GUSD Board Meeting - June 18th, 2026

001Mhm. >> Mhm. >> Any other questions? You were sitting here. >> She's shaking her head at you. Look at that. >> Oh, look [laughter] at her. She's mocking me. I can't see you, Laura. >> [laughter] [laughter] [clears throat] >> No way. Oh, no. >> [laughter] >> All right, it is 7:06 and we will be starting our regular session. Hey, I got when can I see the seat and interpret a parallel Honda. This meeting is being recorded or broadcast images and sounds may be captured of those attending the meeting. We will start with our Pledge of Allegiance. If everyone can please stand up. Right, we are on to item B approval of the agenda. Can I have a motion? >> Motion to approve. >> I'll second. All in favor? >> I. >> Um, okay. So, we

002have one absent. And then, we have our recognitions next. >> Uh, good evening everybody. I'd like to invite Nicole Pearson uh, to come up to recognize some of our very special guests. >> Okay. Good evening President Fayeq, members of the board, Superintendent Munshi, and members of the community. My name is Nicole Person and I am the State and Federal Specialized Programs Administrator for GUSD. Tonight, we are proud to recognize our 2025-2026 District English Learner Advisory Committee, our DELAC representatives. I invite them up here now to the blue wall. >> [laughter] >> DELAC is a district-level parent advisory committee that provides input on programs, services, and supports for English learner students and their families. Districts are required with 51 or more English learner students to establish a DELAC, ensuring families have a voice in decisions that

003impact English learners and the programs that serve them. These parent leaders volunteer their time to represent their school communities and help shape opportunities for student success throughout Gilroy Unified. Tonight, we recognize Beatriz Perez, Eliot Elementary School. Miriam Sanchez, El Roble Elementary School. Jorge Leon, Glen View Elementary School. Brenda De Alba, Las Animas Elementary School. Eny Yokbed, Luigi Aprea Elementary School. Raquel Ortega, Rod Kelley Elementary School. Yessica Alvarez, Brownell Middle School. Diana De Leon, Solorsano Middle School. Laura Cervantes, South Valley Middle School. Isabel Mata, Christopher High School. Kenya Perez, Gilroy High School and our DELAC President of the Year. Irene Jimenez Martinez, Mount Madonna High School. Please join me in a big round of applause for these outstanding parent leaders. We thank you for your commitment to family engagement and student success. Congratulations and thank you

004for your service. Yes. Oh, sorry. Okay, I'm going to go again. Okay. Yes, okay. Beatriz Perez, Eliot Elementary School. Jorge Leon, Glen View Elementary School. Eenie Yokbed, Luigi Aprea Elementary School. Raquel Ortega, Rod Kelly Elementary School. Laura Cervantes, South Valley Middle School. Kenya Perez, Gilroy High School. Elena Dennis Martinez, Mount Madonna High School. Next up is general public comment. We do have 15 general public comments and we do have a very long agenda today and we are supposed to end at 9:30. So, I will have to limit the uh public comments to 2 minutes. So, first up will be Kyle Doria and then Stephanie Pado- don't I apologize. I forgot to bring my reading glasses, so I might not be able to re- read your names very well. Oh. No. >> People will be starting

005now. >> All right, good. All right. Good evening, folks. At the last meeting, educators of GTA were made to look like bad guys for not agreeing to conditions that would hurt our students and families. Did the board forget that the most recent management proposal included an increased in SDC class size along with uncontrollable conditions on all overage pay and additional after-school meetings per month and a temporary solution to class size? How dare educators ask for what our students need and what research says benefits students like effective class size, student supports, and stability in staffing? We are not greedy to ask for what we need to do our jobs well. We will not apologize for fighting for what our students and our educators deserve. We will not apologize for that. GTA is not alone. We are

006supported by students, our community, and CTA affiliates across California. Through our petition, we have gathered over 800 signatures in support of both effective learning conditions for our students and livable wages for our educators. When students, parents, and communities sign this petition, they sign in support of the Gilroy Teachers Association. In signing, our community said, "Yes, our educators deserve fair wages to live and thrive in the community where they work. Please find ways to address the proposals and take meaningful actions to improve student learning out conditions and keep our educators in Gilroy. Today's dollars are for today's students, not expensive contractors, and not to keep building the reserve. We are not alone and we will continue to fight for what is right. Tonight, our members will share with you about their classrooms, about their students, and

007the impact they make. It is not the buildings that make our schools. It is the people, the very people this board is attempting to scare, bully, and push out. Our educators make a difference and their work matters. Thank you. >> Stephanie Pedroni Next up is Stephanie Pedroni and then Beda Rico Saldana. >> Good evening. My name is Stephanie Pedroni and I'm a parent, a Gilroy resident, and a speech language pathologist with 28 years of experience serving students with severe disabilities and an AAC specialist. I live in Gilroy, but I cannot afford to work in Gilroy. In Santa Clara County, the median home price is approximately 1.7 million dollars. And average rents exceed $4,000 per month for many families. These costs make it increasingly difficult for educators to live in the communities that they serve. Gilroy

008educators are an incredible asset to this community. Every day they help students learn, grow, and succeed. Recently, Gilroy Unified assumed responsibility for two programs previously operated by the Santa Clara County Office of Education. These students have significantly more complex educational, behavioral, and communication and support needs than those found in traditional special day classes. The teachers in both special education, general education, specialist, and support staff serving these students will be asked to take on greater responsibilities and increasingly complex work. They will do it because they are dedicated professionals who care deeply about their students. But dedication alone is not enough. If Gilroy Unified does wants to recruit and maintain educated and experienced teachers, they need to step up. Imagine how much stronger the schools could be if more educators could afford to live and work in

009the communities where they teach, coach, and have their children. They can't wait for the support and their students can't wait. We can't wait. Thank you. >> Federico Federico and then Paula Saldana. I follow. >> I got Hello everybody. Um good evening. My name is Federico Saldana. I'm a teacher with GUSD. I've been a teacher now for 20 years. I got this little pin um in May as proof. So I my 20-year pin. Um so I'm just here to talk about my experience as a Gilroy teacher. Um I started off a long time ago. I'll talk to you longer when I got a couple minutes. But I taught kindergarten at Rod Kelly. I loved teaching kindergarten at Rod Kelly. I was surprised um how much I loved teaching students to read. And um it was great

010when you know, maybe you had a student who wasn't getting it and then all of a sudden, you know, they just like they see the sounds and they get the words together and they're making sentences and it's like you almost see like this little light bulb go off in their head, you know, the joy because they picked up their their learning and they can read. Um I loved teaching kindergarten, did for 14 years, but my blood pressure didn't love it. So I would go to the doctor, doctor's like your blood pressure is going up. I thought I don't want to be on medication, but you know, I'll keep on to keep teaching. So I went to Christopher. Um I taught I and painting at Christopher. My blood pressure went down, which was good. But, because

011of family um family, um I decided to go back to elementary because to be there for my son. Uh he was still little. And so, I went back into our Kelly and I was teaching kindergarten again. And my blood pressure went up again. Um I just gave up. I said, "Just put me on a medication, doctor." So, after that, I did that for about four year more years, and then I went to Gilroy High. My old um ceramics teacher was retiring. And I was able to take this position at Gilroy High. I love teaching at Gilroy High. Um last week we celebrated graduation. I think one of the best joys I have is that I can I can physically remember like a kindergarten walking in my room when they were five and testing them and

012seeing them, you know, that that first day of school. And then I get to be there at graduation when they're walking down the aisle and their families are clapping for them and everybody's excited now. And I got, you know, I mean, selfishly I know they did it, the families did it all, but like selfishly I want to take a little bit of that and say like, "You know what? I kind of helped with that." And I think, you know, I'm fortunate to live in Gilroy. I feel like I am Gilroy. I love this community. >> I'm sorry, could you wrap it up, please? >> for this community and the teachers in this community. Thank you. >> Thanks, Luis. Next up is Paulo Saldana and then Heather Poree. >> Good evening. I'm Paulo Saldana and today

013I wanted to speak how I feel and to recognize all that our teachers in Gilroy do for us. And they are some of our community's strongest pillars and despite their demanding jobs, they still always contribute to our community even outside of the impact they've made in our schools. Every events I go to, I see teachers everywhere, always supporting all of us, including me myself. It is very meaningful to recognize someone public that has contributed so heavily to my growth and continue to support me. Such as both of my kindergarten teachers and their daughter they had the same year they taught me. Just a few weeks ago purchased pottery from my business at a local market. I feel so grateful that every teacher I've ever had, despite having at times even more than 30 kids per

014class, still can remember me and have been here for me ever since teaching me. I also have extremely first-hand experience seeing the challenging youth that teachers must educate. As both my parents and my sister are in fact teachers, but also of course my experience as albeit unintentional but undeniable at times very challenging student. I also see both in my family and other teachers how complex teaching is. When that bell schedule says 8:30 to 3:30, I hope everyone understands that 3:30 never ends the omnishambles teachers face as after instructing up to 180 individuals throughout their day, there's an incomprehensible amount of school-related tasks within that classroom and more than not their own home afterwards. So I just want everyone to remember even the sturdiest pillars need a strong dependable ground to ensure they stay up. So

015let's all be strong and dependable to support our teachers as they've supported us all this time. >> After After Heather After Heather there will be a Kelly Worley. >> Good evening. My name is Heather Peroy, an English teacher at Gilroy High, and I'm here to speak to you about my grandfather-in-law, Avis Kelly, and legacies in GUSD. Avis taught in GUSD for nearly three decades. Avis changed students' lives in and out of the classroom. He mentored young people who went on to become ministers and professional athletes, founded the track and field program as we know it today, and even opened his home to students facing unsafe living situations. He was the ideal Gilroy educator. His legacy lives on through his family, his former students, the annual invitational held in his honor, and a scholarship fund for

016female athletes at Gilroy High funded by one of his former students. Avis loved Gilroy High and USD. Even as his health was declining, he would always ask me, "Well, Heather, how is my favorite athlete doing?" At the last Avis Kelly invitational he was able to attend, I watched coaches approach him, shake his hand, and ask, "Are you Avis Kelly? I modeled my entire program after yours." Avis's dedication reflects the same dedication demonstrated by the educators in USD today. But, he was only able to build his legacy and maintain his dedication because he could afford to live and remain in this community and had support from his district. Not every educator's legacy will look exactly like Avis's, but every educator deserves the opportunity to remain at this district long enough to build relationships, strengthen programs, make

017a difference, and shape generations of students the same way he did. USD cannot celebrate the legacies of educators like Avis while creating conditions that make those careers nearly impossible today. If you want experienced educators to stay, invest in them. Provide compensation and working conditions that allow them to live in or near commun- the community they serve. Give teachers the same chance Avis had. Not merely to work here for a few years, but to build a life and legacy of their own in Gilroy. Thank you. >> After Kelly is Tracy Saros. Good evening, board and Gilroy community. My name is Kelly Worley and I taught English at Gilroy High School. This was both my first year as a teacher and my first year at Gilroy Unified. In my time here, I watched my students become more

018confident readers, writers, and speakers. I saw students who began the year reluctant participate discover what they are capable of. I deeply invested in this school community. I was voted teacher of the month my third month here at Gilroy High. And students named me most supportive teacher in the yearbook this year. I I would have liked to continue contributing to the community here, but I cannot afford to stay. Almost half of my take-home pay went towards rent, and with an upcoming rent increase that would have risen to 55%. I also commuted 40 minutes each way adding the cost of gas, maintenance, and hours of unpaid travel every week. Commitment does not pay my rent or feed me. I want to address the suggestion made during a previous board meeting that new teachers can simply survive by

019eating mac and cheese for a year. Many educators have made enormous sacrifices to remain in this profession, but those sacrifices should not become expected of every new teacher. It should not be the nature of the beast. Had I stayed at GUSD, my salary next year would have increased by exactly $1. This district has proposed a 0% ongoing salary increase for educators. Yet, while educators remain without an agreement, this board approved a 3% off-schedule payment for administrators and other staff, including more than $8,000 for the superintendent. That decision communicated this district's priorities. Management stood to benefit, thus the money was approved. I have now accepted another position in a district that pays me a living wage. This is educator turnover. It is not an abstract concern. It is happening here and now. GUSD lost an educator

020who wanted to stay, but another district was willing to pay me enough to live. I hope you prevent more educators from having to make the same decision. Thank you. >> After Tracy is Kimberly Kredowski. >> My name is Tracy Saros. I've been teaching at Gilroy High School for the past 12 years. I have the privilege of being one of the teachers in the Biomedical Science Academy, which is a unique and valuable program and the reason I decided to work here. This year I got to reunite with a class of students I had as freshman and sophomores to see them through their tumultuous and exciting senior year and to watch them graduate as young adults. Over these past 4 years, we've acted as crime scene investigators, physical therapists, lab technicians, and doctors. We've explored what it

021means to have empathy, what it means to do hard work, to show up and be part of a team. Along the way, we've learned about many different careers. We've built lab skills and job skills, done a lot of investigation, learned a lot of science. And perhaps more importantly, we've been human beings who care about one another, who share in each other's victories and losses, and day-to-day lives. I have continuously been honored and humbled to be able to serve our students and watch them grow from children to young adults through heartbreak and triumph and everything in between. And to see many of them go on to do hard and inspiring things in life. This work matters. And I'm proud to work with so many educators at my site and in this district for whom this work

022matters. I stand with my colleagues and I stand with my union. >> Yeah, true. >> After Kimberly, it's Elaine Cardin. >> Good evening. My name is Kimberly Krodowski and I'm not here to talk about my two personal children, but the 31 children that I see every day in my classroom. As a fifth grade teacher at El Roble Elementary School, I do have some concerns. I'm here tonight to speak about three issues that directly impact student success in Gilroy Unified. Class size, combo classes, and teacher compensation. As a teacher, I can tell you that smaller class sizes are not a luxury, they are a necessity. Every student deserves individual attention. Feeling left behind. In a safe learning environment where they can thrive. When class sizes continue to grow, it becomes increasingly difficult to meet academic, social,

023and emotional needs of every child. This year as a fifth grade teacher, I sent seven of my students to middle school reading at kindergarten reading level. And eight more of my students reading at a first or second grade reading level. 15 of 31 of my students promoted from [laughter] fifth grade reading three or more grade levels below the grade level standard. Only about five of my students are going to middle school reading at the proficient sixth grade reading level. I also want to address the impact of combination classes. While they seem like a budget solution on paper, the reality in our schools tells a different story. When there is a combination class at a grade level, many of the independent, well-behaved students are often placed together in that classroom. This leaves remaining classrooms like mine

024carrying an unbalanced number of students with significant behavioral challenges and higher concentration of students requiring intensive support through IEPs and 504s. Jennifer Del Bono, thank you for speaking up and saying so much about how we need early intervention in our elementary school classes. Thank you. >> After After Elaine, it's Norma Olivares Castro. >> Good evening. On behalf of my incoming ninth grader, I'd like to read this letter. I spent my whole life watching my mom teach in this district. I've seen how much time and energy she puts into helping her students succeed. What most people don't see are the hours after school spent grading papers, planning lessons, answering emails, and attending meetings that keep her away from home long after the school day ends. Being the child of a teacher has also shown me how

025much teachers become part of the community. A quick trip to the grocery store is never actually quick. Everywhere we go, people stop to say hello. When I was younger, I would impatiently wait while she talked. Now I realize those conversations are a reflection of the relationship she's built and the impact she's had on so many people over the years. But that doesn't mean I'm not still impatient. As I've gotten older, I've noticed that teachers are being asked to do more and more. There are always new responsibilities, and the work already doesn't stop when the final bell rings. Now the district is asking teachers to attend even more meetings while refusing to put limits on class sizes or increasing pay. Those changes may seem small on paper, but they have real effects on students, teachers, and

026families. When class sizes grow, it becomes harder for teachers to give every student the attention they deserve. That isn't just true in elementary school, which is where most of the conversation has been. It matters in middle school and high school, too. In middle school, just one or two extra students can shift a whole class from fun to a nightmare. It can mean the difference between engaging activities and students misbehaving to an extreme. In high school, it can mean the difference between getting the help you need and the teacher not having time to answer your questions because of the other 35 students who also have questions. And when teachers spend more evenings at meetings, that's time they lose with their own families. Every one more thing added to a teacher's workload is time taken away from

027their children, who are students in this district, too. One extra >> could you please wrap it up? >> Um One extra hour a month may not seem like a lot to you, but it means another day when I barely get to see her at all. That's a pretty big deal to me. >> After Norma, it's Matt Volkus. >> Good evening, board president, trustees, and superintendent. I'm reading a comment on behalf of Riju Krishna. My name is Riju Krishna. I am a educator, president of Association of County Educators, a proud advocate of public education. I am here tonight because of our students. Our students deserve stable programs, and stable programs require stable educators. Santa Clara County is one of the most expensive places to live in the nation. The average rent for family-size apartment is nearly

0284,000 a month and a medium home price exceeds 1.5 million dollars. Yet, many educators struggle to afford living in the communities they serve. When educators are forced to leave for higher-paying districts or leave the professional together, students pay the price. They lose trusted relationships, experienced teachers, and the consistency that helps them thrive. Everyday educators teach, mentor, support, and inspire students. We help young people oversee challenges, discover their strengths, and prepare for their futures. But, dedication alone cannot keep pace with the rising cost of living. Investing in the competition competitive salaries is not simply an employee issue. It is a student issue. It is how we recruit and retain the talented professionals our students deserve. Our students cannot wait for stability. Our schools cannot wait for fully staffed classrooms, and our educators cannot wait for compensation

029that reflects the reality of living and working in Santa Clara County. Because we invest educators, we invest in students. Thank you. >> After Matt is Sheila Monger. >> I'm again. Good evening, board. My name is Matt Volkar. I am the music director at Brownell Middle School. In fact, I just finished up my second year working with the school, and a personal triumph that I have is that I was able to I was granted my tenure this year, which was very exciting for me. In fact, um what is so important to me about this was the fact that before my time working with Gilroy, I spent about 8 years working with a private corporation and I worked all throughout the school districts throughout the South Bay area, San Jose Unified, Cupertino Unified, and Unified, etc. Um

030but working as a classified teacher leaves a degree of separation that's very hard to um put a finger on and I think that one thing that was really exciting this year was recognizing a community that had accepted me. Um more exciting for me than my tenure actually is the fact that I was nominated to be the union's council rep as well. And that actually was not of my own volition because I forgot to put my name in that direction. So, so in a way it was the teachers choosing me and that was a very exciting thing. This is a great responsibility that I see and I'm so excited to be seeing what I can be doing with Brown L. Um my ask is simple. Isn't isn't all of this stuff that we're running into isn't

031it like the same stuff that we've been hearing about for decades? Isn't this like haven't we been going through the same song and dance? Isn't other like a dozen districts doing the same thing? And if if that's the case like one of the things that was mentioned was that if like our our 3% if the state follows through on its stuff, board do do you guys need help? Do you need us to fight with you so that way we can get our money from the state? Is that what we need? Thank you. >> After Sheila Lisa Wharton. >> Good evening. I'm here to speak on behalf of a colleague. 30 years ago, I walked into a Gilroy Unified Elementary School as a kindergartner and today I walked through those same hallways and I still recognize

032the same furniture, the same desks and the same cabinets. The same signs of the district that has learned to do more and more with less and less. Now, only those desks are showing their age. Many are of missing bolts, cabinet doors are jerry-rigged furniture that was old when I was a student has somehow still been expected to serve another generation of school children. What strikes me most is not the condition of the furniture itself, but what it represents. For decades our schools have been asked to stretch every dollar, every resource and every employee beyond what is reasonably expected. Beyond the furniture and the demands are also placed on teachers. Teachers are expected to be educators, counselors, nurses, behavior specialists, event coordinators, fundraisers, mentors. They stay late, they come early and they answer their emails at

033night. They spend their weekends planning lessons, they attend concerts, they buy snacks, they fill the gaps that should never exist in the first place and yet we ask them to do all this while struggling to afford to be in the communities that they serve. We say that we value educators, but the pay scales do not tell that story. I look around this room and I see leaders whose children attend the same schools. Some of you have children my same age and I sat in classrooms with them. So, I ask you this, would you want your son or daughter to work here for this salary? Would you tell your children to accept lower pay and larger class sizes, unpaid school hours and increased responsibility simply because they care. Would you tell them that their passion will

034make up the difference? Our educators are not asking to become wealthy. They're asking for livable wages, manageable class sizes, and they're asking for resources to do their jobs well. Every year you delay, students will lose experienced teachers. The question is not whether you can afford to support teachers. The question is how long >> before you cannot afford it. >> Thank you. >> After Lisa is Haley Saldana. >> Hi. So, I have brought some cards that I received at the end of the year from a lot of my fifth graders that moved on to middle school. Some of them I'd had since um since they were in first grade. And it it was a big transition to see them go and move on to new things. Um but I'm not going to speak on that tonight.

035Instead, I'm going to speak on the impact that the Gilroy educators have had on my own kids um because I have been coming to these board meetings and marching in picket lines for educators since before I was one. My oldest is 19. He graduated last year. I want to thank Ms. Austin for showing him college-level courses in high school, and it sparked his interest to learn and that drive to study. He starts an EMT program next week, and I'm very proud of him for that. Um then I'm going to jump back to my youngest who's has spoken here a couple of times. Uh she's going to middle school. She's going with so much more confidence than she had at the beginning of the year. I know that is because of her teacher, Ms. Johnson, and

036all of the teachers that she has had as she has gone through elementary. My middle My youngest son is going to try to go back. He had to stop uh attending Gilroy Unified because he gets migraines. And the classes were too loud. It was too much. So, he went online, but he misses his friends. He's going to try to go back. Um my middle son has been my hardest. But, he has been so impacted by his teachers this year. He wrote an email to Ms. Sun at Christopher and thanked her for being so understanding and for making such an impact on him this year. He asked me, "Mom, if you have to leave Gilroy Unified, can Ms. Robinson give me my diploma because she's probably the best teacher I've ever had." So, I stand with

037my students' teachers. Thank you. >> After Haley is Janetly. >> All right, I'm going to try to do this in 2 minutes, but I've been here for 22 years, so I got some stuff to say. Um my name is Haley Saldana, and I wanted to speak about how educators impact this community. I began my teaching career in 2004. Check out the baby face there. Um and I've been a fourth-grade teacher for all 22 years of service to this community. I'm currently 44, so I'll let you do a little math, and that is half of my life that I have worked in this community. Um I can truly say that there's not a greater sense of connection and community than watching my students grow up and see all that they accomplish along the way. A couple

038of years ago, a former student returned to Rod Kelly to teach in our Power School program. I still have the class picture of when she was also in fourth grade. Um today she now runs that Power School program at Rod Kelly. And of course, I show my current students her picture. Um because my time is limited, I don't want to tell you all of those heartwarming stories. Um but I will just say that one of my colleagues told me just recently that she was looking at her husband's Rod Kelly yearbook. And what do you know, but I was his teacher. She said his name and his face popped into my mind as clear as day. She he was in my very first class, so he's actually in this picture. He was in my very first

039class. And now his wife is my co-worker. Um my kids and teachers, you know that educators, you know that my kids are old enough to be married, to have children, to graduate from college, find their life's calling and careers that we only imagined when they were 9 years old. They are becoming engineers, architects, police officers, and I know because they come up to me and their or their parents do and tell me all about it. Um even Power School leaders and parents at my campus. There are parents at my campus that went to my fourth grade class. Um and I'm so proud to see it happen right before my eyes. I will wrap up. There's something about community and connection and education and getting to know families that makes me wish that all of our

040educators and all of our students could have that. And have that steady person to be there and to see all of their accomplishments. And I've been truly excited to hear about what they have been up to for the last 22 years. Thank you. >> Uh tonight I wanted to share with you a little bit about my work in the last year. I've been an educator in the same space for the last 14 years. I've taught whole families students. Some cool things we did this past semester included a cat dissection with which ended up being students most memorable moment in anatomy. Using decision matrices to analyze complex situations and what we should do about human impact issues around natural resources and biodiversity and conducting original research on student generated topics on everything from UVC damage to

041wheat germ, comparing synthetic and natural substances and their ability to inhibit bacteria growth and factors that affect plant health as indicated by their stomata. While we did anatomy, biotech and biology, we also engaged in science skills like analyzing data, arguing from evidence as well as critical thinking, collaboration and creativity. I also wanted to share some words from students. I'm glad to have taken this class and I'm happy to have been your student. I've grown in many ways and will always hold my senior year close to my heart. I thought the FACs and tests in general all created very well. Overall, I enjoyed this class a lot and also the environment within it. Thanks a lot. I truly enjoyed this class and I loved how it actually gave me a challenge to step up. Thank you

042for being a teacher. You were my favorite teacher this year. I'm constantly amazed by your dedication and patience to each topic. Thank you for refueling my love for learning. Thank you for being my teacher. I have enjoyed your class and appreciate the time and effort you have put in so students are able to learn. I have learned so much and I feel prepared going into college. Thank you for helping me. I learned a lot from you. You really helped me prepare for the future in a way that no teacher ever has. You have furthered my knowledge and passion to pursue a career in medical care and have made me want to continue growing myself more and more every day. I say my name last because it's not about me. It's about educators just like me.

043It's about educators doing the work and making a difference in our schools, with our students and our community. I am not only a high school science teacher, I've been a WASC coordinator, school site council secretary, a class adviser, a club adviser, a track and field coach and NGSS TOSA and so much more for my school. I'm also a neighbor, a voter, a taxpayer and a proud GTA member. My name is Janet Lee and I stand with my union because whose schools? Whose students? Who are we? Thank you. >> Okay, now we're on to item 3E, report of action taken in closed session. Under agenda item 2A, the board approved a 1-year extension of the employment contracts for the superintendent, the super- the assistant superintendent for business services, and the assistant superintendent for human resources. The

044motion passed 6 to 0 with trustees Kim, Fiack, Moreno, Nelson, Piceno, and trustee Baker voting yes, and trustee Del Bono absent. Okay. Under section 2B, Actually, 2 Under 2D, um can I have a motion for the suspension of case number 2026-25? >> I move to >> I'll second. >> And that's an expulsion, not a suspension. >> Oh, I'm sorry. I apologize. >> Just want to make sure. >> Yes. Um all in favor? >> I. >> Any opposed? Okay. Under agenda item 2E, the board voted to a readmit all eight students. The motion passed 7 to 0 with trustees Del Bono, Kim, Fiack, Moreno, Nelson, Piceno, and Trustee Baker all voting yes. Now, we are on to item four, the Superintendent's report. >> Good evening, Trustees, uh members of the community, staff. Uh the last 3

045weeks have been extremely busy and I've seen several almost all of you at all our events. Uh we've had close to 15 events that included awards nights, retirement dinners, choir uh concerts, and promotions, and graduations. Uh it it just makes me so proud of our students, and I wish them all the best. Uh watching them walk across the stage in their gowns and caps, uh it it's definitely heartwarming, um feeling. I also, as we were watching all of these things happen, I was uh just filled with gratitude for our community and um which includes everybody that's here. Um this year uh Gilroy Foundation, uh as you may have heard at the scholarship uh events, uh Gilroy Foundation gave close to $426,000 in scholarships to our students. Uh Rotary of Gilroy awarded about $209,000 in scholarships.

046Uh Gilroy uh Sunrise, uh I think Trustee uh Del Bono at one point had said, uh they give out 50,000? How much was it? >> For um senior scholarships, it's 15,000. >> 15,000. And then there were several other uh community-based organizations, uh family donations, and so many other partners that uh gave scholarships to our students and sent them off. So, again, thanks to all our partners and community for the support and the belief in and students. Uh this work would not be possible without our staff. Um, some work in classrooms close to students, um, directly with students, and then we have some who are working behind the scenes, our food services, our custodians, um, our maintenance crew, uh, also our district staffs, uh, people often wonder what happens in this building. Uh, you don't get

047to see them at, uh, out at sites, but I can assure you every employee in this agency works really hard, and I'm I'm honored and proud to be part of this organization that comes together, uh, with a common purpose, and keeps our students at the center of everything that we do. So, again, my gratitude goes to all. Uh, and as I close out my third year, I want to, uh, thank the board for the support. I want to express my, um, gratitude for for the teams that I work with, uh, but most importantly, the families that we work with. Uh, it's just an it's a joy and honor to serve our students. Um, thank you. That concludes my report. >> All right. Now we are on to item >> Actually, I'm so sorry. I think

048Melanie had some slides. Sorry, Melanie. I kind of just ran through. We we had some amazing photographs that we wanted to share with you. Uh, June 3rd, we had our adult education graduation. Uh, June 4th, we had the Gilroy High, uh, school choir concert. June 5th, uh, Brownell band and choir concert. June 5th, we had Mount Madonna High School graduation, and this was especially, um, this was a special moment. This was the first time that our adult ed program and Mount Madonna, um, high school students had their graduation at their own campus. So, it was very special. Um, June 6th, I attended the Rotary barbecue um and we served uh Gilroy senior um seniors in Gilroy and I was this was my first time uh serving. They've done this for 40 years and it's really

049neat to see all the seniors in our community. They come out with their baskets, they sit and chat and then uh you know, we had a barbecue meal for them and we served them. It it was just a lot of fun. Uh June 9th uh South Valley Middle School uh promotion. On June 10th at 3:30, we had the Solorzano Middle School eighth grade promotion. It was hot. I know we were all where we were sitting, there was absolutely no shade, but again uh just so much joy to watch the students and the families uh even though it was sweltering hot that day. June 10th at 6:30, uh we closed out the three middle schools with Brownell having the promotion ceremony. And then on June 11th, uh Gilroy High School had the graduation. June 12th Christopher

050High had the graduation and then earlier today, we wrapped up the year with our um GUSD leadership retreat at um Elevate Learning Center. Uh upcoming events, tomorrow we are going to uh have to you to for June 10th, the district office will be closed. July 4th also district office will be closed. Uh July 16th, in another week we will be starting our summer program and I will uh send an invite to all of you to come and um visit our uh summer program. We have uh changed it a little bit and added an academic component since last year. Uh but also just a lot of expanded learning uh activities and uh experiences for our students. Uh July 29th, we have a tentative summer school graduation scheduled. I will Lucy will send you the invite to

051confirm the date. Uh and before you know, you know, it August 3rd and 4th we'll be back. Uh we'll have our leadership retreat. We usually spend 2 days with our team uh getting ready for the year. August 4th is National Night Out. I invite you to come attend. August 11th is our Gold Stack Day. This is our third year partnering with Amazon to uh uh organize this sixth grade uh STEM-based day. And then August 19th will be the first day of school and we'll be welcoming back our students. Thank you. >> Thank you. Now we are on to item five, the consent agenda. Um should we go by each section and vote? Okay. So, section five, can I have a motion? >> Move approval. >> Second. >> All in favor? >> I. >> Any opposed?

052Motion passes. Okay, let's go to on to consent agenda item six. >> Move approval. >> Second. >> All in favor? >> I. >> Any opposed? Okay. Consent agenda item seven, educational services. >> Move approval. Or not. >> Oh, I just wanted to pull item M. M. M M as in man. >> Do you want it to pull item M for discussion? >> Yes. >> Okay. So, let's uh vote for items 7A through L. And and through V. >> Sure that. Second. >> Um all in favor? >> I. >> Any opposed? All right. So item 7M. Did you have some questions? >> I do. So what with item M, I guess I would I need to understand the rationale for the culinary academy class at Mount Madonna. >> Good evening. Um the culinary classes at Mount

053Madonna um have been as an extension it's after the school day. It's to provide students the opportunity to attain um the culinary experience. It's something that our school district had been working on for quite some time to bring in um the beginnings of CTE type education into um Mount Madonna High School and uh we were able to offer it outside of um the school hours. >> So do students earn elective credit through >> We're working on that. Yes, we're working on that. >> Oh, they currently don't earn elective credit >> they with um Mr. Schrock, we've been working on how to code that um their credit to be able to attain it. So yes, I believe we're we're actually working on getting that credit on their transcript. >> Mhm. Okay. So that um so I

054have concerns with this because because while I I love the Rebecca's Children Services Culinary Academy classes, um Mount Madonna students have engaged in those those classes for years at Rebecca's Children's Services. Those classes are generally free to to use throughout our community. They always have been. So, I'm curious why we would be paying for services that already exist for our youth at no cost. >> We are expanding the services for our students because not all students are going to the Culinary Academy at Rebecca's and bringing Chef Carlos in with the equipment, with the people to Mount Madonna High School has been a huge draw for the students. And again, we are coding with Kermit to ensure that the students are getting credit. I'd have to get back to you about whether or not we were

055able to get that done, but that was a project of ours this year. >> Yeah, I'm just I'm just concerned about that because, you know, it's it's to me it's like having Gavilan College classes at Mount Madonna and we're paying for the classes when we wouldn't pay for them cuz they already exist at Gavilan College. It's feels similar to me. It just didn't seem like there was ever really a barrier for any student who wanted to have the culinary experience to go to the free classes at Rebecca's. We have lots of examples of students who have been successful there. I would prefer to see these funds supporting our Culinary Academy at the comprehensive high schools. I would also really love for us to explore CTE at Mount Madonna similar to the way other continuation high

056schools that I know of have explored CTE with robotics, award-winning robotics programs. You know, things of that nature that are also linked to their academics. >> So, this is a step in that direction. This is our way of getting the CTE um exposure for our students so that we can then get them the industry certification. And it's being paid out of educator effectiveness dollars, which only goes to Mount Madonna High School. And the students have with the feedback on the programming has also been great from the students. >> I think it's important also to point out, I know this came up last time, also the educator effectiveness dollars that we get from the state are dedicated for Mount Madonna High School. They cannot be transferred to any other school. >> I appreciate that, too. And

057I also when I see $118,000, I think I also think how I would love to have maybe a part-time teacher at Mount Madonna supporting CTE or supporting things that really um move the needle for students. >> So, Sonia, maybe we can in 5 minutes explain uh when we say adding CTE classes, it's not that simple. They we do uh and Paul is here, we do need to talk to GTA. These things have to be bargained. We can't just add a class, which can be taught by our teachers. Uh which is why we are currently working on a MOU with Gavilan College. We are also Paul is working with uh GTA leadership. Uh these are complex issues about who who teaches, who gets the ADA, uh who's the teacher of record. So, it's not just a

058matter of adding a class. Uh there are more complex issues that um our team is working on. >> But we are working on this is one of those steps on ensuring that we're providing access for CTE to Mount Madonna High School students. I fear that if we take this away, that we will be without anything for the 26-27 school year. And what I can do is start exploring other avenues um and making sure and I want to double check. I don't want to misspeak and say we're offering elective credit if that hasn't been done, but I know that that was a big task that we were working and I just want to be sure before I say that. >> Yes, trustee Kim. >> I think hear your concerns. One of the selling points for me

059though is that this is on campus. It looks like it's directly right after school. Having a teenager, I mean the more easy for them to get to the better. Um I would love [clears throat] the elective credit to be offered, but I'm looking at page seven on here and they're not going to just learn how to cook, but I mean there is resume building support, team building, self-esteem and self-discipline building. I mean all of these positive things are already built into this well-established program. I think it's a great opportunity to offer it on one of our campuses. >> Trustee Baker. >> Yes, and I would um affirm what was just said, so I'm not going to repeat it cuz I I do think that there's an added benefit. Um my question is I'm just curious,

060how do we identify which CTE programs uh go to what high school? >> That's a very big question and um it really depends on facilities, depends on teachers and their credentials. Um if they have the CTE added credential, the finances behind that with the CTE um dollars and of course we are working on strengthening our CTE pathways across all. Um there had been prior to me even coming into this role, there was a desire from Mount Madonna High School to bring in the culinary academy um so that students would have this access to this specific um CTE learning. Chef Carlos does amazing work. Yes, it is offered in the community for free to other students and bringing Chef Carlos to our campus to be able to widen and expose more students to the hospitality career

061is um is wonderful and we've had again great feedback from students about their experiences. >> Thank you. >> Okay. >> Trustee Nelson. >> So [clears throat] Trustee Moreno and I watched them in action and the kids loved it. Um that day they were working on knives safely. Very safely. So you know I learned a few things but um I agree that to have it on campus so they don't have to leave and make the effort to go somewhere else. It I think it I don't know how many kids have taken advantage of it before going to Rebecca's but this is on campus so it just makes it much more accessible. And I did read that it's it's uh LCFF equity multiplier funds which is strictly used for Mount Madonna. >> Exactly. I did misspoke. I

062did say effective miss. I'm sorry. I meant equity multiplier. Okay. So um did you have another question? >> Not necessarily a question. I just would love to see I would prefer to see us accessing resources that are already at no cost to us in the in the in the in town and then use these funds to support additional staff at Mount Madonna. >> Okay. Can I have a motion? >> I move that we accept item 7M. >> I second. >> Are you second? Okay. Trustee Moreno you got second? >> Sure. >> All in favor? >> I. >> Any opposed? >> Opposed. >> Okay. Motion passes. >> Thank you. >> And then we are on to consent agenda eight student services. Can I have a motion? >> I'm on a roll. Move approval. >> I'll second.

063>> All in favor? >> Aye. >> Any opposed? Motion passes. Thank you. We are on to item nine, public hearing. Uh speaking of career technical education, this is a public hearing proposed career technical education project seeking state funding. Uh Mr. Nadeau. >> Thank you very much. Good evening, board. Um and yes, thank you for the perfect segue. Um I am actually asking for your permission permission to open a public hearing for uh soliciting public comments on a CTE application that we have underway. As you may know, we are uh actively seeking funds uh to develop three separate programs at Gilroy High School. One is the culinary arts program. Second is the HVAC and electrical program, and the third is a welding program. I'll uh quickly walk you through You're familiar with the Gilroy High School

064campus. I will zero in on the space where we are designing the uh the programs. Are currently where the uh on the 10th Street side, there's a couple of portables there. Um and the wrestling program is currently in the M M building directly behind that. So, the uh culinary arts program would go uh right adjacent to the parking lot, and then we'd work our way backwards into the M building where the welding uh program would be, or excuse me, the HVAC program would be, and then deeper where the auto mechanic uh section used to be is going to be the uh the welding shop. And uh Uh, this is just to give you a quick overlay of what that would look like. The new building would uh be the kind of light gray and light

065peach colors on the top. Um, it would be surrounded by a courtyard. We would create new a kind of a new facade for the uh for the face of the school, if you will. Um, and then the program would deepen. It would come back in. You'd see the uh right behind that we would develop the HVAC program. That's in yellow. And then in the light pink down at the bottom, that's where the uh welding program would be. And some of you have probably already seen this, but it's just a little bit more up close. These designs are These are our high-level designs. This is not by any stretch of the means or imagination the end result. Uh, so um just keep that in mind. Um, we are working on the coffee station for uh the

066Mesa coffee station, which would separate the uh instructional side from the community space side. Um, but we went and toured uh a very similar space. If you've ever gone to or have plans to see Mission College area, they have a culinary arts program that's a little bit larger, um but uh we would be feeding students in that CTE pathway. And we really wanted to develop our pathway into uh into that space. Uh, so this would be a little bit smaller in scale, but very much the same um look and feel. Um, but at this time I would uh ask your permission to open a hearing to uh accept any comments from the public. >> Open hearing. Are there any public comments? Seeing none, I will close the public hearing. Uh Board, are there any questions?

067I I just wanted to clarify a question. So, is this this is contingent on if we pass the bond or can we do this without the bond? >> This is contingent on many factors. So, our current plan is to we've we have applied for CTE grants. So, there's matching grants. The welding and the HVAC program would be matching at 1.5 million dollars per project and that is a modernization of existing facilities. The CTE or the CTE pathway that is culinary arts, that would be a new building. That's an application which is a 3 million dollar application. We need to match that at least 50%. So, we would be in for another 3 million. So, that would be contingent on our bond passing in November. So, lots of moving parts, lots of variables to still get

068through. >> Trustee Fassino. This may be out of your bailiwick, but are we looking at any you mentioned Mission College and I immediately thought of Gavilan. Are we doing any partnership with these programs with with Gavilan at all? >> Yeah, actually they so Gavilan has a pretty robust HVAC program. We've talked to them and their instructors for what we want to build for our pathway to develop to go into that program at Gavilan. So, Gavilan is and I believe they're starting to build up their culinary. That piece I just don't I don't know that one is intimately, but I do know that the HVAC's already up and running. So, we'll be feeding that pathway for sure. And the electrical HVAC and welding, actually those cross path cross paths quite easily. Mhm. >> I'm really excited

069about the HVAC program because my husband just retired as I've been been in that business for many many years and it served us very well as a family and it's It's much needed I think profession right now. My question is, and I don't know why it just popped in my head, but you know, he had to go through a whole, you know, he didn't go through it in high school because it wasn't available to him. Wasn't available to him in at a community college, so he actually went to school for HVAC. So, I'm just curious, how does does this kind of expedite students who start in high school and then So, I know I see Sonia cuz I think this is it's a question for her, so but I'm curious how the the the the

070the pathway and and to expedite, I guess, you know, the students so they can start working in the field. >> Yes, definitely. There's actually two ways. One, there's the industry certifications, and so through CTE classes, we can attain the industry certifications based on the instructor and their background. And then, the other avenue is through dual enrollment. So, should there be, you know, an HVAC class that the Gavilan has an instructor for and that we can't fill, for example, that could be an opportunity for students to earn both college credit and high school credit and then they're working through their certification and the classes necessary. >> So, essentially, can a student who go through our coursework actually start working right afterwards? >> Um if they have all of the proper certifications. >> Certifications and stuff. Okay,

071excellent. Thank you. >> I have the opportunity to ask if your husband is interested in teaching. >> [laughter] >> Conflict of interest, right? >> Um >> [laughter] >> Uh I I I I I thought I heard that Morgan Hill had a welding program. And and it's partnered through Gavilan because the Gavilan welding teacher, they contracted with Gavilan. I think that was the case. >> Oh. and >> That's Hollister High School does. Hollister High School has the welding and they their instructor at Hollister High School meets minimum qualifications, which then allowed it to be a closed C cap class. >> Thank you. Any other questions? Super exciting. Thank you. >> Thank you. >> Hey, now we're on to item 10 action information items 10A adopt the 2026-27 GUSD budget. This is an action item and I'm

072assuming Mr. Alvaro. >> Yeah, good evening board, good evening superintendent members of the public. On May 28th, as you know, we held a public hearing on both the L cap and the budget. So tonight we're bringing both for action. So just key changes to the public hearing budget that I presented on May 28th is what I'll focus on and of course we'll update the multi-year projection and discuss next steps. So because this is a substantially mirroring the public hearing budget on May 28th, I wanted to call out the major elements that have changed since the public hearing on the budget. So the public hearing on the budget only included a statutory cola of 2.87% for 26-27. That has not changed. What has changed is the local control funding formula calculator includes the augmented cola of

0731.44 or plus the 2.87. So it's a 4.31% total cola. So that's what you see highlighted in red and I'm going to try to highlight it on the screen here with my laser pointer. So I'm talking about this one 4.37. It also the calculator that we all use in California changed the subsequent year colas. Now these two will basically offset each other in 27-28. We went up a little bit on the subsequent year Cola and then by 28 29 we lost that gain. So these two will offset. But the critical element in understanding of the cost of living, the augmented Cola piece, is was supposed to pay for this, the 14-week paid pregnancy disability leave cost. So even though I recognize 1.8 million dollars of revenue is specifically for this purpose. We don't know what

074the final strings attached to these dollars will be. We don't know if carryover will be allowed. We don't know if the obligation is less, if we're going to be able to use it for other purposes, or if it's more, if we're able to build back for the excess. We just don't understand what the elements will be because it's a proposal. We don't know if it's going to be in the enacted budget. We don't know what it will look like. So a lot of details to flush out even if that makes the enacted budget. Um so the statutory Cola remains 2.87. So that's why I just wanted to make it clear what the multi-year projection includes. The supplemental and concentration funds are a part of the Cola calculation, whether augmented or statutory. So the supplemental and

075concentration funds did marginally increase because of the 4.31%. That's directed to the sites. Um the health and welfare pieces, of course we um approved negotiated agreements. Uh so those are in the multi-year projection. Uh and then the updated routine restricted maintenance expense, it's a share of total expenses. So unfortunately, when I add total expenses, my relative 3% match for routine restricted maintenance increases, as well as my 10% reserve because everything is relative, is upper 10 as base. So those are the key elements, both revenue and expenditure um assumptions that have changed since the May 28th revision. I mean the budget. And more importantly, equally as important I should say, is what's not in the budget. And there's some heavy numbers here and and the uncertainty is tremendous and these are large numbers. So, I wanted

076to call out what is not included in this budget. Um at the state level at this point in time, the governor's May revision included a 5 billion one-time allocation. Another round, if you will, of the student support and discretionary block grant. Another round, but still one time. Our estimate for that share is 8.8 million. Again, substantial. Again, one time. The more significant piece would be ongoing would be this investment in special ed finally of 2.4 billion dollars from the state and that would be ongoing. That would be substantial. Our SELPA, the special ed local plan area, would be calculating that for all the SELPA member districts. It would flow through the SELPA funding formula. We call that AB 602 funding formula. And then we would essentially receive additional revenues for SELPA. Now, special ed is

077unique in that we have to maintain a maintenance of effort into our special ed expenditures from the prior year. Not just the total, but the local level expenditures. So, that's critical. So, let's just pretend that we received 2 million dollars. I can't then reduce my contribution by 2 million dollars. I have to base it on key elements. So, there are ways in which we can wave that MOE, the maintenance of effort calculation. So, I can't spend, you know, less on students if there's a a student that moved with high need services or graduated, etc. So, there's some key elements and reasons why we would be spending less than the prior year, but simply getting more revenue from the state would mean I would be supplanting that by that $2 million and then what the federal

078government would do is reduce their allocation by $2 million. So, we have to be careful with that piece. I think there's an opportunity for long-term special education intervention, long-term strategic planning on that piece, but basically yet to be determined and yet to be determined the amount that we would generate or receive from the SELPA. But, nonetheless, it's a positive development. We need uh special education to be adequately funded. It's severely, woefully underfunded at this point both by the state and the feds. And our special education contribution still remains about $25 million from the general fund. That reflects more so on the special education state and a federal obligation, not on us. And then the final piece on the slide, we do have about $3.9 billion of of {quote} settle up funds that the state owes

079public education, owes TK-14 cuz community colleges is part of it, but that's the K-12 part of it. And they're simply not paying us. And that's about $6 million ongoing revenue that we would have here just in Gilroy Unified. It's nearly $4 billion that the state Remember in 2024-2025 he withheld $1.9 billion. And so every anybody that says he paid us back which the Department of Finance and the governor in his press release did say he paid us back. No one's paying you back if they double the amount they owe you. And they think and they write you a check only to then borrow double that amount. So, it's mind it's tricks. It's it's it's not it's not honesty in the settle up funds. It's against the California Constitution because the California Constitution says Prop 98

080is a minimum funding for schools and it's all formula driven. They're not running the formula. I think I'm speaking to the choir. But they owe us $4 million at the state level. >> And are there are they not also trying to put preschool into that so that they don't have to owe us? >> Thank you, Trustee Pecsok. That's an important element of just recent developments. So they're trying to non-Prop 98 expenditures on the state preschool side. They're throwing that in the bucket. And so what that'll do unfortunately for us long-term, as those seats become more expensive, they just made their one-time investment and they're going to effectively say it's within Prop 98. So ultimately what will real- it will happen is every per pupil amount will be diminished with Prop 98. And so that works

081against the spirit of Prop 98 by putting more stuff in it. It dilutes the per pupil investment, uh in my view. And so this is the um the result of all those assumptions. Um I I did highlight here the key changes for the paid um pregnancy disability leave because that's that's where it is and it's all employees. All employees in the organization are allowed to do this. So it hits classified uh certificated salaries, obviously benefit pieces. So all just a $1.8 million is increased there. Uh unfortunately, total expenses also increases my relative dollar percent reserve. And because the state has excess of 3% statewide reserves, then we go back into what historically some board members will remember, um we have to commit these balances uh for the multi-year so that we don't go bankrupt. And

082then don't force and drive the reserves down to 10% this year because as you can see we're deficit spending $3 million, $1 million, and $7 million. So over the course of the MYP is over $12 million that were deficit spending. That's meaning is a savings account that's getting depleted. And there is just a simple way of looking at this. That savings account starts with $5.5 million at the end of 2026-2027. Now you have $713,000 if everything goes according to plan. And there is no spike in mid-year special ed contributions that happened. Now again, the $2.4 million for special ed is not included cuz we don't know what that's going to be. The one-time money is not included cuz we don't know what it's going to be. Settle up money is also not included cuz we

083don't know what that's going to be or if it makes it or it doesn't make it. Um so those are the key key factors that have changed. Um and I hope I've I've I've done it justice so that I highlight all the changes and I'll entertain your questions. But the last piece of it is obviously what I just mentioned is the three elements that are the most important and the ones that will um I think um re- uh uh require us to revise our budget within that 40-day window 45-day window. And so that will be the first August board meeting. Should any of those elements change or make it to the enacted budget, I will come with a budget revision in August. >> Are there any questions, board? Yes, Trustee Nelson. >> So as everybody

084knows, we uh haven't settled with GTA. So the money that would go for the 3% at least is is in the budget. Uh where is it? >> So right now as as I mentioned, um we were using one-time funds um earmarked for textbooks, Chromebooks, teacher laptops, just devices. So it's currently budgeted in books and supplies right now. We were using funds and this is for everybody for all employees. Well over $3 million worth of cost. They're budgeted in 25-26. So at the end of the fiscal year, my interpretation would be in direction to our fiscal team is to book that as a liability. So the 2.2 effectively million dollars for the GTA's proportional 3% share. I'll create a liability, meaning that I'll make sure that it's booked when we close our books. But right now

085it's it's it's in 25-26 cuz again we had that one-time money earmarked for other things, but we just didn't have the money yet. We were looking at all the elements of of the budget. We knew we had a good chance. It was a bet. It was a bet. It was a risk, but we did take that risk of Okay, we have money earmarked for textbooks, for Chromebooks, for everything else, and there was a good chance that we were going to get one-time funds coming in owed to education in 26-27. So I know I'm giving a long-winded answer, but I'm it's important to realize that we took a risk just with that 3% payment so that the money would come in 26-27, and then I could pay us back, get the money that we need for

086books, for Chromebooks, for teacher laptops, etc., and still not be in trouble. That was the best that we could do given the resources that we had cuz again 88% of our budget is in salary and benefits as it is already. >> Any other questions? Um uh going to the slide uh the multi-year with the expenditure assumptions, and you have the CalSTRS and CalPERS um of like the 19% and 26.81% expenses. Do you happen to know off the top of your head what that dollar num- that dollar number is? >> I won't. I can follow up with an email, but I won't, and I I want to guess that either. >> Okay. Sorry, I I did not think to ask that before. >> But the statutory between CalSTRS and CalPERS is it's a huge number. $30

087is the right. It's it's a huge number between both statutory rates. It it's a huge number. >> That we are responsible for paying into. >> Absolutely. It's a It's an It's an employer tax effectively. On every dollar we pay, those are the proportional shares that we pay on every dollar. So if you pay a dollar out of payroll classified employees in 2026-2027, 26 cents out of every dollar, it's it's if it's payroll, it's a tax. >> Thank you. >> As I recall when I was first employed in the '70s, that was 8%. >> Yes. Yes. And way way back I was already working. CalPERS rate was nearly zero for several years and then it came up the employer side. Yeah, and now it's nearly 27. >> Are there any other questions? Okay. This is an

088action item. Can I have a motion? >> Move approval. >> Second. >> All in favor? >> I. >> Any opposed? Motion passes. Thank you. Okay, now we are on to item 10b, the resolution number 25 26-27 seeking an exemption from the Proposition 2 district reserve cap. >> Thank you, Madam President. So as I alluded earlier, because of the level of the state public school system stabilization account, that's a fancy way of saying the Prop 98 reserve level at the state exceeding 3%, districts are required to seek an exemption from the maximum of reserve cap of 10%. As I noted in the multi-year, getting that 10% down the base year would mean we wouldn't have sufficient reserves to meet payroll, operating expenses, etc. As we started with $5.5 million this budget year 2026-2027 and deriving that

089down to nearly $700,000 in a short 3-year period. That's why this is needed because without that we wouldn't have the ability to meet payroll. Our reserve levels would deplete. We would have to make draconian cuts of $5.5 million is another way of looking at it if if we don't have this in place. >> Are there any questions? And if with that 5. If theoretically the $5.5 million in reduction and understanding that 88% of our costs are in salaries and benefits do you happen to know if what the number of layoffs that would be mean? >> Oh my goodness. I don't I wouldn't want to even venture to that, but it would be devastating. That's why I said draconian because it would be it would be devastating. >> Okay. >> Yes. >> Thank you. Any other

090questions? This is a roll call vote. Um can I have a motion? >> I motion to approve. >> Second. >> Okay. >> Jennifer Del Bono. >> Yes. >> Twin Fiack. >> Yes. >> Gabriella Kim. >> Yes. >> Kenny Moreno. >> Yes. >> Michelle Nelson. >> Yes. >> Linda Pissano. >> Yes. >> Han Chu Yu Baker. >> Yes. Thank you. >> Okay. Now we are on to item 10C, resolution number 25 / 26-25, adopt education protection account prop 55 spending plan for 2026-2027 school year and this is formerly prop 30. This is an action item. >> Good evening superintendent Dr. Munji and board president board and community. So yes, I'm here to present the annual resolution for our EPA account education protection act formerly as stated was prop 30. It's now prop 55 which was voted

091back in 2012. And we have an annual plan every year Gilroy Unified School District uses part of the funds for teacher compensation. That has been our annual plan since this came out came about. EPA is part of our LCFF calculation. It's made up of three components. This is one of them. The other is the taxes and our state aid. And actually this year for 26-27 is projected at a little over 13 million per our LCFF calculator at this time. It can change and it has changed periodically throughout the year. >> Okay. Board, are there any questions? Seeing none, can I have a motion? >> I'll motion to approve. >> Second. >> This is a roll call vote. >> Jennifer Del Bono? >> Yes. >> Twin Fiack? >> Yes. >> Gabriela Kem? >> Yes. >> Kenny

092Moreno? >> Yes. >> Michelle Nelson? >> Yes. >> Linda Pesceno? >> Yes. >> Hanchu Ye Baker? >> Yes. Thank you. >> Okay. Item 10D 2026/2027 school year amended contracts for the superintendent. Resolution number 25/26-29 the super assistant superintendent and of CBO and assistant superintendent human resources. And this is an action item. This is we did do a discussion in closed session. And we are we voted in closed session and this is just a formal ratification of the extended contracts. Yes, trustee Piceno. >> Just for the public, the reason the discussion is in closed session is because these are personal items. Just like we don't discuss anybody else's evaluation out in public, we won't discuss yours or theirs. >> Can I have a motion? >> Move approval. >> I second. >> Roll call vote. Jennifer DelBono.

093>> I'm feeling confused about what this is. >> So, we have to this is the contract. >> Okay. I just thought you had reported on it earlier. >> Oh, you have to do it twice. Okay. >> No. >> Twin Fai'ek. >> Yes. >> Gabriela Kim. >> Yes. >> Kenny Marino. >> Yes. >> Michelle Nelson. >> Yes. >> Linda Piceno. >> Yes. >> Hon Chui Baker. >> Yes. >> Thank you. Motion passes. We are on to item E. Gilroy Teachers Association request for contract waiver for Mount Madonna Continuation High School Article 12-12.10 evening meetings and this is an action item. >> Thank you, President Fai'ek, members of the board, Superintendent Muchie. Muchie, today I'm here to present item 10E, which was brought to us by the Gilroy Teachers Association. So, per the collective bargaining agreement of

094GTA, site members have the right and authority to present the school district with what's called a contract waiver or essentially a small temporary amendment to a contract. The union members at Mount Madonna have requested um in conjunction with the principal to make a small modification to the back to school night structure at Mount Madonna. So unlike the comprehensives which typically have back to school after the first day of school, the staff at Mount Madonna are seeking to change for next year to do something before school starts. Um in front of you and for the public, you have the voting record of this request. So all um and this is certified by President Doria of the Gilroy Teachers Association. Uh where all members of the site voted and all members of the site voted yes to

095request this approval. This is also being supported by the principal as well as the district. So we're seeking approval from the school board tonight. >> Are there any questions? Comments? Seeing none, can I have a motion? >> Move approval. >> Second. >> All in favor? >> I. >> Any opposed? Motion passes. Thank you. We are on to item F, the memorandum of understanding with the California School Employees Association and its chapter 69. Revisions to longevity compensation and unsatisfactory evaluations. >> Thank you, President Fiacco. Um item 10F is a bit technical. Typically, we don't take these types of MOUs to the school board. So I'm going to try to summarize uh the history of why we're even bringing this. Um during uh CalPERS, which is the agency which oversees the pensions for classified unit members, have

096have gone through a a very fervent attempt to relook at um pensionability or the way that they pay employees when they when they do end up retiring. In a recent um essentially a random pension check by one of our employees, CalPERS decided that over 30 years having no issue with the collective bargaining agreement, they've decided that now they do. And so during that audit, what they picked up on and what they're they pushed back on for this person's attempt to retire was in the CSEA collective bargaining agreement, it's very unique to CSEA, uh longevity typically should be something that can be calculated for pension reasons. So essentially giving you a more rich pension when you retire. In our collective bargaining agreement, there's an unused clause uh within the evaluation section of the contract that states

097that longevity can be withheld for poor performance. It's never been used. Most of us didn't even know it existed. Um, and our longevity for at least the last 30 years has been connected to years of service. So performance and longevity are not connected. When PERS found that our evaluation had a reference to longevity being connected to performance, under California code, you can't have it both ways. You can't have longevity connected to years of service and longevity connected to performance. Once PERS discovered that, they said, "No longevity can ever be used for pensions anymore." And so we've been working with PERS for about 6 months, believe it or not. Uh this poor person can't retire until we fix this. Um, we've been working for 6 months. We've done all of our research. We've looked at everything.

098Um, CSEA and the district agree that we're not connecting longevity increments um to performance. So what this MOU does is it's a bit odd. It's a 30-year retroactive MOU that recognizes that we follow one path to pay longevity, which will then make it something that can be calculated for somebody's pension. There's no cost to the district because we have assumed that and we've been contributing to CalPERS um ever since as long as we can do our research back to 1994. And so the reason why there's an MOU in front of you, which is nearly 30 years and retroactive, uh is for that reason. It also clarifies in the CBA, and this was reviewed by CalPERS because we don't want any more problems with CalPERS on this one. Uh we have specific language in there that

099talks about um pension contributions and longevity and 5 years um less than 5 years and more than 5 years. So literally CSCA, what we worked together on this, um CSCA legal looked at it, our legal looked at it, we sent it to PERS, they looked at it, and so this is the final document that PERS says should meet muster when it comes to respecting 30 years of pension contributions and for our people to be able to retire with what they had hoped was going to be their their pension retirement. This does require board action, and we're going to archive it, so anybody who retires uh retires shortly will be able to see the actual actionable board item and MOU. Like I said, typically we wouldn't take this to the board as a simple MOU, but

100it does per CalPERS regulations require board action. So that's hopefully that summary made sense, um and tonight we're requesting that the board take action to approve this. >> Board, are there any questions? See none, can I have a motion? >> Move approval. >> Support. >> Second. >> All in favor? Aye. Any opposed? Motion passes. Thank you. >> Thank you. >> All right, now we are on to item G, California dashboard local indicators, and this is an information item. >> Good evening President Fayack, Vice President Nelson, Trustees and Superintendent Munshi. This evening we bring back since we did not have time last time our California dashboard local indicators. This is a required informational item that goes with our annual L cap. Our L cap our local indicators are aligned with the eight state priorities. We focus

101on the prior state priorities 1 2 3 6 and 7 and measure progress in areas that are not captured through state performance data alone. These priorities include basic services, implementation of academic standards, parent and family engagement, school climate and access to a broad course of study. Based on our own internal cycle of inquiry and locally collected evidence, we have met the reporting requirements for all local indicators. The results reflect our ongoing commitment to supporting student achievement, engaging families, maintaining positive learning environments and providing equitable access to educational opportunities. The California dashboard indicators are measured again through a cycle of inquiry that evaluates our progress in key state priorities. Districts review local data, stakeholder feedback and evidence of implementation to determine their level of performance. Ratings are based on a five-level rubric that ranges from exploration

102and research to full implementations to sustainability. Rather than assigning a color code to performance level like the California dashboard, the process emphasizes continuous improvement by identifying strengths, areas for growth and next steps. The first state priority is basic services. These indicators measure whether students have access to appropriately assigned teachers, standards-aligned instructional materials and safe and well-maintained school facilities. Our Our confirms that we continue to meet expectations in these areas, ensuring students have the essential resources and learning environments needed for success. As you can see, year-over-year from 23-24 to now 25-26, we have increased the percentage of teachers appropriately assigned, that meaning they have a clear or preliminary credential. So, 23-24, based on CDE, 84% to now 93.6%. So, making really good growth in all of that. And in 95% of our inspections, our schools are

103in good considering good repair. So, that standard is met. Implementation of academic standards. This indicator evaluates how effectively California's academic standards are being implemented across grade levels and subject areas. Through professional learning, instructional support, and curricular alignment, we continue to strengthen teaching and learning practices. Our results demonstrate ongoing progress in supporting high-quality instruction and student achievement. And so, here you can see that these are really focused around common core and state standards, around ELA and math, our ELD, our next gen science standards, history and social sciences, CTE, which we discussed a little earlier, our health education, PE, visual and performing arts, and world languages. This indicator has also been met. And this correlates to the larger report that you received as part of your board packet. Parent and family engagement indicator indicator examines how we

104involve families in decision-making and supporting meaningful participation in their children's education. From survey feedback, committee participation, and engagement opportunities demonstrate our commitment to building strong partnerships with families. We continue We will continue expanding opportunities for communication, collaboration, and engagement. And again, you see this around building relationships, building partnerships, and seeking input for decision-making. So, our Panorama survey is where a lot of this data input comes from. State priority six is school climate. The school climate indicator focused on creating safe, supportive, and inclusive learning environments for students and staff. Using survey data and other local measures, we assess perception of safety, connectedness, and school culture. Our findings reflect continued efforts to foster positive learning environments while identifying opportunities for ongoing improvement. Again, from our Panorama data, you can see highlights. We've shared this in multiple ways

105um throughout the school year, um but generally, our families and our students feel happy and safe to be in our schools. State priority seven is a broad course of study. This indicator measures whether students have access to a diverse range of courses that support their academic, career, and personal interests. Our district continues to provide a broad range of educational opportunities, including career pathways, electives, art programs, and advanced coursework. We remain committed to ensuring equitable access to all students can benefit from a well-rounded educational experience, and we have met this indicator on the local indicators. So, in closing, the local indicators reflect our commitment to continuous improvement and to meeting the needs of all students. We continue to using these results, along with stakeholder input, to guide future planning and support the goals outlined in our

106local control and accountability plan, commonly known as the LCAP. Thank you. That's our update on our local indicators. Questions? >> Yes, are there any questions, board? Yes. Kirsten Lawson. >> Just a comment. Thank you for this. Um we're getting there. Um appreciate the honesty on priority number three, parent and family engagement. Initial implementation on two of the categories. It's something that I've pushed for, so um No. Making the effort. You can do better, but we're making the effort. Thank you. >> Any other questions? Okay, this is an information item. Thank you very much for that great report. Um we are on to item H, adoption of the Gilroy Unified School District Local Control Accountability Plan for the 2026-27 school year. >> All right, this evening we bring back uh last time we were here to

107open the public hearing on our LCAP. This evening we're seeking approval um for the LCAP that was presented. We have provided you with a list of um required changes that the County Office of Education had asked us to make, so we have outlined all of those um around how we were spending our learning recovery block grant, how we were engaging our educational partners, some goal analysis, some updates on metrics, and then there was an adjustment Mr. Mesa talked about the adjustment in the LCFF base grants, we made that appropriate adjustment and our around the carryover. So, we're happy to answer any further questions, um but this is a required vote for approval so that we can move this on to the County Office of Ed. >> Are there any questions? No questions. Questions or comments?

108All right, seeing none, can I have a motion? >> Move approval. >> Second. >> All in favor? >> Aye. >> Any opposed? Motion passes. Thank you. >> Thank you very much. >> Okay, this is the board policy revision item I for the cell phone policy, and this is the second read. >> Good evening. President Fiack, Vice President Nelson, Trustees Dr. Munshi, I'm bringing back the cell phone policy revisions based on our discussion a couple of meetings ago Uh and the direction that was provided. As a reminder, there are three areas where cell phone policies are discussed, our board policy, our administrative regulation, and our district handbook. And this slide looks like it a lot and it is, but I want to capture for you what initiated our discussion around cell phone policy. AB 3216, also

109known as the phone-free schools act, signed into law in November 2024, added language to Ed Code about cell phone policy expectations. Please note the amount of blue and red language added to the previously existing black text. So, let's zoom in on the black text. This was already in the body of the Ed Code and the Ed Code mandated that school districts develop, adopt, and update every 5 years a policy to limit or prohibit the use of smartphones at schools. This policy must be in place by July 1st, 2026 and as noted, the goal of this policy shall be to promote evidence-based use of smartphone practices to support pupil learning and well-being. So, what is evidence-based use? We turn to the research to answer that question. AB 3216 actually includes some of that evidence-based research. So,

110if you remember the blue text in that big block, the screenshot there, it's actually the added research. You can see here that the research indicates that students' unrestricted use of smartphones at school interferes with educational missions of schools, lowering student performance, and promoting cyberbullying. Several different studies are cited. In September of 2018, France showed a nationwide cell phone ban promoted student achievement and prosocial development. A London study from May 2015 found that test scores improved with a cell phone ban in place and in 2017, a San Diego State University professor of psychology indicated that teens increased use of mobile devices and social media may lead to an increase in depression and suicide. More studies showed that students use of cell phones during school hours can create distractions, negatively impacting student performance and mental health, while

111simultaneously possibly contributing to higher rates of academic dishonesty and cyberbullying. In 2015, Spain showed that a cell phone ban increased student test scores and decreased reported incidents of bullying. In 2015 and in 2016, there was empirical research pointing to a correlation between cell phone bans and student test scores increasing. So, we know that unrestricted cell phone use is not a good thing. And we acknowledge that these studies from 2015 through 2018 emphasize how cell phone bans may positively impact student academic performance and decrease potential incidents of cyberbullying. But, what does more current research say? A recent Newsweek article titled Why School Phone Bans Aren't About Kids sites current research showing that per the National Bureau of Economic Research, that there's limited academic payoff for students, but there are happier teachers. Specifically, Alcott et al found

112that pouch adoption substantially reduced phone use as measured by GPS pings and teacher reports. And in the first year after adoption, disciplinary incidents increased and students subjective well-being fell, consistent with short-term disruption. However, effects on well-being became positive in later years and disciplinary effects faded. Something to consider though is that financial cost of those pouches. Surprisingly though, for academic achievement, average effects on test scores are consistently close to zero, which is a little different from the the dated research from 2015 through 2018. They also found little evidence of effects on school attendance, self-reported classroom attention, or perceived online bullying. Another study cited in the article discussed preliminary findings from Phones in Focus, a UPenn national survey of more than 20,000 public school educators. And that study found that stricter school-wide cell phone policies were linked

113to less in-class phone use and higher teacher satisfaction. Another recent study by Goodyear et al. titled How School Phone Policies Influence Adolescent Phone Use and Well-being, the researchers found in a qualitative comparative case study across seven English secondary schools that both restrictive and permissive policies produced both positive and negative well-being impacts, and that outcomes were shaped heavily by contextual factors. This conceptual model shows how both restrictive and permissive policies impacted student well-being in the areas of health, learning, and connectedness. Each had positive and negative influence. The study concludes that phone policy interventions should be part of a broader holistic well-being approach, not to stand-alone bans. This holistic approach includes appropriate cell phone use both at school and out of school environments, suggesting that families played an important role in modeling for their children appropriate use

114of cell phones. In another scoping literature review seeking to answer these research questions, Campbell found that with regard to impact on academic outcomes, in some circumstances, there are some negative, though small, impacts of mobile phone use on academic outcomes. While restrictions on mobile phones in some schools are beneficial, other studies found that there was no difference on academic outcomes. So, there's conflicting research out there. But, the studies did suggest that integrating phones as learning tools, educating students about responsible cell phone use might be a better approach. With regard to impact on students' mental health and well-being, nomophobia, or fear of no mobile phone, is reported to be a growing phenomenon among Gen Z, and thought to contribute to all kinds of negative consequences, such as social anxiety, social phobia, depression, and suicide. And with regard

115to impacts on cyberbullying, um banning mobile phones and not banning other available internet-connected devices in schools is a simplistic solution, which seems unlikely to have long-term meaningful impacts, because if students want to cyberbully, they could use any tool available to them at school, such as laptops, tablets, smartwatches, or library computers. Overall, this scoping literature review, um that drew its findings from 22 different empirical studies, found little to no conclusive evidence that a one-size-fits-all mobile phone ban in schools resulted on improved academic outcomes, mental health and well-being, and reduced cyberbullying. The study does conclude that no study points to one solution. Given that technology is increasingly ingrained into the lives of young people, decisions about the parameters of their mobile phone usage is critical. Therefore, the study calls on schools to educate students in the responsible

116engagement with mobile phones. Further, King et al. found that being older and more frequent user of social media predicted lower phone ban compliance. So, our older students are less likely to comply with phone bans. Interestingly, in comparing groups who had a ban and no ban in place, there was no statistically significant difference in terms of problematic phone use, academic engagement, and school belonging. There was slightly higher bullying in the band group, but bullying decreased significantly over time in both groups. And the study also concluded that imposing access restrictions may not affect the underlying psychological mechanisms that drive that problematic phone use. Again, going back to that need for, you know, checking the phone, for example. >> Could Could they There you go. Thank you. >> Yep. Oh, sorry. >> [laughter] >> I present all of

117this research not to say that the evidence cited in AB 32 16 is flawed or dated. Rather, I bring in this additional research to highlight that these policies that GUSD has had in place are also evidence-based. All of this research and GUSD's existing policies supports the notion that there should be a policy to limit or prohibit the use of smartphones. How phones are managed, however, matters more than whether the phones are present, as found in these various studies. Digital citizenship lessons, self-regulation strategies, common understanding of policies all help improve student compliance. Clear, consistent policies are more important than outright bans, and teachers are happier with less discretion. This is something that we heard from our L cap input um focus sessions. And to bring it back to Ed Code 48901.7, the second half of the

118law states that the policy shall involve significant stakeholder participation in order to ensure that the policies are responsive to the unique needs and desires of pupils, parents, and educators in each community. I presented last time the input from our community. You can see here again that 54% of students, 72% of staff, and 82% of parents or guardians were satisfied with our current cell phone policies. The data also showed 16% of student of parents guardians, 34% of staff, and 12% of students favored ban bans of cell phones at the high school level, and 19% of parents or guardians, 30% of staff, and 11% of students favored a ban of cell phones in the middle school. I've also already presented these slides, so I'm not going to repeat all of them. Um but you can just to

119remind you, I presented the recommendation from the student focus groups about what the policy should include, from staff, and from uh parents or guardians. I also highlighted the considerations around wearable technology, including smartwatches and smart glasses. Um therefore, per the last discussion, I bring back three options to revising our cell phone policy. Option one, with minor adjustments and added language around smartwatches and prohibition of smart glasses. This was the one I presented. Option two, with further adjustments to option one. So, I just, you know, made additional adjustments to that first option. Focusing more on secondary restrictions of cell phone use in class, eliminating the cell phone as a tool that teachers might utilize in class. And option three, a full ban prohibiting cell phone use at all times during the day, where options one and

120two allow for cell phone use during breaks, such as during passing uh periods and lunch and brunch. And I've also included uh my research that I presented here. >> All right, board, are there any questions? Comments? Yes. First Medina. >> Yeah, this is a complicated one. Um no nomophobia? >> Uh yeah, nomophobia. >> That is awesome. >> Mhm. >> My kids have that. Yes. >> [laughter] >> Um Yeah, you have it, too. You know, um this is all well and good, and I think I said this before. Um we can make whatever policies we want here, but it's up to our our teachers to um really implement or not. Um We have all walked through classrooms and seen some kids engaged, some kids on their phones, listening to music and sleeping or doing whatever. And

121um and I get it. Um I often think back to how many times I handed my kids a phone just to you know, distract yourself with this while we do other things. Um and sometimes it's easier to do that. Um So, however we decide, I know um it'll be one, two, or three, but ultimately um we have to have the teachers support and buy-in. And um I hope we get feedback. And I hope that uh we we continue. I mean, cuz what concerned me was every 5 years the technology goes so fast. 5 years will be it's crazy. Um but I hope that maybe we we do have a chance to review from time to time outside of the 5 years. Um because I think it's an important discussion and it's something that is not

122going away. >> Are there any other questions or comments? Ms. Tina Wilson. Thank you. Well, >> [clears throat and cough] >> it's nice to have absolutely no help from research. Um So, option one policy, I see there are some things in red. >> Mhm. >> But it's not in red here, but it seems to be the same language. >> So, there's the clean copy and then there's the redline copy. >> Okay. All right. Okay. Okay. So, this >> intentionally so you could see where the additions were >> [snorts] >> um for each of the three options. And so, there's option one. And then >> Well, but it's option two that has the same. >> Option two, there should be a redline version of option two. There is. I have a redline version of option two.

123>> Okay, got it. >> [clears throat] >> So, the only new the only difference for the option two is secondary students shall be allowed to use cellular phones before, after, and during breaks. >> Um and it no and it was that they shall be turned off or silenced during instructional time and be stored out of sight. >> Yeah, but that's the same as option one. >> Option one. Let's see. >> Yeah, it's the same same exact. >> Yeah. So, secondary students shall be allowed to use cellular phones before school, after school, and during breaks. And then for um number two, it says other exceptions to the policy will be determined on a case-by-case basis by the site administrator or the designee. >> Mhm. And so, option two um is intended to eliminate the ability for

124instructors to um have the discretion. >> I thought option three was no discretion. No. Okay. Okay. Mhm. So, option Okay. No teacher discretion for option one. And teacher discretion for option I mean for two and then option >> Option two is supposed to have no teacher discretion. >> discretion. Option one still keeps teacher discretion. >> Mhm. Uh no, option two is intended to take away teacher discretion. Mobile communication devices shall be turned off or silenced during instructional time and be stored out of sight. >> Trustee Baker. >> I think I, if I remember correctly, the issue with the discretionary um uh issue was that, you know, if some teachers decide to be more strict than others, it it kind of sets up a divide. And so, I think for me, option three is out. I

125think the full ban is just not going to be received very well from teachers, parents, and students alike. Um I think I'm leaning more towards two. >> Uh Trustee DelBono. I'm fully in support of option two because it creates the policy um that will be easier to adhere to because it's a policy that everyone is going to be adhering to. Um it's a support for teachers to be able to lean on that. Um and it allows everyone the ability to then utilize technology during breaks, during passing periods, during lunch. Um and, you know, I guess retain a little semblance of like normalcy for them. But anyways, I'm full in full support of option two. >> And Trustee Nelson, I see where the confusion is. So, the smart watch language is there because a lot of

126students have and wear the smart watches. And so, it says smart watch use must not disrupt instructional time during lessons and assessments. Students should ensure that their devices, meaning the smart watches, so we can change the devices, are on silent mode or at the teacher's discretion may be required to be stored away, but that the it's the expectation is that secondary students shall be allowed to use cellular phones before school, after school, and during scheduled breaks, and that's it. >> Okay, hang on. So, the policy says during lessons and assessments, students should This is option two. Students should ensure that their devices are on silent mode or at the teacher's discretion may be required to be stored away. >> Maybe we're Secondary Okay, and then It still has something about So, they have to be

127on silent, but at the teacher's discretion may be required to be stored away. So, that So, the phone could still be on the desk. It's >> No, that the >> The watch. >> The smart watch. >> The watch. >> So, we'll make >> Wearable technology. Okay. All right. >> [clears throat and cough] >> Got it. Okay. I see a teacher discr- Okay. I'm reading the regs now. Never mind. >> Trustee Kim. >> Um I keep on going back to the the surveys that you did for student, staff, and parent guardian. And when I'm looking at the staff point, um about cell phone use for certain activities in class, for staff, it was 12%. Um cell phone use in class for staff, it's 13%. So, it doesn't seem like a lot of staff are even using

128cell phones in the schools. Uh I'm sorry, not in the schools. Um during class time. Um so, it seems to me that option two would be go there. >> Trustee Alboniga, do you have a question? >> Oh, no. I was just looking. >> I was looking to you to see if this was an action item that we moved towards a motion or you were looking for more discussion. >> No, it it it should be an action item. Um and I'll ask for a um motion in a sec. Um I did want to ask, do we offer digital uh citizenship classes and at what age? >> Not classes, but we have digital citizenship lessons from elementary through secondary at all grades. >> Okay. Great, thank you. All right, if there are no other questions or comments,

129I am open to a motion. >> I'd like to make a motion to approve option two. >> I second. >> Okay. All in favor of option two. >> I. >> Any opposed? So, we are on to option two. Thank you. >> [laughter] >> All right, we are on to uh um item J, the second reading and approval of requested new instructional materials and adoption of new textbooks for high school anatomy and physiology courses. This is an action item. >> So, we um are again bringing forth the approval of the requested new instructional materials for high school anatomy and physiology. You see the the cost 70,850 for both Christopher and Gilroy High School. >> Are there any questions or comments? Seeing none, can I have a motion? >> Move approval. >> I'll second. >> All in

130favor? >> I. >> Uh any opposed? Motion passes, thank you. >> Thank you. >> All right, now we are on to action um 11 or items 11, action and information items regarding maintenance facilities. And can we do this in one block? >> [snorts] >> You bet. And quickly. Okay. Well, good evening once again. I'm going to run through some items for you. We have item 11A, which is a contract with ground penetrating penetrating radar systems for the utility scanning services at the maintenance department yard, not to exceed $8,800. Item B is a new contract with Park in for the Park Incorporated for the demolition of the former state preschool building at Swanston Lane, not to exceed 731,700. Item C is a contract with project support services for phase two project closeout services, not to exceed

13168,700. Item D is a new contract with EnviroScience Incorporated for the industrial hygiene oversight of the abatement of the former state preschool building at Swanston Lane, not to exceed $49,662.50. Item E is the renewal of a contract with Dannis Wollover and Kelly. They're attorneys at law for our legal professional services, and that should be noted that's specifically for facilities related legal issues. >> And I'm going to stop you there >> Sure. >> since the next ones are roll call vote. Are there any questions in regards to items A through E? Seeing none, can I have a motion? >> Motion to approve A through E. >> Second. >> All in favor. >> I. >> Any opposed? The motion passes. Thank you. >> Thank you. >> Now we are on to item F, which is a roll

132call vote. >> Excellent. Thank you. That is resolution 2526-28. This is permission to solicit bids for the procurement and installation of a shade structure at Glenview State Preschool. >> Are there any questions? Are there any questions, comments? Okay. Can I have a motion? >> Move approval. >> Okay, roll call vote. Jennifer DelBono? >> Yes. >> Twin Fiac? >> Yes. >> Gabriella Kim? >> Yes. >> Kenny Moreno? >> Yes. >> Michelle Nelson? >> Yes. >> Linda Pesceno? >> Yes. >> Hanju Yi Baker? >> Thank you. >> All right, now we are on to item 12, board member reports. Are >> Oh, yes. >> Yes, ma'am. >> Miss So, first of all, I just wanted to be able to mention how pleased I was to see employee of the year Manuel Delgado being recognized, and I had

133hoped he'd be able to be here tonight so that we could also show our appreciation to him. So, I just wanted to be able to say that. And then I just have a quick question. Is this the time of the year now where all the um uh the filtration systems in the class like everything gets swapped out? Does it summer time? No, everyone's looking at me now. Does Excuse me? Um I I I I thought I believed I understood that filters get changed out regularly. It does that happen during summer? >> It does. It actually happens year round now. So, yeah, HVAC filtration happens year round. >> Okay. Thank you. >> Yeah. >> Okay. Board member reports. Are there any board member reports? Yes, Trustee Pesceno. >> Well, this was my um awards promotion graduation

134season after uh 50 plus years in Garvey Unified. And I um did a quick and dirty estimate of how many awards, promotions, and graduations I've done in the last 50 years. Uh 160. Conservatively speaking. And I always like to go to them because you in my dream which will never come to fruition is to have all teachers K through 12 be in be invited to form a column for all kids to go through because we are a unified district. Um but that will probably never happen. Um I've been saying that for probably 10 years. But I think that would be really really powerful for um teachers to see, kids to see, and the community to see that um and and you know, include um admin or any other staff because uh it does take all

135of us. Um I love graduations um because I think it's the fruition of everything that we all work for. And those kids come in a bunch of different packages. Um so anyway, it was really really nice. I uh threw away cuz no one wants the uh black robe that I got from Gilroy High. I cannot tell you how many years ago. >> [laughter] >> But now what do I do with my master's hood? >> Are there any other board member reports? >> Hold on. Trustee Nelson. >> So you want the all the teachers to line up or something for an What What is it that you want? >> Yeah, I think I in to be able to you know, have teachers go through I mean, kids go through graduates go through a little like here

136are some things that I'm thinking in particular is I was noticing there were gaps in where the teachers are standing as the kids go through them. Wouldn't it be cool even if we just had middle school and high school teachers, but really ideally >> invited >> K-12 >> invited to do that. >> Yeah, I think that would be really cool. The other thing I've seen is seniors writing to the teacher K-12 who made the biggest impact and be able to hand those letters to those teachers. I think that would be also really powerful. >> It's not too late for you to leave that legacy. >> Um Uh I went to some promotions and graduations. I missed the last the last part because I got sick, but um Uh I just want to say I I

137finished at Elliot. >> [clears throat] >> I was working with six kids on their reading levels. And I think I succeeded in emphasizing that you come down when there's a period and you go up when there's a question mark with one of them. Um can't say how much progress I made with the others, but it it takes a lot. It's there's a lot of work. And next year I would like to continue that work at the with the little guy with the little people cuz that's where it starts. Um I had one last visit at Glenview where we had an activity. Um I had read, you know, during the Read Across America with this teacher and the kids says, "You coming back?" I said, "Sure." So, um bought some spaghetti and marshmallows. So, we made

138towers with uh spaghetti with marshmallow connectors and it was really messy, but uh the kids had a great time. Um but um we were able to clean up. The room was pristine. Uh the teacher, Mrs. Leon, has trained the trained those kids. Famous for keeping the the classroom pristine and the kids were were great. So, it was a really nice way to to end my year and with spaghetti and marshmallows. With towers. I wouldn't recommend cooking the spaghetti with the marshmallows, but this was like, you know, the it was a contest to see free standing towers, so we were kind of using the Eiffel Tower as our model. >> Yes, trusty E Begger. >> Yeah, this was actually a bittersweet year for myself and for my family. As you all know, my daughter did graduate

139from Christopher High School, so yay. >> [laughter] >> Um, and had a fabulous time at the graduation. I was able to attend there's Gilroy High and Geka. I was really hoping to go to Mount Madonna and adult ed as I was not able to do last year, but hopefully next year I'll have more time and I'll be able to even attend some of the middle school ones cuz I heard they were fabulous as well. And they actually wear their gown. Um, my son also was promoted, but he goes through a different district and didn't have gowns for them, so I was a little bit jealous, so but excited that he's going to be going to Christopher next year. So, but I did notice some of the differences in in graduation and of course that's all

140dependent on the school and and just the the venues, but I would like to see a little bit more consistency, so maybe that's a future agenda item and I don't know to what extent we have a say in in in that, but I'll just share a quick uh, um, blooper on my end. Um, and at the time in the moment I didn't really think about it, but then when everybody came up to me including my daughter and said, "How come you didn't give give the diploma?" I was like, "Oh, there was so much going on and that stage is so small. I mean, I could not see past the principal, you know, and so and by the time I kind of saw my daughter, I did not have a a chance to run up in

141front of everybody cuz I didn't want to knock anybody over. So So that was going, but you know what? At the end of the day, it was fine. It was, you know, I told my daughter, you got to be given the diploma by your principal and I think that's also really special, too. So it's okay. I got to hug you on stage, so you're good. But it was something that at the moment I was feeling sad about and and in fact, a couple of my um uh other trustees were like, "Why don't you go up there and get it?" I was like, I didn't know when and I didn't know like it's just too crowded. So anyway, um uh it was a great end of the season. I'm just so glad it's all over. I

142was I just could not look past my daughter's graduation cuz there was so much going on and then with my son's promotion as well. But But um I heard great things from my neighbors about all their other promotions. So um kudos to I think all of our teachers and staff and and putting, you know, putting a lot of time and effort into these uh graduation ceremonies. By the way, I won't be here for the August uh 8th or 6th, whatever that date. But I did hear that I can join by Zoom. I'll ask uh Lucy afterwards. Okay. >> Yes, trustee Moreno. >> Um Yeah, this is my second go-around um on the end of the year. It's such a pleasure. It's probably the best part of this job is sitting there and watching not just

143the kids. They're excited. However, watching uh watching the young man do a flip in front of you two was frightening. >> [laughter] >> Um Was it? Oh, it was unexpected and it was woah it was it was something. It was crazy. But um but uh as a board member, I mean, I also had a daughter who graduated. So, um I I wanted to say the the people that make our schools um beautiful. Um Gary High and Christopher were just fantastic. And I don't know if I want to send her Paul, but Paul, Alex the maintenance staff, the guys that put the chairs, the you know, the the leaders at each site who who put in weeks and weeks of work um and even the clean up after work afterward. Um man, I'm happy I could

144just be covered in confetti and walk away. Not have to sweep it. I did see Gary High the next day, the army of blowers out there trying to move tons of confetti. Um but um it is like the I think as um trusty president was saying, it's the it's the result of everything that's done from all of you in this room. Um including teachers. Um everyone. It's the work that we all you know, we work to do. And um it's exciting to see the next next batch of of of kids taking on the world and and and understanding the challenges and the adversity, but there is going to be tremendous success from our students. And it's because of the the work [snorts] that's done by the people in this room and not in this room.

145And I wanted to make sure I shouted out to the people who aren't in this room, but that put in the hours and it is a wonderful thing and I and I hope to do it for much longer. >> Yes, trusty Del Bono. Yes, I too want to thank everybody for um all the work that they did to put together those graduation um ceremonies. I felt the same way about the facilities. I was just looking and like, "Wow, this is really beautiful." You know, you could see that. It just felt very beautiful to be on stage and looking at everyone and how everything was set up and everyone works so hard. Can only imagine what Ms. McKay does getting ready for all of those ceremonies right out on one campus. But, so yes, thank you

146to everyone. I'm also I was struck today by um by all the comments today and I also remember being on stage at the Gilroy High graduation and looking into the crowd at how many educators and administrators had children graduating. You weren't there yet, but you it was shocking. And I think what I'm really I'm just impressed by is that um you know, Ms. Kordalski spoke today and she had two two valedictorians. Both of her children were valedictorians at Gilroy High School and how much of our teachers put into our children