Board of Education Regular Meeting

001Okay, please take your seats. Please take your seats. Thank you. Okay, I'd like to welcome everybody present today and those watching the broadcast and call the February 27, 2018 regular meeting to order with all board members present. The Army JROTC Color Guard from Morse High School will now present the colors. Please stand for the presentation of the colors. Gary, colors, colors, salute. Place your right hand over your heart. 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. Gary, colors, orders, colors, red, green, blue, white, black, blue, white and blue, with liberty and justice for all. Thank you, Morse High School. Please be seated. If you wish to address the board on

002any of the agenda items before the board today or on a subject that is not on today's agenda, your name is and it's not on the speaker list printed on the blue paper located at both entrances to the auditorium, and you've not already submitted a request for public testimony form, please complete the form and submit it to Cheryl Ward, the Board Action Officer. forms are located at both entrances to the auditorium i would like a motion to adopt today's agenda with section j superintendent's consent agenda to be considered out of order following the adoption of the agenda and acted on next we have a motion and a second please vote superintendent's consent agenda do we have any speakers i have speakers on item j3 j8 j11 and j15 any additional speakers no i think you've

003covered them all okay do i have a motion to move the superintendent's consent agenda with the exception of 3 8 11 and 15. so i'm moving i'm sorry president advisor one more j 18 and j18 do i have a motion move with the change okay we have a motion is there a second and a second please vote that passes on to student presentation recognitions and resolutions student presentation is from san diego high school showcase of success student programs this is sub-district d trustee barrera please introduce area 5 superintendent all right we're looking forward to this so our area 5 superintendent mitzi marino will introduce our group thank you so much good afternoon president beiser board members superintendent martin and guests i am pleased to introduce cynthia tamara and darius students at san diego high school

004who will lead today's student presentation good afternoon board president beiser board members superintendent martin and distinguished guests we are representing san diego high school comprised of more than 2500 students and over 250 adults my name is cynthia castro i'm a senior at the school of business and leadership where i participate in the academy of finance i hope to major in accounting and business administration and become an accountant i've received college of subtitle from csu long beach csu san marcos and cal poly pomona and i'm still waiting to hear from a few others congratulations thank you in addition to aof business and leadership also has culinary arts and computer science pathways my name is tamara scott i'm a senior at the school of science and technology where i participate in the med tech academy i hope

005to major in human biology and become a medical doctor i have been accepted by spellman cal poly pomona and xavier university and i'm waiting on many others in addition to medtech scitech also has geotech for students interested in engineering and itech for students interested in broadcast journalism congratulations to you as well hello my name is darius cade i'm a senior at international studies where i participate in the ib program i hope to major in business or economics and i've been to ruckers university and temple university and i'm waiting on some others as well great job thank you for today's presentation we didn't just want to focus on a few school programs we wanted to bring the entire san diego high school caver experience to you so we prepared a video where we involved the entire

006school in it you will see that our school is a rubik's cube of options that include ccte pathways project lead the way ap capstone international bacc lauriat uh community college world languages band orchestra choir and everything in between options that all students from all schools have at their disposal members of of the board, superintendent, can you please join us in the front? So after three days of planning, five hours of filming, hours of editing, welcome to San Diego High School. Miss Rogers, SDHS's music director, who led the efforts in putting this video together. My name is Alina Shankar. I'm a senior at School of International Studies, and I recently played Annie in the school musical. If you can't tell. November 2016, San Diego voters approved Measure I with a resounding 78% approval. Confident San Diego

007High School will get to see a perpetual tomorrow. President Vizer, can I just say I have never seen this campus more unified and more energized. And I can just imagine middle schoolers, if they saw that video, they're going to want to come to San Diego High, and they're going to want to be paid. And I think it's. Especially important to realize that over a decade ago, there was an experiment by people who were frankly not connected to the high school to split the school up and to have the campus be divided. And then, of course, as we know, in 2016, there was an attempt by people who had no connection to the school to just get rid of it altogether. And I think what we've seen as a response, Yeah. now under the leadership of

008Principal Carmen Garcia, is an entire community, students, parents, alumni that have come together and said, we're going to be a unified campus. We're going to create a legacy for the future. And the Cavers are here to stay, just as your hashtag said. So congratulations again. And I would like to say congratulations to the students and also to say this is an example. They demonstrated to us an example. And I think it's a great example of what happens when students become engaged in their community and take leadership and ownership for what's going on around them. I have all the confidence in the students there is. Thank you for the dinner. All right. Thank you very much, San Diego High School. Now we move on to the next item on our agenda, item C2, resolution in the

009matter of support for federal gun control action. Do I have a motion on item C2? We have a motion. Is there a second? I'll second. We have a motion and a second. Let's go to public testimony. Do we have any additional speakers other than the two on the blue page? President Beiser, I'll just make one amendment to the motion if the making of the motion is agreeable. It's on a sheet of paper in our folder. It's just one additional little paragraph as the last whereas. And if you have it there, and your folder should be there because his word printed out. But it says basically. It says, the student survivors at MSD High School in Parkland, Florida have eloquently advocated for changes in gun laws and increased support for mental health treatment in a way

010that is far more effective than adults have been able to do for years and that they are to be supported and commended for their efforts. OK. So that's the modified. OK. So we've modified the motion to add what was just stated. Right. OK. All right. Let's go to speakers. We have two speakers in support of. The motion and two speakers opposed. Let's go ahead and hear the speakers opposed first. Francine Maxwell and Citizen. You have two minutes each. So I oppose this because I feel that your resolution is just more words. They're just words. Because you have an opportunity to make our schools safer right here in San Diego at your public schools, and they are not safer. I'll give you some examples. I filed a complaint against a police officer for the school. Police

011that used a taser on two teenagers. And two years later, I finally get a response that we're not going to give you a response because the issue is over because he's retired. There was no accountability for the actions of a police officer that used a taser twice on teenagers. And Superintendent Martin never inquired as to was the policy regarding tasers followed. Never provided the policy. So the public can see when tasers will be used. And never held that officer accountable for a lot of really poor reasons. I went to check on school safety plans. And at Clark, the vice principal was visibly angry with me because I wanted to see the school safety plan. It was actually outdated. But he didn't want me to look at it. And was actually offended because I asked because

012the public law provides for it to review it. I went to another school and a principal said to the staff, you report child abuse to me. And that contradicts the law. And the principal said to the teacher, you can come to my office and we'll discuss it. And I'm telling them, can't do that. Child abuse is reported to the San Diego Police Department. To the San Diego Police Department. And the principal didn't say, you know what? I'm wrong. We're going to fix this and we're going to follow the law. Instead. She said, I lied about it. Really? So before you guys start with your resolutions and all your empty words, I would suggest that you look in your own backyard and fix the issues at your local schools. Francine Maxwell, you have two minutes. To

013click the wrong button because I support every time you give empty promises. Because it substantiates the fact that you waste so much time in your closed sessions and you don't come out and share anything. I'm a little bit perturbed that you want to ask the government to do something that you're not doing yourself. You clearly just recently sent out a letter that says, safety is our first priority. But you continually cut the police department at San Diego Unified. We had community resource officers who were our first lines of defense. They knew the children. They welcomed the children every day. Many children will be discovered with their mental illnesses, with their homeless issues, and everything else when they have, that community resource officer there welcoming them and doing extra for them. They're the ones that knew

014whose families were the hungriest. And they would go to nonprofit agencies and put those children and those families on the list. I'm also concerned a little bit that you continually cut services. Our schools are filthy. I want you to know how important custodians are. Because a custodian is safety. He is there before the sun break, he or she. She or he is there. He or she is there when the sun goes down. They know what is going on with children and families. So I need us just to be a little bit careful when we want to talk about, I completely read your thing in firearms, dangerous weapons, and ammunition. All of that is very important. But you have a mission for San Diego Unified that you're not fulfilling when you say that safety is our

015first priority. Because you have example after example that you're not putting my children's safety first. So let's consider, as we continue, we're going to be able to do that. We're going to be able to do that. And I just want to remind you to hand out all these resolutions, because you handed out a resolution for Black History Month. And your website, sandy.net, has nothing to do with Black History Month. So I want you to remember, when you want to do resolutions, you need to have just a little bit follow through. Because Black History Month, you know, it is the shortest month of the year. That's on purpose. And we have one more day left. So happy Black History Month. And now we'll hear from speakers that actually support the resolution. Ilka Weston and Erin Lista

016are in support of this resolution. ILKA WESTON, Hi. Thank you again for allowing me to speak today. Mr. Evans, it's great to see you. Kevin Beiser, you're always an action man. And I'm really in gratitude for you writing this resolution. Cindy Martin, you're always a go-to person. And Dr. Mike, I see you everywhere. I feel very strongly that people forget, parents forget, that if we don't participate as parents and groups, and I'm here representing mothers, demand action. And let's be honest, teachers demand action. The school board demands action. But without groups willing to do something, what can be accomplished? It's very easy to sit here and yell and scream. And I'm surprised that the students that actually suffer, Dr. Evans, are not the ones who are going to be in the group. They're going to

017be the ones who are going to be in the group. And I'm surprised that the students that actually suffered in Florida are being a part of that action. So I actually am in total support of what you're doing. I feel honored that the same night that Monterey Peninsula is addressing their school boards on the same issue with resolutions being passed, that I'm having the honor to address you. And I actually have a copy of the resolution, but I see that yellow light there. And Kevin knows I'm not of a shortage of words. But I really want to encourage the parents to be a part of this. It's very easy to look at these people and say, it's your job in addition to your job. But I know Kevin was very approachable with the Mothers Demand

018action, and Cindy is as well. And if we're not willing to come into our schools and help teach our children, there is a problem. We're the difference. We're the parents. And we can be just as strong in supporting our school board. Because I've never heard a no from anyone on the board that I've heard of. And I have never heard a no from anyone on the board that I've ever heard of. the board that I've had a chance to talk to. And I forgot to mention you, Mr. Barrera. You all know that, but I wanted to go ahead and point that out. Kevin, thank you. I always refer to you as the one that makes the dreams happen. And I think that's why my son will brag on the playground that he knows President Beiser,

019who is completely against bullying and all for being there for others. Thank you. Erin Lista. Erin Lista. All right. Seeing no other speakers on this item, are there any board members' comments or questions? Dr. Whiters-Payne. Last year when we made budget cuts, my number one priority with the superintendent was safety. And we met weekly about it. And she had the chief, the new police chief, to come in, and share with us the plan for keeping our children safe. I believe it was in December or November we went out. I went on a ride-along with an officer to see what they do, how they're involved, how they're engaged. My concern has always been the fact that we had to cut the CSOs, because from my limited experience, I felt that we really need those CSOs. It's

020still a priority for me, getting those CSOs. But having said that, I commend our police force. I believe we have the third of the fourth largest force in the county. And they all are trying to do a tremendous job to patrol our schools. We have at the high schools a dedicated officer. And I may be off a little, but this is what my recollection was. And then we have several patrolling the area to stay on top of what's going on. They have assured me that they are going to do a tremendous job. And I'm going to say that I'm very equipped. They have in their cars what they need to keep our kids safe from any kind of terror like that. I know that you can never do 100%, but I just commend our force

021for trying to do that. I presume that they're training on a regular basis. And my heart goes out to the children in Florida, in Parkland, because it's sad that they had to grow up so fast like that because of the incident. And I just hope all of us will offer our prayers and support for them and for our children as they cope with what's happened there. Any other board member comments or questions? Dr. McQuarrie? Yeah, I too have been with our police officers and have done ride-alongs and dealt with some tough issues and saw how they handle situations as they develop. What I also saw was how they are proactive, working with our communities, working with our students to make sure they understand who they are and what they're doing. And I just hope all

022of us will offer our prayers and support for them. And I just hope all of us will offer our students to make sure they understand who is doing what and where and what they can do to intervene. In addition, I worked with our community school liaisons, the police officers that we have. I saw them work with the community and in parent and groups where we did our safety walks around the campus to take a look at areas that could be made better, could be made safer, how we can create safe pathways from home to school and between schools. And we've created safer pathways between schools. But we're talking here about more than just individual life. doing specific activities and it really is about what the speaker said earlier about the importance of the community coming

023together to work together to to deal with relationships and establishing relationships so that we can have safer spaces i think this resolution talks about looking forward talks about taking a look at what has happened in other places talking about making a difference in terms of the types of weapons that are being put in the hands of people and talking about what we can do for background checks i think the resolution is on target i think we're part of the effort and tonight we become part of the movement thank you thank you dr evans thank you president advisor i understand when people say it's another resolution and what is what is the meaning of it and so forth and we did after the sandy hook massacre in 2012 passed another resolution had a press conference we

024met in front of the memorial in front of the education center which is dedicated to students who were shot uh many years ago here uh in san diego one of the early school shootings so what's what's different now i think what is different now and that's why i introduced the extra paragraph to the resolution is really the student survivors at the uh high school in parkland florida who have spoken up much more articulately and forcefully than any adults uh ever have over all of these years and i think what we need to do is really pay attention to those students listen to those voices do not listen to the voices of leaders in Washington who are sometimes coming in with meaningless proposals or ridiculous proposals but listen to what the students have to say. We've

025seen that here in San Diego Unified when we've had anti-bullying programs and so forth. The strongest force comes when our student leaders, two of which we have here tonight, are speaking out and leading the students. So I think this, for once, I have hope in 2018 that there really can be a change due to the efforts of the students at Parkland, Florida. Thank you. Trustee Barrera? Yeah. I wonder, and what Dr. Evans said, if we could, I don't mean to put you guys on the spot, but Charlie and Diego, could you give us a little bit of a sense of what the conversation has been at your schools since the Florida shooting? There have been conversations, I think, a lot and we have talked to our principal and I think that's really important because it's

026not one group's job to get it done. It's not going to get done. It's not going to have a good result if we don't all come together. So we came together with our principal. There is an organized walkout world all over the United States, but we want to make it more of a learning type thing. So we're looking into having workshops rather than just walking out. So we really want to educate our students and we don't want it to be left unheard or just another news article. Thank you. Thank you, Diego. Yeah. At Point Loma for us, we actually, we are also, we've been discussing participating in the walkout as an entire school and uniting all four grades together to walk out together instead of just smaller groups participating. And if we are, we've been

027discussing how, we've been discussing support groups and other forms like that for students who feel unsafe and a lot of our clubs and other teachers are reaching out. Yeah. In order to have discussions available for students who need them and support in that way. That's great. Thank you. Thank you both. All right. I do have some data and information that I did want to share. Can we put the graphic up on the screen please? Because we hear lots of different arguments, right? We hear, well, it doesn't matter if California has background checks or prevents felons from getting guns because they can just get it in another state. In other states and cross lines. We've heard that for years, right? We also heard, well, it doesn't matter what you do. The bad people will find guns

028somehow. We've heard that for years. But there's some evidence. There's been a lot of evidence and data that's been assembled. This is a very important piece of evidence that I think we all have to realize we need to look at. Okay. Okay. So. Okay. So the yellow line shows the degree or rating for reasonable gun regulations by state. Starting with Arizona at the top, which has absolutely zero gun regulations. Going all the way down to the bottom with California, which has the highest rating for gun regulations. And this is tabulated by a variety of different kinds of measures by the Brady campaign. And then the red lines are the number of guns. The number of guns. The number of deaths per 100,000 population. And you don't have to be a rocket scientist to figure out

029that there is a clear negative correlation between reasonable gun regulations and deaths per 100,000 in each state. So this shows very clearly that despite the arguments that we've heard for decades, that gun regulations save lives. Okay. Can we see the next slide, please? This slide shows data from 1983 until about 2012 or 2015. The green line on the top is the number of gun deaths in the United States of America. What do you notice about that green line? There's a long, steady drop in the middle. You might want to know what years. If you look at the x-axis or the horizontal axis on the bottom, it shows the years. That was in the 1990s when we had a particular law in the United States. It was a federal assault rifle ban. When the federal assault

030rifle ban was in place, the number of gun-related deaths in the United States had a very precipitous drop. After that expired... of gun deaths in the United States started once again its steady increase. This clearly shows that the assault rifle ban saved thousands and thousands of lives throughout the United States. Now, one thing that is really interesting, if you look at the gray line right here, that shows the total number of firearms in the United States. So during the 1990s, when the assault rifle ban was in place, the total number of firearms still continued to increase. So even though people were still buying shotguns, rifles, handguns, the overall number of firearm deaths still dropped dramatically. Why? Because of the assault rifle ban, which is the number one killer of people in our country. And now,

031we're realizing this year alone, one out of every three days this year, there has been a school shooting. Today at my school, we had a lockdown drill. Students trembled as they were sitting on the floor bracing. Even though it was a drill, you could still see students were visibly agitated at the reality that has become our United States public education system. We have got to stop the assault rifle ban. We have got to stop the assault rifle ban. We have got to do something about it at the federal level. We've got to also appeal to other states and ask them to implement reasonable gun safety regulations. We've got to close the background check loophole where you can buy a gun on the internet or at a gun show without a background check. We've got to

032ban cop killer bullets, armor-piercing bullets. We've got to ban gun stocks, which allow anybody to convert a semi-automatic gun into a gun. We've got to ban gun stocks, which allow anybody to convert a semi-automatic gun into a fully automatic gun, which is what was one of the major problems in the Las Vegas mass shooting. In other countries, like in Great Britain, they had a mass shooting. Many children were killed. They implemented gun restrictions, and the number of gun deaths in that country has dropped off to almost zero. Same thing in Australia. A couple of decades ago, there was a mass shooting. They banned a lot of different kinds of guns. They banned a lot of different kinds of guns, and as a result, mass shootings and gun deaths have almost been eliminated in Australia. Now,

033this resolution does not call for banning handguns, rifles, or shotguns at all. I grew up in Oregon, and I remember my dad used to take me and my brothers out to the mountains, and we would go shooting. I know how to shoot rifles. I know how to shoot handguns. I don't know how to shoot an AR-15, and I don't want to because that is not a weapon designed for hunting. That's a weapon designed for shooting. I don't know if you've ever heard of a gun that's a weapon designed for killing humans. One of the things that's really important is that the bullet doesn't come out of the gun straight like a rifle. The bullet tumbles so that as the bullet comes out of the AR-15, it's not designed to puncture a hole. It's designed to

034shred the organs and the meat, and that's one of the things that we heard from several of the doctors in Florida last week. Normally, they would have been able to save some of those children's lives, but because the organs were completely destroyed, they were not able to save those lives. So while there's been a lot of conversations tonight about what we can do, what we can't do, why do we pass a resolution? A resolution is our voice, is our ability to be heard along with all the other students, parents, and teachers. That we are calling for change. We have evidence and data that proves this is the right thing to do, and this will save lives. Aside from all the other things, this is mutually exclusive consideration for action. So I would really, really appreciate

035if all my fellow trustees would vote in support of this resolution so that we then can be one of many more voices, I believe, that will follow, and together we can be a chorus. So I would really appreciate if all my fellow trustees would vote in support of this resolution. Any other comments or questions about the data that I presented tonight? Thank you, thank you, President Fizer. Please vote. Okay, that passes. Okay, now we move to Part D, public participation in the non-agenda public testimony, up to 30 minutes. These are items that we are not considering on the agenda. So if you do have an item that you would like to speak to on the agenda, it needs to be submitted. Okay, thank you. Okay, it looks like unfortunately we have more than 30 people,

036and we only have 30 minutes. So what we do when we have 30 people is we want to hear from everybody. We don't want to just hear from 10 people or 15 people. We want to have everybody have the opportunity to share their concerns with the board. So unfortunately we will be limiting the time to one minute each, so please try to be succinct and to the point. Let's go ahead and begin with the folks. We have folks that submitted public testimony requests online. Let's go ahead and start with Francine Maxwell, Tarzana Jefferson, Dalia Contreras, Leslie Faulkner, and Karen de Ur-Gray. Our schools continue to have racist incidents targeting African American and Hispanic students with no resolutions. What are you doing to stop the insensitivity towards these targeted students? I'm not quite sure why you

037abolished race and human relations, but I thought that I looked on the org chart, and where is the cultural sensitivity department? It was eliminated, I think, due to budget cuts. But you continue to bring educational consultants from like National Equity Project at a very high cost to work with the teachers and the leaders. How effective was that? If you had the Department of Race and Human Relations form, we would have a lot of resources. We would have a lot of resources. If you had the Department of Race and Human Relations form, we could go to our own leaders and students and help with the training. John 13 7 has Jesus answered and said to him, what am I doing you do not understand now, but you will know after this. How much after this are

038my students at Morris, Lincoln, Crawford supposed to take? The racism at San Diego Unified needs to stop now. Tarzana Jefferson. Dalia Contreras. I'm going to interrupt this little boy. Good afternoon. I'm in charge of interpretation. Good afternoon. I need interpretation. President Kevin, Vice President, Richard Barrera, and everybody. Today I had a plan to talk about parent involvement in schools. But Sally gave me an information, and I want to make sure that's correct. I'm not going to talk much about involvement. I just want to make two recommendations to the board. Whenever you make changes to the budget or talk about the budget, don't make too many changes to the parent involvement program in schools with low-income families. We, the multicultural communities, don't know much about the U.S. system. So we're less informed. We, the families in

039low-income communities, we are less informed about the school system. And so we are less informed about how to help our children in the schools. My community is multicultural, City Heights. And we need to have programs for parents to be able to help our children. My community is a multicultural community at City Heights. And we need the parent involvement programs to continue in the community. One second more. So please, don't make changes in our budget. Because we need this money to help our families. And we need security. And Crawford and Hoover, we have only one officer. For more. We need the 2,000 students in Hoover. We need security. And please, again, don't change the budget for my community. Thank you. Leslie Faulconer, you have one minute. I'm a retired kindergarten teacher with 20 years in the

040district, which was a great joy, privilege, and honor. I taught my students to speak the truth and live by the golden rule. In 2017, I was made aware of the content of SHET. I was a student. I was shocked. And I was appalled. SHET is a corrupt curriculum, extremely graphic in content, inappropriate, immoral, wrong, and offensive to many students and their families. I propose that SHET be suspended and replaced with a program that is age appropriate, that represents and respects our shared family and community values, which for many have a foundation of abstinence, virtue, and purity until marriage. This will completely avoid STIs and unwanted pregnancies. Parent input is imperative. Our founding fathers appealed to the sovereign judge of the world for the rectitude of their intentions in the Declaration. Thank you. Karen DeJargon. Karen,

041how do you pronounce your last name? You were actually pretty close the second time. Deja Reggie, with a soft J. Okay. Okay. Karen Hood. Profits from abortions. That's a sex fail. We have to agree. And yet, you've bought their sex program for our kids. You're supposed to represent all the children and families of this district, but we propose that you are not representing us. We represent a cross-cultural, cross-section of shared community values who strongly oppose the values that this sex ed curriculum pushes on our children. And we weren't even allowed to be part of the conversation and part of the choice and the decision for this program. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. I've been to numerous middle schools. I've spoken to numerous parents at pickup time.

042We have lots of petition signatures to share with you. 98% of the parents I talk to at the middle schools at pickup time are shocked by this curriculum, but you are ignoring our concerns. We want to be part of the discussion and part of the choice for the curriculum that meets all of our needs. Parents told me that this curriculum is teaching their children things that they never would have thought of themselves, that it's good for sixth graders to mutually masturbate, that it's good for sixth graders to mutually masturbate, that it's good for sixth graders that porn is very normal. There can be an age appropriate. Thank you. Judith Newfeld Fernandez. San Diego Unified would have the public believe that they have provided a healthy sex ed curriculum claiming it to be medically accurate and

043age appropriate. How can normalizing pornography be appropriate? It's not unlike being served a nice big bowl of ice cream, but it's covered in cockroaches. You don't have to look far to see the vermin in the content. The district's trade book entitled It's Perfectly Normal exposes kids to cartoon porn, as do the characters Julie Melons and Miles Long. These are images that can't be shown on the 6 o'clock news, but are being shown to our students. The curriculum's teen sex websites advise students regarding pornography that even though it's technically illegal, don't worry. No one's checking your age on the internet. Clearly, the message is go ahead and view it. Research shows a link between aggression and porn use, lower sexual relationship satisfaction, and emotional and cognitive difficulties. The FBI Crimes Against Children Unit Director states that

044pornography is used by molesters to demonstrate sex acts to children, lowering their inhibitions. Thank you. Ashley Beaver? You need to suspend this curriculum. Ashley Beaver? Hi, I'm Ashley Beaver. I'm a parent of two middle school students. We need you trustees to direct our superintendent, Cindy Martin, to suspend the sexual health curriculum and look for one that better represents our shared community values. This is an extreme curriculum for comprehensive sex ed. It basically tells our kids that even though the CDC says that early initiation of sexual activity is associated with more partners, not using condoms, teen pregnancy, and more infections, the curriculum tells our middle schoolers the complete opposite. Mutual masturbation, dry sex, try a flavored condom. No condom? Try pulling out. It's as effective as preventing pregnancies. This is too much too soon, and it's

045not contributing to sexual health. It's only contributing to sexual objectification. We don't want our children to see one another as peoples with vulvas and penises. We want our children to see one another as people. Thank you. Carly Grantham? Carly Grantham? Okay, I also agree that this curriculum is too much too soon, sexualizing our children way too soon. Yes, they can access sexually explicit content on the TV, the internet, their phones, and friends, but if the people in authority positions in their life, the teachers, are providing graphic and detailed information on oral sex, anal sex, vaginal sex, mutual masturbation, with easy internet links to cartoon pornography like it's no big deal, this confuses a child. It's not a good thing. It's not a good thing. It's not a good thing. It confuses a child's moral compass.

046It will encourage kids to experiment even more, to explore pornography, and to try the sexual behaviors deemed as medium risk and even high risk. A pill or a condom cannot protect against the emotional hazards of premature sexual activity. Common sense should tell us that this is not good for our children and will result in damaging and unhealthy attitudes about sex. Board members, do you want to be responsible for this? Thank you. Gail Lavigne? Gail Lavigne? . Gail Lavigne? I'm the affiliate director of the Salt and Light Council. We reject sexual health education programship and any comprehensive sexuality education, curriculums and programs. We uphold biblical teaching that parents have the sole responsibility before God in the raising of their children. Rather than acknowledging and supporting parents' roles, Shep excludes parents and circumvents parental authority. Further, it

047desensitizes children to graphic sexual content, gives access to pornographic content, lowers inhibitions by introducing sexual content in classroom group settings. It promotes inappropriate social and emotional learning by conditioning children through psychological manipulation to adapt to an agenda, Shep's agenda, rather than that of values set by the community in general and parents and their own families in particular. I implore the school district to hear the concerns of those present and redress this issue. Thank you. Candice Savage. Candice Savage. Hi, I'm Angie, a registered nurse for 30 years with a child in San Diego schools. I call for a suspension of the sex ed curriculum. The school board has been paid a large grant to take this. The school board has been paid a large grant to take this bill of goods. Sexually transmitted infections are at

048epidemic levels among our sexually active teens. Well, does Shep help with the problem or make it worse? I've been doing some studying. Here's the evidence revealed by research. The National Campaign to Prevent Teen and Unplanned Pregnancy published a landmark review of 112 peer reviewed studies covering 20 years of sex research on education. This review identified no school-based curriculum like Shep that had increased the number of teens who use condoms. This review identified no school-based curriculum like Shep that had increased the number of teens who use condoms. This review identified no school-based curriculum like Shep that had increased the number of teens who use condoms. Nor did they produce a decrease in teen pregnancy or STI rates. In short, Shep is a failure. When you make a mistake, the honorable thing to do is back up

049and start over. Cindy Martin, back us up. Start over. This curriculum doesn't work. Archie Robinson. Dean Broyles. Dean Broyles, parent of three teens and attorney. The Supreme Court affirms that parents have the primary responsibility to educate their children. State law concurs requiring that sex ed is age appropriate, includes abstinence, and affirms the right of parents to provide curriculum input and opt out. America's commitment to rights of conscience requires the respect and tolerance of faith communities. Shep undermines them by suggesting religious viewpoints about sex are unreliable and biased, and only that secular resources are accurate. Tolerance is a two-way street. The district should be partnering with religious communities and parents to help them out, not attacking them and undermining them. You continue to ignore parents and conceal the truth by failing to comply with the law

050by refusing to release public records that were lawfully requested last summer. We demand that you release a public record so everyone can know the truth, and that faith communities and parents have a seat at the table in adopting a better alternative that is age appropriate, evidence-based, medically accurate, and respects community values. Parents don't send their kids to public schools to be corrupted. Thank you. Thank you, Ms. Robertson. I'm Pastor Archie Robertson. I represent New Birth Church, also members of CAST, Community Assistance Support Team, also Commissioner with Cindy here. I'm here to let you know what we're seeing and hearing and understanding, it's too much, too soon. Not going to waste your time because you've heard enough. It seems sometimes as people were talking, you really weren't interested. I know you are, but we've got to

051stop this because you're going to add flame or gasoline. Yes. Okay. Thank you. Thank you. to a fire that we're not going to be able to put out. So I want you to understand what's really going on and pull back this sex curriculum. Angela Serrano. I'm calling for a suspension of this current sex ed education because according to the studies referenced in the website, this curriculum is ineffective at lowering STDs. It's ineffective at lowering pregnancy. It's ineffective at getting teens to wear condoms less awesome. On the contrary, according to doctors Wed and Lacona in 2014, a developing pattern of scientific evidence indicates that sexual risk avoidance programs can cut rates of sexual activity as much as half. Yes, that's 50% without reducing condom use by the sexually active. This body of research suggests that teaching

052adolescents to avoid sex ed education is a necessary step forward. I'm calling for a suspension of this curriculum. Angela Serrano. I'm calling for a suspension of this curriculum. This body of research suggests that teaching adolescents to avoid sex ed education is a necessary step forward. I'm calling for a suspension of this curriculum. This body of research suggests that teaching adolescents to avoid sex ed education is a necessary step forward. I'm calling for a suspension of this curriculum. This body of research suggests that teaching adolescents to avoid sex ed education is a necessary step forward. I'm calling for a suspension of this curriculum. This body of research suggests that teaching adolescents to avoid sex ed education is a necessary step forward. I'm calling for a suspension of this curriculum. This body of research suggests that teaching

053adolescents to avoid sex ed education is a necessary step forward. I'm calling for a suspension of this curriculum. This body of research suggests that teaching adolescents to avoid sex ed education is a necessary step forward. I'm calling for a suspension of this curriculum. This body of research suggests that teaching adolescents to avoid sex ed education is a necessary step forward. I'm calling for a suspension of this curriculum. This body of research suggests that teaching adolescents to avoid number eight okay Linda Colby right okay thanks okay so I'm Linda and I'm teacher public school teacher for 29 years and so I would like to say that I think the school board has been sold a bill of goods according to studies that we looked up to the curriculum like Shep could not lower the teen pregnancy

054a recent study called the works curriculum based programs that prevent teen pregnancy published by the national campaign to prevent teen and unplanned pregnancies was reviewed they reviewed 28 programs of those programs only eight actually measured the rate of teen pregnancies and only one of those programs actually showed reduction in teen pregnancies one out of eight one out of 28 is not strong evidence for success that's a 3.6 percent success rate that curriculum would get an F San Diego has been sold that bill of goods we call for the suspension of this program there are much better programs out there please take time to look for them thank you Stacy Gona Stacy James Moore jr. James Moore jr. New Paradise Baptist Church I ask that you seriously consider suspending this because of what the fact that

055you promote pornography through this with all the test scores that are so low I would think that we would try to do more to raise those than to promote pornography also it's dehumanizing is destructive also it leads to child predict predators and we live in a city where sexual trafficking is at an all-time high I would think that we would have our minds posted towards something that will help our children not lead them to be sexual predators or looking at pornography I asked that you would seriously denounce this seriously sad program and remove it from our schools because our children don't need this, nor do we as a society. So I ask that you will please reconsider and take this out of our schools because it's not worth it. Sherry Walker. Sherry Walker. On behalf

056of 4700 signatures, I come to you pleading that you suspend this program. On the outside of this, on all your doorposts, I took pictures of the sign that you are a drug-free facility, yet you allow the evil, quiet addiction of porn to seep into the hearts and minds of our children. It's been spoken a hundred times. The kids don't know. They don't need it. And could you imagine right now your own children, your own grandchildren doing the very acts that you approve of in the schools? We can't ask Mark Sallings, who hung himself at a children's baseball field because of the shame and the guilt from all the child porn that he had. Please, only you can prevent future statistics and shocking headlines that these kids, just one look, that's all it took. That's what

057happened. That's what happened. And we want to be porn free. We want curriculum that is porn free. You can do a much better job. Thank you. Brian McCarty. Brian McCarty. As a school board, I make the bold assumption that your sole purpose is to protect and teach our youth. Why then are you promoting the killing of thousands of babies every year under the guise of reproductive rights? This SHEP program is egregious and terrible. I am not against contraceptive for teens. I am, however, against killing babies. If you're offering Planned Parenthood as an option, are you teaching the methods how these precious children are killed? To be concise, a procedure where a baby is torn apart in the womb and scraped out. Or for a later term, a blunt metal object is shoved into his skull

058and the brain sucked out with a vacuum. Our children are our country's most precious resource. Why advocate a plan for the slaughtering of the unborn? This curriculum is immoral and disgusting. This material is for parents to teach their children if they wish to. This is a morals and values based topic, not one to be taught in the public sector. Young minds are malleable and using this curriculum as a cudgel to push certain political agendas is irreprehensible. You should be embarrassed of yourselves if you really think that you're putting our children first. Thank you. Irina Sagade. Could you please take your seat so that we can clear the, uh, have the exits clear? Please take your seat so we can have the emergency exits clear. Superintendent Martin. Thank you. Hold on. Hold on just a moment,

059please. Let's go ahead and wait until, um, the emergency exits are clear. All right. Thank you, ma'am. Go ahead. Superintendent Martin, members of the board, student representatives, guests. I've come here today to speak for the California Healthy Youth Act. American history has been on a trajectory of inclusiveness since its inception. We are taught that the goal of equality before the law and access to its resources are an inviolable attribute of American law and culture. In this case, the California Healthy Youth Act enables access for LGBTQ students to learn critical information about their health. Good afternoon. disapprove can opt out. The California Healthy Youth Act is an inclusive step in the right direction. Thank you. It's Ruben Serrano. Good evening board members, attendees. My name is Ruben Serrano. I'm the coordinator of 40 Days for Life

060and I'm a father also. Like many speakers here today, I find this material immoral, flat-out immoral. It's been said but it needs to be repeatedly said apparently. If you feel that there's anything of benefit, anything of value with this material that is designed to promote promiscuity, to promote unhealthy relationships, and to then promote abortion, the killing of unborn babies in the womb, then may God have mercy on your souls and I pray for all of you. Every day, 3,000 unborn babies are killed and you're promoting Planned Parenthood. Thank you. Alfredo Hueso. Alfredo Hueso. Thank you. Good afternoon. My name is Alfredo Hueso and I'm a father, has two children, attending our public schools. I am outraged concerning the inappropriate sex education curriculum that has been implemented by the San Diego City Schools. As a parent

061and citizen, of this city, state, county, and the United States, I have a right to bring my grievances to our elected leaders. I'm opposed to the inappropriate sex education curriculum. Our main problem with this curriculum is that it infringes on our religious rights enumerated in our Constitution. According to the First Amendment, it says the following, Congress shall not make no law respecting the establishment of religion or prohibiting the free exercise thereof. The sex education curriculum that the school district is implementing, is contrary to our religious beliefs and the school district has no business indoctrinating our children in sex education curriculum that conflicts with our moral values. The First Amendment is one of the most important rights, one of the most important rights and that's the reason it's listed first. So I urge you, I urge

062you to... Myresha Jackson. Myresha Jackson. I urge you to request to withdraw the curriculum. Thank you. Hi Cindy. I'm Myresha Jackson. I have an issue right now and I'm actually just going to explain. My daughter was sexually harassed at a school last year. A student took play-doh and fashioned it into a object, a sexual object, and then he simulated sex on her leg. The repercussions of that were a damage to her mental health. She's now out of school and I'm doing independent studies. My issue is that this type of program actually exposes the kids to more sex than they already get outside of school. Like so when they get to school that's the place where they should learn to behave. So this in particular student, wherever he learned it, maybe he learned it from your

063program, maybe he learned it from TV, I don't know. But after you open them up to all these things, there are repercussions. And it wasn't you, because you guys don't take phone calls. That's how you know who I am. I blew all your phones up. I did. Because it was me sitting with my baby and I'm trying to figure out if they're going to make me commit her. She's 11. I gave her to the school normal. It was Judy that prayed with me. Thank you. We've referred that item to the superintendent for follow-up. I have a speaker testimony but it's very hard to read the name. Aramige Blake. If I had an overhead projector I'd love to project this to the audience but it's very... is this... how would you... all right thank you ma'am.

064So first off for all the Christians in the room, I'm a Christian and I hope y'all stand up for racism, discrimination, and the criminalization of our black and brown children that is happening every single day in this school district. So I'm saying this, Sharon, I'm not going to talk to the rest of them because I'm tired of trying to convince white people that racism is wrong. So I'm going to talk to you. There have been multiple things happening on campuses every day. Tasha has been speaking out against this so I know you guys know what's going on. Your principals have been reporting it. There is nothing being done. And so I'm sure you guys have seen what happened at Helix High School. We're coming for all your schools next. So just get ready. Tasha Williamson.

065I don't know which one to go to but yeah again we want to talk about racism. I know that there are a lot of people that are here today. Francine and Sally are normally here every day, every week, every Tuesday to sit in front of you guys. Racism is happening. It's happened at Sarah. We've had graffiti of the N-word scrawled over doors and buildings. We just recently at Scripps Ranch had a black African-American woman, young woman, the only student at LaCrosse get a racial note calling her the N-word, telling her to get off the LaCrosse team. We have had several other incidents at La Jolla with the cartoon. We've had incidents at middle schools. While we're worried about sexual improprieties and the fact that we're going through these days and learning and things like that,

066we also need to be worried about the resources that are available to prevent tragedies and trauma that go beyond sexual intentions or education. We need to also talk about racism that has been prevalent and is deep seated in this San Diego Unified School District and we will begin to protest and have press conferences and mark my words, you know I'm true with it. Thank you. Citizen Tarzana Jefferson. All right. that concludes all the individuals that submitted non-agenda public testimony slips okay we move on to section e in the agenda report of closed session actions and superintendent board and asb president information reports are there any reportable actions to report out from closed session at this time ms donovan there are the board voted 3-0 in closed session with trustees beiser and mcquarrie absent to approve

067notices of potential release of certificated central office managers vice principals and select principals the board also voted 5-0 to release all temporary certificated teachers administrative assignments superintendent martin are there any administrative assignments to report out yes thank you president beiser we have director of human resources christine morsehead director of physical plant operations john hensley and instructional support officers naomi viegas and genevieve clark thank you thank you at this time i'd like the asb student representatives to the board to introduce themselves and please tell us about yourself and what's going on at your school both academically and socially diego robles asb president of kearney high school and the president of the council of asb presidents why don't we start with you sir hello good afternoon um i'm going to start with the council of asb presidents

068recently all of us presidents attended the loras for leaders honor it was a very special lunch honoring all of the presidents in the san diego area and we got a chance to meet the sponsors because we also got a scholarship so it was a really really wonderful time we also had a training and we learned about credit and our personalities as leaders and how to work with our quality so it was really really really awesome i had a great time and also this last month i had the chance to attend a district wellness meeting because i wanted to be informed of all the programs that are available to us students and we have identified that the biggest problem is there are these awesome resources available to us but we don't know about them the students

069don't know about them so i personally attended to kind of see all of these wonderful opportunities that are given to our students and bring it back to the council and try to work together to because you guys are making the right programs and we need to publicize them and really give the students the opportunity to participate in them so i took all my notes back to the council and we're still working on that also in our last meeting we identified the focus for our council and it's going to be to strain strengthen positive administration and student connections so we really want to focus on facilitating meaningful connections to create more comfortable environment for all of our students and we're also continuing to plan our spring event and it's an all asps event and we'll create

070a very strong network among our asb students and along with that we also created a shared inventory so all of our asb's are adding to this folder items that they would want to share with other asbs again making that networking even stronger now for currently we're working on collaborating other student members and working with co wheels on that as being designed on the last meeting academically we are starting a new semester so all of our students get new classes so still adjusting for that and a lot of our seniors a lot of our juniors sorry are preparing to take the SAT and our school has the wonderful opportunity to give out free SAT prep classes there at our school after school so that helps a lot I know I took a couple of those and

071it helped it a lot now for ASB Kearney we having a financial clerk finally after a year he's absolutely wonderful and I'm so happy excited ready to get to work and also Valentine's Day just happened and we do this thing in our school where we create a heart for every one of our students and so you walk into your small school and it's covered in hearts of all the students everyone feels included they take their heart exchange hearts so it's really awesome to see that once a year special event we also have a new mascot arriving soon which is really really awesome and we are planning our last pep rally this Spring Pep Rally and because most of our seniors have early graded we're trying to put a twist on it and we're making it

072a competition between our small schools and lastly we have local middle schools coming to Kearney and the upcoming month to kind of learn about a school take a tour and we're gonna make something special for them thank you thank you and now let's hear from charlie ekstrom asb president of point loma high school welcome back hi thank you for having me um so giving a report from point loma high school um like diego had said our semester our first semester ended so we're entering the new academic semester and a lot of our seniors are getting back acceptances so we're actually going to be starting as a senior class a social media page where seniors can post and share where they're going to be continuing their academic careers or if they're going to be continuing their

073careers outside of school and going into a different workforce option so that should be opening up within the next month or so we have our spring sports season starting this week and last week i think is when everything opened up and we are celebrating those sports with our final pep rally of the year this friday we're also celebrating our women's water polo team which made history for the school as being the first women's water polo team ever to win cif for us this past saturday and we have our boys soccer team who's also a winter sport in cif in the semi-finals tomorrow versus st augustine high school tomorrow night as well at 6 p.m we're going to be having psa tea night where counselors distribute and explain psat scores to our 10th grade parents and

074they'll be having a psat specialist guest speaker explaining scores in more depth to the parents in other news we have our spring musical which is rent with our drama and theater program beginning on march 16th we're planning our third spirit week to occur right before spring break and a third dance for the first time in probably 15 years at point lemma high school we're going to be opening doing a third dance in april on april 21st in our gym we also purchased a new direct to garment printer to be able to more efficiently print our all of our school t-shirts and then other t-shirts for clubs and we may open it up into the district inventory folder for other schools to use to have a more efficient printing system for that's more cost effective for

075schools and we've had three blood drives our last our fourth year of our program will be in may we're accepting applications for our next year's asb which applications are due by next friday and finally we're working on a safe driving program that will be coming up within the next month or actually within the next couple of weeks and our planning rachel's challenge for this upcoming fall great thank you very much charlie and charlie where are you going to college next year i'm going to be attending stanford on a beach volleyball scholarship and the summer olympics are just around the corner all right on to the superintendent information report superintendent cindy martin please uh report thank you president advisor charlie i met your asb advisor at the laurels for leaders luncheon last week and she told

076me you're interested in rachel's challenge so i'm glad to see that it's moving forward and she talked about your tremendous leadership so it's glad to i'm glad to see you here in person tonight i'd like to acknowledge some very special vips that are here tonight please stand i think they're still in here uh reyna paredes greeson yes and sarah thompson reyna paredes greeson is a registered nurse and vice president of the eric parade to save a life foundation and sarah thompson is executive director of the eric paredes save a life foundation and then our representatives from san diego unified health and wellness department i'm very glad to have you here tonight and i'm proud to announce that it's through our partnership with your foundation the eric parade to save a life foundation that we were

077able to identify 20 schools that have an immediate need for an automatic external defibrillator to be placed and or replaced at these schools your foundation is donating over fifty thousand dollars in aeds that will be gifted to san diego unified schools and for that we thank you very much we work with many organizations and foundations and we can truly say that you make a very big difference here in this district and in our entire community and we're very grateful now i have um serious note to share as we all know the two weeks since the san diego unified school was established in the early 2000s and we're very grateful to the community for your support and support of wšmaybp and class of 2020 on that in a new way so with that i want to

078share a few quick comments from our board members we are continueing to participate in the principal shootings at the marjorie stoneman douglas high school in florida that's been very difficult for our entire country but especially for our schools and for our students and i was glad to hear from students tonight your experiences i'd like to personally thank every single employee of san diego unified school district for their leadership that you've shown over the last few days as we respond and react and create conditions on our campuses from our for some of these threats, everyone has responded to this tragedy with grace. I'm especially grateful for the teachers and counselors who have comforted our youngest students and helped our older students to express themselves and for the support staff who makes it possible for us to

079operate all our schools safely every single day. The national demonstrations against gun violence that are planned first for March 14th will once again test our character as a school community and our responses. Across the district our principals have already been meeting with students and together they're coming up with appropriate ways to mark the protests on March 14th. Next week I'll be meeting with our student representatives at our already scheduled equity coalition. It's at 5 p.m. at Hoover High School to continue the dialogue with our student leaders with voice and agency being at the center and adults being there to support our efforts. I plan to speak directly with our young leaders, about your hopes and about your expectations for these upcoming demonstrations and I want everyone to know that they're invited to be part of

080the dialogue. In the meantime we're asking our secondary school principals to continue meeting with student leaders at their individual campuses. Our guidance to staff includes gathering student leaders and key adults together on campuses at each site to work together to co-construct the best path for a strategically planned period of student voice, agency, and advocacy. We do not wish to select a single response, have one exact way from the central office for our campuses to respond because we have faith that each of our diverse school communities will choose a path forward that works for them and will provide support and guidance to our schools as they move forward. I'm confident that San Diego Unified will once again show our ability as we always do to come together and support our students and their tremendous voice and

081agency. Thank you. Thank you. Thank you. Now we move to board information reports. Who would like to go first? Dr. Michael McQuarrie. Thank you. I've been connecting our communities and our schools with schools in other countries and over the last couple of weeks been able to make a number of connections with a number of communities in a number of countries. I just want to share several of those and as well as to give a reason as to why this is important. As we grow in greater diversity, as we have many people come to our city and become part of our community coming from many, many different countries, it is important that we acknowledge them, support them, welcome them and know and so they know that they are safe, that this is a safe place for

082them. We have students who are born in 163 different countries in the world who are attending our school right now. That's almost a child from every country in the world. That's a lot of diversity and the importance of connecting with those. Connecting our community with those cultures, knowing those languages, understanding the traditions and customs is what allows us to have the conversation and it's through the conversation that our students can develop confidence, agency and the ability to feel comfortable in many, many cultures and it does require the development of mastery of multiple languages. So the last, over the last couple of weeks we've had our Kenyan cultural ambassador, who is here to raise money for a water project and for schools in Kenya for the Maasai tribe. We met with the Yankai community here who

083have connected with our sister city in China to celebrate the new year. We have Panama City visitors now and they're in our North County schools and I think, I believe they'll be stopping at some of our schools here in San Diego. We have the, I was at Guadalajara, connected with our sister cities in Mexico so that we can come, we can ensure the cultural connections that we have with our two cities in Mexico and the United States. I was in Tijuana at the request of the Council General to see what we can do for our English only students who are now in Spanish only speaking schools in Mexico without having curriculum and instruction. So we're now working with them to develop those capacities. Thank you, Dr. Michael McQuarrie. Trustee Richard Barrera. Thank you, President Beiser.

084I just wanted to say thank you to folks from the Hoover and Crawford clusters. Thank you to our L-CAP planning meeting Saturday morning and to our partners from say San Diego and other community partners for helping to facilitate that conversation. It was really terrific to see on an early Saturday morning a great turnout and a diverse turnout. Dr. Whitehurst-Payne was there with me and we very much look forward to hearing the recommendations that come back from that cluster. And then I also wanted to congratulate the City Heights community. We celebrated the grand opening of the center line, Bus Rapid Transit line that will go up the Interstate 15. It's an incredible victory by a community who in 1978 got wind of a plan by Caltrans to build a freeway right through the center of the

085community and separate the community. And we're very proud to be part of that. The City Heights Community has been organizing for decades to come up with an alternative plan and the alternative plan was to put the freeway down below the community to create on the overpass, Teralta Park and other connections that pull the community together and then also with the center line to provide rapid transit for City Heights communities. Thank you. Thank you. Thank you for the big announcement. We have taken a very good look at what the city needs to get to locations where there are good jobs in the region. But again it's just an incredible victory by a community that fought for decades to make something happen. It was at one point Jim Blysner, who was one of the architects, held up

086a sketch of the original plan, community plan, for the center line from 1978, and what we see today looks pretty spot on for what that vision was so many years ago. Okay. Thank you Dr. Evans Dr. Whitehurst pain, thank you Mr. Barbera mentioned already the event on Saturday at Hoover at one o'clock and superintendent touched on the Laurel For leaders saw the students there I just want to quickly say that at Porter School They had a wonderful reading event and the third grade students there asked some tough questions such as how old are you? And so on so they had some very It was an excellent discussion with them and I want to commend Morris cluster for their event on this past Wednesday Bappa had a meeting the foundation had a meeting this morning and

087I plan to go out and Read to some of the other schools if they in can't go in for But I also want to say that Before school started this year. I went out at the invitation of one of the bishops and spoke to him about our policy and the congregation about our policy and the fact that Superintendent had assured me and I understand that 100% of the principals have said that Folks have the opportunity to opt out of the program That we have and that I encourage them that if they are concerned about it to Exercise that right to do so We're following state law as I understand it and I just would encourage people to get more involved and more engaged in schools And what's going on and use it for a productive?

088Learning experience for everyone. Thank you. Thank you. I do have a few things to report out I'm thrilled to hear superintendent Martin talk about the upcoming March 14th movement across the United States And how we want to work with students? I've known I've talked to a lot of different schools and sub district B and Scripps Ranch Tierra Santa and all over That what some of those schools are planning what a lot of the students want to do is not a walkout, but they want to Do a walk in where there can actually be a structured activity to honor? those the deaths of those Folks in Florida where there can be an assembly we can they can talk to the students can talk about issues and what is Concerning them about what's going on in our

089country, but I would like to encourage everybody to join me Saturday, March 24th At 10 a.m. For the rally in front of the county building down at the waterfront Park downtown that Saturday, March 24th at 10 a.m I'll be taking the trolley I notice on the Facebook Page for this event there's over 8,000 people that have already said that they're gonna go and that I believe was two days ago Last Wednesday, I did attend the Scripps Ranch cluster meeting There were several folks from facilities our San Diego Unified police officers to answer questions of a lot of very concerned parents and students about the safety of our schools and We talked a lot about after Sandy Hook some of the value assessments that we did of all of our schools the proposal that was brought

090to the school board and To allocate over a hundred and eighty million dollars to improve the safety of our schools And I want to thank all of our San Diego Unified police officers dispatchers and everybody in the police office Police department that do such a great job every day of keeping our kids safe The next night on Thursday, I attended the Patrick Henry high school cluster meeting where a lot of the similar kinds of concerns were expressed I had a follow-up town hall meeting on Sunday in Scripps Ranch, which went two hours And I just want to say that tonight moms demand action is having their annual reception So please if you don't know about this group moms demand action, please look it up and google it. Thank you So that concludes board information reports

091on to section F student instructional matters F1 is an information item vision 2020 quality schools in every neighborhood This is a report on access to a broad and challenging curriculum, which is our LCAP goal number two Superintendent Martin, please present the item and the information. Thank you president advisor. I have a team of area superintendents and our Executive director of secondary schools join me up here for this presentation And it's a regular board update on our LCAP goal 2 Which is access to broad and challenging curriculum and this presentation actually covers about nine LCAP goals actions and services So there's a lot of information in here and the team has been working together to be able to present this information report this evening As they gather If I could have each member of our team

092It just introduced yourself and your area that the schools that you represent not just your area so people know and I'm Cheryl as well Cheryl Hiblin the executive director of secondary or the school innovation Mitzi Marino area 5 superintendent San Diego cluster and La Jolla cluster Sophia Fadita area superintendent for Madison Claremont and Hoover Kimmy Lochtefeld area 3 Monica Hazel area 6 superintendent Simmons area 1 superintendent Lincoln and Sarah clusters Good evening tonight the area superintendents and I will be presenting the projected grad rates for 2017 the on track readiness data for the class of 2018 and 19 and the advanced studies outcomes for the 1617 school year I'm beginning with our projected graduation rates for 2017 please note that this is is an estimate or prediction. The actual graduation rates for 2016 will be

093final towards the end of March, but we have been within a 0.5% accuracy on the overall graduation rate each year that we've projected it. So one thing that I wanted to point out in this graduation rate, on the next slide, and I'll toggle back and forth, we gave you the 2016 outcomes. And on this particular slide is 2017. I wanted to point out two areas that are a little different in the state reporting against the reporting that we do here in the district. So underneath the English learner rate, it may look to you like there was a decline. But please remember that the way that the state reports English learners, they combine the RFEPs and the ELs. So we're actually predicting our English learner rate will be higher. In the upcoming year than it was

094in the previous year, which was 81.5%. So we're projecting around 83% in this upcoming year. The other area that I wanted to point out is that you will not see a reporting structure for 2016 in the final data for homeless because the state does not place that data as an indicator on the CDE. We do. We track that rate, so you won't see a correlation. We're not going to be able to see a correlation between the 27 cohort data and 2016. I am also, on the next slide, going to show you a little bit about the on-track data overall for the last three years. On-track data, remember, is influenced by two factors. One factor is did students have access to coursework? And the second factor is did students pass the coursework they had access to?

095So if you look at this particular data, one of the things that you can see trend-wise is that our on-trackness is at 79%, which is higher than previous years. But if you look across the bars, pretty much over the last three years, we've had about the same on-trackness and off-trackness. The other thing I would point out on this slide is that while we're predicting 79% on-trackness, the orange bar in the third row is actually students that are only off by one credit. So if we look at the last three years, we were really looking at total on-trackness. We would probably be predicting about 84% overall. And I'm going to talk a little bit about that on the next slide. So remember that this particular slide, if we toggle back to the previous slide, if you

096look at the top where it's in the orange and the gray, where you have about 21% of the students that are tagged as off-track, in this particular slide, the reason the percentages look a little higher is that this is only counting the off-track students. So if you look at this graph, 26% of the total amount of off-track students are actually only off by one credit. And so people in the community generally ask us, well, how can you report that the on-trackness is 79% and then a semester later you're at 86? Well, when kids are only off by a credit, they can make that up in a semester. And so if you look at credits that are on-track, if you look at credits that are off by one, two, and three, half the kids that are

097off-track are actually only off-track by something they can make up in a semester or a summer. So that's why the pendulum swings so quickly, because we can make those credits up pretty quickly. If you look at the 74% of total off-trackness, that is between one and seven credits off-track. So you can see everywhere that a student is off-track, that's where the student lands in terms of their off-track, where they land off-track. And I'd like to say, really, reporting this off-track, on-track business is really about an early warning system. When we track where students are in the moment, we can actually do something to change their reality before they graduate. So the reason that we pay such close attention to their on-track, off-track record in the junior year and senior year is because we want to

098affect change. We don't just look at the end of the road. We try to affect change along the way. And so I am going to turn things over to Mitzi Moreno, who's going to talk about some more specific areas of on-track, off-track. MITZI MORENO, Thank you. In the next series of slides, we will include three years of on-track graduate data for our seniors at the beginning of their senior year with a specific lens on content area, subgroup, and program race and ethnicity. In this slide, we've drilled down to the content area, and we've noticed growth in the percentage of students who are on-track trending upward in most areas. At the start of this year, 86% of our seniors were on-track in ELA, 88% in history, and for mathematics, science, world language, and VAPA, the percentage

099of students who are on-track hovers in the mid-90s. This next set of data drills down to the student subgroups by gender and by program. In this set of data, you'll notice that the percentage of students who are on-track trending upward in most areas is the same as the percentage of students who are on-track trending upward in the mid-90s. In the next slide, you'll notice that we continue to make gains for most student groups, but we also need to maintain a strong focus in supporting our students who are English learners and for our students who have IEPs to ensure that they graduate on time. You will also notice that we're beginning to close a gender gap with a 7% difference between this year's female seniors and the male counterparts. Additionally, our reclassified fluent English proficient students

100are on-track to graduate comparable to district averages. Conversely, although trending upward, only 33% of our English learners are on-track to graduate at the beginning of their senior year. As I indicated earlier, we need to maintain our strong focus on English learners and our students who have IEPs. This next slide looks at on-track data based on race and ethnicity. The highlight here is that every subgroup is trending upward, and these upward trends are due to the increase in the number of students who are on-track to graduate. When we look at our data in terms of races and ethnicity, we need to maintain a strong focus on our African American students and our Latino students. Although we still have work to do, we are proud to see continuous improvement in all areas for all subgroups. Sofia Frede

101will now share similar data for our juniors. Thank you. This particular slide includes, am I on the right slide here? Yes. So, this slide is a summary of the data that we have for our students. I'm on the left side. This slide includes multi-year comparison. Are you on eight or nine? I am on nine. Nine. Yes. So this particular slide includes multi-year comparisons beginning with the class of 2016 to the class of 2019, and shows the percentage of students on-track to graduate based on different content areas. As you can see in this slide, there's very little change in the on-track percentages when comparing the class of 2019 to the class of 2018. We do see a slight dip of 5% in mathematics, and we have already begun to research further into the causes of this

102decline at the school level. We will maintain a close focus on mathematics. You can also see that visual and performing arts percentages are lower than other content areas, and that's because many students wait until their senior year to take and complete these courses. The last slide shows the percentage of students on-track to graduate based on their own content areas. This is because many students wait until their senior year to take and complete these courses. The last set of bars represents the percentage of students who are on-track based on completing a combination of courses, science, language, and visual and performing arts. The data on the next slide captures subgroup data. This slide caught our attention because we saw declines in every subgroup. It's important to remember that on-track to graduation data is formative. This was what

103Cheryl was talking about earlier. On-track to graduation data is formative, and it is meant to inform deliberate and targeted actions at the individual student level. Although we saw small declines across the board, we are focused on the progress of specific student subgroups, our African-American students, our Latino students, our English language learners, and our students with disabilities. It's our job to ensure that every student has a meaningful graduation, and therefore, we rely on the early warning system to ensure that students with disabilities are not in the same situation as they were in the past. We also rely on the early warning system that Cheryl discussed earlier to drill down on both the data at the school level and at the student level. We're working to identify the reasons for the declines and are taking immediate corrective

104actions. We know that there are two possible causes for this data. Either the students were not enrolled in the proper classes or they were enrolled in the proper classes and didn't pass them. As we analyze this data further, we realize that although some of these percentages may raise some questions, we're also looking at the potential of the early warning system. We've been here before. Trend data shows the power of our early warning system as an effective tool for ensuring that we catch up students by the end of their senior year. So here's what we know. We know that if we continue to monitor on-track to graduation data closely, continue to leverage our early warning system, continue to collaborate closely with principals and counseling teams, continue to develop individual plans by student and by course, we

105will continue to monitor on-track to graduation data closely, continue to leverage our early warning system, continue to work closely with principals and counseling teams, continue to advance with игры, we will continue to ensure that students graduate on time and are ready for postsecondary opportunities. Now, I'd like to turn it over to Cheryl, or back to Cheryl, who will outline our recommended next steps. So because we know our graduation rates and our on-track to graduation rates are affected by access and mastery, we wanted to make a recommendation that perhaps we did a Board presentation that would highlight grades from the district and site level over the next six months. That was open. Thank you, Dr. Gordon. over multiple years to better understand and address student achievement trends. Yeah, we've already talked about that and we've already

106planned it. Awesome. Thank you for the recommendation. So then I can move very quickly between these three slides, which show that just like the on-track data, there's a consistency in the number of Fs that we are awarding each year in our grade levels. There is a consistency in the DNF marks that we are awarding across the three-year levels in grades six through eight. And there's a consistency in the DNF marks that we are awarding across three levels in our high schools. And perhaps, which is our recommendation, if we studied our grading practices, we could dig into what this means and perhaps change our on-track rates significantly through that act, which has already been decided that it's going to happen. So, I am going to hand this now over to Bruce Bivins, who will share our

107AP highlights for 16-17. Thank you, Cheryl. All right, we're gonna start off with the advanced studies programs and I'm gonna jump into the advanced placement work. Okay. On this data slide, we see how the College Board has been reporting our data at San Diego Unified with AP student participation for the last 10 years for grades 10 through 12. This historical reporting is looking at most closely at the percentage of total students that have access and are taking at least one AP course and exam and passing that exam or not. You will notice that over the last three years, since 2015, we have made a 6% gain in AP participation, which represents over a thousand students participating in an AP course and our passing rates on exams have remained stable over the last... over the... same

108time period. Our next slide, we're going to desegregate this data further by subgroup. You'll notice our overall participation rate that was reported on the previous slide on your far left, 45%. As we desegregate this data by student demographic, we have areas of celebration and areas for deeper reflection and work. Our largest gains are with our African American students growing 8% since 2015. Our Hispanic students with 7% gain as well as our RFEP students with a 7% gain. These gains can be attributed to our targeted focus with principals on our master schedule expectations and our partnership work with EOS, Equal Opportunity Schools, where we surveyed all students and staff on campuses, raised awareness into actions on campus as we made movement to close the classroom equity gap in AP participation. Areas for deeper reflection and work

109are around our English learners and students with IEP. Although we have made gains, we need to accelerate faster. Increasing access for students to advanced coursework has been our focus and we are making significant progress in this area. Now that we have shifted on our campuses and how we are paying attention to providing access for students, we now have to shift again to getting more students tested and more students to pass the test. As we look closely at this slide we will see multiple data points for consideration. The blue percentage rate represents the number of students taking an AP exam by subgroup. The red percentage rate represents the students taking the AP exam but not passing it by subgroup. And the green percentage rate represents the students passing the exam by subgroup. And the purple lines

110above represent our pass rates, which as you can see are for the most part are stable as we have increased enrollments among most demographics. We notice a dip in passing rates in the upper left-hand column – a gap in passing rates with our African American students while at the same time we have increased by almost 20% participation from 635 to 802 students participating in AP coursework. Again, you will notice increases in participation in every subgroup on this slide as well. As we focus on getting more students tested or more students in class, we now need to focus on more students getting tested and ready and successful. And we need to pay particular attention to our ELs – our RFEPs, and our students with IEPs. Now we're gonna shift into IB with Kimmy Lochtefield. Next I'll

111share with you the percent of graduates with IB diplomas for Mission Bay High School and San Diego IS. For Mission Bay High School, we had 27 students in the class of 2017 earning their IB diploma, which doubled from 2016. For San Diego IS, we had 28 students in the class of 2017 earning their IB diploma, which shows a decline, or a difference of three students, as compared to 2016. When students go for their full IB diploma program, we recognize not all students are meeting the rigorous criteria determined by the International Baccalaureate Organization. We're building the systems and supports for students who desire the IB diploma to be able to reach their goal. Next slide. I'll talk to you about the IB pass rates by assessment type from 2015 to 2017. For Mission Bay High School,

112we see an upward trend of students taking and passing the exams each year. The principal shared with me that this year, 65% of the juniors and seniors are enrolled in the IB coursework. They are focusing on increasing access and have a desire for IB for all. The next step is to increase pass rates. For San Diego IS, there was a decline of the number of exams taken in 2017 compared to 2016. The principal shared with me that with the smaller class size of 2017, less exams were taken and less exams passed. The pass rate has remained at 57%. The principal also shared that students who did not go to the IB diploma route participated in the extended essay and oral presentations, which are rigorous, and prepare students for college. Over on the right-hand side, you

113will see students for each high school who passed the extended essay and the theory of knowledge oral presentations. Very strong for both high schools. While both high schools are increasing access to IB coursework, taking and passing the IB exams, extended essays, and theory of knowledge presentations, we will be focusing on pass rates and increasing the number of IB diplomas by providing the students with a higher chance of getting a high score. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next

114slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. Next slide. units and critical concepts with common formative assessments, strengthen tier one instruction based on student data, and strengthen integrated multi-tier systems of supports. Now I'd like to turn it over to Monica Hazel, Area 6 Superintendent, who will be discussing college course enrollment data. Thank you Kimmy. Across the district, San Diego Unified students have the opportunity to take college classes and earn college credits during their high school years, concurrently and non concurrently, meaning they can take them through a partnership with their school site or on their own. We have three current avenues to earn this college credit through San Diego

115Community College District, represented on the graph as SDCCD, UCSD, and Point Loma Nazarene, PLNU. The bar graph on the left titled combined college enrollment is the total enrollment from all three programs as reported by institutions of higher education. We can see on this slide that every year since 2015 more students are taking advantage of this opportunity. We have a 24% increase in combined college enrollment, which means 575 more students took classes across the three programs. The next bar shows a 26% increase in SDCCD enrollment, which translates to 579 more students taking classes. A 13% increase in PLNU enrollment and a slight decrease in enrollment of 6% at UCSD. You might ask, why we went down 6% at UCSD? We believe that this is because there's a cost basis to this program versus the other programs

116and it doesn't religious it doesn't grow at the same rate Exp balloon period at least rate as the other programs as we limit the number of sections that are offered. This is an exciting trend. 26% growth in one year. This is significant growth. More of our students are leaving high school with college units that can be directly transferred to a two and four year college degree. More students are experiencing the rigor of college coursework and figuring out how college classes and professors work better preparing them for post-secondary success. The purpose of this slide is to show you where the college courses are being taken. Some college courses are taken on the high school campus and some are taken on the college campus. On the left again we see overall combined college enrollment which is the

117same as the last slide. However on the right the bar graph shows us the enrollment data from each campus. So let's look at college courses in the last slide. College courses being taken on high school campus sites. Here we see a 35% growth of students taking college classes that are offered right on their high school campuses. That's 645 more students taking classes. More students enrolled in classes when professors came to them and taught on our campuses. We believe that we will continue to see an increase also in on-campus enrollment in the future. when SD High opens up their ACE program because City College neighbors San Diego High School. This slide shows the percent of college courses passed by demographics. What's really exciting about this data is that regardless of gender, race, language, income level, students

118who are taking these classes are passing. Overall we can see that approximately 94% of all students are passing with an A, B, or C. Now I'm going to pass it over. That's exciting. Lamont Jackson will share data regarding our CTE program. Thank you, Monica. Much like this slide, as we take a look at CCTE courses, I'd like to frame the next four slides around one key component, and that component is equity. Meaning gender, ethnic origin, family background, and gender. So those two components are not obstacles for students achieving educational potential when we look at these slides. Slide1 depicts the percentages of students in all of our schools who take courses, who are passing courses, and who are completing three or greater number of courses, and also course completers in the purple column. as you look

119from 2015 through 2017. The next slide shows the same data points by ethnicity. You'll continue to notice that our subgroup data are very consistent and similar to the all schools data and there is very little change between ethnic groups. On slide three, these data points are shown by gender. Now we will see a gap between the young men and the young ladies and what we realize and what we're thinking about here is that most STEM fields and courses like engineering historically show greater number of young men. This is certainly an area for us to pay attention to. Our work is to bring equity and access to the forefront and increase the number of young ladies in these courses and in the system. We're going to continue to work on this field. Finally, when we look

120at the same data points and looking at subgroups and categories, the data remains consistent yet again. Therefore, access and equity remains consistent relative to college and career technical education, specifically in the areas of courses taken, courses passed and course completion. We're also working on closing the gender gap as stated in the previous slide for our young women compared to our young men. In addition, I believe we need to still continue to emphasize project-based learning because it does certainly show that it gets to the core of equity and access. Thank you. At this time, we'll turn it over to you for questions. Trustee Richard Barrera. So first of all, thank you, Superintendent, and the whole team. I appreciate your really terrific presentation. I appreciate the focus on the plateau, in a sense, of the percentage of

121Ds and Fs, you know, that we're seeing in our district. We're not seeing, we haven't seen it come down. And it reminds me of, you know, the presentation that the superintendent led a few years ago about we plateaued with our percentages. And, you know, we've seen, you know, the percentages of English learners who are being reclassified. And we put a spotlight on that number and we've seen improvement. And I think it's consistent, you know, with Superintendent Martin and the leadership of all of you, that where we draw attention to an issue and we put a spotlight on it, we figure out what's going on and we start to make improvement. And it's striking that, even though, you know, in our own courses, we're seeing the D and F rates maintain a sort of a consistent,

122you know, too high, you know, percentage, we look at our CTE courses and our college courses and we actually see a much higher success rate of our students. We see that, you know, the access, you know, to the course is increasing, but then we see, you know, the success. And so, you know, we're seeing a lot of the students in those courses at a very high rate. So what is it that we're, you think we can learn from the fact that our students in our college courses and our CTE courses are having consistently high success rates even as in our, across the district in our courses, we continue to see, you know, our D's and F's, you know, not, we're not making progress there. So I guess that would be my question to Superintendent Mateen.

123Yeah. Well, I think that there are different answers for each of those areas. I think for the CTE courses, it's engagement. Yeah. It's, you never ask why you're doing something. Yeah. The context is present in the CTE course and I think it just allows for different learners to thrive in that environment. And so imagine if we took the strategies that were in CTE courses and spread them across school. Yeah. You know? I think that there's a lot of community and I don't mean to sound like I'm trying to be a cranny to do that, but it's powerful. In the case of the community college courses and we've been talking a lot about this, I think that rigor, the definition of rigor might not be I have seven hours of homework. It might be that the

124things that I am asked to do all night doing, there's still things I need to do, but it reflects probably a little more correlation to what they're going to encounter when they actually hit college. And there's a lot of talk about this. Yeah, there's a lot of talk about this. Like why are these things so different? Because we have great courses in our schools and we want to keep offering them, but I think we have to think about what we're actually asking kids to do. Yeah. Because you don't have to be up all night. Every night. That's not what college was like. Okay. Dr. Whitehurst-Payne. This is very interesting coming forward now because we both serve, well, you serve as a member of the graduation committee, the board graduation committee that involves several outside folk.

125In fact, mostly outside consultants, professionals, whatever you want to call them. And we're grappling with this whole issue. And I think that's the issue of graduation rate and what it really means. And I think one of the things that we are dealing with is, is the issue of, so you went through the course, did you learn anything? Right. Because Constance, Dr. Constance Carroll serves on that committee and her comment is you're sending us students, but do they know anything when they come? So we're, that committee is in the process of developing a report. And so we're going to have a report to bring forward. And you serve on that committee with us to really look at this issue. It's something that's not unique to San Diego. When I was on staff at Cal State UC

126San Marcos, it was an ongoing discussion about all the courses students had to come and take at the university versus couldn't they get those courses in high school and really mean something. So it's good to see that it's happening as you said for the students who are involved in the CTE courses versus just regular classes. And we've got to do something to beat that up on all levels because we know the issues with the African Americans and the Latinos not performing. And probably it's because they're bored to death with a lot of it in the way it's being taught. It's not addressing their needs versus the other way. It's something that's real to them. So hopefully, we'll see that. And hopefully, we can move forward with that committee and bring that report forward so we

127can make it a larger issue than just CTE in this. Thank you. Dr. Evans. Thank you. First of all, I mean, I just really appreciate the transparent report. It's not a spin job. I mean, it's showing what's doing well and what's not doing as well. And like I said, it's an early warning system. It's a call for action. I can remember when we were first on the board, several years ago, that we would have annual reports on standardized test scores. And this group is doing this well, and this group is doing this poorly, and so forth. And that's it. And we'll be back next year, and we'll report on it again. Not figuring out why it was happening, maybe a little bit speculating about it, but not doing anything as opposed to saying, okay, this

128is where we're at and this is what we need to do. So I guess one of the things I know that when we first started working on the graduation rate, there was this very individualized, we're going to look at every single student. Every transcript and figure out what everybody needs. So we're looking here at all the percentages, but how are we able to look personally at each student? I mean, so Jennifer Smith at X High School is behind three courses. How do, who is paying attention to that? I mean, because we don't have a huge amount of staff and counselors and so forth. So how do you? How do you make sure that every single student is personally watched? So I'm so excited that you asked this particular question because. We agreed before the meeting.

129Area superintendents receive data from the secondary office and this, these reports had, was from our early warning system and it gave us a list of names of students and where they were in terms of on trackness. And it listed. And it listed the courses that they needed to pass. And so in our hands, all of us, we have these reports for each of our high schools. And we have used these reports for follow-up meetings with our site principals and our counseling teams to say, okay, you have these many students in the red category which is the most at risk category. What is the plan for each student? And so, I don't know if I have it in my backpack, but I actually have reports that I carry around with me. That actually outlines a particular

130plan, a student and a plan next to their name for everyone, every student that is not on track. And that's happening for both juniors and seniors. And so, for example, I've done this work with Hoover and we've had thus far four meetings this year on on trackness and ensuring students are making progress and that there's a plan and there's actually an adult that is responsible for ensuring that they remain on track. And so, we're working with counseling teams, district resource counselors and we're making significant gains and progress in that area for our kids. Yeah, and I'm sure that it's, I mean, everything is pointed out through trying to intervene earlier and earlier. So, you know, we'll do this in junior, senior year, we'll do this in freshman year and then the whole first tier of

131instruction and the whole grading policy and so on. That, in terms of passing the course, you know, obviously we're looking at, well, what sort of supports the students have when they're having difficulty in a class and they're failing. But I think one thing will happen if you really start looking at all the D's and F's is there are probably a lot of students who are passing classes who shouldn't pass the classes. So, we're not just looking at let's just increase the rate of students, I mean, just on paper that have C's and above because we're just like with graduation, we said, we don't want to just graduate more students, we want to have meaningful graduation. So. And so, you know, there may be a leveling out because these students could have been given more support

132and passed, but these students weren't given enough rigor or whatever in terms of what they're doing and they shouldn't have passed. And in both cases, it's really the responsibility of the adults to, you know, to provide what they need. And we'll talk about that more when we have that workshop. The other thing I want to ask about was in terms of, you know, we have English language learners and then we have reclassified, which I think is really important because we see how well those who start off as English learners are doing. But when we're talking about English learners in high school, I don't know if these are English learners who have been in the system for eight years and have not scored fluently in English versus they showed up in their junior year to this

133country without speaking English. I mean, because it's not sort of fair to lump all those in together and that student we might need to say, okay, you need, you're going to need an extra year of high school or a program after high school or something to, you know, to accomplish that because it's a very, it's a category that fits a lot of different kind of situations. And again, just like when we said before about the standardized test, the English learners are scoring low on English language arts. I mean, obviously, if someone's not fluent in English, they should not be graduating from high school. We need to see what we can do there. So I don't know if in the future, you know, if there could be some information on, you know, sort of who these

134English language learners are. Long-term English learners, I mean, they've been in our system a long time versus they're just new to the system. And then finally, I'm curious what you think about comparing AP classes and community college courses in terms of the relative value. I mean, AP, we're, you know, working with some sort of private corporation and community colleges, we're working with an educational institution. But in terms of what really is valuable for the students, and I don't know what your experience is in terms of kind of comparing those two kind of courses in terms of making sure that students succeed but also preparing them for college. Does anybody have an opinion about that? No. Okay. I'm not going to say they have both that value but I'm just trying to compare. So, the value,

135at least in my opinion is gaining college level credits. So if I take an IB course and I score a 4 higher and I've mastered the IB curriculum, I think that's outstanding. If I take an AP course and I get a 3 or higher and I show mastery of the AP curriculum, that's outstanding. And if I pass the AP course, then I get a 3 or higher. And that's outstanding. a college course and i get college credit that's outstanding i think that it's not one or the other because there are some very successful ap teachers very successful ap teachers and we can see in the data wow if you end up in this class whatever happens in that year it's magic for you i think the difference between the college coursework and the ib coursework

136the ib coursework there's an accountability built inside of ib where look if your assessment of a kid's mastery doesn't match the ib scores you can't even teach ib and at the community college they have the same kind of like you know you can't be a teacher that isn't administering a certain course and there's a there's a checks and balance we don't necessarily have that in ap we don't have an outside organization saying this isn't good enough so i think one of the things that um that i talked to sasha at eos about are the things that i think are really important to us and i think that's what we're trying to do and i think that's what we're trying to do and i think that's what we're trying to do and i think that's what

137we're trying to do and i think that's what we're trying to do and i think our support from eos was how do we identify ap teachers that are super successful and the college board asked me to do this too and what was interesting was i identified actual teachers that were so strong in ap with kids from all backgrounds and when we tried to pull them together to be mentors to the other teachers because several of them didn't have a lot of experience as a teacher they didn't want to take any leadership with people who had more experience so i think one of the things that we might think about doing is going back to these places where these ap programs are like super super um they're working and really encourage some professional development or some

138collegiality between teachers to go in and look at each other or learn from each other or lesson study because i wouldn't want to say we don't need ap but i do think that we would be more successful with ap if there was a checks and balance that we put in place so so what i understand what you're saying is with the community college courses there's a lot of ahead of time a lot of screening of who's teaching and the way that they're teaching and how they assess students all along before they get in the course and then with ap it's like the results come at the end like someone just happens to be teaching an ap class and at the end of the year you see how many students took the test or passed right

139okay thank you any other dr mcquarrie great report uh we want to be a district that makes decisions based on data uh and we can have uh the better the data uh then the uh the better the decisions and i think the better outcome so this is an excellent excellent opportunity to to do that and i'm really thrilled in which it was organized and presented did want to comment on a couple of areas on page three and four i just wanted to know if you could i just wanted to note the significant increase uh for the uh graduation rate for foster children you know pop from uh 57.6 percent to 70 percent and i'm wondering was that just an anomaly do we have any trends or what are we more stability within our homeless community

140there are some smaller numbers too so the gains and losses affect the percentages wider okay but you are on to something because um in our predictions african-american el's foster special education and pacific islanders will increase in this upcoming year okay on page 10. i was uh interested i was because i noted the drop in the uh the uh on track for junior year students from the from the prior years and i'm wondering and it's across the board let's what's that do you have any sense of what happens happening then yeah that's the the slide that that presented and we're actually looking into what the declines are that's why it's hard to generalize right we basically have to dig into this data by school and by student and by course to really get a good idea

141of what caused these declines and so we didn't we didn't want to generalize and make any generalizations at this point but it's something that we're certainly going to look into and we've already started that process but it does look like these will be they'll come on track and get caught up yeah i mean that's the when we what we did is we did look at uh trend data and so in looking at trend data we have found ways using our early warning system to catch students up by the time they either start their senior year or end their senior year in june okay then on page 12 what stands out is the spike the increase of dnf grades so when students go from sixth grade to ninth grade and then and then we either there's

142an awakening something happens and i'm wondering if that's like a normal that we're used to we expect is there some way to address the uh the increase in dnf grades in our middle school kids as they go from sixth grade to ninth grade this trend is um is this is if we added more years for 15 16 and 17 this trend stays the same you know it's interesting because um we were debating whether putting these slides in because some of this points to not a use of a bell curve itself but a bell curve mindset right because the same amount of kids no matter which class rolls up the same amount of kids end up being d's and f's it's an interesting like straight line and that's why we we wanted to dig deeper into

143it that's part of the workshop that we're going to have right now the other df and then looking on page 20 and just uh the uh the uh i mean the the mission bay uh impact on and and the number of students who are are being successful the ib and and the in in and the increase in numbers as well as percentage over the years in 2010 going from 1.5 percent to 12.7 percentages so we've got a program that's uh seems to be working well i know a lot of families choose uh san diego uh international studies as well as mission bay because of the ib program and so it's uh it's having an impact i just heard the reference here about the importance of doing project-based learning and and the ib program develops from

144our earlier grades and now we have kindergarten through high school and what develops that that ability to see to in to integrate skills to take on tough questions and then to apply uh research skills and then to evaluate and assess the big problem which is a global problem then see a local application and and i think it develops agency and confidence and when i dare to hear the presentations from the students it's just amazing to see the importance that these these schools are doing and doing that i know we have other ways of addressing project-based learning but the iso is one of them and then what we're going to do is we're going to program here and what Mission Bay is doing is seems to be really outstanding. The other, I was wondering on in

145terms of page 2029 in terms of the increase of students who are taking college courses and I'm wondering does this also include the data from the MET in East Village? Sure. I mean 2028. Yeah, yeah. In terms of course enrollment by call, just yeah, course enrollment. And I'm, the general question is, is the MET, which is on a college campus, somehow included here and is our East Village, which is also a unique program, included in the data or is that separate? So East Village and the MET are both, they're both inside of the MET. This data, the MET data lives in the, on the college campus and right now East Village lives in the off the college campus because they're not sitting on the campus. I will tell you though that at our joint board

146meeting, you're going to hear some really exciting things that are going to happen with East Village to be a real middle college, like where kids are taking college coursework nine through 12 and we haven't actually had that fully fleshed out yet. So it's going to be really exciting. But the MET, yes. We're going to be on the college campus. And remember that program too is not fully taking nine through 12 coursework yet, but they will. We're working towards making sure that that is a fully immersed middle college as well. Then my last question in terms of equity and access. I'm wondering what is the level of participation of our high schools that are further away from our colleges? I know we have high schools that are right like next door adjacent to our colleges and

147then we have high schools that are right next door adjacent to our colleges and then we have high schools that are right next door adjacent to our colleges and then we have Lincoln and Morris which are a greater distance. Does distance, is that a factor? What are we doing to mitigate that? Distance isn't the greatest factor to the college program flourishing. It's really the invitation in. And there are some very, there are conversations at each site that go on about whether or not college coursework is in competition to some of the other coursework. And in a lot of schools, they're negotiating. They're negotiating that space right now where maybe they're not going to offer poli-sci if they have a strong AP government program or maybe they're not going to offer English 101 if they have

148a strong. So they're negotiating space right now and that's the bigger stopper to what is actually offered because the San Diego Community College has been one of our greatest partners and will pretty much give us anything that we ask for. It's a great partnership. Thank you very much. It was an excellent report. Okay. Thank you. Just one quick connection here. Have you all given any thought to, I know you're doing 11th and 12th graders now, but hopefully we're pushing down. I'm sure you're beginning to do that and not just pushing down to 10th, 9th, but even all the way down. I think that's one advantage. The fact that you serve K all the way up through the spectrum and then you can bridge. You know now what those students in second grade, third grade, whatever.

149Yeah. This is one of those things and has been a good lead to what 11th grade, third grade potentially will need. We can begin to connect folks as they need to. Dr. Barrera. You've been promoted. And just to build on what Sharon just asked, so one of the I think most important findings that is gonna come out of the Grad Rate Advisory Committee is data, you know, Sheryl, that you've been bringing to all of our attention. Yeah. there are a group of students who are not captured in this data and that is the group of students who leave our district, who begin within our district in ninth grade but don't stay in our district through 12th grade. And I think it's an important issue that the committee has focused in on because I think normally

150we might say, well, yeah, but I mean these students leave our district and so how can we be responsible for that? What are we supposed to do about that? The issue is that the students, that block of students, which is a significant percentage of students who start in ninth grade, the students who leave before 12th grade tend to not graduate at the same rates as the students who stay. And the group of — we've come up with a better name — but this group of leavers, they're the ones who leave. And so we can trace back to the very early grades, you know, back to third grade and see that those students fall behind early and they're behind all the way through the time that they're in our district. And then when they leave, they

151leave. And so I think part of one of the key recommendations that I think is going to come from the committee is we need to be tracking the leavers. You know, that needs to be something that is, you know, we shine a spotlight on. And when — so when we report out our graduation rates, we're reporting, you know, the official state graduation rate, which is, you know, we've seen, you know, so much success with. But we also need to keep our eye on what's happening with this group of leavers. We can't get to those kids often in 10th or 11th or 12th grade after they leave our district, but we can work with those kids early on. And so that's—like I said, if you're, you know, if you're working with those kids early on, you're

152doing a good job. And there's a great way that we can get that work done while they're in our district and prepare them to be more successful no matter where they go, you know. And so it becomes something that, you know, given our ability, you know, to shine a light on a group of students and ask the questions about what's going to be most successful to help those students and then to put those interventions in place. And, you know, as Sharon said, responsibility, you know for that group of students and make sure that they're successful, you know Wherever they go because we can identify early on that those work to be done there So I don't know Cheryl if you wanted to comment on that at all It's Mitzi. Thank you. Yeah, I want to

153comment on the monitoring student learning from the early ages we area superintendents and principals are paying close attention to Student particularly their reading levels at third grade. We're getting right down to who are the students? What is it? They know and are able to do what is it? They need next in their learning and we're actually tracking their progress. I feel like better this year than ever We're gathering with our leaders paying close attention on our site visits. We're visiting third grade classrooms. We're paying attention to to teach teachers with our eyes on students helping leaders think about what When students are stuck and so that Looking back at our earliest learners and paying attention to where they are and trying to catch them up early is Really our daily work as area superintendents and

154principals also or have this intense focus. So I just wanted to share that And just along the line, I mean with our focus on k2 3 literacy and And the ambitious goal of having a hundred percent of our third grade proficient, you know by third grade We can come up with a definition. I mean so we can look at kindergarten first second grade Are you on track to be proficient by third grade because we understand that? Kids learn at different rates and so forth. So they're not going to be exactly, you know, 25% progress every year, right? But they will be but the point is by third grade they would be and then at third grade we could say We could have a definition of you're on track to graduate or not Yeah You know,

155yeah because if they're all we are already 100% proficiency then we can say they're on track to graduate and then if they're not Okay, then what are we going to do and fourth and fifth and sixth to make sure that they graduate? I mean that's it's pretty exciting to look at it the whole gamut And I know it's hard because you you're plugging a hole at one end and you're not going to see the results from the other End and I'm even one statistic. I would like to get some time is What percent of our graduates? went through our schools and K-12 You know, I would Guess maybe half You know because of mobility of families and so forth, you know actually went because those are the ones That we can mostly say, you know,

156they that fallen through our system if there's someone who went through K to 12 Under our system and is not graduating on time and then there's a problem Obviously we have to figure out if someone we have this K through literacy someone comes in in in fourth grade and Remember when I went to the school I was that taught cursive writing in third grade and after second grade I went to a different school in third grade and they already knew how to write. So, of course I never learned I Think this is an awesome presentation for me to see and reflect back in my school I would suggest looking at the data combined so a a chart that shows how many students are taking a college course or an AP course, so kind of combine

157them because I know, at least in my school, we ultimately have to choose between a college course or an AP course. So I just think it'd be really good to look at them together, and that I think would be a little accurate. And I also just had a small question. Are we taking into account into these charts the amount of AP classes that are available in the schools? Because I know some of our APs are being cut to add more college classes, so just a general question. Thank you. So I'll answer the first part, Diego. So yeah, we should look at each school and the health of their advanced program and the AP courses. That would be cool to have. There'd be a lot more slides, but we could look at that, and we could

158tell that story. I'm not sure that the AP courses are being cut for the college courses, but I do think certain schools choose, like your principal, who I know very well, she chooses the early grad strategy at your school, and so the AP offerings are far more limited because she wants you to have the middle course, and she wants you to have the middle college experience. So yeah, I mean, I think we should look and see if AP options are being cut because of the college program. I think there's a lot more hybriding, but yes, we could look at that by school for sure. Diego, what grade did you start in San Diego Unified? You don't have to answer the question. I began San Diego Unified in seventh grade. So I came here from Mexico

159without any English or anything, and I became... I was an English learner. And I became reclassified the eighth grade. Wow. Yeah, most... Yeah, we have... Yeah, from my experience being a teacher down in Chula Vista in National City, most new students come into the seventh grade for a variety of reasons. Yeah. Support President Beiser, may I respond to Dr. Barriere? Sure. Mr. Bivins. Yeah. So in regards to leavers... Yes. I just thought I would add that some of the areas that we're focusing on with area superintendents this year with all of our schools, one is that we're working with our principals on cluster alignment and focusing on neighborhood participation rates and increasing those rates. So looking at it through whole child and strength-based programs and alignment, what I think will help tip the scale there.

160Also, our work with guaranteed and viable curriculum. So we eliminate this idea of travesty of 20 feet where it doesn't matter, it's not a Russian roulette kind of situation on what kind of... Who you get on your schedule, what you do, and then we're going to focus on the other areas. So we're focusing on what you get on your schedule, but there's more of no matter who you get on your schedule, you have equal access to a common curriculum and strong pedagogy. And then the third area is around this idea of grading practices and a culture of redemption where we look at how do we allow for students to be able to retake exams, redo assignments, and revise work over time... Yeah. ...and not being penalized for a one-time-and-done situation. Thank you. Yeah. Thank you.

161Any other Board Member comments, questions? I do just have a couple quick comments. First of all, I'd like to thank Cheryl Hibland for all of her work. This has just been a phenomenal journey over the last several years as we've increased expectations for our high school diploma in our school district. And with that increase in expectations and rigor, an increase in support, follow-up, and then the results that we've seen over the last couple of years with our graduation rates that are certified by the state. And I really appreciate the data. Dr. Evans, I think, said it really well that we really want this data, the good, and then the opportunities where we need to focus. And I think that was highlighted on slide number 10 where we saw the... I'm very concerned with the African-American

162juniors that are on track to graduate. And I know that you had very articulately messaged that with the team that now that we know that the African-American juniors that the African-American students in our school district, in our care that are juniors this year are not on track as they have been in the past, we've got to get in there and give those students the support they need, the extra tutoring, the help, whatever it takes to lift those kids up. And it's early. Yes. Because 50% of them are leaving at grade 8, 9, wasn't it? So that's really saying a lot. Yeah. And what Dr. Whitehurst-Payne said. And then on slide 13, you highlighted the DNF rates, which is something that we are going to talk about at great length in a board workshop. And I

163look forward to that debate. I've been talking about this for years, Ken O'Connor's grading for learning, that just because somebody makes a mistake or fails to demonstrate proficiency doesn't mean that should be the end. They should have the opportunity to learn how to do the types of material or content that they did not demonstrate and reassess to raise their grade. I believe that research-based strategies like Dr. McQuarrie mentioned, using research and data to help support kids and improve outcomes, such as extending the school day with college tutors after school or after school homework centers, extending the school week, Saturday workshops, Saturday tutor centers, those kinds of things, I think, have been proven time and time again to really help students to pass their classes the first time. I know that sometimes students need a little

164extra motivation because if you wait until you get into a credit recovery class, some of those students have already given up. And so there's a variety of different strategies that some schools are looking at. For example, not giving an F but giving an incomplete F. But giving an incomplete and allowing them to reassess in specific content areas that they did not pass the first time and then readjust that grade to reflect their current level of learning later on. I believe there's also things that we can do as a system to look at what are other schools doing, what are other teachers doing, what are other districts doing to really address those DNF student rates. For example, I know that there are a lot of schools that have implemented a new plan where every six-week progress

165report, every student with one or more Fs has a parent conference. It's a lot of work, but it's worth it. Trust me. Getting the parents involved to not just talk about where their student is, but to come up with a plan, a schedule, a routine to help that student to achieve a passing grade before they fall. I really loved the slides on the CTE graduation rates. 86% of the students are passing the CTE courses. 13% are completing the Pathways. And then I think that it was really phenomenal hearing about the tradeoff between AP classes and community college class work. But if you look at the pass rate, of the college classes, 94% of the students are getting the college credit. Where if you compare that to the AP courses, you have to take the AP

166course, then you have to take the test, then you have to get a three or higher, and the percentage of students that are actually ending up with college credit is far lower. So I think that there's some analysis that we need to look at there. And I know that when we have our joint board meeting with the San Diego Community College District, we've done this for the last six or seven years, we've seen some data that the students that take community college courses or college courses in high school do much better when they go on to college than students that just take AP classes. And I think we've looked at some of that data. I know that you had a question about that. I really appreciate Dr. Whitehurst-Payne's focus on the K-3, because sometimes if

167you wait until 9th or 10th grade, it's too late. We've got to focus earlier and help support that. We've got to support those students so they get on track. And I love Dr. Evans' suggestion of having a third grade on-course assessment. Let's not only have an are they on track to graduate at the end of 9th grade or 10th grade, let's have an are they on track to graduate by the third grade, the fifth grade, the seventh grade. Let's keep assessing and supporting the students as best that we can. So seeing that there, we did have somebody submit a, I don't know if it was a speaker slip. I just wanted to make sure. It looks like she did leave, though, but I just want to double check. Tasha Williamson? Okay, she did go home,

168as I had summarized. Okay, so now we go on to Item G on the calendar. Thank you very much, Ms. Hibland and all the areas team, superintendents. Thank you. Okay, now we go on to Item G, the Board Consent Agenda. Do I have a motion? I move the Consent Agenda. We have a motion. Is there a second? Second. Okay. All right. Thank you, Mr. Kuehler. Citizen, you have one minute. She declined. She declined. She said no. Okay. All right. Please vote. Okay, that passes. On to Item H1, which is an action item. There will be voting on this item tonight. Operational matters reserved for the Board. The 2018 California School Boards Association CSBA Region 17 Delegate Assembly Election. Does any Board member want to propose ten candidates? from the list i'd like to usually in

169the past we've deferred to those individuals on the board that are members of csba delegation representing sds representing san diego unified that's dr whitehurst payne dr mcquarry and trustee richard barrera yeah i passed the baton to mr barrera a while ago how did that happen can you use your uh turn your mic on what's the item here jay h1 h1 that's right yeah what we have done in the i've been on the uh csba delegate um for um for the for the three four years that i've been on on the board and the the group is um changes from time to time we have our larger school districts have appointed appointments like we do and then we have a group that's going to be on the board and we're going to be on the board

170and we're going to have the smaller school districts then run for their position what we've attempted to do in the past was to balance those out north and south and across across the various types of school districts and giving preference to those who are incumbents and i think in the past we basically have recommended the incumbents with fewer changes i think there are seven incumbents and ten ten positions i would suggest the uh seven seven incumbents uh continue and i would suggest i see eight incumbents i'm sorry is it eight yeah and i suggest the other two be be balanced uh i think i think we probably uh could pick up to balance it out with people from south uh south county uh would uh would uh would even that out so delegate members please

171give us two other names if you want to or we could do eight yeah i just uh a point of clarification here it looks like um the national element national city elementary school district has um two incumbents and all five people from their school board are running yeah yeah yeah and that they represent such a very small population of region 17 that i think we might want to try to balance that out um do we want to keep the two we have nobody from chula vista elementary school district and let's do this yeah we don't have anyone from chula vista that would definitely be positive addition so who do you recommend uh i would suggest armando but i'm hoping for a conversation okay dr white's fan agrees again one more okay and then uh grossmont

172being uh being at this the largest union high school district in the nation with not having a representation at this point i would think that would be a positive addition ding ding ding i'm surprised that nobody from the sweetwater school board has uh put their name forward yeah i'm surprised that nobody from the sweetwater school board has put their name forward to get involved with the csba person you're unifying no we automatically get three yeah those three we automatically get three because of the size of the students that we represent okay plus armando plus salinas yeah okay we have a motion and a second all those uh please vote okay that passes any questions on that cheryl okay thank you ma'am all right moving right along item h2 this is an action item we'll be

173voting on the appointment or re and reappointment of representatives to the proposition s and z independent citizens oversight committee also known as the icoc committee i move for approval of the we have a motion recommended candidates second we have a motion in the second any questions or discussion superintendent martin do you have any additional comments or response on this item no that's okay okay thank you just a comment yes sir the three uh the three members that are being appointed or i know them all outstanding recommendations and strongly support the uh yay vote yeah i concur all right please vote i just want to say oh wait don't vote yet don't vote go ahead i must say that uh roosevelt is doing an outstanding job with uh the lincoln cluster and we have another exciting

174meeting coming forward um on the 12th march 12th so i'm really pleased that he's taken on this responsibility for us okay thank you please vote that passes item h3 this is another action item the request to superintendent for assessment and up date on the district public records request process is there a motion on item h3 i still move we have a motion and a second we do have a speaker on this item h3 citizen you have two minutes there is still an issue with the production of public records i still have never received the policy for the school's police taser policy and when police officers can use tasers in the schools against students on students i asked the police department for the taser policy i got it in five days i wanted the sheriff's taser

175policy i got it schools one of the most important places what we would want to to know what the policies are of school police and i can't get those records i'm told that it will take eight weeks sometimes it takes months there's a serious serious issue with the production of records and transparency in the school district five months five months for one week record. Ten months for another record. That shouldn't be happening. Thank you. This item is being brought forward by myself and Dr. McQuarrie because we really would appreciate the superintendent to assess the current public records request process and monitor how we're doing it and what's involved, what's going on and bring back to the board information about the process that we currently have and some information and data on how many public records

176requests do we have coming in and how many are we how many are going out and what's involved with that to really break it down and then also to bring forward to the board any recommendations that the superintendent and staff may find to make it better or improve the process. Any other board member comments or questions? Agreed. Okay, please vote. And that passes. On to item H4. Item H4 is an action item. We will be voting on this. This is the resolution regarding the impact of short-term vacation rentals on affordable residential housing in our neighborhood schools. Is there a motion on item H4? We have a motion. Is there a second? We have a second. Trustee McQuarrie and Barrera are presenting the item. Who would like to speak? This particular item has caught the attention

177of our city and a number of other communities that have coastal properties. And it's been a major issue within the areas where I have in my district, everything from La Jolla, Mission Bay, Ocean Beach, Point Loma, and it's other parts of the city. The city is considering this issue. It's being debated. It's being looked at. And we've had a number of conversations within our community and I thought it would be important to have the conversation here at the board. And so, Trustee Barrera and I brought the item forward so we could have this public airing of issues and come to a conclusion on what would be the best moving forward. So it is about quality neighborhoods. It's about access. It's about the affordable housing. And why does this affect schools and why should we be

178concerned with something that is obviously maybe a planning commission or a city issue. And it is an issue to us because when we do not have affordable housing and when the price of houses are going up and when homes are being sold and when homes that were rented at lower rates get higher because the price of housing goes up and these homes get turned into rentals, then we lose students. And we've been losing students over the last 10, 15 years at the rate of 1.1, 1.2 percent. And it's a major challenge for us to run a quality educational program while we're having decreased student enrollment. So we've made these major budgets stric- I'm sorry. I'm sorry. I'm sorry. I'm sorry. Yeah. Decisions last year to find $124 million. We're looking at continued funding to support

179our program as it is. I understand that just to stay even we need something like $40 to $50 million a year, if those numbers are correct. But we cannot continue to do that if we lose students in our district. So the item here is about the access, affordable housing, and about the quality of life, short-term rentals. rentals people come in they move in houses that are in a residential area gets sold to an investor the investor then rolls it over into a um into a short-term rental and people come and go and and it's being used as if it was a commercial uh it's a commercial venture that is in a residential area so those are the key basic issues so it's quality life it's the uh the loss of affordable housing and it's an

180issue that affects us because it affects our school uh attendance and enrollment so i think we have a very good answer uh for this as well thank you let's go ahead and hear from uh public testimony and then uh we can have board comments or questions uh let's go ahead and hear from simone nolet you have two minutes because i'm on i i four is that oh i apologize i'm sorry it's h4 i apologize tom coat thank you mr barrera thank you i want to support this resolution it is the right resolution it is the right resolution that we are going to be implementing the right time. I have been working on this for three years and I have been joined by the San Diego Coalition of Town Councils. This is a historic movement, the

181town councils that have been so alarmed over the impact of vacation rentals in their communities that they have come together for the first time in history. Their numbers are now up to ten town councils including Mission Hills, Ocean Beach, and many others representing about 300 thousand people. We relentlessly lobbied in December to prevent a catastrophic proposal from passing. This will come up again very soon in city council. We cannot do this alone. We need your help. We desperately need your help and please start by passing the resolution. I could talk for hours about the the impacts. I will give you one example. In cities such as New Orleans, where vacation rentals have not been adequately regulated, those communities are becoming richer and whiter. Gentrification is taking place. Residents are being displaced. In San Diego, in

1822012, I think, an African American families, middle class families could afford 20% of the homes. In 2016, that number had plummeted to 5.4%. That was in, during a period of explosive short-term rental growth. When the kids graduate from your excellent schools, they deserve to have a chance to live in the communities where they grew up. This is about protecting your schools, protecting your communities, and a future for your students. Thank you. Citizen, two minutes. I oppose resolutions like McQuarrie and Barrera have presented in this case that have nothing to do with education. McQuarrie just stated this belongs with the planning councils, and the other person just stated it belongs with the city council. This is not an issue that should even be on this agenda, and you are using your position of authority in your

183elected position for issues that you shouldn't be doing, and shame on you, Mike McQuarrie. It didn't belong on this agenda, and it shouldn't have been spoken about. It's absolutely ridiculous that you put it on the agenda. Kathy Jolie, you have two minutes. Thank you. Good evening. My name is Kathy Jolie. I am the past president of the Pacific Beach Town Council. My town council was one of the first to take a stand on this issue. I am also currently a board member for Save San Diego Neighborhoods. I'd like to begin my comments by quoting Mr. Barrera in a UT article last October. He states, we need to understand that the housing crisis is an educational crisis. He goes on to state that the housing crisis is hitting our kids and families like it never has

184before. He says, he added that a projected 1,000 student enrollment drop this school year could be related to families moving out of the city because of the housing crisis. I speak on behalf of the members and the supporters of Save San Diego Neighborhoods. There is no sensible regulation of short-term vacation rentals in residential zones. Every inch of residential dwelling space that is allowed to be used by transient visitors reduces space available to San Diego residents, your students, and their families. Schools, community centers, libraries, scout troops, town councils, planning groups, and even this board are impacted by the loss of housing in communities all across San Diego. This is also about your teachers and your staffs. Where will they live? Thank you. Thank you. Maria Mikas. Hi, I am here representing the Mission Bay as a

185board member of the cluster as well as Cluster Congress. I am here to represent Mission Bay, but oops, apologies. It's going to go on my time here. As you'll see on the last page of the information we're passing out, this affects the entire school district. It's not just Mission Beach, but we are heavily impacted. I got involved in the cluster years ago. My kids are still pretty young, but I, like Cindy and the board, believe in quality schools everywhere in your neighborhood. We worked really hard, as you know, Mission Bay did to bring IB, to bring music and bring Mandarin to our foundation of our cluster and build our schools. In fact, they even got a neighbor from a private school to come to our schools. So I want to look at some stats. If

186you look at page three, you'll see that the number of students who are in the cluster are about 1,000. This is data from Airbnb. In 2010, there were just a couple dozen houses, whole homes we're talking, not room rentals, on the website. There are now currently over 5,000. 1,677 of those are in Mission Beach. In fact, I had two on my block. And since October, 43 more whole homes have been added. So you don't have to be an econ major to understand the impact of this home increase and everything that others are going to be mentioning here. But it is important to get back these homes back into the supply for families to have because they're going to be the ones that are going to be impacted. So I'm going to go ahead and get

187back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go

188ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. So I'm going to go ahead and get back to you. for all of us to come together and ask the city to enforce the current code of no short-term rentals in rs1 zones we have to stop being short-sighted by putting money in the pockets of the city city folks from airbnb otherwise plan b is to buy the house next to mayor falconer and turn it into a short-term rental and maybe we'll finally get some action

189thank you thank you marcy beckett hi i'm a former board member of the mission bay cluster and my two children attended san diego unified schools in the last five years we've seen an exponential increase in whole home short-term vacation rentals in pacific beach currently there are 1 677 whole house short-term vacation rentals in the mission bay cluster feeder area so that's almost 1700 whole homes that are not available for people who would like to live in the area might have children to send to the local schools might join the town council council volunteer in the community start a neighborhood watch look after their neighbors so we're not talking about people who want to rent a room out in their house if you want to rent a room to a to a visitor that is not

190a problem because you still have a long-term resident but we're talking about whole homes and it's not just in pacific beach if you look at the map with all the red dots it's all over the city and wherever it happens it trickles out to affect other areas so it makes it harder for people to find affordable housing housing throughout the city and that makes that endangers our school enrollments so funding comes from enrollment and attendance and our enrollment has dropped and the la the whole district enrollment has dropped over the same years that the short-term vacation rentals have been proliferating so it really there is a connection and please think about your schools and your communities and the families that are trying to live in San Diego and send their kids to the schools, please

191encourage the City Council to regulate short-term vacation rentals in a way that will protect school enrollment and funding and our housing supply and our communities. Thank you. Thank you. Board member comments or questions? Yes. Dr. Evans? There have been comments at times about the board passing resolutions on political matters that don't directly affect schools, and I agree with that. I don't think we should be passing measures and resolutions about things that don't directly affect schools. Gun violence directly affects schools. Housing directly affects our schools. We have an initiative for quality schools in every neighborhood. We can't have a quality school if we don't have a quality neighborhood. If it's turned into a commercial zone. So this is very clearly something that we need to speak out about. We're not saying exactly what the legislation should

192be other than it should be a reasonable regulation. People can certainly use their homes in the way that they want to if they want to rent out rooms, if they want to exchange with someone in another city for a couple of weeks a year and do something like that, but not just putting commercial properties all over our neighborhoods. And I appreciate Dr. McQuarrie and Mr. Barrera putting that into the conversation. I think it's very important that we have a plan. I think it's very important that we have a plan. And I appreciate Dr. McQuarrie and Mr. Barrera putting this on the agenda. I also have had constituents from the Claremont area who have come to me and their town council and said that we are very concerned about this because it starts at the beach

193and moves inward with a tourist population coming into San Diego. So I think this is very important and I very strongly support it. Dr. Whitehurst-Payne? I don't know if you've really just taken a drive around the city to see what is going on. A lot of duplexes, single family homes are now being converted to four stories, six stories throughout. To me that's a wiser way than having these Air and B's, Air B's or whatever. Dr. Whitehurst-Payne? Air B and B's. Dr. Whitehurst-Payne? I mean it doesn't make sense the way we've gone about putting this together. It's wiser for people to have their own space. Dr. Whitehurst-Payne? Yeah. They have their own space, their own homes and if we're making apartments. You mentioned that the Navy is trying to move 10,000 families to San Diego. And

194so I kept asking myself where are they going to put them? And I started just looking. And if you just drive, you're driving by places that used to have eight little places in it, now they have four stories and a lot more properties are coming in. Dr. Whitehurst-Payne? Yeah. And I'm glad to see that the city is doing some of that because this, this does not make any sense to me. All right. Any other board member comments or questions? Okay. Please vote. Okay. That motion passes. On to the next agenda item. We are on to section I1, the district operations, solar power generation system project at various sites. Do I have a motion? I move to approve. Do I have a second? Second. Second. Through. Second. Item I3-0 for the purchase of industrial%, and again

195I will ask the board to attend the meeting, say yes to sign it. Second. Item I2-0. اجaster dasulsive, insurance and Hopefully for this vote, it's taken a long time to get to this point of acquiring a piece of property. I do want to take this time to thank your staff, and in particular, Lee Delgraf, Gene Fuller, and Ray Rodriguez for their tireless efforts of getting this project to this state of completion. Still have a long way to go, but we wouldn't have gotten here without them. So I appreciate your attention to this matter. I recommend this passage. Thank you very much, sir. Any other board member comments or questions? Please vote. That passes. On to item E3, authorization to continue utilizing the agreement with computers to SD Kids to provide recycling services of retired district

196technology assets. Is there a motion? We have a motion and a second. Any discussion? Please vote. Dr. McQuarrie. It's such a cool idea. I have something to say about it. Superintendent Mark. Thank you. This is item I3. I just wanted to point out this particular agreement by extending it tonight. It allows us to continue recycling retired technology assets, providing efficiencies in the disposal of such equipment. The organization handles all of the details of that, and it provides computers to low-income students and families who otherwise can't afford them. The computers to San Diego Kids accepts all of our working and non-working electronics, and the program will refurbish the technology and provide to local families in need of a localization, which will allow them to use the equipment in a flexible manner. This is a special way

197of doing it, because the computer will be able to recycle the items that are in use. It's a normal cost computer, considered an administrative fee, and in some cases at no cost. If the hardware elements donated are unusable, then computers to San Diego Kids processes the items for recycling. So from August 3, 2016, to September 1, 2017, San Diego Unified Technology donations included 28,565 devices, of which 23,694 were able to be refurbished back to a factory, delivered to state, and then redistributed to the community. the remaining 4,871 devices were used for spare parts and are recycled netting over 13,000 pounds of reduced landfill and hazardous materials disposal. Before submitting the agenda item to extend this agreement with Computers of San Diego Kids, the executive director of IT conducted a tour of the facility. Computers of

198San Diego Kids facility met with the organization's CEO, Sherry Pierre, and left having the confidence that Computers of San Diego Kids was the right way to extend and maximize the use of this technology investment that we've made by taxpayers who have made this investment and continue a useful life of the computers after we use them in the classrooms. According to Computers of San Diego Kids, the official San Diego County estimate suggests that 41.8% of public school students are from low-income families, 28% of San Diego families do not have a computer in their home, and nearly 60% of low-income households do not have a working computer in the home. These children are not able to use computers in their homes. These children are not able to use computers in their homes. These children will be able

199to rely primarily on school computers, but also have something at home to be able to use, and not just have the computer at school. So what you're approving tonight in this agreement, and the reason why I wanted to highlight it, is it's a significant impact on our families and closing the digital divide, and it's also in alignment with our goals around being efficient with recycling. It continues a partnership with the program and extends more opportunities for low-income kids so they can have access and reuse the surplus equipment that's exceeded the use of time in our district. but certainly has great use for our students. Okay. Any other comments? Dr. Whitish-Payne? One comment. I just hope that they are perhaps aligning with us with the CTE and they're trying to get our kids involved in actually

200helping so that they can learn in the process. That's a very good point. You know, it's a whole issue about the fish. Give me a fish. I always want a fish. Teach them to eat it. Yes. Teach them to learn to fish. Stop giving them fishes. All right. Any other comments? Please vote. All right. That takes us to Item I-4, the development of the 2018-19 budget. I'd like a motion on Item I-4. So moved. We have a motion. Is there a second? Second. And a second. Superintendent Martin, please present the item. Thank you. I'm going to have Acacia Thede and Greg Odinger joining up here as we present this item. On our budget update, much of this item was actually presented at our previous board meeting and so we'll go through those quickly because it's

201the same information. But I'd like to set the context for what we're doing tonight as we ask the board to approve the resolutions that will eliminate specific certificated and classified services. And these resolutions that we're putting before you for consideration is aligned to meeting our budget goals for the 18-19 school year. I'd like to assure before we get into the presentation, I'd like to assure the board that every effort was made by our team working together to mitigate the impacts of any position eliminations this evening. So I'll give you an example of a mitigation strategy included reviewing all of our hard to staff credential areas and a decision, for example, was made not to recommend that the board issue layoff notices in the areas of math, science, special education, and B-cladder languages because we know

202those are important areas and that's already been under review to get to where we are tonight. That decision was made to not make those recommendations. Thank you. Another example for classified positions was that we first reviewed and eliminated positions that have been vacant. More than half the positions listed in the resolutions tonight are vacant. Although you see a number of positions listed in the resolution in this item, the number of staff members who will actually be affected by the layoff is approximately 70 employees. Of those 70 employees, 19 SDA employees will receive a layoff notice and less than 50 classified employees will not have a position in the 18-19 school year. We recognize that any cut in any program or service is difficult and therefore our goal is to ensure accurate and timely information is

203provided as we move through this process. The positions in this item reflect both the $8.5 million central office budget solution as well as the decisions made by school sites as they went through their site-based budgeting process. Additionally, there are grant programs that will end this fiscal year. The end of these programs mean we're no longer going to retain the associated grant-funded budget. We will continue to have declining enrollment, which means we have less money. This lack of funds means that schools had to make decisions to eliminate positions in order to add positions that would allow them to best serve the needs of their students. Our Executive Director of Human Resources, Acacia Thede, will explain the school and employee impacts later in this presentation. During the last board meeting, you might remember that we shared the

204results of months of employee and community input and how that input was used to make the difficult budget decisions that we needed to make. The solutions and position eliminations presented to the board this evening allow the district to maintain the community value programs such as the arts, music, libraries, and small class sizes. Our Chief Business Officer, Greg Oettinger, will begin by providing a brief overview of the budget. Then our Executive Director of Human Resources, Acacia Thede, will provide an overview of the impacts to the schools and district employees. We want to say happy birthday to you tonight. Before you start your presentation. Thank you. Dr. Oettinger. Thank you. This is what most people do on their birthday, right? Right. Would not want to be anywhere else. So good evening, President and Advisor. Vice President Whitehurst-Payne,

205Trustees, Student Representative Diego, Superintendent and audience. And thank you for allowing my colleague and I the opportunity to bring forth these recommendations on behalf of the staff. The budget aspect of this presentation will be very brief as it is truly a summary of what we have been doing for the last three weeks. And it will be truly a summary of what we heard two weeks ago at the February 13th Board meeting. So with that, as a reminder, we are here. We have reached the end of February and we have compiled the site-based budgets to inform the specific recommendations this evening. The next major budget update will be the March 13th Board meeting, where we bring forth the second interim where we believe, based on the Board's direction, we are trending towards continuing our positive support

206to the school system. And we are also trending towards continuing our positive certification from the County Office of Education and the state. So as a very brief reminder, we have adjusted our projected deficit from $47 million to $34 million based on the guidance from the state. Again, that's subject to change. Moving through, we have reviewed the impacts to the schools, the elements that we are preserving, and then also the potential shifts that may come into play throughout the year. Thank you. Thank you, Dr. Oettinger. So really that's just to bring in the budget piece to set the foundation for the items that the Executive Director of HR, Acacia Thede, is bringing forward at this point. Thank you, Dr. Oettinger. Good evening, Board members. Tonight we are going to ask the Board, as the Superintendent said,

207to take action to approve the resolutions to eliminate certificated and classified services and also to provide the revision and establishment of some specific position descriptions. As shared by the Board, we are going to ask the Board to take action to approve the resolutions to eliminate certificated and classified services and also to provide the revision and establishment of some specific position descriptions. As shared by the Board, we are going to ask the Board to take action to approve the resolutions to eliminate certificated and classified services and also to provide the revision and establishment of some specific position descriptions. As shared by the Board, we are going to ask the Board to take action to remove certificated and classified services and also to provide the revision and establishment of some specific position descriptions. As shared by the

208Board, we are going to ask the Board to take action to remove certificated and classified services and also to provide the revision and establishment of some specific position descriptions. As shared by the Board, we are going to ask the Board to take action to remove certificated and classified services and also to provide the revision and establishment of some specific position descriptions. As shared by the Board, we are going to ask the Board to take action to remove certificated and classified services and also to provide the revision and establishment of some specific position descriptions. ALLOW THE DISTRICT TO PREPARE A BALANCED BUDGET FOR 18-19. ON FEBRUARY 13TH, WE SHARED WITH YOU THE RESULTS OF OUR MONTHS OF COMMUNITY ENGAGEMENT AND HOW THAT ENGAGEMENT ALLOWED US TO PRESERVE OUR MOST VALUED COMMUNITY PROGRAMS, SUCH AS THE ARTS,

209MUSIC, LIBRARY, AND SMALL CLASS SIZES. WE RECOGNIZE THAT ANY CUT IN PROGRAM OR SERVICES CAN BE DIFFICULT. THEREFORE, OUR GOAL IS TO ENSURE ACCURATE AND TIMELY INFORMATION IS AVAILABLE TO OUR IMPACTED EMPLOYEES. FOR EXAMPLES, WE HAVE RESOURCES ON OUR WEBSITE FOR EMPLOYEES WHO MIGHT BE IMPACTED BY THE ELIMINATION OF POSITIONS. IN THE NEXT FEW MINUTES, I WILL SHARE WITH YOU THE PROCESSES, PROCEDURES, AND STRATEGIES THAT WILL BE USED TO ALLOW US TO MAINTAIN OUR VALUABLE PROGRAMS WHILE SUPPORTING SCHOOLS AND EMPLOYEES DURING A TIME OF BUDGET REDUCTIONS. ONE RECOMMENDATION PRESENTED TONIGHT IS THE APPROVAL OF POSITION DESCRIPTIONS. THE INSTRUCTIONAL SUPPORT OFFICE OF POSITION REVISION REFLECTS MINOR LANGUAGE CHANGE REVISIONS AND A REPORTING CHANGE STRUCTURE. THE OPERATION SUPPORT OFFICER POSITION IS A NEW POSITION DESCRIPTION, AND THE APPROVAL OF THESE POSITION DESCRIPTIONS WILL ALLOW THE 18-19 ORGANIZATIONAL

210STRUCTURE APPROVED ON FEBRUARY 13TH TO MOVE FORWARD IN THE UPCOMING YEAR. THESE STRUCTURAL CHANGES AS DISCUSSED IN OUR LAST MEETING ALLOW US TO CONTINUE OUR COMMITMENTS TO OUR PROGRAMS SUCH AS FAMILY AND COMMUNITY ENGAGEMENT THAT MOVE FROM A SEPARATE DIVISION TO BE WITHIN THE LEADERSHIP ENLARGING LEARNING PROGRAM. AND ALTHOUGH THERE ARE REPORTING STRUCTURE CHANGES THAT YOU SEE HERE, OUR COMMITMENTS AND INVESTMENTS IN THESE TYPES OF PROGRAMS REMAIN THE SAME. THE APPROVAL OF THE POSITION DESCRIPTIONS HAS BEEN BUDGETED. IT IS NOT AN INCREASED COST, AND IT ACTUALLY IS PART OF THE $8.5 MILLION BUDGET SOLUTION. THE ATTACHMENTS IN OUR BOARD ITEM, ACTUALLY, GREGG, CAN YOU GO BACK ONE? WE SHOULD BE ON. OKAY. THANK YOU. THE ATTACHMENTS WITHIN THIS BOARD ITEM INCLUDE RESOLUTIONS TO ELIMINATE CERTIFICATED PARTICULAR KINDS OF PROGRAMS. THE ATTACHMENTS WITHIN THIS BOARD ITEM

211INCLUDE RESOLUTIONS TO ELIMINATE CERTIFICATED PARTICULAR KINDS OF PROGRAMS. THE ATTACHMENTS WITHIN THIS BOARD ITEM INCLUDE RESOLUTIONS TO ELIMINATE CERTIFICATED PARTICULAR KINDS OF PROGRAMS. AS YOU REVIEW THE POSITIONS THAT ARE IN THIS ITEM, YOU MIGHT BE WONDERING IF THERE ARE $8.5 MILLION IN BUDGETED SOLUTIONS FROM CENTRAL OFFICE, WHY DO WE SEE SO MANY SCHOOL POSITIONS LISTED WITHIN THE RESOLUTIONS? AND THE REASON WHY IS BECAUSE THE POSITIONS LISTED IN THIS ITEM REFLECT BOTH THE $8.5 MILLION CENTRAL OFFICE BUDGET SOLUTION AS WELL AS THE DECISIONS MADE BY SCHOOL SITES. AS WE CONTINUE TO HAVE DECLINING ENROLLMENT, THIS MEANS THAT WE HAVE LESS MONEY AND THIS LACK OF FUNDS MEANS THAT SCHOOLS HAD TO MAKE DECISIONS TO ELIMINATE POSITIONS IN ORDER TO ADD POSITIONS THAT WOULD ALLOW THEM TO BEST SERVE THE NEEDS OF STUDENTS. SCHOOL SITES DID NOT

212HAVE THE ABILITY TO ADJUST THEIR STAFFING FOR SEVERAL YEARS, SO THIS IS THE PROBLEM. THIS IS THE ACTUAL FIRST TIME THAT THEY'VE HAD THE ABILITY TO GO IN AND MAKE CHANGES BASED ON THE NEEDS THAT HAVE BEEN CHANGING IN THEIR SCHOOLS. THE POSITION ELIMINATIONS MADE BY THE SCHOOL SITES WERE BASED ON SITE NEEDS AND WERE NOT DIRECTED CENTRALLY. IN FACT, SITES ACTUALLY ADDED POSITIONS WHEN THEY CUT SOME POSITIONS. ADDITIONALLY, AS SHARED BY THE SUPERINTENDENT IN THE OPENING, THERE ARE GRANT PROGRAMS THAT WILL END THIS FISCAL YEAR. THE END OF THESE PROGRAMS WILL MEAN THAT WE WILL NO LONGER RETAIN SCHOOLS. WE WILL RETAIN THE ASSOCIATED GRANT-FUNDED POSITIONS. YOU WILL NOTICE THE RESOLUTIONS INCLUDE POSITIONS WITHIN THE MENTAL HEALTH CLASSIFICATIONS. THESE POSITIONS WERE FUNDED THROUGH SUPPLEMENTAL GRANTS THAT SERVE GENERAL EDUCATION STUDENTS. AND ALTHOUGH WE'RE LOSING

213THE GRANT FUNDING, THE SERVICES OR STUDENTS ARE STILL GOING TO BE PROVIDED IN THE NEXT YEAR. THE SUPERINTENDENT SHARED THAT WE TOOK A LOT OF TIME AND WERE VERY THOUGHTFUL IN THESE POSITIONS THAT ARE COMING FORWARD. THIS IS ANOTHER EXAMPLE OF A THOUGHTFUL PROCESS THAT WAS USED BY THE TEAM. TO ENSURE THAT ALTHOUGH WE'RE HAVING TO MAKE TOUGH DECISIONS, WE'RE NOT ACTUALLY ELIMINATING SERVICES FOR STUDENTS. SO WHENEVER WE APPLY FOR GRANTS, WE LOOK AT HOW THE SUPPLEMENTAL SHORT-TERM RESTRICTED FUNDING OF A GRANT CAN HELP US BUILD CAPACITY DURING THE TIME THAT WE IMPLEMENT A PROGRAM. IT IS EXACTLY WHAT HAPPENED WITH THESE MENTAL HEALTH PROGRAMS. WE BELIEVE THAT THERE WILL BE MINIMAL STUDENT IMPACT BECAUSE OF THE CAPACITY BUILDING WORK THAT THE GRANT ALLOWED US TO DO IN THE TIME THAT WE HAD THAT FUNDING.

214WE HAVE ANTICIPATED THAT THESE CHANGES, BECAUSE ALL GRANTS HAVE AN END DATE, THEY ARE SHORT-TERM SUPPLEMENTAL GRANT FUNDING AND THEY'RE INTENDED TO GET US THROUGH TO ACHIEVE A SPECIFIC PURPOSE. WE WORKED WITH THE EMPLOYEES IN THE POSITIONS TO MOVE THEM INTO EXISTING VACANCIES SO THERE WILL BE MINIMAL EMPLOYEE IMPACT. THERE CONTINUES TO BE A STRONG COMMITMENT BY ALL OF US TO ENSURE STABILITY AND CONSISTENCY IN MENTAL HEALTH SERVICES PROVIDED TO STUDENTS. NOW I'D LIKE TO DISCUSS SOME MORE SPECIFIC IMPACTS. SOME OF THE IMPACTS TO EMPLOYEES AND TO SCHOOLS. ANOTHER QUESTION THAT YOU MIGHT BE CONSIDERING IS HOW DID THE CENTRAL OFFICE BUDGET SOLUTIONS IMPACT EMPLOYEES IN SCHOOLS? THE CENTRAL OFFICE BUDGET SOLUTIONS HAVE AN INDIRECT IMPACT ON SCHOOL SITES AS EMPLOYEE MOVEMENT IS BASED ON SENIORITY. THIS IS A REQUIREMENT DICTATED BY THE ED CODE.

215SO IF THERE'S A POSITION ELIMINATED WITHIN THE CENTRAL OFFICE, A PERSON COULD BE MOVED INTO ANY VACANT POSITION OR THEY COULD DISPLACE A LESS SENIOR POSITION. SO IT COULD IMPACT CENTRAL OFFICE OR IT COULD IMPACT A SCHOOL SITE, WHICH IS WHAT I MEAN BY AN INDIRECT IMPACT. CERTIFICATED EMPLOYEES MIGHT RETURN TO A CLASSROOM, WHICH MEANS THAT THEY WOULD BE DISPLACING A LESS SENIOR TEACHER. CERTIFICATED EMPLOYEES WHO ARE ON A TEMPORARY CONTRACT WILL BE RELEASED FROM EMPLOYMENT IN JUNE. THESE INDIVIDUALS HOLD A TEMPORARY CONTRACT BECAUSE THEY'RE IN A POSITION HELD BY A MORE SENIOR STAFF MEMBER WHO HAS TAKEN A LEAVE OF ABSENCE. THEIR CONTRACTS ARE TEMPORARY BECAUSE THE PERSON ON LEAVE HAS A RIGHT TO RETURN AT THE END OF THE SCHOOL YEAR. THIS IS A NORMAL PROCESS THAT WE USE TO RELEASE TEMPORARY EMPLOYEES

216ON A REGULAR BASIS. ALTHOUGH THERE ARE FILLED POSITIONS LISTED IN THE RESOLUTIONS, THERE ARE VACANT POSITIONS THAT WILL POTENTIALLY PROVIDE EXISTING EMPLOYEES WITH AN ASSIGNMENT FOR THE 2018-19 SCHOOL YEAR. THE CERTIFICATED PARTICULAR KINDS OF SERVICE TO BE ELIMINATED IS LISTED AS 56.5 FTE. HOWEVER, ONLY 19 ACTUAL S.D.E.A. MEMBERS WILL BE ISSUED A LAYOFF NOTICE AT THE END OF THE DAY. THIS IS WHAT THE SUPERINTENDENT TALKED ABOUT IN THE BEGINNING ABOUT CAREFUL PLANNING, CAREFUL THOUGHTFULNESS ABOUT WHAT WE NEED TO DO TO ENSURE THAT WE ARE RETAINING OUR VALUABLE EMPLOYEES AND WE ARE LIMITING ANY IMPACTS TO THIS PARTICULAR ACTION THAT WE'RE REQUESTING THE BOARD TO TAKE TONIGHT. HOWEVER, WITH THOSE 19 EMPLOYEES. AND WITH ANY OF THE CLASSIFIED EMPLOYEES, IF EMPLOYEES RESIGN OR RETIRE OR TAKE A LEAVE OF ABSENCE SOMEHOW, THOSE EMPLOYEES MAY THEN THAT

217CREATES A VACANCY THAT AN EMPLOYEE MAY BE ABLE TO BE PLACED IN OR RETURNED TO. FOR PERMANENT CERTIFICATED EMPLOYEES, THE EDUCATION CODE REQUIRES THAT WE IDENTIFY THE PARTICULAR KINDS OF SERVICES OR PROGRAMS THAT MAY BE REDUCED OR ELIMINATED IN THE UPCOMING FISCAL YEAR. FOR PROBATIONARY CERTIFICATED EMPLOYEES, ARTICLE 19 OF THE COLLECTIVE BARGAINING AGREEMENT DISTRICT AND SDEA ALLOWS THE BOARD TO DETERMINE THAT REDUCTIONS ARE NECESSARY DUE TO A LACK OF FUNDS. PERMANENT CERTIFICATED STAFF THAT ARE POTENTIALLY IMPACTED BY THIS POSITION WILL BE SERVED WITH A STATUTORY LAYOFF NOTICE ON OR BEFORE MARCH 15TH. ANY CERTIFICATED EMPLOYEES WOULD RECEIVE THAT SAME NOTIFICATION ON OR BEFORE APRIL 15TH. NOTICED EMPLOYEES ARE PROVIDED WITH A DUE PROCESS HEARING OR A GRIEVANCE HEARING IF THEY'RE PROBATIONARY. TEMPORARY EMPLOYEES WILL RECEIVE A SEPARATE REMINDER NOTICE THAT THEIR SERVICES WILL END AT

218THE END OF THE 2017-18 SCHOOL YEAR. THE LIST OF SERVICES TO BE REDUCED IS STATED AS A FULL-TIME EQUIVALENT OR FTE RATHER THAN A NUMBER OF EMPLOYEES. IT'S DETERMINED BASED ON FACTORS RELATED TO POTENTIALLY DISPUTED AREAS OF SENIORITY. SO I WAS ABLE TO TELL YOU THIS EVENING THAT WE KNOW THAT WE WILL ONLY HAVE TO ISSUE 19 NOTICES TO EMPLOYEES AND THAT IS BECAUSE OF THE TYPES OF CREDENTIAL AREAS. AND WE HAVE DONE VERY CAREFUL WORK AROUND THE MASTER SCHEDULE. YOU WERE ABLE TO HEAR TONIGHT THE DEDICATED WORK ABOUT GRADUATION RATES AND HOW WE GET TO THAT. PART OF THAT IS A COLLECTIVE EFFORT BY THE TEAM OF FROM THE CLASSROOM TEACHER TO COUNSELORS TO PRINCIPALS TO CENTRAL OFFICE STAFF WHO ARE ALL WORKING TOWARDS THE SAME GOAL AND THE SAME IDEA THAT WE HAVE

219TO PROVIDE A BROAD AND CHALLENGING CURRICULUM AND THAT EVERY CHILD SHOULD HAVE THE APPROPRIATE COURSEWORK. AND SO. WHAT WE DO IS WE WORK TO MAKE SURE THAT ALL THE DECISIONS THAT WE MAKE AROUND WHAT CLASSES THAT KIDS NEED AND THEREFORE WHAT CREDENTIAL AREAS ARE NEEDED IS VERY MUCH TIED TO WHAT KIDS NEED. SO WHAT YOU HAVE HERE IS THE RESULT OF ALL OF THAT HARD WORK. WHEN IT COMES TO THE WORLD OF CLASSIFIED, CLASSIFIED EMPLOYEES MAY BUMP THE LEAST SENIOR PERSON IN THEIR CLASSIFICATION. THEY MAY RETURN TO A FORMER CLASS BASED ON THEIR SENIORITY OR AN EMPLOYEE MAY BE LAID OFF IF THOSE OTHER OPTIONS AREN'T AVAILABLE TO THEM. ALTHOUGH THERE ARE PROCESSES. I WANT TO MAKE SURE THAT YOU KNOW THAT. I WANT TO MAKE SURE THAT YOU KNOW THAT. THERE WERE ACCIDENTALLY 200

220FTE LISTED IN THE RESOLUTIONS. THERE WERE POSITIONS ADDED IN THE BUDGET TO REPLACE SOME OF THESE POSITIONS. SO I SHARED WITH YOU THAT SCHOOL SITES HAD NOT BEEN ABLE TO MAKE THESE CHANGES IN A LONG TIME. SO THIS YEAR THEY WERE ABLE TO REALLY LOOK AT WHAT IS WHAT HAS HAPPENED IN MY SCHOOL IN THE LAST FIVE TO SIX YEARS. DO I HAVE THE RIGHT TYPES OF POSITIONS AND OR DO I NEED A DIFFERENT TYPE OF POSITION? SO THEY WERE ABLE TO MAKE SOME CHOICES TO SAY I HAVE THIS POSITION BUT I REALLY NEED A DIFFERENT TYPE OF POSITION. AND SO YOU SEE SOME OF THOSE CHANGES WHICH MEANS THAT TONIGHT YOU'RE VOTING ON AN ELIMINATION BUT WHAT WILL BE ADDED BACK, WHAT HAS BEEN BUDGETED FOR NEXT YEAR IS REPLACEMENT POSITIONS. APPROXIMATELY 83 CLASSIFIED

221EMPLOYEES WILL RECEIVE A NOTIFICATION THAT THEIR POSITION HAS BEEN ELIMINATED. AND CLASSIFIED IS DIFFERENT FROM CERTIFICATED. AND THAT A CERTIFICATED LAYOFF NOTICE IS A NOTICE THAT INITIATES A DUE PROCESS HEARING AND IT MEANS THAT IT'S ON A PATH THAT THEY HAVE THE POSITION THAT YOU WILL NOT BE IN A POSITION. FOR CLASSIFIED EMPLOYEES IT ACTUALLY TRIGGERS A PROCESS THAT THEY ARE PROVIDED WITH A NUMBER OF OPTIONS BASED ON THEIR SENIORITY. AND THOSE OPTIONS ARE WHAT I DESCRIBED BEFORE. THEY HAVE AN OPTION TO POTENTIALLY BUMP ANOTHER EMPLOYEE, TO BE PLACED IN A VACANT POSITION OR THEY MAY BE LAID OFF. AND ALL OF THAT IS DEPENDENT UPON THE TIME THAT THEY'VE SERVED IN THEIR CLASSIFICATION. AND WITHIN THE DISTRICT. SO WHILE WE WILL SEE AN INITIAL NOTIFICATION THAT IS SENT TO 83 INDIVIDUAL EMPLOYEES, THEY WILL

222ALL NOT BE IMPACTED AT THE END OF THE DAY BECAUSE THERE WILL BE SOMETHING THAT THEY CAN EITHER BUMP INTO OR THERE WILL BE A VACANT POSITION THAT THEY CAN BE PLACED INTO. THE OTHER DIFFERENCE BETWEEN CERTIFICATED AND CLASSIFIED IS THAT THERE IS ANOTHER LETTER THAT WE SEND TO PEOPLE THAT IS NOT A LAYOFF NOTICE BUT IS A NOTICE THAT THEY MIGHT BE IMPACTED BY CLASSIFIED. AND THAT IS A NOTIFICATION THAT IS MADE BY SOMEBODY ELSE'S SENIORITY DECISION. SO THAT USUALLY HAPPENS TO PEOPLE WHO HAVE LESS SENIORITY IN A CLASSIFICATION THAT IS IMPACTED AND THEY MAY RECEIVE A NOTIFICATION THAT MIGHT SAY THAT THEY MIGHT BE IMPACTED. AND THAT ALL OF THOSE DECISIONS TAKE PLACE OVER A COUPLE OF WEEKS WHILE THE MORE SENIOR EMPLOYEES WHOSE POSITIONS HAVE BEEN ELIMINATED ARE MAKING THEIR SENIORITY-BASED DECISIONS.

223AND ONCE WE GET ALL THAT DATA BACK, WE GO THROUGH AND WE MAKE PLACEMENTS BASED ON THEIR SENIORITY DECISION. AT THE END OF THE DAY, WE EXPECT FOR BOTH CERTIFICATED AND CLASSIFIED LESS THAN 70 PEOPLE TO BE IMPACTED AT THE END OF THE FISCAL YEAR. AND AS I SHARED BEFORE, ANY TYPES OF CHANGES THAT MORE SENIOR EMPLOYEES MAKE TO LEAVE, RESIGN, OR TAKE A LEAVE OF ABSENCE WOULD CHANGE THAT NUMBER TO MAKE IT LESS. THE NEXT THING THAT I WANTED TO TALK A LITTLE BIT ABOUT IS AS WE DISCUSS OUR IMPACTS TO EMPLOYEES, WE WANT TO TALK ABOUT. IF EMPLOYEES RETURN TO A CLASSROOM OR FORM A CLASSIFICATION, HOW IS THAT ACTUALLY A BUDGET SOLUTION? AND THE ANSWER TO THAT IS THAT THERE WILL BE POSITIONS ELIMINATED FROM THE CENTRAL OFFICE AND FROM SCHOOL SITES

224THAT WON'T BE REPLACED. THEY'RE ACTUALLY CUT. THEY'RE IN ELIMINATION. WE WON'T BE DOING THAT WORK ANYMORE. THERE ARE ALSO EMPLOYEES WHO CANNOT BE PLACED IN ANY REMAINING BUDGETED POSITIONS THAT WILL ACTUALLY BE LAID OFF AT THE END OF THE DAY BECAUSE TO OUR KNOWLEDGE AND TO ALL OF OUR INFORMATION, WE CAN'T DO THAT. WE DON'T HAVE A BUDGETED POSITION FOR THAT POSITION AT THE END OF THE YEAR. AT THE BEGINNING, THE SUPERINTENDENT SHARED ABOUT THE THOUGHTFUL PROCESS THAT WE USED IN TERMS OF MAKING THESE RECOMMENDATIONS TO YOU THIS EVENING. AND WE HAVE BEEN VERY THOUGHTFUL ABOUT WHAT CAN BE DONE TO ENSURE THAT WE RETAIN OUR DEDICATED PROFESSIONALS. AS WE ALREADY SAID, WE RECOGNIZE THAT POSITION ELIMINATIONS CAN CREATE UNCERTAINTY FOR INDIVIDUALS WHO MIGHT BE IMPACTED. IT IS A VERY IMPORTANT ISSUE. IT IS A

225VERY IMPORTANT ISSUE. IT IS A VERY IMPORTANT ISSUE. IT IS A VERY IMPORTANT ISSUE. AND WE RECOGNIZE THAT. AND WE RECOGNIZE THAT. AND WE RECOGNIZE THAT. IN ORDER TO LESSEN THE BURDEN OF IN ORDER TO LESSEN THE BURDEN OF IN ORDER TO LESSEN THE BURDEN OF THESE DIFFICULT DECISIONS AND TO THESE DIFFICULT DECISIONS AND TO THESE DIFFICULT DECISIONS AND TO THE EXTENT PERMITTED BY STATUTE THE EXTENT PERMITTED BY STATUTE THE EXTENT PERMITTED BY STATUTE AND BY OUR EMPLOYMENT CONTRACTS, AND BY OUR EMPLOYMENT CONTRACTS, statute and by our employment contracts, we have strategically approached this process to ensure we retain our dedicated professionals during this time. We prioritize our decision making to ensure students have what they need to be successful. This began, as I alluded to before, with a site level commitment to building master

226schedules to ensure that every child has equitable access to the core curriculum as well as the needed support and enrichment classes to achieve our mission that all students graduate. That's where the core starts with all of these decisions. And as we have previously reported to the board, we've been here a number of different times discussing the teacher shortage and our way in San Diego that we are trying to combat that teacher shortage, that we are also looking for the best and high quality teachers. At time of budget reductions, it can be hard for us to retain staff. As the superintendent shared in her opening, our decision was made to recommend that the board not issue layoff notices in our hard to staff area. To not issue notices in math, science, special education, and B-CLAD. Once

227the site budgeting process was completed, we were able to review our needs for next year and then we were able to offer probationary and permanent contracts for certificated staff who in this year are in a temporary contract in these hard to staff areas. For classified positions, we first reviewed and eliminated positions that have been vacant. And as stated earlier, more than half of the positions listed in the resolutions are vacant. And although you may have heard of the term, the term is not used to describe the number of positions that are vacant. You see a number of positions listed in the item, as I shared earlier, I'd say it again, less than 70 people we expect will be actually impacted and not have a job with us in the next year. The process to reduce

228staff actually takes place over a number of months. And the individual decisions of more senior staff members can allow employees who are initially informed that they may be displaced or laid off may no longer be affected. And the nation's retirements and leave of absence allow for staff to return who may initially be impacted by the elimination of a position. So in closing, I just want to reiterate, I think I probably said it a lot of times, but I do want to make every effort to say that we made every effort to make sure that we mitigated the impacts of this process. We made decisions not to lay off in certain areas. And we worked very carefully to try to make sure that we had all of the information, all the data that we needed. We

229made sure that we could retain people. We do recognize that any program cut or service can be difficult. And our goal is to ensure that we help people through the process, that we are in communication with them, and that we work with them throughout the process. So with that, as the superintendent shared, our request tonight is to ask the board to approve the resolution to eliminate our certificate in classified services and approve the revision and establishment of the specificity. Thank you. Any other specific position descriptions in this item? OK. Thank you. We do have a few public speakers. Let's go ahead and hear from them. Two, three, four, five, six, seven. Two minutes each, starting with Simone Nolet. Good evening, ladies and gentlemen. As you know, my name is Simone Zavala Nolet. My 14-year-old son

230Carlos attends Point Loma High School and has been part of the cluster since kindergarten. And my three-year-old daughter currently attends Bayview Child Development Center. I have been a teacher in our district since 2000 and I've been at Claremont High School since 2002. I teach social studies, English, and AVID and I'm currently the lead teacher for the Academy of Health and Medical Sciences. I'm here to speak to you about my concerns of the closing of Bayview Child Development Center. According to the agenda, one of the reasons for this proposed action is to meet the goals of Vision 2020. The second goal deals with neighborhood schools. Unfortunately the Point Loma Cluster Child Development Center is already closed. And if you close this center, we don't have any neighborhood options. The first goal of Vision 2020 focuses on

231improving and broadening measures of student achievement. In both of these goals, I noticed that pre-K is absent, which made me wonder if early child education is a priority for our district. As you know, research asserts that children who attend pre-K have a significant advantage for success in K-12 and beyond. On a personal note, I know that Bayview has been a positive learning experience for my daughter Eva. Eva has an IEP and she has been thriving here with the amazing teachers, the classified staff, and diverse students. And she was able to stop going to Rady's Children's Center once a week for therapy because of the leaps and bounds at Bayview. My question is, how will the district provide the required services? I'm sure you've heard of the Bayview School District's IEP, but I'm not sure if

232you've heard of the Bayview School District's IEP. The IEP is a program that provides the required supports and services per her IEP in the same authentic setting that she's getting at Bayview. If this cuts proposed are passed, I fear Eva's school will close and I will not have a nurturing environment to send her where her education needs can be met. In order to be the best educator I can be for the hundred and plus students, so it really impacts more than 70, I hope you don't do this. This is just my story. Each parent has their own. And I want our children to also be legacies of the future. Thank you. Deborah Beaver, you have two minutes. I'm Deborah Beaver, Chief Job Steward for OTBS. I'm really disappointed to see that you guys are cutting

233positions. I know Acacia said it was thoughtful. I really have to wonder. I know that a lot of people do a lot of work. It's 260 positions. It's not 50 people. Those vacant positions are work that they do. Thank you. needed to be done that hasn't been done. It hasn't been done since we had all the retirements or from the 150 positions that you cut last year. The work that we do is important and I know that you know that, but I'm really wondering if all of this is really thoughtful, all of these, because these are my people that call me on the phone and don't have a job. Thank you. Lisa Cooper. My name is Lisa Cooper. I'm a library technician at Point Loma High School and I just like to say that libraries,

234I'm so thankful that you are saving our libraries this year, but I noticed on the board agenda that Patrick Henry High School library is set to be closed. The position's being eliminated? That doesn't make sense. I'm sorry. Their population is approximately 2400 kids and my library is constantly full before school, after school, lunchtime, tutoring. When the college classes don't meet for class, I'm their home. They're in the library. When the weather is inclement, I invite them in. They're there for lunch and just whenever. It just doesn't make any sense to me to close Patrick Henry Library. Thank you. Doreen Diaz. No. Lance Wren. You have two minutes. Hi. I'm Lance Wren. I am the past president of CSCA Chapter 724. Why are we discussing layoffs when you are receiving $29 million in one-time funding? It's

235an interesting question. You as a school board and superintendent have received more money from the state budget than almost every other district in California. The superintendent has mismanaged a windfall of funds since local control. Nathan, are you here? No. Okay. Thanks. Thanks. Thanks. Thanks. funding began. I took a look at the proposed staff reductions and I'm shocked to see reductions again to our child development centers. With this reduction, you are driving away students and their parents. And I have said this before, that is our farm team. If you're a baseball fan, that is our farm team. That's where we get our kids. So closing child development centers just does not make sense at all. Another attack on classified workers, you're going to reduce warehouse workers. That is a result of direct delivery, which I, if

236I have anything to say about it, and I do, will be answered by an unfair practice claim filed against you. Again, it is being proposed to eliminate a school bus parts specialist. It's known as a fleet maintenance fleet maintenance parts specialist. But the the the I mean, the technology we use is the real thing. They really do service our buses. That directly puts students' safeties in jeopardy. It is time for someone more qualified to be superintendent of our district. It is time for a change. Under the current superintendent, morale is all but destroyed. Millions of taxpayer dollars have been mismanaged. San Diego Unified has rated the least transparent public agency in California. We have a labor crisis under the current superintendent. Managers are afraid to speak out about how the state's best to run their

237departments. Principals are afraid of retaliation if they speak out about how to best run their schools. Chief business officer was rewarded with a promotion for basically eliminating the IT department and contracting out classified work causing us to file a labor charge against you. Bad manager can take a good step and destroy it, causing the best workers to flee and the remainder to lose all motivation. Thank you. Thank you. Jennifer Kawa. Well, I'm a parent. My daughter goes to Colonel Solomon CDC. I have to say I was surprised when I saw that you were going to be closing half of the CDC programs. I can't imagine how you can justify closing such a crucial resource. Prior to my daughter's enrollment at Colonel Solomon, she was in a new home daycare. She was well taken care of,

238but lacking in instruction of any sort. Other than what I could provide at home, I work full time. I'm a single mother. Her speech, her pronunciation was below average. She was having some difficulties in that since she began at Colonel Solomon in the fall. Her speech has improved tenfold. No speech therapy in her future. She's writing, counting, knows her alphabet, can write words. Without that, in an in-home daycare, which would have been my only financial way that I would have gotten her care while I was at work. She would not receive instruction, just basically babysitting. This instruction, I feel, is crucial to sending a child to kindergarten prepared. Without a preparation before kindergarten, I think she would be taxed on a kindergarten classroom. And having a whole classroom of children unprepared for kindergarten, I don't

239think you're doing your kindergarten teachers any favors doing that. I also have to say she's fortunate enough to have a great teacher. I think she's got a great teacher. male assistant teacher which being coming from single-parent home I think is also a very nice developmentally that she has that a nurturing male in her life to look up to I beg for you to look in your budget elsewhere besides early childhood education to be slashing I don't know I have friends that go to the Brooklyn program thank goodness I didn't go to that one because I would not want to be removing her from where she is learning so much and sending her back it to an in-home daycare thank you Terry coil good evening I am the fleet garage part specialist one of two and

240soon to be one of one right now there's 23 mechanics in the garage we're adding three mechanics we're adding two lead mechanics and we're subtracting the part specialist the garage is open right now for 15 and a half hours every day to have no one there when we're open is like the walmart and the home depot sending the clerks home and letting everyone use the self checkouts we have over 900 pieces of rolling stock vehicles and trailers at a dealership i would do i would do five jobs at a dealership the average age of our vehicle is 20 to 25 years old our buses have over 400 000 miles i'm the sole person that buys all the parts for every vehicle this was uh my position was eliminated or you know whatever you call it

241over 10 years ago it lasted three weeks before mr debec put it back on it's paramount to have someone there to bill out almost half a million dollars of paid income inventory i've been toc training a year and a half due to illness and retirement every 90 days i get a new person i start over it takes two months to get them up and running every 90 days i start over i implore you to rethink eliminating this crucial position to put it bluntly we achieve the unthinkable in the bus garage thank you for your time thank you that concludes public speakers is that correct miss ward go ahead you have two minutes my name is christy williams i'm the president of chapter 724 operations support services and i just want to say we've been here

242since five o'clock i think it's going on nine o'clock and we would like your respect the same respect and attention that you gave the staff before us we like your attention because the issues that we're bringing to you are very important to us so superintendent martin if you could just pay attention because of this is important to us i'm asking you tonight to pull the agenda item and do not vote yes on this on the current eliminations of these positions acacia thank you for delivering your presentation but let's be honest and tell the truth the district laid off classified employees last spring and now you're trying to lay us off again and not only that we're learning that those positions are now you're using hourlies substitutes and contractors to do those positions i'm asking you

243to direct superintendent to stop dismantling our classified workers we are the backbone of the district without us this district does not run please stop laying off classified employees there is no class without classified um christy i have you and michael under you and michael under you and michael under j15 but go ahead mr barrett yeah it should be here so i would send the j15 good evening tonight i want to speak to you about the impacts of the proposed cuts a topic which is kind of surprising considering all the assurances from administration last year that we're going to go through these cuts one time to right size i believe the exact words were the cuts this year are another example of the district proposing short-term solutions that will do not be able to be implemented

244in the future and that's why we're going to be doing this in the district we're going to be doing this in the district we're going to be doing this in the district we're going to be doing this in the district we're going to be doing this in the district but exacerbate existing long-term problems in the district which we've heard several comments from the board and superintendent about tonight pulling the rug out from under parents students and classified staff will not fix our declining enrollment problem any more than the district intentionally sending students to competing educational institutions i understand the cdc funding issue but it shouldn't be considered a shortfall it should be considered an investment into showing our communities the great services we offer as a district so they choose san diego unified for their

245k-12 education and not the competition if you're in a hole the first thing you do is stop digging if a district this size can't figure out how to save 70 people what are we doing save our students save our classified staff there are people and students in this world who are not qualified to be in the district and we're going to have to make this difficult in order to reduce inflation um i will say what i'll say is that if we're not doing this now we're only going to have to start with a small drop in our investment and we're going to have a really small drop by 2020 and so i'm confident that when we open the door and start moving forward we'll be able to get around the other 50 to 50 or

246more we're always going to have some potential growth in our district in that regard yeah thank you president boswell it really makes sense to me to have the best possible response to this i think the best way to do that is to go right to our using hourly or contracted workers to fill the role that we are cutting from permanent employees now? No. We have no intention of doing that. And when any issue or concern is brought to our attention, we are addressing those issues. Sometimes there is a miscommunication of what the person is doing and what they're there for. But we have been very aware of that. We actually have been working all year long since the last issuance of layoff notices to inform everybody that we do not do that. It's not allowed.

247And that when we hear even rumors of it, we are addressing it. And so we have no intention of supplementing positions that have been eliminated with people who cannot do the work. We have a number of employees within our system who are out on leaves of absences. So there are hourly individuals working within our district. Okay. You can actually see that in our different board items. But there are people who are more senior who own those jobs who are absent for whatever reason. Okay. Thank you. And I just want to clarify, we are not closing the Colonel Solomon Child Development Center, is that correct? That is correct. We're not closing that center. And we talked to the parent as she was leaving and clarified that she had some misinformation. Okay. And we had also clarified

248in the previous meeting that we are not cutting any spots from... From our preschool program. Is that correct? Yes. That's correct. We're actually, although the centers are closing, we're opening up other classrooms to make sure that the students still have a place to go. Okay. Okay. And then I... My only other, Greg, just budget clarification. So when you walked us through slide four about closing the shortfall, could you just clarify what we need to do? What we mean by the $12.5 million of remaining one-time funds and also the $13 million of fund transfer? Certainly. The $12.5 million of remaining one-time came from a allocation, partially from an allocation from the state that was issued to the district after the budget adoption last year in June. And so a large amount of that funding was used,

249was presented at unannounced. Okay. And the board took staff recommendations to allocate those funds to certain obligations. There were remaining funds that were now being utilized as part of that line item to offset costs for the 18-19 school year. Okay. Additionally, the fund transfer is a routine transfer from a routine allowable transfer from a restricted fund to an unrestricted fund so that we can do exactly what the speaker just said. So we've got a lot of the funds that the speaker has advertised this evening, which is to make all possible decisions to retain all staff possible. Does that answer your question? Okay. Any other board member comments or questions? Yes. Dr. Evans. Okay. First of all, on the budget, I'm just going to go back to reminding people that to maintain status quo, we need

250$59 million for ongoing funds. million dollar shortfall and I I appreciate the fact that the superintendent has been working on and staff have been working on making the budget more transparent. There's a basic explanation of budget process on the website. There are frequently asked questions about what's happening with the budget that are also on the district website and I would hope that as people have more questions about the budget because many of the questions were misunderstandings of how the budget works that those questions could be continued to be asked and answered as we go through this whole process during the next few months until we approve the budget in June. I would say right now in this year we have a budget problem as opposed to a major budget crisis which we have faced for

251many, many years. Last year, yes, it was true. We faced 124 million dollars in budget. We had 124 million dollars in budget last year. We had 124 million dollars in budget last year. We had 124 million dollars in budget last year. Let me kind of go back to what we did last year. It was heavy impact because we had a omitted budget when Fenfox was anきった. We had 130 million dollars shortfall. If we really had completely solved the problem last year, we would've cut 150 million and that was too difficult and too painful at that point but people need to understand that if we had done that last year, that additional 25 million, we would not have but we would have start off with enough money for this year. That's kind of how we got

252to this place. and I've talked with Dr. Weidrich-Payne about this, is that we, even if we're not in a budget crisis, we need to make annual adjustments. If our student population goes down by 1,000 students, then we have to correspondingly, we need that many fewer teachers, that many fewer classified staff, and so forth. Another thing that was brought up at the PTA budget meeting was, you know, the idea of schools being able to make more choices about how their funds are spent. And a lot of these decisions about some of the positions are eliminated were made by the schools in terms of they said this is our priority versus that priority, as opposed to having it decided at the central office. And I hope after we take this action that we will continue to unite

253on advocating to the state, and I know we talk about this a lot, but one statistic I saw recently, which was basically to get us the national average of funding across the state. And I think it's a very important statistic, because the average funding across the nation would be a couple thousand dollars per student, which would basically be $200 million, which would completely change the landscape of Sandy Unified if California had the very mediocre goal of average funding for public education. And finally, I want to say to Acacia, as the director, executive director of HR, that I realize you're in a very thankless position. And I hope that you can take this opportunity to do that. And I can certainly empathize with that sometimes. I know that you, you know, have worked on the teacher

254pipeline, other things in terms of the positive things of recruiting and bringing people in. But I think you have obviously people who are being directly affected are not going to say thank you. But one of the issues is our shortfall of $34 million is my rough calculation is that's about 2.5% of our budget. And when you're talking about the number of people that are ultimately going to be affected by the budget, that's about a half a percent of our staff, the 70 out of say 14,000. So that is pretty impressive when over 90% of our budget is people that you can make a 2 and a half, not just you but the whole staff in terms of making a 2.5% cut and yet only really directly affecting about half a percent of the staff. And

255I know that's not the case. It's very complicated because you have to look at the finances. You have to look at the academics. You have to look at, you know, when you talked about the hard to fill positions, you have to look at the least possible impact on the employees, which is not no impact, which would be the ideal. So I just want to say that, you know, I've seen through the years the whole process in HR continuing to improve and I'm very, as difficult as it is to make these decisions, I'm very impressed with how you've been doing this. Dr. Whiters-Payne. I think that you read my mind on some of these. You were to the HR report. Yes. I just would like to say that when last year, you're right, 124 million was

256about 10% of our budget. And this year, we're down to 8 and a half million. And I tend to be an optimist. And believe that we're going to get some more monies and hopefully we won't even have those 70 people go out the door. And I've encouraged folks who've talked to me to really call the governor and others and not do it, don't do it for me, I mean, do it for yourself, do it for the children more than that because we know that he has additional revenue in his so-called rainy day fund. Yes, we need a rainy day. Yes. but not all of the money put away like that. So it's a tough job, a thankless job. I just thank you. I would like to share that I accept that on behalf of everybody

257who's behind this work. It was truly, it's not just an HR thing or a finance thing. This truly comes from all of the adults in the system working collectively together to make sure that we have what we need for kids. And so I appreciate the thanks, but I share that with the whole team. And I realize also that even when positions are being eliminated, that your work is continuing to do everything possible to get people in positions who've been eliminated to get them another position, to look at anybody who's resigned or retired and continuously working to minimize the effect. It's not anywhere near over at this point. OK, Dr. McQuarrie? These are real. These are really difficult decisions. But you're absolutely right that we're in a much better position this year than we were this

258time last year. And it's, as mentioned, Trustee Evans, that it's one thing to be in a crisis and another one to make an adjustment, and we're into adjustment. My concern is that a person who loses their job is a crisis for that person and that family. So I want to make sure that that's OK. So we know the emotional impact that we're making when we discuss cuts in positions. And so when that happens, then there has to be a reason. I think it was mentioned we have to balance the harm and the benefit. And as we're restructuring the district in order to bring it into sound financial position, we've had to make some really, really hard, hard decisions that affected a number of people. And oftentimes it's a matter of we have to make a

259decision now when the situation could change later. But we don't have the, we have to make that choice without knowing what it's going to look like is the way we build our school budgets and make decisions with timelines. So we are forced to make a decision. Exactly. now that could impact our workers later. There is a chance that it won't. And then what we do is we create a sense of insecurity and concern. So I want to reduce the amount of concern as possible. And so we had a couple of areas. We've sort of set aside areas that were untouchable for certificated. We talked about the importance of math and science and special ed and the language. And I know in classified, it was police services as well as library tech. So are there other

260areas that were considered essential that we stayed away from? Like we've heard the mechanic and what's required there for us to run a meaningful and efficient transportation department. There were areas that departments and school sites determined that were. And they were not areas that they wanted to affect because they were essential services that needed to move forward. For instance, at elementary schools, the elementary school assistants were critical. At the secondary schools, the financial clerks are a critical component. And so there wasn't a central discussion at what sites were going to do this year. Sites really, it was their first opportunity to truly make decisions. And so we had to adjust. We had to address things. We had to address things that weren't going to be covered. So we were worried about that and the fact

261that we didn't have a position that we needed to adjust. The one thing that you bring out that's very important in all of this and what we've heard from the audience is at the end of the day, there could be people who do not have a position at the end of the year. And that's not a decision that anyone relishes or isn't worried about. We're all worried about the person at the end of the day who is no longer potentially going to be employed. And so throughout this process, we focus on making sure that available to them but also part of the part of this process that goes along with budgeting is that the statutes require us to give a certain number of days of four months of notification are done by a certain date

262for certificated employees that is actually intentional with the purpose of allowing employees to seek other employment if they need to and so what we have what we do is with certificated employees we work with employees throughout the process as well the class of flight employees to make sure that they know where they're at part of our issue with classified employees is part of a process that isn't is important to ensure that things are done fairly and done by seniority but there are decisions that individuals employees will be making that will impact what happens to other employees who are less senior so and we don't necessarily have control of that because it's an individual employees decision to decide what they're going to do if their particular position has been eliminated you know we're going to have

263to make sure that we're making sure that we're making sure it's coordinated and dr. Mike just wanted to add that again with the difficult decisions there there were other areas based on feedback and input Custodial landscape did not take those position reductions IT areas that were specifically reduced last year did not see the reductions bus drivers did not see the reduction so those types of feedback mechanisms throughout the year are just some additional examples to the elements that you're seeing this evening it's It sounds like the process that was used explains why certain positions were being eliminated. And it sounds like the process was not driven by top down. It was driven by the opportunity of managers and principals on site and in their programs taking a look at what services they had, what services

264they needed, and then what was being recommended are services and positions that will not negatively affect our effort to provide the safe in school environment, quality classrooms and schools, and an educational program that will prepare students for college career and civic engagement. The decisions made by everyone from the central office to the school sites are directly tied to trying to ensure that the students have what they need. And so we're making decisions that are in alignment. We're making decisions that are in alignment with our LCAP and we're making decisions that are driven by the LFF, the funding formula. But there was a comment made about the couple of things. The 250 vacancies and what can you elaborate on that? So what I mentioned is that there are FTE listed in here, but there are the

265FTE, there are students, students can be active and senior students, but to add a little more detail on the quantitative差iness in the number of classes it has in it is the's actually the percentage of students seeing a drink table or potentially people who are impacted. However the difference is that this these resolutions and this item in the classified in particular over half those listed positions are vacant. So the bargaining units both received lists of their particular eliminations for their units and they saw then the actual employees who are impacted as well as all of the positions positions it was implied by the comment was that those vacant positions were actually central positions and could ever should have been filled I can so I I understood I understood that comment and I can't say that they're

266not essential positions what I can say is that sites and departments had to take a look at our new reality what we're looking at moving forward given the constraints that dr. Evans talked about and we have to make tough decisions and so they may have cut something but they may have picked something else so that we can get the work done so when we have less money when the state continues to not value education when we don't have the money that we need to do the work in the way that we want it to we have to make these decisions to take one thing away to get something else that will help us do the work but it just has to look different than it may be different than it may be but it just

267has to look different than it may be has in the past I'm along the same line is it what what I want to make sure is that we are not cutting positions or eliminating personnel that that create an unsafe situation and then I'm thinking of the the age of our of our school of our buses and the number of units have been that fleet the is 25 years so a reasonable age for I don't I'm not a bus expert I'm not a bus expert so I actually can't tell you that I guess what my point is is is do we have maintenance in place and and we haven't we've taken care of those essential kind of areas we are and we actually have drew Rollins here they can speak to that if you if you'd

268like thank you I visited I've been the maintenance and I've seen bus barn and seeing how you people work and how the employees work and i'm totally uh amazed at what you can do with the staff you have thanks i mean as a cage i mentioned these are all tough decisions and and we're we're doing the best we can to work through and make a balanced budget work for the for the district i would say that a school bus is not the same as a car it's not the same as your private vehicle it's going to have a lot more miles on it it's going to run longer it's a big diesel chassis engine and chassis so we do have an aged fleet we have an aged fleet particularly more so in the white fleet

269but our staff our mechanics make things run and nothing leaves there that isn't safe when it leaves there a bus will not go on the road if it's not safe as mr coyle mentioned who came up and talked about the fleet garage part specialist we have to make some adjustments in that area to make it the operation continue and we'll do that but it again just comes down to tough decisions and as you know we're we're we're uh we we've left no stone unturned and we've been doing this for a number of years so it gets harder each time thank you just one more quick when you mentioned about dr mccrory about you know it certainly is a crisis for people who are being laid off i make sure that everybody understands that we we

270really do know that i mean i work with people who have lost their jobs i've had family members who've been in that situation and it's not easy and the first thing we're doing is is trying to find how to keep as many as possible as time goes on in the coming months we've done some other things such as i don't know if it was all the units but for some cases like with the teachers we were saying you know giving the the health insurance benefit for a few more months beyond their their termination date to a couple of reasons one to provide a little buffer there but also in case they were going to be called back by the beginning of the year so they would have that and and i'll just say one more

271thing that i would really bring up as we're getting closer to the the budget time is that we and because these adjustments are going to have to be making be made every year that we have some sort of program in place to help people who are ultimately laid off in terms of some sort of placement counseling and and possibilities of retraining and that type of thing so that we can not just kind of say that's it but really work with people i mean i think we heard this in terms of the the closing of a couple of child development centers that we weren't just going to say okay this is closed we're going to see you know what could be done to get the students placed in another one look at the transportation issue or

272carpooling or whatever it is so i think the same thing that we're going to be doing is we're going to be working with the employees so we actually have a meeting with our classified employees who are going to be impacted first in the next couple weeks and so at that first meeting they get information not only about the process their options but also access to some resources that are available to them they're made aware of some of those things so that's one of the first things that we do as we move through this process okay thank you so a couple more questions sure dr mcclary continue yeah so i know with was certificated with the 19 positions uh with classified and with positions there are the retirements uh and the um um um employees taking

273a leave of absence or or just choose to move that 19 comes down to where it all those positions they may not actually be released uh yes depending on what happens they may not be released but that to the best of our knowledge right now uh those are the 19 notices that will need to be issued so we have that sense of the 83 for classified so at the end of the day um so um one of the things is we can't be as specific at this point in time as i can with the certificated because of the options that individuals have so depending on the different options that an employee has based on their seniority then i don't have the information at my fingertips because we don't have the information from the employees today

274because the board hasn't taken action on the notices yet so the what happens is the board takes the action then we notify the employees they have time to respond to us we provide then we gather all that information and then we make decisions and assignments based on their seniority so i don't have a number or a as specificity what i can say is we expect it to be less than 50 people and hopefully it will be much less than that it just depends on all of those different individual employees decisions the the the difficult position is that we're being asked to build our budgets on the worst case scenario we have to be prudent and do due process and and plan for what could be the worst situation whereas it would be really nice if

275we could be more optimistic if we could take a look at what's the best but i think we're we're forced because of the process to make a decision now when we really don't have um all the all the cards haven't been dealt and so we have between now and the next few weeks to see if we can get a better budget and and so we have between now and the next few weeks to see if we can get a better budget and the uh the second may revise where we can take a look at that what i also want to say is i believe that my sense is that decisions were made based on um program based on need based on safety based on on our lcap and and and developing a district that is

276efficiently run and and and will provide the best service so it's it's not a it's not a personality issue it's it's it's it's based on purpose it's based on policy it's based on on best decisions for best for the best for the best for the best for the best for the best for the best for the best for the best for the best uh one uh one final um two final questions sorry i said two as one with in terms of the uh the bayview uh and the question there was that uh and i at the last time we were the last where this was presented before parents were going to be contacted they were going to find spaces for the children were not releasing slots for just uh consolidating programs and services what's the

277answer for the uh for the uh for the bayview cdc in terms of being able to find a facility close to where they currently are now jim do you want to answer this yeah thank you jim solo can answer this question dr mike what did i say yes yeah i meant to say cdc yeah the cdc's um are going to most likely become pre-k for all for people so i'll go from a 12 month to a 10 month and that's what we talked about last time so for bayview they're going to be offered two spots they're within a mile of the location barnard and also crown point have pre-k for all and those parents will be notified within the next two to three weeks and be given priority enrollment at those two sites or they

278can go to another site if they so choose those two sites so so part of the concern we had tonight were parents that were not thank you please allow us to continue our meeting thank you so part of the concerns that came up tonight were people who weren't informed yet or they haven't had a chance to talk they discussed uh ece is in the process of informing parents but they they can't get to them like in a week so they're in the process of doing it right now some parents have been notified AND SOME OF THE CLOSURES, SOME ARE STILL WAITING TO BE NOTIFIED. ARE STILL WAITING TO BE NOTIFIED. ARE STILL WAITING TO BE NOTIFIED. THERE ARE ANSWERS FOR THEM. THERE ARE ANSWERS FOR THEM. THERE ARE ANSWERS FOR THEM. PARDON? PARDON? PARDON? SO

279THERE IS, SO THEY WILL BE SO THERE IS, SO THEY WILL BE SO THERE IS, SO THEY WILL BE NOTIFIED. NOTIFIED. NOTIFIED. CORRECT. CORRECT. CORRECT. ABSOLUTELY. ABSOLUTELY. ABSOLUTELY. THEN MY LAST QUESTION THEN MY LAST QUESTION THE QUESTION RELATES TO THE ASK HERE THAT I HEARD. THE ASK WAS A DELAY, NOT MAKING A DECISION TONIGHT. CAN YOU RESPOND TO THAT? TO THE STATUTORY TIMELINES. SO THE REASON THAT IT COMES TO THIS BOARD MEETING IS THAT WE HAVE TO MEET A STATUTORY TIMELINE FOR NOTIFICATION OF PEOPLE. SO DELAYING THIS DECISION WOULD THEN NOT ALLOW US TO MEET THE STATUTORY TIMELINE, WHICH WOULD NOT ALLOW THE BOARD TO TAKE ACTION UNLESS WE SCHEDULED ANOTHER SPECIAL BOARD MEETING TO TAKE THAT ACTION. WE FEEL THAT THE WORK THAT THE STAFF HAS DONE, THAT THE SITES HAVE DONE, THAT EVERYBODY

280INVOLVED HAS DONE HAS TRULY BEEN EXTENSIVE WORK. I APOLOGIZE FOR USING THE WORD THOUGHTFUL BECAUSE I CAN SEE HOW THAT WOULD FEEL INSULTING TO PEOPLE WHO ARE ACTUALLY IMPACTED BY THIS. SO I WILL SAY THAT WE HAVE BEEN VERY PURPOSEFUL KNOWING THAT THERE IS AN IMPACT TO AN INDIVIDUAL EMPLOYEE AT THE END OF THE DAY. AND UNFORTUNATELY, AS WE'VE STATED, WE ARE BOUND BY STATUTORY DEADLINES. WE'RE BOUND BY BUDGETARY DEADLINES THAT DON'T MATCH THE STATUTE FOR NOTICING PEOPLE. AND SO WE HAVE TO MAKE THE BEST DECISIONS THAT WE CAN RIGHT NOW WITH THE INFORMATION THAT WE HAVE, KNOWING THAT WE HAVE A PLAN TO MOVE FORWARD TO TAKE CARE OF PEOPLE AS BEST AS WE CAN. THANK YOU. THANK YOU, DR. MIKE. FROM THE FISCAL STANDPOINT, WE ARE TWO WEEKS AWAY FROM OFFICIALLY NEEDING TO

281NOTIFY THE BOARD OF EDUCATION, AND THE TIMELINE HERE THAT WE WOULD PROPOSE INVOLVES THESE DECISIONS. AND SO MOVING IT WOULD IN FACT EITHER REQUIRE ANOTHER SPECIAL BOARD MEETING, BUT THAT WOULD SIGNIFICANTLY IMPACT THAT TIMELINE TO OUR STATUTORY REPORTING TO THE COUNTY AND THE STATE AS WELL. THANK YOU. I CAN HEAR IT FOR A SECOND NOW. OKAY. ANY OTHER BOARD MEMBER COMMENTS OR QUESTIONS? Okay. I do have a couple of questions. First of all, I remember back in the beginning of the budget cycle we were looking at a $59 million deficit and then that came down to 47 or 43 and through a few maneuvers financially that number's down to 8.5 million. Is that correct? Yes, sir. That's the remaining action this evening. Okay. So we're only being asked to identify $8.5 million in reductions to

282balance the budget, not 40 or 59? Yes, sir. That's the remaining for this evening is the 8.5. Okay. All right. Wow. That's considerably different than the 50 or 40 million that I thought we were looking at this year. What a big difference, especially when you contrast that with last year's budget challenge. Now one of the things that I was, you know, Okay. Okay. Okay. I was listening to about the 260 positions. How many of those are vacant? It's about half of those positions. About half. So about 130? Mm-hmm. Okay. And then of the 130, you're saying that most of those individuals then would be able to fill other vacancies potentially? Yes. Other vacancies or different positions that have newly been created through the budgeting process. Right. So, because I know that at the last time

283we had this conversation, we had a lot of discussion that there were several paraeducators, but then we have a lot of paraeducator vacancies in special ed and that those individuals could just fill those vacancies. Yes. Okay. And so then you've kind of done a deep analysis after we talked about this the last time to try to figure out, okay, so of the vacancies that are being eliminated in the central office, because we want all those cuts that you're presenting are from the central office, not from the school sites necessarily. Correct? Yeah. So what's in the board item is a combination of the budget solutions, the 8.5, what you see because of our timelines and the way that the board has to take action, you see all of the cuts that are from central office and

284from school sites. And you can, and you can, anybody can differentiate in the board item because you see the location there. And so if it's a, if it's a central office department, the central office has made that decision as part of the 8.5. If it's a school site, it's a school site decision that was made. Okay. So let's talk a little bit about the school site decisions. I believe that there's a lady that spoke about the Patrick Henry High School Library. Superintendent Mark, can you help me understand what the, what's going on there? I just wanted to clarify the library is not being closed, but they are changing the design. Okay. So the library is not being closed at Patrick Henry High School. That's correct. Okay. And so I'm kind of curious, just real quickly,

285what kind of, how are they redesigning it? What's that? I don't have the specific details of what the redesign is. Okay. I'm not sure if somebody here does looking for the, no. Are they trying to make it more like a, you know, I was thinking, well, if they're going to do something different with that library, I mean, I was just there on Thursday. Are they, I would think that maybe they're making it more like an innovation center or a 21st century kind of library. Okay. All right. Well, it's good to know that library is not going to be closed no matter what the board decides to do tonight. So then the other thing that I wanted to just ask a little bit about is did we, have we looked at attrition? Because I know in

286the past, when we've had some challenging budgets like 2013, 2014, 2015 we didn't have any layoffs because we calculated the attrition that we normally have every year. Did we look at that yet? Yeah. So we looked at attrition and that's part of the decision-making that we, that we made. And so with the, with the certificated and with the classified layoffs, what you see is what's presented before the board is attrition. So it's not, it's not really the is attrition has already been taken into account. So we've already looked at our data. We've looked very carefully at what we predict that we will need next year, what our data shows that we need this year, the types of positions that leave on an annual basis, where we have high turnover in certain types of classifications, and

287we have removed anything that we believe that we can. And so that's another part of the mitigation efforts that we made before preparing and presenting this item to the board tonight. Okay. Can we just check this door back here, please, sir? Thank you. It's just very unnerving. That door is locked, and only a few people have access to it. And when I hear that happening, we just want to double-check it. Okay. So, yeah, one, every three days there's a shooting at a school. Okay. I'm a teacher in a classroom every day. So, yeah, I do have a heightened sense of awareness and concern for the safety of my kids in my classroom and around me. So I apologize if you have a problem with that. Okay. So then the next thing I want to talk,

288I just have a question about, is something that Dr. Evans mentioned, and that's the support and help for displaced employees to help them apply for, other positions in our school district or other things like that. Could you share a little bit about what you and the HR department do to help support affected employees? So one of the things that I mentioned is that we hold an informational meeting. So that's kind of the first level so that people are aware, what are their rights, what are their resources, what are the next steps, and how do they navigate those process. We have, as we move through and as people start to get their notifications, we have individual conversations with people when they have questions, when they come to the meeting, if they have things happening to help

289them understand what their options are. We also have different resource staff from around the district, so within benefits, within our different departments that can help people understand what resources that are available. The other thing that happens is that employees often have opportunities because other people promote during this time. So there may be people who are right now applying for a position. They may be impacted. They may be impacted right now, but they might get promoted into something else before the notice actually takes place. So that's part of the moving parts that we have. And we work with the individual employees to make sure that they understand and have what they need. And then if we need to help them with accessing resources outside of the district, we also can try to connect them to those

290different pieces. It's very individual based on the person's different circumstances. And we try to make sure that we either help them with things that we can within the district or help them with things that we can't do. So we can help them find resources outside. Okay. So we do have a variety of staff in the HR department and throughout the organization that can help these displaced employees to find other jobs within the organization and fill other vacancies? Yes. Okay. All right. There's been a question about mental health services in this proposal. Could you talk a little bit about the mental health services that are provided to San Diego Unified students and how, what kind of changes are being proposed? So I think that I need to ask my director or our executive director of special

291ed to come up because D.N. manages the day-to-day. I don't want to misspeak about how we provide these services. Hello. Hi. We have several programs. So the proposals of the reductions that are on the agenda are supplemental grants that serve general education. We run mental health services for both special education and then general education supplemental programs. So what we're dealing with right now are two grants that are terming out. One is an early intervention grant and one is a grant that serves students on juvenile probation in partnership with the work that we already do through children youth services. So the early. How much are those two grants? About per year? I'm sorry. Not sure. I don't have that information right in front of me. Okay. Yeah. I'd have to follow up with you. Okay. But

292they have. How many staff are being impacted? By the elimination of the grant in next year's staffing? Well, the positions are listed in the board item. But the actual number of impact is very small. It's minimal. It's maybe three or four. Okay. So there's three or four positions in mental health then? More positions. But actual individuals is down to about three or four. Because we have known that these grants were terming out. So have been working to move the employees into vacant positions in other grants or programs in the district. Okay. So the positions, for example, are. So the positions, for example, a licensed mental health caseworker might work in many different positions or serve multiple grants. And so as they might be funded and working in this program. But when we knew the grant

293program was terming, then we were working to say, well, that's going to end this year. Let's move you into this vacancy now while it's available. So that as that one ends, you wouldn't be impacted as an employee. And so the early intervention, we have another, actually two other prevention and early intervention grants that do the same work. Oh, okay. And so we knew we had some overlap. Okay. As they were progressing. Because you said, you had said, you know, and I was concerned by your initial remarks that, you know, some of these grants that are expiring are funding a few, a couple of staff members that work on early intervention in mental health with general ed classes. And, but you're telling me that there's a different grant now that's going to be providing that same

294level of mental health services. But we've had for another. Another year. So we had basically a year of overlap knowing that one was terming out. Okay. So again, as Acacia shared earlier, all grants have end dates. So as you know that they're terming out, we look to build capacity. But then we also sought this other grant, the PEI grant, the prevention early intervention. We have one for north and south, I think. And so those grants are much more comprehensive. And seeing that those grants could do this work and do it more effectively, we obtained those grants and are working with schools in that area. So as one phased out, we were able to further implement. And they had a year of overlap. And then the one ends. Okay. All right. Thank you very much. I

295appreciate your responses. And then I, with regard to the early childhood education and the CDCs, I know that Trustee Barrera brought that up. Dr. McQuarrie brought it up. We heard from Jim. You know, I keep, and then we heard from folks in the audience that are still very concerned about the difference between the 10-month early education program with pre-K, 4-K, and 5-K. So I'm just wondering if you could talk about that. And then I know that the kids are going to be really focused on the pre-K, for all, versus the 12-month educational opportunities. You know, Superintendent Martin, what do you feel about this change? Do you think that we could, what kind of curriculum and supports do you think we could provide going from a 12-month CDC to a 10-month pre-K? What's the difference between

296those kinds of curriculum and academic supports for the kids? Well, we certainly want to work with the families on a case-by-case basis and the ones that are going to have a difficult time finding something in the summer. We want to figure out what options there are with our community partners and other things that are available in that two-month period. But the pre-K, for all, and the curricular focus that we have for early literacy and early childhood, a seamless pre-K, TK, kindergarten, streamlined approach is something that we're committed to in early childhood. We already know if you close the achievement gap before it opens, it's a better approach giving kids that access. Okay. So then what it sounds, what I hear you saying is that we really need to try to find opportunities for that two-month

297gap for those children. We'll work with families individually. And try to find. I know that in the past we've actually worked with a variety of different nonprofits to have different kinds of summer bridge programs in engineering and science at Lincoln High School and those kinds of things. So I hope that we'll really seriously look into that and see what we can do to help support the families for those two months and not have that summer learning gap. Okay. Thank you. So then I think that kind of concludes the questions that I have. You know, I did want to just say that I don't support layoffs. I think that we did a very, very difficult job last year of balancing the budget. There were a lot of very difficult decisions with layoffs last year. It's my

298understanding. that there is an assembly bill right now that will change the funding to increase the base grant so that we would have additional revenue so that we could continue to provide these services for our students. I also am under the understanding there's a senate bill that doesn't do as much or go as far as the assembly bill, but it would definitely result in additional revenue above and beyond the governor's January budget numbers. So that if the senate bill is successful, then I believe that that would eliminate the need for these reductions. If the assembly bill is successful, that would obviously eliminate the need for these reductions. I also have been a student of history and that for the last several years, every time Governor Brown comes out with a January budget proposal, in May,

299he always increases it. And I echo the words of Dr. Whitehurst-Payne that she is optimistic and hopeful that in May, the governor's revised budget proposal will increase the revenue to our school district to mitigate and revoke and rescind any of these kinds of reductions or impacts to these teachers and the classified employees. But unfortunately, we don't get the right. to budget accordingly to a senate bill, which is better for kids. We don't unfortunately get the right to budget to this assembly bill, which would increase the base grant and do the right thing for public schools all across the state. We don't get the right, unfortunately, to budget based on what we predict the governor will have in his May revise. We have to, by law, use the January numbers. And I have a and I

300have a and I have a and I have a and I have a and I have a and I have a and I have a and I have a and I have a and I have a and I have a have a very, very strong conviction that in May or sooner, that we will be able to address this budget shortfall of $8.5 million and bring these folks back because we all know that these vacant positions, these positions existed for a reason. They were services to students or things that needed to be done in the school district or programs that are essential to make sure that we can continue to meet our very ambitious LCAP goals. So while I absolutely oppose these layoffs and I have a knot in my stomach, we have a fiduciary obligation.

301And so I have to balance the budget and vote in a way that I think will allow us to meet the county's guidelines at this point in time. But I am very confident that we'll have a completely different conversation in May. Are there any other comments or other questions? Superintendent Martin. No, thank you. Okay, please vote. Okay, that's four to one. Okay, now we go to section J, the superintendent's consent agenda. Do I have a motion to move J3, 8, 11, 15 and 18? We have a motion, is there a second? Okay, we have Francine Maxwell who's speaking on 3, 8 and 11. You have two minutes. Yes, gotcha. J3, it shows once again that this diocese doesn't do their job. Where is the student achievement data? You're spending and you're approving over $400,000. J18,

302$7 million. No identified ages of students, selected preschools or what have you. Once again, you continue to sit there. You people don't ask any questions. You pretend like you go through the book. I think that I also wanted to mention that there's absolutely no reported data. So how can you, in the season that we're in with budgets, have no accountability to the public when you're approving $400,000? A to Z, we spent $252,000 in 2016. Then it went up. How often were any of the students, where's the data? Where's the achievement data? How many teachers use the software? Is this software even helping teachers or students? Not one trustee asked any questions. You continue to allow this superintendent to bury all the information on the consent agenda because you choose not to even pay attention. February

3032018, you authorized $140,000 for the A to Z learning software, again, coming from various sites, identified funds, totaling $392,000. Once again, no data. Is the use effective? How many teachers are actually using the software? I can go on and on, but it just, it's amazing to me that you people think it's acceptable not to show things. On July 1st, 2017, the district was awarded $570,000 in a workability grant. The funding is supposed to be used for job training for high school students with disabilities. Unfortunately, there's no supporting documents to indicate what portion of the money has already been spent. As always, much information is needed. How many students have been served on workability programs? What high schools are these students enrolled in? Are the funds being used equitably? We'll never know because you don't ask

304anything. Thank you. Citizen, you have two minutes on, I believe you're speaking on J18. Once again, on the agenda, there is a contract for legal services. And you just talked about the budget, but the public has no idea how the legal office is actually spending money. A few years ago, I was in the office. A few years ago, general counsel said, give us a 10% raise. All of us, everybody in the legal office gets a 10% raise, and we're going to do the work in-house. And that never happened. It continues to spend millions of dollars. This contract was a million dollars last year, and now you're approving it again. It's not transparent. You shouldn't have this on the consent agenda. This should be discussed, so we can find out, what is the legal office doing?

305Where's all that money going? For all these little secret accounts. It's really hard to track the money in a legal office because they've got this little account for litigation and this little account for settlements and this little account with this third party that issues the checks. Let's see transparency. You're laying people off. You're losing services for kids and we can't see the department budgets and legal would be a really good place to start. Any other comments? Please vote. All right. Superintendent Martin. Thank you, President Beitzer. On the announcement or the passage of item I-4, I have an appointment. I'd like to announce the appointment of our operations support officer, Marceline Marquez. All right. We have a couple non-agenda speakers. You have one minute. Francine Maxwell and Serena Enrique. I want to thank this board for

306the resolution on ethnic studies and ask that you consider doing a resolution on parent appreciation resolution when parents bring their children to Normal Street. It's appalling that you people do not amend the agenda. When you saw all these parents here that could have spoken, had Acacia go first. John Lee Evans always talks about bedtime, but you allowed these parents who are trying to get engaged. You say that you want parent involvement, but you really don't. And as far as that door, my comment was based on the fact that you only think a certain amount of people know the code to that number. More people know the code to that number than you think so. So while you're commenting on that every three days, there's a shooting every day, every minute. My brown children and my

307black children are meeting your racist staff. They're being degraded. They're being appalled every minute of every day. So yes, every three days my heart breaks when there's a school shooting, but don't you even sit there on that diocese and think that that's all that everybody has to worry about. We send our children to school every day to get educated and every day there's a new story. I want to make sure that I publicly thank the executive director of the secondary education and the area superintendent that spoke to me. Thank you. And spoke to the grandmother whose daughter just received racist statements. Sirena and Enrique, you have one minute. Hello, good night. First, Computers for San Diego Kids is a great program. Thank you for that. Our school participated in that. Second, graduation, when you were

308talking about the Fs and Ds, if you guys look at the lack of support staff over the last years, that's going to explain a lot, especially at that age group when they need that puberty support they're going through puberty changes transition it's not there it hasn't been there look back at when we started doing budget cuts and getting getting rid of support um not only that on the how many people leave how many students leave if you start looking at also the data of how many schools start transitioning students out that aren't on track so that way their graduation numbers look really really good at the end of the year that's a fact that happens besides that please be aware that since last year we've been hit classifieds been hit but the pipeline of work

309from the district to school sites is ineffective thank you the next regular meeting will be held on tuesday march 6th and tuesday march 13th 2018. we are now adjourned