We want to get our system moving together. And just to add on, you have when you're on the consent calendar, you often see A to Z and you also see solution tree where they're using additional site funds for that. Those are where they're bringing them in to create those um
101interim assessments, those common assessments where the teachers are as a whole third grade are creating these common assessments to then judge whether or not the students are have learned what we think that they are learning. So something that we know and I know people are going to say stop talking about SIPS, but what we've learned with SIPS is it's mastery based, right? So it isn't necessarily about what I taught you, but it's about what I learned. So we're trying to replicate in a way the same process with mathematics and having the new curriculum that we're going to have p that we're going to pilot at the end of this year will help us. But um what we're finding is we need to have more frequent data points um other than these three times a year,
102right? We can't just have three times a year knowing how our students are doing, but how can we frequently every three to six weeks, how can we have another data point to know whether or not our students learned what we think that they learned and then do we call it platooning here or grouping and then how do we platoon and for a long time we were only platoning mostly most schools at the literacy level. So now how do we do that equal platooning at mathematics so that kids get they get instruction at their level of need instead of too high or too low, right? How do we platoon and and some of our smaller schools are even platuning across grade levels so that students get um what they need at the moment? Um but just
103know that as you're looking when you look at the consent and you see all the solution tree and you see all the A toz because we generally have two or three um every every board meeting that is school sites bringing in outside people to help with those common assessments and those instructional practices where you make those collective commitments of saying as a grade level we will do X and um then we're going to see how that strategy actually impacts our students learning. learning. >> Yes. And um beyond the the di the diagnostic beginning of the year, middle of the end of the year, that pathway also collects data and the teachers can look in and see their students progress. So a student can make progress or say um I don't want to say test out
104but show that they've mastered a certain skill and now the teacher can adjust their intervention and beyond what the pull out or the platooning teachers need to be engaging obviously in looking at that data and they can provide either spiraling they see their whole classes using a needing a um to work on a skill. They can either spiral or make sure that they provide reteing opportunities, but also they can have groupings within their in their classrooms where some students are on on ready or what whatever other activity they have, maybe doing some kind of manipulatives or math project work and then they're pulling that small group and giving that timely intervention. So that's what we're trying to um instill in our in our practices. um for example in our inter sessions um because we want
105to take advantage of that time. We have a lot of teachers that participate in that time and so that they're able to get the professional development practice it with the inter session students and then we hope that that carries out into their classroom where we um had a model of whole group instruction and then centers and we followed that model where we wanted them to look at that data to um provide the on-time interventions. So, what I'm gathering is we're going to work on a built-in practice to make sure we're consistent um and help out our intervention teachers and also work on making sure that uh we get some assistance for our intervention teachers because we can't focus on both, right? If we want to be strong with our intervention, right? So, we hopefully we
106can assist with our school sites having an intervention teacher that focuses maybe on ELA and one for focusing on math so we can improve these scores for our kiddos. All right. Thank you. >> Thank you. But our sites, all sites do have one intervention now. I think before we didn't, I know some of my sites didn't have >> 17 only last year. >> And some sites are finding that they need less focus on the the early literacy because the SIP's program is proving to be effective. So they don't So now they can have more groups with the math. So it's really based on the site's needs, but they need to start with the data to drive that those decisions. >> Yeah. Thank you. Any other questions? No. Thank you so much, Miss Sigers. >> Thank
107you. Give her. All right, moving on to item 10.1, board committee reports. Evette will read the oral announcement and announce each board committee report for three minutes and Abby will be the timekeeper. Thank you, Madam President. This is the opportunity to hear any reports from board committees, specifically regarding prior or upcoming committee meetings. There will be a three minute limit per report and the first report is city of Stockton parks and recreation committee from clerk trustee Donald Daire. >> Good evening everyone. There's no report for tonight. Thank you. >> Perfect. The next uh committee is San Hooking County School Boards Association Executive Committee Clerk Trustee Donald Daire. >> There is also no report for this. Thank you. >> Okay, that concludes all reports under 10.1. Madam President, >> thank you so much. Moving on to
108item 10.2, brief reports on trustee activities. Evette will read the oral announcement and Abby will be the timekeeper of 3 minutes per report. This is the opportunity for each trustee to make a brief announcement or to give a brief report on their own recent activities at the district. Pursuant to Brown Act Government Code section 54954.2A3, there will be a 3 minute limit per report. All right. So, I'll kick us off. I just wanted to say somebody was cutting onions in here when our kiddos talked about the transformational opportunities for them to go out to see um the H.B.CU. I don't know, but I thought to myself, maybe I should just turn around and and cry just a little bit. Um but it's really amazing to see when our kids go off and they um see
109the world um differently, right, than um see it differently from how they see it here in Stockton. Um, so I'm super excited just about that work here and I think it was a full effort not just of the board but also as for the staff that made that happen and those of you who worked behind the scenes to make sure um that all of our kid ha that they have access to the things are going to make them grow and be who they are called to be. Right? So kudos to you all for making that work happen. I know that it probably was um a big stretch, but those are the type of things that we want for our kiddos so that they can live out um the American dream as they see fit. And
110that American dream may not look the same for all of our kids, but we want to give them access to um the American dream. That's actually will be my speech for State of the Union. Um there was confirmation hearing our kiddos talk about um going outside of the comfort zone of Stockton and what it looked like to be in spaces where they felt valued, seen, and heard and spaces where people looked like them and they found community in a place that was outside of Stockton um that was down in um Atlanta, Georgia and in colleges and sitting with professors and having um meals in other cafeteria. So the work will continue. We are heavily invested um not just in um LCAP number six but in LCAP across the board doing some new things for every
111student at Stockton Unifi because those are the things that we're called to do not just as staff members but also as elected officials. It is to dig down deep into the work and make sure that our kids have everything that they need and that there's somebody special who can support them. And those special people are you right? They're the cafeteria workers. They are the yard duties. They are the teachers and the principles. But these kiddos, they show up and you all give them hope. Hope to keep going, right? In a world that is sometimes does not treat them kindly. But thank you to the work if you don't hear it enough. We appreciate everything that you all do when you show up every single day um to give to our kids out of that special
112place um in your hearts. Um I do want to talk about area two. We are looking for our new trustee who will fill that seven um seat on the board. a letter will go out to you staff and then also to our community members about what that process will look like um and then how do we get that seat filled before the end of the year um comes around. So we are thinking about the seat. We're thinking about how we continue to move policy um forward. So we'll continue to be here to do the good work that we are elected to do and I'll pass it on to Trustee Cologne. >> All right. Thank you. Um so for me on the last um couple of weeks of attending various various events um I was really
113happy to see um just a range of different activities that our students could participate in whether it was um on their school site here at the district or in some community event um that we gathered. And when I thought about it I thought about three things. building relationships, celebrating our students and community, and our commitment to student achievement. And again, just like uh President Stevens was saying, we had um a few examples of that, right? We have our young student um who uh said the pledge of allegiance, led us in that pledge of allegiance, proudly displaying his culture and his family came proudly displaying culture. Um we heard from our students who attended the H.B.CU um tour. We had movie at the ballpark. Um couple of homecomings I was able to attend. And talk about
114community celebration. I was um really really um just um I just thought the Franklin 75th anniversary homecoming really touched my heart. Um, I saw several alumni there, you know, teareyed because it was just a special um way that they presented um presented the yearbooks, you know, something that we don't really get to see very often. We might have put that away somewhere in the house and we're like, ah, you know, it's there. But to see all those um yearbooks out and everyone just smiling, going through it, it really just brought back so many memories. But it's like celebrating that community. um our alumni is um you know definitely special, one of a kind. Um and our commitment to the student achievement is just evident in so many of the activities u that we do because
115we're we're wanting to um celebrate the achievement, but also we we all know there's lots of work to do and and celebrating those milestones has been so important. Um, I really appreciated the feedback I heard from the Black Student Achievement Town Hall and the English Learner Town Hall. Um, hearing perspectives and and feedback was just so valuable. Um, I also really just thought it was amazing that we had a showcase, the Project Lead the Way Showcase at Pitman Charter where other schools were looking at Stockton Unified and the great work that's being done um, with our CTE and our language development. I mean, we I think we really impressed some people. That's what I know. So, you know, what a way to really show that we are committed to our students and we're and we're
116just trying these innovative ways. Um, and I really appreciate how we're not um holding back, right? We want to try whatever might work to bring that student up to grade level, bring that student back into engagement on our campuses, whatever whatever it takes is kind of what I'm feeling when I go to visit some of our school sites already. It's a different feeling. always run out. But anyways, I appreciate the time and um kudos. Keep doing the good work. Thank you, >> Trusty Priest. Um today was definitely a powerful reminder of why we do what we do. Um as a proud graduate of Franklin High School, like uh Trusty Cologne, former BSU uh member, it was truly heartwarming to witness the growth and the impact of our students. Um as a proud H.B.CU DCU graduate
117myself, seeing our current SUSD students experience black excellence um in action and to realize the possibilities that can shape their futures was it definitely just fills me with immense pride to see um them gleaming with the hope in their in their eyes. Um I was especially moved and definitely with Kennetha tried my best to hold back some tears. One of the students was actually one of my former students from Hamilton, so I didn't want to embarrass her too much, but I had a little proud like little mommy moment there for a second. Um but just to see her maturity and her confidence shining so brightly. Um so I'm going to text her mom later later on today, but um just programs like this are vital uh to us here at SUSD and we will continue
118as Kennetha said to work hard and ensure that they remain a meaningful part of SUSD's commitment to equity excellence um for all of our students. Um I did have the opportunity to attend our first three town halls um and to visit all of our school sites in area 4. Uh it was a lot in one week, but I made it to all of them. Um so I'm definitely proud to see all the great things happening across all of our campuses. Um from vibrant classroom learning to dedicated staff engagement and student leadership. It's inspiring to see the hard work that continues every day. Um, being present on our school sites is essential as it allows me to listen directly to our students, families, and educators and ensure that our community's voice is represented every day in
119every decision that we make. And I know that together we are building a stronger uh schools for brighter futures for all of our area for scholars. Thank you. >> All right. Good job, Trusty Silva. >> I have nothing to report at this time. >> All right, Trusty Perez. uh to piggyback and add to what Kenneth and Shauna had to say about our student comments this evening. Um man, it just makes me so emotional to know or to just continue to be a part of something so great and so inspirational. Um staff like Jennifer Brown changed my life when I was a kid and opened doors for me that I didn't know existed and showed me a world outside of the hood. um and what led us what led me here. Um and it's also just
120a reminder that serving the youth of Stockton Unified is not simply an obligation. It is a personal commitment that drives every decision we make here. My role allows me to give back to the very system that once opened doors to me to uplift students who face challenges similar to my own and to help create pathways for those finding their way. Thanks. >> Thank you, Trustee Perez. Uh, Trusty Daire. >> Good evening everyone. So, I have two things that I want to share. On September 25th, I got to attend the guest lecture uh with SUSD alm Dolores Werta at Delta College. Um, I saw some district folks out there, many ethnic studies students, teachers. Um, I appreciate Dolores Werta's emphasis on advocacy for women and LGBT rights as well as racial justice. She had lots of
121good advice for our young folks who are feeling the weight of the world and and the future of our nation. Um I know many of the ethnic studies classes took field trips out here um to the lecture um in the room. It was also many generations, ages, ethnicities, and it was truly a beautiful moment to see a reflection of Stockton's diversity attending this living legends lecture um about changing our community from the grassroots level. And I'd like to thank everyone here at the school district holds that spirit. Um everyone has a part in contributing to making the district and the Stockton city a better place for the future. Um, so it was a really great talk to to think about that. On September 30th, I attended the town hall for African-American black student achievement and
122success. Um, a highlight for me was hearing directly from students, teachers, site administrators. Um, and especially seeing um the gentleman who came here, Omar Stewart, the Franklin BSU adviser. Uh, he was there speaking on the H.B.CU trips at the town hall. similar to the presentation here he gave uh for public comment and I want to second the public comment from our own award-winning um educator Franklin High School Jennifer Brown um she said we hope to keep investing in LCAP goal 6 to keep investing in black student achievement um and that it's not just a one-time thing and as you can see tonight and um with our students it's more than just black students and staff members who are benefiting from this work so I'm I'm really proud of the movement that we're having and there's
123so much more work to be done. Um I also look forward to attending the next town hall events and that concludes my report. Thanks. >> Thank you so much Trusty Daire. Um moving on to item 10.3 appointment of a third member to the ad hoc committee for the provisional appointment and approval of a revised interview of revised interview interview questions and provisional appointment process. Is there a motion? A motion to approve. All right. Is there a second? I'll second. All right. Discussion. So I I actually I do need to add discussion. I'm sorry. So this was actually for me because we thought that there was a quorum when we met with legal. So legal actually stated that we can add another seat. So I would like to um be the third person for the ad
124hoc committee. So, uh, you want to revise your >> motion? >> Yeah. >> Well, add me as a seat. >> To a point. >> Yeah. >> Stevens. >> Yeah. Sorry. Yes. >> Okay. I re revise my motion to add Kenneth Stevens to the seat. Yeah. Okay. All right. No. Is there a second? I'll second. All right. discussion. All right, roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 10.4, approval of minutes for October 4th, 2025 SUSC special board meeting minutes. Is there a motion? >> Motion to approve. >> Is there a second? I second. Discussion. Roll call vote. >> President Stevens, >> yes. >>
125Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 11.1, Superintendent Report by Dr. Michelle Rodriguez, Superintendent of Schools, Second Annual Family Movie Night. >> Yeah. Thank you so much. So before we get to our video, um just want to note um we encourage all of our community come out on October 21st. So we have two really it's going to be a big day. So on October 21st from 9 to 10 10:15 we have our state of the district that will be at Cesar Chavez High School in their gym. Um we always have great student performances. Um we also will have um Dr. Shrocky Holly as our keynote this year. So, we hope and
126encourage all parents um parent leaders and staff to come on out to enjoy that and we will be um highlighting our brand new state of the district report for 2025. Um then that evening we will be having our town hall on special education. It will be at the Walton Special Center. We encourage you to come out. So that is from 5:15 to 6:30. Again, we want to talk um not only about the work that we're doing to try to improve the lives of children, but also receive feedback so that we can continuously improve the work that we're doing based um not on our assumptions, but on um people's perceptions and the impact that we're having on them. So we are big on traditions. So something that we are trying to do is have things that
127staff students can look forward to. So I know after last year after we had our fall um fall movie night, I even had students trying to convince me to do it during the springtime um because they they had such a great time. So last year we had about a thousand families come out. This year we know we had for sure over 2,000 families that came out. Um there was literally no space on the grass. Um and we had a lot of people in the stands. Um we always end with wonderful fireworks and we try to show you not tell you. So here's the video of what happened that night. [Music] [Applause] [Music] Tonight is our second annual family night and as you can see we have thousands of families here. >> There's going to be
128fireworks. Everyone was getting snacks. Everyone was watching the movie. >> Thousands of SUSD families joined in at Banner Island Ballpark, home of the Stockton Ports for the second annual SUSD family movie night. Tonight is important because at Stockley Unifi, we want to be a pillar to our community. >> We believe in the power of family. We always talk about whole child, whole family, whole community. So we have in order to collaborate with people, they have to know it. They have to know what we're about. >> A free movie, free popcorn, free fireworks for a priceless event. >> We get to see fireworks and that we get to see Lilo on stage. >> It means making sure that we're coming out to do things that our families can't support, providing them with free activities. I like
129that all the family came with like their parents or like their like kids or stuff >> and it's fun because we get to watch the movie >> giving them a time just to be family, not to be concerned about the hustle and the bustle, but just to be one with their with their kids and then to be one with Stockton Unified. >> Tradition with SUSD and community will continue as we rise stronger together. >> I think it's so important because it brings the community together. Uh the kids get more interacted with activities like this. Also parents, >> it's cool. Yeah, I like it. >> So tonight is one of those steps to make sure that we build community. We build bridges with our families. Build bridges with our community. >> It seems good that everyone's
130around joining us. >> It's great to have. >> We are the new SUSD >> and we're going to continue to grow, evolve, and just excel. >> Can you do more events like this? And uh if you do, it would be very nice and it would be very cool. >> Building traditions in Stockton. Melinda Mesa for the Stockton Unified School District. That was such a nice night. Really nice for our families. Okay, moving on to item 11.2. Approval to name the new SUSD Montabon building after Miss Mr. Dale Fleming, retired SUSD employee. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. Discussion. Hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty
131Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 12.1, approval of contract for expanded learning opportunities program, ELOP, and Ameilia N. Adams Whole Life Center to provide culturally responsive trauma informed support services for middle school young ladies. Is there a motion? >> Motion to approve. >> Is there a second? >> A second. Discussion. Hearing none. Roll call vote. >> President Stevens? >> Yes. >> Vice President Colons? >> Yes. >> Clerk Daire? >> Yes. >> Trusty Perez? >> Yes. >> Trusty Priest? >> Yes. >> Trusty Silva? >> Yes. >> Motion passes unanimously. Item 13.1, adoption of resolution number 25-25, waiver request, variable turn waiver. Miss Glenda, do you have a report or no? No report. Okay. Is there a motion? >> Motion to approve. >> Is there a second? I'll second.
132Stevens. Discussion. >> Hearing none. Roll call vote. >> President Stevens. >> Yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 13.2, adoption of resolution number 25-26 for the 2526 provisional internship permits. Is there a motion? >> Motion to approve. >> Is there a second? I'll second. Stevens. Any discussion? Hearing none. Roll call vote. >> President Stevens. Yes. >> Vice President Colon. >> Yes. >> Clerk Daire. >> Yes. >> Trusty Perez. >> Yes. >> Trusty Priest. >> Yes. >> Trusty Silva. >> Yes. >> Motion passes unanimously. >> Item 13.3, approval of the memorandum of understanding between the Stockton Unified School District and California State University Fresno School of Nursing. Is there a motion? >>
133I'll make the motion. >> Is there a second? >> I second. Discussion hearing none. Roll call vote. >> President Stevens. Yes. >> Vice President Colon. >> Yes. >> Clerk Daire. >> Yes. >> Trusty Perez. >> Yes. >> Trusty Priest. >> Yes. >> Trusty Silva. >> Yes. >> Motion passes unanimously. Item 13.4 approval of the new agricultural operations assistant job description CSEA 318 salary schedule range 42. Is there a motion? A motion to approve Stevens. Is there a second? >> Second. >> All right. Discussion hearing. None. Roll call vote. President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 13.5, approval of the memorandum of understanding between the Stockton Unified School
134District and the Stockton Teachers Association regarding letters professional development stipen and approval of the required public financial disclosure forms assessing the agreement's physical impact. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Discussion. Hearing none. Roll call vote. >> President Stevens? >> Yes. >> Vice President Galone? >> Yes. >> Clerk Daire? >> Yes. >> Trusty Perez? >> Yes. >> Trusty Priest? >> Yes. >> Trusty Silva? >> Yes. >> Motion passes unanimously. >> Item 14.1, approval of the vendor payment issued for the month of September 2025 as presented. Is there a motion? >> Motion to approve. >> Is there a second? I'll second Stevens. Any discussion? Hearing none, roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty
135Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 14.2, purchase order board report for the month of September 2025. Is there a motion? >> Motion to approve. >> Is there a second? >> A second. Discussion hearing. None. Roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.3, approval of resolution number 25-27, authorizing the purchase of a portable building through the piggyback contract agreement with Class Leasing LLC for the Harrison Mental Health Portable Project. Is there a motion? >> Motion to approve. >> All right, I'll second. Stevens. Any discussion? Hearing none, roll call vote. >> President
136Stevens, >> yes. >> Vice President Galone, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 14.4, renewal of the Paltol firewall coverage one under the - eligible agreement. Is there a motion? >> I'll make the motion. >> Is there a second? I'll second. Stevens. Any discussion? Hearing none. Roll call vote. >> President Stevens? >> Yes. >> Vice President Cologne? >> Yes. >> Clerk Daire? >> Yes. >> Trusty Perez? >> Yes. >> Trusty Priest? >> Yes. Trusty Silva. >> Yes. >> Motion passes unanimously. >> Item 14.5, approval of commissioning services for Capital Engineering Consultants, Inc. for Primary Years Academy Expansion Project. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Any
137discussion? Hearing none. Roll call vote. >> President Stevens. >> Yes. >> Vice President Colon. >> Yes. >> Clerk Daire. >> Yes. >> Trusty Perez? >> Yes. >> Trusty Priest? >> Yes. >> Trusty Silva? Yes. >> Motion passes unanimously. >> Item 14.6. Oh, this one is information only. >> This action now. >> Is action now? >> Yes. Okay. All right. All right. 14.6. Natural gas issue at Edison High School. Is there a motion? >> Motion to approve. >> Is there a second? >> I'll second. >> Discussion. Roll call vote. >> President Stevens. >> Yes. >> Vice President Golon. >> Yes. >> Clerk Daire. >> Yes. >> Trustee Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 15.1, student expulsion C-2. Is there a motion? >> Motion
138to approve. >> Is there a second? >> A second. Roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 15.3, student expulsion C-7. Is there a motion? >> Motion to approve. >> Is there a second? >> I'll second. Stevens roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 15.4, Four, student expulsion CC-6. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. Second by trustee Daener. Roll call vote. >> President Stevens,
139>> yes. >> Vice President Cologne, >> no. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> no. >> Trusty Silva, >> yes. Motion passes uh with four yeses and one no from Vice President Cologne and one no from trustee uh priest. All right. Item 16.1. I would like to adjourn the board meeting at 7:50.