001Mhm. >> Mhm. >> Stop. >> It is 7:11. We apologize for being late. Um I am starting the regular session. Hey, interpreter for La Honda. This meeting is being recorded or broadcasted. Images and sounds may be captured of those attending the meeting. We will start with the pledge of allegiance. >> So I want to introduce Los Amigos students to give us the pledge of allegiance. We have the proud principal and the teacher to assist our students. Thank you for having us. We have Alex Espinosa and Jacob Vasquez with us along with Mr. Lemos and Ms. Leon. My name is Alex. I use this talker to help me speak. Pretty cool. Please stand for the pledge of allegiance. Salute. I pledge allegiance to the flag of the United States of America and to the Republic for
002which it stands, one nation under God, indivisible, with liberty and justice for all. We we also We're also going to have Jacob do our character pledge for us. That we do with Los Amigos students. My name is Jacob. I am in third grade. I use this talker to communicate. I pledge to be a kid of character. I will be worthy of trust. I will be respectful and responsible. I will act with fairness. I will show I care. I will be a good citizen and always do my share. Thank you so much for leading the Pledge of Allegiance and talking to us about the character counts. Thank you. Okay. And I have approval of the agenda. I move to approve. Second. All in favor? I. Any opposed? Thank you. And then we are on to our
003recognitions. Okay. Good evening, trustees, uh members of the community, staff. Welcome to our meeting tonight. It is a pleasure to see all of you here tonight. And we have a lot of recognitions. So, I am going to start our first recognition. Uh it is my honor to recognize senior Mackenzie Mendoza Maga Magallanes from Christopher High School who served as a student board rep to the Board of Education during the 2025-2026 school year. Like many other student reps, Mackenzie has provided valuable insight from a student's perspective to the board through monthly reports that presented information about what was going on not only at Christopher High School, but what was also happening at our elementary and middle schools. I want to share a little bit more about her with the board and the members of the public.
004Her favorite class has been ceramics with Ms. Willie. They talked about everything from favorite restaurants to plants while Mackenzie more than once forgot her projects in the drying kiln. And somewhere in between all of that that became her safe space. She's also grateful for Mrs. Yoder-Schrock's guidance from freshman year to now. She calls it a full circle moment. Mrs. Yoder's constant excitement and encouragement created a space where Mackenzie has made countless memories that she will forever cherish. Outside of the classroom, Mackenzie took summer courses at Gavilan College just for fun and spent a lot of time helping her dad at his ice cream shop on school nights. She also volunteers at Prosthetic Solutions where she works closely with patients and that has sparked her career interest. She has been involved in leadership and ASB throughout
005high school. This fall, it is my pleasure and congratulations she will attend Cal Poly San Luis Obispo majoring in biomedical engineering. Congratulations. We asked Mackenzie she learned by serving at Christopher as a Christopher High School student board rep this year. And here's what she had to say. I've learned that being the youngest in the room can actually be a huge blessing. It has taught me to be comfortable in uncomfortable situations. Always stay open to every opportunity and really see what it means to be involved in my school community. These board meetings have given me so much to learn and I am grateful for every moment. Mackenzie, it has been a true joy to have you to have you present on behalf of your school and the other school schools in our districts, all the elementary
006and middle schools. Congratulations to you and thank you for your service. Our next recognition this night, it is my pleasure to recognize the 2026 California Distinguished School, Dr. TJ Owens Early College Academy, or GECA as we call it for short, for their contributions to public education and the students of Gilroy. On April 25th, Principal Anna Bennich, Sonia Flores, and Alyssa Barcellos attended the California Department of Education's recognition event in Anaheim, where GECA was officially recognized as a California Distinguished School for the fifth time since it was established in 2007. That's very proud of that. The California Distinguished School program recognizes schools at the elementary and secondary levels in alternate years and allows eligible schools to apply for the program once every two years. In 2000 in 2026, California is recognizing outstanding education programs and practices
007in middle and high schools in three categories, and GECA is being recognized for all three eligible categories. The first one, exemplary high achievers. Schools that are among the highest in the state in academic achievement for all students which have also in ensured that historically underserved student groups are maintaining or increasing academic progress. The second category is achievement gap closers. Schools that are accelerating academic progress for two or more groups that have been historically underserved, while also demonstrating achievement for all students that that are above the state median and maintaining or increasing academic performance for all students. And a new category of recognition that was introduced in 2026, Beacons of opportunity. Schools serving rural or title one school communities that distinguish themselves through multiple student outcomes at very high performance levels. And GECA achieved all three.
008Congratulations. That's an amazing job. Schools with a California Distinguished School Awardee hold a title for two years. These honors would not be possible without the unwavering dedication of the principal, the teachers, and the staff to a common goal. Providing all students with exceptional support and instruction for success beyond high school. I would like to invite Principal Anna Benich and her team to the podium to be recognized. Ms. Benich and any GECA staff, please come join us. And we have students? GECA students, come on up. GECA is also regularly recognized as a top high school in the state of California and the nation by U.S. News and World Report, including this year where it was announced that they are the eighth ranked high school in the state of California. Eighth, number eight. That is incredible. It
009is very clear that GECA continues to be a cutting-edge Early College Academy and offers an incredible high school experience for our students there. And now, I would like to present Principal Benich with a plaque from the Board of Trustees. And the inscription on the plaque reads, "Gilroy Unified School District Board of Education proudly recognizes Dr. T.J. Owens Early College Academy, recipient of the prestigious California Department of Education California Distinguished School Award. We express our gratitude for your commitment to excellence and continuous improvement that allows us to provide the highest quality education to all students. The award represents the culmination of the incredible hard work and dedication of every individual at GECA. In closing, I want to express my sincere appreciation to Principal Banash for her leadership and vision for her school site. The work that
010you and the members of your staff have done to achieve this honor is so meaningful for our students and the community. Let's give a round of applause to GECA, the GECA team. Okay. All right, it's here. Thank you. All right, we're going to do Ms. Banash. Our next recognition tonight. Okay, students go receive. At the choir? No, that's the Oh, this is it. Oh, that's later. Okay. Okay. Media choir? Okay, sure. All right. So, our next recognition is for uh members of the Gilroy High School Choir that participated in the Honors Performance Series at Carnegie Hall. Um I'd like to invite uh Jonathan Sousa, choir director at Gilroy High School, to please join me at the podium to introduce his students. Welcome. Students, when your name is called, please join us here at the podium.
011I don't have all their names right now. Okay. We're just going to All right. So, our community um it was quite the journey to get to Carnegie Hall, and we're really proud of it, and we invited all of our choir students here. So, I'm not sure how many of them are here, but if you could just come on up, and let's we'll celebrate you to all together. And they're going to sing? Yeah, we can sing a we'll sing a song. >> And they will perform for us tonight. That's quite a treat. All right. Do you want to stand in your parts? Yeah, we're ready to go. Am I the only alto? No. Theresa. I was going to say I didn't know. Sweet singing and good company. [singing] Let the world go wrong with all its
012care. thine, and that sad moment was [singing] the first I had known of mine. From that hour, my heart has been thine, and I can't recall how I can't recall. So sweet >> [singing] >> was our parting vow. >> Mhm. >> Um the technical difficulty has been resolved, so we will be starting sooner than the 15 minutes. So, if all the trustees could take please take their seats. Okay, so next up we are on item 3D general public comment. We do have a couple of public comments. Uh we will have Marlene Manzo uh first and followed by Nikki Estacio. My name is Marlene Orsetti Manzo and I come before you as the longest serving certificated employee in GUSD. I've spent 40 years as an upper elementary teacher, another 13 years as a product of Gilroy
013schools. Education is deeply rooted in my family. My father was a well-respected middle school teacher for 25 years. My brother's second in district seniority continues the middle school legacy with 38 years of service. Four years ago, my daughter left San Jose Unified to come home to GUSD as a resource specialist. Combined, we've dedicated 107 years to the parents and students of Gilroy Unified. Gilroy has always been home. Gilroy will always be home. Over the years, I've witnessed much change. Schools have been built and then closed. I have worked under four superintendents and 12 principals, 11 at Rucker alone. GATE certificated migrant GATE self-contained and migrant education rolled into dual immersion. Preschool was absorbed into TK. In the past, programs were most distinct and visible. Today, student support is expected to be integrated and standardized. While
014that may sign sound ideal, it raises an important question. Is it realistic? In upper elementary, it simply is not. The growing apathy, mental health needs, and behaviors among students, alongside declines in academic focus, perseverance, personal accountability, and pride in one's work presents an urgent challenge. Without stronger support, we risk leaving students extremely unprepared for their future. Permanent reduction in class sizes is a critical first step to assist educators in providing more individualized attention and support modern-day students needs to succeed. Interestingly enough, schools with the greatest upper elementary needs are currently sitting with the highest classroom sizes at 32 and 33 students. While I am deeply grateful to have been named USD Teacher of the Year in 2023, the recognition felt recognition felt and continues to feel bittersweet as I witness unimaginable mental health behaviors and
015persistent learning gaps in the classroom. Under our current reality, expecting one teacher to meet every student's needs is simply not feasible. And since we are not ultra-human, who do we ignore? The gifted child who rarely speaks cuz there's no one at their level to relate to? The student who is always absent or far below grade level and they believe they are the dumbest kid in the room? The kid who has uh is tardy and with absences and learning gaps? The student who falls asleep in class because they are allowed electronics all night long? The model of huge numbers in small spaces with a wide span of needs is simply not successful. It sets both students and teachers up for failure after failure. Let me be clear. Teachers are dedicated and we do not shy away
016from challenges. We all care deeply about our students and our community, but the reality is the classroom is not what it was 2010 or even 5 years ago. Our students today have greater challenges, social, emotional, and behavioral needs than ever before. Thank you. Can you please wrap it up? Thank you. Please give us what we need, smaller class sizes. Nikki Anastasio and then Tracy Johnson. Good evening. My name is Nikki Anastasio and I have proudly served in this district for 8 years. I've been teaching for 16, beginning my career in 2009. I want to speak tonight about the difference between when I started teaching and what classrooms look like today. When I began teaching, there were certainly challenges, but they felt manageable. Today, the intensity and complexity of those challenges has grown significantly. We are
017seeing more extreme student behaviors, behaviors that interrupt learning, require immediate attention, and often demand more support than a single teacher can readily provide while still teaching a full class. I currently have 33 students in my classroom, including six students with IEPs, two students with 504 plans, and 12 English learners. Those numbers are not just statistics. They represent real students with very different academic, behavioral, emotional, and language needs. And the range of abilities in one classroom is wider than ever before. I have students reading at a pre-K level sitting next to students reading at a 12th grade level and beyond. Differentiating instruction for that range is not a small task. It requires time, planning, support, and resources that often exceed what is currently available. Teachers are being asked to differ- differentiate instruction, meet all students' needs,
018run small groups, manage extreme behaviors, respond to parents, attend meetings, grade assignments, write report cards, plan lessons, and so much more. These responsibilities have always been part of teaching, and teachers willingly take them on because we care deeply about our students. But with 33 students in one classroom, there's simply not enough hours in the day. At the same time, teachers are being asked to do more and more with less and less, less time, less support, and fewer resources. And while we continue giving everything we can to our students, many of us are sacrificing time with our own families to keep up with the demands of the job. I am also a mother of two young children who deserve to have their mom fully present in the evenings. Yet, many nights are spent responding to parent
019messages, grading papers, planning lessons, and preparing for the next school day. The reason we are all here is for the students. However, the people making decisions that impact students the most have in many cases been removed from the classroom for a long time. I ask that you truly listen to the expertise of the teachers, the educators in the classroom on the front lines every single day. We are the ones working directly with students and families. We see firsthand what students need, what supports are effective, and where the challenges truly exist. If you would like to see what 33 students in a classroom really looks like, I invite you to stop by my room anytime. Despite these challenges, teachers continue to show up every day because we believe in our students and the importance of public
020education. But the gap between expectations and the realities of the classroom continues to widen. If we want all students to succeed, we must create conditions that make success possible. That means addressing class size, providing meaningful behavioral support, and recognizing the enormous range of academic and language needs present in today's classrooms. I am proud to be an educator in this district, and I remain committed to our students and this community. I simply ask that as decisions are made, the voices and experiences of teachers are not just heard, but valued. >> Thank you. And then Violet Wharton after. Good evening. My name is Tracy Johnson, and this is my 22nd year teaching in Gilroy. I've taught kindergarten, first grade, fourth grade, and now fifth. I knew from the time I was in elementary school that I wanted
021to be a teacher. This is the career I chose because I truly love helping students learn, grow, and discover who they are. Every day I teach reading, writing, math, but also responsibility, behavior, and life skills. That is why I am still here after 22 years. But what is happening right now is not sustainable. We have been without an updated contract since last year, and we are not making meaningful progress. Salary and class size are not abstract issues. They directly impact what happens in our classroom every day. Right now at Rucker, I have 33 students, 11 English language learners, nine students with IEPs, two students with 504 plans, three in counseling, and more on waiting waiting for services, one receiving speech services, two with hearing challenges, three with severe discipline issues, and many more who are
022not diagnosed but clearly present with ADHD type behaviors and needs. Their academic levels range from pre-kinder readers to greater than 12th grade readers. Some students cannot yet add single digit plus single digit numbers. Others are working at beginning algebra level. One teacher cannot effectively meet all the needs at the same time. It is not fair to students who need those intensive supports, and it is not fair to the rest of the class who also deserves that attention, instruction, and productive learning environment. 10 years ago, classrooms looked very different. Most students were closer to grade level with fewer needing this intensive support. This allowed teachers to target instruction more effectively. That is no longer the reality. If we do not reduce class sizes in a meaningful permanent way and properly support our resource staff, we will
023continue to lose strong teachers to burnout. And when that happens, students lose. We also need to be thoughtful about how we are spending our money. We continue adopting new programs only to abandon them shortly after. What we need is consistency and investments in the people who are doing the work day by day. If we want to support students, we must support the teachers. That means fair compensation, manageable class sizes, and conditions necessary to do the job that we have dedicated our lives to. I'm asking you to put classrooms first. Thank you. Violet Orton and then Lisa Orton. >> Hello. Hello board meeting members and superintendents. My name is Violet Whitten >> [clears throat] >> and I'm in Miss Johnson's fifth grade class. I am hearing impaired and dyslexic. There are more kids in my class
024than in the beginning of of the year. >> [clears throat] >> It is really hard for me to learn with so many kids in my class. It is hard for me to want to go to school because I get so overwhelmed by the noise. I I love my teacher, but I feel bad for her because how many behaviors are in the classroom. There were less problems when less kids were in my class. Please help our teachers also they can help help us. Thank you for your time. I'm very proud of you, Violet. Uh good evening board and superintendent. The last time I spoke I had 40 students on my caseload. It is now down to a manageable number and I don't know if you can tell, but a huge weight has been lifted from my
025shoulders. I am more present for my family at home. I feel I am more effective with my teaching of students. I feel I'm more able to better serve my school as a whole by supporting students that are not on my caseload and by supporting behaviors um when they do arise. I never stopped loving my job, but I'm back to enjoying it. So, my daughter just spoke and I want that weight lifted for her teacher. Violet started the year ecstatic that she got, in her words, the teacher of her dreams. Her attendance was amazing. She got right out of bed every morning, and that has not been the case since second grade. She did not get reduced class sizes for third. She missed out on that deal. And it has only gotten larger in fifth. As
026a mom, it was amazing. It was so amazing to see her enjoy school again. And it was much less stressful on me. As the year has gone on, more students have been added to her classroom. With that, the stomach and headaches have started coming back. The crying mornings have started coming back. Just this morning, her brother brought her to school late because I had to leave for work and could not drag her kicking and screaming to the car. She should not have to make the best of it. She loves school, but she no longer enjoys it. Her teacher also should not have to feel the weight of having 33 students. Thank you for listening, and I know this sounds really corny and cliche, but please think of our children. Thank you. Kyle Doria, then Tina
027Fabella. Uh good evening, President, Trustees, Superintendent. Over 800 community members have signed our petition in support of uh GTA educators, and tonight I want to read some comments from parents, students, educators, and community members who have spoken up uh, for our educators in our schools. Uh, their message is simple. Supporting educators means supporting students. And our schools are strongest when the voices of those who work directly with students are respected and heard. I'd now like to share some of those comments. Uh, one said, "Small class sizes and better pay will help attract better staff. We risk losing staff to districts that offer better pay, better benefits, and offer more support for struggling students." Another said, "We have really great treat teachers. Please pay them what they deserve." Another said, "The value of your offer reflects
028the value you attract. Unqualified, inexperienced staff and lack of retention and quality. Our students and stakeholders deserve better." Another said, "Go teachers." Thank you for your hard work. Another said, "Supporting students and livable wages. Who wouldn't want this? Management?" Another said, "Teachers deserve a livable wage." Another, "Give Gilroy educators a living wage." Another, "All teachers deserve higher pay and better working conditions." Another, "Give the teachers enough time to do their programming and lessons without having to use up their personal time. That is very unprofessional." Another, "Teachers are our path to a better community. Pay them a livable salary." Another said, "I support students and educators." Another said, "Without livable wages, you lose the best educators, which ultimately hurts the students." These are just a fraction of the over 800 community members who have signed our
029petition. We urge you to take these comments to heart and to direct your management team to commit to livable wages and improve learning conditions. Thank you. Next up is Tina. Um, hi. Good evening. My name is Tina Fabella. Um, I've been an educator for 25 years, 21 here at Rod Kelly, and I'd like to share more comments from the over 800 community members who've signed our petition in support of GTA. I support our educators. My daughter is in the school district, and if I expect her to have a good learning experience, I expect we take care of our educators so they can do their job. New comment. As a student, I fully support GTA's proposals. Me, too. New comment. Educators just want to support our Gilroy community and Gilroy students. In order to do so,
030we as educators need to be supported. New comment. I was raised in Gilroy, and I know many staff. Some really great people teach in your district and deserve fair wages to raise families in the associated neighborhoods. These teachers already live in one of the most expensive communities in California, plus the cost of living has increased every year in this community. Give them the livable wage they need to live in our community. Next comment is my personal favorite, and again, it's not my words. Let's be honest, teachers should be paid as much as neurosurgeons. We wouldn't have neurosurgeons without teachers. They absolutely absolutely should be paid a fair wage. They are underpaid and underappreciated. Next comment. Our students are counting on us to get this right. Larger classroom sizes do not equal success. You are hurting
031the majority of students who can't catch up, therefore feel defeated and not supported by their school. Next comment. Teachers are the educators of our future generations. They are substantially responsible for shaping and fostering the bright minds of the next generation of individuals who will carry us forth. And they deserve a high-quality education, which starts with making sure that our educators have fair wages to be able to support this. Next comment. Teachers are the backbone of our society and deserve to be compensated for the work they do in and out of school. And the final comment, Pay fair wages. A teacher's working environment is a student's learning environment. Larger class sizes are deter are detrimental to students. These are just a fraction of the over 800 community members who have signed our petition. We urge the
032board to take these comments to heart and to direct your management team to commit to livable wages and improved learning conditions. Thank you. Thank you. Now we're on to item 3E, report of action taken in closed session. Dr. Mutchi, would you like to start? Thank you, Trustee Payak. Uh this evening in closed session, the board approved the appointment of two uh positions. Uh I am delighted to uh share uh the appointment of early childhood education program administrator, uh Estefania Hernandez. Estefania is a Gilroy native who attended local schools and graduated from Gilroy High School in 2010. She began her career as a bilingual teacher and literacy specialist, and in 2017 joined Gilroy Unified School District as a DI and ELD teacher at South Valley Middle School, where she served for 9 years. Most recently, Estefania
033has worked as an academic coach for the elementary and secondary English learner program, and as a fieldwork supervisor for PK-3 teacher candidates. Estefania earned her master's degree in education with a focus on curriculum and instruction from San Jose Unified in 2018. She also completed her administrative credential through the Santa Clara County Office of Education in 2025. In her free time, Estefania enjoys spending time with family, traveling, and trying new foods. Congratulations, Estefania. Uh I'm also excited to announce uh the appointment of director of child nutrition services, Nalani Battaglia. Nalania uh Nalani joins the Gilroy Unified School District Child Nutrition Department as director after 21 years with Sodexo, a trusted partner of GUSD for more than 30 years. She brings extensive experience and a deep commitment to excellence in child nutrition. Nalani earned her Bachelor's of
034Science in Food Services Administration from CSU, Chico. She began her career at Fairmont Hotels and Resorts, where she applied her background in business administration while gaining hands-on experience in all aspects of food service operations. A few years later, she joined Sodexo working alongside GUSD, where she further applied and expanded her knowledge of child nutrition. Nalani and her husband, Chris, live in Gilroy with their two daughters. Their oldest daughter will graduate from CSU, Chico next week. Congratulations. And their youngest is completing her first year at Gavilan College. Nalani currently serves on the board of direction uh directors for Leadership Gilroy, and she's an active member of the Gilroy Garlic Festival Association, where she enjoys engaging with and volunteering in the community. In her free time, she enjoys watching San Francisco Giants games, especially when they're winning,
035and taking daily walks to reflect on the day. Congratulations. >> Okay, and now we are on What? Oh, yeah. You can leave if you like. You don't have to stay. >> [laughter] >> We would love for you to stay, but Okay, in terms of the removal and suspension expulsion of a student in case number 2026-21, can I have a motion? I make a motion to expel. Second. All in favor? I. Any opposed? Motion passes. Case number 2026-23, can I have a motion? Move to expel. Second. All in favor? I. Any opposed? Is there a second motion? I'd like to make a motion to suspend the expulsion. I'll second. All in favor? I. Any opposed? Case number 2026-24, can I have a motion? Expel. I second that motion. All in favor? I. >> I. Any opposed?
036I I oppose. Wait, two Okay. So So, do I need to Okay. All All in favor of um suspension for 2026 >> expulsion. Oh, sorry. Expulsion expulsion. for 2026-24. I. All in favor? I. Any opposed? Can you raise your hand so we can see? Oppose. Motion still passes. Do I have a second motion? Move to suspend the expulsion. I second that motion. All in favor? I. >> I. Any opposed? Okay. Thank you. Oh, um yes. Sorry, did you abstain from I was trying to correct Okay. So, was there there was one abstention for 2024? Present. If I can we What was the original vote then for the expulsion? Oh. 3-3. 3-3, so it's a tie. What do we do when there's a tie? Doesn't It doesn't really What? Yeah. Never. >> Okay. Yeah, so >>
037Do we need to clarify that? Gabby. Um so, do we have to bring it back or is it just dead? Dead. Okay. So, we're going to have to have uh this is since this is the first time this has ever happened. You have legal weigh in. >> We'll have legal weigh in. And have to bring it back. Yes. Sorry. Is Is there a way that we can get legal so that we can deal with this at by the end of the meeting today? Yes. Thank you. Okay. Okay. Now we are on to item four, student board representative. McKenzie, you're up. Good evening, Dr. Munshee and Board of Trustees. I'm here to present updates on Brownell Middle School. I want to start off with their friendly fungi face-off where staff hid a bunch of colorful little
038mushrooms and students found them around on campus and this built school spirit and community. They also had a really exciting Hawaiian Hideaway dance where they had a luau theme. They had food, photo drops, along with some interactive games like limbo and hula hoop. And I can't forget the staff stole the spotlight on the dance floor. Moving on to a super successful career day this year, they had this they had people from the city of Gilroy. Uh they had the mobile library come. They had barbers, construction workers, police and firefighters, and speakers which talked about their profession to students. They also honored Lunch Hero Day where we were just honoring lunch heroes helpers and it brought a smile to a lot of their faces. Moving on to Christopher's updates. We had our Super Nova Sadie's which
039was super exciting. We had our first ever game truck where students were allowed to go inside and play all sorts of games. We also had a Sit and Photo Booth, catered food, a cartoonist drawing, which was super exciting. We also had our second Bump Fest this year with over 14 cars. I must say it was a lot more successful this year and it brought a lot of student engagement. We also had Drama Juice and a shoutout to Ghandi Details, uh who was promoting his business as a student. We also had our elections rally with interactive games where we had all of our ASB candidates introduced to all of our students. Um just super fun and exciting. We can't forget the ice cream social with Miss Lazaro, who will be taking place next year as the
040ASB teacher. My personal favorite are Midnight in Paris Prom. We had prom royalty. It was in Monterey. We had some casino tables, super fun dance floor, photo booths, and my personal favorite, a chocolate fountain. >> [laughter] >> Definitely last but definitely not least, we had our first ever Boots and Bling, which was super successful and has been talked about a lot in the ASB classroom. Um we had a live band for the first half and a student DJ for the second half. Shoutout Matthew. And we also had a taco truck and some conchas and Mexican delights. Currently, we have a futsal intermurals. Uh we just wrapped up our ping pong 2v2 and our basketball intermurals. This year we're going to have a Bikini Bottom Cougar Fest, which should be super exciting. And we are finally
041opening up cougar's closet, where students can bring in lots of clothes, and we will be putting them out during lunch. Uh it's just to promote thrifting and like clothes sustainability. And then definitely but not least, some senior awards night. We have I decided day and senior sunset to let all of our seniors go. Thank you all for listening and giving me this opportunity this year. Thank you, Mackenzie, and good luck at Cal Poly. Okay, now we are on to the superintendent's report. Thank you for your report, Mackenzie, and wish you all the best. Uh for my report tonight, I'm going to start with April 24th, where I attended the gifted games at Gilroy High School, and I had uh Trustee Kim and Trustee Moreno with me. Um uh Trustee Del Bono joined for a little
042bit earlier, and uh it was a lot of fun. Um we it the the event was really well attended. Um and it was just fun to hang out with the students and see them uh participating and laughing and uh having a good time. Uh also on April 24th, uh we had the ACSA Awards celebration for the two uh recipients that we uh recognized earlier today. Uh Trustee Fiackewer, you attended. Thank you. Um and again, uh it it's always an honor when we can recognize our students and our staff. Uh April 24th, uh we had to kind of tag team. So, some of us were attending the events here and then we sent some team members to Anaheim. So, Sonia went to Anaheim to join both the principals and other staff members to receive the CD
043awards honoring Gilroy High School for exemplary arts education and GECKO for California Distinguished School. Again, those were recognized earlier tonight. On April 25th, it was a busy weekend Friday and Saturday. April 25th, we had run for fitness and pathways to wellness the health expo at Gilroy High School. The board may remember that we have changed the model a little bit since last year. We used to have run for fitness but since last year we've added the health and wellness expo where we have a lot of our community partners. They have their tables. We had dances, folklorico. Families walked away with fresh vegetables and fruits and a lot of goodies. Just just a lot of fun to see our families uh join us in community. Later that evening that same evening April 25th at the Gilroy
044Chamber of Commerce Spice of Life Awards, we honored two of our students from Christopher High School Madison Dutra and Chioma Okiki for the Susan Valenta Youth Leadership Awards. And then also from Gilroy High School for Educator of the Year, we recognized Bria Di Lorenzo. April 28th, I attended Capacitar with the counselors at Mount Madonna High School. It was it was just an honor to be invited to be to serve on a panel with four other panel members where we took questions from community and we were also invited to share our journey to wherever we are in life. So, it was just an honor to uh participate on the panel alongside my colleagues. On April 29th, um um Trustee Nelson, you were there, and Trustee Fire Cure there. And uh I'm trying to think who else
045was there. That's it, right? Okay. Uh we had Future Chefs of at Gilroy High School. Five finalists out of How many did we have? 23 entries this year? 32. So, we had six finalists out of 32. And uh we tasted every dish, and as always, the kids did an amazing job. But also, just how they present their dishes, it is done so professionally. Um kudos to Nalani. Uh this this has I know she has been the lead for this for several years now, but also our food services staff that assist our students. They kind of the sous chefs, they're doing all the chopping and the prepping. But our kids are taking the lead. Um just I I invite you next year if you were not able to attend this year. Uh I invite you to
046join us next year. And delicious food uh as well. So, I know I took seconds and thirds. Uh April 30th, we had our uh facilities subcommittee, but this time we also added a tour of the maintenance and transportation um uh facility. Um But which was um again, it was good for some of the board members to see that for the first time. April 30th, I was able to attend the Gavilan College Studio uh student art show. Uh thank you, Trustee Del Bono, for taking a picture of me with our students. Uh she walked in as just as I was looking for somebody to take a picture. And once again, our students are s- superstars. It is uh they do incredible, incredible work, and just the artwork that uh that was displayed that day. Um Just
047high quality, and very proud of our students and uh proud but for our partners that are that that are uh there for us so that we can share uh our students' work. On May 1st uh we attended the Latino Family Fun Annual Fundraiser. Um and at that event um there was a recognition for the Youth in Philanthropy program. Uh I know they have presented to the board um a few months ago. Uh but uh you see a student there. This is the first year that Youth in Philanthropy they actually um expanded the program and the service to Gilroy High School. So this is a student from Gilroy High School that spoke about um the work that's being done. Um Um so that was a great event to attend. Um On May 4th um I was
048uh very excited and again uh every year the board knows the Santa Clara County Office of Education they uh select the teacher of the year from one from each district. And this year uh Jane Ellis from Brownell Middle School was selected. So I went to their staff meeting um and we recognized her and announced her. She was truly truly surprised and um I know many of you you've been in her classroom. In fact just yesterday uh we were in her classroom and she just is an outstanding educator. So it was great to recognize her. On uh May 6th yesterday um Trustee Moreno, thank you for joining us. We had the last meeting for our Superintendent's Youth Advisory Committee. Uh students from all of the middle schools and high schools uh presented their projects. Um Uh
049and I don't know maybe Trustee Moreno later in your report you'll share to just your thoughts about what you saw. This is only our second year and for these students to get up in front of adults and share their experience. Uh the the purpose really what we're looking for in the Youth Advisory Committee uh this year we focused on design thinking and students they uh while they were working on their projects, they used a design thinking model to plan the projects. But what was amazing to hear is just the wisdom from the kids. So as some of the groups as they were sharing, they shared that part of the learning for them was that when you work on a project, you don't always arrive what you where you thought you would get. So that was
050part of the learning and part of the leadership is how do you work with a team, how do you regroup, how do you see that something is not working and then you come back to the drawing board. And that's part of the learning. So again, just a lot of wisdom, lot of learning uh but we were all so proud to see the students present uh here in front front of uh so many adults yesterday. Uh we have completed our uh spring site visits, the last ones being at Christopher and Brownell. And then just some upcoming events. I know the board has these invites, but as a reminder, May 13th, we have Mount Madonna senior awards. May 14th, GECA senior awards. May 18th is a retirement dinner and employee appreciation. May 19th is Gilroy High senior
051awards. May 20th, Christopher High senior awards. May 21st, GECA graduation. It's that time of the year, so we're going to be super busy. Uh June 3rd, Adult Ed graduation. June 5th is Mount Madonna graduation. And we are very excited that this is the first time that uh uh Mount Madonna will actually have their graduation on their at their own campus. So we are very excited about that. June 9th, South Valley uh 8th grade promotion at Gilroy High. June 10th, Solorsano and Brownell 8th grade promotion at Gilroy High. And then June 11th is Gilroy High graduation, June 12th is Christopher High graduation, and the last day of school. And then on the 18th and 19th, 18th we'll have the GUSD leadership retreat to wrap up the year for our leadership team. And June 19th is Juneteenth,
052so district office will be closed. That concludes my report. Thank you, Dr. Munshi. We are on to item six, the consent agenda. Are you contacting Mary or who's contacting? All right. Can I have a motion for the consent agenda? Move to approve. Second. All in favor? I. I. Any opposed? Motion passes. Thank you. Okay, now we're on to item 7A, resolution number 25/26-22, certificated school employees week, and this is an action item. Dr. Munshi. Oh. Just reading my Sorry. >> [laughter] >> You're presenting resolution number 25- or /26-22. Do you want us to read it off? >> Do you mind, please? I'm checking our message from from our legal side. >> Okay. So, let me pull it up. Actually, I can do it. Um All right. So, our first res- resolution is um uh is
053presented to the Board of Education as a means of recognizing uh our certificated employees. So, we are recognizing our certificated employees for the week of May 4th through May 8th, which is this week. I know a lot of our schools have already been celebrating our staff this week um starting with I know there was a bagel party somewhere and then there are all kinds of great things happening. But we are so grateful for our staff for everything that they do. Um so I am bringing this resolution forward to the board. Uh if you'd like to read it or you can just pass a resolution. What is the will of the board? Would you like to read it or would would you like to make a motion? I would like to um pass it. Ooh. So
054we have a I would like to read it. Oh. Okay. Yes. So we'll each take turns reading a paragraph. I will start. Whereas the governing board of the Gilroy Unified School District recognizes the critical role that certificated employees, including teachers, counselors, academic coordinators, program specialists, literacy facilitators, academic coaches, psychologists, speech therapists, social workers, nurses, and other credentialed professionals play in shaping the academic success and well-being of all students and whereas certificated employees dedicate their time, expertise, and passion to fostering a safe, inclusive, and engaging learning environment that supports the diverse needs of students and whereas these professionals demonstrate unwavering commitment to educational excellence, innovation, and continuous improvement in service of student achievement and whereas certificated employees build strong relationships with students, families, and the community community contributing to a positive and collaborative school culture and
055whereas the contributions of certif- certificated employees extend beyond the classroom through mentorship, extracurricular involvement, and leadership in school and district initiatives and whereas it is appropriate to recognize and celebrate the dedication, professionalism, and lasting impact of certificated employees in the Gilroy Unified School District. Now, therefore, be it resolved that the governing board of the Gilroy Unified School District hereby proclaims May 4th through May 8th, 2026 as Certificated School Employee Week and May 13th, 2026 as the Day of the Teacher in the Gilroy Unified School District and be it further resolved that the governing board encourages students, parents, staff, and community members to join in recognizing and expressing appreciation for the invaluable contributions of certificated employees. Passed and adopted by the Gilroy Unified School District Board of Education on this 7th day of May, 2026 by
056the following vote. Okay. So, can I have a motion? Move approval. Second. Okay, and this is a roll call vote? Jennifer Del Bono? Aye. Twin Faiaoga? Yes. Gabriella Kim? Yes. Kenny Moreno? Yes. Michelle Nelson? >> Yes. Linda Pescino? Yes. Hanchu Yee Baker? Yes. Thank you. We do actually, um, before we go on to the next item 7b, we do have, um, an answer through from our legal. So, the motion fails, student returns. So, I think that. So, now we are on to item 7b, resolution number 25/26-23, Classified School Employee Week, and this is an action item. Would the board like to do the same thing and repeat? And this is again, this is for next week, May May 17th through 23rd. So, would the board like to read out the resolution? I think we should
057since we did it first time. Um Okay. I you want me to start? Yeah, I have it. Does everybody have a copy in front? Okay. Oh, there's a revised one? Okay. Got it. Okay. So, whereas the week of May 17th through May 23rd, 2026 has been designated as classified school employee week throughout California and Whereas classified employees in our school districts form the backbone of our public education system and Whereas the Gilroy Unified School District employs hundreds of classified employees who perform services that are essential to the educational process and Whereas classified school employees are rarely in the spotlight but are vital to the success of our schools and students serving with professionalism and dedication and setting a high standard for care and compassion and Whereas other classified employees perform essential clerical, transportation, food service,
058maintenance, custodial, campus supervision, technology, and other functions that our district needs and which provide many students with important educational and health-related services and Whereas many classified school employees serve as paraeducators providing direct assistance to certificated staff in the classroom and giving students the individual attention and support they need to succeed in and out of the classroom and Whereas classified employees provide services that enable the Gilroy Unified School District to respond effectively to the needs of students and their families, teachers, administrators, and other staff, and the needs of the greater community. Now, therefore, be it resolved that the Board of Education and Superintendent extends sincere appreciation and commendation to the Gilroy Unified School District Classified School Employees and proclaims the week of May 17th through May 23rd, 2026 as Classified Employee Week. Thank you, trustees. Okay.
059Move approval. I'll second. Uh roll call vote. Jennifer Del Bono? I. Twin Fiack? Yes. Gabriella Kim? Yes. Kenny Moreno? Yes. Michelle Nelson? Yes. Linda Pesceno? Yes. Hon Shue Yi Baker? Yes. Thank you. Okay. Now we are on to item 7C, the renewal contract amendment with Sodexo America for 2026-27 fiscal year. An increase of $214,540 from the 2025-26 um year, and this is an action item and Mr. Meza. Thank you. Good evening, board. Good evening, superintendent, members of the public. Um I'm here today with Melani Battaglia, currently with Sodexo. Um and we'll we'll present a a short update on food services, but let me address just the current um uh renewal of contract amendment with Sodexo. Um I'm pleased to present with you tonight the renewal of contract amendment. Remember the original contract um went through
060a very rigorous competitive process before the 22-23 fiscal year, in which we did an RFP, uh we had a mandatory bid walk, um mandatory interviews, etc. And that original contract allows for an up to four, um, renewals. And this being the fourth and final one before we have to do it all over again. Um, so in accordance with the agreement, um, back in May 19, 2022, what's effectively happening today is just adjusting, um, the price per meal based on the CPI index, uh, which you'll see, uh, in the board packet. The total change is about 2.7% an annual change. But the wonderful piece about this from a district's perspective is we fixed the core pricing way back in 2022. Now, if you're around or alive and you've consumed anything that that, you know, has to
061has to die for you to eat, you know that prices like eggs and things like that are far more expensive now than they were back in 2022. Uh, so we feel like this is a a tremendous value for the district, um, and we are thankful for the long-standing partnership of Sodexo. Um, the blended price per meal is the same as it was before. It's just annually adjusted by inflation. Uh, and the blended price is because it it the the above criteria includes breakfast, lunch, etc., snacks. Um, and I can entertain questions on the contract itself before we I turn it over to Milani for the presentation she's prepared. I don't have a q- >> I don't have a question on the contract per se, but when we go out to the RFP bid again, so
062does all those prices adjust to current levels then? It it just depends on the responses, uh, that we get. Um, and now we don't have to I don't I don't obviously we're recommendation is to renew the contract for another year in 2026-2027. So right around January, February is when that RFP has to come out. Um, it's a whole process. It takes several several months, uh, to put the RFP together first of all, Uh, uh vetted by CDE, uh and then circulating, have it a board approved, circulate for at least a month, uh then allow for time for bid walks for all the facilities, for all those interested. Now, we do get firms, multiple firms interested. Some even come from the East Coast, uh believe it or not, but typically we narrow down to the the
063top two um that um actually respond uh to the RFP and provide responsive um uh requests um response to the RFP, and then usually the last more than 25 years through the very competitive selection process, uh we're we're lucky enough to work with Sodexo. Thank you. Okay. Any further questions or comments on the contract, then I'll turn it over to Naline. Good evening, Dr. Bynum Jean, uh President Viapiano, and Board of Trustees. Uh thank you for letting me present tonight. Uh still in my capacity with Sodexo, so I just wanted to give you a quick food service update. Um just a quick brief reminder of what the partnership is, and what Sodexo provides in services. Uh so, menu, product, procurement, marketing, um culinary support, financial expertise. So, we're we're we're basically the backbone that helps
064the the management. I work with Alvaro, I work with the supervisor um to ensure a sustainable program. Uh the programs we currently provide that have continued. So, we have breakfast before school, at recess, and at brunch. Uh we are still continuing universal lunch at all school sites. Um we are still partnered with YMCA for the after school program, and we're hoping to expand that to high schools coming up soon. Um same with after school program, and then this summer we will be having our summer school sites at El Roble, Elliott, and Brownell. And again, Universal's meals thankfully will be continuing. Again, just a reminder, California was the first in the country to to put this into motion, and this allows every student one free breakfast and one free lunch every day. Um and it's, you
065know, as part of as education, it's very important that students receive healthy meals, and with the continued scratch cooking and expansion of our salad bar and with veggies and fruits, it's been tremendous success. Um just a few updates. We didn't have any this year, but we are working more towards um reducing sugars. So, as I previously said to a couple colleagues, we always try to get ahead of that. So, if something happens in the middle of the school year, we like to start it at the beginning of the school year rather than take it away in the middle. So, the next one will happen in fall 2027, again with reducing sugars in breakfast items. Um and just the the chart of the reimbursement rates. As you can see, they continue to go up. So, this
066is what helps us to stay sustainable as a department, as long as we have the participation of the students. And as you can see, participation is still increasing. Uh as well as lunch. Uh Nutrislice, um this was implemented a couple years ago. Uh it's our menu program and mess recipe program that nurses actually utilize most. It lists all the allergens for all our ingredients and all our entrees, as well as the nutritional information. So, especially in this district, the carb count is what's most important for our students. And again, this is just a handful of pictures of the food that is served at the school sites. And as I've always offered, you are more than welcome to join us for lunch, take a tour of the kitchen, and actually see all the wonderful staff in
067action. And then again, just to touch on future chef. Uh this year it was Delilah Khan from Luigi with her butternut squash chili. And I must say it was an all girl group, so it was very exciting. And then we're going to continue to expand and and keep up with regulations. So again, continuing the scratch cooking, um either adding or replacing new with new equipment to to ensure that we continue to have more fresh-made food, um working with local uh farmers and to bring in local procured fruits and vegetables. And then also trying to minimize waste and package materials. And then again, just focusing on um expanding our program. Again, farm to table. Um that's that's the new thing. So working again, starting to work with the CTE program that that we're looking for in
068the future. And uh working with local farmers and working with parent groups, student groups. It'd be nice to connect with the yak and get feedback and have surveys implemented throughout the district to get real solid data to see what the families are looking for. Great. Thank you. Uh any questions? Wow, I didn't get first. Um thank you for the presentation. Welcome. Thank you. Board. [laughter] Uh so, I happen to step in for SPAC when you did the presentation. Yes. Uh to the SPAC and uh I was inspired. Um James, right? Okay. So, James mentioned that he will be visiting the schools and taste testing. So, I had a chance to do that as well. I went to Gilroy High for a site visit and decided to have breakfast. Oh. I uh I grabbed a sausage
069and cheese muffin. And as I told Dr. Munshi and and Prisselberger and I was judge things by could I make it better myself at home. My answer was I could not. Oh, great. It was very good and I sure could have another. But it's great. Thank you for what you guys do. We appreciate it. >> Great. Thank you. Go ahead. That wasn't a question actually. I too want to thank you for the presentation and thank you Sodexo for everything that you do. Just nutrition and and just the way that you also approach nutrition and just making it so special for our students. It's just so important to overall well-being and just um you know, being happier. So I I thank you for that. I am curious though if um I about the the food waste.
070Food waste and the recycling. I had just heard from a teacher how that was a project they were focusing on at Gilbert High and really wanting to maybe expand that. Yeah, so that that's something that we can look for look towards doing in the future so like composting. Um currently Christopher their kitchen actually does work with one of the teachers who does compost which is great. So all those there's minimal waste there. But overall as a district the staff does a pretty good job about not having a lot of waste at the end of the day. Um but that is a great idea to to move forward because you know, we want to be sustainable and and we don't want to just throw food away. So that's a great a great project to to work
071towards. Could could I ask this that quickly? Maybe you could share with the board about I believe it was um the food that they take with them. If they don't eat it, they can put it at Oh, yes. Yes, we have share tables. So essentially the students are required to take at least three components of a meal but five are offered. Um part of that requirement is a fruit or vegetable and we all know some kids don't like fruit or vegetables. So there is a table once they get through the line that they can put that fruit or vegetable on this table or their milk and if a student wants it, they can take it. So, it's not getting wasted. It's getting used by somebody who really needs it. I want to trust you. So,
072I know the um the fund is is in good shape. I'm just wondering how the reimbursement works with the actual cost. So, you actually get more in reimbursement than than what the cost is. So, as Alvaro mentioned, it's a fixed price. So, whether prices increase, which they have been, your fixed price stays the same. So, you are billed per meal. So, whatever number of meals I what are served, that's all all I bill for. I don't bill you for what I purchase in foods. It's only meals served. Um but the reimbursement cost is probably $4 more per meal that the district is receiving. So, does that also pay for the staff? Incorrect. Okay. That's what make That's why we're restricted and self-sustainable because of the reimbursement. That's a huge chunk of the cost. Okay. Also,
073I just want to put it out there and I I asked about this, but I think it's important for the public to know. Um on December 31st, 2025, a new USDA policy condition was signed and going into effect immediately. The USDA regulation could prohibit the free national school lunch program California implemented, jeopardizing federal reimbursements to California and the other 20 states. Um as of now, the the case is still ongoing and you answered the question, but I just wanted to put it out there. Is there anything that we know up-to-date as of today? No, currently the pending uh it's still on track. I think it's like 21 or 22 districts that have joined the lawsuit or states that have joined the lawsuit. Currently, what's at stake for us uh total is like over $60 million
074of federal reimbursement, but there's been no change at this point for all the states involved, including California. Oh, yeah. I have several questions just kind of all over the place as I'm listening to your presentation. One is um do do we have data to show I I assume in the younger Well, I don't want to make any assumption, but since we have free breakfast and lunch as the kids get older, do you see the same amount of participation? And I ask this cuz my daughter doesn't eat food at school. And I'm like, "Why? It's free food. Go eat it." Right. Well, we see high participation in the elementary. Yeah. It kind of dies off in middle school. Okay. >> And then it it increases again in high school. Oh, it does. >> kind of does
075a kind of a U. Do you Do you have a explanation why? >> I I really don't. I'm just wondering if it's the age. Um you know, they're learning to be they're being more social. Um you know, things are you know, got to be cool and stuff. Um but the the ladies the staff tries to do a really good job at bringing the kids in as much as possible. Um but that's just been a constant pattern in all the years that I've done this. >> Yeah. Okay. I'm curious if that's true for other schools. Um the other thing is um I loved that fruit cup last week and we were asking for it again >> [laughter] >> for our fourth dinner and it had shaved chocolate. I'm a foodie, so we were we were we
076were really impressed with that. So, I I need to just say that. And then my last comment, it's more of an idea. I think we need to teach our seniors how to cook. Do we have anything like that? >> So, yeah, they they do have like a farm-to-table culinary class at Gilroy High School that they're hoping to expand on. Okay. So, yeah, that that is implemented. And if you'd like to add Dr. Runchie more about it, I'm not too familiar with >> offer it to all the high schools? So, that that's part of uh what Sonia would when she's talked about CD pathways. That's not Melani's uh lane. Uh that is part of our program expansion. Right now, you have to have a full kitchen for that. And I'm not talking about like a chef.
077I'm talking about how do you fry an egg just so you can eat something when you go off to college or you you know, you leave home and you need a feed yourself. So, not not nothing like a formal thing, but maybe just like a workshop or >> Maybe. Yeah, maybe have the staff basic skills in the kitchen Right. >> yeah. And then my last question to your point, the farm to table, uh what kind of educational opportunities do we have for our children to actually go out to the farms to see where things are being grown. Do we do anything like that? >> we're going to we're going to implement that. So, that that's the project that's coming down the line. Perfect. Thank you. >> Mhm. Okay, noted. I learned how to cook in
078college. It was cook or starve. So, um I did I love your bar graph because for both breakfast and lunch, that's going up and our um population our enrollment is going down. So, you continue clearly to meet kids' needs and feed them. So, Yes. thank you. >> And I and I don't include snack and supper, but those numbers are continuing to increase as well. And so, do we get do kids get free snack and supper as well? >> sites that qualify. So, I believe there's nine sites, but we are hoping to expand to the high schools. Okay. So, again, it's that 50% threshold. Mhm. Thank you. Tying along um on the waste question cuz I know I asked you, but again for the public, um if there are any food that's left in the kitchen,
079can you please explain to the public what gets done with that? Absolutely. Um if there is any food left, um I I do like to offer it to students um if if they're hungry. I these kids need to eat and rather than throw it in the garbage, I'd rather have them have a second meal. Um but again, there is very minimal waste. So, things that can be reutilized get reutilized such as salad sandwiches. Um however, things that cannot be recooked unfortunately do get disposed of. But, it's it's very minimal. The staff keeps data. They keep production records. So, they they know exactly what they prepared last week and if they need to make any adjustments for the current week. Thank you. All right. This is an act Oh, I'm sorry. Yes. Quick one. Do we
080offer um free meals during the summer? I can >> Yes. Oh, we do. And we open it up to the community too. Okay. And then what did they do um connected to the the surplus like at the end of the year? Did they I assume they go through their pantry and uh get rid of things that might expire over the summer? Um >> So, the plan is to use up what we have on hand during the summer. Um so, we get very small orders throughout the summer. Granted, like the fruits and vegetables we're always going to order and milk. But, the the non-perishables we try to use throughout the summer so that when we come back to school we start with a whole new fresh inventory. >> Okay. Great. Did you have a question, Trustee
081Pecina? Move approval. Uh all in favor? I. I. Any opposed? Motion passes. Thank you. Thank you. Yay. Now, we're on to item 7D, the renewal contract with National Staffing Solutions for two occupational therapists and one speech language pathologist for the 2026-2027 school year and one SLP for extended school year program for July 2026 and June 2027 not to exceed $537,501. And this is an action item. Uh Miss Anna Paludo. >> There we go. Good evening trustees and Dr. Moonchi. I'm here to bring forth uh a contract for uh renewal contract for national staffing to secure these positions. Are there any questions, board? Any none? Can I have a motion? Move to approve. Um can I have a second? Second. All in favor? Aye. Any opposed? Motion passes. Thank you. We are on to item 7E,
082the renewal contract with 360° Customer Inc. for two resource specialists. Um teacher for Christopher High School and South Valley Middle School for the 2026-2027 school year not to exceed $301,365. This is an action item. Ms. Pulido. Yes, uh thank you again. I'm here to bring forth a contract for the two resource specialists for the two secondary schools. Oh, can I um say something? Yes. >> Yeah. Um I I had heard some negative feedback about this one, but I just so I just really wanted to emphasize the rationale. Um the rationale is that we um like every other district probably in the nation, we face challenges finding people to um fulfill these positions. And since we expect to have some more challenges moving forward, we have to ensure that our students are receiving the required services.
083We have to make sure that we contract to make sure that those services are being performed for our students, and that's the rationale behind this contract request. Absolutely. Because we run the risk of of opening with vacant positions, which puts everybody um you know, in a in a bad position. Mhm. Yes. Uh are there any additional comments or questions? Seeing none, can I have >> Move approval. Thank you. I second that. All in favor? Aye. Any opposed? Motion passes. Thank you. Item G, renewal contract with Soliant Health LLC to provide one behavioral And F. >> Oh, sorry. I'm getting ahead of myself. Renewal contract with Row Health Inc. for six licensed vocational nurses, seven registered behavior technicians, and five paraeducators for the 2026-2027 school year, three LVNs during one during and one registered nurse to
084oversee LVNs for July 2026 and three LVNs during June 2027 extended school year program not to exceed $1,472,222. This is an action item. Yes, so thank you again and this is a lot. So, um when we're bringing forth this contract, it is for the next school year. I know there sometimes might be some confusion, but when we contract for um ESY, we go through from July 1st to June 30th. So, what happens is half of summer school or ESY is covered under one contract and then the second part is starts July 1st. So, this is what this is if there's any questions. >> would you explain what ESY is? >> Extended school year. So, that's our summer school for our students with special needs. We extend their school year, so it's not summer school. It
085is um services in accordance with their IEP. Okay, are there any questions, comments, motions? Move approval. I'll second. All in favor? Aye. Any opposed? Motion passes. Okay. Now we are on to G, right? Renewal contract. >> [laughter] >> Renewal contract with Soliant Health >> [snorts] >> to provide one behavior specialist, two registered behavior technicians for the 2026-2027 school year, and one behavior specialist for 2026 and 2027 extended school year program not to exceed $382,900. And this is an action item. Yes. So, thank you. We have behavior specialist um that oversee we have three positions that oversee our um students that have been behavior needs um at our school sites. And then registered behavior technicians are trained um assistants. And so, this is for the coming school year and then to get us through extended school
086year. But are there any questions, comments? Yes, Trustee Davila-No. And I apologize for not asking this earlier, but it just came to me now and it's a clarifying question. When So, when we hear um in public comment, we hear people talk about behaviors in the classroom, do the behavior specialists support those the classroom teachers as well? They do. So, our um behavior specialist per um they provide support to any students whether they're in general education or special education who are having behavior challenges. So, they can go out and support teachers and offer suggestions. They can help them develop behavior plans. So, uh yes, they support all students. Thank you. Can I ask how that referral works? Like it like a teacher has an issue with a behavior student in in the classroom, then what happens?
087So, usually what happens is when there's behavior in a classroom, we start at the school site. So, usually the school psychologist gets involved and um because they also are trained in supporting behavior of a behavior support plan. If it is behavior that is so um intense where it's not improving with the um with the assistance of the school psychologist, then we get contacted in our office. Usually through the school psychologist or a principal. And so then we will have our behavior specialist go out. So with our behavior specialist that we have, we have three of them. Right now we're working with two, but they're assigned specific schools. So again, they're pretty regularly there. They have certain days that they're assigned at certain schools. So usually they kind of know kind of have a pulse on
088on the schools that they are serving. So that's how the referrals are made. Yes, trustee Baker. Can you explain again what registered behavior technician does and how different they are from a specialist? >> So a behavior specialist is let me see if I can remember. It's a board certified board certified behavior analyst. Okay. And so they are able to do the assessments and and work with the students. A registered behavior technician is a support person, uh very similar to a paraprofessional, but they have special certification that that they have in training to work to support students. So they work underneath and they must be supervised by a behavior specialist and so they help train staff, implement the behavior plan. Sometimes students have such severe behaviors that they are assigned to work directly with that student
089or or several students. So we have some behavior I'm sorry, registered behavior technicians that may work with a student in the morning and a different student in the afternoon. They might be working in a site for 2 weeks to help support um staff um learning how to implement a behavior plan. So it all depends. It's whatever support is needed, they provide it. Of course. Uh trustee Pisano, then trustee Nelson. I also apologize cuz until the questions came up, all of a sudden, "Hello, I have a question." So, we have these contracts represent nine registered behavior technicians. And one behavior specialist, if I add them up between the two companies. Um So, is that the total that we use in a year or that we contract with is nine? And is that mainly at elementary or
090that's literally TK 12? It is literally TK 12. I would say we have a bigger emphasis at the elementary, but we do have students at the secondary level. And we have a total of nine, but the registered the behavior specialist three works for us. We could we could have more, but three is able we're able to get by. The registered behavior technicians, that can be in flux, right? So, sometimes we have students that as I explained are assigned to a certain student, so that can change a little bit. But we've really never had any higher than nine. Okay, thank you. Christine Nelson. So, anecdotally, there seems to be an increase in behaviors across the board. Um do you agree with that? And what is the length of time between the referral and when the teacher
091um receives the help that is needed for that particular student? So, that can depend. Um as soon as we are notified that or if there is a behavior concern, I want to make sure that everybody understands it. There is support. It starts at the school site, and then it it can progress. Um like I said, the behavior specialists are at all the sites, so they're constantly checking in. So, depending on what the need is, they're they might be making an observation, they might be connecting with the teacher, the principal about and and supports that might be in the classroom. Because quite honestly, the level of behavior can range from something where propinquity or the arrangement of the room or some kinds of sensory needs or something like that that we implement and the behavior can
092start to reduce. We can offer what we call replacement behaviors, right? If that's not working, we slowly increase and escalate the support. In a perfect world Mhm. with unlimited resources would we want more people? Oh, absolutely. I just just putting it out there just because I'll leave it. Right. No, I think we're doing a our behavior specialists are very busy. Um we're very lucky because we have the behavior the two behavior specialists, we had one that moved away and we're trying to um replace that that that position. But the two that we have have been with us and so they're very familiar with the needs of our district and we have that consistency, so we're very very lucky. Um and so I think that's really helped us to support, but in a perfect world, yes.
093We want more we always need more, right? We always need more help. Trustee dollar bono. Okay, you're making me think of something miss um trustee Nelson. Um I just know that through through my experience um we don't we can't necessarily get more people, but we can align, we can start aligning. And so I'm wondering um you know, I often used to think when I was at Mount Madonna like we're all we're all teaching language. Everyone's going to be a language instructor. Um or right? Okay. >> [laughter] >> Um I'm wondering out loud how we start to build capacity of our school teams to really um I'm not going to say become behavior experts, but to become really skilled at behavior supporting behavior. Mhm. Identifying function of behavior, right? Supporting with strategies that meet the function.
094I'm just wondering over time how we can cuz we can't necessarily get more people, but how do we build capacity of our folks to to deal with their current circumstances as behaviors do increase so that they are more skilled or effective in in meeting the needs. I'm just wondering. Sure. And I hope we're on that pathway. So, one thing that I have to say is our behavior specialist like we do build teams. So, we have mental health support at the sites. So, sometimes it's not a one-size-fits-all, right? And there might be some behavior related to emotional. So, I think with our MTSS process and how we work collaboratively, that's helping. But I like to think that we are already building capacity because again having our behavior specialists and supports at the teams, right? They're having
095that interaction. We also when our we do our um professional development, we offer those those kinds of trainings. But when a student is having a behavior and quite honestly, the behaviors are severe, but some of them are very similar or they're stemming from a very similar place. So, by having these behavior support people, whether it be an RBT going in and and teaching the teachers and people how to interact with the student, hopefully that is um what we call like transferring skills, right? They're learning like, "Hey, this keeps Hey, let's try it with this." So, hopefully the ongoing support that they get with students in their classroom that they will be able to transfer those skills when it happens again, you know? So, hopefully we are building capacity. We do offer trainings. One other thing
096that we've done with the um our special education teachers is we have done um release days during the school year, right? Because there's just not enough time, so we have them come in and we work on different kinds of things. We've worked on curriculum, we've worked on behavior. So, I think that's been really impactful. Um we've had great um reviews on being able to give these review read these release days. So, as far as even when we're talking about general education, that is a challenge and with Ed Services we're working on how we can do that, but I feel that we have seen some improvements having these three behavior specialists, and hopefully when they're going in and showing them how to work with students, that that will help them in the future work with other
097students. Um please remind me, do we have a school psychologist at every single site? We do at our elem depending on the population at sites. So, primarily um at the elementaries, they might have more than one site. So, typically an elementary they might they might have a they probably have about a part-time site, but again it depends on the size of the school. Um but at our secondary uh uh levels, it's usually a a psych is there full-time. Thank you. Yes. Um the psych doesn't really offer the um like the behavior support. It's more assessment. Isn't that Isn't that still the same case? >> they they are trained and it's under their their licensing's uh um credential that they can support with behavior. So, they're usually our first line of um observation or helping us
098support a teacher. They can write behavior plans. Cuz years ago, I'm going to say I've been doing this a long time, we didn't really have behavior specialists um when I started, and it was the school psychologist that did what we call sometimes a functional behavior analysis, which is the assessment, or supported in writing the behavior plans. Okay. So, can I have a motion? This is an action item. Second. All in favor? I. I. Any opposed? [clears throat] Motion passes. Thank you. All right. Now, we're on to item H, amendment contract with National Staffing for one speech language pathologist for the extended school year program for June 2026 school year. The original amount was $167,244. The second amendment added $5,130. The previous amendment added $191,547, bringing the new total to $363,924. And this is an action
099item. Thank you. That was a mouthful. Yeah. Um so, again, this is exactly what I explained uh previously. We have to contract for the rest of the school year. Um we advertise um positions for the summer um to all our staff. And when we can't um we don't have applications that we can't fill them, we um contract out. Any questions? I have a motion. Move approval. Second. All in favor? I. Any opposed? Motion passes. Thank you. Okay, we are on to item I, amendment contract with Sonya Biggs Educational Services to continue services and materials through June 2026. The original contract amount was $372,000. This amendment adds $128,025.31 for a not to exceed total of $500,025.31. This is an action item. Thank you again. Uh so, we have uh students that have visual impairments, so they
100require very specialized services. So, um in the very beginning of the school year, we meet with this company and we try to project what the cost is. Sometimes, uh based on material prep and other extenuating circumstances, uh where it's not accurate. So, where we are extending this contract and also including the extended school year, it was due to material prep. So, when we have students that are visually impaired, teacher documents, sometimes textbooks, everything has to be translated into Braille. Any questions? Can I have a motion? Move for approval. I have a second. All in favor. I. >> I. Any opposed? Motion passes. Thank you. >> Thank you. All right, now we are on to item J, board policy revision. This is a cell phone policy first reading and this is a discussion item. Good evening,
101President Fayack, Vice President Nelson, Trustees, and Dr. Moonshine. Per California Ed Code 48901.5, we are bringing forward the district's existing cell phone policy for review, which under the new law needs review once every 3 years with input from the community. And so, tonight I'm going to present the LCAP survey results and the qualitative feedback from our various input sessions that informs us about some of the revisions that we're recommending for consideration. So, as part of the survey, we asked some questions about where our students, parents, guardians, and staff would like to see any revisions. We attached the two the the two existing policies that address cell phone usage, which are board policy 5131.8 and our administrative regulation 5131 around conduct and both of those include the language about cell phones in our school district. Um
102the last um item that I included for our review and discussion is our summarized version of those board policies that exist in our handbook. So, with that, um our LCAP survey results, the quantitative side of things, showed that 54% of students were satisfied with the current cell phone policies. 72% of staff were um satisfied with the current cell phone policies, and 82% of parents and guardians were satisfied with the existing cell phone policies. We also asked which areas um they would recommend the district to consider for revision. One thing I do want to note is that um there was not one area that represented 50% or more. Um so, that was >> [laughter] >> nice to see. Um and our existing cell phone policy has a lot of flexibility built within it that I believe
103addresses all of these areas. So, um there were some statistically significant differences between the responses when you compare the different groups, meaning students, staff, and parents or guardians, that there were just different areas that each um you know, community partner wanted us to consider revising. Um notably, um the the concept of using cell phones for medical needs and accommodations and accessing cell phones during emergencies was an area where um individuals were requesting revision. However, when we looked at the qualitative data, the qualitative data indicated, "We want to make sure that we have access to our cell phones for medical needs and emergencies," which to me kind of indicated maybe they didn't quite read that part um that's in the the board policies. However, um again, the qualitative data pointed to we want to make sure
104that that's in the policy, which means don't revise it because it's already there um if you take a a closer look at it. Um we did talk about what it means to have access during emergencies at school because sometimes an emergency for a student might look different than what is actually written in our board policy about emergencies and emergencies that the students would have access for is in the event of calling 911, for example. I do want to point out that during our code red and code blue drills, we do tell students not to use their cell phones and to actually put turn them off because we would never want something to be going off or buzzing or creating some sort of alarm or indication um during a real scenario. Um but that said, it
105doesn't prevent a student from using a cell phone during an emergency at school. Um and the medical needs and accommodations are called out um as an area that we already have to allow for student access. With regard to banning cell phones, um you can actually see that parents don't really um suggest that we revise the policy about banning cell phones. We don't have a ban on cell phones um and uh we have the most support if there were to be a ban at the elementary level, but only 31% of parents or guardians support that and the least amount of support um with 16% uh for high school. Um interestingly, um staff felt that uh banning cell phones uh should be considered at least at the highest level at high school. Um and then again, I
106do wonder if if because some of our high school teachers were when they were taking that survey indicating yes, we need to include that but I do want to point out that elementary is already have it indicated of cell phone should be off and away. Um But anyway, um the students do show a little higher level of hey, please revise these things if you look towards the bottom half there right cell phone use for certain activities, cell phone use during emergency, cell phone use outside of class and cell phone use inside class um of areas for us to consider. So, let's dive into some of the qualitative data the next few slides actually show you a summarized and synthesized um um information for that feedback for each one of the groups. I want to highlight
107that I did use AI but I did go through 80% 20% to comb through some of that data to provide some of the the main themes from that and I did comb through it. I did read some a good portion of it quite honestly and and going back and forth and then seeing where those commonalities are and I also want to highlight it was not a required component on the LCAP. So, not all students who had taken the quantitative side had left qualitative feedback and the same is true for all of the other um groups. So, emergency and safety access was one area where students said that they want there and want to be able to use use their phones and many felt that banning phones all together would compromise their safety. Um they actually
108want the phone use during breaks, lunch recess and passing periods which is what currently exists for our secondary schools. Um they do also highlight that it is useful for academic and instructional time and a less punitive environment for that cell phone use. Um And so I'm not going to read through all of these things as each one of these points um does you know, address it is actually addressed for the most part in our existing board policy. Um but I really did uh look at Okay, what are the commonalities of everything? What should the revised policy actually do? And it should continue to preserve safety and emergency access. Got it. Avoid punishing minor or incidental phone use. And that's just the consistency of how teachers are addressing it in their classrooms. Ensure fair and consistent
109enforcement across classrooms. That we heard loud and clear several times even in our input sessions. And recognize the academic potentials of potential of cell phones. Um meaning that sometimes they use their cell phones for legitimate academic purposes like, "Hey, I'm accessing my homework or I'm accessing the assignment." Um for staff, uh staff really was seeking that balanced approach um that minimizes distraction, um supports teacher authority and ensures a safe productive learning environment. Um and so interestingly, um the teachers felt that they don't really want to be considered the cell phone police, that that is a challenge for them. Um but uh they were really saying the need for a tiered consequences, which is really the classroom-based consequences that the teacher enforces with the progressive discipline. Um designated phone use times. Um there was uh some
110belief that, you know, cell phones should be banned across all, but that was very minimal. And so uh teachers really um understand that some students just really want that access to their phones during the break. Um in terms of minimizing teacher workload, um they felt that it's challenging to monitor and consistently enforce the policy. And they even asked for having dedicated staff who would just be enforcing the cell phone policy, which would be a challenge. But they support emergency use and the cell phones do help with academic functions. There was some as I mentioned some favor of complete ban of cell phones. But also other staff members feel like no, it's a good mental break in the classroom, right? So there's not one um there was not one strong support for a ban across the
111board. But there was a need for consistent enforcement and uniformity in how teachers are addressing the cell phone usage in their classrooms. And then what I wanted to highlight is that there's a belief that removing or strictly controlling cell phone use can lead to better focus and enhance social interactions and improve mental well-being. And a reduction in cell phone use could reduce issues like cyberbullying, classroom disruptions, and overall distraction factor during instruction. But again, teachers note noted among themselves that there's inconsistent implementation of the cell phone policy. So the policy should preserve students right to access phones for safety and emergency access, avoid over penalizing for minor or incidental phone use, ensure clear and consistent and fair enforcement district-wide and school-wide, and recognize the educational potential of cell phones. And so I think that teachers
112sometimes might feel that they are required to like take a phone away immediately instead of having that conversation of put your phone away or right now is not the time. And so I think they're also feeling some of that tension that the students reported. Families also highlighted that it can be a useful academic and emergency tool. Um, it's personal property. That came out um, several times in the qualitative feedback. Um, and that it we should have a flexible and context-dependent guideline um, instead of just a full outright ban. Um, so again, they felt important that students have access in emergencies. Um, but again, what constitutes an emergency is not necessarily the same um, for us as a school. We're thinking of an emergency as 911 emergency. Um, not forgetting your homework. Um, and academic and
113educational utility. Um, you know, highlighting that phones are helpful in the learning environment. Fair enforcement consistent consequences was highlighted again. Personal property and rights. Um, again, uh, is that was a big point that popped up several times. Age-appropriateness and differentiation. So, there was more supportive having a different approach towards elementary, middle, and high school students. Um, and uh, the revised policy should ensure consistent enforcement across classrooms and campuses, define specific times for permitted use, implement a tiered approach for elementary and for middle school and high school students, which again, our policy already does as it's written, and consider establishing a secure collection storage system, which funny enough, when I was reading through the comments, some of the students were writing, "Please don't institute the pockets." Like the the pocket >> [laughter] >> It was pretty
114funny to read. Um, and incorporate a progressive discipline model with teacher discretion. So, also parents understand that that teacher discretion and that teacher role. Um, and so then when we also took this back uh, with the initial revisions, which were minor, and just making sure that we were highlighting what um, specific consequences might be in place for elementary. We also got the feedback about wearable technology and we know that a lot of individuals are wearing the the watches, the smart watches. And what we have started to see pop up have been the smart glasses. Now, college board outright bans these smart devices in the testing environment. And our high school folks actually asked that we look at some of that guidance. So, considering that the smart watches are also tied to time keeping, health needs,
115etc. That's that's harder to just outright ban, but the smart glasses are more recreational and looking at the concerns with privacy, the fact that these are taking pictures when folks don't even know they're recording. That the recommendation from both our EdTech in EdTech instructional specialist at the secondary level and our high school administrators and middle school administrators was an outright ban on the smart glasses in particular because of their infringement on student privacy. So, with that, I included just minor updates in the language. It this is the first read and so you see the red lines which is not there for the public, but I did want to highlight that the smart watches are called out as a teacher discretion that the teacher can ask students to put that away just as they do with
116cell phones and there is the ban on the smart glasses. Any questions? Yes, trustee uh B Baker. Thank you for your presentation. It was very um very informative. Um I did the walk-through. I think it was at Christopher and I was um um uh curious you walk into one classroom, they have the pouches, you walk into another one, they're using their cell phones for Kahoot, you know, so it was widely used and um you know, I I don't know what the the the what the final decision should be because it is it's it's just part of our reality and so but I'm wondering um in any of these um uh policies, how are we using research that's available that speak to the harm of uh cell phone use um uh especially as it relates to
117um students being on social media and it's also interesting um when you speak to the privacy issue, students are using their cell phones to take pictures, you don't know and so um so when you bring up the the wearable glasses and that's kind of a hard no. Um to me it's it's you you know, I had a case on my campus recently where um the instructor has a no cell phone policy, you can't have it on, you have to turn it off and the student was taking pictures of the notes and she's like, you can't even do that because who knows, you might be taking a picture of the student in front of you, right? So So I'm just curious about whether or not, and I assume you do um because I think you made
118reference to it but but is there a lot of research out there that talks and speaks to how students are not as focused uh with the introduction of cell phones. Yes, there is. Um it's interesting, there's a lot of mixed research. I actually just found an article recently saying that, you know, who benefits the most from the cell phone bans at schools and it was the teachers because they're happier because they don't have to regulate it, which was really an interesting insight. That said, um in terms of academic performance, a cell phone ban did not improve much um the the academic performance. Um mental health and well-being, there's a lot of research that talks about that when students are on social media that it negatively impacts their mental health. Um I mean, there's tons of
119studies that support that absolutely. Um I think the risk that and I'm I'm thinking about all the feedback that I was just reading, the qualitative feedback, the risk um with banning a cell phone is parents' fear of access to their child. And that was a very real comment that came through over and over and over um is that the families really felt that need. At the same time, there is um uh there is concern among parents about that access that students have to social media, um what it's doing to students' brains, even just how much time our kids are on screens as we're um including educational technology in the classroom. That is also a true, you know, consideration and for us as a Ed Services and Student Services team, really thinking about how much time
120are we recommending that students be on the screen, especially with different educational platforms. I I can't rattle off for you all the, you know, percentages and all of that, but absolutely, there's a ton of research that says that as students are on social media that it negatively impacts their their own, you know, even cognitive development, right? Um their young minds and how they're getting addicted and the addictive nature and all of that. Oh, no. I don't have a question, but this is a discussion item, right? Okay. So, I um I don't think we're going far enough around the cell phone policy. I do think we need to say they are not allowed in the classroom. I think the the the little the minimal advantages of doing a Kahoot or, [clears throat] you know, are just
121don't outweigh the disadvantages. It's just clear that the disadvantages are um, completely outweigh the conveniences at time. When I do talk to teachers, they say this is a five-alarm fire. Like, I don't think you understand how difficult it is and how um, the joy of teaching just kind of gets robbed during this whole process of having to monitor the the cell phones or give up altogether because the person next to you next classroom doesn't want to monitor cell phones. So, you do it, but you don't and then just that battle, constant battle when you're just trying to teach isn't worth it at some point. Or, you might go into a classroom and you see kids, you know, on their phone or with their earbuds in and I don't want great teachers just to give up
122because it's just not worth the battle. Um, so I've asked quite a few people about this. Um, my daughter thinks of it like a capitalism kind of thing. Well, then just make classroom so engaging that no one wants to be on their cell phones. Yes, that's what came first, the chicken or the egg? Yes, that's what we all want, but at some point you're just like you don't even have the energy to do that. You're just trying to get through this class. I see this the student responses and the parent responses and they're very individualistic, right? They want what's good for them and their their child. And then you see the staff responses and they're saying this is not impacting kids well, their mental health is being impacted by this. Their learning, they feel, is
123being impacted maybe because their efficacy is being impacted, right? So, that that that piece that you said about teachers are happy because they don't have to deal with it. I get that. It's one thing off them so they can then focus on something else. I think there will also be challenges to our instruction when we if we did say cell phones were not allowed, then we really need to get go to town now and make, you know, that classroom experience really engaging. Um but we've I feel like we've just got to give teachers a fighting chance. So I don't think our policy goes far enough. I did engage um a I would say a nationally renowned um um doctor who um deals with child psychology and asked their opinion and their opinion was not in
124the classroom. At least there at least there. And so um I would love for us to consider that just to go further. Um we [clears throat] And then the students said they feel like fair and consistent um consequences were necessary. You can't have fair and consistent consequences if we don't have fair and consistent expectations. You know, one teacher's um opinion of what is a really good educational use of the cell phone in the classroom is probably different than what I'm thinking it might be um and all over the place. So if we really want to have fair and consistent consequences, we need to have fair and consistent expectations. No cell phones in the class. Uh yes, trustee Peceno. A couple of things. Speaking of fair and consistent. There's no consistency even in the very big
125basics of teachers marking kids tardy. Much less do they have a cell phone. So 23 years ago we had a credible threat of a student. We had one high school. I was uh assistant super HR. Everybody over here was gone that day. It was Friday. And I was at >> [snorts] >> beware, Paul. So, I get the call and they've shut down Gilroy High. My son is a sophomore. My other son is at UCSB. Before I even I was before I even got back to my office, I had a call from my son in UCSB saying, "Hey Mom, you know there's a a shooter at Gilroy High. Is Peter okay?" I'm like, "I haven't even gotten out of district office to go to Gilroy High." When I got to Gilroy High, now remember this is
12623 years ago. Cell phones were brand new, if you will, somewhat new. A flood of parents had gone to Gilroy High. So, when you're talking about you want cell phones in an emergency, that was really the first time that at a high school level that I had experience with with I would say probably a couple hundred parents flooding Gilroy High to the point where um it was difficult to keep them out. We didn't have fences then. And it was difficult to keep them out and to keep the kids safe and figure out what was going on. So, we sent a bunch of them over to um Glen View in the library and there were about 50 parents in there and they sent me over there to talk to them. Short bird walk. And I was
127saying, you know, you have to um support the staff. They're doing the best they can. PD is there, blah blah blah. And I had a mom say, "Well, if you had a child there, you would be talking differently." And I said, "Excuse me, ma'am. My son is a sophomore in a biology class right now." Great response. Thank you very much, Peter. But, um so emergencies it if you see any school shooting and unfortunately we have a whole lot of them in our country what you see are massive amounts of parents on those streets and people having to deal with that crowd of people coming in in addition to what was going on and you know what's going on on campus. So and I absolutely understand parents need to connect with their kid, are you okay?
128During that emergency. But that is a really double-edged sword of having them have access because the first thing they do is call mom and dad. You know, and even my crazy kid borrowed somebody's cell phone in the bio classroom and said, "Mom, is this real?" It's like, "Get away from the windows, pay attention to your teacher. Yes, it's real." And he says, "I just saw, you know, police officer go by with a with a with a rifle." And I said, "Get away from the windows, you know." So those are the messages that kids were sending their parents and that's panic what happened. So and again, that was a real emergency. Nobody was hurt, blah blah blah. But those are the things that make it um concerning, very concerning for me when when kids have cell
129phones and there's an emergency and it compounds what we're trying to deal with and keep kids safe if and when. Now, that's the only time that I'm aware of in 23 years. So once in a blue moon, fine. But again, what's an emergency? I forgot my tennis shoes. That's an emergency. I didn't bring my lunch today. You know, can you bring me my homework? Let me tell you, those are not emergencies in my family. Uh all right, what are you going to do about that? But, those are the kinds of things we have to do. Emergencies are uh descriptions are from here to whenever. So, that's a that's a tough one, you know, for parents, I think. May I respond about the consistency of implementation um and the the full ban consideration? Um once upon
130a time before cell phones were really becoming large, we were saying as teachers, "No cell phones. Put it away." Then what we started to see is as students were bringing more and more cell phones to school, that there became a battle in the classroom between the teacher and the student and saying, "Put it away." or "Give it to me now." and then calling the campus supervisor. We had essentially a no cell phone policy in place and we saw it was not working. And we did work as an administrative team about bringing in a progressive discipline model to have students give students that chance because we saw we were already losing a battle with the students and with the families because families were also upset about the fact that we were not um that we were
131taking away phones um and that parents had to come and get them, which still exists in the policy. But, the progressive discipline approach of it uh helps support us as educators, both the teachers in the classroom and the administrators, um in working with the families um while we also understand the negative implications of student access to social media, their access to filming, etc. Um we also know that there is a deep desire for families to have their child have that phone because they're working, you know, out for you know, out of town or what have you. They need to communicate about child care or different family needs. And so I think that's a very real thing to consider and we did have a ban once upon a time. Um and so is it a it
132if we are considering a ban, is it a willful here leave your cell phone in this pocket thing that you can't open and that kids will eventually use scissors to open, which we've also seen in different districts. Do we have an outright policy that says no cell phones at all and then have re- re-initiate that battle? Um or do we, you know, take a in the middle approach with this progressive discipline, but really emphasize that need for consistent implementation. And I um I I I think we're all torn about this. So, um but with the the feedback that we had because the Ed Code requests significant community input and we have done that through the LCAP input survey, through the um qualitative feedback and the focus groups. It was included in those focus groups. We
133do hear, you know, uh also that it in general there is support for students to have access to their phones, but at the same time recognizing the significant um challenge that it poses for our students' mental health and well-being when they are constantly on their phones if we're not regularly and consistently implementing our policy. So, it's it's uh just some food for thought. Uh Trustee Moreno and then Trustee Baker. So, I had a question about the um the sample discipline process. Uh In the elementary first offense parents are notified, second offense parents are notified and so on. High school or secondary It's not till level three parents are notified. Um why is that? Well, it's part I'm not I'm not sure that it's not that they're notified per se. >> Well, it states that but
134in terms >> says that they're not it says they're not it's it's not it's not written in here. >> That's what happens when the cell phone gets to the office, right? And so um there is at the elementary level their students aren't supposed to have it at all. So if anyone sees it out it's take it take it to the office, notify the parent right away. With the secondary level it's that release of responsibility as they grow older and what happens in the classroom the teacher may contact the the parent if hey there was a a situation they might not. We can revise some of that language that it is a contact um but it is part of that progressive discipline that is supposed to happen first in the class and then in into the
135the office. So I'm just going to keep going cuz I have a few things. Um The level four on the secondary talks about parent student sign a PED contract. What what is that? It's just an appropriate use like okay, you some for some students it's drop off your phone in the office before school starts or at the start of school. For others it's a you need to make it's just individualized based on the offenses etc. but it that's essentially what it is that they're >> But it doesn't really have really any consequence or it's just a it's just more an official agreement between the parties? Well, unfortunately yes. Unfortunately and unfortunately I guess how you look at it but defiance is not something that we can suspend for. >> Right. >> And so, it is
136one of those things This is one of those areas where it is challenging to enforce with, you know, such a punitive approach. And so, that contract um does come in place. And it really is a conversation and support between the families and the school and the student to hold everybody to this expectation. So, I have um quite a few fam- family members. I think I have like five high schoolers, a couple of junior highers. I When I saw this on the agenda, I texted all of them. I said, "I want to know what it's like with your individual classes on cell phones." Do you get to use them or not or whatever? And it literally is everything. Some teachers, yes. Some teachers, no. Uh one of one of my nephews said uh if we put
137it in the pocket, we get extra credit. Um which that was Okay. Um so, the there is the reality is and it's it's unfortunate and I and I've experienced this as as the more time I've spent on site visits. Um cell phones aren't going away. And there is no way, and this is maybe for the public as much as it is for me to say it out loud, but there is no way for us to really enforce what happens inside a classroom. We can make whatever policy we want. We can make any all the rules, the the the consequences, these wonderful steps 1 through 4. None of it matters, really. Um it's unfortunate because the teachers will do what they want to do. And uh I guess it's you know, the reality of the of
138this of this world. Um but I walk into a classroom, I see kid asleep with his phone his ear earbuds in and they're overlooked or I see kids selling their phones playing games or hiding around the corner outside when they're supposed to be going to the restroom whatever on their phones. Um it's unfortunate because there is an addiction to to those devices and it just cuz they go to school doesn't mean their addiction stops. It still goes and that's fault of the parents myself included all guilty of that as well probably for my kids. Um and we can't change that through regulations. Um but I hope that we can find a way like a some kind of middle ground where um at least from the teachers from the teachers that there's something they can get
139on board for because I can't have my daughter say in my math class or in my in my English class they're forbidden but in my math class she doesn't care. They then get confused they get used to one not the other then a substitute comes and substitute wants something different and then and then it's all over the place. So I I obviously we can't solve this problem today but just speaking to my own relatives I know that the that the the spectrum is is just it is everywhere. There's no um it almost to me is like and I said I know I'm guilty of myself as well it's like going to a restaurant and giving your phone to your kid so they're quiet so you can have dinner. >> [laughter] >> I think teachers do
140the same thing and I I don't know that I blame them sometimes when you're when you're trying to deal with with the kids and doing the work and sometimes it's just easier to give your kid who wants the phone or or tablet sure take this for the good of the many of the many all right? So, um I just hope we can work through this more, get get it um get something that is reasonable and that mostly we can all buy in uh if it's possible. I don't know. That's it. Mine was so I can take a shower, so and then my kid's not crying for me. So, um with that said, I do think it's important that we have regulations. I mean, we have to. We have to be able to control this uh
141in order to ensure that we have optimal learning environments and we can't have kids, you know, uh with their cell phones out. I don't really understand why we need them for the elementary school age. I mean, fourth even a fourth grader what what are they doing on their phone, you know? Um so, I I would support a a complete ban of I know. So, I'm just affirming that. I think even for the middle schoolers is that is there a complete ban for our middle schoolers? No. I would support that. My son, um as you all know, doesn't go to this district, but I know I cannot contact him because it's a no cell phone policy. And I'll just give a quick example. So, my high schooler, uh you know, she it hasn't really become it
142it I'll just say this, it hasn't really become a problem for her. She knows which classes she can't have the cell phone out and which ones, you know, it's a little bit more relaxed. Last, I think it was last Friday we were driving up uh we're going out of town. She's on the phone with her friend in another district, thank goodness. And then I'm looking at the time. I'm like, "Wait a second, your friend she's in school. What what she's on the phone with you. She's been on the phone with you for the last 15 minutes." I'm like, "What is she doing?" "Oh, she's hiding in the bathroom." I was like, "What?" You know, so it's it's um I you know, as as they as they get older, I I think we need to consider
143their age and their maturity. I'm a little bit more relaxed in high school, but I do think there has to be some kind of consistency because I think the teacher who's more strict is going to be seen as I don't like that teacher cuz, you know, they have a stricter policy. So, I think consistency is necessary at the high school level. So, that's all I wanted to say about that. >> [clears throat and cough] >> Couple things. So, the staff survey shows that 72% are satisfied, very satisfied. So, they're mostly okay with the current cell phone policy. I do agree that there is an element of, you know, addiction here with the cell phones. Uh speaking from experience. Um I set the tone very, you know, from the very beginning. There are no cell phones
144unless I say you can have your cell phone out. Period. End of story. If I see it, it's mine. You know, and you know, and and there was a progressive discipline policy. So, you can get it at the end of class or in this case you can pick it up from the office at the end of school. Um and I was one of the mean teachers, you know, because I enforced the rules. I have since seen, well, even in back then, you know, I heard, you know, well, this teacher says I can use it whenever, you know. And now, you know, with school side visits, I see, you know, the kids with the earbuds and the phones are out and they're playing. Teachers are supposed to be held accountable for following board policy. And I
145might get in trouble for saying that, but teachers are supposed to follow board policy. Otherwise, there should be a consequence when teachers fail to follow board policy when they're directed to follow board policy. And I'm going to stop now. And the board policy does state it's teacher discretion. >> [laughter] >> Um, yes. So, one more comment from you. Uh, Gabby, you haven't spoken yet, so I want to give you an opportunity to. Well, I will just echo the consistency part. I mean, just with my kiddo. Um, the other thing I do see her use her cell phone, um, and I know she uses her cell phone, um, in class for an assignment to turn in something on Google Classroom, to take a picture of something and load it up to Google Classroom. So, yes, I
146do think they can be helpful, but, you know, I also know her best friend doesn't have a cell phone and she survives somehow. Um, they also have Chromebooks that they have access to the internet on, that there's cameras on. I mean, it's we can regulate it. Um, technology's a sum. But, I don't think we can 100% control it. Okay, just two more cuz I haven't had a chance to speak yet, either. So, yes. And I think, um, it doesn't have to be 100%. You know, if it's 80%, wow, that's amazing. And then we would start working towards, you know, supporting the others who need more support. But, we're getting, Kenny, what you see, I'm sorry, Trustee Moreno, what you see is exactly what our policy is creating. So, I think I have I'm completely clear
147that I would support no cell phones in the classroom at the high school level. Um, there's lots of other time within the day to be able to use your cell phone, you know, work, you know, support your addiction, um, but allowing yourself space and time to really focus, engage with others, give learning a shot in the classroom. And, um, let's be brave. Let's do this. Let's get the teachers what they need and what they want to be able to be consistent, and then we can reward and recognize all the kids doing it the way that we expect to see it, and work on the smaller groups as we move along. Trusty Nelson. Okay, [sighs] board policy. So, if there's total discretion for the teacher, that doesn't solve the problem with the inconsistency between teachers. So,
148is there a way to moderate this so that there's more consistency? Because I would not I don't think I would support a total ban on phones, not yet. I have to think about it. I'll have to sleep on this. Uh, cuz I had the kids use phones sometimes. You know, yes, there are Chromebooks, but back in the day, I had to have them in the cart, but now everybody has them. What if the Chromebook, you know, is broken? Uh, what if it's not charged? Um, I don't know. It's it's it's a nice backup. Um, but is there a way to have a conversation with teachers to make this more consistent? Because I'm telling you, I I can't Well, a stricter board policy. Yeah, so I mean, something and you know, there there needs to be
149some but for kids to be still having the earbuds, you have to stop it, stop it, stop it, you know? You should be able to say it once, and after that, you're done. You're banned for the year for the cell phone. But, I I think this is where the board gets to be the board. So, if the board would like to see a more restrictive policy, what we'll do is we'll revise the board policy and we'll bring it back to the board for a vote. Because what I'm hearing is all seven of you haven't said we want a complete ban, but all the there there is some discussion about having more restrictions uh of use in the classroom. I I heard that everybody agreed on that, that in a classroom uh also just to make
150it easier for teachers who are following the board policy uh to support them, have the board policy be a little bit more restrictive. So, we will bring back a board policy uh and the board can make a vote on that. So, you know, I I don't know if >> I would need to also ask about the stance about smartwatches because that right now is following that teacher discretion piece and that is with the smartwatches it is a communication device as well. So, um I would also I I would say it would be across the board then because what's happening right now for the teachers that are following the board policy, they're struggling with the classroom next door where it's not happening and that's elementary, middle, and high school. So, if we are going to be
151more restrictive, then I I say it should be across the board. And if there are exceptions for health reasons that should be part of the policy as well. But if students need to have a watch on to monitor their vitals or that then that needs to be part of the board policy as well. Um so I'm I'm just going to speak because I haven't had a chance to. >> [laughter] >> Yeah, I know. So, I want to be quick. So, I I I think that consistency is important. Um I do agree with uh Trustee Del Bono. Um I like the idea of the the pouches where it's the expectation that students in every single classroom has a pouch, they drop their phones in, and it's if the teacher needs them to use the phone, then
152they will allow them to take it from the pouches for that period of time. Um I think it's But all I I also wanted to ask ev- we have a one-to-one ratio with Chromebooks, right? So, there's really no excuse to use. I mean, I do know that when we went to the the media center, you know, he he was saying that there's homework that he the students see watch on the uh on their phone so that they can work on their computer. So, that I understand. So, there are circumstances like that. But, if it's a one-to-one and like even like the uh the surveys or whatever they they do on the phone, they can do it on their Chromebooks. So, um I'm I like a board policy that basically says every student as soon as
153they walk into the classroom, they drop their phone in a pouch, and then when they leave the classroom, they pick it up. Just just a thing about the pouch. We have several classrooms that have those pouches, and unfortunately, they have been thefts. Teachers do not, and I I think it's unfair to hold teachers responsible for that as well, that you have 30-some phones over there, and three go missing, and it's the teacher's responsibility to watch that. Some districts have invested in lockers, uh and those are super super expensive. So, we would I'm looking at Mr. Meza over there. We need to have a phone locker budget because those are super expensive if we're looking at a district-wide uh cell phone locker. But, the but the pouches are not effective. They we have phones that have
154been stolen, and ultimately then it's the teacher's responsibility or the school's responsibility to replace the phones because it is personal property. So, that's been an issue, unfortunately. Is there any other thing that schools use? It's really either the >> ban policy. the cell phone ban. Okay, and I just wanted to direct us to the survey results that you presented, too. Um I'm looking at I think page four of your presentation and for staff it says 34% support a band for high school kids for parent Guardian you're at 16. I mean I guess all of us can have our own individual opinions but I would like to redirect us to what our families think and our staff thinks too. I I don't want to ban it from my kids can't take a phone to school. I
155like them if nothing else I'll I'll tell them my own family. I like to look on my phone find friends and whatnot and see where they are. That's important for me but what I want to see us do is be able to I want to be able to walk into a classroom and see a teacher teaching and a student not on their phone playing games or sleeping. Listen to music. That's where the phone use is improper. Not I don't have a problem with the Kahoot or with a whatever engagement as trustee Kim said yes my daughter the same thing take pictures of your assignments but it's the improper use at the improper time. That's what we have to figure out how to how to do. So do we eliminate teacher discretion? I think you have
156to. I think you have to. I can I yeah. So I want to I do agree going back to the survey staff said the overall impact on learning environment. There's a belief that removing or strictly controlling cell phone use can lead to better focus enhance social interactions and improved mental well-being. Some reason responses also mentioned that a reduction in cell phone use could help reduce issues like cyberbullying classroom disruptions and overall distraction factor during instruction. So yes getting what was your question? Um, eliminating teacher discretion from the existing board policy. I would like to see what that looks like. Does it literally say there's no teacher discretion? >> No, it [laughter] would just eliminate that piece of it from the existing policy. Yes, thank you. Yes, Trustee Nelson. I'm sorry. Okay. Um I can remember
157uh a time or two that, you know, one student finished ahead of everybody else. I said, "Yeah, you can go on your phone." Because That's not No. >> No. Guilty, guilty as charged. Okay. No, you're not Okay. All right. >> [laughter] >> Get but But the kid had finished the work. Okay, let's let's argue. Let's argue. Let's argue. >> a teacher having to negotiate that with every single kid in every single classroom? Exhausting. Okay. I didn't have that much of an I mean I had some. I had >> So, I think we're I think we're going on too long. >> is, please bring back a more restrictive cell phone policy for us to review and discuss. Thank you. Will do. Thank you. Don't remove the teacher discretion though, but I go with I go with
158Trustee Moreno. Bring some options. How about that? Options, I can do that. Thank you. All right. So, we are finally on to section K, first reading of requested new instructional materials and adoption of new textbooks, and this is an information item. Hello again. Uh tonight I bring to you as part of our first reading a request for new textbooks for four different courses. Those courses are AP Government, Marine Science, AP Statistics, and high school English Language Arts. Our Ed Services team consulted teachers as to which textbooks they would like to move forward with and we are presenting those recommendations tonight. For AP Government, we have the Norton textbook that is college board approved at a cost of 48,600 for the duration of 8 years. For Marine Science, we have the Oceanography textbook published by Cengage
159at a cost of 95,370 for the duration of 8 years. For AP Statistics, we have the BFW textbook that is college board approved at a cost of $19,843 for the duration of 8 years. And for high school English language arts, as California is conducting a major follow-up adoption of ELA ELD instructional materials, which is expected to be finalized by the State Board of Education in November of 2026, we're asking only for a 3-year renewal. Um specifically, we're asking for the new edition of our currently adopted English curriculum with a minimal lift for our teachers as they are already familiar with the existing platform and publisher and their materials. Um again, we did consult the English teachers at both of the comprehensive high schools because this is the curriculum that they use. Um and uh the
160total anticipated textbook cost is listed here. Again, this is for our first read. Are there any questions? Okay, this is uh information item. Thank you. Thank you. Okay, we are on to item L, board policies revisions February 2026. This is the second reading. It is an action item. Are there any questions or comments regarding the board policies? Yes, Trustee Nelson. Very sorry, I know it's late. Um I have a question couple questions. So, for physical education activity, um it came up a couple of years ago a marching band could qualify as credit for PE for PE. Tanya will respond to that. We do not um typically um allow for extracurriculars. It is an Ed Code that there are certain considerations that we can um excuse PE credit for, but we as um an Ed Services
161team and with our PE teachers, um we really hold to the two years of the physical education requirement, um not through marching band or other activities. Um and an FPM requirement with the federal um pro- federal >> Federal monitoring thingy. >> monitoring. Thank you. Um they also indicated and they're very stringent about what should be covered during those PE classes and those units. And so, it's harder to excuse students from those physical education requirements saying, "Yes, we can validate that you've covered all of these expectations in that are required in the PE course one and course two." Okay. Um I have a question on the high school requirements for continuation high school. Um with the focus on a CTE, I noticed that one of the the uh the credits that 10 credits in fine arts,
162world language, or uh the CTE. Um How was that determined? That is a state requirement. So, um >> So, it's a choice. >> It is a choice, and that is the state diploma language, and that's also because at the continuation high school, um it is the reduced credits, right? Okay. Um One more thing for the for the public and for everybody, uh did everybody notice that once this is approved, the end time shall be 9:30 unless voted upon? Okay. >> [laughter] >> Okay. We actually have to look to extend. So, so after tonight yeah, we would be voting and just wanted to point that out and um one one more meeting conduct wait you're not done. I don't think you're done. Maybe not maybe you are. Um Oh this is for us but it's in
163red I don't want to see hmm Um Do are we going to continue to ask the public to give us their um names and so forth every time they submit a public comment. It's a May request. May? They don't have to fill out everything. But the name? Yeah the name they should. Okay. Just wanted to said may So that's yeah. Shall? There's a difference. But it's also name and other >> Or or. Name but it's still may. I mean I just want to make sure that people >> people put their name because they have to be called to the Right. Hey you. Yeah I know. You can't write red shirt blue whatever redhead etc. But >> What is the concern? >> Well it says may. Instead of Shall instead of instead of instead of shall
164it says may. Yeah. I'm I I just want to make sure we're going to continue asking instead of hey you or in red shirt blue shirt you know like I think it helps with identifying and also if we need to get back to somebody with a response later or just a follow-up. It helps a lot. >> they're good with Okay, we're going to Okay. Yeah, there was a time when they also had to um state their address. >> Yes, I've seen that. So, I think name is good. Is that it? Any other questions, comments? Seeing none, can I have a motion? This is an action item. I'll second. All in favor? Aye. Any opposed? Motion passes. Thank you. All right. Now, luckily yours is very short. Sorry for keeping you so late. Hello President Fiac,
165Dr. Munchey, and members of the board. My name is Alejandro Calderon. I am the Maintenance and Operations Manager. I am here today seeking approval for the contract with HY Flooring to the amount of 66,620 for the refinishing of the gym at Christopher High. The funding source is from RRM. The scope of work is including sanding the floor to remove the existing finish paint, then repainting the court lines, go logos, resealing the floor. This will be a summer break summer break job. Any questions? No questions? Can I have a motion? Move approval. Oops, sorry. I'm sorry, what was the timeline for this? It was just the summer. Okay, so the summer would there be no there's restriction on the use of the gym. Yeah, we already worked that all with the principal. They gave us a
166time when we can get in there. The subcontractor also already knows, so it's just we'll we'll be in there for 3 weeks and be able to take it out. Okay. Okay. Any other questions? No questions? Can I have a motion? Move approval. Second. All in favor. Aye. Any opposed? Motion passes. Thank you. Katie, thank you. Okay. Board member reports, can we please keep this short and sweet? No, I'm just looking down. I'm just looking down. >> slide presentation >> [laughter] >> I'm just looking down the line and you just happen to make eye contact. >> [laughter] >> I'll go first. Yes. Thank you. Thanks. Um okay, so um I went to gifted games. That was a wonderful experience, um as always. Um I had my second grader run for run for fitness and she thoroughly
167enjoyed it. Kind of. She'll do it again maybe next year. Um only because next year she'll have to do two laps, but anyway. Um went to Spice of Life and that was wonderful to honor two of our students and um one of our teachers. And got to go on a wonderful tour with Alex. Um of the transportation and maintenance departments. Never been there, so that was quite exciting to see where the school buses live. Yes, uh Trustee Moreno. Thank you. Um I had a few site visits this uh since our last visit. Um uh got to go to Christopher High School. uh Brownell yesterday. Um we did tour the maintenance and bus yard. Was able to attend my first gifted games and it was very impressive. So, um congratulations to Gilroy High School and the
168you know, the um what makes that work the most I I watched the uh the kids at stations that were manned by high schoolers and they treated them so special. It was just was wonderful. Um also as Dr. Mochi said, I did come to the um YAC presentations, the Youth Advisory Committee. That was my first time doing that and once again, very impressive. Um learning, I think one of the things I took away from it was learning or is that in failure failure there's learning. And we don't always see it that way. We see failure as ah failure. But for them, and I know I know for them they see it as opportunity. And that was very exciting to see and from the very young to the older group, it was it was it was
169amazing. So. Anyone Yes, Trustee Del Bono. Thank [clears throat] you. I There are Mine are all over the place here. So, I went to the Gifted Games for the first time ever. So happy to be able to do that. I hope to stay longer next time. And I had told many people I had participated in Special Olympics for many many years with my siblings. But this was the first Gifted Games in Gilroy. And it was just really really nice. And I agree with you, Trustee Moreno. Watching the students engage in the parade with the with the participants was really sweet. It was a really nice night at the Spice of Life Awards. I thought it was just really well done. I felt happy to be there, great conversations and just awarding our own was was
170wonderful. I participated in a meeting just recently at Nueva Vida Community. And the mayor was there, Zach Hillman was there, and PG&E was there talking about different programs for the community, but I was able to talk about the upcoming elections and really encourage some people to think about putting their name, you know, in the hat. That it's not as scary as they might think. And then there were people to help them along if they were interested. And so, I'd like to keep continuing to get people to get interested in being on the board. I I in the Gilroy Sunrise Rotary Scholarship Committee. So, over $15,000 in scholarships will be awarded to one Mount Madonna student, two GHS students, and three um Christopher High School students. So, I was excited about that. I went to the
171art show at Gavilan College. Dr. Munshi talked about how she was there. It's really sweet engaging with the girls who were talking about the masks that they had created. They were gorgeous. And what was really nice, Mr. Saldana said, "This is what our Pop 28 funds allow us to do." With these extra funds, these are the kinds of things we get to do now. So, that was really exciting. And yeah, we have really talented students in our district. It was just wonderful to see. And then the last thing I have here is Oh, I went to um um County Board of Supervisor Margaret Abe-Koga had uh her AAPI Awards Heroes Awards lunch that I went to to recognize Dr. Shashank Joshi for his efforts in suicide prevention. I mention it because I was recognized as
172an elected. And that was new. And it was nice to be able to be with so many other people in the county and just kind of make some connections there. But, I do want to bring to Dr. Munshi's attention, they had awards for people. Everybody got their own Funko Pop. Do you know what I'm talking about? So, if you got awarded, so like Twin would President Fiacco would get her own little Funko Pop. And it said her name and it looked just like her. And I thought, "Wouldn't that be fun if we gave people awards with their own It's like a large bobble bobblehead. And cuter. No, of of that awardee. Yeah. So, it was it was special to be there and I just thought I'd bring that back and tell everyone. Funko Pop. Really
173If you retired from the school, if you retired from the board, you get a Funko. Yeah. Oh, there you go. >> [laughter] >> All right. Okay. Okay. Run it in. Run it in. We're close to the finish line. Yes. I Trustee Andrew. I also went on the Christopher site visit. And then yesterday I had the opportunity several trustees within our county that hosted a kind of a meet and greet with one of the California superintendent candidates. His name is Al. I'm going to probably butcher his last name, Muratsuchi. And it was held at in Los Altos. It was a great event. Really got to hear kind of his position and I have this if anybody wants to take a look at it. And I'm I'm not going to bring it up here in terms of
174endorsement, but I thought he had a lot of great things to say and he's very much in tune with what's going on in the California public school system and he actually authored a lot of bills related to what we're now practicing also in the classroom. So that's it. Anything Yes, Trustee Nelson. So I missed out on a lot recently cuz I was recovering from picking up something from the Washington DC trip. >> [clears throat and cough] >> Um but I'm a little bit better now. So I was able to go to the future chefs event touring the maintenance yard. I went to the student art show out at Gavilan which was always fun. And um did a visit to Brownell where I found my cart. And inherited. Had my name on it. Nelson. My cart.
175And you took a picture. Yeah. I put it on Facebook. But I don't I don't have a picture to show here because I've been scolded for Yes, we no longer do PowerPoint presentations. >> But anyway, my my my cart lives on at Brownell in the science department. Okay. Uh not going to have any updates. I went to a couple of the events that were mentioned. Um but uh we're going to go to item 10, upcoming and new referral agenda items. Are there any new and referral? Yes, trustee Dal Bono. I do. It was mentioned earlier today, but I I have been having conversations. I am very interested in screen time and um by grade level, or maybe elementary, middle school, high. Um if there is an average, if what we're noticing, trends. There were just
176some strong opinions, especially for younger youth, and I just thought, I don't know much about this. I don't know what our where we sit with screen time at the different grade levels. So, I'd be interested in learning more. Okay. And if you could also, please email that request. And uh anything else? Um I did Do you We know when we're going to get an update on our bond? Okay. Great. Thank you. Anything else? Okay. So, um announcements. The next regular meeting of the Board of Education will be held on Thursday, May 28th, 2026. Closed session will begin at 5:30, followed by regular meeting at 7:00 p.m. The agenda will be available on the district's website by 5:00 p.m. on Friday, May 22nd. The board does not need to adjourn to closed session, so I will
177adjourn the meeting at uh 10:00