SUHSD Board Meeting, April 22, 2026

001Welcome to this good afternoon and welcome to this regular meeting of the board of trustees at the Sequoia Union High School District. The meeting is hereby called to order and we're here to receive uh any public comment on the close session items. Do we have any public comment on the close session items? >> There are no public comments. >> Thank you. We will recess to close session. Good evening. Welcome to this regular meeting of the board of trustees of the Squaria Union High School District. My name is Rich Gin and I will be chairing this meeting this evening. We're going to start with reconvening to public session. Members of the public who wish to remotely provide comment during the meeting will use the raise hand feature during the agenda item. Speakers must raise their hand

002during agenda item 8.1, the 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, if you're here in person, please fill out a speaker card located over there by the door. Indicate the agenda item number about which you wish to speak and hand the card to Laura at the deis. When requested agenda item comes before the board, the speaker will be called forward to make the public comment. through the chair. Uh, good evening, Vice Chair Jin, Superintendent Leech, um, all honorable board members, Miss Lao Es, Miss Hunter, all staff, members of the public, Victor Hernandez, Spanish interpreter, for global to espanol. Much gracias. Thank you very much. The next item is roll call. Student Trusty Haven. I have a microphone

003again. Um, Trusty Nory >> here. >> Trusty Cruz >> here. >> Trusty Thompson >> here. >> Vice President Gin >> here. >> President >> here. >> President Co is um attending via Zoom. >> President. Thank you. The next item is approval of the agenda. Does anyone have anything to change on the agenda? >> Motion to approve the agenda? >> Seconded. All in favor of approving the agenda. >> I I >> I Okay. >> Trusty Coup voted in the positive. Uh next is a report out on the close session items. Uh we have one item to report out that by unanimous vote of five members in favor and zero against. The board approved the settlement agreement for case number 2025-2026-6. Now we have special recognitions. >> Yes. Thank you. Tonight we have the privilege of honoring

004some truly incredible staff members from Menllo Averton High School who support newcomer students as well as their student debate team. It is my pleasure to introduce Principal Carl Luscoot who will share more about these outstanding groups. >> Thank you um trustees, superintendent, cabinet. Thank you. Um MA is special. I'll acknowledge it here. I own it. It's why we get to acknowledge two groups of people. Um so I would like um uh and also just to acknowledge I I really appreciate the opportunity. Uh someone asked me what was my rose today. Um you know you do rose and thorns and my rose is I get to celebrate some of our our students and staff. Um and so that you guys can create this opportunity for us to do that is always really special. It's the best

005part of every board meeting. Not to disparage what else goes on here. Um, so thank you for the opportunity. So tonight I have the privilege of recognizing two important groups. We are recognizing 10 members of our debate team who qualified for the national parliamentary debate tournament of champions and also our ELA ELA EL teachers, bilingual instructional aids and staff that support our newcomer students at Menlo Athetherton. So, first I'd like to recognize our debate team, or if I'm being more specific, our nationally ranked parliamentary debate team. Parliamentary debate differs from other forms of debate. I had to figure I had to learn this. Um, in that teams are given a topic on the spot to debate. Is that correct? 20 minutes to prepare. That's it. Right? You have no idea what the topic is going

006to be. And then you debate for roughly an hour. You go back and forth. So you really have to learn to be a master of all topics. Um students on our in total 25 to 30 person debate team practice coming up with topics, researching these topics, mapping out potential arguments and counterarguments and then practicing these arguments with each other often late into the afternoon or evening on both Wednesdays and Thursdays. Um it's actually quite a fun thing to see if you walk around school. Sometimes you're outside, sometimes you're in the classroom, but I have seen the mapping of arguments. It's extensive. I have seen them yelling at each other in good nature, which is also quite fun. Um, I'm always impressed at the commitment that these students demonstrate. The group has also survived and continued

007to work despite the loss of their coach midyear this year. Um, I do have to give a shout out to one of our long-term substitutes who is staying late to keep the debate room open. Um, and that's Joseé Medina. So, I want to recognize that. But not having a coach, however, also means that the students are responsible for organizing debate practices, encouraging each other to show up, do the work, coach each other, practice the skill, and practice the skill of debating in parliamentary uh style. This is truly a student-led, studentrun debate group, which is super impressive. I know that was not the intention um but it speaks to the the the commitment and uh skill of our students. The 10 students who we are recognizing today were each invited to compete in the National Parliamentary

008Debate League Tournament of Champions in San Diego, California. The tournament brought together the top 66 teams representing 35 schools from across the United States. My understanding is that having five teams qualify for this event is an accomplishment in itself. We had two teams who were named two two of our teams were named co-ch champions. They couldn't even bring two champions from different schools. It was just MA. Two co-ch champions. I thought that was impressive. Um, in the words of one of our parents, as a result of this extraordinary achievement, the perpetual tournament of champions trophy. I like the name of that. So, I'm going to say it again. The perpetual the perpetual tournament of champions trophy will reside at Menloan High School in the coming year. a proud symbol of our students dedication, preparation, and

009excellence. So, thank you, Miss Singer. I couldn't agree more. Um students, uh we're going to ask you to please come up as I call your name so we can all congratulate you and take a picture. Um Gustav Single, Thomas Greenleaf, Donic Shivan Kumar, Esta Cassian, Daniel Matlab, Neil Gang. knew it was going to be here. Ooji Edmonds, James Greenway, Rain Lindberg, Sophia Jacques. Okay, we're getting it sorted out. And Mr. Nory, did you want to say a couple words? We're gonna have Mr. No is going to interrupt here for a few minutes and say a few wise words. A former debate debater himself. We will pass the mic off. >> Thank you. So, um, while we sort this out, I want to say, um, ever since I was in high school, debate always had a

010special part in my life. And one of my biggest regrets was I wasn't as involved in what was going on in high school debate after I left till more recently, the last couple years. But getting to know some of the people here and the people on part of the MA debate team, I've continuously been blown away by how much time they put in practicing, how much, you know, they'll email me asking for tips about debate stuff that I'd long forgotten about and how much they really dedicated to becoming better. And I think when I was part of the debate team, someone told me, you know, um, a true test of your team's legacy isn't necessarily how well you do, but how well your program does after you leave. because you know there are a lot

011of schools that are good for a couple years but there isn't much effort spent on you know ensuring that a new crop of debaters comes every year. So I was so impressed this year to learn that there are two freshman boys on the debate team who are winning championships and multiple people who are part of the debate community who are still in touch with were texting me and telling me how impressed they were. So I continue to be blown away by how impressive that result was. I remember hearing I was in DC hearing about what happened at the Tournament of Champions and just being completely blown away. And I'm so proud of all the people of this debate team and all the effort that they put in. I think it really has paid off. You

012want to speak again? >> Uh, thank you and congratulations to all the families here as well um supporting um our students. Okay, I'm gonna go to round two. I also have the privilege tonight of recognizing some of our staff who support the marvelous work our students do. I'd like to call out our ELD teachers, our bilingual resource teacher, our BRT, um, and three of our our bilingual instructional aids and our bilingual parent coordinator. All of whom support students in our newcomer program or students who are newly arrived to the United States. Somebody asked me an obvious question the other night. Why? Why are we why the ELD teachers? Why the the beard white? Did their students score really high on a test? And I said, "No." I thought about it for a second. I said,

013"No, though our EML students did improve as a whole on their ELPAC exam. I will point that out. But these people did score very high, I thought. And I said to this person on the amazing people indicator, that's the API, Liz." Yeah. And these staff members are off the charts. Uh they Oh, there we go. Uh, I want to point out a few things that I have been impressed with this year. First, I want to point out that our new BRT, Marbel Maldonado, um, has done an excellent job taking on this new role. Uh, she is a former Spanish teacher for many years in the district and Spanish and world language department chair and stepped up and said, "I want to do this." She and the team here have done an amazing job talking about

014curriculum for much of the year, working to outline the details of what they are teaching daytoday and week to week, aligning that curriculum between level one, two, and three, and working to explicitly align curriculum to language demands of the LPAC exam. Uh, with support from the district office. Thank you, Miss Buggerini. um they have worked to understand what students have to do on the exam and they have administered pract practice assessments and work to evaluate those assessments. They have done an excellent job strengthening their curriculum and articulating how students will move through curriculum at each level. While everyone has participated in these exercises, I want to commend specifically um Samantha Castillo and Agnes Evangelista. Again, the layout that you guys put for your courses was truly impressive. So, I want to point that out. Um,

015two, this group of staff members is consistently looking for ways to include our newcomer population into the MA community and culture. Lisa, Lisa Otsuka, who couldn't be here tonight because she's ill, for example, leads our graduation speech committee, and last year we had our first newcomer student deliver a one-of-a-kind graduation speech to our entire community. Truly incredible. Miss Osu, Miss Osuka in in fact has one of those rooms where you can walk in at lunch and students from both her AP literature class and her EL3 class are hanging out, eating rice, and feeling right at home. Uh JP Nelson leads leads an effort to host a Thanksgiving meal for all newcomer students. This meal involves parents. It involves home-cooked carved turkeys, uh pumpkin pie stuffing, lots of whipped cream. It's a really incredible experience when

016you walk into the PAC cafe. You see all of our students and our staff and parents in full kind of server regalia um making them feel and experience what a Thanksgiving meal is all about. U these staff members do an amazing job bringing community members into the classroom. They work hard to make sure our students have access to events like prom, that they can get tickets, that they can get to the event, and that they have clothes for the event. Behind the scenes, Uni Cisneros works to support families as she lit as she literally welcomes every new family to the school by walking them around and making sure students have clothes for PE bus passes and understand some of the basic functions of our complex ecosystem. And lastly, I want to call out our three

017bilingual instructional aids who are here tonight. Abigail Lara, Ireland Cervantes, and Stephanie Giannis. are three con are the probably the most consistent adults our students interact with year in and year out and in multiple classes. Of all the staff members at our school, these three staff members create the conditions for learning above everything else. They they create consistency. They care for students. Their ability to support and professionally guide students helps create a safe space for them to learn in. Each of these staff members works day in and day out with without recognition to build community, create a safe space for our students and teach. So this evening, I'd like to recognize them. Staff, please come up so that we may recognize you and also take a picture. And that's Samantha Castile. You could please come

018on up. Agnes Evangelista Marada, Stephanie Yiannis, Abigail Lara Cvantes, and not here tonight is um Lisa Osuka and JP Nelson. Very good. Thank you again everybody for the opportunity. Congratulations again to the people who received special recognitions tonight. If anyone was here for that and wishes to leave, you are free to do so. You're also free to stay as long as you wish. Because this is a public meeting, you're welcome to stay. But uh we'll pause for a moment for anyone who wants to leave from the special recognitions. Okay. The next item is public comment. I'm going to uh read the board protocols regarding public comment. 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

019refer 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 item 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 the time allocated to individual speakers to two minutes or to one minute as appropriate. In order in order to permit more speakers to comment, the board announce the amount of time to be allocated to each speaker before public comment on each particular agenda item begins. We ask that all speakers keep within their time limits and if you're speaking in person you will see a timer up

020on the screen and if you are uh online you will see a timer on your screen. Do we have any public comments for items not on our agenda? >> There are none in person. Are there any online? Please raise your hand now. >> I see two online minutes a piece. Okay. All right. Three minutes. Our first speaker is Dan. >> Hello. Can you hear me? >> Yeah. Go ahead, Dan. Thanks. >> Okay. Thank you, Laura. Hi, my name is Danny Mullieri. Um, congratulations to uh those members. Um, actually that would be a kind of a great fit to see those great teachers that are doing so well actually take over a lot of your guys' position. Unfortunately for you guys that got the award, you guys got it from a guy Carl who's a criminal,

021um, deceitful, a liar. Nory, that's another joke. With that all being said, you know, you board, you guys have a way of trying to tell the citizens that us over here are wrong. And I strongly suggest that you should release all your depositions that are in your possession so that the citizens of Melo Athetherton can see where their taxpayer money is being wasted. You said in close session that you only had one settlement. You got a whole bunch more battles coming up and I know you're holding them back, but these ones are going to be very costly. Leech, we get your deposition. Carl, we get yours. You've already been caught lying. And that's all going to come out on April 28th when Emily Ricardi gets her deposition and we get to finally find out why

022you guys allowed her to stay at on board and covered it up and allowed her to give away Shay Codwell's file. So having said that, when is this board are going to take the action or are you guys going to sink with the rest of the criminals, liars, deceitful people that most importantly are hurting children. MA is not a good place to be. MA is very dangerous. MA is surrounded by individuals that will do anything in their world to cover their own butts, but in the in the meantime hurt children, hurt innocent teachers, hurt individuals, and yet you think it's a good environment. Then obviously you guys are must be on some sort of drug or just not in the real world. You're going to lose some more big battles. Um, yes, Mike Molier is

023still at home. Carl, you touched my brother's items. You made a big mistake. So that was something you shouldn't have done. It's called constructive termination. So I'm sure your lawyers are not advising you. Well, I hope to God on this next session of depositions that people like Scott Kirk, Tara Roberts, and you Leech and others just all of a sudden don't get new phones, delete messages, and you can't back them up on iClouds. You're going into a newer battle that this one is going to be a lot more hurtful. And more importantly, you taxpayer are going to continue to pay some big huge amount for at the end. It's a simple solution. Get rid of your criminals. And Emmy, if you ever send another dumb text to my brother or about who she should hang

024out with, don't worry about it. We're not going anywhere. And you tied parents, keep calling me up and we'll lead you to this finish line at the end. Thank you. >> Thank you. Our next speaker is Marilyn Travis. Sharing some positive news. As you may remember, I am a teacher at East Palto Academy and um this past Saturday, some of my colleagues and I got a chance to visit our newest bulldogs um by visiting their homes. most of them live very close within the 94303 zip code and it was a pleasure to get to know some of the parents and students that will join us next year. I will come back to the zip code point in just a moment. But I secondly wanted to share that April is always an exciting time on our

025campus because we have SLC's which are studentled conferences where students share with their adviserss and families how they're doing in school, talk about grades, attendance, community service, future goals. Um it's also a space for families to ask questions of us. And one question that I have been getting a lot is around summer school. Parents are wondering where summer school is going to take place. Are we going to have a summer school? How will students get to a summer school if it's not on our site like MA? And I was very surprised to learn that for I believe the first time since I have been a teacher at EPA, we will not host summer school at our site. I think this is an equity issue given that most of our families live close to our school

026and within the 94303 zip code. Um I learned that it may be hosted at MA which you know provides um a bit of a challenge for some of our families who are not able to take their kids to a whole different zip code for summer school. Um, summer school is important because it allows students to recover credits and keep them on track not just for um, graduation but for A throughG eligibility. And given that many of our students will not only be firsttime um, first generation college students but also first generation high school graduates, I think summer school is very important and our families are wondering um, what the situation will be. So, I would like to encourage the board, superintendent, cabinet, if it's not already on your radar, if you could please make this

027a priority. And if summer school is going to be taking place at MA, the very least that our district can do is provide transportation for our kids. Thank you. >> You concludes public comment. Thank you, Laura. The next item on the agenda is uh board of trustees correspondence. I'm not aware of us having any. Superintendent Leech. The next item is board of trustees and superintendent comments and committee reports. We'll start at the end with trusty Nory if you have any. >> Um no. This is for report. Um, sorry, I got distracted. >> Board of trustees and superintendent comments and committee reports. >> Yes, I do. Thank you, trustees. Um, yes, I have two reports out from two different um subcommittees that I served. One right after the last meeting and right one right before this

028meeting. Um, so back in March um was at the leadership council meeting for Redwood City together. Um, and one of the things I really want to bring that I thought was very cool, we talked a lot about the teen takeover events that they do. Um, so I really want to bring that to the community to really check out Redwood City Together's website. They talk all about these cool teen takeovers. Um, the next one is happening on May 1st at Red Morton. They are so popular that they weren't going to do it again and they are doing it again. So, it just sounds like a very cool night where um, teens come over and I asked specifically, it's middle and high school. um coming in um at this point to Red Morton and just sort of

029having that safe and fun place to hang out. Um there's lots of upcoming events. So, please make sure to check that out. Um other >> Say the date of that one again. >> The next teen takeover is at May 1st. May 1st at Red Morton. Yeah. Um also, if for those of you who have worked or understand like philanthropy is is very slow moving right now or cross many different zones. Um but the good news is is um they've exceeded their goal so far. Um which is a very very big deal. So they um yeah they currently exceeded their goal but they're going to still work towards more more grants um which means more money for the community. And one final thing to report about is that they're thinking about um moving towards a more

030streamlined single governance body. Um so that is something else that is very much um front and center. um a final vote will come in May of of our recommendation for that. It hasn't decided but it's moving towards that direction. And then my other subcommittee um I was on um with trustee coup um is the wellness council. We met this week as well um and really some great news coming out of there. My favorite piece of information out of all of um was that yesterday? It was yesterday. um was that we now have um a teacher-led SEAL leadership person at every single one um of our sites, which is really cool. So that means that um there is a there is someone on site to support with curriculum, particularly the um wayfinder that we've launched wellness

031Wednesdays at the sites. Um there's increased access to student support services through this. Um and then in our most recent um so far looking back and this might be slightly wrong but I believe we have 100% staff participation in at least one SEAL focused session during professional development. Um I think other pieces of the of to remember about is that we are still really going off of a data-informed approach. We did a a very interesting activity of like really looking at our um 9th and 11th graders on on how they self-reported use in different domains around um health such as um are you eating breakfast? Are you going to bed before midnight? Um drug use, alcohol use, um stress, anxiety, depression. So there we looked at the different surveys. We sort of guessed on where

032we thought some of them were higher, some of them were lower. Um but it really for me drove home how important this work is and how much we need to be focusing and how much of the bigger picture of our whole students that we need to be taking care of. Um and then sort of the next steps is really making sure that we can deepen student voice um in this work and then strengthen alignment around the uh sustainability of the different structures. So that's where we're working on so far. Trusty Coup. >> Yeah. Um I just have one comment. Uh so back before spring break, um I had a chance to chaperon for the IB um environmental systems and society field trip to Pacifica State Beach. And sometimes you think that oh um there's no

033more field trips or very few field trips once you get to high school. They're off doing their own thing. But it is actually very fun to be a chaperon for teenagers. And uh you know I think also just um it's very gratifying to see the the seniors um as they uh finish out their high school experience uh really working together as teams as part of this field trip. Um it was it was part of um they don't call it citizen science anymore. It's called community um science for more inclusion. uh but they were gathering data for a state level monitoring program. And so they were split up into different teams to do um counts of um animals in the in the ocean water that they could find um as well as in the sand. Um,

034and so it's very exciting and it's just an encouragement that uh at this point in time a lot of schools are seeking volunteers to help proctor at IV exams or assist at AP exams. And it's it's definitely worth doing this if you haven't had a chance to do that so far. um because it really makes you realize that this is an intense time of year and um you're you're trying to give whatever support you can to students who are going through that process right now. That's it. >> Thanks, Trusty Coup. >> Say on behalf of the board, today is Secretary's Day and we are not the easiest group to take care of, but Laura, you make it look easy and we really appreciate everything you do for us. Thank you. I'd like to give that

035shout out also to all the administrative assistants districtwide. >> Super reach. Do you have comments tonight? >> I do. So uh thank you for that uh trust. So yes, I would also like to administrative professional state to all of our secretaries and obviously a very special thanks to my Laura Lulesi for all your support um to me and to the board. Um I recently learned that the Scott Scoop was selected as one of the National Galactic Press Association Pacemaker Award winners for 2026. This is the fourth year in a row winning the online pacemaker and our second since 2014. the winner of the pacemaker award this past November and the press association. Pacemaker is one of the oldest awards uh for uh scholastic journalism. share it um amongst the district. Um Secretary Adrien Perkins Sledge

036um uh featured in a piece on NBC Bay Area News about the support and sense of belonging she found as a student at MA and how she is offering hope back to current students through her work uh with the prom closet. So, I definitely encourage um if you were not able to visit the prom closet this year, it is definitely something um to go and to visit, especially if you can catch kids there shopping. It's awesome. Science teacher Julie Poli 800 applicants to join the Howard Hughes Medical Institute active ambassador academy. There's a lot of words in these awards tonight. The caliber of our educators in our district. And I would also encourage the board to visit Julie's classroom. It's uh she's pretty dynamic in the classroom. Um that's all I have. >> Thank you,

037Superintendent Leech. >> You and Principal Lusk both had long uh names of awards to say tonight. Uh, next up we have the uh student trustee comments. >> Um, hi, my name is Laya Haven and I'm from Crommont High School. Um, a growing concern among many students is that some AP teachers significantly stray away from the established curriculum, leaving them unprepared for AP exams, while others face significant differences in workload and different and difficulty between sections of the same course taught by different teachers. This creates inequities in both workload and preparedness depending solely on the teacher assigned. We urge the district to address both issues by strengthening supervision and accountability, ensuring greater alignment with AP standards so all students have a fair opportunity to succeed. Thank you. >> Thanks for sharing that comment with us. Uh

038the next item is comments from Sequoia District Teachers Association. Good evening. This afternoon, I sat down to write actual prepared comments for this evening and was interrupted by um my daughter in tears and instead got to be a mom for about an hour and I'm sitting there being mostly a mom and half listening to you right now. And the agenda is really long, so I don't have any comments. And um I just hope we can continue to communicate well with together each other and uh and show some care both for our students and for each other when we need it. Thank you. >> Do we have any comments from the American Federation State County Municipal Employees today? Okay. The next item on our agenda is approval of the consent agenda. Board action to approve the

039following items is taken simultaneously with one motion which is not debatable and requires a unanimous roll call vote for passage. The action indicated on each item is deemed to have been considered in full and action taken as worded therein. Only members of the board and the superintendent may remove items from the consent agenda. Members of the public may provide comments at the start of the consent agenda item, which may convince a board member or the superintendent to remove an item for further discussion. The motion when we get to that phase will be to wave the reading of the consent agenda, accept the reports, adopt the resolutions, and approve other items. Do we have any public comments about any of the items on the consent agenda? There are none in person. Are there any online? Please

040raise your hand. I see one online. >> Okay, let's hear the public comment about the agenda item. >> Three minutes. All right, three minutes. Our our speaker is Tonga Victoria. >> Hi. Can you hear me? >> Yes, I can. >> Sorry. Um, is this the is this the moment to make public comment to approve just the consent general uh the consent uh the agenda in general or 13.5? >> Yes, it is. >> Yes. To consent in general or >> an agenda we will also be approving item 13.5. >> Okay, so now is the time. >> Okay, great. Um, good evening board president and trustees. Uh my name is Donna Victoria. I am a former student of Menlo Athetherton High School and a proud resident of area E uh East Palto to be specific. And I'm

041here to speak in strong support of uh the board approving the Tongen language course. Uh for me this is personal. Um as someone who grew up in the community to uh Tongen immigrant parents who spoke mostly Tongan, um much of that language lived at home and not in the classroom. And so over time that created a lot of things um but mostly kind of this lack of belonging um at my high school and my high school uh experience. Um and so I am here tonight to advocate uh for the uh approval of the tongen language course. And I also wanted to highlight um here while I have um just over a minute left um that this is could not be possible without um the the teachers who originated it. And I want to highlight um

042Miss Burton Tilson um who was a teacher for I feel like a whole generation of Tongen kids who went through um Menllo Athetherton. I also want to highlight uh Nicole Barlo, Mariel Maldonado, and Salvadora Kalon for uh taking the initiative to build out this proposal. I I've looked through it. It looks amazing. Um and so I just want to highlight uh just really uh prioritizing uh the experiences of young tongen kids who come out of East Palto and kind of the wider Santo County. Um and making this a priority. Um, I know I don't have much time, but I wanted to highlight um that without even realizing it, these teachers and the district at large has been building in alignment with what we at the community level, at the international level have been building. Um,

043earlier this year, the city of East Palto established a sister city partnership with the Kingdom of Donga. Uh, creating the first sister city with East Palto and the first US sister city with Donga. Um, so this is a historical moment and when I shared this uh with the console general and her royal highness, they were so excited. Um, and so I wanted to take this time to um, provide the opportunity to elevate this moment. Um, next month we have her royal highness crown princess. She'll be traveling here and I would love to create a space. I'm sorry, your time is up. Um, you can also email the board at boardseq.org if you um for the comments you weren't able to say. And we have one more speaker um Anna Matangi. >> Hi, can you hear

044me? >> Yes, we can. Thanks. >> Hi, good afternoon, good evening. My name is Tiffany Uhila Hotel. I serve as the executive director for Anamati Polynesian Voices. I'm also an alumni of mental athe class of 2020 or 2000, sorry. Um I want to start off by thanking the board and the trustees for this opportunity and bringing forth this um very important proposal and and I would like to acknowledge that tongue and heritage speaker course is deeply needed. Um, our Pacific Islander students deserve to see themselves reflected in this in their education. Um, at the same time, we need to be very honest about the conditions many of our students are coming from, especially those coming from districts like Ravenswood City School District. Many of our students are navigating gaps in foundational literacy, limited access to

045academic language support, and systems that have not consistently engaged their families in meaningful ways. So this is not a reflection of our families. It is a reflection of systems that have not been built with them in mind. So my concern is is if we introduce a heritage speaker course without the right supports, we risk setting students up um to struggle instead of succeed. So, I'd like to see some things clarified in terms of the support. Um, the core supporting students uh with building literacy that still are trying to build literate in English. Um, what is the scaffolding in place for heritage speakers who may speak tongue conversationally but not read or write it? Um, who is shaping this curriculum? uh is this reflective of an authentic language, culture, and identity? Um and so as I

046close out in one minute, we support the cause, this course, but we're asking the district to slow down and partner with the community to get it right. Our students don't just need access, they need support, rigorous uh rigor, and a pathway to succeed. So representation without support is not equity, it's exposure. And our students deserve more than that. Uh we cannot assume that because they're tonggins that they are automatically prepared for a heritage course. That assumption is exactly how students fall through the cracks. Thank you very much. >> Thank you. Okay, as that uh concludes our public comment about the consent agenda items, I'll ask if any board member or the superintendent would like to pull any item from the consent agenda for discussion or deliberation. >> I did want to make a comment on

04713.5. So I do I need to pull that off. >> Yeah, to make a comment about a public about a um consent agenda item, you need to pull it Then I I request to pull 13.5. >> Okay. >> From the consent agenda. >> Okay. >> Does anyone have any other items? So I seek a motion to approve the consent agenda of every item except for item 13.5. >> Excluding 13.5. >> Second. Student Trusty Haven. >> Yes. >> Trusty Murray. >> Yes. >> Trusty Cruz. >> Yes. >> Trusty Thompson. >> Yes. >> Vice President Gin. >> Yes. >> President Co. >> Yes. >> Motion carries. 5 Z. >> Thank you. Now we'll uh address item 13.5. Uh Trusty, you like to make a statement about item 13.5? >> Yes. Yes. Um, I was really excited to

048see this course proposal in the agenda and I want to recognize the team that put this proposal together. I think it's a really great example of trying to meet the needs of a community as well as um actually elevate the ability for um more students to achieve a throughg as this uh creates another world language opportunity that fulfills A throughg requirements and also um elevates the cultural understanding of the Tongan community. So, I really want to recognize that um and I appreciate the feedback from the community as well um on uh partnering with the community to make sure that this course is really meeting the needs of our Tongen um heritage speakers. And I think this is an example of the creativity of uh our our staff in trying to meet the needs of both

049the community as well as improve A throughG and eventually improve um high school graduation rates. So that's my comment. >> Thank you, Trusty. Any other trustee like to comment about this agenda item? >> Yes. Um, I'd like to say thank you to Tonga and thank you to the people that supported uh creating this um proposal. I love the proposal. I think it's it is important to build literacy and the scaffolding uh with Ravenswood and because most of our students do end up at Milton and all the high schools that are surrounded, right? So, I I I do applaud it and I'm happy that it's here on the agenda and I support it. So, thank you. Yeah. >> Yeah. And I'd also like to echo what um Trustee Cruz and Trustee Cous said. Um I'm sure

050a lot of work went into making this proposal, but like the public commenter said, I think there's a lot more to do after that and I look forward to hearing updates regarding that. >> With that, I would make a motion to approve 13.5. >> Second. >> Roll call vote, please. >> Student Joy Haven. Yes. >> Trusty Murray. >> Yes. >> Trusty Chris. >> Jesse Thompson. >> Yes. >> Vice President G. >> Yes. >> President Co. >> Yes. >> Motion carries. 5 Z. >> Thank you. >> Okay. This uh brings us to item 14.1. We have two presentations on sustainability. Do you want to introduce this item? >> Yes, I will introduce this item. Wait for a comment before before we do the presentation we can. Yes. But I want to introduce this item first. So

051in addition, so I think I don't know if if everyone will catch catch these things. I do not think it is a coincidence. But in addition to it being administrative professionals day to in addition to it being Earth Day, I had the privilege of meeting with um two students that prepared these presentations. One of them by the name of the other one Iris. And so I think that it was perfect planning. I'm very excited to have them and I think that they also have some of their um colleagues uh possibly also presenting. So I would like um to uh welcome um the teams presenting um up to the podium. >> You want to after comment? Okay. Wait till after comment. Okay. >> All right. Then go ahead. We have one comment in person. Are there

052any online? Please raise your hand. >> I see none online. Our speaker is Noah Gallatin. >> We have three three minutes. No. >> Hello. Thank you so much for having me today. Um, I'm an 11th grader at Carlmont High School and I support the SUSD resolution, the sustainability resolution because it is integral to encouraging a climate literate populace. Why do we why do we need a climate literate populace? A lot of you may already know the answer, but I want to emphasize because we students will be future voters and we are the voters who can empower legislation that has been proven to be one of, if not the most effective way to combat climate change. The Enro uh simulation made in part by MIT has shown that policy can increase can decrease the temperature from

053from climate change by 2 degrees Fahrenheit. Forget about this being an achievement of the environmentalist movement. This would be achievement of all of humanity. This board has called the CL has called climate change a district emergency. And if this board is is set on this, then a climate literous populace is a must. How do we get to a climate literate populace? It's this resolution. There may be costs to to accepting this resolution. The costs are definitely present, but the effects would be remarkable. Thank you. >> Thank you. Now we invite forward our speakers. I started. Okay. Hi board members. Happy Earth. Today is the perfect day to talk about practical climate action in our district. Over the past few months, as a part of the California Youth Climate Policy Leadership Program, I have developed this

054administrative regulation to integrate climate impact assessments into district decision-making. Growing up in California, I've witnessed the effects of climate change firsthand. Hotter summers, wildfire smoke, and drought are all very real effects of climate change that our communities face. Uh, can I like change these slides somehow? Okay. Santo County is especially vulnerable to sea level rise, coastal flooding, and rising temperatures, which directly affects school infrastructure, and student learning conditions. Fortunately, our school district has already worked to address climate change. The Sequoia Union High School District has declared a state of climate emergency and established sustainability goals. My proposal would ensure that these commitments are reflected in everyday decisions. Climate change affects every area of our lives, which means environmental impact should be considered across all areas of district operations. For example, energy efficiency and waste reduction

055should be considered when discussing infrastructure projects, while sustainable sourcing and waste management should be considered when selecting curriculum materials and supplies. The goal of my policy is this. All proposed policies, projects, and purchases should include a climate impact assessment that evaluates their environmental implications. These assessments would vary depending on the issue, but proposals would not be able to move forward without first considering its climate impact. Overall, the goal is to prioritize sustainability. The core questions of each climate impact assessment would focus on carbon footprint, energy usage, and climate resilience. These questions include how will this proposal affect carbon emissions and how much energy does this proposal require? Beyond these, there would also be topic specific considerations. For example, when discussing transportation, fuel type and emissions would be important factors. And when discussing technology, e-waste disposal

056plans should be considered. The process itself could be flexible. A climate impact assessment might take the form of a Google form, a checklist, a written report, or a required discussion during planning meetings. The exact implementation is up to the board, but what matters most is creating consistent system for evaluating climate impact. I've included an example of what this could look like. Let's say your board is purchasing a 100 new Chromebooks. When filling out the climate impact assessment, it's noted that the proposed Chromebooks have high manufacturing emissions and a short lifespan. With that information, the board could instead choose devices with less manufacturing emissions and a longer usable lifespan. It could also factor in end of life recycling programs. That single decision could reduce waste, save money over time, and better align with district sustainability goals.

057These are big asks and I understand that change can take time, but it's important that we start somewhere and continue taking steps to prioritize reducing climate impact in the decisions we make every day. Overall, these climate impact assessments will help the district to reduce admissions and waste and shape the Sequoia Union High School District into an example of a climate conscious district. Thank you. Do you want to wait till the end for questions or >> why don't we do um >> yeah let's do questions for her now and then we do question at the second. So if you have questions go ahead. >> First of all um thank you so much for presenting. I actually can't imagine the last time I remember the last time we had uh multiple groups of students present on agenda

058items that they came up with. So it's always really great to see how involved our students are. Um, I just had a question because it kind of struck me about your last couple slides. I think this is an interesting idea and I knew around construction of like their state laws surrounding um, environmental impact analysis. I'm curious though about your your example about the 100 Chromebooks. So, what exactly would you recommend the district doing in that sense? Because that e-waste is probably something that the district does generate a lot of, but we obviously do need devices for, you know, use in our day-to-day. And I'm sure compared to the average device, the ones that our district has probably go bad a lot quicker. Maybe mainly due to who's handling them. But um I don't know if

059what would you say we do because I I guess at the end of the day, we still need these devices, right? And there's probably only a limited source of people who can provide them for us. >> Yeah. So the idea would be that when you're thinking about buying a 100 new Chromebooks, uh when you talk about the Chromebooks that you're buying, you can look at all these different factors and then if you realize that it has a way greater climate impact than you originally thought, you can try to shift to a different brand of Chromebook or some other type of device that will have less of a climate impact and that way like in the long term it'll be more beneficial. >> Did that answer your question? Yeah. >> Thank you. Anybody else have uh

060questions? Okay, thank you very much. We'll now hear the next presentation. >> Hello everybody. Good evening and happy Earth. My name is Iris Yan and I'm the current leadership team director of the SUHSD sustainability committee or SSSE. Um I am joined here today by two of our wonderful leadership team members and we are here on behalf of the entire committee. So who are we? Um we were first founded by students through a district resolution in 2021 when a state of climate emergency was declared in the district. Since then, the committee has been committed to advancing sustainability sustainability goals through three main focus areas. Clean energy, zero waste, and environmental literacy. The SSC believes that in order to achieve these goals, we must have meaningful and actionable policy and also increase transparency between the student body

061and the district. As such, we are here today to introduce our new climate resolution that the committee has been working on all year. And ultimately, what we are asking the board to do is to review the resolution in full and agendaize a time for voting. Um, with that, I will pass on the mic to Supriti who will give you a quick introduction to our resolution. >> Thank you, Iris. Good evening, everyone. As Iris mentioned, our 2026 resolution provides specific policy items to address the goals that we outlined in our initial 2021 resolution. So, primarily that is the climate action plan for the district, which was an initiative that the board um agreed to within the 2020 21 resolution. Our 2026 resolution was created in coordination with staff and stakeholder input, including the Silicon Valley Youth

062Climate Action, who has officially sponsored our resolution, and additional input from the county office of education, district staff, and the district food service heads. To start off with the topic of clean energy and monitoring energy emissions as stated in our 2021 resolution, our the 2026 resolution outlines a plan for a climate dashboard which can be used to publicly display district energy use, emissions, and waste data collected through an annual electrification audit. And this audit would provide the district and our committee with a baseline understanding of energy consumption and provide the framework for more sustainable policies. Our 2026 resolution also explains the steps to develop a climate action plan for the district, which would help outline the district's sustainability goals and policies in the coming years. To facilitate the creation of this plan, the sustainability committee

063is requesting district support for the promotion of a bianual student survey, helping us determine the gaps in sustainability policy at the student level. Moreover, on the issue of waste reduction, the 2026 resolution asks the district to collaborate with local climate change organizations to address recycling and composting efforts by reducing single-use plastics. And finally, on the issue of environmental literacy, it is the sustainability committee's goal in the 2026 resolution to promote climate consciousness in all freshman biology classes, which can be facilitated by securing one guest speaker for the freshman biology classes at each campus. Additionally, to encourage hands-on learning, the 2020 sex resolution highlights the need for environmentally focused and green spaces at all campuses to promote sustainability efforts and consciousness. Thank you, Supi. And that has just outlined some main connections. I'm just here to

064remind you of our big goals for this resolution. As Supria mentioned, we want to implement and create a climate action plan as well as a climate dashboard. These two initiatives are well supported by resources from the county and even from and even some from the state. So, we do not foresee the district needing to spend or allocate a lot of money in order to make these initiatives happen. Furthermore, the SSC has long been working on waste reduction initiatives and sustainability and culture and curriculum. So, we're simply asking for more district support and partnership in those areas. With that, um, again, this is what we're asking the board to do to review the resolution in full and agendaize the time for voting. And that is all we have for you. Thank you so much. And if

065you have any questions, we're ready. Yeah, the timer. You did an amazing job of coming in on exactly on time. Well done. Thank you for the presentation. Do any board members have any questions or comments? >> I do have a comment. >> Trusty Coup. >> Yes. Uh, as the trustee who's the leaison for the sustainability committee, I just want to applaud all of the work that the students have put together. Um I'm actually curious how how many uh non- studentents are involved in the committee and uh because I I haven't been able to make the meetings because the timing doesn't work for me. Um so I just wanted to better understand the the stakeholder input that you're talking about beyond the county office of ed as well as the Silicon Valley climate group. >> Yeah,

066thank you so much for that question. Um I I would say that our core group who made this resolution itself is fully uh Sequoia Union High School District students. But we did enlist the help of a lot of other people who are part of other organizations like uh Pensac Energy and SDCA um and sustainable san county. Um but they were not uh they're not really in our uh committee. they're just kind of people who gave us a lot of uh advising and help with creating our resolution. >> And um to add on, as of this year and actually for the past few years, the SSC has been completely studentled and student run to get input on this resolution, we have reached out to actually our CVO, Miss Marking, and also some district um like food

067service and maintenance heads in order to get feedback on this resolution. I have a question and it's going to sound so nitpicky after all the amazing work that you've done to research and do this. Um the byianual student survey as someone who has been in a position to give surveys a lot to collect data. I know very much students some sometimes go through survey fatigue and so I'm wondering the reasoning why you feel as if you need to do this survey twice a year. I think this would be a very important survey to take in the beginning of the year versus the end of the year. Um, as you guys might see in the resolution, it is important um that students receive a climate literacy education throughout their school year. So, it would be um

068a great we think it'd be a great idea to have a survey you take at the beginning of the year versus the end of the year to see what students may have learned, how they may feel. Um, for example, if you're a freshman, you may not know a lot about climate change and you may not even know about climate issues in your school, but then at the end of the year, you probably would have a lot more ideas about climate change as well as about how the school could maybe better assess uh climate. >> Okay. So, just to clarify, the goal then twice a year is to create the baseline at the beginning of the year and then see how much content has been absorbed by the end of the year. >> Yeah. So the

069yeah the first one would be just to set the baseline and then the second one see how much we can grow um from the first one. >> Thank you. >> Anybody else? >> Thank you so much for theformational uh presentation. The next item is the Tide Academy transition update. Do we have public comments on this agenda item? >> We have one in person. Are there any online? Please raise your hand now. >> I see none. So one I'd like to call up Carol Fan. >> Hi. Uh I'm Carol Fan. I'm superintendent and trustees. Um so again, my name is Carol Fan. I have a child at Tide Academy and I wanted to discuss three decisions and actions made by the board um which do not put it in a good light. Uh first I wanted

070to express my disappointment that more options were not explored prior to um you know the decision to close Tide. Um we I understand that there's a budget gap. It would be great to have seen other options other than just one option. Um it sort of has this look of um targeting a school that had the most students at risk. And it just sort of looks bad when you're, you know, like when the school has the largest percentage of underrepresented students and students with IEPs. It just looks bad, right, to only sort of target one school. Secondly, um I do find it concerning that uh we were not told what was going to happen with the tide building. Again, like that's just sort of like a we it was a mystery what was supposed to happen

071with it, but it was very clear that something wanted to be happening there and it's hard to know what it was. There wasn't a statement about it. So again, it sort of seems like this weird secret thing that like the board wanted to do something and then like we are not allowed to know. So again, just looks not great. Finally, um I find the email um from Trustee Cruz to be very concerning. Um in this email, Trustee Cruz wondered why the board was thinking about buying something for Tide when they were going to close it anyway. And that was back in October. Um, and that's before this was even, you know, discussed in public. And it was before, um, Trusty Thompson and Trusty Jim came up with the proposal to or were tasked with coming

072up with a process for closing Tide. Um, which sort of just suggests that the community was being strung along for 4 months. Um, and that the community sort of did a bunch of stuff kind of for nothing for 4 months. I mean, that's just what it looks like, right? When you kind of just look at these things together. So, in my head, the school district made these three decisions that just don't put it in a good light. I would hope that in the future, you know, you you think about kind of like what it looks like from just the outside and also just provide more transparency on what your decision-m process is so that we can help actually maybe provide some input um and you know that would I think be very very helpful for

073the future. Thank you. >> Thank you. Okay, that concludes public comment on the item. Um, we now have the Tide Academy transition update. >> Yes, I would like to invite public information officer uh Naomi to the podium um to provide the update for this month. >> Good evening, board. Um, I'm going to give you an update of actions that have happened since the last board meeting. Um, since the last board meeting, the letters of school placement were sent out to students and families. And in late March and early April, counselors from Woodside, Menloton, East PaloAlto Academy, and Sequoia high schools visited Tide to meet with the students who will be attending those schools next year so that students could select their courses for the 2627 school year. Um, these meetings were coordinated by the TIDE

074counseling staff and the counselors came to Tide. Um, TIDE in their community newsletter on March 27th. They included an update with transition information, including letting parents know about the meetings with counselors that I just mentioned. Um, and last, internally, the TIDE transition team continued to hold meetings to coordinate logistics and communication around the transition. That's it. Any questions? >> Okay. Uh, thank you for that. About how long do you expect the LCAP presentation? I'm wondering if we should take a break before or after about a half hour. >> For a question. >> Well, let's do after. >> Break after. Okay. Next up is our um presentation of our local control and accountability plan. And I think we'll start with public comment. >> Madam person, are there any online please raise your hand? I see one

075online. >> Good evening, trustees, superintendent, and members of our audience tonight. Um, I'm here to talk about the LCAP. I won't speak about it at great length. As you all know, we are in year two of a three-year cycle. And so, this spring, we are working on creating our actions and metrics for next year. That will be the last year of the three-year cycle. So, you'll see a whole lot more of LCAP coming forward next year because everything will change next year. The goals will change, the actions will be new, the metrics will be new. But what you're looking at tonight is not drastically changed. None of the goals have changed because we need to keep those for a full three-year cycle according to our dashboard results in 2023. So, all the goals are the

076same. Each year, what we're asked to do by the state and the county is to look at the actions and the metrics within each goal as a subset and decide, do these actions and metrics still move the needle for us? If so, let's keep working at them. Do they need modification if they're not moving the needle, but we still think they're worthy of working towards? If so, let maybe let's change some of those acts or let's look or those actions or let's look at the metrics in a different way. or do we just need to sunset it because it's not working? It hasn't been something we've been able to get off the ground or for whatever reason. And so each of our ELAP authors is with us tonight um because they all take a different

077subset of that. Each author has a goal where they dug deep on the actions and on the metrics and decided which direction we were going to take that. That wasn't done in a bubble. Um throughout the month of March, we brought the LCAP forward for community feedback to several constituents. Um we've talked to AVPs, IVPs, principles, cabinet, uh SDTA, ask me, uh our student advisory council, our parent advisory council. We had a survey online that people could fill out for public feedback and comment. And now it is the board's chance to provide us feedback so that we can take this, write it, make sure that our actions and metrics are going to be appropriate and effective in year three of the LCAP and move forward with those next year. At which point, like I said,

078you'll get you'll get the midyear report on how they're going as well as all new goals next year pending what the state and the county want us to do. So, you have had a chance to review this um this slide deck and tonight is your chance to just ask our authors questions. Um so, depending on the goal, if you just state which goal you're looking at, all of our authors are sitting at the table over here. They know which goal is there. They're h they're here and happy to answer questions. Um, and the only thing that I will point out, uh, is that, uh, when you're when you were reading this, and I I noted this when I, um, in in the board agenda, everything that is in white is the same as last year's

079goals and metrics, meaning we're still working on this. It's working. We still want to measure this and look at it this way. Anything in red is what we've decided we're going to change. So, when you're asking your questions, it's probably more focused on the red, but you can ask about anything that you're curious about this evening. So, uh, trustees, do you have any questions you'd like to ask of the LCAP authors? Oh, I just had a quick question about because the student survey data is in red. Um, is is that in-person focus groups? >> Uh, Trusty Coup, are you looking at goal one? >> Yes, goal one. >> Okay. Thank you. So, I'm going to invite uh Jared Douly up here, one of our authors of goal one along with Stephen Emmy to speak about

080that. Uh yes. Um we we received feedback to include the student survey because the student survey data was a metric for goal one and we wanted to utilize and add based on feedback for that as well as feedback to include the healthy kids survey from the state of California and tie that into um focus group to collect more student voice. And so that was the spirit there between that uh or for that change. >> And then I think the Cal California healthy kids was also added to the metric. So that that wasn't necessarily in there before or is that just a clarification? Yeah, we had we had our uh social emotional learning component of our annual student survey uh for student belonging as a metric and then we received feedback because we participate in the

081California healthy kids survey um per the rotation to incorporate that student feedback as well. So it's not included as a metric just because we don't do it annually but when we do it we want to include it as uh informing our action. >> Jesse could you followup question or that conclude your question on that? >> That concluded my question. Yeah. >> Okay. Thank you. Jesse Thompson. you have questions you want to ask about >> document that I prepared has disappeared into internet land. So I am looking at it very quickly to see if my memory is but I can email you. Was really pleased to see on there about the uh continued preparation of proctoring because that can so much make or break a test that has nothing to do with a child. Um, and

082so I think one of it was like, oh, the new staff survey questions about proctoring. And so it just sparked my curiosity of um, sort of the I know this is digging into the logistics, but like the when particularly when I think about like we are kneede in CAS or I mean or over CASP. I'm not we are in I know the deadline hasn't passed, but people are taking CAS currently is what I'm trying to say. And so are these SAS surveys then for that metric for next year or I mean for the action for next year or was this something that we were able to implement for this year's results? >> I promise it was much a prettier question on my document next year. >> Okay. These are actions the staff survey items will

083be included in the survey in the fall and uh will be implemented for next year's um administration. Got it. Okay, thank you. Okay, so we shouldn't count on changing in proctoring or anything from this from any data coming from this year. >> There have been ongoing adjustments and improvements, but this particular action to include an item on the survey and incorporate that feedback in um support for proctors will take place next year. >> Okay, I know I had one more, but I'll pass it to you as I refresh my memory. I think my question was also on the proctor because I was wondering uh proctors and familiarity with students needs. So how many are there more proctors are they going to be or they're going to be you said you're they're going to be trained

084in the fall for next year or >> the survey item will be added to the staff survey next year in order to inform what uh additional support is needed for proctors for next year's next spring's administration. So they get to know the student and they get familiar with the student now or >> the more proctors or the new proctors >> because you're speaking of action two >> action two. Yes. Sorry. >> One um improve proctor's knowledge and familiarity. >> Yes. Students with disabilities or >> Yeah. In the case of um proctors who administer in a setting like a study skills class or to an ELD uh section that's um becoming aware of the helping more for the proctors become aware of the accommodations that are available to the students. >> Okay. Thank you. >> The

085individual students in their classes their individual accommodations and >> yes that's I guess that was my question now. Yeah. Thank you. I was pleased to see the AG completion rates for student groups being the subgroups on there. I was very to see that as a metric. Um, and can't and that's the one I want to just plug and be like, oh, I can't wait to talk about that one more. Heads up. Anything else? Thank you so much for your care presentation. >> Thank you. We look forward to presenting about how all this comes out at our midyear update next year, too. So, thank you. >> Very good. Is that one a little quicker than expected? I think we have time to do the the next item, which is the Eastbot Academy local control and accountability

086plan. Good evening. That is not my presentation though. >> Okay. Should I Is it somewhere in here? Okay. I'm using my wait time. Yes. >> Yeah. >> Right. It gives me time to find that missing document. Oh, there we go. Okay. All right. Well, now officially good evening from EPA. Um, so I am just going to review the changes. I won't necessarily review like implementation aspect of everything. So, I'll just focus on the changes for you guys. Then you can ask me any questions that you have. And here we go. All right. So, in terms of the changes, um, goal one is around curriculum, instruction, assessments. And so, we what I really focus on is just aligning all the work. So, goal one is just on this topic. Goal two is just on that topic,

087goal three is on that one. So for goal 1.1, it's really about um increasing instructional supplies and support um because our teachers are they do need more support within instructional curriculum and supplements to support all of our learners. And then one point for um professional development also outside the district. A lot of our teachers do attend CM training which is for multilingual students but also they have an interest in attending PDS outside of the district to give them more support. Um okay for goal two again a lot of consolidation on my part but to note that we are eliminating after school tutoring and 2.1 due to low enrollment. We are partnering with boys and girls club because they are two blocks away from us. So they will provide our after school tutoring for us next

088year. Um and then we are piloting have implemented flex time which other high schools do have but for us is a first year time. Um, so it's during the school day tutoring. So all students have access. It's not dependent on if they can stay after school or not. Um, and also in 2.1 we are including new math intervention classes next year, which is something we did talk about at the last time I was here about LCAP and what are we going to do to support math. This is our response. So, we are going to have math intervention classes led by our new department chair who will push into um algebra 1, geometry, and support students with specific skills that we're using with our 2.3 with our new map testing. Uh so, they've been doing data

089analysis all year and so now they're going to use data to provide that additional support. Um and same thing 2.4. Uh for goal three, no real changes. Just again noting that there is a desire to increase professional development for multilingual learners. Um for goal four we are keeping the leadership class we are just incorporating into our master schedule. Um and then again keeping advisory which is a core to our programs and ensuring that we are supporting all of our attendance teams. And then our last one, goal five is um currently the action 5.8 is written as only the counseling team can go to professional development call for college and career, but really all our staff as a school that is focused on college and career. All our staff should have access to that professional development.

090Um and those are our big changes. So any questions? Anyone with blood? >> No, but I like that um the that you will be having study skills during the day and that that the students will be going to uh the Boys and Girls Cup which is super close and yeah, so thank you for doing that. >> Yeah, that was one of my questions was the elimination of the homework club. What is going to fill it? But so thank you for answering that. I think anytime that we can take advantage of the CBOS that are in this community is fantastic. Um, one of the questions that I did have was sort of had to do with the fact that both one and three almost some seemed like the same the overall goals not the same but

091one and three talking about this the funding for um a particular PD training and I'm just wondering why it's appearing twice. So goal one is really focused on all our professional months. So our after school professional development um anything a teacher want to attend outside of after school PD uh because our focus is literacy and so that will continue next year literacy instruction. And so some of our teachers are taking advantage of outside literacy instruction um professional development to help them better develop especially in the English department but across all the departments. And then goal three is focused on our ELELS. So our multilingual learners. Okay. So that's specifically for ELS like CM training for EELs. Any other training around EELs, but literacy is across all subjects. That is regardless of English language status or

092anything else. That's just supporting our students in gaining access to all curriculum. >> Okay. Thank you. Any more questions? Trusty Thompson? >> No, I mean it's not a question. I think I think the comment is I just want to make sure it's No, I'm fine. >> More comments. >> Trusty C. Do you have anything else you want to ask? >> No, I have no questions. Yeah. Thank you so much for the presentation of your LCAP tonight. >> All right. Thank you. >> We've been at it 90 minutes. Um we're going to take a break and return it. Um >> you want to push through one more? >> Okay. My board wants to keep going. Uh the next item we have is the measure W bond project construction progress update. Do we have any public comment

093on this agenda item? There are none in person. Are there any online? Please raise your hand. >> I see none online. Okay. We welcome the presentation of this item. Good evening everyone. I'm Naidu the chief facilities officer and today tonight tonight I'm here to present you an overview of the major W bond program. Uh this presentation will include projects in design projects under construction uh future projects to be implemented and also an overview of the project uh program budget. projects in design we start it's categorized by site so car high school is the first one the first project is the new ting and the milestone to date the c DSL submitt is completed it's ready to go to DSL but we got our ment for May 18th this year. Current activities going on on this

094project is uh site utility verification, value engineering, constructibility, cost reconciliation. uh these activities are being done by our list back contractor on board uh and the phase is pre-construction phase and a this is very important because this is where we established the GMP the guaranteed maximum price and that'll be the basis of the whole cost of the project estimated construction start date is predicted to be June 2027 all depends on DSA approval estimated a substantial completion. If everything falls on time, it'll be in August 2029. The existing building has about 15,166 ft and the new building is 32,584 square ft which is more than 100% increase. This is a new three-story building. Uh there's an increase in general ed classrooms. uh additional two science classrooms and five special ed classrooms. No changes to that. And

095these are the renderings of uh the proposed ting building. The next projected car is the multi-use field. This is at BSA and uh this should be coming out sometimes in September or early or late August. And the current activities site logistics are being assessed at the moment value engineering constructibility cost reconciliation similar to the T building. We got a contractor the least back contractor on there and they are carrying out all these site logistics which is a bit complex out there but we making headway to that to resolve that. Uh estimated substantial completion should be in 2027 April 20 27 before the summer break. And the scope is uh artificial turf field for baseball, field, hockey, football, lacrosse with additional new press box, dugouts and restrooms. Uh these are the roundings for field. The next

096site is man before you go to the next site. May we just go and see if there's questions uh by site because otherwise it will be hard to remember all the questions. Anybody have any comments or questions about Carmont? Well, my question is probably not specific to Carlmont, but >> yeah, just a general question of of when the new buildings are bu being built, it's cut across two years. So, is there actually going to be construction during the school year or is it limited to school breaks? >> Uh, it'll be continuous. It'll be consecutive uh days of construction but uh all measures will be taken so that the school activities are not affected. Um we have we already had a lot of meetings with the principles and the site committees and they are aware of

097it and we'll provide all measures so that no academic activity is affected. Trist, did that answer your question? >> Yes. Yes. >> I'll just comment. I think it's it's great the extra uh square footage we're adding to that site, especially given the enrollment pressures and I'm looking forward to that coming online. >> Thank you. >> Manet High School. Uh it's a new de building. The milestone to date is that the design development is complete. We are working on construction document and after construction document it'll be submitted to DSA and uh what the predicted day uh month is June 15th 2026 this year and we expect to start construction on June 2027 and by August 2029 it should be completed hopefully uh comparison of scopes uh existing building is 13,9 960 ft², six general classrooms, two

098labs, two independent living skill spaces. The new building will have 30,800 ft² and the scope uh is increased with 14 general classrooms. There's uh two labs, two ILS spaces, one leadership classroom, and one student support center. And this is these are the renderings of the proposed project. The next project taking place at man is the weight room and PE building modernization. Uh to date the m the milestone to date is DD is complete. CD is in progress. DAC submitt is expected to be next month. Estimated construction start will be next year May 2027. Uh completion should be by December 2029. These are the renderings of the project and this is the existing PE building. The then there's another project. There's a third project out there. A major third project is the modernization of Bing. It

099has been kicked off uh in March 12 2026. SD is in progress. We have skipped the project assessment phase because the PA phase was covered in the uh DE wing building design. So estimated construction the start month is June 2029 to be completed by August 2020 2030 sorry and there's no change in square footage because it's a modernization building hey project sorry and uh there is there are changes in the functionality of the spaces because there's a shift of uh certain spa functional spaces on to the de new building So the users the usage of the spaces are uh changed but uh this is uh due to the request and requirements by the site and this is a a preliminary proposed layout of uh what changes will take place. Questions? Okay. Anyone have questions about

100what's uh planned at MA? Okay, the next side is uh Sequoia Union High School. Sequoa High School school and uh this is a straightforward project. It's a new building so no demolition of any existing building will take place and it'll be submitted to DSA on the 19th. We already have an appointment for that. Current activities are site utility verification, value engineering, constructibility, cost reconciliation. We got a leaseless back contract on board. It's a pre-construction phase which is going on and all these activities are being by taking place to establish the GMP. Constructions to start next year May 20 next 2027 completion by August 2029. Uh the square footage of this new building is 15,477 ft. It's a two-story building which will have eight general ed classrooms, nine counseling offices, two counseling conference rooms. These are

101the renderings. Questions? We have any questions about that? Okay. >> Thank you. The next site is Woodside High School DD is complete and uh we are working on the construction documents. It's almost 50% complete as of now. DA this DSA submitted is uh planned to be on May this year. Construction to start in 2027. Estim estimated substantial completion to be August 2029. Uh the existing square footage of this beam is 12,619 ft². The new building will have 31580 square ft. It's a three-story building with 21 generated classrooms, one college and career center with five offices and one conference room. These are the renderings of the project. The next project that outside is uh the baseball field. Uh this project was kicked off uh in February. Current activities SD is in progress. DA DSA submitt is

102predicted to be in December this year. Construction start should be June 2027 and completion by August 2028. Questions? Anybody have any questions about what we heard so far? Okay, thank you. Please continue. >> Now we move to projects in construction. Uh the one of the one of the major projects to be kicked off for construction will be the bleacher replacement project at manetan. It's DSA. It's a second back check at DSA. uh it should be get coming out of DSA sometimes within a few weeks and we are working on the bidding aspect of it and uh we are planning to have start construction by June this year and to be completed by January next year. The scope is replacement of existing bleaches with new bleaches from 954 seings to 1475 seings. It also will have

103a new press box. And then >> I have a question about that one. Just I've been to some of those games. They're packed. Do you think you'll be able to fit everybody with that? Like how'd you pick that size of bleacher? >> We are constrained to have anything bigger than that because of the cell towers on both sides. >> Because of the what? >> The cell towers. >> Oh, >> there two cell towers there. the three actually in the uh at the site. So there's a limitation how we expand it and then also the height is also limited because uh the neighbors we are mindful of the sensitivity of the neighbors. >> Is it fair to say that we're building as many seats as we can? >> Yes, that's the maximum we could go. >>

104Got it. Thank you. >> And also just assuming all of all of the dates and things that are starting of June of this year, can we assume that they're starting after the school year is over? And when June definitely so this won't affect like graduations or anything like that. >> That's how it is planned because uh we want the graduation to take place after graduation. Yeah. >> Do we know where football season will be next year? >> Okay. So throughout the district for the home games. >> Yes. >> Thank you. would going back to the previous I know we're not there yet but can that would be a similar thing for all the baseball as well when those baseball fields. >> Okay. >> The next uh project which will take place during summer this year

105is the car high school roofing phase 2. We have done roof phase one last year. This is part of the uh the total roofing project divided into three phases over 3 years. So this is the second phase of carmon. Uh these are the roofs which will be changed. Seeing canopy roof and the admin roof and also sequa high school will also have this phase two of roofing taking place this year. The gym roof and the be roof to be replaced outside. We are having >> can I ask a question about roofing? I'm just curious. Um yay roofing. We want it done. Um, and I know from experience that tends to be the most disruptive because you're inside the building as the and teaching teaching as the roofing is happening. Have there been any communication with

106principles or teachers just trying to make sure that as you continue the project any feedback that might be worthwhile has been has an opportunity to be received. >> Uh, these projects are designed in a very aggressive manner. A very short window. It'll be complete. It started in summer break completed by the time the students and the teachers come back. >> Love that. >> So there won't be any disturbances to any of the school activities because there are summer schools taking place and we have been having meetings with the principles and the the summer school lead at various sites and they are aware of it. All will be cordoned off safety and everything will be in place. And then outside everything is phase one. We couldn't do phase one last year because we had a major

107HC project going on. So this is phase one. So good side has to catch up. Upcoming projects uh man interim housing. We need to bring housing to all these uh buildings where uh this the buildings will be denored and temporary housing has to be provided to all the schools where all these projects will take place that's outside Carmont and uh Sequa we are we could be having that or may not have that because it all depends how we try to sequence the movement of students because there'll be a new building which will be completed in a family mana it'll be empty and then we have the SEO high school main building we are selecting an architect for that uh there's an interview will take place next next week and there are three architects uh firms

108which have been shortlisted and this is this this will be the most sensitive project because it's a historical building and then uh we also had an assessment for the stadium lights at Sequoa the lights are very archaic. We don't have any records in place. So that the lights have to be changed. It's a safety risk. >> Question on the interim housing. Where will the Carmont intermit housing be? >> It's in the students parking lot adjacent to the MUR. >> So how where are the students going to park? >> That's we we have a suggestion, we have alternatives, we have uh ideas about it. Normally what happens when you have a tight campus and there's a lot of students with cars and vehicles whatever they bring to school. Uh we are looking for a parking space

109where we can rent and provide bus services for students. Did it be that way or we have talked to the principal and they are and the assistant principal they are okay to take off the space but uh we are still looking at the convenience because uh it's not only the students because there will be two projects will be taking place the field project and the key building and as it is one of the major cost we are trying to abate at the moment for these two projects are the logistics of staging We can't even stage. There's no space to stage these projects. It's very tight. And we are we will be impacting the fire lane. We also having meetings with the fire department. So it's a bit convoluted area. And then we have this parking

110variable. And so we could be parking at the health train parking lot provide certain services to the students to the school or some other alternatives. We are working on that. >> Thank you. And then the program budget. This is just an overview. There's no change at the moment. We are keeping our fingers crossed and all the GM the least lease back contractors for the major four projects are working on the GMP. And uh can you scroll a little bit so we can see that bottom number? So there is no effect on this at the moment and we're keeping our fingers crossed that uh they shouldn't be despite all the great things happening around the world. Okay. And this is the total budget. If you look at that, there is other campuses and then other campuses

111are the satellite campuses and also infrastructure projects. Uh it's 125 million. These are uh project such as roofing. roofing is an infrastructure project. The beauty master plan by the by CAW architect is that in the master plan there's a lot of contingency factor in and when we combine all these it cames to 1.5 million and then these are all allocated to the master plan approved by the board. It's a broad-based all these are broad-based figures but there are layers of cost which were calculated while they were having meetings with the site committees and based on that uh there are projects such as uh roofing is one of them restrooms upgrade windows painting access control uh uh a lot of plumbing and all these these are all part of that so but the approach we're having

112on case is that when we do these main projects, the four main projects, we are trying to incorporate some of the scopes which are interrelated in that main projects to avoid tapping onto this infrastructure budget. So we we're trying our best to get that done. So based on what the why we are holding on to a lot of these smaller projects because we are skeptical about what the GMP will come to at the moment. So, we don't want the major projects to be held back because that'll be iconic for the district. >> And Marian, I have I have a comment um SLquest. Um is the program is there contingency built into the project estimates for phase 1, two, and three or is all the contingency sitting on the program contingency line? >> No, it's it's

113by project is >> so it's built in and then we have an additional program contingency. Thank you. So we are pretty comfortable. We can do a lot and I can rest assure that we'll do the major projects the big ones comfortably and we are trying to keep that within the budget uh until and unless there's some kind of force maja effect on any of these otherwise uh we're looking good as far as we can at the moment. So just one sort of overall question. It seems like every major project's going to be going at the same time. So if for some reason there was a problem, it may just wonder if it's too risky to have all the major projects going at the same time because if something went wrong with the costs and we

114got stuck short, >> uh we have all four projects going as opposed to getting three of them far enough along and then doing the fourth. or you have just such high confidence that all four will be fully completed that you don't need to do that. >> Uh we don't want to have the bottom the first and foremost is a fair distribution per site so that all the sites have these major projects going on and then also it's better to get it done now. uh these projects are this bond actually in the project form has been kicked off year and a half ago and we are very aggressive rapid basically moving at a very high speed to get all this design done the sooner we do it the best value of money we'll get the more

115we delay other districts they delay it over 10 years 12 years some 20 years we don't want to do it here we just wanted to make it very short quick and get the best benefit out of whatever funds we So that is the reason why we are kicking off all these projects and we'll be kicking more. So it's the economics of scale get the architect get the design. So we have a consultant too on board and I don't want to keep the consultant for right to the end of the bond program it's expensive to keep them. So the the sooner we get all the design done uh the documents approved by the DS by DSSE construction starts we may be you know getting rid of a lot of consultants and all these so making it

116lean and mean and being aggressive with in-house staff members and get it done. So and then also for the benefit of the school we don't want a construction project to be completed and they go and research for a year then they start another project. So there's unnecessary mobilization, unnecessary movement, and it's a lot of disturbance to to the site too. So it's a one-stop shop. Face the burn once, get it done, and it's done. >> So it is it's definitely aggressive. Um, as you can see, the the bond was 591, right? We also have in addition to program contingency that's inside here in the contingency that's built into phase 1, 2, and three, we also have funds sitting in other capital funding amounts that we can draw from um with the contract mechanism we're using

117with the guaranteed um maximum price um with the lease lease back method as well as value engineering. um we should I mean there's always it's with what's going on in the supply chain is kind of where some of my worries um can be but it's um it's going to be a lot of pressure in a lot of areas as we saw with the parking and the temp housing. Um but if we could pull it off it's the best bang for our buck. I understand and appreciate the best bang for the buck approach and I'm I'm not I just just asking the question about the the potential risk of that approach and making sure because been involved in some other bond projects and the prices always seem to keep going up really fast every time. So

118um Jos asked the question. >> Thank you. Appreciate it. Does anyone have any questions about anything related to the bond projects? >> No, just the construction area like parking. You mentioned a little about parking and as a parent who goes and picks up my son and students who are learning how to drive. I'm just worried about the parking. Is it going to be limited to each space that you're doing here in each school or is it just one or two specific schools or I know some projects are taking place in the summer like the roof but the other stuff that's happening is it going to affect parking and people coming in and picking up their kids. And >> the only only site during this major project construction will be affected to great extent is KOD

119High School. The other sites are pretty much okay. Sequa is okay. Man is okay and side is okay. This only comes I believe you can correct me if I'm wrong. Is it where it's because of where they have to put the interim housing >> so where the temp classrooms will be on the other sites are not in the parking lot. In in addition to that though, like we we may be thinking about parking and where the interim housing is going, which is definitely adding um this is a lot of construction at one time to these schools and construction for a 2-year period while everyday activities is going on. Um it is it is inconvenient. It is it is quite inconvenient. Um and through these meetings and you know you have this kind of like weight

120and this balance of level like do you want to draw because construction is always going to be inconvenient. Do you want it to stress four six years right the shorter amount of time um but it is uh it is it is going to be uncomfortable. Okay. Anybody else have any comments or questions? Um I just had a question about the program budget. Um so just clarifying so phase one um do we do we have actuals so far because there's no change to the budgets but there was contingency built into it. Um so are are we using any of that contingency for phase one or is everything on track? uh these projects are in design and uh there's no contingency being used at the moment. Uh all uh the the the contracts we have with the

121architects and the consultants they are within the budget. So as of now we haven't touched on any of the contingency at all. >> Oh okay. Yeah. That's because uh actually what I was thinking was phase one are actually under the infrastructure projects right because the roofing Yeah, infrastructure projects are totally separate from the major projects. >> Okay. So, the roofing is part of infrastructure, correct? >> Yes. Yeah, it is. >> Okay. Okay. So, that piece is is on track so far. >> On track within budget. >> Okay. Any more questions? Okay, I think that um concludes our questions. Thank you very much for the presentation. Look forward to seeing this project continue. Thank you. >> Thank you. >> Okay. Uh it says 8:03 on the clock. We'll target starting when it says 8:13 on that

122clock right there. Time. try to stick to the timeline as as projected. Okay. Uh welcome back. Our break is concluded. We are now moving to the first of our action items. Title of this action item 15.1 streamlining course offerings and creating more diverse learning environments to increase student access and success. This item was placed on the agenda at the request of members of the community. Um uh Trusty Coup and I spoke about this uh during agenda planning. Trusty Coup, I'll take a first step at saying what our goals are for this agenda item and then I ask if you have any additions or clarifications to what I say that you make any additions or clarifications to what I say about our goals for this agenda item. Uh but this item has come before us um

123several times and um I know that members of the community have felt that we have not all given clarity or have felt as though our positions were unclear or that the position of the board was in some way unclear. And so one of our I think we have different positions on what the outcome should be, but I think a shared goal is that we give clarity to the community as to where we stand as a board and as individuals on the board um on this topic. Um we are going to have public comment and then we will have u discussion and deliberation by board members. There's no staff presentation as part of this item. Uh before we see public comment, Trusty Coup, would you like to uh add or clarify or whatever to anything I

124just said? >> No. Trusty Yin, I think you did a really good job of summarizing our uh agenda and um I really welcome the deliberation and clarification to the the community. >> Your public comment. This is for uh action item 151. Um let's see how many public comments we have and then we'll decide how long for public comment. If you are online and wish to make a public comment about this agenda item, please raise your Zoom hand now. If you're in the audience, have not yet had a chance, raise your real hand so I know there's one more of you to come. If everyone's got their comment cards in, that's great. Okay. With four in person and it looks like three online. Should I do two minutes a seven? >> Okay. Well, the two minutes

125a piece with seven people. >> Sure. Let's wait for the timer till person starts. Can we reset the timer? Okay. Our first speaker is Erin Walsh. All right. Um, thank you. My name is Aaron Walsh. I'm here to speak in support of the heterogeneous classes at 9th grade levels across the school district. I currently teach MCLV, which is our detract class at um, MA and AS English 2 at MA. So, I'm in the unique position to um, see our students in both detract and track classes. Um, I can speak specifically about my own experiences and I can say with certainty that my students in AS English 2 are absolutely prepared for AS English 2 after a year of MCLV. In fact, a vast majority of my AS English 2 students are earning A's and B's

126consistently. Um, and they've taken a heterogeneous course the year before. Um, I want to emphasize that contrary to what many people believe, a heterogeneous class does not lower the standards or expectations. We are teaching MCLV at an advanced level and simply providing support so that every student finds success. This advanced rigorous curriculum should not be limited to only the students who would have self- selected into AS English 1. Um, I'm only speaking anecdotally, but I hear a lot of students talk about how MCLV is their hardest um their hardest freshman class. Um, my students in MCLV as 9th graders are reading nearly as much as my AS sophomores are. They're writing nearly as much as my AS sophomores are. This week alone, my freshmen have read the Queen M speech from Romeo and Juliet, which

127is a notoriously difficult speech. They've paraphrased it. They've discussed his role in a play. They've watched and compared different interpretations of it in different um movies. They've focused on body language and tone. They've read another challenging scene. They've analyzed the language of the scene. They've annotated it. They've discussed how those strategies contribute to overall characterization all within 3 days. It's exactly what I would have done if I taught AS English one. Thank you. >> Thank you. Our next speaker is Sims Duncan. Sims Duncan, are you still here? Okay. Edith Salvatore. I'm rising just to um focus on the superintendent's recommendations in this item which are to continue um the data review and review of the success of this program and to not make individual or one-off changes as the wind blows, but rather to focus

128any change to the um ninth grade the plan for n current plan for nth grade academics um as part of a larger strategic planning process. I think it's really important as we see this topic come back again and again and again that we not get worn down and make a knee-jerk reaction to change something when we don't have data to support that change whether because the data is simply not there or because we haven't waited long enough to see what that data shows. We do have anecdotal data and qual quantitative data that shows students are being successful in dtracked classes and we need time to show the impact that that has over their time at um our schools and their success at the end of four years. Um, I've stood here before and told you

129like no student was made or broken by the strength of their advanced 9th grade English class, but many students have had paths closed to them by the lack of access provided by a tracked system. So I would rather heir on the side of opening those paths to everyone than worrying that including everybody is taking one step away making one step away from Thank you. Our next speaker is Abby Corman. Good evening. So, we've had an internal review, an external one. We've had this item on the agenda many times over many years now, as Miss Salvatore named. And I've said this before. In fact, this is pieces of multiple of my speeches pulled together. I'm not clear if the answers aren't being disseminated clearly. It seems like they are. Or if maybe the information we've been

130sharing is just being ignored. Um I I do want to say the myths that have been out do need to be debunked. We offer more advanced coursework um now than we ever have before. We have um f in 2024 SUS SUSD students took 5,299 AP exams in 38 subject areas and 71% passed with a score of a four or five and 90% achieved a score of three or higher. One of the arguments is that we're taking away access to advanced coursework. And yet the reality is that there's more advanced coursework available now at SUHSD than any other district in the area, including at local private schools. While Colmont currently is the only school with honors English for 9th grade, if that's a deal breakaker for certain students, we do have the open enrollment process for

131incoming 9th grade students to submit an online registration application and choose Carlmont as their school. And for students who choose to be at a school that does not offer the AS course that they want, colleges will not penalize them. Students are compared to the coursework that they are offered at their school site. Essentially, if we vote no, you're pushing to reverse decadesl long work or in-house 121page research. Um, and you are prioritizing a >> Thank you. Our next speaker is online, Diana Bloom. >> Hi, I'm reading a statement from the Jewish Community Advocacy Council. This is a civil rights nonprofit dedicated to equal educational opportunity and combating discrimination. JCAC stands with uh Sequoia Union High School District Students First Group in calling on the Sequoia Union High School District Board of Trustees to reinstate honors

132and advanced standing courses for 9th graders beginning in the 2026 2027 school year. The Sequoia Union High School District has it all backwards. Offering honors classes is the most fair system we have. It rewards achievement, encourages students to do their best, and gives every child, regardless of background or socioeconomic status, a clear path to prove what they can do. Honors classes let motivated students work at their level and arrive at AP courses prepared to succeed. They give first generation and lowincome students a visible, accessible track to the most competitive colleges. High achievement should be admired and sought after. Achievement is how students of any background prove their greatness and open doors to their parents that that their parents could never walk through. The real discrimination here is a watered down curriculum. Wealthier families will always

133find rigor for their children. Through private school, tutoring, summer programs, everyone else is left with that public school who chooses to offer less. Eliminating honors does not close opportunity gaps. It cements them. The district's own handover research report does not prove what the district claims it proves. Its findings are mixed at best, with several pointing the wrong way. JCAC urges the board at its today's meeting to hold a transparent public vote. >> I'm sorry your time is up. Our next speaker is Christine Arnold. >> Hi, thank you for the opportunity. Uh my Can you hear me? >> It's still the count still the countdown for the last from the last one. There we go. Uh so my name is Christine Arnold. I'm a menop resident and in favor of restoration of AS honors classes in

134the 202627 school year. The elimination of AS honors courses was intended to promote equity. But if you dig into the district data, it shows the elimination of those classes, an action that was taken without a board vote because that was the trend at the moment has had the opposite effects of achieve. The achievement gaps are widening. Participation among underrepresented student is stagnant and students have lost a critical middle tier option between grade level and API. The district is calling for more planning, but the 2024 strategic plan already directs expansion of rigorous coursework with targeted support. Restoring AS honors aligns with that plan. Delaying action contradicts it. While aggregate AP participation is rising, which the district is brandishing as a success metric, subgroup data is missing. If you take the time to dig into the available

135data, it shows Hispanic Latino AP participation remains stagnant at 9 to 10% which is 8 to 9 point below the national average. Growth is being driven by already high achieving students, not improved equity. So the bottom line is cancelelling ES honors classes has not improved equity. It has reduced access and widened gaps. So restore open enrollment ES honors courses, pair them with strong academic supports and provide transparent subgroup data. Be honest. The way you present the data is self-supporting. You play optics and pat yourself on the back for decision that actually is hurting the people or the students you suadon wanted to help the most. Instead of supporting students in their learning, you strip the most vulnerable students from opportunities. The actual hard work is to teach them to support them in their learning. It

136is about them not about you and what makes you feel good. One size does not fit all. Get back to the core mission of a school which is to teach restore as honors courses. Respect individual students learning journeys. Support all students with the opportunities that they need and deserve. Thank you. >> You last speaker is Trisha Bar. >> Hi. Thank you. I haven't did the countdown start. Okay, there we go. Sorry. Um, hi, Superintendent Leech and members of the board. I support the reinstatement of AS and honors courses in the 2627 school year. I'm the parent of three Menloton students over the year. My youngest of the three is currently a student. Uh I'm also a current and former parent representative on the Menloton site council. Uh and I know Aaron Walsh well from that.

137As a site council member, I previously supported the elimination of certain honors classes as part of an effort to detract to detract and expand the access to AS and honors pathways uh to AS and AP pathways for students across the the feeder schools. However, uh several years later, the the data that even the district has presented does not indicate the increased enrollment in those courses across the student groups or or feeder schools. For example, following the removal of AS English one, there's not been a corresponding increase in enrollment in AS English 2, which when we made the decision was the primary measurable goal of the change. And while there may be other outcomes associated with the decisions, they appear to be more qualitative in nature and weren't part of the original stated rationale. It's it's

138concerning to me that over that that rather than reassessing the outcomes that haven't met those expectations that the the justification has somewhat shifted for maintaining the current structure. I respectfully urge the board to reconsider and reinstate the eliminated AS honors courses at Melo Athetherton, particularly AS English, which is currently offered at Carlmont. Thanks so much for your consideration. >> Thank you. >> Okay, that concludes public comment. Thank you, Laura, for um getting us through the public comment. So, I'll turn to uh my board colleagues if any of you um would like to make a statement or comment. >> Uh sure, I'm happy to go. So, um this is an issue that's definitely come to the board a lot and it's one I've thought deeply about. It was definitely one of the reasons that, you know,

139motivated me to stay involved in our district. And you know I think my thoughts on this topic are complex as you know this topic has existed for so long. And you know I one thing I do want to note is I think we as a community could do a lot more work to try to be I'd say more consistent and you know honestly like on intellectually honest and in admitting the shortfalls and pros and cons of some of these issues and that I do not believe necessarily that this course is you know destroying people's education experiences and streamlining it but simultaneously I also believe that we as a district and we talked about that that's everyone in this district from our board to individual school sites could also be more intellectually honest in where this

140program has fallen short. I was a little disappointed in some of the data presented here in that it seemed to me to be very much glossing over statistics that might not be as favorable for the course. like digging a little deeper into the into this into some of the data that I've looked at, it seems to me that when we talk about um giving students pathways who might not have otherwise had access to them, which I think is a very valuable goal, the biggest group in Jump in terms of AS2 participation is Caucasian students. And that's not a bad thing by any means, but it doesn't necessarily meet the goal that was identified to a lot of people in the community to help increase minority representation in honors courses above too. Look, same thing with

141the AP participation which is highlighted in the board packet. But if that's broken down by demographic groups or I I do not think there's any sort of statistically significant change in the portion of population taking AP classes like um that um among groups that you know we target in some of our LCAP goals etc. And none of this takes away from the hard work that I'm sure all our teachers put into teaching this course. I've gotten to see the course multiple times and while I can confidently say that I do think the students are being challenged effectively, it was very stark and noticeable to and I don't think just to me when shadowing some of these classes which students were engaged in the curriculum and which students did not seem to be or engaged or

142you know participating in what was going on. And I don't think I'm the only trustee who's noticed this. I've talked to some of my colleagues who've also seen this class and I think they had that same um notice. So I do constantly wonder what more we can do to improve you know our end goal here which is to try to improve the diversity of some of our higher higher level and rigorous courses. Um at the end of the day philosophically I do have some objections to some of this um framework that our district has based some of this on. don't think the data is as clear as it's made to be seen in this board packet. But longer term, I worry that the same reasons that we are used to justify this, not saying they're

143necessarily correct or true, I don't think we have the data to prove, would also justify the elimination of higher level honors and AP courses. Cuz after all, what's the difference between allowing access for all of those students and saying, you know, we're going to open that up, too, and not have a tracked system. And that scares me more than anything else cuz I I know it might not happen this year or next year, but I do wonder if we're approaching that theory of education and that's something that I do not support wholeheartedly. >> Well, hello everybody. Um, my stance on this has been clear since I ran. Um, I so I will just be short and sweet. Um, I agree with Superintendent Leech's recommendation to keep Common Core for the ninth graders. Um, it stands

144for all students. It helps all students. Um, so I support all students in this district and yeah, I think that this this this issue has come up so many times and there's so many other things that we as a board I think we need to work on. Um, and yeah, so that's my stance. Um, I agree with Superintendent Leech's recommendations and that's where I stand and I continue to stand and I hope that we continue to work on other things that are taking precedent I think with the whole of the community. Um, and as far as far as numbers, I think you can argue it any way, right? Depending on what you what your stance is, the numbers are not super strong one way or another. So, you can argue in any way. So, I

145think of students holistically as a person, not just stats of numbers. And so I agree with Superintendent Lech's recommendations. Thank you. >> I'll join in and say a statement. Um I like um Trusty Cruz, I also thought my position on this was very clear. Um since I campaigned um I campaigned on on Dtracking. I also campaigned on I believe in rigorous coursework. Um those two can still exist at the same time. Um I I want to make this moment to actually draw this idea exa exactly what you just said um Cruz as well is that I I don't think the data is strong enough on either side to promote us spending this much valuable time on resources on this one topic. Um, I think, and I'll say this because I've worked in education for a

146very long time, one set of data points will never tell the whole story. It never will. You can always interpret it. And I can tell this from firsthand experience of teaching nth grade history, same teacher, same curriculum, one year later, totally different outcomes because students are different. So, you adjust to based on what the needs of the students are in the classroom. That doesn't mean you lower the rigor. it doesn't mean you take down the expectations. Um, the issue has been discussed for years. People hold strong views and I respect that. And yet, I still got emails saying, "I don't understand your position, Trusty Thompson. It seems unclear what you want." So, I want to just be very, very clear. Um, that I do not believe continuing to relitigate this one question over and over

147is the best use of board time. Um, I do not see evidence of harm and therefore I am not to move forward with reinstating or working towards reinstating 9th grade English honors English. >> Trusty C is president. Would you like to go last or do you want to go next? It's your choice. >> Um, I could go next. Um so from my perspective um perhaps I have been less clear because I have always been saying we need to wait for the strategic plan. Um but the strategic plan does say that we want to have mastery right and we want to have rigorous classes and lots of support. And so that is not in congruent with heterogeneous classes in the freshman year. I think that as trustee Nory mentioned there are students benefiting from heterogeneous classes.

148There are higher participation rates in AP classes. It may not have impacted the socioeconomically disadvantaged the groups that were that are under reppresented and may not have impacted it as much um or not at all potentially. Um but that does not mean we have to change course. It means that there are things that we need to look at to figure out what's working and what's not working and what can be tweaked. But overall, the concept of having having a set of heterogeneous classes in freshman year, including in English, um is is really important. And I would say that English is foundational to the success of future classes in the high school career and really throughout uh a person's career as well as college trajectory. And so we really need to double down on English comprehension

149and ability to navigate the rest of Sequoia's coursework. Um, so if if there are students that are not doing well in ninth grade English, that's where we need to provide targeted supports. Um, and that is part of our strategic plan and that's where we should focus and not necessarily change course. Um, and I I did want to also bring up that we keep talking about ninth grade English, but I know some of the feedback is also on the different uh science opportunities in the upper grade levels. And for that one, I do feel that we need to make sure that um the rigor is there. um being a STEM person myself um you know I want to make sure the rigor is there but if the rigor is there we also again need to make

150sure that students level of English proficiency is at a level that they can do well in those classes because there are three levels of nth grade English right now and um my assumption is that as students go through the high school experience We're trying to move pe move students to mastery at that level of English, right? So, if they're in intensive support um multiple grade levels below uh 8th grade level when they enter high school, what are we doing to get them up to speed? Right. Um same thing with the the one the in intensive English support one level below um nth grade English. What are we doing to get them up to speed and caught up? Because if everyone is taking the same STEM courses later on, is their English proficiency at a level

151that they can be successful in that course if it's held at high rigor? And that's that's actually something I am very curious about. um that does not change the need you know it's not about changing course but it's what can we do to make sure our students are successful in those courses and the rigor is maintained okay um so first I want to uh share my overall philosophy on course offerings I've said many of these things before but I'll share them again um I want our district schools to be the first choice for all families and to meet all students where they are. I believe that a broad range of course offerings is better than a more limited range of course offerings. I believe that the greater the variance in the prior preparation of the

152student population at a school, that is how much variance there is in how much each student has learned before they come to the school, the more important is to have more levels of a subject at that school. And I also believe that the higher the variance of the prior preparation of students in a single class, the harder it is for a teacher to meet the needs of all of the students in the class. Um, specifically regarding the classes that my daughter took at MA when she was a freshman there in 2016, they're all no longer offered. Uh, there were three classes she took. They're no longer there. I believe that the school does not meet the needs of students today as well as it did then because of the removed offerings and I prefer to

153best meet the needs of all students. So, I have some comments specific to how to this agenda item and the wording in there. Um, the narrative included with the agenda, including the following sentence. There is a substantial and growing body of research that supports what this district is doing in our classrooms. Um, I agree with what others have said that I think that the data is mixed. My understanding is that most of the research relating to the level of material provided to students that is the research reports that were cited is with younger students and much of it is with math. After several hours prompting various AI tools, I similarly conclude that there's no conclusive evidence one way or the other directly relating to our discussion tonight. And our discussion tonight is about whether to

154have an honors option above an A throughG compliant college prep class. That's not something that anyone else looked at. So we we already have an A through A throughg compliant college prep class. And what we're talking about is whether there should be a level above that for students who are ready for more perhaps are uh above grade level. And we're specifically talking about biology, chemistry, and English. The agenda narrative um continues with a couple paragraphs about AP participation rates and scores, but does not put those changes into the context of changes in AP tests during the time and national trends. I think we've all seen articles showing that AP pass rates and take rates have changed dramatically nationwide and that needs to be looked at in the context of what we're seeing within our district.

155In a in a corporate data, which I appreciate, the district uh hired handover to study the situation. The handover report in the section quote limitations and recommendations for future future research writes, "As this data and analysis are descriptive, the ability to indicate causality is very limited." Based on the report specifically saying that ability to indicate causality is very limited, I believe that we should not consider anything that to indicate causality. Um, which brings me to what I believe this issue actually comes down to. And it's not a scientific question. It's sort of a question of values and judgment. And specifically, at what age should students have access to differentiated coursework in each subject in our region? The answer for math and foreign language has long been accepted to be sixth grade or seventh grade. I

156think almost every student starts taking different math. the most of our feeder districts start um having different options for math in sixth grade and seventh grade and our district does as well for all students in nth grade in both foreign language and math. Um the question is when should the same principles apply to English and science? At what grade should we start to differentiate English and science? I believe the answer is nth grade. Uh students who are ready for more rigorous work in English or science as freshmen deserve that option just as students who are ready for advanced math in sixth grade have that option already. um respond. Is there anything anyone else said? I did want to add one um component um in terms of nth grade English because that differentiation has not happened

157yet in in middle school. Um the fact that students are coming in from different feeder middle schools, feeder districts um and also from private schools. I feel the heterogeneous um approach for English in ninth grade makes sense as a quick ability for the teachers at our district to assess for themselves um the the level that the students are at and provide the necessary supports. And I think the clarification is that we are not mixing all English um levels into one class, right? There are still two levels um that are below the 9th grade level and my understanding is right now um sixth and seventh grade level is included in that ninth grade English class. Now I don't know if that's the right split or you know whe whether that is too big of a frame

158or range um but that's something to take a look at. But I still fundamentally believe that the heterogeneous approach is the right thing because many students come into our district with a lack of confidence and sometimes they don't believe that they can do well in the advanced classes. Um so they will self- select themselves out of advanced classes and then that sets them off into a different trajectory. But if everyone is given a level playing field then they the the students can increase their level of confidence if they have been less confident before right and so that is my feeling of you know looking at the data that's my hypothesis I don't know if it's right or not but that's my hypothesis of why there there is an increase in the number of students taking

159advanced English and advanced in AP English eventually even though if it's not hitting the the intended audience which is our socioeconomically disadvantaged students but it is working for students that have less confidence in their ability to take an advanced English class. >> So um just to add on slightly respond to what Trustee Coup said. Um I don't necessarily disagree with much of what you said. I do think that's a little bit of my hypothesis too, that all the gains that we've seen in AS2 seem to be from demographic groups that aren't necessarily the ones that we targeted. But I do wonder in asking your question, why is it do we think then that only certain groups seem to gain whatever that confidence that you described is? Because if looking at it objectively, the AS2 demographics

160were very similar to what they were precoid when we had AS1. So I for me it's just interesting like how who actually ends up making that choice in the end regardless of having that level playing field for nth grade. So I guess I have a question for trustees coup and Thompson. I have somewhat of a trouble that both of you speak uh in favor of heterogeneous offerings, yet your constituents have access to advanced English as freshmen. Uh and you vote to deny access to the students in area C to have access to uh English. I'm wondering if you would support consistency in the advanced offerings throughout the district. >> I I'll talk first. Um or you can talk first. I just grabbed the mic. Um, fairness is not the same as sameness. Um, I should

161say fairness is not always sameness. Um, I was not here when this vote originally took place or what how it all went down. Carmont followed followed a different historical pathway in nth grade English. And I remember you talking about this while I was campaigning and asked me about this and I and I don't know the ins and outs of why Carl Mont followed a different historical pathway in nth grade English. But I also know that this district has a history of not being consistent in every single course it offers in every single grade in every single site. That's um yeah. So for me the question is not whether every site needs to be identical because I don't think it does. Um the question is whether I support reopening this issue and I don't. Well, I

162guess the serial stand. I'll make a motion that we have consistency in our advanced standing and honors classes between the three school sites. Do I have a second to that motion? >> Yeah, I would say >> I was going to say the three school sites people say between our four comprehensive bicycles, they have a consistent offering of advanced standing and honors classes talking about 9th and 10th grade, biology, English, chemistry, little three. So I would support that but I don't want I would not want to support eliminating a course at a site. So I the highest the highest condominium what's available to some is available to all. We had a one of our student trustees speak about inequities between classes and we have different availabilities between the schools. I think that as a government principal

163consistency throughout our sites so it's not depending on what zip code you're in. And despite what one of our commenters said you can't get into if you want to because it's overloaded. So if my constituents want advanced English, they can't go to Colmont and get it because it's too full. So I ask that it be available to them. >> If that's the case, I'd second it. >> Oh, I meant more. I would not support something that meant consistency as to removing offerings at Carlmont. >> Okay. example I'll restate um the and the as and honors offerings between MA Woodside Aquaria and Colmont should be consistent with each other with consistency achieved by adding not removing course offerings. >> Okay, that I would second. >> Sorry uh Press your statement cut out for a little second.

164So can you repeat that? and honors offerings between MA, Woodside, Sequia, and Clmont should be consistent with each other with consistency achieved by adding not removing course offerings and topic is seconded. So now we can have discussion and when discussion concludes we can vote. >> Say anything I'll have a vote. But if you want to say something, you >> I don't think there's anything to discuss. We we >> That's fine. >> I I Yeah, I I think we've discussed this. Yeah, >> I mean I I I also want to mention that our I will say this that our student trustee was talking about AP AP courses and college board syllabuses are a whole another thing. Um, but I also I also think that what you are proposing of this like super strict consistency on on

165honors to go to your point like this is th I don't I don't think what you're proposing is in the best interest by any means of the district in terms of time and resources. And I think that it is opening up a whole another set of questions that again we can discuss as a whole. We already did it in October with the study session when we talked about grad requirements. We already have that study session and I think that topic is something that we could talk about but and in terms of what's best for our students, but let's talk about graduation rates. Let's talk about our our cell phone policies. Let's talk about there's so much stuff that we should talk about. >> Yeah. And I do have a a clarifying question. So you're saying

166consistency um but not removing any existing classes which basically means adding as to all of our high schools. Correct. >> What some students get, all students get. So it's not a lottery based on where zip code you live in. >> Yes, trust. That is what he's saying. >> Yeah. So then I also have a clarifying question. Are you limiting this to 9th grade or are you saying as a whole the entire district should have consistency across all schools? >> The AS classes of chemistry and English, which some sites have and others don't. Currently, I believe no site has biology. So, we're already consistent in biology. We're inconsistent with chemistry and we're inconsistent with English. You just made a pretty passion plea that um well, you didn't respond to why you you made a pretty passion

167plea why you thought heterogeneous English was good, but then didn't respond with why your constituents have it have advanced English. >> Yes. And I don't have an answer to why. That is probably something we need to look at, >> but I would not recommend any changes at this point. It's something that we we need to take a look at. What are the pros and cons of having advanced standing English at one school and not the others? >> Rich, I think you've had the motion or you I'm sorry, Trusty G, you had the you have two. I think we should vote. I because otherwise we're just going to go around in circles. >> Okay. Roll call vote, please. >> Trusty Nory, >> yes. >> Trusty Cruz. No. >> Trusty Thompson. >> Vice President Gin. >> President

168Co. >> No. >> Okay. Motion fails. Any motion on this item tonight. >> Okay. Um next is item uh 15.2 2, which is um approval of request for declaration of need for qualified educators for the 2026 2027 school year. The description of the item was quite um robust on the agenda. Does any board member have any question or can we move to a motion? Oh, I should ask for public comment. >> There are no public comments in person. Are there any online? Please raise your hand. I see none online. Okay. Do I have a motion to approve? >> Motion to agenda item 15.2. Request for declaration of need. >> Second. >> Roll call vote, please. >> Trustee Nory, >> yes. >> Trusty Cruz, >> yes. >> Trusty Thompson, >> yes. >> Vice President Gin, >>

169yes. >> President Co, >> yes. >> Motion carries 50. >> Okay. The next item is approval of amendment one to the agreement with Sandis for topographic survey services for the baseball field project at Woodside High School. Do we have any public comment on this item? >> There are none in person. Are there any online? Please raise your hand. >> I see none online. >> Have a motion to approve. >> Motion to approve. >> Second. Roll call vote. >> Trusty Nor. >> Yes. >> Trusty Cruz. >> Yes. >> Trusty Thompson. >> Yes. Vice President Gim, >> President Co. >> Yes. >> Motion carries 5 Z. >> Okay. Next is approval of amendment number one with NL and TAM architects for architectural services for the interim housing project at Woodside High School. I have a motion to

170approve. >> Public comment. >> There person. Are there any online? Please raise your hand. >> I see none. >> Thank you, Trusty Miller, for keeping me in line there. Do I have a motion to approve? >> Motion to approve. >> Second. >> Trustee Nory. >> Yes. >> Trusty Chris. >> Yes. >> Trusty Thompson. >> Yes. >> Vice President Kim. >> Yes. >> President Co. >> Yes. >> Motion carries 50. Okay. Item 15.5, approval of bid number 26-1128C and agree with Contracting Services, Inc. for the 2026 roofing project at Woodside High School. Any public comment? >> There are none in person. Are there any online? Please raise your hand. >> There are none online. >> Motion to approve. >> Second. Ed. >> Roll call. President I'm sorry. Trusty Nuri. >> Yes. >> Trustee Cruz. Yes. >>

171Trusty Thompson. Yes. >> Vice President Gin. Yes. President Coup. >> Yes. >> Motion carries 50. >> Item 15.6. Approval of bid number 26-1126c. An agreement for the 2026 roofing and window project at Carlmont High School project number 300-W17-1. Any public comment? >> There are none in person. Are there any online? Please raise your hand. There are none online. Roll call. Trusty Nory, >> yes. >> Trusty Cruz, >> Trusty Thompson, >> yes. >> Vice President Gin, >> President Coup, >> yes. >> Motion carries 5. >> Oh, I sorry, I thought I missed the motion to vote on that. >> You didn't you? >> Is that the same one? >> Yeah, we have a motion to >> Yeah. >> No. Yeah. I wasn't crazy. I would motion to >> second. >> Trusty Nory, >> yes. >> Trusty

172Cruz, >> yes. >> Trusty Thompson, >> yes. >> Vice President Gin, >> yes. >> President Co, >> yes. Motion carries 50 15.7 approval of bid number 26-1127c in agreement with 1 and a contractors for the phase 2 roofing project at Sequoia High School project 100-W19-1. Are there any public comment? >> There are none in person. Are there any online? Please raise your hand. Any motions? >> I see none. Motion to approve. Second. >> Roll call. Trusty Murray. >> Yes. >> Trusty Cruz. >> Yes. >> Trusty Thompson. >> Yes. >> Vice President Gen. >> Yes. >> President Crow. >> Yes. >> Motion carries. 5-0. >> Okay. 15.8. Approval to release the draft mitigated negative declaration for Sequoia High School facilities upgrade. Any public comment? >> There are none in person. Are there any online? Please raise

173your hand. I see none online. >> Move approval. >> Second. >> Trusty Nory. >> Yes. >> Trusty Cruz. >> Yes. >> Trusty Thompson. >> Yes. >> Vice President Gin. >> Yes. >> President Coup. >> Yes. >> Motion carries. 50. >> 15.9. Approval of agreement with Spencer Associates for architectural services for the temporary classroom for the new DE wing building at Mineral Athetherton High School. >> There are no public comments in person. Are there any online? Please raise your hand. >> Motion. >> Second. >> Sorry for delay. I'm taking notes. >> Trusty Nory. >> Yes. >> Trusty Cruz. >> Yes. Trusty Thompson. >> Yes. >> Vice. >> Yes. >> President Coup. >> Yes. >> Motion carries. 5-0. >> Item 15. Approval of the purchase of 2,200 Chromebooks for incoming 9th grader students. Any public comment? >>

174There are none in person. Are there any online? Please raise your hand. >> There are none online. Motion to approve. Second. >> Trusty Nory. >> Yes. >> Trusty Cruz. >> Yes. >> Trusty Thompson. >> Yes. >> Vice President Den. >> Yes. >> President Co. >> Yes. >> Motion carries. 50. >> 15.11. Approval of purchases for network infrastructure refresh switches and access point licensing. Any public comment? There are none in person. Are there any online? Please raise your hand. There are none in line. >> Motion to approve. >> Second. >> Trusty Nory. >> Yes. >> Trusty Cruz. >> Yes. >> Trusty Thompson. >> Yes. >> Vice President Gin. >> Yes. >> President Coup. >> Yes. >> Motion carries. 5-0. >> Item 1512, approval of purchase of interactive classroom displays. Is there any public comment? >> There

175are none in person. Are there any online? Please raise your hand. I see none on mine. >> Seconded. >> Trusty Nory. >> Yes. >> Trustee Cruz. >> Yes. >> Trusty Thompson. >> Yes. >> Vice President Gin. >> Yes. >> President Co. >> Yes. Motion carries 5-0. Item 15.13, adoption of resolution number 17, declaring the futility of public bidding for a sole source purchase of Apple products. Any public comment? >> I have none in person. Are there any online? Please raise your hand. >> There are none online. Motion to approve. >> Seconded. Roll call. Trusty Murray. >> Yes. >> Trusty Cruz. >> Yes. >> Trustee Thompson. >> Yes. >> Vice. >> Yes. >> President C. >> Yes. >> Motion carries. 5-0. >> Thank you. Those action items. Okay. Next is future agenda items. Does any board

176member have anything they'd like to bring up for future agenda items? So moved >> and seconded. All >> in favor of journment I >> I