001[Music] Pack [Music] down. [Music] Hello. [Music] Everyone. [Music] Heat. Heat. [Music] Oh, [Music] hey. Heat. [Music] Hey, Heat. [Music] Hello. [Music] Hello. [Music] Heat. Heat. [Music] Oh, [Music] hey. [Music] Heat. Heat. [Music] Hallelujah. Hello. [Music] Hello. [Music] Oh, [Music] heat. [Music] What did I do? [Music] Hello. [Music] Heat. Heat. [Music] Hey. Heat. Heat. [Music] Hello. [Music] Testing. Testing. [Music] Testing. Testing. [Music] something. [Music] Heat. [Music] Heat. Oh, [Music] hey. [Music] la. [Music] We'll start our board meeting in approximately 20 minute. I'm sorry, 2 minutes. [Music] Oh, [Music] hey. Heat. Heat. [Music] Oh, [Music] heat, heat. [Music] All right, we'll start the board meeting in approximately 1 minute. [Music] Is the script in here about the disruption? I don't I didn't see it. >> Um, it was on the email. I don't think that staff got
002that email. [Music] >> Here, we want to put it right back here and point it. If you can put it right back here and point it towards that direction, that would be great. I I have >> Can chief close chief are can you close the door so we can get Can you have us Andrews close the door so we can get started? And they confirm. >> Okay. [Music] All right. Ready. Thank you all for joining our board meeting. I would like to go ahead and call the board meeting to order at 401 and Evette will read the language under under public content. Thank you, Madam President. In order to help assure compliance with the Brown Act and in order to make our board meetings more effective and more efficient, trustees will speak only when recognized
003and 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 schoolboard 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, which is 132. We ask that members of the public do not stand along the side of walls or block the walkway. Anyone standing up during the meeting will be asked to take a seat. If they do not comply, they will be asked to
004leave. 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 table where board members are sitting. No profanity or obscinity during the board meeting. If there is a disruption, the board president or designate will give a verbal warning to the person or persons causing the disruption. If the disruption continues after the verbal
005warning, the individual or individuals will be asked to leave or be removed from the premises for the remainder of the board meeting. After the meeting is concluded, we ask community to clear the lobby area in a respectful manner. Back to you, Madam President. Thank you so much. Moving on to item 1.2. Roll call taken by I bet. >> Thank you. President Kenneth Stevens, >> present. Vice President Colon >> present. >> Clerk Daire >> present. >> Trusty Perez >> present. >> Trustee Priest >> present. >> Trustee Silva >> present. >> Thank you. Back to you madam president. Item 1.3 moment of silence for Mr. Jesus Pimeintale Corona teacher and alum at Edison High School. That will be by Vice President Cologne. Good evening. Tonight we pause to honor the life of Jesus Francisco Pimeintel Corona, a
006dedicated history teacher and Edison alum, a cherish cherished member of our e- house family. Jesus's journey was truly remarkable. He immigrated from Mexico and while attending Edison High School worked his way from the English language development program to mainstream classes. a testament to his intelligence and determination. After graduating from Stannislos with a history degree, he chose to return to his alma mater to become a beloved history teacher and serve his community. Jesus became a respected colleague to his former teachers and a dear friend to many on campus. He was a constant presence at school events and always willing to lend an ear or kind word. Jesus fought a six-year battle with cancer with unwavering positivity and a quiet strength that inspired us all. Even in the face of his immense struggle, he never wanted others
007to see the worst of what he was going through. His selflessness was a hallmark of his character. Jesus dedicated his life to his students. He was a caring and compassionate teacher who was always there for them whether it was before and after school or during lunch. He taught with his heart and his students felt it. He will always be remembered for the profound impact he had on the many lives he touched. We now ask for a moment of silence to reflect on the life of Mr. Mr. Pimeintel and to hold his family, friends and students in our thoughts. Thank you so much, Vice President Cologne. Moving on to item 1.4, student board representative report, Miss Kiana Labou, Stag High School, 12th grade. >> Thank you. Uh at Stag, coming up, we have our homecoming spirit
008week to encourage more student involvement. Uh with along with the homecoming week, we have our tailgate that's open to the community from 4 pm to 7 p.m. And we're also having a neon glow student section for the football game. And we're having our homecoming ceremony at the game this Friday also against restaurant ranch that begins at 7:00 p.m. And the evening will cultivate with the high school dance for stag and PLA students immediately following the football game. And with that, we'll be having our plus team also helping us. The 11th grade students enrolled in US history classes will take the ASVAB test this Thursday. And this test will be given to students more opportunities and direction on their interest in career fields that students have an aptitude. Our FFA floral culture classes continue to have
009their fundraiser for floral floral subscriptions. Students will create a floral basket once a month a and a subscriber will um buy it to fund raise for the class. A stag moderate/ severe students will participate in Special Olympics on Thursday, September 24th at Edison. And on Friday the 19th of this month, Stag hosted an alumni football game hall of fame classes of 1965, 1975, 1985, 1995, and 2005 were celebrated at the game and were giving tours of the campus. The Hall of Fame in induction was the 1975 football team along with 10 former football players. And for Franklin, they've had their lowest chronic absentee rate of the comprehensive high schools as of today and 3% lower chronic absentee rates than last year at this point in the school year. And they've had over 80 checkups in
010students. The band is going to Carnage Hall in New York to perform. And their Spanish teacher, Soladads Essencio, was nominated for teacher of the year for NAB. For Edison, they're proud to report that they've had 21 interns who are working in multiple departments across the district and supporting students. Their student interns are gaining valuable hands-on experience that connects classroom learning to real world opportunities. Through their internships, they are building professional skills, exploring career interests, and making meaningful contributions that will support their future and success in college career and beyond. There are 21 interns in total have been working in medical education, research, engineering, transportation and administration. Also in the Viking Theater, they have a Broadway field trip beginning advanced stage craft and costumeuming students will experience professional theater with a live trip to see Romeo
011and Juliet at Broadway in Sacramento. That will be an unforgettable opportunity to inspire and connect classroom learning on the stage. They'll be having a drama night October 1st at 7:00 p.m. which is a showcase to talent beginning and advance drama students will perform an exciting collection of musical theater pieces and monologues highlighting the depth of their program and the growth of students. All are welcome. A mainstage production clue students will present clue on the main stage December 10th and 17th. This fully produced show brings together performance, design, and technical theater in a production, and they're proud to share it with community. This will likely serve as the last production to be performed in the Edison Theater before it's remodeled. So, it's a show you don't want to miss out. In Vikings athletics, girls golf defeated
012Bear Creek for the first time in over two decades and is currently undefeated in the league. Girls volleyball defeated TOK for the first time in league history and is currently undefeated in the league and has not lost a single set to this point. Thank you. >> All right. Thank you so much. Are you also reporting for Mr. Jackson or No. >> Oh, he hasn't sent me anything. So, no. >> All right. Perfect. Thank you so much. All right. Moving on to item 1.5, student honore, Miss Amina S. Garcia, Stockton Alternative High School. And I would like to call up Mr. Tommy Mogan, principal. Thank you. Good afternoon everyone. My name is Tommy Mogan and I'm the principal at Stockton Alternative High School. I just wanted to give you an update on a couple initiatives happening
013already this year at Stockton High. Um our attendance efforts are in full action this year. Home visits have um just for the past month are at the same level that our home visits were for the entire year last year combined. This is energizing and supporting families and getting students to come to school. Our PBIS team, which will be recognized today as well, is celebrating student attendance with raffles, prizes, parties, and recognition for not only perfect attendance, but those of those of our students that are making efforts to improve their attendance. As a result of our equity multiplier, we are also working with SUSD facilities to finally improve the campus in general and make that patch of dead grass outside this window into a beautiful outdoor learning environment for our students. Our teachers and staff are
014highly engaged in collaboration and supporting the whole child to not only support their learning, but making their classrooms a welcoming and comfortable place for them to come each day. As a result of these efforts and many more, we are seeing not only attendance improving, but students are working harder than ever to pass courses at a rate that is higher than any year in the past. All of this boils down to higher than ever expected graduation rates this year at Stockton High. Now to brag about a student we are all very proud of at Stockton alternative. Amina came to Stockton High last year as a junior after a couple rough semesters at her previous high school. She felt defeated and if as if graduation wasn't an option for her. Luckily coming to Stockton High has reinvigorated
015her motivation. Seeing that graduation is possible and that her dreams can come true. Amina just needed the second chance to help her clear her mind, get a fresh start and get back on track. She comes highly recommended from both our teaching and support staffs. We all recognize the hard work she's doing in her courses, the perseverance she is showing, and all while maintaining a friendly and positive attitude towards staff and her fellow students. Her personal story is an amazing journey of triumph, and I'm very proud of who she is today. It is my pleasure to introduce Amina Garcia. [Applause] Good evening, members of the school board, faculty, and everyone here today. My name is Amina, and I'm here to share my journey, both struggles and triumphs that have led me to this moment at Stockton
016High. I stand before you today with the story that at times felt like it could break me, but instead made me stronger. A few months ago, I was kicked out of my home. And for a long time, I didn't know where I was going to go or what I was going to do. For the first time in my life, I felt I found someone without the support system I thought I had. But somehow, I kept going. I realized that if my family wasn't going to check in or be there for me, I had to prove to myself that I could stand on my own no matter what. I came to Stockton High with the belief that even without a family to lean on, I can build a better future. Coming back to Stockton High was
017not easy. Nobody wakes up and wants to go to school. Every day felt like a new challenge. Not because of the schoolwork, but the weight of my personal situation. Despite everything, I made it work. I didn't have many rooting for me, but I found strength in myself and in people around me who have showed me kindness. I knew I had a lot to prove, not to others, but to myself. It's been tough, but also rewarding. Every day, I've been learning more than just math or English. I've been learning to how to push through challenges, how to be responsible, and how to trust myself again. Teachers at Stockton High have made showed me what it means to take ownership of my education. and I've started to see school not as a place I have to be,
018but as a place where I can truly grow and discover what I'm capable of a after high school. I plan to stay in school and study law. I want to become the first in my family to go to college and graduate. I also want to thank the school therapist, Miss Kristen, and school counselor, Miss Catalano, for both helping me endlessly and being there for me when in need. I can tell they both love what they do and love students here at Stockton High School. Thank you for being here and listening to my story. So, Miss Garcia, I'm going to ask for you to come on up. Uh do you have your family here with you? You have a support team with you? All right, come on up. We do have a certificate that we would
019like to present to you. And to all of our our our blue shirts out there, what a powerful story, right? Uh we want to wrap our arms around Amina and show her support. So when you all see her, if you have supports for her, please send those her way. We want to encourage her to keep going, to be motivated, and to keep pushing and to reach her goals. Can we do it Stockton Unified? Amina is one of ours. We are rooting for you, Miss Amina. All right. So, it looks like uh if you have an empty seat next to you, can you just raise your hand? We have some folks in the back who need some seats. So, there are some seats. If you all can just come on down. >> All right, let's go.
020Amina, team Amina. [Music] [Applause] Okay, keep your hands up. They're still looking for seats. So, if there are some empty seats next to you, if you could just raise your hand, please. Thank you so much. All right, so we have some really awesome stories about our kids making strides, right? We want to just make sure that we continue to support those like Amina and our our kids across the board who need that extra push. So when you see Amina around on campus, give her that motivation that she needs to continue to keep going. So she's one of our own and we want to make sure that she's able to reach her milestones. All right, moving on to item 1.6, recognition presentation for the California PBIS State Recognition Award 2025. And I would like to call
021up Miss Karen Coleman, director of mental health and behavioral support services, and also Miss Diana Kavayashi, PBIS coordinator. [Applause] It is pretty amazing. Uh, good evening, President Stevens, Vice President Cologne, Dr. Rodriguez, and Board of Trustees. It gives me great pleasure to introduce Dina Kobayashi and the exciting time of recognizing our California PBIS state recognized schools in the house. Um, I'm not going to steal uh Dena's thunder. She has some wonderful things to say, but I would like to um take a moment to congratulate and um express our recognition for Dina Kobayashi as our PBIS coordinator who has supported these schools. So without further ado, I'll let Dena do our presentation. >> Thank you Karen for those kind words. So, good evening, President Stevens, Vice President Cologne, Superintendent Dr. Rodriguez, and Board of Trustees. Um,
022it is our pleasure today to recognize 26 of Stockton Unified School District school sites for positive behavior interventions and supports, also known as PBIS. These school sites are being recognized for their commitment to foster a positive and effective learning environment for our students. So throughout the 2425 school year, these schools embarked on a comprehensive journey, carefully evaluating their approach to implementing all three tiers of student support. They have embraced the PBIS framework, incorporating evidence-based practices that nurture our students academic achievement, social emotional growth, and behavioral success. What makes their work so meaningful is the inclusive approach they took at each site. By actively incorporating the voices of student, families, and staff, they've created positive results that truly benefit our entire community. The hard work and innovative spirit of our state recognized schools have exemplified the
023district's commitment to supporting the whole child, whole family, whole community. Please join us now in celebrating SUSD California PBIS state recognized schools and their PBIS teams. What I would like to do is call up each school site for their categories. So when I call your name up in your school site, if you and your team can come on up, we'd really appreciate that. So our first recognition is going to be for our bronze. And this is our teams. There's three school sites for implementing tier one. And our first site, if you can come on up, is Van Beern. Oh, can we open them? Okay. Oh, right here. You guys want to come through this way? Yeah. And you guys are going to go up there. >> We have principal um Isabelle Ariano, admin lead Charlene
024Amarante, site lead Jennifer Gross. We have El Dorado. Come on up, El Dorado. Principal Monica Gail, admin lead, Miss Tran, site lead, Angela Ramos. [Applause] We have one of our comprehensive high schools, Edison High School, come on up. Principal Dr. Gan, vice principal, Mr. D'Angelo, admin lead, uh, Marabel Palasio, site lead, Violeta Abara. Let's give them a round of applause for Browns bronze recognition. >> All right. Take a picture. Yeah. >> And then don't leave because we're going to do a big group at the end. Picture you guys. >> That's right. Yeah. All right. Yes. >> Okay, I will. And then don't leave because we're going to do a big group picture with the poster. Okay. All right. Our next category is our largest category and this is for silver and this is our school
025sites that implemented tier one with fidelity of 70% or higher. Our first school >> might be easier for you to do them than us because it gets a bit opposite. >> Oh lordy. Okay. >> Okay. >> I'll try. Yeah. Can you help me through there? Thank you. All right. Our first school is Monroe. Come on up. Principal Victor Zamora. Admin Lee Kimberly Hughes. Site lead Felicia Cervantes. [Music] This is silver. Sorry. Oh, here we go. Here you go. Our next school is Primary Years Academy. Principal Dr. Martinez Sightly. Leanne Ball. Oh, okay. You tricked us. No. Next, we have Taylor. >> You have Taylor. Okay. Thank you. Principal Benjamin Yang, admin lead, Rebecca Delvo, site lead, Christopher Domelog. Next, we have Payton. You have Payton, too. Okay. Pain, we have principal Carla Gonzalez, admin lead.
026Uh, Mr. Octar site lead Lorie Gonzalez. Kennedy. Next, we have Kennedy. Come on up, Kennedy. Principal Melissa Chin, admin lead, Amanda Farthing, Sightly, Jacqueline as Azidito. Oh, shoot. There we go. Thank you. >> There you go. >> Thank you. >> Come on up. >> We have Payton over here. >> Yeah, Payton. >> Okay. >> All right. And Stockton High is our next school as we heard earlier. Principal Tommy Mogan, site lead Christian Schneider. Next we have Pitton Pittton Pitman, excuse me. Principal Amelia Hunes, adminly Veronica Wy, Sly Joe Williams. We have another comprehensive high school. We have from Stag, Principal Brett Toiver, admin lead Emanuel Cauldron, site leads Roger Gutierrez and Shannon Markley. But I also want to recognize um Monica Radoc. She is now the AP at Commodore, but she was one of our
027the site lead for SAG uh last year. So, I'd actually like to call her up and congratulate her on now becoming an administrator at Commodore. Great job, Monica. Next, we have Hazelton. Come on in. Principal Nicole Clark, admin Monzerat Serrano, Slightly Natalie Ponosco. [Applause] Following Hazelton, we have Rio Calaveras, principal Gina Hall, admin lead Alisa Quas, site lead, Kelly Reoni. [Applause] Next we have King. Come on up, King School Principal Connie Fabian. Admin lead, Lillian Ghana. Site lead, Molly Richards. Congratulations. >> Look at this silver group. It's amazing. Next we have Weber. Weber principal Osman Zarif site leads Jose Martinez. Come on up. >> Congratulations. >> Good job. We now have Montazuma, principal Jim Cowan, admin leads, Selena Kim, slightly Gina Larry. Great job, you guys. And our last school for silver, we have Roosevelt
028principal Rob Samilio, admin lead, Yolanda Katon, site lead Ambrea Alton. And those are all of our silver criteria. Say PBIS. You should take a picture. Oh, say have them say PBIS. No. >> I know. Huh? Like I make it really professional. Are we going to >> do the camera first? One, two, three. One, two, three. And then we'll do a cell phone. And then you guys are welcome. >> Ready? One, two, three. Well, we're going to do a big congratulations. [Applause] >> All right, Silver. >> Don't go too far. We're going to do a big group one with the poster. [Music] Let me start. Our next category is gold. And these are school sites that implemented uh tiers one and tiers 2 with 70% or higher. Our first school is Cleveland. Come on up, Cleveland.
029Heidi McConn admin lead Teresa Silio site lead Mayu congratulations. Next we have Commodore Skills Principal JP Willer admin lead Art Mascu Sightly Danielle Man. Congratulations. Following Commodore we have Fremont principal Ibiguel Henderson aid lead Karen Cor Cterero site lead Elizabeth Sanchez. Great job. Thank you guys come on up. That's good. Bring them up. Bring it up. The whole team Fremont team. We now have Grinsky calling up principal Elizabeth Chavez. Sight leadang. [Applause] Next we have Taft principal Holly Roachcha admin lead Ryan War site lead Roxan Alvalah. [Applause] Our next school is Walton. Walton, come on down. Principal Jessica Flores. Admin lead Sarah Hendricks. Site lead Ted McNair. No Walton. All right, >> we'll just say go Walton. Right. Last in our silver or gold category, excuse me, is Marshall Elementary. Principal Pro Mora Adminley, Jacqueline
030Garcia, Sightly, Nicole Panner. Congratulations you guys. These are these are our gold recogn recognized schools. Hey, this is >> Elizabeth's phone. I don't know how to look this photo. She just Oh, is her screen dirty? >> Oh, there it goes. >> One, two, three. >> Perfect. Congratulations. [Applause] >> Congratulations, you guys. Great job. >> My hands are sweaty. So our last criteria is platinum and platinum means that these school sites implemented all three tiers with fidel quality of 70% or higher. But this is actually a very special honor because never in SUSD have we've ever had a school site that has been state recognized for platinum. So I think when we call these schools up, we need to give them a clap. But I also think we need to give them two snaps. Our first
031school site for platinum recognition goes to Spanos principal Sandre Newton Adine and Helica and sightly Sue Tran Wong. [Applause] Two snacks. [Applause] And our next platinum criteria goes to McKinley principal Brandy Del Alba admin lead Erica Pollard site lead Lindsay Bird. Congratulations you guys. And these are our two platinum school sites. Congratulations. >> Clap and snap. Right. >> A clap and a snack. >> Okay, here we go. One, two, three. One, two, three. Take one of that. >> Can we invite all of them to come up now and do one big one? Make it work. >> And then I know. And then we want to invite everybody to come on up. All the state recognized schools to stay up there. And then I would also like to invite my um mental health team to come
032on up for your support. We might have to put some chair up there. There you go. If you guys could scoot back. >> Yeah, scoot back. >> Scoot back a little more. >> How are you? Good. You don't have to My friend bigger than we thought. [Music] not warm up here at all. >> All righty. [Music] So, there's some people that aren't going to be action. [Music] Do a panorama. >> Okay, we'll do a few one of these. We promise. Okay. [Music] >> Okay. Ready? One, two, three. One, two, three. [Music] Stand on the chair. One more. Sit back up a little bit. All right. Here we go. One, two, three. One, two, three. All right. kind of like one more. One, two. Everybody's looking. Everybody's looking. Here you go. One, two, three. Okay, good.
033Now we have a banner. >> So, we're not going to Okay, we'll take some pictures. Okay. >> Does anyone need help up? All right. Thank you all. I would like to move on to item 1.7, oral suggestions. Abby will announce the number of public comments and request each person provide their public comment in the order they were received. And Christina will be the timekeeper. >> Trustees, we do not have any comment cards for item 1.7. Thank you. >> Thank you. >> Item 1.8 public employee discipline dismissal and release requests um of complaints or charges to be heard in open session. Miss Smith, do we have any cases to be heard? >> We do not. >> Thank you. Item 1.9, the board will consider and close session items listed by Vice President Cologne. Okay. Item 2.1,
034public employee appointment certificated. Government code 54957, deceased appointment. 2.2, public employee appointment classified. Government code 54957, resignation, retirement, recent employment offer, appointments, closed positions. 2.3 public employee discipline dismissal release. 2.4 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 657635 and 2.5 student expulsion C4. Thank you. Thank you, Vice President Cologne. We'll move on to item 1.10. The board will now recess to close session. [Music] Heat. Heat. [Music] Happy [Music] Halloween. [Music] Hello. [Music] Heat. [Music] Oh, [Music] hey. [Music] up. [Music] Hey [Music] Heat. Heat. [Music] Oh, [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hello. [Music] Oh. [Music] Oh. [Music] Hello. [Music] Oh, [Music] Hello. [Music] We are [Music] Hey. Hey. Hey. [Music] Hello. [Music] [Applause] [Music] Heat. Heat.
035[Music] Heat. Heat. [Music] I'm going [Music] to [Music] Hello. [Music] Hey. [Music] How are you? [Music] Hello. [Music] Hello. Oh. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hello. [Music] Oh. [Music] Mr. William Miles, if you could please come up to the superintendent's office table. That's Mr. William Miles. [Music] Heat. [Music] Hey, heat. Hey, heat. [Music] Hello. [Music] Oh, [Music] hey. [Music] Hello. [Music] Heat. [Music] Hello. [Music] Oh. [Music] Hey. [Music] Oh, [Music] heat. [Music] Great. Um, let's decide where we want to where we want to be. Now, [Music] Yeah, that would be [Music] great. >> Oh, thanks. I know. I know. But we got our our fan over here for now. And you're talking about the one that's close to your laser from right by
036the rest [Music] [Applause] [Music] I didn't [Music] I didn't really [Music] for Yes. Okay. All right. [Music] If we're done like if we are like I'm going to try to get to the bodies at 8. But if we're not done until like 8, then I'll say but I can go at 9 when I get out of the class if I make it. But you know what I mean. If we're here until 8. Yeah. I'm here girl. It's not okay. Yeah. [Music] I was bothering and Frank almost [Music] can't bother you. >> No, don't make thisation [Music] You are. [Music] All right. Thank you all for joining us. We would like to go ahead and reconvene to public session. Evette will read the language under public content. Thank you, Madam President. In order to help assure
037compliance with the Brown Act and in order to make our board meetings more effective and more efficient, trustees will speak only when recognized and trustees who speak on a topic other than the agenda item currently under consideration will be out of order. Board meeting protocols. The safety and decorum of the school board meetings are important to Stockton Unified School District and the community. 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, which are 132. We ask that members of the public do not stand along the side of walls or
038block the walkway. Anyone standing up during the meeting will be asked to take a seat. If they do not comply, they will be asked to leave. Any accredited news media representative who is standing will have a press credential clearly visible. There is a podium position in front of the first row of chairs. No one other than the person who is speaking may be at the podium except for a guardian, administrator, or translator. For safety, people may not line up behind the speaker to wait their turn. We want to give the person at the podium the time and respect they deserve. Each speaker will be allowed 3 minutes. Attendees are not allowed to enter the area past the table where board members are sitting. No profanity or obscinity. During the board meeting, if there is is
039a disruption, the board president or designate will give a verbal warning to the person or persons causing the disruption. If the disruption continues after the verbal warning, the individual or individuals will be asked to leave or be removed from the premises for the remainder of the board meeting. After the meeting is concluded, we ask community to clear the lobby area in a respectful manner. Back to you, Madame President. Thank you so much, Evette. Moving on to item 4.1, pledge of allegiance, led by Franklin High Ballet for Glory Gold. Let's give them a hand. Everyone, please stand up for the pledge of allegiance. Ready, begin. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.
040[Music] [Applause] [Music] Heat. [Music] Heat. [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] Everybody is beside everybody. Heat. Heat. [Music] Heat. [Applause] [Music] [Applause] [Music] [Applause] Heat. [Music] Okay. Let the be [Applause] [Music] [Applause] Heat. [Applause] [Music] [Applause] [Music] So, you all want to come up and tell us a little bit about that dance and maybe a little bit about the history of it. Let's give them another hand. That was beautiful. Thank you. >> This is this was a very honor to have you guys u have my students perform. This is my first time ever having Franklin perform for the board. So this is a very wonderful opportunity. Um the region that Thank you. Thank you. Uh the region that they performed was uh BF was from the region of Halisco. Uh Halisco is a
041very vibrant region. It's the one of the it's one of the main regions that folklorico was originated from. So it's one of the this is why I had them perform it because I was like okay you know what why not have something that represents folklorico in general which was Halisco. So Halisco again is the founder of Florico. So that's something that I told my students that when they perform Halisco, they always have to perform with such pride, with such with such elegance and everything because that shows what Florico is all about. So >> I think Trusty Cologne, you wanted to say something. So, um it just brings me such great pride to see our students come out and perform um here here in the boardroom of course, but even when I um when we see
042you out um in the community, whether it's a school event or um you know, I know that there were some students that performed um at our citywide events. So, um it brings me personal joy because I also um performed ballet political when I was at Franklin. Um there was a separate um a separate dance troop not at Franklin but it was Frank Sapata who is well known. Is that your instructor? >> No. When I was younger. >> Yes. So what's really important I think is that we recognize um over close to like 40 years now um Frank taught and now you are passing that legacy on and I'm sure you will pass that legacy on. my daughter also was um I wanted one at least one of my children to to carry on the tradition
043and so um I'm really proud that we have bal political um throughout a lot of our elementary schools as well. Um it's just like you say it's a it's a prideful joyful activity that we can celebrate. Um and anyone can really do it. We probably should give it a try. um you know, a few steps, a few twirls of your skirt um just to participate in in you know, the pride of of this dance. So that's all I really wanted to say. Thank you so much. >> Shout out to Franklin. Right. All right. Okay. Don't leave just yet. So we do have certificates. We would like to honor you all and your representative, Trustee Frank Silva, will come down with certificates for the dancers. Okay, first name is for Alan Mongana, Stephanie Hernandez, [Applause] Liliana
044Zarate for I T Rico and Helica Toino, [Applause] Chamilleia uh Rodriguez, Velagos, Natalie Rodriguez, Jasmine Mosca, [Applause] uh Natalia Orosco, Valia Hunes, Jazelle Cistos, Ariela Gonzalez, Ariana Esparonza, Daniela Cortez, [Applause] Claudia Coban, [Applause] Jocelyn Barricio, Ecinia Turner, and Marela Morales. Marla Morales. And this is our ballet for Lorico for Ed for Franklin High School. Okay, next item is item 4.2, action taken in close session by Vice President Cologne. >> Okay, good evening everyone. Item 2.1, public employee appointment certificated, government code 54957, deceased appointment. Board motion to approve 6. Item 2.2, public employee appointment classified, government code section 54957, resignation, retirement, recent employment offer, appointment, closed positions. Board motion to approve 6. Um item 2.3 public employee discipline dismissal release board motion to approve one food service assistant one probationary release 6. Item sorry, same item
045number. Board motion to approve one special education assistant SMH probationary release 6. Item number 2.4 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 67 sorry 657635 board motion to reject 6. Thank you. >> Thank you vice president Cologne. Next item is item 4.3 order of agenda and Abby will announce the oral announcement. This is the opportunity for the board of trustees to make any changes to the order of the agenda. Otherwise, the order of the agenda will be as published. Right. Any changes to the agenda? If not, can we get a motion? >> I make the motion to accept the agenda. >> All right. I'll second. Any discussion? Hearing none. Roll call vote. President Stevens. >> Yes. >>
046Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trustee Perez, >> yes. >> Trustee Priest, >> yes. Trusty Silva. >> Yes. >> Motion passes unanimously. Item 5.1, oral suggestions and comments from the community regarding open session agenda items. Abby will announce a number of public comments and request each person provide their public comment in the order they will receive and Christina will be the timekeeper. Individual speakers shall be allowed three minutes to address the board. The board shall limit the total time for public input on each item to 20 minutes. Trustees, we currently have two common cards for item 5.1. First common card is from Dr. Maul regarding item 12.5. All right, let's see how high this can go. Uh, good evening school board members and Dr. Rodriguez, our superintendent, assistant superintendent, and
047all of our directors. I would like to respond to consultant services on the agenda 12.5 for solution tree to re exc excuse me for son to grow to renew this contract. I'll give you three examples. One example is a year ago we had a student and this is a messaging system where students check in each Monday with their teachers. For us it's grades 3 through 8. We had a student that we were tipped on for something that he had written. He prayed for forgiveness. Upon counseling, although his wounds were invisible, when asked what he was praying for, he was praying for forgiveness for his dad beating him. While the wounds were not visible, they were deep inside. This family is all receiving treatment to this day. This is from last year. A week ago, we
048had a student who entered our district from another state. Her comments were she was feeling sad and feeling lonely. She wanted to take her life. This brought immediate concern, immediate attention. Upon review and through our team of mental health workers, thank you Karen Coleman and everyone at Department of Mental Health. This student, we learned, had actually stabbed herself two years ago in her neck and was hospitalized. This student, upon review, had plans to do the same thing. Today, we met with 17 specialists that included our staff, parents, and people who are working with her from county office agencies. Our last story is from yesterday. This is new, and this one's especially um bothersome to me. This little girl is a newcomer. She wrote that she felt sad because her grandmother didn't like her. She doesn't
049speak English. She said she wanted to run away in Spanish. Luckily, we have two counselors who are both fluent in Spanish. Upon listening to her, she explained that she lived with her grandmother and her grandmother blamed her because she wasn't like her sister. And she said, "I can't be by my sister. My sister's dead. So is my mother and my father. They were murdered in Mexico. What do you say to children like this? If it wasn't for someone to grow, would we have been there in time to save their lives? I think not. I believe at some point in time we've all become desensitized and we hear on the news, you know, sadness, bullying, but when this happens at your own sight, thank God for someone to grow. We need to continue resources like this.
050So, please consider renewing their contract. Thank you. [Music] [Applause] Next common card is from Michelle Torres regarding item 6.29. Tonight you are being asked to ratify agenda item 6.29, the AVID field trip to the San Francisco Giants. Let's be honest, this is not a routine ratification. This is the third time the same trip has been before you. Each time with correction, and still the truth is being hidden. This trip was arranged, facilitated, and attended by Brian Beerman. Yet, he is the very same person now presenting it for your approval. That means he is on both sides of the deal. That is the very def definition of a conflict of interest. And this agenda item itself confirms that insiders tipped him off, giving him the chance to rewrite history, adjust paperwork, and cover his tracks. This
051is not oversight. This is collusion. And even now, after three rounds of paperwork, the most important facts are still missing. It fails to disclose that Beerman, two Edison coaches, and the non-avid students were given club level seats at the district expense. that violates your own board policy 3600 and 4030. Trustees, I have filed complaint after complaint. Instead of accountability, I have been misled and strung along. Leadership has quietly shielded Beerman after feeding him information so he could correct his wrong before public ever saw them. That violates board policy 1312.3. It violates the trust of every family who expects fairness. This is not just about policy. This is about children. My son deserves to feel safe at school. Instead, in a district that calls itself anti-bullying, coaches have been allowed to bully, intimidate, and humiliate him
052in front of his peers. This violates board policy 5131.2. And the toll that has taken on his mental health is something no parent should ever have to watch. So I ask you, what kind of district chooses to protect one's man misconduct over the well-being of its students? Every kind, what kind of leadership allows conflict of interest, favoritism, and bullying to become the norm? Every time you protect him, you fail every student in this district? I urge you, do not ratify this item. Demand a full and independent investigation. Show parents and students that this board will not be complicit with co in covering for one man while children are left broken. Please, I am a mother standing before you asking you to stop letting this district break my son. His mental health is not collateral damage
053and his trust is not expendable. And I will not stop until the board proves that children matter more than politics and more than protecting one man. [Applause] Trustees, this concludes comment cards for item 5.1. Thank you so much. Moving on to item 5.2, oral suggestions and comments from the community regarding non-aggenda items. Abby will announce the number of non-aggenda items. And the um and each board person will I'm sorry, and each person will provide the public comment in the order they were received and Christina will be the timekeeper. Individual speakers shall be allowed three minutes to address the board. The board shall limit the time for public input on each item to 20 minutes. Trustees, we currently have six comment cards uh for item 5.2, all regarding Edison High School. First comment card is from
054Gabriel Leel. All right. Uh, good afternoon or I'm sorry, good evening, Dr. R and board of trustees. Um, first, thank you for your time and commitment to our district. I want you guys to know it's a very, very tough job that you guys have. So, we appreciate it. Um, helping the kids in the community. Okay, a little bit about me. Um, I grew up in Stockton Unified. I went to Kennedy Marshall Edison. Um, Stockton guy, went to Pacific, ended up graduating from, uh, Standard Sauce. I've taught in the district. Um, I've substituted. I've coached for over 30 years in the district. I know I look good for my age, but I say that because there's a few things that we've missed just in our district alone. One of them is Measure Q. In 2008, this
055district was awarded $464 million to upgrade all of our high schools and their athletic facilities. Guess what high school has not been completed yet? Edison High School. Okay. So, our baseball, our tennis courts, our softball diamonds, they have not been addressed. And I don't want to be a thorn in someone's side. I know this is my first time at a board meeting, but I will come every other Tuesday if need be, and I will gather the community to come in until this can be addressed. So, I'm hoping you guys can address it at some point. I appreciate that. Um, the second one is a coach was recently um dismissed from coaching at Edison High School. His name is DeAndre Hawthorne. Now, one, I've coached DeAndre when he was 14 years old. He is one of
056my closest friends. And if you're not familiar with the situation, he taught in our district before before he taught in our district. He was a certified um special assistant uh for special ed. Um then he taught for a couple years, never had an issue, and then he has not passed a CET yet, so he could not continue teaching. He was released recently because of a few write-ups from the high school after meeting with one of the associate superintendents. He was reinstated, right? So, he gets reinstated for teaching, but he can now not coach his high school team. Now, you see a bunch of young men in here that are going to validate for him. Okay? So, I think that needs to be addressed because they do have open interviews coming soon. I know I'm limited
057on time, so I'm hoping that this can be addressed. Um, lastly, I want to talk about the culture of Edison High School. I taught at Edison High School. I went to Edison High School. What is SUSD's slogan this year? It is rising stronger together. Right? And the problem right now that's going on in our community is they're not being brought together. They're being split up. And so, I think this is a a bigger issue, not only just with uh Dr. Gan, but just in general. Um there's a lot of alumni uh and coaches in the community that have been there for decades, including me, that no longer want to support the school because of our current leadership. And so with that, I definitely am hoping that that can be addressed. It's very, very important. Lastly,
058I heard a comment about Brian Beerman up here. I'm going to tell you now, he is for the kids. He's always been for the kids and he puts them first. And now I don't know what their exact situation is um with that in particular situation, but at the end of the day, I've always seen that man take care of our district. Our district had the highest number of graduates when he was the principal at that high school and he currently is coaching there as well. He is there for the kids. I don't see anyone trying to run through walls or open up doors more than him. So, I'm hoping that helps a little bit. With that, I I thank you guys for your time. Hopefully, some of those things can be addressed. Thank you. Next
059comment card is from Sydney Buckley. [Applause] >> Hi, good evening. My name is Sydney Buckley. I'm also here on behalf of DeAndre Hawthorne being reinstated as the Edison basketball coach. Um, I played on his high school women's basketball team when I attended Edison. I graduated there from 2018. And um, during my time there, Coach D has only ever motivated me, encouraged me, and ensured my growth, not only as an athlete, but as a person. Um, because it is because, excuse me, because of his positive influence and guidance on my life, I was able to receive a division one scholarship to play basketball in South Carolina. Thank you guys. Before I began playing with him, I had zero offers, zero scholarship uh offers, zero uh communication with any type of college coaches. And once I got
060under his program and his leadership, I was in constant communication with coaches trying to figure out how I can get to their school and play for them. Um without him, I don't think that would have been possible. I think I would have went to maybe a JC or a division 2, but because of him, I was able to go across the world from California to South Carolina and play division one basketball, which it was always a dream of mine. Um, I don't think he never did anything for his personal game, but only because he wanted to see his students and athletes succeed in life and in the world. Um, he truly changed my life for the better, made a positive influence on it, and I don't think I would have been able to accomplish as
061much as I accomplish without him or be in the position I am today without him. So, yeah, thank you guys. [Applause] >> Next comment card is from William Miles. [Applause] >> Hello everyone. Uh so yeah, I'm here also on behalf of uh coach DeAndre being reinstated. Uh I'm a parent of uh incoming well, he's currently a freshman now. Thank thank God. Uh so the reason why I felt it was important for me to show up today is just to kind of explain or just kind of express how influ how influential I've seen him be towards these well all of the players in addition to my son. Um, I can say growing up here in Stockton, uh, you well, um, where yeah, growing up here in Stockton, it's not every day where you see a a
062young man where he's a little older than me, but a African-American man in position helping to better his community and just overall minorities. Um, I feel that it's important to keep a person like him in position because he's relatable to the children. He he he's super passionate. Um, and I could just think back to when I was younger, like it's those coaches that were invested in me that um, led to me getting a going to school and getting a master's degree or being comfortable with leaving nonsense behind to get out of state to go see different things and just uh, grow as an individual. It's those coaches that like Coach D that that inspire kids and um, are there for those kids when they're in challenging and challenging challenging times. Um, like I said, I
063I've seen him um dedically put himself to the side a lot of the times just to open up the gym for the kids or kids mental health is a big thing since the pandemic uh in prior prior, but now it's a it's bigger um as far as like it's being more um pushed to the forefront. So, I know there's kids that he's worked with and supported through those challenging times and how some programs I've seen from being here in Stockton that they'll close the door on those type of kids. However, I've seen him kind of embrace those kids and I um it's a lot more if I only got a little bit of time. Um, I just feel like when you have a person like that in position that's for the kids and, you know,
064for the community and he comes from the community and he can relate to the community, you keep those people in position. Um, that's pretty much why I'm here, just to express that, Leah. Thank you for your time. [Applause] Next comment card is from Dulani R. [Applause] How y'all doing? Um, how long we got to speak again? 3 minutes. I don't need that long. Um, so I'mma kind of say who I am. My name is Dani. I'm originally from Oakland. I grew up in the inner city just like majority of the people that came here spoke and I'm speaking on behalf of coach DeAndre Hawthorne. Um, I recently just started coming around Edison in March where I took on this AU team, but I also played basketball at University of Pacific in 2014. So, I'm familiar
065with Stockton and always had a certain love for Stockton cuz it was the first college I went to outside of where I'm from where it was relatable to me. And when I look at a lot of these guys behind me, the parents, the community I've got the chance to be a part of, I think the one thing that stands out that's going to keep here in this community, and that's where I've seen Dre lead. Um, not only See, I didn't come prepared from the heart off the top of my mind. And when I pay attention to what happened to his situation, I see a lot of holes in it. Right? It's no way that if you did what you did, you get reinstated that quick and then you're not allowed to get your job back.
066So to me, it seems very forced and attacked. And when I look at situations like that, it seems very unfair. And not only for him, but for these young guys behind us who look at certain leaders that look like them and that's black, brown, any form of color that has a a knowledge and understanding of where they want to go based on where they started. I was blessed to play division one basketball, travel the world, and I wanted to come back and give that to these kids. And I feel like a lot of that's being stripped from them being based at the coach that was there that helped build and cultivate this environment is being stripped of his job. But no real explanation besides from what it looks like to me personal. And so when
067you make certain things personal, not one person is affected. Everybody here is affected. I came in to be a part of a community and help Stockton because that it was a piece of me. Like when I came here, I think at the time I'm leaving from a number one dangerous city to number five. And all I could think about was how familiar it was for me when I left for out. And I don't want these kids, I don't want the coaches, I don't want the community to be stripped of something that's been built not only just this year. Dre has been an Edison, I want to say going on this tip season from working with the girls and working with the boys. So there's a lot of familiarity there that's being stripped not only from
068him, but from the people that come behind him. He's given me a chance to step back into the lane of being a coach and helping them. A lot of what I talk about is based on these guys and the group and the parents behind it. I have a great relationship with everybody here. And so I really want the board to really look into that and take in consideration because when I grew up in West Oakland, so I understand what it's like. I'm talking every day waking up to see if I'm going to make it home. And the only thing you can hold on to is the people around you and where you going because right here, right now, it it was nothing. So, I want these kids, I want him, and I want the community
069to be able to have opportunity to allow once they get to where they're going, they can come back and say, "Hey, we did it because of this guy. We did it because of this guy or this woman. We had the right environment or we had the right people leading our environment." And I really want you guys to look into that. For me personally, like I'm a little outside looking in, but it didn't make no sense to me. And I really want to stand on that because you don't get fired and then reinstated within a week and then told you can't coach. That seems very personal to me. That seems very personal to me. So, you know, that was an aggressive statement, but I'm just being having a little common sense. I want you guys to
070really think about what's going on cuz you wouldn't have showed up for this if it was something that was deeply behind it. So, that's my piece. And I want to say um I love these boys cuz that's what it's really for. And they're being stripped of that. Their whole world is being rocked because of a personal agenda. That's that's my that's my thing right there. So, that's it. And I hope y'all have a blessed day. [Applause] Next common card is from Avery Ward. [Applause] >> Uh my name is Avery W. Good evening everyone. My name is Avery Ward. I go to Edison High School and I play for the basketball team. I'm here speaking to you all for uh many other student athletes and I respectfully ask for the reinstatement of coach DeAndre Hawthorne. Coach
071D has been more than just a basketball coach to us. He has been a mentor, a role model and a positive influence on our life and both on and off the court. Through his leadership, we we may have not only grown as athletes but also as students and young adults. He pushes us to work hard, stay on top of our grades, and hold ourselves accountable. Many of us look up to him as someone who truly cares about our future, both in sports and in life. Losing him has h has have left a big gap in our team and in our school community. We believe that Coach D deserve the opportunity to continue guiding us. His dedication, encouragement, and commitment to our success makes him irreplaceable part of our program. On behalf of myself and my
072teammates, I sincerely ask you to to reconsider and allow Coach D to return. We are willing to provide further support or share more personal experiences to show how much he has positively impacted us. Thank you for your time and considering our request. Respectfully, a reward. Last common card is from Emil Anderson. >> Um, good afternoon members of the SUSD board. I want to thank you for giving me the opportunity to speak today. I'm here because I believe in coach D and the impact he has had on me and countless others students. Uh he is more than just a coach. He's a mentor, a teacher, and a role model role model who pushes us to be better both on and off the court. Throughout his leadership, many of us learn the importance of discipline, responsibility, teamwork.
073She challenges us to keep our grades up, respect one another, and respect our school with pride. Without him, many students, myself included, would not have the same motivation or support system to succeed. I understand the situation may not have led to him no longer being in his position in his position, but I believe one position and and uh proven results. Everyone deserves a chance to grow and make things right. Bringing uh him bringing him back would not just be about restoring a job. It would be about restoring guidance, leadership, and hope for students who look up to him. I respectfully ask you to reconsider and giving coach D his job back for the good of the program, the school, and the community. Thank you, [Applause] >> trustees. This concludes comment cards for item 5.2. >>
074All right. Thank you all so much. Item 6.1, approval of consent items. Abby 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. Are there any items looking to move? All right. Yeah. >> Um, can we um I would like to pull item 6.29, please. All right. Is there any other items besides 6.29? All right. Is there a motion? Can I >> Motion to approve? >> I second. Oh, motion to approve with 6.9 being pulled to action. >> Yes, >> that's the motion. >> Sounds good. Okay. Any discussion? All right, hearing none. Roll call vote. President Stevens, >> yes. >> Vice President Colon,
075>> yes. >> Clerk Daire, >> yes. Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> All right, moving on to item 6.9, I'm sorry, 6.29, ratification of field trip for 100 students and seven um certificated chaperones from Edison, Stag, and Chavez, Merllo, and HCA high schools to attend the San Francisco Giants career day at Oracle Park on August 28th, 2025. Is Mr. Beerman here to speak on that ratification. >> Yes. Good evening. >> Good evening, Mr. Beerman. >> Would you like to jump into questions or just explain it? >> Yeah, there seems to be concern. I'm not sure if you have the document that Miss Torres provided to us. >> No, I I I can uh articulate it. We the district took 600 students total.
076Individual school sites took uh initiated board agenda items. Edison High School took 126 on one boarded agenda item. Our Abbid department centrally already purchased 100 prior. So we p we purchased 100 tickets before we knew Edison was going to initiate their own. Our intent was to take 25 students from each comprehensive but then Franklin did their own, Edison did their own. So, we had more tickets than we needed. So, we then decided to articulate it to um schools that are onboarding. They're not AVID yet. Like HCA is not AVID yet, but they were interested. And this is a career day. This isn't just an AVID. And what I want to make sure everybody in here knows is that Edison is schoolwide AVID. If you need to look that definition up, every single student on that
077campus is an AVID student. You're not just in the AVID elective. That's why they're a national demonstration site. And it's it's a little disrespectful for the students that are considered not AVID. That is not what it is. It is schoolwide. Every single student on that campus. That's why we did it schoolwide to make sure every student has an opportunity for the strategies. So we we we broke it up between and we're trying to make this clean. I did not uh uh make the BAI on the second um ratification. Uh the team left Edison off because there was another board agenda item that Edison was already on. I made it clean because Edison did take additional students. We did take additional chaperones and I want to make make sure it's a completely clean and transparent who
078went on that trip and why because it was a career day and it's for all students, not just AVID. That's the misconception of this because the career day happened and then there's a baseball. It was a great event. We go we've gone every year. Typically it's at the Oakland A's but they moved to Sacramento. So now the Giants stepped in. Our kids got to meet uh professionals that were uh um health care professionals, physical therapists, uh corporate sponsors. They got to have those conversations with them. Uh and that's one of the reasons why it was a great trip. The kids had a great time. We were very fortunate to get um chaperones to go. We even had extra tickets that unfortunately we could not use. Uh but everybody that wanted to go from Edison and
079the other schools went and and they had a great time and we intend to do it next year as well. Thank you, Mr. Beerman. Do we have any further questions for Mr. Beerman? Trusty Perez. Um, so you you mentioned that the AVID career day field trip >> Mhm. >> was for all students, but I just I guess I want to know um how do I say this? When when that field trip was approved >> um by the board, was it listed as an AVID field trip or was it listed as just a general field field trip? >> It should have been listed as >> or a career day. >> It should have been listed as a career day each time. Yeah. >> Okay. I think the question is is do you know what the actual
080ratification was? So the ratification what was the ratification either adding a school or adding a number of students like what caused the ratification to even need to happen? >> Great question. The first ratification at the previous board meeting was for the five schools that did not complete a board agenda item because we crossed water, right? So we needed a board agenda item. Wasn't just a simple field trip. anytime you cross water, you got to get a board agenda item. Those five schools did not. So, we had to ratify after the fact, uh, we let our our team know and they were working on that. When we ratified it the second time, we'd left off the additional Edison students that went. We could have just left it with the one that Edison already had a BAI.
081Wasn't clean enough for me, so we added it again to make sure that everybody knew who went. So, there's no questions or assumptions because that's what's happening right now. Questions and assumptions that who went, who didn't. That's that's what happened and to make it and just so you know the criteria for selection because some sometimes you only have a certain number of tickets but you have more kids that some of the tiebreak was on GPA some of it was grade related like a sophom started with the sophomore class then junior class etc but we had more tickets than we needed. Yeah. >> Any other questions regarding this item? Does that clear it up? Okay. Any other questions? >> All right. Can I get a motion for item 6.29? Motion to approve. >> Is there a
082second? 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 7.2, Charter School renewal reauthorization, led by Miss Leslie R. Latcher, partner for F3 law firm and Ty Paffer will come to the podium. Good evening, uh, President Stevens, Vice President Cologne, schoolboard members, Dr. Rodriguez, and and all support staff. Um, we've got Lesie Locker here from F3 Law tonight to um, do a presentation about charter renewal. We have several of them coming up this year. And we wanted to make sure that everybody is prepared as they come across uh, for public hearings, for readings, and for for actual renewal votes. And so,
083I'm going to let Lesie take it from here. And then if you have any questions at the end, we'll be glad to to answer them. >> Perfect. Thank you so much. Good evening, Dr. Rodriguez and members of the board. Thank you for having me. As uh Mr. Paffer mentioned, my name is Lesie Locker and I'm a partner with F3 Law and I'm also the chair of our charter schools practice group. So um as Mr. Paffer mentioned, we have some renewals coming up. Um as you see here, we broken them out um into the charter expiration dates which um start in 2026 and then they go up to 2030. this year. Um, for the 2526 school year, we have uh five that are going to be coming up for renewal. You'll also see that we designated
084them as dependent or independent. And and just as a refresher, your dependent charter schools are going to be those that are uh overseen essentially by the board. So the the governing body of the charter school is your board. Whereas the other four that are listed here, beginning with Aspire Apex, those are going to be governed by an independent third party. So, a nonprofit public benefit corporation. So, processes, uh, procedures, uh, criteria, they all still apply to both dependent and independent, but we just wanted to provide that visual for your reference. All right. So, I wanted to briefly touch upon the timing of the renewal petition submissions and what you can anticipate as the chartering authority. Um, as you may recall, due to uh the COVID pandemic and the suspension of the dashboard, we didn't have
085academic performance data for students. So, um, via various budget trailer bills, the terms of, uh, charter petitions were extended up to three years. And so, we're starting to now see things trickle in in terms of the the renewal timelines. Um, charter schools are being encouraged by charter advocacy organizations and charter council to submit early. They are being encouraged to submit 14 months or up to 14 months in advance of their charter expiration date. And why is this important? Uh, advocates for charter schools um believe that it's important to submit early so that in the event there is a denial, they will have time to appeal. However, even with a submission within the 12 months of their charter expiration, there's still ample time for it to move through an appeals process and up to the state
086board of ed if it was denied by both the district and the county board of education. One thing I do want to note here is that early renewal requests complicate charter review processes. And the reason being is because a core component of the analysis for a charter renewal is looking at their student academic achievement and performance data. which is going to be reflected on the dashboard. And as you know, dashboard results aren't released until the fall, the late fall every year. So, we're going to be getting the release of the data for 2425 in November. So, if these charter petitions are submitted early for renewal, we're not going to have the benefit of that additional academic data that we would have otherwise seen had they submitted during the last year of their charter um term.
087So what is the board's role in this process? What I will share is that staff and legal counsel are going to be doing the the the larger part of the review process. We're taking the laboring ore on this. However, ultimately the decision-making authority on whether to approve a renewal or to deny uh a renewal is going to rest with the board. Therefore, it's really important to understand the process, the procedures, and the criteria that is going to be applicable to the renewal for each of the charter schools that are operating under your authorization. And so, that is going to lend to really um creating greater collaboration and information um that would be um obviously articulated through the superintendent and staff and legal counsel to ensure that everybody is clear on what those processes are. I'm
088going to just basically go through this because as you'll recall I was here about I want to say a year ago where I went over the oversight process and um some of the things that we look for as part of our annual oversight of charter schools. But for both establishment charters as well as for renewal charters, they're going to have to include a variety of items in their petition if they want to be approved. Um they have to have a certificate or certification of complete um petition. So that means that they're submitting it and they're attesting that they are submitting a complete document with all of the required components. Um, and the petition contents itself are going to have to include these various items. I won't go into them in full detail, but I do
089want to draw your attention very briefly to one of the sub bullets addressing the likelihood of successful implementation of the charter school program. when we saw a huge change in the charter schools act um in 2019 through the passage and enactment of AB50, there was an addition to the law that requires a school district to provide advanced written notice to a charter school if there are any substantial fiscal or governance concerns um or whether there's a concern that they are not serving all students who wish to attend. I will touch on that a little bit later, but I do want to draw your attention to that um pretty critical component. The other prong of the analysis is going to look at academic achievement specifically and charter schools are going to be grouped. You'll see that
090we have a a fourth sub bullet for a dashboard alternative school status, but that is not going to apply to any of the charter schools that are currently being um or currently authorized by the district. So one thing that we have seen that has been a major shift in terms of how we look at charter school performance is going to tie into the new state accountability criteria and that is largely driven by the state indicators as reflected on the dashboard. We have our academic indicators which are going to be English, language, arts, math, and then we're rolling into a science indicator as well as these other indicators including chronic absenteeism, the college and career um indicator, English learner progress, graduation rate, and suspension rate. So, those are all going to be critical components of what
091we look at to determine if a charter school qualifies for renewal. This slide is breaking out the different performance tiers that the law also set out. So this is a a complete overhaul in terms of how we would evaluate charters pre2020. And now we had them grouped into high performing, middle performing, and low performing. The vast majority of charter schools that come up for renewal are going to be placed in that middle performing category. And then you're going to have a subsection of charter schools in the high performing and a subsection in the low performing. But by and large, you're going to have most that are going to fall within this middle tier. So what this means is that for those high-erforming charter schools, they're scoring in the blue and the greens on those state
092indicators on the dashboard or they're above the state average. And there's going to be very specific criteria that they have to meet in order to be placed in that high performing designation. For those that are, they have the benefit of anywhere from a five to a seven-year renewal. The five to seven years, whether it's five, six, or seven, is going to be at the discretion of the governing board. It's not dictated by statute. The middle performing, they get an automatic 5 years if they get approved. And low performing, they will be ineligible for renewal except if the school district decides to do what we call or what we've coined as a second look. That's looking at additional data points, which I'll get to. And that would give them a two-year renewal, but only two years.
093Not one, not three, but a straight two-year. So, for your high-erforming tiered charter schools, they have what we say in legal terms a presumptive approval, meaning they are presumed that they're going to get approved because they have had or have shown such high academic performance and achievement. Um, and so that only requires the charter folks to update their petition to ensure that it comports with all the new requirements um in the law that were enacted since they were last approved. However, and this is what I had uh alluded to a little earlier, there is still going to be a set of grounds for denial irrespective of the fact that they are high performing. And that could be due to again substantial or um fiscal or governance factors or if they're not serving all students who
094wish to attend. So, what is that going to look like? When we're looking at fiscal concerns, the law doesn't designate or otherwise define what that constitutes. But what we're looking for is are they fiscally solvent? Are they running heavy negative fund balances that could lead to insolveny and an inability to meet their payroll obligations? Are they fiscally mismanaging the charter school? Things of that sort. For governance factors, are they observing the Brown Act? Are they complying with open meeting requirements? Are they ensuring active parental participation in the governance of the charter school? Again, not specifically defined in law, but something that if it rises to the level of being a substantial factor, that could be something that is considered as a basis to support a denial, irrespective again of the fact that they may be
095high performing. The other component is that they're not serving all students who wish to attend. So that could come in the form of involuntary removals without due process. that could be in the form of discriminatory admissions practices and other things that are denying access to specific students or student groups etc. One thing I also want to note as I move to the next slide is that these grounds for denial are still going to apply to charter schools in the middle performing and low performing tiers. So this is not exclusive to just the high performing. What's critical with this is that before the board takes action on a renewal petition for a a high or a middle, um they have to issue advanced written notice to the charter school and provide at least a 30-day opportunity
096to cure. So, if we receive a petition and we have some concerns about their fiscal and governance practices, we would have the opportunity to issue a written notice articulating what those concerns are, give them 30 days, and then um they would have to essentially develop a corrective action plan to identify what they're going to do to remedy the issues or at least provide evidence to demonstrate that they have in fact resolved or remedied the issues. So that can all occur during the the the process of charter review and the the various public hearings and things like that. So there's a lot going on as you can imagine. The district could deny based on fiscal governance or access issues um if the corrective action plan is unsuccessful or if the divi the violations are sufficiently severe
097and pervasive to render that plan unviable. And again that is going to be at the discretion of the board. For our middle performing tier, like I said, is going to be the vast majority of charter schools. This is going to be heavily academic academically focused. So, we're looking at schoolwide and student group performance on the state and local indicators as reflected on the dashboard. So, that's going to be all of our state testing on the CASP and the CAST. Um, and the district is going to have to provide greater weight to performance on measures of academic performance and determining whether to renew. So, we have our other indicators like our graduation rate, our suspension rate, college and career readiness, things of that sort, but we're really heavily focusing, we're not we're not disregarding them, but
098we're heavily focusing on ELA and math and soon the the science indicator. Um, the charter school um can also submit clear and convincing evidence based on verified data. So those are going to be your alternative assessments like your I readies, your NWA maps, your Renaissance stars that show that they are um demonstrating measurable increases in academic achievement as defined by at least one year of growth for every year in school or strong post-secary outcomes as defined by college enrollment, persistence, and completion rates equal to similar peers. That latter prong is going to be applicable to your charter schools that provide a secondary program. So for your high school students, so it wouldn't apply to those that are only serving like a a K5 or a K8. The district may deny only if so a presumptive
099approval similar to a high performing but a little bit more watered down, but may deny only if the charter school has failed to meet um or make sufficient progress toward meeting standards that benefit students. there has to be a finding that closure is in the best interest of students and the school and that the decision provided greater weight to their performance um on academic measurements as I shared earlier. Finally, we have our low performing tier. And that's where I mentioned that there is a presumptive denial, meaning that because of their low performing designation, they are presumed that the board is going to deny them. But there is an opportunity for what we call a second look by the authorizer. And that allows authorizer to make written factual findings if it wants to give them that
1002-year lifeline or probationary period to um demonstrate that they're taking meaningful steps to address the underlying causes of their low performance and that they are going to have that articulated in a written plan so that we can really keep them accountable for improving student outcomes in all of the areas of deficit that they're showing. They also have to show clear and convincing evidence of the same thing that I had mentioned before with the verified data for middle performing which is that they are making measurable increases in academic achievement as defined by one year's progress um for every year in school or the strong post-secary outcomes. One thing I want to mention um because this is something that has garnered a ton of attention at the state level um there is a a bill that has
101passed in both chambers um and it's now on the governor's desk for for approval and that is to extend the deadline for districts to consider verified data. So in addition to the state testing data that we see reflected on the dashboard, this is giving them a longer opportunity to consider verified data because when the legislation that we're working under was enacted into law, they sunset those dates for for use of the verified data. And so now there's a push to extend it to 2028. And we're going to know by October 13th whether the governor signs that into law. All right. So, I want to move on to the procedures and timelines for a renewal petition. I'm going to kind of whip through these a little quicker than um looking at the academic criteria because that's
102a little heavier in terms of substance and analysis. Um once a charter school submits its complete petition, we have to schedule a public hearing. the public hearing, the first one, the board does not take action, but it's an opportunity for the board to determine the level of support for the petition by district teachers, other employees of the district, and parents and guardians. Um then there's a public hearing number two which you see under number four um which has to occur within 90 days of the submission of the petition. But 15 days prior to that that is when the staff will have prepared a full set of proposed findings of fact and its recommendation on whether to approve or deny the renewal. That's where that's the meat and potatoes. That's where all the work goes into.
103And really what it's intended to do is to ensure that the charter the charter folks members of the public and the board are fully apprised of staff's full comprehensive analysis of that document whether it meets the legal criteria for approval both on the academic front as well as on the actual substance and content of the petition itself. So that information is going to be published on the district's website 15 days in advance of the final public hearing during which the board will consider the staff report and also the emissions preferences included in the charter and then take action to approve, conditionally approve or deny the renewal petition. And I probably got ahead of myself because I have a few slides on this. So, just for your information, I I break down what each of these
104public hearings are intended to do. One thing I do want to note though for public hearing number two, and this is different than when we were uh addressing uh charter renewals preAB1505 is that now the law mandates two public hearings. Before it was only one public hearing and then the board would take action at a subsequent meeting. Now we have two and the reason is because it now affords both the charter representatives as well as district staff equal time and opportunity and procedures to address the proposed findings and recommendation and that I think was built in mostly to ensure due process and an opportunity for the charter representatives to be heard. So what happens if a renewal petition is denied by the board? So unlike a situation with a charter revocation where there are appeal
105rights but if it's overturned the the charter is reinstated at the district level um here if the district's board were to deny renewal that's coming up um then it will be if they appeal the decision then the county board would consider the renewal. If the county board approves the renewal it becomes their charter. The county board can also deny, in which case the charter school can appeal it up to the state board. Another change that happened in AB1505 is that the state is no longer authorized to oversee charter schools. It's delegated now down to either the district or to the county board of education and they work in consultation with the charter representatives to determine which entity will take that responsibility on. So even if your board were to deny and it got appealed all
106the way up, there is still that possibility that it could be assigned supervisorial oversight authority over the charter school. I do also want to note um Prop 39 facilities right. So even if the charter school is not authorized by your board following a renewal, they still have a right to request Prop 39 facilities, meaning use of district facilities if they meet certain threshold requirements. And that is a very laborious and timeconsuming process. But I just wanted to note that um for for your awareness. Um if the charter schools appeal, there's going to be no local control, meaning no local oversight. That oversight, that annual oversight that we engage in will now rest with the county um or unless it's delegated back down if it was approved by the state. So, just some key considerations and
107practical tips. Um, one piece is material revisions. I don't know if you all are familiar with how material revisions specifically work other than what we dealt with in in the past one with involving KIP, but as it relates to those that are statutoily required by law, um it's if there's an expansion of grade level offerings that are not stated in the charter or if the charter school is looking to expand to one or more additional sites, that is going to trigger a material revision. What's important to know here is that if a charter school submits a a renewal petition and they propose to add a site that was not already included in its last authorized charter, we bifurcate it. We separate it out. So we consider we meaning the board considers the the renewal petition
108and then would separately consider a material revision. So you could technically approve a a renewal and not approve a material revision. And if you approve a renewal and not a material revision, there are no appeal rights associated with that material revision. Over here, again, expansion of grade levels or expansion of facilities. With respect to clear policies and procedures, I uh perused your your board policies, and we we do have ones on authorization, oversight, and renewal, which is wonderful. Um to the extent that there are items that are not specifically expressly articulated in law, this is also an opportunity to build in additional content if the board so desires. Um which just further clarifies what the expectations are of the district as the authorizer. Um anything that you're seeing that you want to address that's not
109already articulated in there, but I just want to give you that option. The clearer the policies and procedures, the smoother the process because then it's codified and there's an expectation from both parties as to how we're going to move forward on those specific matters that are not otherwise articulated in the law. Um I mentioned um how we want to identify fiscal governance and student access issues upfront. So I won't go into much further detail on that. Um I also want to touch on implementing robust charter oversight. So, we have a new process. We're working with staff to institute a new oversight process that's more comprehensive, more robust. It requires various check-ins, document requests, document submissions. Um, and it it's more of a a bit of an iterative process, but it it's it's defined. And so
110this is something we I think we had our first year last year of of the full process being rolled out and it's only going to build upon there in terms of of what the district expects clarifying those those um expectations and all culminating in a final report for each charter school. Um I do want to note that there is no specific requirement in terms of what oversight looks like under the law. The law sets out minimum oversight responsibilities, but there is no specific obligation that it be addressed in a report, that it be presented to the board. It's really within the discretion of the district itself in terms of what it wants to see to ensure that we're holding charter schools accountable, that we're creating predictable practices and procedures, and that they are being um
111transparent in their operations, fiscal practices, and programmatically as well. And then finally um I have noted here a memorandum of understanding. This I feel is so critical. This is considered a best practice by CSBA and other um larger organizations and by legal as well. I always describe a charter petition as essentially a business plan. This is what we're trying to do. This is how we want to operate a charter school. The memorandum of understanding is going to be your two-way street. It's going to define the respective rights and obligations of the parties and clarify anything that is not clearly again articulated in the law. And there is a lot of content that can be included in those things. But what's so nice is that if there's ever a question, we go back to theou and
112we know exactly how we need to handle it because the both parties have come to the table to negotiate that document and it is board executed by their governing board and by the district's board and that is something that we use to track alongside their their renewal. So if their charter term is 5 years, we have theou track the term of their charter. So those are two existing documents that are read together as we move forward. And to the extent that there's any inconsistencies or gaps, theou typically if we write it in will supersede what's stated in the charter just to ensure that the that the district um you know is very clear and the charter school on what the expectations are of the parties in that district charter relationship. And that concludes my presentation.
113I know it was a lot of content um and I know we have several charter renewals coming up, but I hope it was helpful and if you have any specific questions, I would be more than happy to answer those at this time. >> All right, questions. All right, Trusty uh Cologne first. >> So, thank you so much for um giving us this thorough review. Um I think it's going to help us um kind of dig deeper and u get a good grasp and understanding of the whole process. So some of the questions I had you actually did answer. So I wanted to know which specific schools were under our authority and so you did give us that list and then you also included the uh dependent charters. So that was great. I was wondering of
114the um of the schools that are listed under our um under our authority, do any of them currently have correction action plans, corrective action plans? >> Not to my knowledge. Um, and I want to distinguish between two types. There's going to be a corrective action plan that can result as part of oversight. So, let's say we have a situation where as part of our annual oversight of the charter schools and we're looking at all these different categories, we're looking at their instructional program, their operations, their facilities, their personnel, their um governance practices, etc. the district can impose corrective action items as part of that oversight authority and those would be articulated in a in a written document to them and set out specific timelines for compliance. And so that's really again at the discretion of
115the district as the authorizer. There's also going to be the corrective action plans that I had mentioned earlier that are are tied to renewal. Like if we give them an advanced notice of fiscal and governance concerns, they would have an opportunity to provide a corrective action plan or if they're a low performing charter school, they're required to submit a board approved corrective action plan like their board to address where they're showing those deficits in student academic performance and achievement and how they're going to improve student outcomes. So, there's the the legal process um that's codified and then there's the oversight process which is at the discretion of the district. To my knowledge, we don't have any that are on specific formal corrective action plans at the moment. >> I was wondering how consistent have we
116been as a district in giving those annual reviews? >> Mr. Pathfinder. I can't speak directly to that because I've just been supporting the district for a shorter period of time. However, um I believe there was oversight that was performed, but we have created a much more systematic process this past year. >> And I'll I'll stay on that then for one one because I was like the second part. So my I was trying to figure out if those annual reports were required and you c you did touch on that. Yeah, it's not but it it's like recommended. It helps us to keep keep the oversight, right? >> Absolutely. Okay. Who gets them then? Who who gets this report? >> So, um I believe that if there were any compliance concerns, those communications were sent directly to
117the charter school leads so that they were aware of those and that they would have an opportunity to address, to explain, to correct, and any type of deadline associated would be applied and then we would hold them accountable to that. Um I don't know if you want to speak to that further, but I will say too, um there are a lot of districts that expect charters to come and report in the spring in terms of how they're performing. So you could certainly include that, for example, in anou that you expect them to show up and to to share on all these various um categories of review um how they're performing. And then you can also have staff present uh the culmination of its oversight review in the form of a report. Um I often recommend
118that that not occur until after we've completed the full school year and given an opportunity to address some of the concerns, but it could come in the in the summer or in the fall, what what have you. It is considered, I would say, a best practice, but not a required practice. And then now the the question about how how have we been consistent in the past. So my knowledge is also limited to the year I've been doing the job, but I know before before this, especially because of co um it wasn't as robust as probably we would like it to be. Um and and now that we are moving towards a uh more comprehensive uh oversight process um and I know before co it was uh there was someone in my position and someone who
119uh was doing this type of work but and I think it's it's changed quite a bit because of the law change in the laws and because of the lack of data and the extensions and things like that. So now we are trying to get back to the best practices of oversight. So I there's definitely a a lull in there, but we're we're working our way back to to best practices. >> Can I just piggyback on her um trustee cologne? So what is the relationship look like? So going forward, so when we receive a renewal or a material revision, are we do we know about that ahead of time or do we just receive it and then it's kind of like we're moving forward with this new process? Um what does that look like? >> Right.
120So typically there is communication between the established charter schools and and Mr. Pford as um you know the one responsible for that role and serving as the liaison between the district and the charter school. um we expect to receive it typically in in the fall or or winter um of the last year of their charter. So for those coming up um for charter expiration June 30th, 2026, we expect to receive it sometime within the 12 months prior to that effective date of the of the expiration. Um but what happens is is once the petition, the renewal petition is received by the district, we verify whether or not it's complete. If it's not complete, we do not start timelines. If it is complete, that begins the process for establishing the public hearings and all that. So,
121we have to hold the first public hearing within 60 days of receipt of a complete petition and board action within 90 days of submission of a complete petition. Those timelines were extended under the new set of laws. However, they also built in that 15-day advance requirement for the posting of the staff report before your second public hearing. The parties can um agree to an extension by 30 days of the timeline. So, it would put the outer timeline to 120 days post receipt of a complete petition. So once that document comes in, we're aware, we're assembling teams to conduct the review and then um obviously the the various public hearings would be noticed. >> Any other questions? Okay. Trustee Priest. Um, >> how does the the lack of community benefit impact would you say a a
122charter renewal? >> Uh, the lack of community benefit. >> So, that's a really great question and that is a consideration um for initial establishment petitions. So, startup charter schools if they're coming here to open a charter school within your boundaries. There is a new potential denial finding um that's available to districts. We call it the community impact finding where you're allowed to look at whether the proposed program would duplicate an existing program. Um whether it's not really providing something unique or special to serve students within the community. Because if you look at the legislative purpose that's underlying the Charter Schools Act of 1992, it's really intended to not only drive competition, but to serve a a group or cohort of students who the charter petitioners believe are underserved within the community. And so if they're
123presenting a petition that doesn't articulate with any level of detail how they're really differentiating themselves from the other existing programs and opportunities within your district, that can serve as a basis to support a denial. The other piece though is when you get to renewal, so if you've approved the charter, community impact cannot be a potential ground for denial. That is not that's pushed aside. The only basis upon which you can consider a community impact is for a material revision. So if they're looking to expand grade level offerings, obviously probably expanding enrollment, that can be something that is considered as part of a material revision request. And if there were someone who didn't know the type of impact a charter school could bring to our district, what would be your your general how could you generalize
124that of what our potential impact could be? Could you be a little bit more specific? I just want to make sure I answer your question accurately. Are you are you saying if if if folks like the public don't know whether it could be of a community benefit or adversely impact existing schools like what >> community or a board member let's say we did we didn't know what would be your general statement. >> I think so much of it goes to what's in the petition what the petitioners share. they they have an opportunity during the public first public hearing to share about their program, right? And so those can be specific questions that the board asks directly, how are you going to benefit our community or what drawbacks do you see? Those could be certainly things
125that you bring up as general questions to ask of the petitioners. In addition, staff who have the expertise and knowledge of all the existing programs and offerings within the district are going to be able to share those um whether it be during a presentation to the board at the second public hearing or andor in the staff report, what type of programs it has, and why it believes that the charter school petitioners aren't able to either meet the demand or are providing um duplicative offerings or could be adversely impacting the community in which they desire to locate. So, so much of it's going to go to it's going to be factual, right? A fact or case by case basis depending on the charter school. It's going to go to what is stated in the petition. What
126are the charter petitioners sharing in terms of essentially their platform for why they want to even create this school or why they want to expand offerings to students? and what do we have here at the district um that differentiates you know from from what the charter is offering and it may be that they present a unique program. It may just be that but those are just the questions and the analysis that would go in to any potential staff report um that would be published. Any other questions? Go ahead. >> I have a question. Um, in looking at some of the the charter schools, there are just a couple. There's three that are currently low or on the dashboard as or on the charter school database as low. >> Yeah. >> But that's not the whole
127criteria. There's correct all the other criteria that you would be looking in the report. Um, so, um, if when we're looking at this, um, well, that, so when I'm just kind of looking at charter schools and I see that I might want to ask for the full report. >> Mhm. >> And, and that would be something like at the end of the year, we would get I know we got we did get the summary that was in our B2B >> and I'm wondering if we could get the full report, >> the the full oversight report. Yeah. >> So there were there were reports for each specific charter that we shared with them and then at this point if that's what the board is going to want for the next next time around full report we
128can do a more robust report. I can come give the report I can provide it to you rather than uh in a B2B you know what whatever we decide uh at you know is the will of the board and I'll be glad to support that. right now I can u uh share um I think I can share the reports that we sent them. Yeah. So sorry checking my legal counsel. So I can share the reports that we sent to them that identified certain specific questions about whether it was like uh financial governance or if if it was uh something about academic things like that. And it it's really kind of a two-pronged thing like I'm I'm handling the program academic and then business services is is really dealing as an ongoing basis all the time
129with deadlines and financial requirements uh questions things like that because I just don't have that expertise. And and to tie back to a question earlier about having the charter schools come to present, we can set out specific metrics or specific information that we expect them to share during their annual or by annual reporting process. It could be on a quarterly basis, by annual, annual, however you want to construe it. And we can set out those specific topics that we want them to address. And that gives the board an a forum and an opportunity to ask questions about that as well. and and compare against what the district as part of its oversight role um has identified as well. >> Thank you. >> Any other questions? All right, hearing none. Thank you so much. >> Thank
130you. [Applause] >> All right, our next item is item 7.2 two key performance indicator KPI reclassification and DAC. I would like for Miss Adalita Martinez uh director of LDO to come to the podium. Thank you. >> Hi. >> Hello. >> Good evening, President Stevens, board of trustees and Dr. Rodriguez. I'm Martinez, director of LDO language development office. And in the spirit of rising stronger together and in LA, I'm honored uh to be invited to present to you about our multilingual learners. And so I'm going to engage you in looking deeper um at our concerted efforts um around reclassification and our reclassification criteria um as determined by uh the state of California through California edge code there are education code there are four criteria um the first criteria um is determined by the state and it's
131based on our English learner performance assessment plan, LPAC and um our multilingual learners need to have an overall of four and then um and the other two, three and four criteria. So the other three criteria are determined um by the district. You can see that um there's teacher input. Um parents are a part of the reclassification process. And then we need to also com uh compare our multilingual learners um in basic skills assessments to our English um only students. And in our district we use I Ready um cut scores from I Ready and also Smarter Balance Assessment which is our state assessment system can also be used um to determine that fourth criteria. And we do have some celebrations. And so last school year 2425 um we were able to reclassify 1,142 students um for
13214.1% um districtwide. And you can see that that's that's an increase from previous years. Um and I do want to say that most of our students that were reclassified were in the fourth through 8th grade uh span. which is critical because that means those students moving into high school are able to engage in an elective and it's a huge milestone um in terms of reclassification. And so in the fourth through 8th grade span 571 students were reclassified which is 50% of our students. So, um, and with the sixth grade being the most with 130 students. And so, that's a huge milestone, um, for us. And I want to, um, one of the things that I do want to attribute, um, that to, even though I wasn't here, I did get to experience it, um, when
133I started in July, is the integrated work across departments. I'm specifically working very close um with um our research and accountability department and our sites to ensure that we're removing the barriers to reclassification and working in collaboration to um to reclassify our students. I also worked in July with our special education department to ensure that the all of the students that were dually identified were also that were on the reclassification list were also reclassified. And so that also attributes to that 14.1%. um along with all of the other um uh efforts um on this slide. And so working in collaboration um with ELOP our extended day um after school program we had summermies um we had some alpac preparation that were sent home um for families to support their students in understanding the alpac but
134also work um intentionally and strategically with their students. And then we had some we have some pilot um studies and um in collaboration with CTE um we had a designated ELD course um through STEM um in what's called medical detectives and I'll talk a little bit about what that looks like this school year as well. And so we do have next steps and we do have work to do. Um, and so we are being very strategic and intentional in our focus with our long-term English uh, learners. And so the definition of a long-term English learner as defined um by the California Department of Education are are multilingual learners that have been in the US school system for six or more years and have not reclassified and have not um shown progress um as determined by
135the state. And as part of that, because as I spoke about reclassification criteria having to be an alpac overall four, we want to make sure that we're being intentional in looking at where students are based on proficiency level and knowing that our students come to us at different proficiency levels. So, we need to be very intentional at looking at that data as well. And so, here's some satellite level data. And I'm going to and this is specific to our long-term English learners. So again, students that have been in the US school system six or more years and have not been reclassified. And so um this is based on um 2526 census data. And you can see that in Stockton we have 1561 general ed long-term English learners. And then we broke up the data whereas
136you can see that we have 473 um long-term English learners that are duly identified. So that means that they are multilingual learners that also have an IEP. And so again, the um the I Ready is one of the the it's that fourth criteria for students to reclassify. Um but we're also looking at how are our students doing, our long-term English learners doing in terms of the I Ready and you can see that there's definite room for improvement and some very intentional and strategic work. We have started um this school year a um committee um that encompasses um special education language development office and um our research and um assessment accountability department to really start to think about our dually identified students as well. It's also really important for us to look at where students are
137in terms of proficiency level um because we want they have to be overall four. So we want to be intentional and strategic around moving. You can see most of our students are at the um expanding proficiency level which is that two or less. And then we have a significant percent also at that expanding bridging level. Um 36.2% of our general ed. And then you can see they're duly um identified. And so we want to make sure that our sites, our EL coordinators, our administrators understand who those students are so that we can move them across proficiency levels on their way to reclassification. I do want to celebrate that um last school year, part of those reclassified students, 271 of them were long-term English learners. And so that's about that's 15.6% of our reclassified students were
138long-term English learners. So we we want to celebrate that. But we also know there's um room for growth and and and um in the spirit data can be humanizing and liberatory and healing. And so in that spirit we really have the opportunity to be intentional and and strategic in support of our multilingual learners in ensuring that they are reclassified. So I'm going to ground us a little bit in in the why and also in the complexities of the English language learn of the English language itself. So this is Naelli who's a kindergartenner and Naelli um was supposed to talk about what she likes to do um with her after school on her own time. And you can see she did a drawing and she has some some alphabet. It's she's trying to say me and
139my friends. And then the teacher scribed actually and this is an Englishonly student. And the teacher described what Naelli was trying to say. So these are me and my friends. We like to play together outside with my dog. I like my friends when we are playing with them outside. So just this might seem like, oh yeah, that's a kindergartener. Oh great, right? But there's a lot of complex language that's happening here. So when you look at these, that's what's called a demonstrative pronoun, and it's pretty complex. When you're looking at are, that's the present tense plural form of the verb to be. me and my friends. Now, that's the object pronoun. I'm not using my name. I'm actually saying me, which is pretty complex. Possessive adjective, my friends. And when we are playing is actually
140what's called a dependent clause. And so, I only show you this is that that's what we're talking about where we're talking about an opportunity gap. And we often hear that, oh, at kindergarten, all of our students are learning language. That's true, but this is already a gap. If I'm an English learner coming in or a multilingual learner coming in and I don't have the English, look at what that gap is. And research says that regardless of poverty, regardless of anything, there's about a 15,000 to 30,000 vocabulary gap as soon as kindergarten. And so that's the opportunity gap that we talk about. So we're not looking at remediation. We're looking at very intentional under the umbrella of multi-tered systems of support, very intentional and strategic teaching that has to happen and that research has shown is
141effective. And so tier one for our multilinguish our multilingual learners is integrated English language development and designated English language development. And so really working to make sure that all students are all our multilingual learners are receiving that. And so that's the quantity, but also the quality of what that looks like. And so we have this school year, we have some very intentional efforts around focusing on part one and part two of the EL standards. Um, and so we're partnered with California Reading and Literature Project. um to engage um different uh stakeholders in integrated ELD and really learning about how English works. We have had our we're heading next week into our second cohort with all of our specialists. So um instructional specialists, coaches, interventionists, administrators, some counselors um around really understanding how uh learning about
142how English works, but really deepening understanding around integrated English language development. None of this would have happened um without teamwork across departments. And so I'm deliberate in using a slide that was used last time to show that it's that across department um work that's really happening to build systems together to ensure consistency. And um so we're continuing to work collaboratively with CTE. Um we're engaging um our teaching and learning department in looking at long-term English learner data, our instructional um committees, our English learner committees. And so all of these different committees are act and our administrators are actually all looking at that data around long-term English learners. We are now also ensuring that sites have who their students are that are designated long-term English learners so that they can really be strategic um and intentional
143about the work. And so this really it takes a village and we're really working very intentionally and deliberately this school year across departments. And so I just wanted to give that shout out and it couldn't happen without the support of our cabinet. Um and so um again I talked about um our California reading and literature project. We have extended so we've expanded our CTE EL pilot this school year. It's 11 schools 12 teachers. You can see the names of the schools there. I've already spoken about the collaboration with special education. Um we're working with AVID. We're sending um some of our instructional specialists to be AVID to the AVID conference. And so again um none of this could have happened in isolation. We're also working with our DAC to ensure they understand what long-term English
144learners is to we're working on our EL needs survey um with a goal of um releasing it to all of our families in October to get their input. And then we also have an EL town hall coming up on October 2nd. And so with that, I will close with questions. >> Questions from the board regarding reclassification and ELAC. >> Go ahead. Uh what interventions or supports are we providing to help students reach the reclassification benchmarks? As we know, the longer a student goes without being reclassified, the harder that test is. Um how are we supporting those kiddos? >> So we are um engaging our EL coordinators, our interventionists. Again, that's that instructional committee that meets and really um analyzing um looking at the ELPAC, understanding the ELPAC, um pushing again for what does integrated English
145language development look like, what does designated and how do we really start to see um in if it's happening in classrooms and how it's happening and supporting coaching conversations. We are also engaging in walkthroughs on different levels. So we have our equity walkthroughs and other walkthroughs so that we can help our administrators understand what to look for in terms of English language development and then how how to offer specific feedback to our teachers um around um integrated English language development and or designated um we have interventionists that are using the data um that are are working directly with students um that that have not and so it's kind of starting to create that awareness and then really working um with sites to determine who are the students, what what are next steps and then what
146does success look like? Any other questions? And what does the parent support look like from the ELAC committee to support their kiddos and what type of extra opportunities are they receiving um for at home learning? Um so we have um purchased this is more for our newcomers but again if our newcomers don't get good instruction they become our long-term English learners. So for at home we are purchasing we have purchased um Rosetta Stone for all of our um English learners that have been with us 3 years or less. Um that's the definition that Stockton Unifi uses for um newcomers. Um, and that is for at home support um to support them in um acquiring the English language. Um, and we have we are going to be sending home again like we did last school year,
147we'll be sending home backpacks that have um resources that support with under for our families to understand the ELPAC, the state English learner assessment and strategies. and it comes it's like a whole kit um with books and and ways that they can support their learners at home. Um we are also in terms of DAC we are also sending a cadre of our families to GAB um so that they can deepen their understanding in professional learning and then we are sending our DAC officers also to NAB um so that they can also deepen their understanding and then we're bringing a lot of those strategies into DAC so that we can start to engage in that and their actual strategies that I can take home tomorrow and implement with my student. >> Nice. Thank you. Any other
148questions for Miss Martinez? Go ahead, Trusty. >> Um, from the accountability lens, and maybe Dr. Rodriguez, you can help us out here. Um, what strategies are in place currently to help reduce the number of our long-term um, EL learners. >> So, for us, it's the focus on data. So, I think one thing that was mentioned that Lita mentioned is that we're actually providing the sites, the lists of their not only their English learners, but also their long-term English learners. What we've proven, and I say it time and time again, whatever we focus on and put our attention to, we do move that needle. So, this was something that the previous year or two years ago, I guess now, um, we didn't make make gains on it. And so we hyperfocused on the students. So I
149think ensuring that every principal even if they have a larger school knows who their English learners are, knows who they are um who their long-term English learners are. And then as a both extended cabinet and then leadership, which means every management with manager within the district, we are focusing on our KPIs. our key performance indicators so that we can know how many students we've reclassified at each reclassification window um because we do have multiple reclassification windows and that way we know are we getting ourselves to the point where we're going to once again um surpass because the goal is always to continue to increase. Um we did have a strategic focus on CA on fourth through 8th grade um this past year and that will continue to be a focus as well as high school
150this upcoming year. >> Uh Chesse Cologne, >> thank you so much for the presentation. Um I think it's great that we're we're being so intentional with who we're helping and and why. Um, and this is just because I'm I don't quite understand the whole um I don't understand why wouldn't why wouldn't the site know who their long-term English learners are and we need to give them the list. I guess I just I don't understand why they wouldn't know that. I think when you're a principal, you're looking at a lot of different things and so um sometimes you aren't necessarily doing that, um hyper focus on one certain subgroup and so we want to just make sure that they are. Um so it's not that they couldn't get that information. It's the fact that as management,
151especially district management, we believe it's our responsibility to continually talk about KPIs because the time of time of year, just like for us, can go very quickly, right? So, next thing you know, it's going to be December. And so, if we aren't actually having those conversations when they're doing the equity walks or they're doing their data chats, um, then sometimes we're focusing on other things, right? So early literacy has been a significant focus and so they do look at groupings and platooning and so we're just continuing to layer additional data needs that we want to make sure that us as district leadership we're also helping them focus on >> okay thank you for that help that helps me um one thing I wanted to share some feedback that I got from students um in in
152uh who are learning English um this was a middle school, middle school grade, and they wanted like options, not just books, but just some other options. Um, and I don't know if when you said backpack, you're mentioning it's a resource kit. So, that's not really like a backpack book. >> It's a resource kit. >> Yeah. >> Um, are we still giving students books or maybe we're not doing that anymore? >> Uh, as part of the resource resource kit, there are books inside. There's books in there. >> Yes. because there's the strategies that are used in ELPAC and then there are the books that accompany it so that the parents can implement those strategies. >> Are there options for middle school? Something a little different for for those kiddos. >> I'm I'm I'm happy to explore
153whatever options. Um yeah, we're happy. >> They seemed really eager to to try something else. And then they also were interested in and I like that there's a tie-in with AVID because the comment was, you know, we want to go on field trips to like AVID AVID students. And so maybe there's just a a way that we can let our our instructors know like that's an option. How do they do that? Maybe there's some, you know, that could be um a topic of just how how to to get that done for the students. >> Thank you. Yes. And as part we do have some pilots that are happening again happening again with um CTE, but we also have a pilot um with the seventh eighth grade teacher with ERWC um that is an integrated designated
154ELD. Um and so we do have pilots that are happening to kind of look at that quality of designated English language development and so there are definitely opportunities for field trips in there as well. Yeah, thank you for the input. >> Go ahead, Trusty Priest. Okay. >> Um, I was wondering if there were any underrepresented EL subgroups and our reclassification rates. >> Um, you're talking about like languages, >> languages, students with disabilities, foster youth, etc. >> Well, dually identified students for sure. Um I don't have that data but we were looking at the reclassification data yesterday um in our um equity audit um committee um and it was interesting a question that came up with the schools that I was engaging with and looking at that data and maybe we I can bring that data
155back at a different time. There is like uh students that speak Toalague are doing better than our students that speak Spanish. So, that was kind of interesting to look at. Um, and I'm not I I can't remember exactly um our our our title one or any of those specifics, but I think that's a good suggestion for us to go deeper. Yeah. >> Any other questions? All right. Hearing none. Thank you so much, Miss Martinez. >> Oh, thank you so much. I appreciate it. All right, moving on to item 8.1, public notice, adoption of resolution number 2512, determination of sufficient standards aligned textbooks and instructional materials type information. I would like to now open the public hearing and call for the staff report. Good evening. My name is Melissa Sigers, um director of curriculum and professional
156development. Good evening, um President Stevens, board, and cabinet. Um I'm here to um uh give notice that, um we do have our textbooks, we do have sufficient supplies of textbooks for our students. Um there was a public notice posted at our district as required. And so this is our annual textbook sufficiency. you'll see that um on 12.1 there's uh excuse me um yeah on 12.1 there's the resolution to um pass that. Um but so basically each year we um fill our orders for textbooks for our students to ensure that they have all the required board adopted um textbooks and um instructional materials um as far as our math, ELA, social studies/history um science and so forth. And we have determined that we have sufficient textbooks for our students and materials for our students. All right.
157Is there any public testimony? All right. Hearing none. Do we have any trustee comments? All right. Hearing none, I would now like to close the public hearing. Thank you. Thank you, Miss Sigers. 10.1 Board committee reports. Abby will read the oral announcement and Christina will be the timekeeper of three minutes. This is the opportunity to hear any reports from board committees specifically regarding prior or upcoming committee meetings. There will be a threeminute limit per report. First committee is the city of Stockton Parks and Wreck by clerk Donald Donaire. >> Good evening everyone. I attended the parks and recck commission meeting last night at Stockton City Hall. First, the commission got a presentation to the city's fall activity guide. Um here you can check out camps, classes, literacy resources, sports, and events for all ages in
158this interactive online magazine. Students and families can click to register directly on this online guide and you can find it on the city of Stockton website at stocktonca.gov under the menu tab that says community and then clicking community services. Uh these are uh the fall activity guide co goes from September all the way to December and they will release another activity guide in the uh the springtime. Second, we received two separate budget presentations for parks department and then the recreation department. And then lastly, I shared with the commission about Chavez's high school swimming pool ribbon cutting event, how the new pool alongside Edison and Franklin's pool will be open to community when the school is out during the summer. And I've also shared about future events from the district, including this Saturday's uh family movie
159night at Banner Island Ballpark, the Hispanic Heritage Month celebration at the Family Resource Center on October 3rd, as well as the October 21st state of the district. Um, and that concludes my report on the city of Stockton Parks and Recck Commission. Thank you. >> Thank you. Next committee is the inter agency committee by Vice President Sophia Colon. >> Okay. Good evening. Um, so we had our inter agency meeting last night. Um and it was uh another really great meeting where we got to dive into the data um from the inter agency committee survey that was um it was sent out to our families for about the first month of school. Um when we looked at this data um we asked families um their to prioritize um what they would like our committee to uh focus
160on. and the ca the question um or the topics were either belonging and culture uh civic engagement or resource awareness. Um so we were able to see the data from various different perspectives. So thank you uh Dr. Murphy for providing that um really great PowerPoint for us. We uh saw the data broken down by trustee area, by school zones, ethnicities, and other demographics like special education. Um and also those who uh been in the school system for less than 3 years. Um and and we had a chance to kind of just sit with that data for for a little bit and talk about it. Um but what we found was overwhelmingly um folks wanted us as a as a group to look at belonging and culture and to focus on that as a topic that
161the school board, city of Stockton and the county of Sanwaqin that we can look at at this as a as a focus for the year um and bring our resources together and and talk about how can we um build and boost um the feeling of belong belonging in our in our school district. So, I want to read with you um a comment. Um again, this was a theme about 42% of respondents want more activities. The community is eager to be involved through events, activities, and feedback, but the district must address practical barriers and maintain clear, consistent communication channels. So the, you know, they're overwhelmingly telling us that they want um they want to participate and as a group we'll be able to look at what are those barriers and how can we address them together.
162Um so at the next meeting we're going to be identifying goals and actions to address that. Um and then bringing resources and programs to the table so we can further discuss how we're going to um how we're going to tackle that. Um we also talked about a student attendance collaboration with the city of Stockton. Uh we talked about um requesting unhoused community supports for our city parks. Um and we will be following up to confirm joint use agreements between the city and the school district. Um so again, a really great meeting. Um our next one is going to be December 15th at 5:30 and the public is welcome. So please join us. Thank you. >> Thank you. Next committee is the equity diversity committee by clerk Donald Donaire. >> All right. The equity and diversity
163committee met on September 10th at the district boardroom. Um equity, diversity, and family director uh Dr. Rogers presented on the updates to the African-American and black student achievement master plan sharing the vision statement and the mission alignment where the goal is for SUSD to be the place where black students are seen, heard, supported, and equipped to lead and succeed. Dr. Rogers also outlined the needs assessment so the district can target resources and strategies. A summary of progress was shared showing data on improvements in the last two years and the connection between site level plans, LCAP and culturally responsive and antibbias work. The committee got a breakdown of the frameworks for culturally responsive pedagogy, theories of action, family and community engagement, policy implementation, LCAP core strategies and milestones, accountability and success metrics. Thank you Dr. Rogers
164and the district staff for your work. Ethnic studies curriculum specialist Mr. Aldred Subbach presented the latest for the district's ethnic studies program and its future developments. There was a recap for the 2024 2025 school year with the community meetings for black and African-American studies, Native American Indian studies, and the summer institute which included the morning tours of Stockton's historic sites and neighborhoods like Little Manila and Bario Delchivo which was hosted by uh VP Cologne. Mr. Mr. Subox shared the now eight ethnic studies course offerings that our district offers to students across our different high schools, including Asian-American studies and English language arts ethnic studies courses, which we'll be piloting this spring 2026. A student art contest is underway for SUSD's 10 principles of ethnic studies. And just last week um I got to attend Stockton
165Teachers Association professional development day where ethnic studies teachers presented uh and taught six different sessions. Um ethnic studies students will take a field trip to Delta College this Thursday to hear from farmworker organizer Dolores Werta speak and in October to witness the dedication of Dr. Don Mabalon's portrait at the Mal Mabalon Forum. These are two women leaders who graduated from SUSD. Thank you to the curriculum department, ethnic studies teachers, and curriculum specialist Mr. Sabach for the good work for teaching our students their histories and about their futures. Lastly, curriculum specialist Mr. Andrew Walter presented on the movie Counted Out and how it explores equity and math literacy, how it challenges our thinking about math education, especially for a district like ours where our students have been historically excluded and disinvested. This film demonstrates how math
166acts as a gatekeeper to opportunities preventing students from developing their education and careers. Uh Mr. Walter shares that this Thursday, September 25th, is National Math Read a Story Night where the Counted Out movie will be screening at Travis High School at 6:30. There will be interactive tables with free giveaways, a book table focused on number sense and financial literacy, and an interactive presentation to discuss experiences with math. Thank you so much, Thank you. Next committee is the transformative justice and safety and student conduct committee by trustee Isabelle Perez. Good evening all. Uh the committee met on Tuesday evening, September 16th at the district office boardroom. uh first SUSD PD uh Sergeant Curtis J presented on school drill safety and readiness sharing about the frequency of fire and earthquake drills across elementary schools and high schools
167in compliance with California Education Code requirements. Um, second, we got a presentation by our very own Superintendent Rodriguez summarizing the September 15th SUSD town hall on safety, uh, where there was 52 responses that resulted in key feedback areas by students, parents, staff, uh, and community members, including staffing and training concerns, student well-being, attention to traffic and access, and preparedness and communication plans. The committee received an overview of the in-person Q&A highlights as well as a as well as follow-up items uh representing specific actions or areas requiring further attention. Lastly, SUSD PD Sergeant Angelina Andrews, shared uh the new flyer for the community advisory group, also known as KAG, a volunteer-based group of students, parents, educators, and community members who work alongside the district's uh specialized police department. And that concludes the report for the last
168transformative justice, safety, and students conduct committee meeting. Thank you. Thank you, Trustee Perez. Moving on to item 10.2, brief reports on trustee um activities. Abby will read the oral announcement and Christina will be the timekeeper of three minutes. 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 pursu pursuant to Brown Act Government Code section 54954.283. There will be a three minute limit per report. Trusty Silva. >> At this time, I have nothing new to report, but I would like to take this opportunity to express how proud I am to be a board member for SUSD and feel very positive with the direction that we are heading. There's a lot of good stuff being done from the teachers, the
169students, the PD, and the administrators. I recently had a call from a parent who had had an ongoing issue for over a year that I was able to help her with and now it has been taken care of and the appreciation and feedback makes being a board member, you know, feel real good about it. Thank you, >> Trusty Perez. All right. Uh let's see. Last week uh September 17th through 18th a fellow trustee and I attended the Georgetown uh eden edomics certificate in education finance conference in Washington DC. Uh the training focused on understanding cost uh driven in education, how policy impacts equity resource allocation and how communities uh how to communicate financial strategies that improve student outcomes. Um, real quick, I just would like to say thank you to Dr. Myrafenko for helping with
170the one-pager flyer for the KAG um to encourage participation in the advisory group. And for those unfamiliar with KAG, the KAG will help um ensure school safety policies are transparent um student centered and aligned with community values. I remind my fellow board members to please select your keg members as soon as possible. Um and if anyone in the community is in is interested in joining um KAG, please reach out to your area trustee. Thank you. >> Thank you, Trustee uh Perez. Moving on to Trusty Priest. Uh good evening everyone. Uh the School for Adults is hosting a family paint night in partnership with the Family Resource Center on Monday, September 29th from 5:30 to 7:30 in room 111. Please come out and join us for a relaxing evening of painting and learning and about stress
171management. Uh for more information, please contact the family resource center. Uh this week, Madison Elementary continues to focus on cultural and linguistic responsiveness through a professional development book study on cultural responsive teaching in the brain by Zaretta Hammond. Um the site is also preparing to welcome Dr. Rodriguez to this week and they're excited to see her. Um, at Hoover Elementary, I'd like to highlight the new school web page designed by Mrs. Allen. So, thank you for your creativity and dedication. Hoover will hold its school site council meeting on Monday, September 9 29th at 3:15 p.m. And they are also preparing for student council nominations and elections. So, best of luck to the all the students who have chosen to run for a leadership position in their school. Uh, next week, I will be visiting all
172of our school sites in area 4. So, I look forward to meeting with site leadership, staff, students, as well as touring the campuses. Um, please don't hesitate to reach out to your area trustee with any questions or concerns about your schools. Please don't forget that we are here for you. Um, and as always, I'm grateful for the experience and the opportunity to serve our schools. Thank you. >> Thank you, Trusty uh Priest. Moving on to Trustee Cologne. >> Good evening, everyone. Um, so the past two weeks I've had the opportunity to attend um several different events um and have conversations that reminded me about the legacy of activism we have in the Central Valley and specifically in Stockton. So um I was reminded that um you know the work that we're doing today didn't didn't
173necessarily start today. It's it's been ongoing um for several generations back and it's important that we um stop acknowledge um what was done in the past um and we can learn from that and and carry it forward. Um so I was really heartened um just to to kind of talk to several people about um some of the history here. But I want to also say that um I spent a lot of time doing research. So uh part of pre preparing for a meeting whether it's with uh Dr. Michelle Rodriguez or like for today for our board meeting um there is a lot of time spent uh looking back at some of the those historical records which can also include like past agendas and minutes and um past laws and things like that. Um, it also
174includes sometimes talking with people and asking, you know, what did they experience? Um, and what what do they hope to happen in the future? Um, and so I just wanted to share that, um, sometimes the work that we do, it's I think last time I talked a lot about the events, uh, that I went to, but sometimes it's really just looking up information and trying to get that data and trying to get that understanding of what what's happened in the past and and to help inform what the decisions that we're making for the future. Thanks, safety general. >> Thank you, Trusty Cologne. >> So, I think many of you are clearly aware that we are currently a temporary board of six, and I just want you all to rest assure that we are doing our
175due diligence to look at our options to ensure that we do have um the seventh board member come along. So, we'll be doing that work pretty soon. will keep you and the community updated about moving forward and then the direction and option that we'll be looking at um to select another board member for Stockton Unified. So know that we're doing the work. Uh we have you all in mind and we will be getting a seventh board member coming soon. All right. And then I will pass it on to Trusty Daire. >> Hello again. Just four events that I want to uplift. I got to attend uh at the Native American Indian Center dance and drum circle. Um I attended yesterday at Edison High School cafeteria. This is the second week that the dance and drum
176circle is meeting up again since the big Stockton community pow-wow that happened on Labor Day weekend. Um I didn't tell Destiny here. She's the coordinator. But um I'll be attending again this Monday. I'll bring food this time and I'm bringing Trusty Perez as well. Um, and then on September 17th, I went to the first ADP pack meeting of the school year. I didn't get to stay long, but I got to stop by and show support to the parents. Um, shout out to Miss Ashworth, Dr. Rodriguez, Dr. Ramirez, and ELOP director Mary Rogers for attending. Thank you. Um, I also attended the STAPD day, just one of them. Um, I wanted to support the ethnic stud ethnic studies teacher presentations. There was two that I got to attend. Uh the first one called uncovering injustice a
177critical inquiry of zoot suit riots understand and the other one understanding settler colonialism hosted by native American Indian studies educators Dino Wilson and Christopher Torres. This is really really awesome work. Um I always hear how other districts in California are very jealous of us that we get to have this kind of PD and education for our students. So, I really appreciate um the curriculum team and ethnic studies teachers um and learning and inviting other teachers to learn the strategies and the content of ethnic studies being taught to our students. And then the last event that I wanted to share was that I got to attend the first town hall of the school year on school safety. This was at Chavez High School on September 15th. Just want to say congrats to Chief Franco and uh
178Sergeant Chu and SUSDPD on a successful presentation and for your commitment to student safety. Thank you. >> All right. Thank you, Trusty Daire. Item 10.3, discussion on the addition to brief reports and updates from SUSD bargaining units and the parent advisory committee. Uh so I put this item on. I just wanted to make sure that we continue to have two-way communication not just between our unions but also our um parents. So just wanted to talk to you all about the feeling of having um our reports include um our unions presenting to us giving them a time. It will extend what we do here as a board. But I want you all to remember that this is about our business when we come here. So if if it takes all night then sorry staff. Um that's
179the time that it takes for us to get the job done. But I think it's extremely important to have that two-way communication to understand what's happening with our unions and to also hear what's happening um with our parents. So any objections, concerns, comments about union reports and um parent reports and we'll split them across the board meetings so that we don't have all nine unions coming at the same time and all parent groups coming um at the same time, but we'll split them between our uh two board meetings. Yeah. No questions, comments. Okay. All right. Got a victory. Oh, go ahead, Trusty Clown. Um, just some thoughts um that I had. So, we do have a lot of unions and um I just wondered if we could get maybe some kind of template um so
180that maybe that's what we can talk about or or or if you can talk about like what is it what exactly are we wanting to hear and we can put it in kind of a template. That way we're at least hearing similar things from each union. Um, of course giving them the option they can expand on it, but at least we would have some kind of consistency in the reporting. >> Yeah. So, SAC Unified already has a model. So, there's not a template used. The unions come and they bring us the information that they would want us to have. Part of my thinking around this wasn't just looking at what they do, but I I do understand that based upon the relationships that we have with union members and with parents, we get more information
181than other people. Right? So if you don't have that contact, if I am talking to just say the president of the pack, right? If I have a relationship, we talk more. So you all won't necessarily hear um the information that I hear, but having them present the things that are important to to them, not necessarily what we want to hear, but what does a union believe is a topic or a highlight that they want to share with us, the board. So that would be the template. The template will be open and not us saying we only want these specific things. um what are important topics that they want to bring to us but giving them a time structure around what they want to bring. So we'll limit the time but they're free to talk about
182whatever the thing is. Um they do also allow time for their students and sometimes it's not always the the fluffy things we want to hear but they talk about things where they need support and how we can show up more and create policies that work for them as well. >> So I just want to be clear because there's two two groups. one a union and then the other the parent. So I'm what I'm talking about for the template would be for our union so that we can have some kind of consistency. >> Right? So I I don't believe there should be a template. I believe that if suzu wants to talk about things are important to suzu they bring that. If um uh CSEA 821 if they want to talk about something different I think
183we give them the opportunity. also thinks it creates opportunity for them to want to come. Right? If they have to stick to a template, they don't always want to share that particular piece of information, they might want to share something that we're not thinking about. So my my concern was that they it's open, but we just give them a time limit each group. Go ahead. >> I just wanted to add I think this is a great opportunity for us to create a culture of collaboration. Gives us opportunity also to focus on shared goals. we can model respect of course, right? And really give us the access to expertise that our unions are able to bring from, you know, our everyday perspective and it'll help us also reduce misunderstandings and be able to fully uh provide
184context and what um each other are are thinking. So, I'm I'm for it. >> Any other comments? No. All right, sounds good. All right, moving on to item 10.4, 4 approval of a new ad hoc committee on addressing um special needs and the appointment of its members. So one of the things that's important is how we support our um our sped students. We know sometimes there are lots of things that are um happening um with them but providing opportunity for us to get some of those things right. So I would like to establish a new committee. I know there's two members who would like to be on. Trusty Priest and Trustee um Silva, Trustee Perez, would you like to be on? She said no. Trusty. Time is of the essence. If no one, I'll trust
185Daire. Okay, take it away. Okay, so we have Trusty. Oh, me. Oh, I'll take it. Oh, I'll take it. Okay. I thought you were saying you. Okay, so I'll take Spad. So, it'll be me, Priest, and Silva um um going forth with the ad hoc committee, and then we'll look at our calendars to get a time and date to meet. And they were also asking for staff to be a part of that with our unions as well. So, we look forward to our first uh ad hoc committee. Okay. Uh Trusty Priest will chair. Love it. Good collaboration. All right. Item 10.5, approval of expenditure for the Stockton Unified School District board member to attend the California. >> We didn't have a first or a second on that. And we didn't take call. >> All right.
186Is there a motion to approve? >> Motion to approve. >> All right. Is there a second? >> Second. >> Oh, second by trustee Perez. Any discussion? >> Oh, wait. Discussion. Go ahead. Trustee Cologne. Yeah. I just want to um one thing one thought I had about this committee was that I just want to be sure that um that what is discussed here makes its way to the other committees in some way because I just want to make sure that it doesn't separate the conversation out. Um something that I hear often is that in everything that we do we should be thinking about our sped students already. So like in equity in in our inter agency and things like this which we've got to remind ourselves like we we should be always thinking about this. I
187just wanted to make sure um that the discussion makes its way back to where it needs to go. >> Yeah, that should be for all of our committees, right? When we think about one student, we think about how sometimes there's duality in the things that are happening. So, yeah, I would say yes. Yeah. Or did you want to roll it into another committee? >> I think it needs to be it's also a temporary committee. So, we're not looking at it being forever, but it's just temporary. So, okay, we'll keep it as it as it stands. All right, so we got a first and a second. No more discussion. Roll call vote. >> Who was the second? >> A second by Trusty Perez. >> Okay, thank you. >> President Stevens, yes. >> Vice President Colon, >>
188yes. >> Clerk Daire, >> yes. >> Trustee Perez, >> yes. Trustee Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. Item 10.5, approval of expenditure for Stockton Unified School Board member to attend the California Association of Bilingual Education Cab annual conference in San Francisco, California, March 4th through March 7th, 2026. 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 Golon, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 11.1, superintendence report, uh 911 remembrance. >> Yeah. Good evening to everyone. So, just want to make two reminders before we get to the video. So, one,
189it was already mentioned by clerk, we are having our family movie night. It was quite the a success last year. So, we intend it to be a even a bigger success. Um, on Saturday, we will have fireworks again. They were pretty spectacular last time. And so, come and enjoy some time with your family and with the district. Um, and then we are having our second town hall. So, just making sure everyone knows we're having our African-American Black Student Achievement and Success Town Hall that will be at POM um from 5:15 to 6:30 on September 30th. Um and then now we wanted you to see um as everyone knows um it was or most people know it was the 24th annual of the 911 on 911 and so our students and our SUSD police department um
190did a really cool event um to ensure that our students who weren't even born at that time um still really understand the impact of what happened that day and the sacrifice of our first responders. And so here is the video. [Music] >> 911, a day many will never forget. And some SUSD students from Chavez High School are proving just that. >> Slide in. Let's go. Ready. >> Keep your chest up. Arms up. >> Flip it around. Be ready to go. Keep going all the way. >> Step by step. >> One, two, three. >> Chavis High School students climb these steps to honor 911. >> Okay, here we go. >> More than an exercise. >> Ready, >> a reminder. >> So today, all the fitness classes were running up and down the bleachers to commemorate everyone
191and all the lives who were lost on 911. >> Good job. Good job. We're out here commemorating the sacrifice that many of the first responders had to do. >> Come on, keep this going. Keep it going. >> And then just making sure that our kids >> 7 minutes remaining. >> Remember that this actually occurred and that >> freedom isn't free >> for 911. I think it's like very like memorable like the day to remember. >> Honoring the past, coming together and carrying forward strength. Even though it's been 24 years, the impact, the emotion felt is still just as fresh as if it was just yesterday that the event happened. It was a big tragedy. A lot of loved ones are lost. Uh officers, brothers, sisters, daughters, and sons. I hope that our kids today learn
192that resilience is there. America showed great resilience um overcoming what occurred that day and continued as a country in unity together. So, I hope the kids today learn that if they come together and are showing resiliency regardless what life throws at them, um they will overcome any obstacle that comes in their life. All right, thank you all so much for that. Uh moving on to item 11.2, Two, approval to consider naming the new SUSD Montabon building after Mr. Dale Fleming, retired SUSD employee. Um, Destiny, did you want to speak about Dale? >> Oh, yeah. Um, many may not know Mr. Dale Fleming. He was a longstanding um employee here at the Native American Center. You want to >> Dale? Hi. Can you hear me? >> We can hear you. Yes. >> All right. Dale Fleming
193was a a 40 plus year employee. He uh was the founder of the Native American Indian Center. He was also one of the very first principles at Jane Frederick High School. He made it his mission to be about culture and inclusive um before that was even like a real key term that we use nowadays. He learned 16 different languages, how to cook in all of those languages, and he learned customs. He would often go around and he would talk to um police officers, teachers, educators, and talk about the different customs, how not to touch certain people's heads because it was um something that was not appropriate for those families. He would talk about how to deescalate situations. He loved community and education and he was the strongest advocate for Native American education at a time
194where it was not really seen where we were having some of the highest suicide rates possible and he dedicated his whole life to it. Um we worked really hard as a community to put forward and uh push to get this building named after him and we did letters, we did campaigning, we talked to board members and it was approved in 2019. Um but that building of course is not going to be actually built. So there was this new building and we were hoping that this one could actually honor Dale. It would also be the very first um building by Stockton Unified to recognize a Native American educator. It would be the only building in the city of Stockton named after a Native American educator. So it is very powerful moment for us. >> All right.
195Thank you so much Destiny. >> All right. So, uh, item is there a motion for item 11.2? >> Motion to approve. >> Is it discussion? >> Oh, it is a discussion. Okay. Sorry. It is discussion only. All but it says approval to consider naming. Okay. >> It's just a discussion. >> Okay. Any questions? No questions. All right. See none. All right. >> You're not voting. No, it says approval, but it is actually discussion. It's a D. All right. Um item 11. Oh, >> the next one. Yeah, >> it will be at the next board meeting. >> Next board meeting. Yes. >> It wasn't the Okay. >> It was approved to name it, but not the buildings because we just purchased the new building. We're approving to name that building to Yeah. Yeah. So, they got
196the approval, but not for the the building. Yes. So, we're looking at naming it Montabon. Got it. Yeah. All right. All right. Item 11.3, adoption of resolution number 2517 proclaiming October 12th through the 18th, 2025 as the week of school administrator. 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 Perez, >> yes. Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 11.4, adoption of resolution number 2519, proclaiming October 19th through the 25th of 2025 as America's Safe Schools Week. Is there a motion? >> Motion to approve. Is there a second? I'll second Stevens. Any discussion? Hearing none, roll call vote. President Stevens,
197>> yes. Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. Item 11.5, approval to renew memorandum of understanding for police services between Mantika Unified School District and Stockton Unified School District. Is there a motion? >> Motion to approve. >> Is there a second? >> I second. >> Discussion. You have discussion. Oh. All right. 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 12.1, adoption of resolution number 25-12, determination of sufficient standards, align textbooks, and instructional materials following a public hearing for the 2526 school
198year. Is there a motion? >> I make the motion to approve. 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 12.2, adoption of resolution number 25-15, proclaiming Octo October as Filipino American History Month. Is there a motion? >> Motion to approve. Is there a second? >> I second. >> Second by Perez. 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 12.3, adoption of resolution number 25-16, proclaiming October 13th
199as Indigenous People's Day. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. Discussion hearing none. Roll call vote. President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trustee Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. >> Item 12 item 12.4 Four, approval for purchase of one piece 10star simulator mobile unit with motion base from 10star simulation U US for the CTE construction pathway Edison High School. 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,
200>> yes. >> Motion passes unanimously. >> Item 12.5, approval of an agreement to furnish consultant services for SN to grow for the 2527 school year. And I would like to call up Mr. Clappenbach for a presentation. Good evening, President Stevens, board of trustees, and Dr. Rodriguez. I'm Casey Clappenck, Assistant Superintendent of Educational Services, and I'm just waiting on my clicker. So, as you um know, we have been using Son to grow the last year for um as a platform that has been able to help us um as an MTSS tier 1 um universal screener for our students um sense of belonging and well-being. And so, all right. So, um, we are actually utilizing Son Grow for two different purposes. And tonight, so you can see it up there. Um, we are I'm going to speak
201to the bipartisan stronger connection grant as and using it as an MTSS tier 1 um for really putting in that structure and that universal screener. Um later on we'll come back um because we're also using Son to Grow um to support our community schools grant, but this one specifically speaks to the bipartisan one. Okay. And so what's SW to Grow? So it's just a reminder right now that it is our universal screener. So it's giving our students the time and space to actually for student check-ins. So, some of our students we know are expressive and can and can tell um adults and are and are feel comfortable expressing themselves. And so, this gives them a check-in, a weekly check-in to be able to actually um respond and say how they're doing, if they have successes
202going on or if they have concerns or problems. And so, it gives also an opportunity for adults to respond to the students as well. and we can actually see and manage it um some of their reactions so we can be proactive to some of their issues that they're that they're facing on a daily basis. And so right now we're using it as a universal tier one to really strengthen the sense of belonging for our students. But we can also see based on some of their reactions and um their responses over time if there are patterns or things that we need to actually address in a tier one space. Meaning maybe they need a tier 2 counseling group or a teacher needs to address something and provide an additional support. So maybe there's a group of
203students that are have experienced loss or grief and there's a pattern of that across a grade level or a span. And then also we have alerts. So there are certain alerts that um get picked up and get passed on to not only the teacher but the administration and the counselor for things that I think Dr. Moss spoke to earlier this evening when they really could be life-threatening or something drastic so we can be proactive and res respond and and step in in real time for them. And so as you can see here's the impact. So, it's really important. We do have um a a huge number of our students that are actually responding, right? They're completing the reflections, and that's over time. We want to see that our 3rd through 12th grade students have that
204opportunity at least once a week. And then the 47,000, those are really the responses to our students. That means those are the um the the responses that teachers or administrators or counselors are also providing, right? And then if you see that 81%, so that 81% are the the percentage of alerts that have actually been cleared. So we really want 95 100%. So, some of those issues that might not be cleared up, it may just be that an administrator or a teacher or a counselor is not putting that they've actually closed out that alert. And so, that's one area why we need the data so we can actually provide that support through um professional learning. And then if you look at the bottom, it really does show us that as we continue to support um the
205use of the platform that we do have schools that accomplish 35 schools actually are actively consistently using it. And then we have 21 of those schools that are actually hitting a deeper practice. And so this is kind of like the well-being thermometer if you look up here. So it's kind of like a thermometer gauge. So, it shows us the contentness of our students and well-being at at any given time of the year. So, we can look at this dashboard on a monthly basis, right? And see how we're doing by school site or by district. And so, you can see um we started last year off at um in August at a 3.7 and we moved into a stronger good with 3.9. And so you can actually see also we want to see those the responses
206in the green. So we actually by the end of the year from the start we increased um I want to say by about 8.6% in the green by the end of the year where students are saying they're awesome, they're great, they're fantastic, they're feeling good and that's what we want to be able to do over time. And so again, this just shows you how it's broken up. Again, sometimes um screeners or we're checking in with students and they may just be having a bad day, right? This is picking up those patterns and trends over time of our individual students, our classrooms, and our school sites. And so now it's showing the impact as students feel comfortable and they're provided the space. They're building that trust, right? And they're they start off maybe more at the
207superficial level. And so that would be the yellow band up there. But over time, they're sharing more and more personal um feelings, right, with their teacher on on a on how they're feeling, which is good. and then they get to the point where they're more vulnerable and they're sharing those things that we want to be able to support our students with. So again, some of our students are actually internalizers, right? They're not showing the behaviors outside. Sometimes we we can see, okay, if a student's aggressive or they're acting out or cursing or cussing, but a lot of students actually hold it inside, right, their emotions. And this allows us to actually hear and see those students. And so yes, that green again showed that over time our students are trusting because our teachers are responding
208and and strengthening that relationship and giving them that space. And so besides the every week check-ins, the weekly check-ins, we also have pre and post data from the beginning of the year to the end that actually helps measure the competencies that we want to develop with our students. So you can see in each one of those categories, right, by the end of the year, our students by stra spring of 2025, they increased in every single one of those competencies. And that's what we want. We want our students to grow and feel connected to adults, right? That's what we keep hearing that they want adults who care about them at their school sites, right? And that believe that they can also do challenging things, right? So, it's not only about the the um seal, the social
209emotional learning and impact. It's also the academic expectations of our students too. and then mattering to others at the school site which is part of also feeling belong like they a strong sense of belonging. And so here um we have comments right from the people that are actually implementing it which is super important. And these are just some of the really impactful quotes from some of our um Stockton teachers. And I pointed out a few just that jumped out at um me. But you can see it's very enlightening to some of our teachers to really after they started using the tool, they saw that the platform really gave some of their students that didn't have the opportunity to share, right? And they were able to build a strong and strengthen their relationship between their students.
210And so on the next one, it shows what that showed what our students said. Sorry. Um, this one shows what I just was stating about how the teachers also feel, right, that they are able to strengthen their relationship with their students. All right. And so now I'm going to move on to this year's. So that was last year's data. And now at this point in time, I have a quick highlight from this fall. So so far we have over 31,000 students rostered. We have over 26,000 um reflections by our students and we've already received 225 alerts, right? And we've launched 40 um schools so far. All right. And then this again shows us there's that that well-being thermometer which we love to look at because it kind of gives us that gauge of well-being. And
211we're at 3.8 8 at this um point in time as we're making sure that our all of our schools are um launching and moving forward. All right. And then this is also showing us how we are addressing um the the different types of concerning alerts here. And I will show you some examples of what those look like when we're asking our students how they're feeling um and then telling them about their week. So sometimes the prompts are are slightly different to elicit different responses as well. And so here's the some of the student voices that you'll hear. All right. So as we're listening to some of the alerts that were addressed. So some of them are they go from being really simple to more complex. And so there's a variety here. Um, I would like
212to h have lunch with my third grade teacher or Miss Taylor. They are very, very nice and it would be a good break from the people who are um who are bullying me, right? And so that allows the teacher to step in and see that and talk up the student and and however they want to um support them and step in so it so they can disrupt that or see what's going on. And then as we're moving on, we also have additional student reflections here. And these are after some of the strategies have um been applied as well. So the teachers in their in their um responses, they're also given strategies or coaching along the way if they need help responding to their students too. And then there are also lessons that so if a
213teacher sees that we're having um different issues happening in the class, they can actually um reach in and do a lesson um on that um SEAL competency or with that issue at hand. And so here are some of the the student responses when they're being asked um questions. And you can see they have a different frame of mind, right? They're spiraling up instead of spiraling down. Right? So, in the middle it says, "My week went good. Um, nothing has been hard. My week went well." Right? And so, we do have clear expectations, right? Because we want all of our schools to be using it again as a tier one um support inside their classroom. So here we are um having our 3r through 12th grade um classrooms, our students check in at least once one
214time a week with the reflection, right? And then they're also um engaging and take and completing the baseline screener twice a year at the beginning and at the end. And then also we as we move into professional learning and support because it they do provide differentiated um support for the school sites based on their level of implementation at any given time. So if some a school site is super deep and at a higher level, they actually sonro reaches out to the principal and sets up opportunities for that PD or actually gives them different resources to use as they implement as well. And so next steps kind of just allude to because we do have an implementation plan as we go deeper and deeper. And so this just shows the ongoing opportunities. And so, um, I
215know we just did a quick little refresher and overview on, um, some of the pieces with our administrators so they're more equipped to also support their school sites, um, at the last principal and AP meeting. All right. Thank you so much. Any questions? >> Questions for Mr. Cleven, Trusty Cologne, Trustee. Um, so I was just looking into Son to Grow and I didn't know if you knew that they did a white paper on us. Yeah. So, um, I don't Maybe we can have that forwarded so we all can see. Um, I thought it was really interesting. >> Thanks. >> Yep. Absolutely. How do you expect us to justify the $250,000 that this is going to cost or the grant that we'll receive that could be going to something else for 10 months of work through
216Zoom cuz this is all remote, right? No one's here as a professional. This is all on the computer. So, how do we justify that for our family and our community and why those funds couldn't go somewhere else? >> So, let me clarify. So they do ongoing professional learning for us and the technical support for the grant but it's for the platform the whole entire platform for itself as the universal screener and the ongoing support inside the classroom with the digital platform >> to be clear this is online 100% remote this company is based out of Oakland California >> so it is an it is an online platform but they do come in sometimes they zoom professional learning they've also like last year they did come in and do in-person um professional learning with it as
217well. >> And just so that we're aware, this is until June 2027. >> So when we applied for the bipartisan grant, part of that, so we received 8.8 million in total for that grant. Part of it was we had to do our plan. So what were we going to be using these funds for? And part of that what that grant was having some way to check in on students and monitor our social emotional needs. So following COVID a lot of questions came up of how are we going to know how our students are currently doing? And so part of the plan and what is in the bipartisan grant when you look at what we said we were going to do when we when we applied for that grant was using SWN to grow. Um, and
218so, and it isn't just for the 10 months. This would allow us to go from now until June 2027. >> Yeah, 20 months. I'm sorry. I I thought I heard 10. Yeah. >> Go ahead, Trusty. Go ahead. Um, so how are we making sure that we're not getting surface level reflections, right? Right. Inauthentic responses, right? Because over time, right, you're you're just going to start pushing through and answering things quickly to get it done. So, how do we make sure it's actually really deepening what students need rather than surface level to get through the test? >> Yeah. So, I think part of it is that's why the sweet spot is once a week. So, they have just like um Trusty Cologne alluded to that white paper, they have been validated and affirmed through lots of
219different um um research projects too. So based at and focusing on the area of when you give students um a space to communicate their feelings and how they're and their well-being, right? It's actually amplified tremendously and the impact is like magnified based on um the teachers actually being able to respond to them as well. And and going back to your question too is that actually that's part of how they're able to measure it and how they're able to through their analytics and um um and and their tools, their digital tools, they're able to that's why they're able to show us if they're more at the superficial level and as they get more personal and vulnerable. All right, my next question is for our students uh with weaker skills, right? Maybe our EL learners, students with
220IEPs, etc. How do we find this to be purposeful for them and meaningful if they're having trouble with, you know, weaker skills, whether it's competency, writing, etc.? >> Yeah. So this would probably So are you asking how they're able to take it or how you're supporting them? >> So it's a question around equity and differential like access, right, for those students. How is this beneficial for them? >> Yeah. So, I think it's making sure that they all know how to take the assessment first of all, you know, and the teacher can pull it up and and show them the example and they can also pull up lessons um as well and utilize them. Um, and I think it just applies to if you have an English learner that needs those supports, it goes back to
221knowing and what do um what Ms. Martinez was talking about earlier is if we're teaching our teachers how the good um strategies that work for English learners, they can use it with with this curriculum as well and with this platform. So, for instance, if they need support with a sentence frame, right, and we're helping them that we can teach them how to say, um, today I feel and they may be able to also manipulate, um, and and share and and choose from a word bank their feelings for the day as well. >> Questions? Go ahead, Trusty Priest. have another. >> Um, so I'm just I guess I'm just having trouble understanding like how the student feels comfortable taking this and like where's where's the like the comfort and the emotional attachment to like want to
222sit down and take this in the classroom with 20 other students and your teacher standing up there. like where's the like I could understand if it was being taken by you know you're meeting with your counselor you're you're you have a relationship you got your one-on-one and then like here you know do this zone to grow activity so that we can you know see how you're feeling this week and then them the student actually like feeling that they're cared about while they're taking it not just all right everybody log on tell us how you're feeling let's move on like where's the connection and the students like how the student is really feeling. >> Yeah. So I think that's a great question. They the teachers are trained on how to just like any implementation and how
223to make it part of their daily ritual and routine which is super important just like with any other piece of PBIS, right? So one of our number one PBIS strategies is greeting our students every single day. it almost outweighs and beats every other strategy as we're building connections with our students. And so this would be part of that daily check-in. And so some teachers actually have it maybe right when they come in or after a community circle or before one. So if you're thinking about some of our classrooms do restorative proactive circles in their classroom and some of the students feel really really comfortable speaking in that circle and others don't. So this again going back to some of our internalizers who ju who want a an opportunity to type it in and check in
224how their week's going. And so it is one of those simple things that we think is simple is highly impactful for our students. And I think some of the the comments that our teachers made and our students made are really powerful and lend itself to that. Um, as a first grade teacher, I remember in second grade and I had interactive journals every single Friday, they my students were writing to me and I wrote every single one back. So when they came back on a Monday morning, they had a response. And so that's how powerful this is. this is just like a an easy one for our teachers to also utilize instead of something that's so heavy and may take more time. And so I that's what I would attribute it to except we can monitor
225students feelings and reactions and and jump in when they need us. >> Trusty Cologne, >> I think we have a video. I I some in my mind I'm thinking that there was a video on sewn to grow last summer. No, I thought that there was like a little cap like a little caption. No, maybe I'm thinking of something else. Okay. Okay. Could you remind me again um when we have the concerning alerts? >> Mhm. >> What's what's the next step after that teacher gets the alert and then what's the next step? >> Yeah. So, it depends on if it's a if it's a high alert and it's something not basic where they can handle it, like just saying they're sad, right? Um, it goes it the teacher sees it, the counselor sees it, and the
226administer the administrator sees it. And there might be somebody else depending on maybe it's a mental health clinician at that level. And so they um they have a certain amount of time to actually respond to it and close it out. So I don't personally um see the the alerts, but if it's not, it actually will go soon to grow will actually reach out to that that um the school site as well. And then of your um the concerning alerts here on 16, do we have a breakdown on subgroups uh for these concerning alerts >> um in that report? I don't, but I can see what we can do on our end with that as they're collecting data. we would have to um they don't um explicitly do that on their end, but we are able
227to and we have been able to do it um in connection with our research and accountability with those groups. So, if you'd like to see those, I can um provide those for you at a later time. >> Thank you. >> Any other questions for Mr. Clenbback? >> All right. Thank you so much. >> Is there a motion for item 12.5? I'll make the motion to approve. >> Is there a second? >> I'll second. >> All right. Any further discussion? Hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, [Music] >> yes. Trustee Priest >> abstain. >> Trustee Silva. >> Yes. >> Motion passes 50 with one abstension from Trusty Priest. Item 12.6, approval of contract goal for athletic trainer services for
228a coverage from October 2025 to May 2026 for all four comprehensive high schools. Is there a motion? >> Motion to approve. Is there a second? I second. Discussion hearing. None. Roll call vote. President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 12.7, approval to purchase subscriptions for be able for the Stockton Unified School Sites for 3 years. Is there a motion? >> I'll make the motion to approve. Is there a second? I second. All right. Discussion. Roll call vote. President Stevens, >> yes. >> Vice President Colon, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >>
229Motion passes unanimously. Item 12.8, approval of an agreement to furnish consultant services with A2Z Educational Consultants, Inc. for math and language arts professional development for Pium Elementary. Is there a motion? >> Motion to approve. >> I'll second. Stevens. Any discussion? Hearing none. Roll call vote. President Stevens? >> Yes. >> Vice President Colon? >> Yes. >> Clerk Daire? >> Yes. >> Trusty Perez? >> Yes. >> Trusty Priest? >> Yes. >> Trusty Silva? >> Yes. >> Motion passes unanimously. Item 13.1 ratification of the tenative agreement between the Stockton Unified School District and the California Employees Association and its Stockton Transportation Chapter 885 CSEA 885 for the 2528 successor negotiations and approval for the required public financial disclosure forms assessing the agreement's fiscal impact. Is there a motion? >> Motion to approve. >> I'll second Stevens. Any discussion?
230Hearing 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 2523, approval for certificated employees to teach outside of credential authorization. Is there a motion? >> Motion to approve. >> Is there a second? >> I'll second. >> Second. Oh, second by Perez. 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 14.1, purchase order board report for the month of May. I'm sorry, for the month of August 2025. Is
231there a motion? >> A motion to approve. >> You want a second? Trusty Press. >> Oh, second by Trusty Perez. 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 14.2, approval to declare obsolete equipment and authorization for disposal. Is there a motion? >> Motion to approve. >> I'll second, Stevens. Any discussion? All right, 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, adoption of resolution number 2518, designating the week of October 13th
232through the 17th as National School Lunch Week is week. Is there a motion? I'll motion to approve item 14.3. Is there a second? Oh, second by Daire. 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. >> Here I went. >> Question. >> I just was wondering if we would get that book. We We had gotten a book before, like a lunch >> lunch book. It was like a little like little book with like their pictures of each school or something like that. I can't remember now the name of it. >> I don't remember. um just recently follow up in here. >> I
233think it was last year, >> but we'll talk about it later. Okay. >> Okay. All right. Item 14.4 adoption of resolution number 25-20 designating the week of October as California School Bus Safety Month. Is there a motion? >> Motion to approve. >> Is there a second? >> Second. >> Any discussion? >> Hearing none. Roll call vote. >> President Stevens? >> Yes. >> Vice President Colon? >> Yes. >> Clerk Daire. >> Yes. Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.5, approval of the notice of completion for the LCAP preK playground project at Weber Institute of Applied Sciences and Technology project bid number 25. Is there a motion? >> Motion to approve. >> Is there a second? Second. Second. That was two seconds. Trusty Press.
234>> Yes. >> Okay. Second by Press. 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 14.6, approval to purchase staff desktop computers with Dell Technologies under the NASPO Value Point Cooperative Purchasing Program. Is there a motion? >> Make the motion to approve. Oh, I'll second Stevens. Any discussion? Hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trustee Perez, >> yes. >> Trustee Priest, >> yes. >> Trustee Silva, >> yes. >> Motion passes unanimously. Item 14.7, authorization to continue emergency action at Edison High School due to natural gas issue.
235Is there a motion? >> Motion to approve. Is there a second? >> Second. >> Any discussion? Hearing none. Roll call vote. >> President Stevens, >> yes. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trusty Perez, >> yes. >> Trusty Priest, >> yes. >> Trusty Silva, >> yes. >> Motion passes unanimously. Item 14.8, approval of agreements for the cyber security pilot grant RFP25.1400 with Gigaccom and ASMGT. Is there a motion? >> Motion to approve. >> Is there a second? I 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 14.9, approval of independent inspector agreement with A+ Inspection Services, Inc.,
236a Stocklin Unified School District partners with Climate Techch for the emer I'm sorry for the energy master plan project. Is there a motion? A motion to approve 14.9. Is there a second? >> I'll second. >> All right. 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 15.1, student expulsion C-4. Is there a motion? >> Motion to approve. >> Is there a second? >> I'll second. >> Roll call vote. >> President Stevens, >> no. >> Vice President Cologne, >> yes. >> Clerk Daire, >> yes. >> Trustee Perez, >> no. >> Trustee Priest, >> no. >> Trusty Silva, >> no. Motion fails with two yeses
237and four nos from President Stevens, Trusty Perez, Trusty Priest, and Trustee Silva. All right. Item 17.1. I would like to adjourn the board meeting at 8:51. Can I please have President, Clerk, and Superintendent uh stay for signatures, please?