SUHSD Board Meeting - June 10, 2026

001All right, welcome everyone. Uh, I will call this meeting to order at 4:03 p.m. and we will now go to close session. Um, are there any public speakers for or public comments for close session? >> There are no public comments. >> It's very loud. >> So, you're going to hear more because we have new speakers. >> Oh, that's what it is. because it's like I'm pretty far away and it's sensitive. Okay, >> I'll just push it fast. >> All right, so um we will now go to close session at 4:03 p.m. Whoa, it's very sensitive. Okay, >> just talk. >> Okay, I don't have to lean over. Okay, welcome everyone. Um, we are reconvening to the um public session and for our board meeting today on June 10th. Uh, and we are reconvening at 6:07

002p.m. Uh, first off, let's see, I got too many sheets of paper. Hold on. Okay. So, first off, uh members of the public who wish to remotely provide comment during the meeting use the raise hand feature during the agenda item. And speakers must raise their hand during agenda item 7.1, the public comment portion of the meeting. In order to comment on topics not included on the approved agenda, to speak about an item on the agenda in person, please fill out a speaker card. indicate the agenda item and hand the card to Laura at the dis. When the requested agenda item comes before the board, the speaker will be called forward. >> All right. Uh, good evening. Um, pres President Coup, honorable trustees of the board, um, Superintendent Leech, Miss Hunter, um, all district staff, members

003of the public, Victor Hernandez, Spanish interpreter, participan. Click and done. Thank you very much. >> Thank you. And then with that we will go to agenda item four which is roll call. >> Trusty Nory >> here. >> Trusty Cruz >> here. >> Trusty Thompson >> here. >> Vice President Gin >> here. >> President Coup >> here. >> Quorum is present. >> All right. And um next we have the approval of the agenda. >> I move approval of the agenda. >> Seconded. >> Okay. All in favor? I >> I >> All right. And then item six is the report out from closed session. Um so the report out by a unanimous vote of five in favor and zero against. The board of trustees approved the expulsion of student case number 2025 to 2026-2 for one calendar

004year. The board further established June 10th, 2027 as the date the student may apply for readmission. And then now uh is item seven uh public comment. So for 7.1, the board does, as a reminder, um our board protocols, the board does not act upon any matter that has not been agendaized except under limited circumstances as permitted by law. It is the policy of the board to refer matters raised in this forum to staff for investigation and or action where appropriate. Board policy ordinarily limits the time to be devoted to any single agenda topic to 10 minutes and individual speakers are ordinarily limited to three minutes. If the board decides to expand the amount of time to be allocated to a particular agenda item because many speakers wish to address that item, the board may reduce

005the time allocated to individual speakers to two minutes or to one minute as appropriate in order to limit um or in order to permit more speakers to comment. The board will announce the amount of time to be allocated to each speaker before public comment on each particular agenda item uh before it begins. We ask all speakers to keep within the time limits. Are there any public comments? There are none in person. Are there any public comments online for items that are not on the agenda? Okay, I I see one. I thought I saw two. We lost one. One. >> Okay, that person can have three minutes. >> Okay, three minutes. Uh, our speaker is Dan Malieri. >> Can you hear me, Laura? >> Yes. Go ahead, Dan. >> All right. Thanks, Laura. Um, good evening.

006Um, so well I got to get 3 minutes so that's a good lot better. So congratulations on another settlement. Um, you were going to lose that case and I'm glad that that f the Jewish community was able to establish that. And obviously you guys have probably read a lot of the articles and comments and most of them are asking which has been asked for the last several years for you Leech to just leave and the board to resign. The problem with that agreement is that a board can't ask to police themselves because you're asking all of you up there that are corrupt and will do anything that taxpayers money to defend each other and that's not going to solve the problem. Most recently, I sent three emails to you, Miss Hansen, which you've ignored regarding

007Mrs. Leech's comment to the whole district that moving forward, the district is going to take discrimination and retaliation and complaints serious. Hansen, you've ignored three emails from Mrs. Perez regarding the child that we've now taken on, which will be another one. We just got notified from McCarthy Law Firm, which is part of your agenda of all the budget you got to do for more lawsuits. and you haven't you your your response was for us to look up the uniform complaint and that you guys are going to conduct independent investigations. Well, that'll never work. We're still sitting with that same theory and process right now. We got Mike Molieri still sitting at home full salary being paid. Thank you taxpayers. But that's not solving it because you're taking a good teacher away from this corruption that

008can hopefully clean it up. of us still being delayed because you guys know that regotti gave away the file. We know that your comment that you wrote to the lawyers and asked for the continuence of a threat. There's no threat. Those are just truth and facts. You guys don't like that. Most recently today, another call came in. Then on May 24th, satellite district had a major stabbing that you I've been told you guys are short changed issues around this society. Teachers are in danger, students are in danger. because there's not sufficient issues being done for safety and you guys are allowing it to happen. A teacher was hurt and stabbed which you guys have kept secret from the whole public and now that person has contacted us. So, Miss Hansen, make sure you get those

009workers compensation paperwork ready because that's another victim that's coming our way. So taxpayers, are you really going to just let this thing become an ongoing well and more people have to get hurt because it's never going to change as long as this administration is there? If this administration leaves and the board leaves and that means I leave, the lawyers leave and all of us because maybe the state of California could come in here and fix this whole mess that you guys have created. Thank you for your time. >> Thank you. That concludes public comment. >> Thank you. All right. Um, next is agenda item number eight, uh, which is board of trustees correspondence. So, we did have one item, uh, for board correspondence. Uh, and this was dated May 12th, 2026 from the Sonteo County

010Office of Education uh, regarding the 25 to 26 second interim report. Um, and it states, "Dear Board President Coup, the Sanonteo County Office of Education, SMCEE, has completed its review of Sequoia Union High School District second interim report for the 2025 to 26 fiscal year pursuant to education code 42130. On the basis of our review and analysis, the second interim financial report approved by the board on March 18, 2026 appears to reflect adequately the financial and budgetary status of the district and is consistent with the state's criteria and standards. The information and assumptions incorporated in the budget appear reasonable. The district has submitted a positive certification which means the district has certified it will meet its financial obligations for the current and two subsequent fiscal years. And now moving on to agenda item number nine,

011board of trustees superintendent comments and committee reports. Anyone have something to start? >> Uh I can kick it off. So last week was um graduation season and I think that's always one of the most exciting times for all of our board members and district staff to get to help celebrate with our students all they've accomplished the past four years. So I was able to attend a couple graduations. I think all our board members were and it's always a great reminder of not only how crucial these four years are for our students. Um how much, you know, they enjoy getting to celebrate all they've learned and all the connections and memories they've made these past four years, but also, you know, what great things await them once they leave our district. So, it's always one of

012the most fun times of the year to be a trustee. >> I second that. Yeah, this microphone is crazy. Um, yes, thank you. One of the things we did well on top of graduations what I did was we went to EPA visited EPA. So I wanted to remember that um Superintendent Leech, President Coup um Trusty Gin, Trusty Thompson and myself went to EPA and it was a beautiful uh day of um just looking to see how students are doing what they're what they're doing um and how they are excelling in some of the programs there. Right. and it was nice to to get to know some of the teachers um that I hadn't met yet. Um so, thank you for having us there. Um it was really great and great to see students um excelling

013in their perspective um grades, right? Because they we we got to hear a lot of the student testimonials on what they were working on. And one of the things that stood out to me was one of the students that worked with um the EPA senior citizen um uh project. I love that they had students that were working with senior citizens in EPA and starting to um create relations and community with them. So that was really cool to see and it was special. So I hope that continues. Um the other thing, yes, we went to a bunch of graduations. I went to uh EPAA's graduation, right? Um with uh Superintendent Leech. We both went to the Stanford Memorial um uh space stadium and it was beautiful to see all the graduates and their families um come

014together and celebrate them. Um I also went to Redwood High School. Uh that was the first time I went to that uh space as well to see them graduate and it was over there were over 100 students which was really great. Um and also another special graduation to witness. So I love that. and I was an AC in both of graduations, which I didn't think about. I got lucky this year um trying to rotate. The last thing I was an AC um the last thing I did was I was invited to the Boys and Girls Club as a keynote speaker this year. So, it was beautiful to be in in a community space where all of our students were represented from across the district, right, from all the high schools. So it was beautiful just

015I was really honored and and uh to be there and be their keynote speaker for this year. So thank you Boys and Girls Club of of the area peninsula. So that's my report. Like uh mentioned um Carl month's graduation that I attended and and Tai's graduation were both absolutely touching and beautiful and I got to experience the bag pipes for the first time. So that was very exciting. Um, even though I told the graduates to stand when they weren't supposed to stand. Um, it's okay. >> It's all right. It's It's all good. Um, I did this. They figured it out. Um, but um, but no, I I think today I just wanted to share we often talk about like the graduation season as a whole and these big graduations. And within the last week, um,

016I randomly was in contact with two seniors who had just graduated. And I think it's those individual stories I just want to also hold on to in like the the big the big picture as well. Um, I was at a swimming party in in Redwood City through my husband's work in their backyard and they had hired lifeguards um because there was a lot of kids there and one of the lifeguards was like, "Wait, Trusty Thompson?" And I I I didn't know who this this young man was. Um but he was um from Woodside. He knew he knew about the board. He wanted to know all about what we were talking about, what we were doing. Um he was just so well spoken. Um he's on his way to UC Berkeley. Um he it was just

017a very fabulous like they're out in the wild. They're doing great things. And to see our students doing that. And then today at the dentist this morning, um I my dentist said, "Weren't you at Carlmont's graduation? I was there celebrating my daughter who's on her way to Stanford." Um and she's like, "I thought that was my patient." Um as I told them to sit down and stand up. Um but it was it was just these these off-handed conversations about how much incredible work we're doing in the community. We don't always get to hear those. And so to get the the gratitude and the and the thanks and both of the parent and this young man from Woodside um he was saying how he transferred from a private school his sophomore year to Woodside and never

018looked back and it was the best three years. Um it was exactly what he needed and and he was just so sincerely grateful for what this district provided him for the last three years. Um I just wanted to make sure that we all know that. So thank you. All right. Um, yeah, I I did want to start out with just sending my congratulations to all the graduates. Uh, I had a chance to, uh, go to some small graduations. Um, there was independent studies, uh, as well as Trace. Uh, and and it's kind of nice. I encourage all of you to, you know, go to different graduations, including the the smaller ones. Um, but I didn't really know that much about the independent studies program or trace for that matter. And so when you're at the

019graduation, they're talking about the program. They're telling stories about the students who are graduating and like for independent studies, it runs the gamut from uh almost, you know, Olympic level athletes. I mean, they're competing seriously or or ballet or whatever it is. It's like, wow, that's why they need the flexible time. But there's also people who need the flexible time because of work commitments or other things. And then just you know trace is like you're almost crying like all these all these uh students with special uh needs are making it through and all the the people who are caring for them. Um so I I also went to Sequoia which is a big high school graduation. uh my son graduated and and associate superintendent Hansen put it out there that I had a child at

020Sequoia and then I think everyone was wearing who's that and so actually it was funny because um you know I my son went to a had to perform at a concert on Sunday and then I said congratulations to one of his friends and then he said yeah you When when they said that, then I was going, "Wait, you look really familiar and it was his friend's mom." It's like, "Oh." So, um, but those are always very fun. I have one more graduation to go to, uh, which is the adult school on June 18th. So, that one happens quite a bit later. Um, but I I really want to emphasize it's not just through independent studies and trace that people were working hard to ensure students could cross the finish line. Really, everyone is working hard.

021And I remember I was it the Wi-Fi went down or something that at Sequoia High School and then they were scrambling to complete the egenuity credits and then they said, "Okay, we're going to extend it another half a day." because there were people students who were supposed to take their credits to graduate that couldn't take it because the Wi-Fi went down and so people are really just trying to make sure that the the students are crossing the finish line and then as as you all know we come back and there's a summer graduation so they're still working everyone is working to make sure as many students as possible can cross that finish line. So, thank you to everyone who's doing that hard work. Um, and then, uh, prior to graduation, I I just did want

022to bring up one thing. Uh, I had a chance to go to Sacramento, uh, on back on May 18th for the California API Advocacy Day. I I'd never participated in that before. uh but actually the the there were many different organizations over 200 API organizations from across the state that were collaborating on this and you know it's it's kind of hard to get that many people to align on which uh policy or the which um uh legislation to support. uh but eventually then they they narrowed it down to three and actually all three of them are very relevant for our educational system. So one of them was uh AB1242 uh and that one was uh modernizing language access surveys and um there was even a component in it that talks to AI which we're always

023um looking into and saying that there needs to be uh a human review of what AI translates to check for accuracy. So we were advocating for that and that's really important for the API community because there's so many different API languages. Um and then the other one was AB1878 which is on data disagregation and once again like you know Asians typically are lumped into a single bucket. Um so this is really pushing for uh the data to be uh disagregated down to the ethnic group so that more accurate information is out there and we can actually do better to support uh not just students but everyone in the community right and then the third one was AB2374 which is a designation of anapci uh which is institution serving ahpi students. So the shortcut is anci.

024Um but it's really most a lot of the colleges in in the state of California already qualify for that designation. It's just making it more formal and ensuring that instead of 75% 100% can qualify. And then that actually will make it smoother if there are grants and things like that because um people can see that the institution is already designated for this and don't have to dive deeper. Um they they just see the qualification. Um and the idea behind that one is to lead the country because that doesn't exist at the federal level. But hey, California can lead the way. So, I had a great time. Um, and and I thought it was great to have some schoolboard members there. Not too many, but um, at least we have a different perspective on on the

025educational impact of some of these legislation. So, that's it. All right. And then next on the agenda is, let's see, too many things on here. All right. Oh, yeah. Uh, consent agenda. Do we have any public comments? >> Oh, yeah. Comments from Yeah. Oh, yeah. Comments from unions and comments from >> Yeah, you can do it. >> Mine are quick. Um, just kind of echoing off of uh what the trustees um shared about the graduations. They are just also so special. And I always talk about the year being sandwiched from convocation when we welcome all staff back and then two days later we have students and then you know follow it up in June with graduation. Um but our teachers still can't get enough of us because there are many that still sign in for

026PD this week. Um so we are still going. We still are offering uh professional development to um our staff and they are eagerly signing up. A lot of times um a lot of these sessions um are kind of revisits of whether it's Canvas or like some of our other new platforms so that they can like play around with them um over um over the summer. Um but those sessions um are very full. And so we're very fortunate to be able to as a district uh extend PD for that first week after. And then we also start summer school within uh I think Monday. and we have many teachers and staff um throughout our school sites that continue to work with our students um over the summer. So, in yesterday we had uh what we refer

027to as camp. I'm not really sure what that acronym stands for. Bonnie isn't either. One of these when we'll have to come up with it, but it's basically our leadership retreat and uh we reflect on the year and then we start to dive into some initiatives and so forth for uh next year. But um it was very nice to be in community with all of our administrators yesterday uh before hopefully people are able to uh retreat and uh find some relaxing time this summer. So thank you. >> All right, great. And then um with that uh agenda item 10, which is comments from the Sequoia District Teachers Association, is there >> Oh, okay. Oh, >> is she gonna make a comment? >> Either. Do you want to unmute? >> Yeah. Yeah. So he is or

028is not. >> Okay. Okay. >> Oh, okay. Okay. Okay. And then no one from ask me then. Is there any Okay. All right. And then moving on to agenda item 11 is approval of the consent agenda. Do we have any public comment before we start? >> I have none in person. Are there any public comments online? Please raise your hand. This is for the approval of the consent agenda. I see none online. Oh, wait. Sorry. I see one. We have one speaker online. Okay, we can take uh the one speaker's public comment. >> Okay. Um three minutes. Alan Fiser. >> Oh, did he take >> Thank you. I I don't need to take three minutes. Uh thank you very much for giving me the opportunity to speak. I um am a parent of a past

029student at Menllo Ather and I read the settlements agreement. I am very pleased that the uh this the suit has been settled and settled in a a way that protects the rights of Jewish students. >> Oh, excuse me. Uh Mr. Fischer, are you speaking about item 13? Uh which one of >> Oh, I thought you were talking about the settlement agreement. Is this a different public? >> No, this is agenda item 11. >> Oh, uh pardon me. >> Approval of consent agenda. >> Uh no problem. I'll I'll I'll stay stay on and and come back later. Pardon me. >> Okay. Yeah, that's what uh that one is 13.4. >> Thank you. >> Okay. >> All right. If there's no other comments, then I move to No, don't do that. No, I'm pulling um 11.8. >>

030Okay. All right. I move approval with 11.8. >> Second. >> Okay. Uh, is this a roll call vote? >> Trusty Nory? >> Yes. >> Trustee Cruz? >> Yes. >> Trustee Thompson? >> Yes. >> Vice President Gin? >> Yes. >> President Coup? >> Yes. >> Motion carries 5. >> Okay. So, now we have a series of public hearings. So the first one uh I will open the public hearing for 12.1 at 6:34 p.m. Um this is the public hearing on the 2627 local control accountability plan LCAP for Skoa Union High School District. Are any are there any comments? >> There are none in person. Are there any online? Please raise your hand now. I see none online. Okay. Uh and then with that, I will close the public hearing at 6:34 p.m. Uh the next public

031hearing that we have is 12.2 public hearing on the 2627 local control accountability plan LCAP for East PaloAlto Academy EPA. So I will open the public hearing at 6:34 p.m. Are there any comments from the public? There are none in person. Are there any online? Please raise your hand now. I see none online. >> All right. And then I will close that public hearing at 6:35 p.m. Um, now we have a public hearing for 12.3. Uh, it's on the Seoia Union High School District 2026 to 27 proposed budget. I will open the hearing at 6:35 p.m. Uh, are there any public comments? There are none in person. Are there any online? Please raise your hand now. >> There are none online. >> Uh, I will close the public hearing at 6:35 p.m. All right. And

032our last public hearing is item 12.4. This is the public hearing and consideration of adoption of resolution number 23 uh in 2526 school year approving engineers report confirming diagram and assessment and ordering levy of assessment for fiscal year 2026 to 27 for the SUSD maintenance assessment district. So I am opening the public hearing at 6:36 p.m. Uh are there any public comments? There are none in person. Are there any online? Please raise your hand now. See none online. >> All right. I will also now close the public hearing at 6:36 p.m. All right. So now we will move on to discussion items. Uh and the next item is 13.1 pres presentation of Sequoia Union High School District 2026 to 27 proposed budget. Uh do we have any public comments? >> There are none in person.

033Are there any online? Please raise your hand. Seeing none online. >> All right. Thank you so much. Good evening, President Coup, Superintendent Leech, members of the board and community. I'm Jana Marking, assistant superintendent of administrative services. This is item 13.1, the 202627 proposed budget for all funds, which is presented to you this evening as information. Action on this item will be at our next board meeting, June 17th. First, thank you so much to Venita Singh, director of business services and her team for all their hard work. Your time is very much appreciated. This presentation will provide an overall summary, but the entire report is available in the board materials on our website. A quick look at how the information is organized for you tonight. We will look at both the 202526 estimated actuals as well

034as the 202627 proposed budget. This slide is a reminder of the annual budget cycle which never stops. We're always balancing three years at the same time, closing out the prior year with the audit, managing and implementing the current year, and planning and developing the next fiscal year. We are currently at the orange arrow pointing to June adoption of the budget for the next year. Before reviewing the 202627 proposed budget, we will quickly look at the 202526 estimated actuals. This is a forecast for where the current year will land. The next time you will receive data for the current 2526 fiscal year will be in September when the unodudited actuals are presented. At that point, all 2025 2026 transactions will be completed and we will have final numbers for all funds. First, we'll look at revenues.

035Again, this is estimated actuals for the current year based on a forecast of spending through June 30th. Sequoia Union High School District receives a majority approximately 82% of revenues from property taxes with other local, state, and federal dollars providing the remaining 18% in the current year. Total projected revenue for fiscal year 202526 is 267,965,348, an increase of about 1% since second interim in March. Next, this chart reflects expenditures by major object code. We are in an organization of talent and the majority of district expenditures are salaries and benefits for our employees. 202526 projected expenditures total $271,97,415 an increase since this an increase of about a half a percent since the second interim report. This chart shows a comparison of 202526 total revenue to total expenditures in four snapshot time frames. Adopted budget, first interim, second

036interim, and now estimated actuals. In June 2025, revenues and expenditures were fairly balanced. As of December, projected revenues grew more than expenditures. And since second interim, expenditures are projected to exceed revenues in the current fiscal year. Recall that compensation increases for the current fiscal year were not reflected in the budget until second interim, which is the major change from the first interim report. The district manages separate or other funds in addition to the general fund, each with their own rules and restrictions. Across the board, these funds are rather stable and self-sufficient with the exception of contributions made to both the charter school fund 09 and cafeteria fund 13. Each is projected to have a positive ending fund balance at the close of 202526. That's the summary of 2526 estimated actuals. Let's now move into look

037at our or look at next year. The governor's May revision or called May revise is the statutory update to California's proposed January budget reflecting actual state tax revenues collected through April. Because K12 education is the largest single component of the state budget, the May revise serves as the critical baseline for final negotiations between the governor and legislature before June 15th constitutional deadline to pass the budget. Depending on the updated revenue forecast, the May revise determines whether the state will expand educational programs or conversely deploy strategies to bridge a deficit. The governor's May revision has several components and this is just a few of the relevant highlights for your awareness. First, at a high level, May revise proposes balanced state budgets for 2026-27 and 2027-28 supported by revenues that are $16.5 billion higher than projected in

038January, while also increasing deposits into state reserves. for K12 education. Proposals include several positive investments, which you see here, such as a substantial increase in special education funding, raising the proposed allocation from $59 million to $2.4 billion, a 43% increase statewide. Categorical programs eligible for a cost of living adjustment, or COLA, will receive the full 2.87%. The Student Support and Professional Development Block Grant, they love acronyms, so we're talking SSPD on this one, would increase from $2.8 billion to $5 billion and be distributed based on average daily attendance or ADA, while the restoration of $757.3 million to the Learning Recovery Emergency Block Grant or LRE remains intact. The May revision also proposes requiring LEAs and community colleges to provide up to 14 weeks of paid pregnancy disability leave with an estimated statewide annual cost of

039$218 million to be funded first from an enhanced and this is the current proposal idea and they're calling it the super cola which we've already lived through. Uh, and this is highlighted in red on our slide because as a community funded or basic aid district, we do not receive the COLA. Instead, we're primarily funded based on property taxes. Therefore, there's no mechanisms currently in the proposal for districts like ours to receive support from the state on this proposed mandate. Remember, these are all proposals and the legislature is still debating the final budget bill components. Because of this, we are tracking May revised proposals. However, none of these changes are included in the 2026 27 proposed budget data that you're seeing tonight. The legislature should release the state budget within the next few days by June

04015th in order for the governor to sign by the end of June. And we will then expect trailer bills providing details and additional language clarifying the final package in the weeks to follow throughout the summer. Next, let's move into the 2026 27 proposed budget for all funds. For the audience members who love details, here are the many planning factors that are used to generate our financial projections for the current and upcoming years. For the 202627 proposed budget, approximately 85% of general fund revenues are unrestricted while 15% are restricted for special purposes such as title one or special education. Unrestricted funds are largely discretionary and restricted funds are spent according to specific rules. We receive revenues from four primary sources. The largest of course approximately 85% being property taxes. Very similar when we looked at estimated

041actuals, right? Next, the state provides 8% of district revenue. Other local 6% and federal funding is about 1.5% of the total. Total revenues for 2627 are projected at 268,278,833. Given that it is our primary source of unrestricted revenue, this slide summarizes the net property taxes expected each year. It has been updated to show both 202526 estimated actuals and the 202627 proposed budget. For comparison, prior year actuals and subsequent year projections are also included. We utilize data from the county and do not project property tax collections independently. Finally, this slide provides a high-level comparison of total projected revenues by resource across four years. 2526 estimated, 2627 projected, and the two subsequent years. Overall, the district expects conservative but stable growth. Next, let's review 2026 27 proposed expenditures. Approximately 69% of general fund expenditures are unrestricted while

04231% are restricted. And remember looking at our revenues a few slides ago only 15% of our revenues are restricted. So you see here that the proportion of restricted expenditures exceeds the amount of restricted revenues. That leads to the contribution which we will look at closer in a future slide. This chart shows expenditures by major account code. Again, our primary cost is talent and it is reflected here. Nearly 85% of total expenditures are for salaries and benefits. As of this report, total expenditures for 2026 27 are projected to be $266,28,635. This chart provides a comparison of anticipated expenditure totals across four different years. 2526 estimated through projected 202829. Next, this is a comparison of the largest general fund contributions for both this fiscal year and the 2627 proposed budget. Contributions can occur when unrestricted general fund

043revenues must cover excess restricted costs due to insufficient funding for our special programs as is the case with special education. You can see the projected contribution to special education is approximately $40 million per year. This is at no fault of the students with IEPs. Rather, the cost of providing special education services exceeds the state and federal allocation for the program. per ED code 17070.75. I know you were dying to know that the contribution to restricted routine restricted maintenance account remains consistent as it's formula driven. Other contributions include approximately $2.2 2 million annually to EPA charter school, which is separate from and in addition to the tax and loo transfer required by ED code 47635 and just under half a million dollars to child nutrition. Moving on to look at our forecast tool with a multi-year

044projection update as well as a summary of the district's other funds. Once again, here's a look at the other funds in addition to the general fund, each with their own rules and restrictions. this time for proposed 2026 27. Each one's expected to end the year with a positive balance after all revenues are received and all expenditures are processed. Now, let's zoom out to discuss our forecasting tool. By statute, our financial reports require a multi-year projection, which is a look at the current fiscal year plus two fiscal years to determine ongoing organizational health and fiscal solveny. This slide provides major assumptions driving the multi-year budget. While property tax growth remains positive, it has decelerated as compared to the most recent prior years. Other state revenue is expected to provide a consistent baseline with annual increases tied

045directly to the statutory cost of living adjustment or COLA. Conversely, federal revenue remains sensitive to shifts in federal policy and mid-year adjustments. Finally, one-time grants and non-recurring supports are sunsetting, underscoring the importance of aligning our long-term commitments with our reoccurring revenue core. Major expenditure assumptions in the multi-year projection do not assume compensation increases that have not been bargained. However, the cost of staffing will increase due to step and column movement, stirs and purge contribution rates and healthcare benefit costs increase annually. I shared this message at second interim and want to highlight it again because it's just so important. Our projections reflect that we cannot expect a continuation of the above average property tax growth experienced during the co years which I just shared. At second interim in March, I provided you the cautionary tale from

046our neighbors to the south in Mountain View Wisman to understand why a conservative approach on our projections of revenue is so prudent. If you recall, uh Mountain View Wisman was accustomed to nearly 9% growth annually. This year they hit a wall at 2.34%. And because of that volatility in the real estate market, the same type of market that affects us, they faced an 11.3 million deficit and a bare minimum $9 million cut to their budget just to keep their heads above water. We are not in the same position. And by keeping our projections conservative today, we aren't just being cautious. We are mitigating a risk so that hopefully I don't have to stand before this board in the future years discussing emergency cuts like so many California districts have unfortunately experienced this year. This is

047a look at the multi-year fund balance by the numbers to lay it all out. The red box at the bottom is to call your attention to the amount of reserves projected by year and to highlight the current and projected subsequent years fall below 8% the 8% reserve established in board policy 3100. Before moving on a few notes I want to highlight what your eye is likely drawn to the excess deficit line. While the multi-year projection indicates a $4.9 million surplus in 2028-29 following deficits in 202526 and 202627. This figure reflects a baseline model rather than a finalized forecast. The projected surplus is primarily driven by a structural assumption that revenues will grow at 5% annually outpacing expenditure growth tied to consumer price index or CPI at roughly 3% annually. However, this model does not yet

048account for several impending variables, including savings from the closure of Tide High School, so that's not included here. Adjustments from the state's May revision or estimates for future employee salary increases. None of those changes are included in the data you see here. Additionally, the budget includes certain staffing positions previously funded by onetime dollars that have now sunset, which will require strategic management moving forward. While these projections utilize the most accurate data and baseline assumptions available at this moment, these ongoing unfinalized operational and legislative changes will ultimately shift the long-term financial outlook. We will continue to fine-tune this data as we bring you future reports. In summary, the multi-year forecast fortell based on the best known assumptions that we have now. If everything in this budget occurs as assumed and nothing changes, this math that you

049see here is the result. However, it is unlikely to be true of any projection and the variables I just highlighted are expected changes once more data comes into better view. One final look at how general fund fund balance is changing alongside revenue and expenditure totals. As you know, fund balance is a projection of the onetime ending balance dollars that are a result of any surplus or deficit of overall budget spending for a given year. This chart is a comparison of that last table, but you may find it a little friendlier for visual analysis. You see that across these four years, the district is projecting to maintain positive balances of restricted fund balance as more and more state programs are established with restricted funds rather than unrestricted discretionary dollars. This chart also reflects unrestricted deficit spending,

050which we will continue to look at together in order to address budget rights sizing needs through an ongoing process. As of this report, total projected ending fund balance for the current year is 42,484,820, a slight increase from second interim. As we start to wrap up, I want to pause and acknowledge areas that are known events with unknown assumptions. I have mentioned many of these already and I want to quickly summarize them once more because of the potential significant impacts. Again, the following ongoing variables represent key factors that require close monitoring. So, obviously, we are in active discussions regarding next year's compensation with our labor partners. Because negotiations are ongoing, potential salary increases are not included in this pro proposed budget and won't be until they're ratified and approved. Adjustments um for health care and benefit

051costs continue to escalate. We made the change on healthcare to increase the annual assumption to 8% because the escalation each year has become so significant. The state legislaturator's annual budget process will conclude June 30th based upon the May revision. We're not expecting large structural shifts, but you will see all those final legislated changes in your first interim report. And then the Janentech settlement matter remains partially open. Full details about this are available in the comprehensive report. But to manage this exposure, the district maintains a fund balance assignment specifically reserved for the settlement outcome. This serves as a primary example of how assigned reserves are strategically leveraged to plan for these types of undefined liabilities. That brings us to the end of our summary report for you this evening. To finalize and close out, let's acknowledge

052the required compliance for our annual budget. Tonight, the board has fulfilled the statutory requirement to hold a public hearing for the subsequent fiscal year proposed budget. This presentation has provided a robust overview of the data that has been prepared and the next step is adoption at our meeting on June 17th in order to meet all required board deadlines for the 2026 27 proposed budget for all funds. Thank you so much. >> Thank you, Assistant Superintendent Marking. Any questions from my fellow trustees? Any questions? >> I'll just comment on behalf of the budget subcommittee. Amy and I had a chance, Trusty Kum and I sorry, President Co and I had a chance to meet with you in advance and look through it and I appreciate the conservative approach that we're taking and that you outline all

053of the known unknowns and that we'll be looking out for them in the coming months. U so thank you for the presentation. Absolutely. Thank you so much. >> Y I echo that as well. Um it was very easy to follow and really clear on the assumptions and risks that we have coming up. >> Thank you. I appreciate that. >> Have a good night. >> All right. All right. So the next agenda item is 13.2 Two, discussion of the Sequoia Union High School District 26 to 27 LCAP. >> Good evening. You will notice in the attachment here that there have been no changes. Oh, public comment. >> Yeah, we forgot public comment. Any public comment there? >> None in person. Are there any online? Please raise your hand. >> This is for the LCAP item. I

054see one hand. >> Okay. Never. We just that hand just went down. >> Okay. >> There are no comments. >> Good evening. Uh you will notice that the attachment in the LCAP agenda item is the same because we have na made no changes to the metrics, actions, and goals that we presented to you at the last board meeting. So, this is the third time this year we're bringing LCAP to you. Um, if you had any further proposed changes that you wanted to give feedback on, uh, you have that opportunity, the process is still open and next week we are going to bring back to the board for final approval. Um, and then it goes to the county by the end of the month. >> Any questions, feedback? All right, we are good. Thank you. All

055right. And then agenda item 13.3 discussion of the 26 to 27 local control accountability plan for East Palo Alto Academy EPA. Uh is there any public comment? >> There are none in person. Are there any online? Please raise your hand. I see none online. >> Good evening. Um following Dr. Shone's lead, we also have no adjustments or anything made different to our LCAP. So this is the same LCAP that I presented last time. So is there any questions? Any questions? Okay. Uh no feedback from us. >> All right. Thank you. >> Great job. Thanks. >> Okay. So next up we have item 13.4. Uh first reading of new and revised board policies, administrative regulations and exhibits. U miscellaneous series human resources, student services and educational services departments pursuant to a settlement agreement. Uh are there

056any public comments? I do have two in person. Are there any online? Please raise your hand. I see four online. Five. Sorry. Five. >> Wait. Is there six? >> Six. >> Oh, okay. >> No, there's one that's dark. >> Oh, >> yeah. >> Okay. So, we can take the uh the How many? >> Um there's two in person and six online, right? So, nine total. eight total. >> Yeah. 6 plus two is eight. Yeah. It's been a long year. It's been a long year. We're on vacation already. >> Yeah. Would I think two minutes is appropriate. So, okay. >> So, we'll >> All right. Two minutes per speaker. We'll go with in person first. >> Yeah. In person. >> Our first speaker is Aaron Tucker. Good evening. My name is Aaron Thcker. I've previously submitted

057written comments uh on this agenda item. I'd like to thank President Coup for acknowledging the receipt and the distribution of those items to the board. I'd like to thank the full board for the attention they gave to the written comments. Uh I'll back up that thanks by not reiterating the written comments during my time tonight. Instead, I want to say a few things I think are best said in person. First and foremost, I don't think anyone involved in this process approached it with anything other than good faith and diligence. These are fraught issues and I think it is just all too easy for people approaching things with good faith and diligence to nonetheless run into mistakes. Uh if there's one thing that my legal career taught me is it's usually safe to blame the lawyers.

058So maybe we can just all agree to blame the lawyers and we can go on and have a discussion. The second thing I think it's important to say are all the things I am not opposing. Uh, I do not oppose parents trying to protect their kids. I don't oppose parents deciding to file a lawsuit if they feel that's necessary. I don't oppose parties entering into a settlement. I don't oppose 90% of the terms of this settlement. The only thing I oppose are the terms that I think sit at the extreme edge of the settlement. And I think it is important to note that there is an extreme edge the settlement. The plaintiffs themselves, their own attorneys say so. In the words of their proono lawyer, I've been litigating these issues for quite some time and

059I don't think I've seen anything as far-ranging as what we did in this case. In the words of their lawyer from Ropes and Gray in crafting this particular settlement, we studied all of the other existing settlements entered into by universities and public schools. They're much much more limited less we think this is simply self-promotion from lawyers. The California Board Association says the settlement is more prescriptive than what you normally see in this type of dispute. I hope the board will consider this and I hope the board will consider the way the bylaws talk about how board policy should be implemented and that we have a robust and earnest and goodfaith discussion of the matter. Thank you. >> Thank you. Our next speaker is Yonkul Goldstein. >> Uh thank you. Uh my name is Yanko Goldstein.

060I'm a retired psychologist and lawyer and I've worked as a substitute teacher in this district and I'm urging you to reject the proposed revisions to the non-discrimination policy. There are really two points that I want to make to support why you should reject it. The first is that anti-semitism has morphed tremendously uh and uh it's settled in the modern times on the political movement of Zionism in Israel and that needs to be dealt with specifically. And the second is that Zionism falls squarely within the national movements of most democracies. As to the first point, when religion was most dominant in our society, uh Jews were known as Christ killers. Jews were accused of uh killing Christian children to uh to make uh matzah. When they're in communist societies, they're accused of being capitalists. When they're

061in capitalist societies, they're accused of being uh communists. Uh when nationalism becomes more prominent, they're accused of being having dual loyalties. Now, anti-semitism has focused on Zionism as if it promotes it's promoted by genocidal maniacs and it simply is not true. And you have to have a specific policy that identifies that issue. The second point is what Zionism is is the belief that Jews are entitled to a homeland. This is analogous to many other national nationalist movements. Uh there one of the most difficult things that we have is how to treat people who are different from us. In the United States, we don't have any ethnic or or religious identity, but in many countries, you do. In Ireland, if your um grandparent was an was Irish, you can immigrate when um uh a say people

062with African ancestry. >> Uh many >> I'm sorry, your time is up. >> Thank you. >> Feel free to email the board at boardsecq.org if you with the rest of your comment. Okay, thank you. >> Uh we will switch to the online speakers. Our first speaker is Anna. >> Good evening. Thank you for taking my um my comments. Um I just wanted to call um I mean and speak about the fact how incredibly disappointed we are that these original revisions that were put out um as part of the agenda were not consistent with the settlement. And I think it reflects the general frustration that parents have with this district and the reason why this lawsuit was even filed in the first place. We would like to trust that the district is following its own policies.

063Unfortunately, yet again, the district has put out a policy. They were they agreed to the settlement and they were supposed to follow the words of the settlement, but these original board policies that you guys put out were not consistent with the settlement. So unfortunately we had to as parents again raise an issue and say hey this is not consistent with the settlement. We would like to be able to trust the district to do what it says it's going to do to follow its own policies and that is why it is incredibly important to have the neutral um the neutral party enforcing the settlement. Uh the first speaker I think is way off base. I don't think he is educated about the fact that parents have consistently tried to bring up issues over and over again

064and they have not been handled by the district in a way that is consistent with the law which is why we need somebody else to enforce things. Um again a huge disappointment. I'm really hoping that in the future the the board will follow the things that their own policies the UCP process and as well as the words of the settlement. It's not right that parents should have to keep fighting so hard to get the district to do what it says it's going to do. Thank you. >> Thank you. Our next speaker is Olga Zurkaya. >> Um hi. Hello. It has been indeed u a very long hard year. Our school tide academy was closed. Interestingly, it wasn't in any um documents. It wasn't like it was proposed a year before. It wasn't like we had

065time to prepare. It was just closed. Everything uh that um this board has promised us with the Woodside Academy um went off rails. Nothing really happened. Trusting to this board is uh uh something uh nobody should u you know be doing because this is a very untrans untransworthy board. uh not only uh did they promise us a lot of things with tide and never ever ever ever um you know even a public comment related to this agenda. >> Yeah, it is very related. It's this it's very related because it is the same issue as Anna mentioned. We do not trust you guys because even when we file a lawsuit against you explaining you that swastika isn't a Hindu sign when it's in redwood you know even when our lawyers win this because settlement means winning.

066We want we want money and we want something that you guys signed and said that you'll be doing and what we see again you have no intention of doing it. Are we surprised? We're not surprised because we have seen this this over and over on actually any occasion because this isn't the only case that you guys have lost. Uh and uh this isn't the only problems uh this board is facing. So, uh, if you want to move forward and still lose a case and still promise something and yet again traumatize people, it speaks volumes about you, volumes about your um, you know, hate towards us and towards your students. I think uh, you know, you disregard us on this and many other occasions on purpose. Thank you. Thank you. Uh, our next speaker is Allison

067Rosen. This district for several years. The recent legal settlement confirms the seriously problematic hate and toxicity shown to the Jewish and Israeli students. You must not promote hate against people based on national origin, notably Israel. This really needs to be a watershed moment, a wake-up call. This district needs to have concrete, enforcable, and legally binding protections for Jewish and Israeli students to restore the public trust. A top priority should be to survey the climate and sense of psychological safety for Jewish and Israeli students. Actions speak louder than virtue signaling. Strong rules and enforcement will demonstrate a true commitment to diversity and respect for all. and I'll keep my comment short and leave it there. >> Thank you. Our next speaker is Cindy Rogueay. >> Thank you very much. My name is Cindy Ragaway and I

068have a son who's entering the 12th grade at Carmont High School. I have to say that I've been more pleased than not at how things have been handled in terms of this issue of anti-semitism in curriculum and at this school. I think that the principal uh Gabe Buckland Murray has handled things very professionally and um and supportively to everyone on all sides of any issue. Uh, I I really was pleased to see obviously I'm speaking in favor of this incredible settlement that I think made so many of us feel heard and recognized um in the Jewish community and I appreciated the superintendent's initial communication. It concerns me to think that uh the school board is thinking of going back on anything that is part of the settlement. I feel like it was a very reasonable

069settlement that was agreed upon. That really just speaks to treating people in in the schools very fairly and making sure that people from all different backgrounds are understood, recognized, and um treated safely. And I think that it's very important that the board have integrity. It's all in the detail of how the follow-through is carried out and having a neutral party to examine every complaint and think about the curriculum and make sure that everything is going to be done fairly and following this agreement is critical. So, I am keeping an open mind and very hopeful that you will follow through and stick to the agreement which will keep all of our students safe and protected. Thank you. >> Thank you. Our next speaker is Neil Schwarzber. >> Yes. Um, thank you for your work on this.

070I want to speak in support of the settlement. I want to say these are not easy issues. It is too easy for people to come in and say Zionism is this. Zionism is not this. Anti-Zionism is this. Anti-Zionism is not this. That is why the district already has a I'm gonna paraphrase this a contentious issue policy with which it should tread carefully. It's why in related issues on things like ethnic studies we had the promulgation of guard rails. It's why we have recent legislation of AB715 which appropriately responds to rising anti-semitism in our state and our schools unfortunately and that's why I want to thank and implore um the district to follow the settlement in particular the the implementation and application of a neutral or independent uh assessor when addressing issues on related to Israel,

071Palestine, Zionism, anti-sionism, anti-semitism, um, and these types of issues. So, with that, I'll say I hope and believe that the district will uh follow the settlement in particular the need to have uh independent assessment and enforcement on these overlapping issues. Thank you. Our last speaker is Alan Fiser. >> Hello and thank you for uh taking my comment and uh I I'm calling to calling in to uh first uh say I'm a past parent of a past student at Menllo Atherton High School. I've been following this controversy for the past few couple of years. I've been I read the settlement carefully. I read the policy changes carefully. I see a lot of the settlement reflected in the policy changes and I thank the board for finally adopting them after fighting the whole issue of antise-mitism for

072such a long time. It is time to move on and I the important thing going forward is implementation. Uh it's a shame that this was draft policy changes were drafted without consulting with the third the third party the neutral party who has not yet been appointed. But the changes uh have to be implemented implemented uh carefully and you know you can hear from the some of the comments that parents will be watching and they'll be listening to what's going on in the classrooms. I hope the board is listening too uh and that the settlement uh the spirit of the settlement is carried through going forward. I appreciate that it exists that the settlement exists that you sign on to it and let's see where you take it. Thank you. Thank you. That concludes public comment

073for item 13.4. Okay. And then um so who's presenting on is it going to be okay? They're both presenting. Okay. Good evening everyone. Because these BPS and ARs live in two different departments, I will be presenting the agreed upon BPs and ARs that live in student services and HRs and then Dr. Shone will present the ones that live in educational services. So you get two of us tonight for better or for worse. The first thing I want to say before I go through the BPs and ARs that I am covering is that they refer frequently in the agreed upon language to some already existing BPs and ARs and that we will adhere to them. So, I'm not going to read off with each policy which BPs and ARs are referenced as being ones that we'll

074be sure to follow. I'm just going to tell you right now that they are non-discrimination in district programs and activities, non-discrimination/harassment, hate motivated behavior, and then finally controversial issues. Several of the BPs and AR's agreed to language also references education code section 33803.1 and exhibit 0410 anti-semitism policy statement and definition. So the first one is policy 0410 non-discrimination in district programs and activities. It's added to this policy specific examples of unlawful discrimination based on actual or perceived shared ancestry ethnic characteristics that quote are students of Jewish for example students of Jewish, Israeli, Palestinian, Muslim, Arab and/or South Asian descent or based on a student's actual or perceived citizenship or residency in a country with a dominant religion or distinct religious identity. So that's the added onon language to that already existing BPAR. Basically just expands

075with specific examples. The next one is policy 0415 equity and it adds to what is already stated about bigotry that forms of bigotry include but are not limited to racism, sexism, heterosexism, classism, abbleism, agism, anti-semitism, islamophobia, transphobia, homophobia, biophobia, and xenophobia. Policy 4119.21, professional standards, spells out that the board also expects district employees to follow district policies and regulations and that fail failure to comply may be grounds for discipline up to and including termination. Policy 5131 is conduct. It expands on the policy's description of prohibited student conduct in the areas of discrimination, harassment, intimidation, or bullying. Policy 5131.5 vandalism and graffiti. Added to this is that the determination of vandalism and graffiti shall include consideration of exhibit 0410 anti-semitism policy statement and definition. Policy 5137 positive school climate adds that staff will enforce policies and

076regulations for faculty as well as students. Policy 5145.3 non-discrimination/harassment gives a number of examples of discrimination and harassment and it specifies that all allegations of said discrimination will be investigated as UCPs. Um and then finally policy 5145.9 hate motivated behavior. It adds that anti-semitism when promoted by bias when motivated excuse me by bias or hostility as described in the policy constitutes prohibited hate motivated behavior. And for educational services, we have regulation 5020.1 that essentially provides a timeline and a process for escalation related to complaints parents might have about materials used in the classroom and rights to view all these materials. And finally, board policy 6144 regarding controversial issues is that the superintendent or designate may provide written guidance as to any specific topic which is considered controversial. um and and then provide guidance for teachers

077on how to appropriately teach and instruct on controversial topics in the classroom. >> Thank you um for highlighting the changes. Does anyone on the board have any questions? No. Okay. Um given that these policies uh drafts, exhibits and administrative regulations uh reflect revisions for consideration uh pursuant to a settlement agreement. Um I propose that we move these to the consent agenda for approval at our next board meeting. Okay. >> All right. Yeah. Agree. Okay. With that, uh, we are on to item 13.5, uh, first reading of new board policy 5131.8 on mobile communication devices. Um, are there any public comments? >> I have two in person. Are there any online? Please raise your hand. >> I see two hands up online. So, four total. Oh, three online. So, five total. >> Five total. I think

078we can give them three. Yeah. Let's go with three minutes per person and we could do in person first. >> Okay. Our first speaker is Cheryl Westmont. >> Good. Good evening. Can you hear me? Um, my name is Cheryl and I serve as the co-chair of the Peninsula Silicon Valley chapter of Mothers Against Media Addiction, MAMAMA for short, an organization focused on helping families develop healthier technology habits, removing smartphones from the school day and advocating for basic safety standards for children's technology. We're living in a youth mental health crisis. A growing body of research links excessive smartphone and social media use with rising levels of anxiety, depression, and suicidal ideiation. At the same time, classroom learning is suffering. One study found that the average attention span dropped from 2.5 minutes in 2004 to just 47

079seconds. Today, teachers are often forced to spend a val to to spend valuable instructional time polic policing phone use rather than teaching. Evidence from districts that have implemented bell-to-bell phone-f free policies is encouraging. In New York, schools with with these policies, 92% reported a smooth transaction transition to distraction-free learning. 83% saw more positive classrooms and better student engagement and 75% said they their ability to teach improved. While imple implementation in the first six months is challenging, the end result is more than worth it. Ju just as importantly, removing phones during lunch and passing periods allows students to build realworld friendships, an essential development skill in life that they are currently lacking. If you implement instruction time only, this will be more work for teachers. 69% of the teachers in the district want b-tobell policy. The

080survey results from the parents are not conclusive. Only 467 people of the 13,227 parents that you have in the D district responded. Um I'm sure it would be much higher if they were educated on the topic more. We'd like to encourage you to implement bell-to-bell policy instead which will benefit the entire school community in the long run and every at every level. And I also reviewed the policy and I think it's really important for you to define the communication devices in your policy. Um it's beyond phones. It should be Apple watches, glasses, uh personal um uh computers too. Thank you for your time. Thank you. Our next speaker is Mont. >> Good evening, president and board members. My name is Ma Bhari. I am a co-chair of Mothers Against Media Addiction uh for the Silicon

081Valley as well as the Peninsula chapter. Um, Mothers Against Media Addiction is working to create awareness and build support amongst parents and also uh support legislation that will help build safe tech for our children. I am also a mother of a college uh student as well as a high schooler. I am speaking on the decision that is in front of you. I really thank you. I have sent out messages with some more detailed research to the board and uh thank the president for u responding to my uh message about the some of the research that I have shared. I'm going to share a few uh just the top four things here. One, the choice between instruction only and bell-to-bell. Um the best research that we have so far comes from Florida with 130,000 students that

082were tracked and the outcomes when they went belt-to-bell with storage was substantially better both from attendance as well as academic performance. The second thing I want to share is that the one of the challenges of instruction only is that it's hard to implement. It really relies on teachers. And so what Cheryl mentioned is 67% of your 69% of your own teachers, you know, support Belltobell is because it's hard to consistently apply it even in the classroom. So what you're setting it up for is is going to be much lower even in the even in the classroom itself. But let's talk about the non-instructional time. um most of the incidents uh the Floria study showed that the other impact of a bell-to-bell policy was the drop in bullying and um that was 46% for girls 42%

083for boys and with an instructiononly policy you're not going to have that impact because lunch breaks as well as passing is where most of those problems really come about. Uh the third point I want to uh talk about is there's a letter that came from uh pediatricians and psychologists and and um and psychiatrist from Kaiser Stanford really supporting bell-to-bell uh and you guys should have received that. One last point where are we all headed? Um in January there was a report a study done on a national level and California was graded D. 25 states in the country have gone bell-to-bell in your neighborhood. Um, San Monteo went 50-0 with a bell-to-bell policy. Marin recently adopted a bell-to-bell policy. And so, I really urge you to look at these two closely. Look at the impact and

084make a decision that will create the results you're looking to create both academically as well as for the social well-being of our children. And that's the primary reason they are in school. Thank you. >> Thank you. We'll switch to our online audience. Our first speaker is Lisa Nadiv. >> Good evening board members. Thank you for addressing cell phone policy. My name is Dr. Elizabeth Nadiv. I am board certified in pediatrics and lifestyle medicine. I am also mother of a rising ninth grader at Carlmont. I'm here to urge you to go beyond an instruction timeonly ban and adopt a truly phonefree school day because the evidence tells us a halfway measure will not protect our students. First, the science on mere presence. Research published in scientific reports demonstrates that the mere presence of a smartphone, even

085powered off, reduces attention and cognitive performance. Simply having the phone in a pocket or backpack drains the mental resources our students need to learn. A separate study confirmed that students who had their phones nearby had significantly lower recall accuracy. And the more they thought about their phone, the worse they performed. An instructiononly ban that leaves phones accessible during passing periods and lunch guarantees this cognitive drain persist throughout the entire school day. Second, we cannot expect teenagers to self-regulate around these devices. Neurodedevelopmental research confirms that the adolescent prefrontal cortex, the brain's breaking system, does not reach maturity until the mid20s. The dual systems model of adolescent development shows us that sensation seeking peaks in mid-adolescence while selfregulation is still slowly catching up. Meanwhile, social media platforms exploit a variable reinforcement schedule identical to slot machines, conditioning

086teens to check compulsively. A 2023 study in JAMAMA pediatrics used brain imaging to show that habitual social media checking actually alters adolescent brain development in regions governing reward anticipation and impulse control. And a systematic review of fMRI studies found that smartphone addiction impairs the same cognitive control networks, the dorsal prefrontal cortex, the anterior singulate, the insula that are still maturing in our students. Asking a 15-year-old to carry a device engineered to be addictive and simply choose not to use it is neither fair nor developmentally realistic. Third, an instructiononly ban surreners the very moments lunch passing periods before and after school when students should be face toface and building relationships. A nationwide study of nearly 30,000 high school students found a clear dose response pattern. Each additional type of social connectedness at school was associated with

087higher rates of depression, anxiety, stress, suicidal ideiation and lower well-being with loneliness mediating every one of those associations. When we allow phones to dominate unstructured time, we are actively undermining the social connectedness that protects our students mental health. Fourth, a 2026 meta analysis of 153 longitudinal studies in JAMAMA pediatrics confirmed that social media use is consistently associated with higher depression, externalizing behaviors, self-injury, substance use, and lower academic achievement in children. >> Thank you. Our next speaker is Jacob Balon. Hi, I'm Dr. Jacob Balon. Um, I am a psychiatrist at Stanford University speaking on behalf of myself um in support of the bell-to-bell policy. Um, I think Dr. Nadiv has has eloquently laid out a significant amount of evidence. So I wanted to just focus attention on a couple of key points. So with respect to

088the importance of making sure that school can be a safe place and a safe harbor for our youth, we know that the mental health crisis in adolescence is dramatic and we've certainly seen evidence of that uh recently in Redwood City Schools. Uh and we know that the increased use of social media while not necessarily related to that particular case is in no small part playing a role in the uh adverse mental health consequences in our young people. School should be a safe place where people are there to facilitate social interactions and we know that adolescent we know that anybody looking at their phone much less adolescence who as Dr. and pointed out have still developing frontal loes are unable to tear tear themselves away from that device. Research has shown that adolescence uh at school

089who are not in possession of their phone have increased social interaction which is a dramatic importance in this time period as people are uh individuating and and developing. Um we know that distraction from from from the phones also can lead to worsening outcomes with respect to the ability to pay attention in class and even while social while phones are not allowed in the midst of instruction as Dr. Nadiv pointed out simply having them on their person can be enough of a distraction and it is hard again to maintain that concentration when you know that there's possibly a message waiting for you somewhere in your backpack. So with that, I just would urge the adoption of the bell-to-bell policy with respect to cell phones. >> Thank you. Our last speaker is Neil Schwarzber. >> Yes. Thank

090you. Um, I didn't mention it before, but I'm the parent of a graduate from the district a district high school, a parent of a current uh student at a district high school, and the parent of an incoming freshman at a district high school, and one after that as well. Um, from what I can tell, and I'm not an expert in this field, um, it seems like there's very, very strong evidence in support of a bell-to-bell policy. So, it would seem that the board would have an obligation, unless it has some very compelling evidence otherwise, to adopt a bell-to-bell policy rather than a classroom only or an instruction only policy. Um, if for some reason the board determines that it's a close call or that the evidence does not clearly support Belltobell, from what I can

091tell it does, it would seem that with our I think it's four high schools. um at a minimum we'd have the opportunity to do our own um implementation study and have for example MA and Sequoia have bell-to-bell and Carlman and Woodside have instruction only and you have as long as the indicators 510 key indicators ahead of time are you know set out as what what are the important factors or indicators we could conduct our own very uh good study of this But again, I only think that should that comparison study, if you will, should take place if the board could come up with a determination that it is a close call on which policy is better. And from what I've heard and read, it seems like belltobell is the better policy. So again, it seems

092like bell-to-bell should be the choice, but at a minimum, at least bell-to-bell should be implemented at two of the high schools um and conduct a two-year study with key performance indicators determined ahead of time um rather than after the fact. And that's it. >> Thank you. That concludes public comment for item 13.5. >> Okay. Thank you. And uh let's see who's presenting on this. Oh, okay. Associate Superintendent Hansen. >> Good evening board and audience. Thank you to everybody for um expressing their feelings about this topic. It certainly is loaded. Um and uh there is certainly much research to show that students and adults are spending far too much time on technology. That said, the recommendation before you tonight is for a partial ban for cell phones. The reason for that is because we are in

093agreement that students need a break from their cell phones for most of the day when they are at school and that when they are in classes, unless their teachers are using very specific academic uh reasons for technology for a lesson, that they should be banned. Um but that at our brunch and lunch and passing periods which are very short. Um lunches average about 30 minutes. Kids have about 5 minutes to get between classes on large campuses. Um it's not a lot of time. um once you're getting lunch and getting across school to your next class that we are saying um that there was a a large constituent at our last meeting who wanted for their students to be able to use cell phones during that time and there have been cases made for made for

094gradual release um and student choice during small portions of the day which is what brunch and lunch and passing periods recommend or excuse me represent. So, the recommendation tonight from staff is a class day b a cl full class ban except for very specific academic reasons, but that students be allowed um during free time to use their discretion for cell phones. Uh does do the fellow trustees have questions or feedback on the the draft policy? >> Comments but not questions. >> Okay. Comments and and but not questions. Okay. >> Anybody wants to go first? So um I thought long and hard about this especially after the last meeting and basically at the end of the day me personally I don't necessarily think that uh bellto bell is a good idea. I did have concerns that

095I shared last meeting about enforcement and you know what we necessarily portray onto our students as to responsible technology use. However, I have talked to a lot of parents throughout the district who do seem to believe that bell to bell is the best decision to go with. And at the end of the day, I do believe that as a representative area, I represent what the interests of my constituents want. And I do think a vast majority of parents want a bell-to-bell ban. And for that reason, I would support a bell-to-bell ban. >> For me, and yeah, I've been going back and forth with this, especially with the high schooler that's in the district, right? Um I am for classroom instruction only policy for now. It doesn't mean that I do not want the bell to

096bell later because I have some you know concerns. Um I do believe that well yes you had mentioned that they only have a half hour in between for lunch right so that's not that doesn't give students a lot of time to even utilize their phone if they do utilize their phone. But for me, my concerns are emergency. Like we haven't ironed out emergencies, being able to have contact with your children in an emergency if if that is a factor. The other thing that I think about is families or older siblings who are relied upon to help pick up or take up take care of younger siblings um in families. Um how do you contact them when h how do you make those arrangements, right? uh really quickly um or getting out early or having to

097get out for whatever reason, right? We don't have the bandwidth in offices uh right now. I mean, if I call the office, I don't get a person, right? Um I'd have to leave a message at some point and see if somebody gets back to me. So, that that's my concern in regards to that. Um also implementing a ban all day. Um how does that enforcement look like? Right. what would be the repercussions of getting caught. These are policies that we have to think about and iron out. I think before we just rush into the bellto bell. Um also I think about students who have IEPs and 504s, right? Some of those students utilize some of their phones for I guess a calculator or whatever may be maybe uh I don't know just it may be

098useful for them in some in some sort of way in in academics. Um, so how do we know who has an IP504? How would we be able to differentiate that versus the people who are not right? If we do the all day ban, that's one of my other concerns. Um, so there's a lot of logistics that we have to think about, I think, before we go to the all day ban uh for kids. I'm not saying uh that kids are not addicted. I think they are. I think some are addicted. Um but I think other some kids also utilize them as tools, right? Um I've seen it in the classroom when we went to Carmont High School to visit um the marketing uh classroom where they used it for marketing and such. So um those

099are my concerns in regards to the all day ban right now. I don't agree with all day ban right now, but doesn't mean I I won't go towards that. Um if we can iron out some of these things and take it step by step. Um so for now I am for the uh instruction only for those reasons. >> Sure. >> Oh no. >> I forgot one thing. Um the other thing I'd like to add quickly is that I would not support any sort of ban on students using laptops in in school. I would say one thing I never once used a district Chromebook when I was at MA. I would use my own personal laptop. And I think there's a lot of value to letting students use their own personal devices. I even with a

100bell-to-bell I don't think we should be necessarily waiting into regulating what devices students or like you know computing devices students might want to use in school. >> Yeah, you don't have to. Um >> I think so it was it was interesting because I was like I've been very very deep into a lot of the um mom's groups on Facebook right now. Um I'm resident of St. Carlos. Moms of St. Carlos are very active on our in Facebook group. Um I've been talking to lots of different um parents across the district. I've been talking to doctors. I've been talking to psychiatrists. I've been talking to directors of wellness. Like I I have gone down a rabbit hole and just really tried to like figure this out because I know where I personally stand, but I also

101know that where I stand in terms of um in terms of my constituents um and many many many many of the emails that have come in have been from yours and my constituents Amy um or similar to that realm because it says Sean Carlos. I don't know if you know me. >> Um I I I have and so I'm laughing because one of the things at the very beginning of all of this said out of the five members, one of them seems to be leaning towards Bel. Um I'm not leaning towards Bel. am bell to bell like I I um and I anything out of my own personal research and the outcry I mean Trusty Cruz a lot of the things that you bring up I are valid and as you're going through them as

102an educator for 15 years I couldn't help myself be like no no no they don't get to use their calculator on their phone like that's an accommodation that's what a calculator is for so like there's a lot and and as people are speaking one of the responses back and this is something I didn't necess necessarily comment on before is I've heard a lot of um and I have a feeling perhaps this might come up um with one of my fellow trustees is that as students need to be able to self-regulate um you have to teach students how to self-regulate um and with a a five minute a 30 minute passing period where they have not had the opportunity to feed that addiction for the last 50 minutes 70 minutes 75 minutes I think that's a

103ve that we we haven't taught them how to feed need that that to learn how to self-regulate within that 5 minute period or within that half an hour period of lunch. Um I don't so for me this idea of like oh we need to learn we need to teach them that it is a it is a very important skill that they should learn when we say we don't necessarily have the bandwidth I think this is a bandwidth piece of like that we don't have to self-regulate during a 30 minute lunch period with them whereas in having those conversations whereas that bellto bell is that scaffold that actually allows students to experience what it's like to work on these social emotional skills that have been or take out the emotional the social skills that have been

104really really lacking. And I see this first and foremost um teaching middle schoolers and and teach and listening to a lot of those emails. They didn't fill out the survey because they weren't in the district. These are seventh grade parents. These are sixth grade parents. And so those those are those parents and caregivers are sending those students and they're hoping for a lot of what the elementary schools are doing. Yes, I know that there's a big age difference between middle school and high school. I currently work at a middle school that has strict btobell and our upper school has just classrooms. And I can tell you the differences of lunch between an eighth grader going out and playing pingpong and a ninth grader sitting like this with three other people. To me, that's that is

105enough that we as a school need district need to put in some regulations. Um, I've also been an administrator and I know that this is this doing this right now. There's challenge in that and I respect that. Um but as it currently stands, the policy line where at um this board shall review and is necessary update this policy at least once every five years. I cannot say yes to that. That in writing saying that impossible we might do this every five years. Um if this is going to be a gradual release there for me to get anywhere on board, I need something way faster. Maybe it's not August 1, but it the way the policy stands, I would not feel comfortable saying yes to this. >> Okay, my turn. Um, I hold two beliefs on

106this issue that pull in different directions. The first is that our students are preparing for college and career in a world where cell phones are everywhere. Taking devices away for the entire school day does not teach students how to manage them. The judgment that matters most. Knowing when to use a tool and when to put the tool away cannot be learned if the tool is simply removed. The second I do not dismiss the research on phones and adolescent attention anxiety and social connection. Social media and many apps are engineered to capture and hold attention. It's hard for adults to manage and it's harder for teenagers. A student who spends every free moment behind a screen, never looking up at the people around them, is missing something school is meant to provide. I will say what

107I had hoped to see in this policy, and I do not see in it. I had hoped it would speak to building a culture of responsible phone use during the school day. Students choosing not to scroll videos or post social media while they're at school while remaining free to send a quick message, to coordinate with friends, or to look something up. The difference between those uses is a difference between a distraction and a tool. And telling them apart takes judgment. A rule can require a behavior, but it doesn't build judgment. A culture can, and a culture is what students will carry with them after they graduate. This proposed policy gives us a rule. It does not encourage the staff and students to strive to create a culture. Uh the results of a survey on this

108topic were shared at our last meeting. About 95% of the students who responded preferred keeping their phones available outside of class over a full day ban. And by a slim majority, the parents who responded also preferred students to have access to phones outside of class. To emphasize the point, the parents who responded to the survey prefer the approach that's before us recommended by staff. We are now receiving a coordinated email campaign and a number of people have commented tonight on the issue that we just surveyed. The people writing and commenting are requesting a bell-to-bell ban, the option that drew less support in the parent survey. The advocacy on this issue does not tell us that the survey got the parent position wrong, but the parent the parent response rate of only 11% leaves room for

109that to be the case. So rather than look at this policy in five years as word in the proposed language, I would like the district to survey parents again this fall with a focused effort to raise participation and bring the policy back in time to potentially change course for the following academic year. We often say that we value student voice. On this question, the students are both the group that gave us the clearest nearly unanimous signal and the group with the most direct stake and they made clear that they want to keep their phones during breaks and lunch and not lose them for the entire day. That should weigh heavily. Our board says that we value student input and this is exactly the kind of question on which student input should carry real weight. I

110also want to address an argument that I've heard directly that social media and apps are like heroin. Students simply cannot control themselves. I am not prepared to accept that as a blanket statement about our students. A few days ago, Superintendent Leech and I were with more than 400 of our students for over an hour as they were gathering before starting graduation. I looked for and I did not see evidence of lack of device control. That one occasion does not prove that our students can manage their devices well all the time, but it does show that they can manage them well at least some of the time. I support putting in place an in-class rather than a full day ban for the 2627 academic year. And I'd ask for two commitments from the board tonight if

111we can agree on it. First would be a fresh survey of parents roughly two months into the new school year with a focused effort to raise participation. Trusty Nor, you said you think that the parents of area D feel differently than what the survey said. I'd be interested to see that in a survey. Second, a commitment to review this policy in time for any changes to potentially take effect for the 2728 academic year. If we can make a little exception to our governance policy, I'd like to visit each of our school sites during lunch sometime in the fall. To see for myself how much students are interacting with each other and how much they are silently staring at their phones. My vote on this issue when it comes back before us will be informed by

112the updated parent survey results and by what I see during those visits. I want to say uh to those who wrote and who spoke tonight, your advocacy is the reason that I'd like to look at this issue again within months rather than years. Without your advocacy, I would have been comfortable letting this policy run far longer before wanting to revisit it. Again, with the two commitments I mentioned earlier, a fresh parent survey roughly two months into the school year and a board review of the policy in time to make any changes for the following academic year. I would support moving the policy forward. >> Thank you for all my fellow trustees for providing their comments. Um, and I also appreciate all the people who have spoken up and reached out to us over the past

113couple of weeks. Um, as I mentioned at the previous board meeting, um, I I am leaning in favor of bell-to-bell ban. However, I do feel that there is not enough time to get things going in fall of 26. Um, so in some sense, I do agree with uh Trustee Gin that we need we need to do more communication and more surveying to actually get a more comprehensive set of input um and observations. Um, but I'd like to add something else. Um, is can we also look at what Belltobell ban would look like, right? Because if we don't have a draft policy for Belltobell and some idea of the concerns that Trustee Cruz had brought up, um, we don't really answer those question questions. So, if we're surveying parents, um, we already have the draft for

114the in-classroom ban, um, and and some sense of, uh, educating them on what the consequences might be, right? Um, but we should also come up with a bell-to-bell plan of some kind. It doesn't have to be final, but it has to be descriptive enough so that the parents are not just filling out a survey based on their gut reaction, but it's actually based on uh a proposal of some kind because it's really hard to provide feedback. And it's actually the same for the students too, right? It's kind of the fear of the unknown. So, if there's no descriptor of what bell-to-bell might look like, um, then people are just going to stick with what they know. Um, and actually there is opportunity for students to practice that self-regulation outside of the school day. So, that's

115not like they won't have any opportunity to practice that self-control. Um potentially it leaves more of the burden on the parents actually because now kids have had no access to their phones all day. They go home and go crazy. Who knows, right? But I I feel for that survey to be really effective. Uh both both policies have to have at least enough detail so that people completing the survey can kind of visualize what it'll look like. Otherwise, we'll just go back to the same uh gut reactions that people have and their fears, right? So, we probably need some sort of FAQ like uh um you know, these types of issues come up. How is it addressed in an in-classroom ban? Um and how is it addressed in a bell-to-bell kind of policy? And that way

116you can compare the same situation, right? same scenario or concern but how it would be addressed in option A and option B. Uh I think that'll be more effective. Um and then uh ultimately I want to make sure that there's enough runway for all the logistics to be worked out so that it's a smooth implementation because unlike some of the other districts they've done pilots and things like that we haven't really done a pilot of a bell-to-bell. So, it was interesting. One of our our public commenters said, "Hey, worst case, do a do a live I don't know that we need to do that." Um, because there are neighboring districts that have uh piloted bell-to-bell. Uh, so it's really more understanding what works for them, what doesn't work, and trying to come up with the

117the best path forward. Um, but I do want those observations and new data sets to have some um contextual meaning to to people filling out those surveys. Um, and I think the response rate will be a lot higher if there's actually something tangible to look at, right? Uh, and so with that, uh, I'm not saying anything about devices. Uh, that's up for another discussion. Uh because actually Sano um does I think they do also uh prohibit the use of personal devices >> and personal laptops for a full belltoell. Um it is it is likely we would have to ban all personal electronic devices which means all students would be on a districtsued device. Yes. >> Yeah. Because I think the the idea is with the personal device um you can still get some of the

118social media messages, the text messages and if the problem we're trying to solve is actually social media addiction more so than the actual device itself that could incorporate um all personal devices, right? So, >> I want to first of all, thank you to all my trustees because you guys have also got it. It's interesting is I've been talking to everybody else, but I can't talk to you all until we get to the board. And so, hearing you guys and your opinions and where you stand once we get here. Um, and a a a wise a very wise mentor of mine once told me um when I was going into administration that like oftent times students students will come back in August to the same school they saw in June. Um, meaning I I do I

119do appreciate and and know that sometimes that roll out is necessary in terms of like the trials and the pilots and I and I do respect that. I think for me as I'm listening to you all with that being said, it's just really important for it the timing. I I just don't want to sit this and have this just roll year after year. Um so I want I think I just wanted to reiterate that one more time is this is something if if this if we do as a district decide to do just the classes, we've we've got to move faster to potentially see if the bell to bell is where we want to go. Yeah. >> Faster than what this is currently written as. >> Oh, the five years. Yeah. >> And I mean,

120I would argue faster in terms of like what you said, the surveys in October and then and then and really really going from where we're going from there. Whether or not means okay, the surveys come in October and we're starting a pilot potentially as based on what that is. Maybe it's not all schools, maybe it's a grade level, maybe it's something, but I I want us just to keep an open mind. I have a suggestion. Um so um I um we we absolutely so so this is a conversation right like with a regulatory requirement that we have to have a policy by June 30th. Um so we need a policy by June 30th with implementation starting on the first day of school. Um I am very much hearing uh after further conversation uh amongst the

121board that there is a desire to have some more questions. Trusty Cruz uh Nory and then also again has um and Amy sorry President Coup has some additional questions. I do think that we absolutely can tease that out uh with a survey early next year. Um my recommendation um for consideration would be that this policy um change um leave as is and then that last paragraph the board shall review and as necessary update this policy at least once every 5 years. Um I think we should we could say that the board will have this policy in place for the 2627 school year and revisit um by December. So, we need at minimum a six-month runway to communicate. Um, but I I would like to see those surveys done by early to midepptember so that this

122is a conversation that we are having with a full decision made by December. Um, if we were going to make any changes for the following school year would be my ask. Would we be able if we did something like that to be able to survey beyond just enrolled families? Like >> we do not have incoming we do not have our incoming eighth graders um at that at that time. I mean we did when we were I I am aware that all of our feeders do have uh for the most part a form of bell to bell. They're not all on pouches. Um, some of it is the honor system. Um, but what I also was was surprised about was they actually have been for a couple of years and so that hasn't necessarily changed how

123they arrive to us and I think Trusty Thompson like you bring good point to that like with the middle school versus um, you know, the high school and how the the students will just adjust quite quickly um, if they are allowed to to have their phone. I I think it's a fabulous idea for you guys to go and see what's happening at lunch. Um yes, you will absolut and trusty Thompson, we have done that. Um a lot of our high schools do have fabulous activities uh and inter mural sports at lunch and we have goods amounts of participation. I just think it's something that it would be good for you all to see. Um, and then I also think a survey with more information um about what the policy would look like um would potentially

124help increase the response rate. >> Yeah, I I would be in favor of something like that because I don't want this because it's it seems like there's a majority of the board members who are interested in Belltobell at least exploring it thoroughly. Um, so if we're going to make that decision, it should be for the 2728 school year. Um, and so working backwards from that, if if administration needs um to be able to have enough lead time for implementation and that's December, then I think we should work towards that date. Uh but I do like the idea of visiting the schools at lunchtime and uh not just to observe the uh the phones but also to check out the uh lunchlines which we always hear about. Uh I'd love to actually taste the food. I

125mean some people are like oh why would you I'll try it you know. Um so I think that that is a worthwhile endeavor. So, do I have support for the recommendation of that um change to that last paragraph? >> I support that. >> Yes, support. >> Yeah, >> I'm I'm not going to say my yes or no vote. Um that is a move in the right direction and then I need to think and process. But at least for the purposes of approving a policy for the next board meeting, um we can put this on the consent agenda with the change that Superintendent Leech recommended. Would that be good for everybody? >> So the change being specifically that we'll review it in time to make a change for the following academic year. >> Exactly. >> Yeah.

126So the process would be um you can we we can put it on consent that tends to be what our standard process is and then after you have more time to review if you may suggest to pull it for discussion for after consent. >> Yeah, anyone can pull. >> All right. >> Okay. Sounds good. It looks like we have um consist or unanimous direction for >> for the administration. Okay. All right. So the next agenda item is 13.6. Uh this is the first reading of revised board policies and administrative regulations uh miscellaneous series for human resources and student services departments. Do we have any public comments? There are none in person. Are there any online? Please raise your hands. I see none online. All right. Moving into my miscellaneous BPA's SSH era. Here we go.

127The first one before you this evening is up. And these by the way are all updates coming from state CSBA and their recommendations. This is the uh monthly some of them are a month and a half ago of recommended policies that they are looking at making suggestions that we update based on eder best practice. So um the first one is about the comprehensive safety p plan. They're recommending the or they're saying you can involve more people than they have recommended in the past. So opening that up a little bit. Um and um they they did some update updating in the language around child neglect and expanded the definition of violent crime. Um they are requiring that we notify parents and guardians and district staff that we now have procedures to let families know if there's

128immigration enforcement on a school site as part of the school safety plan. And then finally, and this is interesting considering the conversation that we just had, it says that um districts can ban the use of smartphones in the case of an emergency or a response of a perceived threat threat of danger if it is explicitly addressed in the district's school safety plans. Our school safety plans say that students will either turn them off or silence their phones during, for instance, a lockdown. access to district records. It's add adds in that uh for public records PRA requests that Indian tribe financial information is confidential. That cannot be Ped. Um immigration status can only be be disclosed with parental consent or with a judiciary warrant. We do not keep immigration status for our students or our staff

129members. So, it's a bit of a moot point for us. And then in extreme circumstances, the 10day limit to respond to a P request um can be expanded if there are things such as cyber attacks or a state of emergency limits the ability to a timely response. My favorite thing about presenting these is that each one of them has a story from somewhere at some point in time. And we see two instance of that in these bullets. The next one, professional standards. It is expanded. The professional standards where it tells us how to behave as grown-ups has expanded to now include not just employees but also interns, volunteers, contractors, and other persons with an employment relationship with the district. Um, it expands the list of inappropriate com conduct. It gets more detailed and it updates

130the exhibit to align to the policy updates. Appropriate adult student interactions. Again, it expands the definition of to whom this applies. Um to include interns, volunteers, etc. It expands the list of inappropriate conduct and that it adds a new section regarding violations of this policy and that discipline can follow up to and including loss of job reimbursement. It adds to existing language. Not just that the superintendent or designate can replace or repair an employees personal property, but it says that they may do that after if the full cost of the repair or replacement of employees personal property is not covered by another source. So, if you have car insurance and your car gets hit by a baseball and the windshield will be covered by your insurance, then except for the deductible, the superintendent or designate

131may see or may not will pay the deductible. Um, but you need to use your insurance for the rest of it is basically what that is covering. And then in that spirit, it says that boards may establish a maximum value of reimbursement. Student records. Again, we see immigration status can only be disclosed with parental consent or with a judicial subpoena/warrant if the information exists. And again, in our district, it does not. Updates the regulations for student records. It defines caregivers. it spreads it to um a much larger group of people um to be able to manage student records in the absence of a parent or other legal guardian. And it says that the records are accessible to immigration enforcement only if parental consent is granted or judicial subpoena warrant is supplied. and we are adding

132that to the annual parent notification release of directory information. Right now there's language that says that for specific dis specific disclosures for critical medical care we can give limited information to for instance um someone doing an eye exam or a dentist doing an oral health exam. There's an exception to that though. We cannot give that for students experiencing homelessness because it is seen as a privacy violation for those students. So if for instance the medical van comes around and they're checking students eyesight to see who might need glasses and they're getting the information that they need to send a letter home to parents, your kid qualified for glasses. Here's what their vision is. Um they can't get that information for students experiencing homelessness. suspension, expulsion, due process. We can now um suspend, expel for off-campus

133behavior if it disrupts district programs or violates board policy. We have to have a rehab plan for students. So, basically um a road back um if they are expelled, we already have that. And then we need to track how are our students doing in the longer term who have been expelled and we are also already doing that. AR suspension expulsion due process. Title 9 compliance. We cannot discipline a student before a formal Title 9 investigation has happened and a finding has been delivered. However, if there is an immediate safety threat, we can remove the student while that investigation is happening. If a student discloses to us that they are struggling with substance abuse, that cannot be the reason for suspending a student. If they revealed to us that they are um struggling with substance abuse

134after they were caught with a 40 of vodka in their backpack, they could be suspended for that. Um and then mandatory plans that again we have specific rehabilitation plans we have those uh guaranteed placement that we will have a place for students who get expelled and then um readmission can't be denied if a student fails to complete a rehab plan if they haven't been able to complete it because of financial transportation or access barriers. So we make sure that those don't exist. freedom of speech and expression. Um, language has been added um for making it a more supportive learning environment and that it protects students from discrimination, harassment, intimidation and bullying or other types of expression prohibited by law. And then it says where and where where what is appropriate where and it gives more

135information about expanded expressions such as off-campus more of the same. Oh, that's because I going on. Is that my last That's my last slide. How exciting. That's all that I have for you. If you have questions, >> you want some more? No, I do not want anymore. Thank you. >> Miscellaneous. All right. Any questions or feedback about the the various policies? I think the the only question that I had I know that a lot of this is expanding to outside of the campus or outside of the school day. um you know, how do you foresee the the monitoring and oversight of that? Um and because I I guess it's it's kind of like, wow, we're we're expanding beyond the school day itself. >> Yes. I I I think that it will make it more difficult.

136>> So, are we relying on just self-reporting or other >> I mean, if we get a if we get a report, we're responsible for students portal to portal and that is not new. Okay. So when we get a report about activity um that may impact students on our campus, we look into it. All right. Um Oh, yeah. Did I ask for public comment for this one? I think I might have skipped it. Oh, we did. Okay. Um is everyone good with bringing it back on consent for the next meeting? Okay. All right. All right. So, next we are >> Can we take like a three minute break? >> Okay, >> sounds good. I could just keep going. All right. Why don't we take a a five minute break? Um, actually, we'll make it six. So,

137we'll return at 8:30 meeting. Now, we're moving into the action items section. So the first one is item 14.1 approval of non-public school placements for the 2627 school year. Are there any public comments? >> There are none in person. Are there any online? Please raise your hand now. I see none online. >> We have a motion. >> A motion to approve 14.1. Second. >> Okay. All in favor? >> I >> All right. Um, next is 14.2, approval of agreement with Salel Corporation, Inc. for new Menllo Athetherton bleacher and press box project 200-W001. Any public comments? >> There are none in person. Are there any online? Please raise your hand. See none online. Okay. >> Any comments? Motion. >> Motion to approve 14.2. >> Second. >> Okay. All in favor? >> I All right. 14.3. Approval

138of agreement renewal with Club Excite LLC for mental health services. Any public comments? >> There are none in person. Are there any online? Please raise your hand. >> There are none online. >> Motion to approve 14.3. Second. >> Okay. All in favor? >> I >> Okay. Uh 14.4 approval of agreement renewal with OnPoint Language Solutions LLC for interpretation and translation services. Any public comment? >> There are none in person. Are there any online? Please raise your hand. There are none online. >> Okay. >> Motion to approve 14.4. Second. >> Okay. All in favor? >> I. And then 14.5 is approval of agreement with subject technologies inc for credit recovery online courses software licenses and curriculum creation. Any public comment? >> There are none in person. Are there any online? Please raise your hand. >> There

139are none online. >> Okay. Motion to approve. >> Second. >> All in favor? >> I >> Okay. Next agenda item is 14.6. Approval of agreement with RK and Associates doing business as ESCON builders for the pool repair and deck replacement at Menllo Athetherton High School project 26-033. Any public comment? >> There are none in person. Are there any online? Please raise your hand. None online. >> Motion to approve 14.6. Second. >> All in favor? >> I. >> All right. So, next one is 14.7 adoption of resolution number 21 for 2526 school year for a temporary interfund loan transfer at year end not to exceed 800,000. >> Motion to approve. Oh, wait. Sorry. Is there any public comment? >> There are none in person. Are there any online? Please raise your hand. I see none online.

140>> Motion to approve 14.7. >> Second. >> Okay. And this is this is a roll call vote since it's a resolution, right? >> Trusty Noring, >> yes. >> Trusty Cruz, >> yes. >> Trusty Thompson, >> yes. >> Vice President Gin, >> yes. >> President Co, >> yes. >> Motion carries 50. >> Okay. And then 14.8, 8 adoption of resolution number 22 for the 2526 school year. Budgetary increases and transfers at year end for fiscal year 2526. And this is also going to be roll call vote. Um are there any public comments? >> There are none in person. Are there any online? Please raise your hand. There are none online. >> Oh. Yeah. Got it. Sorry. Looking at lots of things. A motion to approve 14.9. Second. >> Roll call. >> Actually, are we uh we're

141doing 14.8, not 14.9. >> That's why I was got confused with my numbers. >> Nope. Okay. I will back that up and make a motion to approve uh 14.8. >> Second. >> Okay. Roll call vote. >> Trusty Nory, >> yes. >> Trusty Cruz, >> yes. >> Trusty Thompson, >> yes. >> Vice President Gin, >> yes. President Co. >> Yes. >> Motion carry is 5 Z. >> Okay. >> Just making sure you're paying attention. President Co. >> Okay. Yeah, because I had some mishaps earlier. I caught that one. Um, so 14.9 adoption of resolution number 23. Um, this is for 2526 school year. Approving engineering approving engineers report confirming diagram and ordering levy of assessment for fiscal year 26 to 27. Any public comments? >> There are none in person. Are there any online? Please raise

142your hand. >> None online. >> Motion to approve 14.9. >> Second. >> Okay. And this is also a roll call vote. >> Trusty Nory. >> Yes. >> Trusty Cruz? >> Yes. >> Trustee Thompson? >> Yes. Vice President Gin. >> Yes. >> President Coup. >> Yes. >> Motion carries. Five. Sarah. >> All right. So, now getting to the last action 14.10. Approval of board candidate policy form service agreement for the November 3rd, 2026 presidential general election and adoption of resolution number 25 from 2526 school year specifications of the election order. Any public comments? >> There are none in person. Are there any online? Please raise your hand. There are none online. >> I move approval. >> Second. >> Okay. Um I guess this is still a resolution, so we should do a roll call vote. >>

143Trusty Nory, >> yes. >> Trusty Cruz, >> yes. >> Trusty Thompson, >> yes. >> Vice President Gin, >> yes. >> President Co, >> yes. >> Motion carries 5-0. >> Okay. And then uh now moving to item 15, future agenda items. Any anything to update? We good to go? All right. Um so we will now adjourn the general meeting at 8:27, but we will be returning to close session. All right. I don't know if I need to