SUHSD Board Meeting, March 4, 2026

001Oh, it's recording. Okay. All right. I will call the meeting to order at 5 o'clock. And uh starting for close session, do we have any public comments? >> There are none in person or online. >> Okay. All right. So then we will then uh adjourn the open session and go to close session. All right. Okay. So, we are going to reconvene to public session right now at 6:12 p.m. Uh, welcome to the Sequoia Union High School District regular board meeting on March 4th, 2026. Um, first off, we're just reminding you that members of the public who wish to remotely provide public comment during the meeting, use the raise hand feature during the agenda item. And speakers must raise their hand during agenda item 8.1, the public comment portion of the meeting, in order to comment

002on topics not included in the approved agenda. And to speak about an item on the agenda in person, please fill out the speaker card. Indicate the agenda item and hand the card to Laura at the dis. When the requested agenda item comes before the board, the speaker will be called forward. And with that, uh, item four, roll call. >> Student trustee Fong, >> Trusty Noring, >> here. >> Trusty Cruz >> here. >> Trusty Thompson >> here. Vice President Gin >> here. >> President Coo >> here. McQuar is >> uh and next we have approval of the agenda. >> Can I get a motion please? >> Motion to approve. >> Second. >> All in favor? >> I. All right. So I have one item to report out from close session. Uh, by a vote of five

003board members in favor and zero against, the board of trustees approve the settlement agreement for case number 2025-2026-5. All right. And with that, we're on to special recognitions. Thank you, President Coup. So, tonight we are excited to recognize Sequoia Adult Schools testing and data technicians. Solidad Maria Campos to share more about her accomplishments. I would like to welcome adult school director Tatiana Roganova to the podium. Thank you very much. Uh good evening president of the board, trustees, superintendent, and members of the public. It's my pleasure to introduce Solidat Compos. A true tower of strength at Sequoia Adult School for the past 18 years. Solidad has supported our students in multiple roles and now excels as a testing and data technician. She keeps our data accurate, our reports on time, and our students tested, placed, and

004supported the right way. When submitting reports, she ensures that our data yields a record number of payment points, which directly secures our future funding. She also administers GED and high set exams for both students and the public, encouraging, motivating, and inspiring learners to take their high school equivalency tests and succeed. Her integrity, dedication, and steady presence make her an anchor for our team. and she also brings a lot of fun. Solidad is currently leading our walking challenge and she's determined to claim that grand prize before spring break. Of course, she has luck on her side. The number 13 is her magic number. her birthday, several family birthdays, even a wedding, all fall on the 13th. So, if the challenge happens to end on the 13th, the rest of us might as well surrender. Now, please

005join me in welcoming and celebrating Solidat Compos. and she is joined by her husband Martin, oldest daughter Mighty who is um a junior at MA and also a cheerleader and her younger daughter Jesse. Also, Carla uh Flores, our ESL program associate, came to support us. I'm coming. Congratulations. All right. Thank you for everything you do, Maria. And uh yeah, you're welcome to leave at this point. Okay. And on to the next item is 8.1 public comment. Uh the board as a reminder the board does not act upon any matter that has not been agendaized except under limited circumstances as permitted by law. It is the policy of the board to refer matters raised in this forum to staff for investigation and or action where appropriate. Board policy ordinarily limits the time to be devoted to

006any single agenda topic to 10 minutes and individual speakers are ordinarily limited to three minutes. If the board decides to expand the amount of time to be allocated to a particular agenda item because many speakers wish to address that item, the board may reduce the time allocated to individual speakers to two minutes or to one minute as appropriate in order to permit more speakers to comment. The board will announce the amount of time to be allocated to each speaker before public comment on each particular agenda item. Uh we ask all speakers to keep within the time limits. Are there any public comments? >> Okay, we have three in person and three online. So that's six total. >> Okay, I think we're we're good with giving everyone three minutes. Okay, >> okay. Move four or three.

007>> Oh, they just added. So, seven. Are we capping it at seven? >> Two minutes then. >> Okay. >> Two minutes per person. Uh yeah, let's do in person first this time. Okay. First, we have Dan Malieri. Good evening. Um, I'm not going to waste a lot of extra time where I had to make this appearance because you guys have technical problems all the time when it comes to comments or head counts are wrong. So, I've taken it upon. So, articles have come out and you guys have finally conceded what I told you would lose in 2023. You, the board, have failed. Crystal Lee, you have failed. Bonnie Hansen has failed. And this whole district has failed these children. I commend these young children out here who just got award. They deserve it. But I'm

008now here to speak because what you're trying to do is what you did to my client out there, Shay Codwell, who you guys now have to face. He's the example of what a young man takes to not go through a bad system. He was a victim. a victim of corruption, of criminal aspects, of lies, deceits. So when your spokesman from the district says you did nothing wrong or you don't want to admit anything and it's a budget, your budget is being exhausted because of the tide problem you've developed. You guys have not exhausted just $560,000 for Shay. You you're hiding facts and you should be transparent. You are in heavy debt. You will not win these next battles. So you have another client of mine who is my brother Mike Moeri sitting home for 300

009days leech and you're paying him $300,000 to enjoy our couch when he could be here hoping these tide children and these children can be back in the school they belong tomorrow. I feel strongly you'll lose your motion and Tai will remain open. If it doesn't remain open, then I can promise you, and I'm speaking to you all, stand by for a long, long, long time. And you better go find extra funds. If you think taxpayers are that stupid to believe what the police department wrote and what you guys did to Shay Codwell, Ivan Medina, and some other people where you have paid heavily to me and my attorneys, then you're in La La Land and Glee. You should go back up and enjoy your goat. Thank you. Okay, next is Mary Jane Leonard. >> Good

010evening. Let me take you back to February 4th. President Coup empathized with the Tide community to such an extent that she was in tears thinking about the possible closure of a program she helped build in Belmont Redwood's district. The problem, enrollment issues, and operational sustainability. Now, let me tell you how that turned out. The BRSS board met and voted to keep the status quo for three years while establishing a voluntary advisory committee tasked with promoting the un underenrolled programs and exploring additional ways to boost student numbers. Trustee April Northrup said, "I want us to continue the conversation with the community. When we're thinking about what things look like in the future, that's where we need the community to help us." Trustee Anne Deng said cost savings from shuttering a program won't really be realized until

011several years down the road. The board's action went against the superintendent's recommendation to drop a program starting next school year. You must be able to see that Sequoia's process regarding Tide has been completely opposite to Belmont in every way despite having the same circumstances. Why? From the minute the district emailed us on the night of November 12th, we have been demonstrating that we care deeply about TID and wanted to collaborate to find solutions. We said so over and over again in public comment. Open dialogue with parents has never been on the table. So I guess I won't get an answer to why Belmont will work with its parent community and you won't. This is why we are still fighting for our school, but now it's through the courts. Things could have easily gone a different

012way and you all know it. Thank you. Next, there's a Brian limit. I feel a little starruck actually because uh there was this guy in my first board meeting uh called in for public comment and he was talking about how the district was full of liars and the board didn't do anything and he was just here. Uh, and after all this time, I I'm just up here to say like I just I've been radicalized and I think this guy like makes a lot more sense than he he used to. And it's it's just crazy that this has happened. Uh there's just there's just people with their full-time job has been trying to figure out how to solve their budget issues even though no data has been released. And I recently found out that like even

013before we were told that tide might close and this board made a decision to consider a process to maybe close tide, like there was a public relations consultant that had all of your speeches already written. Like it's just it's just gross and a complete waste of everyone here's time. >> Yeah. And my money. Yeah. Yeah. On a faltering budget, we hired somebody to drip by drip pretend like we were listening. To say that there would be an information session, not give sessions. To say they wanted student involvement and then literally leave the meeting with the student trustees. To say that they wanted community and give us these one minute one-way things and QR codes. It's just gross. And I just don't know what to do about it. Like we have all these other things like

014like she just talked about Redwood City which published their whole budget and ended up with a dialogue and all the line items and ended up with budget cuts. Menlo Park that did that and saved $4 million. Oakland had layoffs, administrative cuts overturned instead, you know, I'm sorry, instead of closing any schools. Palo Alto just did a thing that seems pretty relevant at this point. But like closing tide was layoffs. Of course those teachers are going to quit. I just it's just terribly. >> Thank you. We'll switch to online. Our first speaker on Zoom is Jeremy Arin. >> Hello. Can you hear me? >> Jeremy, just if you can speak up a little louder, please. >> Can you hear me? Yes, that's better. >> Okay, so right now I just wanted to describe what I'm going

015through as I, you know, make this public comment yet again. Like my heart rate is up. I was kind of shaking. I had to calm myself down and p myself up to even do this because me and others have been doing public comments for years now. And we've been calling out issues of retaliation, discrimination, um leadership failures for years. And you know, all of this is related. All of this is culminating in what you're seeing now. And we were not talking you know, we weren't coming forward for nothing. It really caused a stress in our lives, you know, to be ignored by the board, by Crystal Leech, you know, and others. It really caused mental health issues for a lot of people, and that's why they went to the news. That's why, you know, people

016created groups and had forums outside of this. And we really tried to bring this forward. Um, so one of the first things is the public meeting format. This whole board meeting format is messed up to begin with. And I said this earlier, um, we have to see a celebration and recognition before people get into public comment. And that means if people have an issue to bring up, they have to do it after a celebration. And that that kind of makes it to where it's hard to bring up issues. And then you don't get a response. So the lack of follow through on response. You know, there's a lot of legal ease, but you could change the whole format and actually respond to people. There's a lot of systemic patterns. Every single almost every board meeting

017has started off reviewing litigation. Um there's I put forward two uniform complaints that should have been open and shut, but they weren't investigated properly. And that's also related to the investigation you're seeing now um with other individuals that have gone on for years and wasted I don't know how much money. But what we need to look into is how was Crystal Leech hired? They the board did not go about it properly. She's not truly qualified. Todd Beal wasn't truly qualified. That's why you're seeing this lack of response. That's why you're seeing these leadership failures. And if you're doing a recall effort, please reach out to me. I have a lot of evidence and I would love to help get new lead. >> Okay. Next is Belle Johnny. >> Thank you. Can you hear me now?

018>> Yes, we can. >> Well, um I'm a member of the community. I'm not a parent. Oh, you've gone back to mute. Can you unmute? >> Mel, are you there? >> Yes, I am. But I thought, okay, I'm starting over again now. Um, as part of the community that supported the uh concept of Tide, I was devastated to hear about the closure. uh when we voted uh for measure A and measure W that won uh by 65 and 63% um we believed that we had um an innovative uh school that was going to serve a population um that was uh racially diverse and uh it was going to serve an economically disadvantaged group of students you know some of whom are high-risisk children and now we find that the school is going to close. And

019what I'm going to ask tonight is what did your board really do before it decided to close the school? Was there a robust out uh reach out to tech companies? Did board members um did you try and uh you and the superintendent go hatinand to visit corporate giving departments like Facebook, Google, Apple, Intel, Tesla? These are the companies that want employees who have the very education that Tide is offering. It just is shocking that in the middle of Silicon Valley, we're going to roll over and give up. Could the board organize a community outreach program, you know, and look for some money to keep close the gap and keep this school open? Thank you. >> Thank you. >> Next is Johanna Mahal. Hello. Can you hear me? >> Yes, I can. >> Fantastic. This is

020Johanna Mahal and this is the person who will be leading the recall efforts against three of the incumbent trustees that have terms till 28. And I'm requesting that trustee coup and trustee Nory do not run again because we will find candidates who will do a much better job than you have done. So, um, I'm going to remind everybody that's listening and who's sitting at the room in the room that the trustees are elected by the people, the constituents of this school district. The voters have voted for the money that went into building Tide. You have not served us. Crystal Leech is the completely an inept superintendent and I know quite a few in the state of California and had conversations about it. She needs to go. Um I'm hoping that the continued litigation and the

021recall will urge the efforts that she will resign before we have to have her replaced because we will have you replaced Crystal Leech. I promise you that. And I will tell you that each and every one of you that sat in that seat and voted 5 to zero to close tide, you went against the will of what? Not only 200 students, faculty and teachers, a principal, 400 parents, but I can promise you the majority of the taxpayers and constituents of this district. And if I do, if I need to lead the recall to to show you that, I will. And please come and contact me. My name is Johanna Mahal. Find me. You will. And join the effort. We are we are going to change this and turn this around. And I look forward to

022teaching every single high school district in the Sequoia Union High School District. What a public recall. Our next speaker is Skya. Hi. Hello. Do you hear me? >> Yes, we can hear you. >> Hi. Hello. Um, hello everybody. I'll take just where uh Joanna left. We're going to do everything uh to uh recall this board. Uh we have been so unlucky to have those people serving us um serving us badly. Our kids are still in a huge trauma. The way they handled it all was horrible. Though they have hired an agency to help them handle us. Uh even that didn't really help them. Though it shows that there was no real chance for our school to survive no matter what we would do. the building that we have is so important to the, you know,

023Superintendent Leech and to the board. They're probably thinking already of a big money of leasing it that um it was easier for them to close a great public small school where our kids were thriving and your kids would thrive too. Um lie about laying off teachers like they didn't want to lay them off and that was a turning point for Trusty Nory. Oh, no, not the teachers, not the layoff. And he voted yes to close tight. Well, guess what? All those teachers will be laid off anyway. And um you know what's even more important is that we'll see you guys in court. And I just want to end my speech with a big thank you to this first uh man who um who's always on Zoom, who's always been telling us the truth about this

024district. And uh yes, we understand you much much better now. Thank you for all your efforts. Please, let's join into the recall efforts and let's let's save more schools from those people. Have a great evening, everybody. >> Thank you. That concludes public comment on non-aggendaized items. >> All right. Thank you. And I know there there is an update on Tide. Um but I appreciate everyone speaking up during the general public comment period. Um, so now we're on to number nine, board of trustees correspondence. Um, oh, was there that one? >> I have it. Let me find it. I have it. So, this one right the 2526 intern report. Um, yes. So, we did receive a public correspondence um or board correspondence. Um this is from the Sonteo County Office of Ed education uh regarding the

0252526 first interim report. Uh the Sonteo County Office of Education completed its review of Sequoia Union High School District's first interim report for the 2526 fiscal year pursuant to education code 42130. and on the basis of their review and analysis, the first interim financial report was approved by the board um that was approved by the board on December 10th, 2025 reflects adequately the financial and budgetary status of the district and is consistent with the state's criteria and standards. The information and assumptions incorporated in the budget are reasonable. So, the district has submitted a positive certification, which means the district has certified it will meet its financial obligations for the current and two subsequent fiscal years. And based on the information known at the time of this report, the county superintendent concurs with the district's positive

026certification. Um, do I need I don't need to read the rest of it. Yeah. Okay. All right. Um and then after this um is agenda 10 uh item 10, board of trustees, superintendent comments and committee reports. Any any of my fellow trustees have any comments? Not today. Okay. Um I think for me I I did want to just um mention that prior to mid- winter break uh there was a local officials briefing that the Sanonteo County um organized and they discussed um impacts of the vehicle license fee shortfall on our county and on our school districts uh because uh only four out of the uh Sanonteo County districts are actually local control funding formula districts. Uh the rest are community funded and that leads to a shortfall in the vehicle license fees given to the

027county. Um they also talked about the impact of HR1 on the county safety nets. Um so I think within the county um there is still going to be support for um people you know through the ACCE. So it's access to care for everyone. So people will still get services even though there's impact on the funding side of it. But yeah that's going to be an issue as well. and they also talked about antihuman trafficking and um their work towards combating homelessness. Um I did have an actual I took extra handouts from that meeting. So um Trusty Gin and Superintendent Leech were there as well. But for anyone who wasn't there, I guess yeah, if you want to pass it on. Yep. So that that's a one pager that gives you some overview of the vehicle

028license fee shortfall issue. Um and then on March 2nd we did have a 2 by two with Belmont Row Shore School District and um Trustee Thompson and I and as well as Superintendent Leech were there. Um so we did discuss our uh respective uh school cl issues and and um talked about the different processes and kind of debriefed on on how things went. So um and with that I will pass it on to Superintendent Leech. Anything >> about everything I was going to talk about? >> Oh thank you. >> All righty. And then um no committee reports. So then student trustee comments. >> Olivia, go ahead and turn your mic on. You go press the button. That's Yeah, >> like that. >> Yeah. >> Okay. Um we talked a little bit about the ICE out

029like protest and how that was different at every school and I think we kind of all agreed that they're pretty successful. A lot of students participated, but we were neither like encouraged nor discouraged of going. They kind of just let us know like you're free to go. You'll be excused. We can't encourage you to go or discourage you to go. But that was that. And then we're doing a project for hopefully the rest of this year. And we voted on a project to do and we decided on um addressing SAT and ACT prep because SAT and ACT prep is like very beneficial for college applications. But I think there's definitely a disparity in access to like resources for prep across the district. So we wanted to um create like a studentled database with um access

030to free SAT resources and possibly introduce like better education because a lot of students said they felt like unprepared for the PSAT. So maybe more information and better education about how to prepare for the SAT and PSAT so students have a higher chance of maybe getting merit scholarships or something like that. So we are working on that but yeah >> thank you for your update. Uh and then next we have agenda item 12. Uh comments from Sequoia District Teachers Association, SDTA. Good evening. As you have heard from people already tonight, um the board's decision in uh the situation at Tide has not made everything um clear to in to the staff or the families. And so I look forward to the upcoming board agenda item and discussion to see if some of that clarity is

031going to be forthcoming. Um, in addition to that, I have um updates that the um SDTA uh representatives, we sent representatives to CTA's political academy this past weekend where we learned um even more about how to run successful board of trustees campaigns. And um we are excited to make sure that our district is uh represented by the best possible trustees as we move forward. We also are have sent some representatives to organizing academy and we'll be doing more to organize our members so that they are in the loop about decisions that are being made at the board level, at the district level, at their site level that impact them as teachers and educators in our district and that impact their students as Well, um, we enjoy a very collaborative relationship with the district and we

032hope to have as collaborative a relationship with the board as we move forward. Thank you. >> Okay. Thank you, Miss Salvator. Uh, is there any comments from ASME? Okay, seeing none, uh we will move to item 13, which is approval of the consent agenda. Um is there any public comment on the consent agenda? >> There are none in person. Are there any online? Please raise your hand. >> There are none online. >> All right. Okay. So the board action to approve the following 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. Uh only the members of the board and the superintendent may remove items from

033the consent agenda. Members of the public may provide comments um which may convince a board member or superintendent to remove an item for further discussion. So the motion is to wave the reading of the consent agenda, accept the reports, adopt the resolutions, and approve other items. Can I get a motion? >> So moved. >> Okay. >> Seconded. >> All right. And this is a roll call vote. >> Student trustee Funk. >> Yes. >> Just Trusty Nor. >> Yes. Trusty Cruz. >> Yes. >> Trusty Thompson. >> Yes. >> Vice President Gin. >> Yes. >> President Coup. >> Yes. >> Motion carries 5. Right, moving on toformational items. Um, so the firstformational item is 14.1 Tide Academy transition update. And so, Superintendent Leech, >> Oh yeah, that's right. Public comment. So there will be seven in person.

034Um and I see four hands up online. So >> So you said seven in person. >> Yeah. Okay. >> It's yours. >> Yeah. Yeah. I'll put the agenda. >> Thank you. >> Okay. And just a point for a point of clarification for this agenda item, we were talking about the Tide Academy transition. Um, so I I know there were earlier public comments not tied to this particular agenda item. Um, so this one will be specifically focused on the transition. Um so given that there's 11 um people who have requested to make a comment, should we keep it to one minute? Okay. One minute per person. >> Okay. In person. >> Our first speaker is Jason Primoth. So, I'm here to talk about transparency and integrity. Uh, that's something that we came into this assuming when

035we got to meet all of you. When we heard on November 12th that Tide might be shutting down, we presumed integrity and transparency. And so, when we were told that Tide might close, we started to reach out. We had emails in November, in December, in January to Crystal Leech. And the emails all requested meetings to brainstorm ideas. All the parents wanted to find solutions. We met at my house. We had brainstorming sessions. We had paper up on the walls. We had ideas to save our school, but she didn't reply to any of them. You know who she replied to? You know who this is? Her name is Heather McGawan. She's an amazing crisis consultant. She has a firm out in Sacramento. The district spent money on her to communicate with us to make us think

036that we were being communicated with. Did they hire anybody to look for solutions to keep tide open? No, they did not. Not a single dollar for doing that just for crisis communications. That's why there's no trust and there's no sense of integrity here. Thank you. Our next speaker is Ty Leonard. Okie dokie. I'll bend this down here. Okay. I just got to Tide this year and it's the first place that I felt truly happy. It's the first school that I look forward to going through every morning. Did any of you visit us on campus before voting? Did you guys Did you sit in a room and see what happens here? What information did you see that makes you think tide should disappear? Some of us came here because the other campuses didn't work for us

037because we struggled. Because we need something different. Where the Where are the students who finally felt safe supposed to go now? If Tide wasn't worth saving, are we? Our next speaker is Matt F. He's not Our next speaker is Tamar. Good evening everyone. Um, so you guys know about the the TTRO. I'm sure you guys are well aware. I just today uh among the legal documents had a chance to read the um the the response that you gave uh the judge the questions that she put forth and just just reading it just it's just really this is an official document. This is you're answering a judge to say that starting with engage in a deliberative public process before voting on February 4th. That's a lie. And if it's not a lie that I can prove,

038it's definitely definitely misleading or kind of obiscating the truth. Another thing you say is that the case manager case loads are 22 to1 across district campuses and this is consistent and not unique to TIDA. Well, you know what? That's not the case at TID. TIDA is unique. TIDA has case load managers 10 to Max. Okay. Right. Next is Max. All right. Hello. Um, my name is Max Tal. In class, we talk a lot about accountability, about how in this country, no one is about the law. That doesn't just apply in Washington. It applies here, too. Public public records laws require prompt responses. It's the law. So, why don't you feel that those laws apply to you? Superintendent Leech, in your email to each of the board members on December 14th, you advised trustees that no

039matter what they knew about this process that they could did not yet have the data to engage in meaningful discussion and at the end you requested that they show up via phone calls or texts. Why were trustees discouraged them from responding in writing? Were there any discussions about tide held outside a public meeting? Yes or no? Did any trustees communicate with another trustee about tied outside of public meeting? If this process comply with the Brown Act, then why does it look like conversations were being kl Uh hello uh my name is Paul Spectre Toma. I am a student 9th grader at Tide uh with an IEP. Superintendent Leech, you recommended closing TIDE and described it as a financial necessity. You stated that it costs about 39,000 per student at Tide. You even included that figure

040in your assigned court declaration. But more than 40% of students at tide have IPS or other educational accommodations. The state of California provides additional funding for students with disabilities. So when you presented 39,000 as the number, why didn't you also present how much additional state funding accompanies those students? Without that information, how can public evaluate whether tide is truly more expensive or whether we are shown an incomplete comparison? President Coup asked twice for disagregated cost data. IP versus nonIP students. This seems like a like a reasonable request. If this was truly about finances, why wasn't that data provided before the vote? If this was a fiscal decision, shouldn't the board and the public have seen the full picture? How can anyone >> I'm sorry. Thank you. Our next speaker is Anna Edward. >> Oh, sorry.

041Edova >> once uh one month ago you decide to close the tide school and move the tide program to Woodside High School. A month has passed and in five days our children must choose they will study. We can't make this choice because the we still have no clear information about how the tide program will work at Woodside. At the meeting at Woodside uh high school last weekend, no one could answer our questions about tight program. Why has nothing been prepared in a whole month? Why is there not even a simple plan or list of teachers who will be working on this program? There is a clear information. They have nothing. Why are you not making sure what the district follow your decision? Last time miss school you explained your decision by saying finances are finances.

042So is that all what matter now? Finances are finances and our last speaker in person is Mahal. A minute is short, so I'm not going to go with my speech, but I'm going to tell you that the process of this for my particular student, for my son on a 504 has been completely overwhelming. He has no idea where he wants to go to high school and has now asked me if I'll actually take him out of the country and put him into the other country that we're citizens of. But I said, "No, honey, we're not going to do that because you know what? Mama's going to teach you how you recall people out of their elected seats." So, we're on. Let's keep going. Hope the court rules in our favor tomorrow. If it doesn't, the

043recall's still on. It's still on either way. >> Thank you. Moving to our Zoom audience. Our first speaker is Andromeda Garcia. >> Hi. Can you hear me? Okay. >> Hello. Can you hear me? now, right? >> Yes, we can. >> Thank you. So, this is Andromeda Garcelon, the president of Tide Education Foundation. Uh, the first thing I want to say is um like Anna was mentioning, it's been a month and in the court documents, Crystal Leech, you said that there is a transition plan in place for Tide, the TIDE program at Woodside. Yet, we parents haven't seen it. The best we have seen is an email from the two principles that gave us a couple clarifications that there are a few programs that would be maintained there, but there's nothing in writing, no plan, but

044you've told the court there is one. It felt a lot like last month on the 4th when you read an email to the board of trustees that was not the email sent to parents. You clarified that and you sent us an updated correction because you got caught in the lie. This time I'm saying if you're telling the court you have a transition plan, why is it not shared with the public, especially the students who have? >> Okay. Our next speaker is Daniel Ch. Oh, sorry. Our next speaker is Rebecca. >> Hello. Can you hear me? >> Yes, we can. >> Uh, hi. So, we've been told this is about money, budgets. I get it. Um, so here are a few simple questions and we would really like answers to these. So, how much did you

045all spend on the PR firm to plan to close tide? That number has been kept from the public. Was it put out to a bid to other firms? Will we ever see that that um the bid that you sent? Did you spend any money on a consulting to explore saving tide? Uh what specific alternative did each of you personally propose to save tide? Did anyone request a revitalization plan? If closure wasn't predetermined, why does every single internal email read like an implementation planning instead of actual analysis? I read the emails between you and the PR firm before a closure was publicly discussed. How does that reflect an open decision-making process? It is easier for you to close this school than to actually do the work you are hired and vote. >> Thank you. Our next

046speaker is Daniel Chen. >> Evening everyone. Christopher Cheng speaking, one of TID student trustees. Uh we're only about a month out from the decision now, but it's been long enough for me to say that I was right. Uh at the start of this process, I predicted that if this process went forward, it was not going to end well for our tide students. Uh I myself recently went to tour some of the big high schools, and I was actually struck by how impressive their programs were. There's no question they offer a lot. Uh but somehow amidst all their combined course offerings and athletic options and so forth, they still do not offer the fundamental component that tied students need above all else, and that is a small school. The academic program we had here was an

047amazing benefit. Don't get me wrong, it let our students thrive. But the core component that our students need to survive, a prerequisite to thriving is the safety that only a small school can really offer them, which they'll no longer really have access to within this district. And no matter what academics or athletics you can offer, if that baseline isn't met first, our students can't survive. And I know you all are responsible for our entire district students and not just our 200, but that doesn't mean you sacrifice our 200 for the other thousands. It means you find a way to equitably serve every last one of us. And to be clear, yes, this did feel like a sacrifice to the students. >> Our last speaker online is Olga Zaya. So the agenda item is tied transition

048plan but there is no transition plan and um though it looks good in the court documents we were all uh laughing out loud because um those this transition plan only exists in a uh reality where uh you put it in the court document but never tell anything about it to parents actually. And uh though uh Crystal Leech has already sent wrong emails then she said it's okay. Then actually Trusty Nori told her no you have to re email. We have to show people that we're actually doing something. Uh and Crystal Lich agreed to that. Nothing uh has been done. And uh it's very interesting that you don't even think that it's a perjury to lie in court documents about a transition plan that is nonexistent. >> That concludes public comments. >> Okay. All right. Um,

049I would like to invite um, Associate Superintendent Bonnie Hansen, uh, principal of Woodside Karen Van Putton, Naomi Hunter, our communications uh, public information officer, and Simone Rick Kennel uh, Tide principal to the podium to uh, share what has been going on on the tide transition. You can choose the order that you go in. >> Good evening. I am here to speak on the work that we are doing for the transitioning of staff to other locations in the district. As you are aware, there will be no layoffs this year because of staff transfers. We spent the day after the decision was made to to uh move the Tide program to Woodside and close the school. We spent the day after at Tide. And when I say we, I mean myself and Edith Salvatore for the teachers

050union and Bianca Forester and uh Chris Sha Poister uh for the classified unions to talk and answer questions with staff about what that process looked like to hear their concerns and to as well we could address them. While we were there, it was decided, Edith, I think it was your idea that it would be be helpful for staff to be able to visit other sites in the district before they let us know where they would like to be placed. So the we are not doing layoffs and as such um they can request where they would like to go. The first uh we'll we'll go with student need first where there are vacancies where it can put people in positions. But all things being equal, if we have two staff members who have different preferences in

051sites and we need a site member in that subject area or that classified position, then we will go with the will of the employee who is being moved. So, um, we have set that up and I'm super grateful to all of the site principles who have, uh, welcomed Tied staff onto their campuses to spend a day there. I'm also grateful to our pack teachers who have um been available on campus to answer questions that the teachers had and kind of meet with them and debrief um their day and what they were thinking. Uh they met with department chairs and um they will be putting in their uh preference by the 15th for the order where they are most to least interested in being placed next year. Classified will be making those visits next week. We

052went back to Tide for a second day a week after. So the Thursday following because for people for whom it was too soon to meet with us to start talking about next steps the day after the decision, we wanted to give them um after a little more time to think and process another opportunity and I think it was a sign that the first day was successful because we had a lot le less traffic on the second day. So, um that is where we are at this point in the process. I'm grateful to Simone for um all the work that she has done to make that logistically possible. And um that's all the update I have for you this evening. >> Hello board. I'm just going to give you um a short update on some of

053the communication efforts that have happened since the last board meeting. So, following the last board meeting, um I believe it was the day after, we sent out a clarification on the enrollment process and we gave instructions on how to look for that form that came from the forms that um informed K12. Um the day after that, we assisted with um sending out a joint communication from principal um Rick Kennel and Principal Van Putton. I'm sure they're going to be talking more about what was in that letter in their portion of this update. Um, we supported last week with sending out numerous reminders about Walk on the Wild Side and reminding parents that the enrollment deadline is March 9th. We have updated the Tide landing page, including adding to the FAQ information on enrollment and what

054to do if uh you did not receive the form. I um also should add that um uh an email another a second email went out yesterday that went out through inform K12. But now that we understood that that caused a problem, we also um sent out um a matching email from parent square. And in the email we gave a clickth through said that if a parent was having a hard time finding that that they could click through provide their email address and our students services department will make sure that they receive their enrollment form. Um, next week, um, next week I will be working closely with our executive director of student services, Jared, um, Douly, on communication with families that did not turn forms in by March 9th, and we will do be doing some

055targeted outreach about that. >> Good evening. Uh, I wanted to open up with first of all, our Woodside High School staff and our students are um very sensitive to the challenges our TIDE students and colleagues are experiencing. I definitely want to take a moment to applaud our students from Tide who have been advocating and speaking out at these meetings. Um, it's been a pleasure to meet some of the students who came to our Walk on the Wildside tour on Saturday. Um, I'm going to just list some of the events that we have held since the February 4th decision. The following day on February 5th, uh, we held our Woodside High School regularly scheduled open house. We actually had a handful of, um, students from from Tide come and join us and meet with some of

056our staff. On February 12th, uh, head counselor Francisco Negri and I visited Tide Academy for the whole day. Um we w we worked with principal Canel uh to begin the transition. Um really we were just getting a foundation of understanding what the pathways were in computer science and game design. Um understanding the importance of nucleus the advisory program as well as a dual enrollment. We also had a a great opportunity to just visit two classes a biology class to answer a few questions as well as a leadership class. And during that leadership class, um the teachers were gracious and the students were were peppering us with um really good questions and it was just really enriching and and endearing because they want they just wanted black and white answers and once we were able to

057answer whatever we had available, they're like, "Okay, we'll move forward." Um I'm not saying it was easy. I'm just saying that it was refreshing to just speak with students and um how we can support them. On that afternoon, after spending several hours at Tide and working with uh Simone, she and I co-authored a frequently asked questions uh letter that was referenced earlier tonight. um in terms of what we vision what we envision as a transition plan it is true I do not and I I don't have very specific um answers to how everything will land I think we still are waiting enrollment numbers and and many things but um we tried to address the questions of the cohorts those who choose Woodside will stay cohorted the two academic pathways the CT pathways in computer science

058and game design will come to Woodside High School. Whatever the academic program was, whatever the students were expecting um to finish out as sophomores, juniors, and seniors, the dual enrollment programs will stay intact as much as possible, as much as we can feasibly sustain um and support all the things that they the students are expecting and that they enrolled in in Tide um prior to this year. So that letter went out on February 13th. Um and then we invited in that letter um and a signup sheet for students to tide families to um attend our February 28th Walk on the Wild Side specifically for um Tide families. Uh this is a program that we've done for all of our um every year, but we focus just on our Tide students. And um out of about

05960 pre-signups um so that we can keep the tours small and intimate we had 56 um both combination of students and parents who attended. Uh from that um day we did hear students wanted um the opportunity to come and shadow during the school day. And so from then um on Monday we sent out just this week we sent out um an invitation. We will be hosting this Friday a student shadow and campus tour uh for any of the students who would like to know more about Woodside or did not have an opportunity to visit on the 28th. Right now we currently have 45 students signed up. Um we anticipate a few more and um that'll be between 10:00 a.m. um around approximately 10 a.m. start time at Woodside um going until about 12:00 and so

060they'll be back on their campus for lunch. Um along with that um we are planning on just as much as um the students and the families would like to know about the academic programs and what will they look like, our staff at Woodside would also like to know what that will look like. With every conversation that Simone and I are having, we're talking about how do we address this? How do we support this? And yes, again, we are going to be working through that. We have a meeting with our district um CTE coordinator, um Tiffany Burkel, as well as um Liz Shaone, assistant superintendent. Um Sim Simone and I as well as our co-head counselors probably will be um talking about the the nitty-gritty about the CTE pathways, the dual enrollment and next steps. Thank

061you. >> Okay. Good evening, uh Superintendent Leech and board of trustees. Um and to my Tide community. Um, I know since we've had the decision, I said we would take care of every student and we've been been working non-stop, like literally to do that. Um, so in addition, um, you heard from Principal Van Putton what we've been doing to collaborate on creating a cohort program at Woodside. We've also been busy organizing student visits and supporting staff to visit schools. And I do want to thank the human resources department um associate superintendent uh Bonnie Hansen and executive director Bianca Forester and Edith Salvatore and Chris Shapoister who spent a lot of time um working with staff and coordinating visits so that they could see the sites and then we jumped into action to make sure we

062could make sure our students knew what their options were. Um, so you heard from uh, Principal Van Putton uh, that we worked in partnership for the better part of a full day to brainstorm and to collaborate on what the TIDE cohorts could look like. And we did come up with a plan where um, we would support the TIDE program with the CT pathways, the dual credit classes and nucleus. And so each grade level looks like, you know, we have a bit of a chicken and the egg with the the um enrollment and the staffing, but it looks like we could cohort five to six courses uh per grade level for 10th and 11th and then 12th would be probably a little bit less cuz that happens anyway as they meet their graduation requirements and need

063need less courses. plus the opportunity to take a variety of other amazing courses that Woodside would offer. So, that's part of the the piece we need to continue to work on. Um, last week, um, Tide students had the opportunity to visit Sequoia High School. So, we've also had lots of field trips, um, and, uh, and attend Walk on the Wildside at Woodside. Yesterday they visited MA. Tomorrow they're going to East PaloAlto Academy and on Friday Woodid's also hosting the visits. We also have I think 12 teachers going to MA tomorrow. So if anyone wants to come to Tide tomorrow, I could use a partner. No, kidding. It's fine. We'll make it work. Um and we also um current Tide Middle College students, we affectionately call them the Tide Pod, came to speak to students who

064are interested in middle college as well as the um the known as the two gens at Middle College. The amazing teachers came. Um so they came last Friday to speak to our tide students about that as well. I had the opportunity to chaperone students on the Sequoia High School visit and I attended Walk on the Wildside. I did a tour and spent the morning uh there with the Woodside staff, parents, and students. And on both visits, I was reminded of all the amazing programs, electives, and opportunities that the big schools have to offer. At Sequoia, the digital arts academy welcomed tide students and spoke about their program also making it making the students understand how a big school could feel small by being part of a an academy. Um and uh the ASB students were

065lovely. They shared their experiences as SEOA students and they asked Tide students what they were looking for in their next school. Um, principal priest came to greet the students as well. At Woodside, the student tour guides shared their lived experiences, including ways a big school can feel small as well. Um, they were already planning to do that, but I asked them to address that knowing that that would be front and center on the minds of our students who are used to the small school environment. Um, I also asked our tour guides at Woodside what the hallways feel like when students are transitioning because I have heard that concern a lot from the students at Tide, the crowded hallways, lots of people. Um, and they said given the school is spread out and they have 10-minute

066passing periods, it rarely feels crowded. you know, there might be some crowded, but there one of um the tour guides also shared that she never feels anxious walking in the halls and there's so many routes to take to get to classes. Um so I thought that was important for our students to hear as well. Um and then following the tours in the uh multi-use room, students and families could talk to principal Ben Putton, uh her administration team, representatives from each department, the wellness team, uh special education staff, and I must say sample the amazing culinary arts prepared um brunch items. Uh which I will say that room was a hit. I could see eyes like wide open. students were in there preparing food. Um the robotics team, uh representative of the team came out and

067spoke. The tour I was on, they they had a lot of tour. They had a lot. It was like a very welloiled machine. Um and I asked some TIDE students at the end of the the tours and the end of the kind of um the chats in the multi-use room what they thought. And I heard very positive feedback. I really love the programs. I like what I saw. Wow, this is a cool school, right? Um, I want to take this class or I could see myself here. Some students did say, and I think you heard Christopher in his comments say, "Wow, amazing programs, but I don't know if I can do this because it's big." And and I'll talk about that a little bit as well. So, I do want to honor that. That is

068that is still that is definitely a feeling. Um, and then you heard we have 40 students in growing signed up for Friday as well. And a lot of those students didn't go on Saturday. So, and some did and they want the opportunity to experience it during the school day. Um, so again, at both schools, we got to see the wellness centers and students and staff described how they support students who need breaks from class and counseling check-ins. and they're all set up very similarly to TID's wellness center. Um, our Woodside tour guide also said how easy the wellness center supports are to access and the Sequoia wellness team told our students how much support they offer as well. Um, so kudos to our district for having really awesome, however we did it with grants, it

069seems very consistent schoolto as far as the different supports that are there. And I addressed this and we've heard it from our students and our parents and I feel it. So I did hear from students they enjoyed what big schools have to offer, but they're hesitant about the size and the number of students. And I get that right. I hear it. I don't want to um brush that aside. And I'm confident with thoughtful planning for warm handoffs, including sightto-sight counselor articulation for course selection and support that we can help our tied students make the transition. It's been hard on everybody. Um, and I think once we have landing spots, it will the vibe people will start to feel better. Um, and again with the cohort at Woodside, the advisory, the pathways, dual credit components, um,

070I think will really be set up to make a bigger school feel small and to have provide opportunities for students to access things they would, you know, they might want to try beyond the tide um, cohort or courses. So with that, I really want to thank the principles, their student activity directors, the shadowing coordinators and my staff, my team, my counseling team and recruitment coordinator have been amazing in pivoting really quickly to put together all these opportunities. Uh students have been welcomed at the sites. The visits have been informative um for both students and staff. And yes, they come back with great questions, right? Um, and so we know it's uncertain and we're committed to supporting each of them so they can feel settled and they have a great semester at Tide because we're still

071running a school. We had kids job shadowing. We have our celebration of learning, right? And while this is an added layer, we kids are still learning. So, we do want it to be a great semester for them as well. Thank you. Does anyone have any questions? >> I don't have a question. Just immense gratitude. Um, as someone who works on a school site every day, March is difficult in its own right. um as any teacher knows um and so to add this extra layer of what the principles what the admin what teachers are doing I'm extremely thankful um for the extra effort um and for and thanking all the the extra effort on parents who are and caregivers and guardians who are driving extra places and seeing more things and changing schedules around um for

072the sake of of the kids in this transition. So just gratitude Okay, >> I have a question what the latest is on of the tide students, how many have made a selection for next year and how many have not yet made a selection. We had some uh information about you know the out the communication efforts just wondering like roughly in terms of numbers how many have already selected and I guess there's still five days or so. >> I I can answer I can answer that. So, um, we are doing weekly totals as of last Friday, the 27th, including rising 9th graders, so 8th grades moving into 9th grade. Out of 198 students, um, 60 have filled out paperwork. This is as of last Friday. Um, out of a total of 58 eighth graders going into

0739th, 16 9th graders moving into 10th. Out of 63, 24 13 out of 52 for 10th rising to 11th. And then our future seniors 7 out of 25. The totals for the sites, uh, Carl Montmont, one 9inth grader. East Powalto, a total of five, one ninth grader. Um, two 10th graders, two 11th graders. Uh, 33 for melton. Um, I'll go in the order of years 10, 13, 8, and 2. Um, Sequoia a total of 12, 2, 5, 2, and 3. And for Woodside, a total of nine, three, three, one, and two. And so we will do another round of counts this Friday. >> And about how many students do you need in a grade to be able to do a cohort? >> We're going to accommodate what we have, you know, the programs. And the

074the hope is to >> Oh, sorry. I haven't been given or do I know the magic number but the agreement is to honor the recommendation of the board to have the academic programs for the students. And so in order the my vision is that we sustain and grow both pathways and cohorts and also allow in those current our current Woodside students um to not create an imbalance. But the idea is you know we're opening up the whole school opportunities but also um you know share the programs. So we heard from a lot of families that the programs are super important and for the families who felt that way they have the opportunity to continue with the programs and if other families have other interests they they have their choices but the program for those who

075want it will be there >> in terms of the dual enrollment and the CTE offering. >> Right. That's a the primary commitment. And then the secondary commitment is once they choose whatever school at Woodside, they'll have access to all of our opportunities and our two other small schoolmies and other pathways. >> And then I guess there's still nucleus, right? >> Okay. >> Yes. So we did some creative thinking around nucleus. Um, so it tied currently it meets three times a week with an 90 minutes of it being flex time. So on Wednesday there's a 30 minute flex period and Thursday there's double flex periods. Woodside schedule has a tutorial 4 days a week for 40 minutes. So we talked about how to replicate nucleus during that time. um we'll have to do some more logistical

076planning but it will accommodate the advisory component without having it be an additional class per se that takes place of another class so that's what we have discussed in our initial in our initial discussion of how to include that and so when I mentioned you know five to six classes nucleus is one of those yeah or it and it operates similar the tutorial is a flex for woodside students Okay, >> thank you. >> Any other questions? >> No, thank you for all the hard work you've all done. Um, just to clarify, so out of the 198 60 filled out paperwork, right? Caramel one, five EPA, MA33, and Sequoia 12 and Woodside 9. Correct. I just wanted to recclarify that. >> As of last Friday, yes, >> as of last Friday. Okay. Thank you. just wanted

077to give a summary statement. I um I'm really glad that the students have the opportunity to visit and shadow all the different schools. Um our schools have really great programs all around and it's um I I'm just glad that they have that opportunity to see and then make a really mindful thoughtful decision, a reflective decision and find that school that's the right fit for them. I know there were some questions about uh transportation but I think you know um there was mention of chicken and egg problem and I think transportation is one of those if you can clarify. >> Correct. Correct. So we will be reaching out. Um so transportation um that would be considered would be for the Woodside location. Um and once we get those numbers we can look at existing routes and

078who actually needs accommodation for transportation. >> Okay. >> All right. No, I appreciate everyone's hard work and in trying to make this transition as smooth as possible. Okay. All right. Next agenda item is 14.2 uh presentation on artificial intelligence in the Sequoia Union High School District. >> Good evening, trustees. Superintendent Leech, cabinet. Um I just wanted to introduce >> Oh, yeah. We were supposed to have public comment. I forgot about public comment. Apologies. Wait, we're still >> Oh, is there a mic issue? >> The mic is okay. >> Check. Check. >> Yeah, I think the Zoom is >> okay. >> So, Bob you to use your teacher voice. >> Okay. And before we start, let's uh see if there's any public comment on this. >> There are none in person. Are there any online? Please

079raise your hand. This is for item 15. >> Item for uh 142. Yeah, >> 142. >> There are none online. >> Okay. >> All right. So, uh presentation on artificial intelligence. >> Good evening board. Superintendent Leech. cabinet and members of the audience. I just wanted to introduce this evening our director of instructional technology, Barbara Reckless, who will um take the show away, but um she's just going to present the where we've been wait AI where we currently are and where we're planning to go. Um I know it's been a curiosity to the board and definitely an interest to our all of our school community. So, we wanted to update you all this evening. Thank you very much. Um, good evening everyone and I apologize. I'm a back of the room girl and I didn't realize

080how cold it was going to be back there. So, I'm happy to kind of warm up up here a little bit. Um, and let's see if this works. There we go. Okay. Um, good evening. My name is Barbara Reckless and I am pleased to present an update on our district's journey with artificial intelligence. Uh tonight we will be uh talking about three stages just like Liz alluded to. Um where we've been in developing our understanding of AI and its impact on instruction. uh where we are now with a tool adoption and where we're headed with policy and guidelines. As edtech educator Matt Miller writes, we cannot prepare students for the future by looking through today glasses. We have to use tomorrow glasses. And the AI resources that we have at hand are changing constantly. Right?

081even just between submitting this and now everything is different. So, um we really can't just focus on what we've been doing and we just have to try to imagine what um the future of our our students is going to be like and adapt accordingly. Data from the World Economic Forum indicates that business leaders will expect that AI fluency will be a non-negotiable skill by the year 2030. And so, while it might seem like 2030 is in the distant future, next year's incoming 9th graders are the class of 2030. So, the time to act is now. Um, AI is already in all of our pockets. It's in all of our Google searches, right? It's everywhere. And so the question isn't if if we should um address it. The question is how do we do it and

082how do we do it thoughtfully? And this includes understanding how to use AI responsibly, both students and teachers, how AI can benefit us and our students, and establishing guard rails to support staff and students with AI. So, I want to start by celebrating the incredible work that our staff has done over the last few years to learn more about AI's impact in the classroom. We took a measured approach to begin with in the early days of AI um all three years ago, the early days focusing on developing a shared understanding of what generative AI could do and how it could impact instruction. And then we progressed into identifying ways to promote responsible AI use so that we could continue exploring how to leverage AI to enhance our existing instructional practices. Staff engagement has been truly

083inspiring. Since the spring of 2023, we've logged 540 attendance records across more than 20 unique AI specific professional learning sessions, ranging from theory to subject specific application workshops, including a small cohort of very enthusiastic educators. Uh the titles here represent just a few of the unique professional learning sessions that staff have been able to choose from. We've held workshops including a tale of two AIS which tackled academic integrity with AI. Um as well as subject specific opportunities for math, world languages, science, special education and more. We are working to meet teachers where they are in their own journeys with AI. We've been able to provide teachers opportunities to learn about many facets of artificial intelligence and its impact on education and we are committed to continuing to deliver AI focused professional learning moving forward. This

084fall, we underwent a pilot of two AI tools, Brisk Teaching and Magic School, in an effort to identify a district platform for adoption. Our goal in adopting an AI platform was to find a tool that would protect students um while also helping students and teachers to benefit from the possibilities with AI. And I was excited to be able to finally announce just this week that based on feedback gathered throughout the pilot, we are adopting Magic School as our district AI tool. And it has several tools within it to help teachers lesson plan as well as save them time. Some key features for educators are the text levelers to help with differentiation as well as activity and rubric generators. There's even an exemplar non-exemplar tool. There's even a joke generator. Uh the magic school ha magic

085school also has several student features such as the quizme tool and a writing feedback coach. During the pilot period, uh nearly 300 teachers used Magic School to generate over 2500 instructional resources. Teachers use the tool mainly for help with instructional materials. And on the student side of Magic School, over half of the student users explore the tutoring and writing feedback resources, which is pretty cool. And what's great about Magic School for students is that it's there to guide students through their learning process and does not just tell them an answer or even give precise editing suggestions. It takes a questioning approach for students. From the pilot, teachers expressed excitement about how Magic School can help enhance the quality of their instruction that they're already doing, all while saving time and energy to refocus on positive

086interactions with their students. And so now looking forward now we need to provide clear guidelines um and develop policies for responsibly working with AI regardless of which tool is used. As we look to the future, we plan to utilize the newly released AI guide model a AI guidelines from the state of California as our guide and anticipate the model policies that will be coming out soon. To undertake this work, we're launching an AI working group with recruitment to follow later this spring. We will undergo the work of actually developing the policies policies and guidelines throughout the fall semester. And I want to take a second to thank Edith Salvatore for her initial collaboration in um brainstorming towards this effort. Our AI integration has been guided by these three values. A student- centered approach, teacher empowerment,

087and continuous growth. We are not replacing human intelligence. We are empowering and enhancing our learning communities. Thank you. So I am happy to open it up to any questions that you have. >> Thank you for your presentation. Um trustees any questions? >> So um what's being discussed in these AI working group? So that is um still to be worked out, but the purpose of the working group for the fall would be to develop policies and guidelines. >> I did have a question about the or did you guys have additional questions? >> Oh, okay. Okay. >> Okay. Go for it. >> And one of them actually was about um the working group. I'm curious who will be who who you're thinking about you might be inviting on that. not like specific names, but like roles and

088titles and and different people who might be part of that. >> Yeah. Um it's still being worked out, but the idea is to potentially have two phases. And so in the spring, we would have kind of a broader data gathering time period where we would invite feedback from the broader community, um, students, parents, community members, staff, and then use that information to help guide what we're going to put in place in the fall. And then in the fall for efficiency, keeping it to staff. So looking at teachers from across sites and departments, ranges of comfort with tech as well as administrators. >> Yeah, I think I I'm glad to hear that. Particularly for phase one, I think because where we are located, there's probably quite a few adults in our community who who have some

089some technical expertise and opinions. Um I'm thinking about our student trustee from Carmont who has brought up AI now twice. I'm I'm sure he might want to be on it. Um yeah, so I definitely encourage multiple voices. Um I I'd be definitely interested in that even moving into stage two because of how change how things quickly change. I want to make sure that we continue to stay a breast on the of of what's happening on the ground and in the world besides just what's happening in the district. >> Absolutely. Yeah, we definitely want to hear um from a lot of voices, but um anybody who's worked on a committee trying to co-craft something with a lot of people, it just gets really ownorous. Yeah. Um and then my second question was in the P in

090the um PDS that you've done so far for staff, have those been internally run or externally or combo? >> A combination. Uh the majority have been internal. Thank you. >> When you say uh develop policy, what would be like the scope of the policy and would this be like something you'd be asking us as a school board to adopt and make part of the schoolboard policies or be some other thing? >> It yes, it would be something we would bring here and it's all part of what we'll be working on. So, it's a future question, but yes. So, guidelines would not be adopted here, right? But the policy would be >> and maybe just a question for the superintendent. How would you see a board like what would be the process if a a committee

091without board members is coming up with recommendations for policy? How does it then get to the phase where the public and the board are debating or whatever before something is adopted? What would be the process look like? So, we we do have examples from other districts that are a little further along in the AI journey um that we will also be basing off of as well as CSBA um as to what these policies look like for both AI use, the expectation or lack of expectation on what tools may happen in the classroom, what our expectation is of students, um and really create I I think that there is some limited policy. I think there's more AI um I'm sorry more AR for the AI and um you know potentially just like a plan on how

092we we will be using AI throughout our district which we currently do not have. >> So I totally get a committee being formed to talk about how to use it within the district and I don't know where that crosses over with policy because almost always our policies are coming from like you said other districts have developed it. CSBA has recommendations. I don't know how many of our policies groups of teachers meet and then bring us a proposed pol like that is a rare >> there there will be certain there will be certain portions of that. Um that's we we are entering down that journey together because currently there is no written policy from CSBA on AI. No. And then I like the um I think enhance was sort of the a word which is very

093positive um and as far as I know understanding and motivating understanding what's motivating students and helping motivate them is nowhere near anything that I'm aware of it the AI yet being able to do. Um, I know there are some private schools and other entities that are trying to do it all with AI, and as far as I know, it's that hasn't that hasn't panned out that way. Um, I'm wondering if you talk to I understand there's some amount of tension like AI recommended writing assessment, but if a writing recommendations, but if a student feels like the teacher didn't even look at it and it just got passed through, then then maybe there's negative emotion or negative feelings if it feels there's attention because the AI can enhance, but it can also be over um be

094used not as an enhancement but as a replacement. by the user, not that it and and there's like to me a tension there. Is that something that you'll be thinking about in the policy? >> Absolutely. Yeah, there are tensions um around AI in all areas, right? And so that's definitely something that we would be working on with the with the group. So, I'd be interested when whenever this comes back to understand what were the tensions that you guys wrestled with like this was the tension and here's the different reasons and and here's where we settled to the extent that your discussions go that way. I'd be curious to see what what were the tensions that the group felt were the tensions and then why did you land wherever you choose to land on on those

095various issues. for the next time when I assume in the next year or so we'll be hearing again about this because it's moving so rapidly but um >> I'm excited by the possibility of what technology can do and I think absolutely where we are we have to be forward adopters I maybe not the very very leading we can learn from others but but be fast followers in adopting um so appreciate the the work so far and this update thank you >> thank you I did have a question and it was kind of related to that question in regards to grading, you know, and how that would yeah, that tension of really specifically as an educator, >> how the grading would look, what does that look like in AI? Is the AI going to be the

096greater, right, versus the human being or where is that boundary, right? Like as far as that, so I think those are details that we'll probably get to later and probably be in policy, you know, I don't know. Um, I'm not sure, but I guess we'll see as we as it unfolds. And will we be able to like get some not training, but I guess view what it does, you know, what it actually does for the student and the teacher and all that kind of stuff so that we can better address any policies. >> We could we could provide some demos. >> Yeah. Just to see what it does, right? And how does that affect or will affect policy? Yeah, those are my thoughts. >> Thank you. Absolutely. Thank you. Yeah. >> And then um I

097thank you trustees for your questions. Um I had a few myself. Um I actually wanted to understand how the the two um AI tools were selected for piloting um to begin with because I mean there's a lot of stuff out there. So how' you winnow it down to the the final two? Yeah, there yes, there are a lot of tools out there. Um, and there's more all the time. And just going to some a variety of my own professional learning, the main tools that kind of came to surface were these two plus um, Gemini, which is very expensive um, the paid version, and then another tool. And these two were kind of in the middle and very similar. And so they came up as being kind of the the best um most comparable to each

098other um at kind of fitting all of our needs and you know really making sure that they are recommended by common sense that they are safe that they have all of the capabilities um and that people would be excited about using them and that they would work for them. >> Okay. So, just jump in quickly for um these two tools. Do you have any control over what base um large language model they're using or do they do they tell you that or you don't do we know? >> I'm not sure um which model they're using. No. >> Okay. I'm I'm sure this is already on your radar, but one of the um as you move forward with Magic School, um one of the things I'd be curious about is just um their student privacy and

099how they're and how they're protecting um data privacy and things and whether or not as soon as we sign that, does all that information stay within the district? Um because I know other sites offer that as like, oh, once you give us money, that's how we're >> that's how we're protecting you because you'll pay for data one way or the other. Absolutely. >> Yeah. So, that's that's the other thing that I want to make sure that we're keeping and I'd be curious about um learning more about is the privacy part of it. >> Absolutely. Yes, we investigated that before even trying it. Yeah, that's the first thing that we do. So, >> sorry that brought up another question that I had. Thank you for that. Um there there seems to me to be a trade-off

100of if the AI knows all about the student, it could do more customized based learning or whatever that this the AI produces for an individual student, it could be more tailored the more the AI knows about the student, which would mean that the AI would have to have information to do it. Um, and I know some models you can run local versions where you keep you run the model locally and the parentship doesn't get your data, but the model can access the data and use it because it's your local model. And I'm wondering if you how you're thinking about a local model that can tailor specifically to students and knows like the student missed these questions on the last quiz or got this grade in this other class. So this I don't know how much

101there could be cross-pollination and helping what a student throughout this their whole career with us because of models know about them versus privacy concerns and >> where we are right now on that and how you're thinking about it. >> Yeah, I mean that's a it's a great point. I think that's part of why there was a need to go towards adopting a tool that was designed for education. So then it has to meet all of the laws and regulations that are in place for under 18 students where if we just kept going then people were using anything and um using an outside tool is where it's a little scarier where we've signed agreements to protect privacy with these tools and so it's it's a safer environment for our students. Does the tool currently adapt based

102on the individual student? >> So, what it does for students, it's not it doesn't do everything. So, it's something where a student could go and they could put their writing assignment in and say, "Hey, can you give me some feedback?" Um, and so it's not a place where it's, you know, looking at grades or it's looking at any other information. It's really just being a support rather than a finished product. So it's I don't know that that's a concern yet. >> You say you don't know if it's a concern. Is that what he said? >> Right. That it could follow the student through its, you know, progression. >> I was thinking there might be opportunity if it knew more about a student and that by not that we might be missing an opportunity. >> Yes

103and no. I think um I mean it's all something that is rapidly changing, right? So what it can do now is not necessarily what it can do later. But I think also to make sure that people feel comfortable with allowing their students on it, we want to make sure that it's not doing too much and not really following too much. >> Okay. Just I did see there was an update to the board at one point and it had something along the lines of all student data is private or that AI is not getting any student data. And my comment would be to the extent we could have a local model, maybe supplying it with student data would enable it to be better. And I just would be interested in knowing whether that's something that's considered

104or maybe it can't be better. But it seems as though there might be an opportunity to actually want some amount of information locally stored but available to the model so it could be more specified to individual students is my understanding of what the AI might be capable of doing. That's definitely something to investigate. Yeah. Thanks. >> And and just for my clarification, it sounds like you're saying that if there was a more holistic view of each student based on connecting various data points, leveraging AI, it could kind of highlight risk areas, right? Is that right? Or anything, right? >> It it could highlight risk. It >> just looks at individual assignment and doesn't know like this is a student who did this other assignment yesterday and this other assignment the day before. They just know

105here's this assignment and it gives feedback on that assignment because it doesn't as I understand it currently the AI systems don't know anything about any individual student to link together prior work. >> Well n I mean it does see the student data it just protects the student data so it keeps it in house. So it does so you know um when a teacher sets up a class in Magic School then the students can respond and the teacher then has some oversight so they can see if you know if anything inappropriate happens or things like that. So it does know who the students are but it doesn't go across multiple classes or anything like that. It's pretty controlled. >> Yeah. >> Okay. >> Yeah. If I'm based on my own limited research from my other hat

106on magic school has multiple LLM. So it's not like it's it's not like it's just a chat on there. And so it's like memorizing everything that you're putting into that chat because it's more of like what the teacher is doing and then providing that assignment and then that assignment is what's like being held in terms of info so that the teacher can be using it to look for trends or patterns or something like that. Is that correct with Magic School? Is that a good understanding? I think that's >> and that's just like one piece of the puzzle. >> Yeah. Okay. >> So like it holds the data but it doesn't use or sell the data like other correct. >> Yeah. And then I think because the AI landscape is continuing to change um now that

107you've selected Magic School, what's going to be the frequency of assessment and evaluating the tool whether it's working as intended or not? Um and and reassessing the landscape as well. >> Yeah, I think part of that would be a great thing for the committee to kind of outline of how are we using tools in general, whether it's this one or something else. Um and what what we're looking for. >> Okay. Awesome. Um yeah, I think uh I think that working group or um the the task force or whatever you want to call it. I I think having that diverse group is going to be really important just different viewpoints and hopefully even uh getting experts from the community to take part as well because I think we're pretty lucky to live in Silicon Valley and

108there are many AI experts in the community um that could also provide input. >> Okay. >> Absolutely. >> Anything else? >> All right. Thank you for the the presentation and all the hard work. Um we're really looking forward to seeing the progress on Magic School and and the task force. >> Thank you very much. Okay. Do people need a five minute break? Okay. All right. We will take a five minute break. It's currently 7:56. Uh so we'll come back at 8:01. Resuming meeting at 8:01. >> Okay. And next up we have um section 15 which is our discussion item. So 15.1 is the first reading of new revised and deletion of board policies ARS and exhibits from human resources and student services department. >> I have a public comment. >> Oh okay. Public comment. >>

109There's one in person. Are there any online? Please raise your hand. There are none online. Um public comment from Edith Salvatore. Look, I came with notes. I'm rising here today to ask you to remove the following paragraph from the board policy and its attendant AR. Quote, "Distaff shall not obstruct, interfere with, or otherwise impede, or attempt to obstruct, interfere with, or otherwise impede any officer or employee of an agency conducting immigration enforcement. even if the officer or employee appears to be acting outside the law or in excess of the stated or documented authorization. If such an officer or employee enters the premises without consent, district staff shall document their actions, but only to the extent that documentation does not impede their actions. I recognize that the district is in a fix here because the CSBA

110is recommending this language and I appreciate that associate superintendent Hansen took the time to discuss this issue with me and adjust the language that you're presented with today and I understand that some of the language that I find objectionable in the new proposed B board policy and administrative regulation were in the current AR as well. But there's a difference, and this is an opportunity for the trustees to show that they understand that the world of immigration enforcement that existed when AR-5145.3 was approved in 2019 is not the landscape we find ourselves in today. And our board policies and regulations should reflect that. Some of the language in question is frankly better than some of the language in the previous AR, but it still has the potential to leave district staff, educators, teachers in a moral

111quandry. When I am faced with the possibility of my student being taken from the classroom above my protests, that officers must first go to the school district office and return with school staff who are capable of evaluating their badges, their warrants, and their rights to take that student into custody. Do I follow the rules that the board of trustees set out and document as the officers break those same rules? after that student is gone, will I be able to soothe my guilt that I was just following orders? Associate Superintendent Hansen shared a concern that no staff member be required to put themselves in harm's way as a result of this policy. And I agree with that sentiment, just as I agree that the district cannot require SDTA members to intervene in physical altercations among students.

112And yet over the years, many of them have because our students safety and the safety of our community is important and we take ownership of that. For our immigrant and undocumented students to feel safe and supported on our campuses, they need to know that we will protect them. and a board policy that sets out rules of engagement for immigration officers who come on campus, but adds that should those officers decline to follow the rules, we are not to obstruct or impede them in any way. Does not communicate that support. >> Sorry, time is up. >> Thank you. >> Good evening members of the board and those who remain in our audience. So, as Edith already spoke to the first couple of items that I have before you this evening, which are actually the majority of

113the items because the BP and AR that we are going to talk about first replaces the BP AR that you are being recommended be be deleted. So what happened was 5145.13 BP and AR were about response to immigration enforcement. The new policy, the new BP and AR gets a lot more detailed and gives more uh scenario clarity than the old ones did. Couple examples of this. It talks about what to do if an immigration officer or an officer of the law attempts to come on a school bus. It spells out clearly not just what parent and student rights are, but what staff responsibilities are. So, so it specifically says that we are not to be volunteering information about students to agencies. And I've got before you a bulleted list of what the main changes are.

114So, just very quickly, and then I want to get to Edith's point. Just very quickly, I'm going to go through what the major updates are. Uh, the first one I already talked about, staff should not solicit information about their students citizenship or immigration status unless it's required by law, which it is not. Student records and personal information should not be shared with immigration or law enforcement officers um without appropriate legal authority such as valid judicial warrant subpoena or court order and that would be done through the school administration. Uh immigration enforcement officers are not permitted to access school buses, district transportation, non-public areas of school property without proper legal authorization. And for your edification, you probably already knew this, but the only place where people who are not employed by the district or cleared as

115volunteers or our own students are permitted to be on campus during the school day is the front office. And everyone is required, including law enforcement and immigration officials, to report to the front office. And this policy says, although Edith helped me, I think make it even clearer in a few different places, if somebody tries to access your students or access student information, you are to direct them to the school office and then in uh in conversation with the superintendent or the superintendent's designate who will of course be consulting attorneys as well as needed. decisions will be made about what holds up legally and what does not hold up legally for allowing access. Most will not hold up legally and I knock on wood as I say that currently we've had currently um and then that

116any of anything that happens along these lines or attempts for this has to be reported to you and the information about our policies needs to be provided. So the point that Edith is raising um is already the paragraph that she read you that is recommended CSBA language. It is not law. Part of what is before you tonight is law and it's got the parenthesis to say that CSBA has added in shell as opposed to may because they feel pretty strongly about that language. I have mixed feelings about that language. What what sways me to recommend it is that it is CSBA's recommended language and they've been in this business a lot longer than I have. I agree with not standing by and letting bad things happen to our students. I do not believe that if

117you contact the front office that anybody's going to be able to get a kid off campus before the office gets down to a classroom to intervene. I worry that a well-intentioned staff member or a student who gets highly agitated by what is happening in front of them could do something that would hurt themselves. So I don't think it is clear. I'm sorry about that. I am giving you the recommendation because CSBA recommends it pretty strongly to adopt it. Um but I also do definitely hear about um what Edith is saying. So, we did make some updates from the policy. All of the red comes from CSBA because it's brand new. And the updates that we made to clarify um who's in charge of doing what is in green in both of those documents. They're pretty

118minor and I've already described them to you. Do you want me to do do you want to do these one at a time? >> Green is what we have added in that did not come from CSBA. We also took out we did take out one sentence in that paragraph at the end and that sentence says that basically no matter what um the the employee will obey what the officer tells them to do. >> Took it out. >> We took it out. >> Where >> do you know any of the >> Sorry. Where was that? >> It's in the AR. Um, >> no, I think we have both, right? >> I'm a little flustered. It's hard to find things like but it's in there. >> Can I Okay. Can I just get clarification what was just

119handed to us? >> Yes. Is this the same that was in that we would have read on our own when we read the agenda or is this >> it was an update. It's been an update today. So I handed you the paper copy just in case you didn't see the update. I think Laura sent it around two. >> Yes. Two. Thank you. Okay. So this So what? Okay. So this is the update based on it. One of them is BP1 1445. One of them is AR 1445. Is that >> Yes. And it's an 8 AR1445. >> Yes. It's >> Oh, got it. Okay. The stapled one is the AR. >> Okay. >> And then can you clarify which part? >> Oh, I did. I just deleted it because it wasn't required. Never mind. It's not

120there. They had a sentence at the end that I'm not recommending. Um, and since it's new, I could just not recommend it. Where it said, um, basically you will do you will obey whatever the officer tells you to do. And we took that out because there are probably times when perhaps that felt a little strong. >> And where in these is the paragraph that you had read? >> It's in the AR. >> No, I know. I get it. I get it. And as you should be. Could you could one of you hand me your updated Yeah, I'm pretty sure that's it. I'm just reading through it. Some of it's repetitive. I believe it's on page two, halfway through. If an officer employee of an agency conducting immigration enforcement requests access to a student, such as

121for purposes of interviewing, obtaining um nope. Where is this one? >> No, it's the it's the second to last page. It's at the top. It's a top and it's a Okay. At the bottom of This is embarrassing. One, two, page at the bottom of page three, you'll see some green font. >> It's that paragraph. So, it's the last sentence on that page and the top of the next one. >> May I keep this in case I get more questions? Thank you. Thank you. >> Who wants to be my friend? And do you have any why was behind why CSB recommends? I know you're recommending because they do, but do you know why they are? >> My guess I don't. My guess is well there's a 20page document that came out from the state with recommendations

122and it's from that >> but I don't know how the state I mean I'm sure it was big committees etc that came up with it. This has been um this has been a a a reoccurring topic at the monthly superintendence meetings. Um, and we have been very vocal um, with with how we feel and very similar to what Edith was sharing about this internal battle on why we here, why why we do what we do and the values that we hold and county council is present at these meetings and you know and and they have done their best as we battle with what we would do and what we would turned over that the law does not protect um educators um if you impede law enforcement. And um and so they as we battle that

123and we come up with our policies and we present policies and processes to our boards to remind us um of that. Uh we have our internal policy um that does say that they must reach out to the superintendent. Um I do I have not ha I I have not assigned a designate um regarding this uh this topic and so the principles are aware that they would need to contact me directly. I have not authorized a designate on this policy. I also think that since we know that they would not be protected for their actions that it is a little bit I think I think that they should know that in our board policy whether we agree with it or not. I think that the teacher should know what the repercussion of interfering could be. >>

124Yeah. And I guess what I'd add on is I don't think there's a good alternative that we could suggest there that wouldn't like I guess I'd be interested in hearing if any board of my board colleagues have an alternative of what we'd suggest because barring that I'd be tempted to go with the CSBA language. I'll just say the obvious the the suggestion from Edith was to just delete and not have an alternative. just delete was the alternative. Not having it at all, not proposing >> alternative change anything. I don't know cuz >> what does >> I guess I guess I don't know. I'm sure no one's like inde Yeah. in depth studying the ARS. So maybe it might be more useful like what's communicated to teachers. I mean me personally I don't think we'd ever

125want to communicate to our teachers that you would impede law enforcement or like I don't think we could communicate that or that would end well for anyone. So, we could delete the paragraph. I'm more interested. I I get we probably simplify this in what we communicate to teachers in a way that would tell them, oh, we have to go through our designate. I just wondered if we delete this, what's still going to end up being communicated to teachers in a clearer way? Because I I assume no one's reading in depth all the AR is here to understand what's exactly being said. What's going to be communicated is contact the front office if anybody shows up your door and demands anything. Contact the front office and the front office administrators know exactly what to do because

126we don't want teachers to have to handle this. And we do have the policy bulletin that we issued last year and we have sent it out a couple of times and now board policy is catching up with what we already have as our policy bulletin. Is that correct? >> Correct. But this piece, this paragraph that we're talking about right now was already in the policy. It's in the policy that's being deleted. So this isn't new. It's just as Edith said, scarier times, right? right? It kind of takes on a new meaning. Um, but it is it it is it's already the practice that is in our policy bulletin to staff. I I'm I'm real real struggling with it because it is our job to pay attention to like what's happening new and and to protect

127our our children. And I I don't I think can I can I have this? Um I think where I'm struggling is like this to me is reading is is like hold on let me gather my thoughts. >> How about if we bring it back next time not in not on consent but on a open vote so we can think about it and discuss it because it sounds like for like you're trying to gather your thoughts right now and you haven't thought about it. >> Well I just >> I I sorry I thought we had reached agreement on this earlier or I would have prepared the board for this. Um, so I'm sorry that it's coming to you like this. I this this policy is supposed to be ready to roll out for April. Supposed to

128be adopted the beginning of this month and ready to roll out for April. Um, it doesn't mean I'm disagreeing with what you're saying, Rich, but we don't have a ton of time to pontificate about the pros and cons of a very nuance. >> What I'm saying is if it's not on consent, then we'd either be approving it with or without the paragraph, but we're approving a policy. >> No, I don't disagree with what you're saying. I'm just I just want to point out that we're going to need to take action at the next meeting. >> And we need to be with or without the paragraph and just not on consent. >> Yes. >> Okay. >> I think what I'm struggling with is that like what you said, Assistant Superintendent Hansen, is that like you know

129what we have been communicating, call the office. Like that's not what this says in a like this to me takes it one step further. And I'm not again like I don't I don't want to I don't want us to say call the office and then impede the officer from taking our children. Like but I also it almost I get an icky feeling because it feels like we're condoning >> it or wait that's the opposite. >> No, you're right. >> Yeah. Condoning it. >> Yeah. >> But by with this language and I and that's on us like if it was already in our board policy but yeah but things have changed. But what would you suggest as an al because I guess the alternative there is to say if you want to obstruct you can but

130I don't think any of us think that would end well for anyone in that situation. Right. So >> I absolutely do not want to say go for it. Like that's not what I'm saying. But I I there's a piece of it that's like intent versus impact that I'm thinking about here. And that that unintentionally feels like we're not protecting our our students by like basically saying if you know someone's breaking the law you and going to hurt or harm our children >> which is why we took out the last sentence. >> I mean this is this is a discussion item where where are other you all land. I guess more importantly, because like I said, if a teacher asked you, can I can I impede the officer? Would you say yes or no? >> Because

131I guess that's what it boils down to because if it's not there, someone's still going to have that question. And I don't think any of us can say that the answer to that question is yes. Like I would be gravely concerned because I don't think it would end well as we've seen across the country. So what would our answer at the end of the day be to that question? Because it doesn't matter if we have it or not. That's what it would boil down to if a teacher has that question. I don't >> Yeah, we have to have a discussion on this >> because I think the scenario I'm envisioning is someone say someone comes and the the teacher says you have to go to the front office. They're refusing to go to the front

132office, but the teacher Yeah. is calling the front office and someone from the front office is going to come over. >> If I thought for a second that this was going to result in a kid being yanked from a room and taken away in a car, we'd be having a very different conversation. were calling the office right away. >> I guess one of my questions is all teachers are trained in this already or do they know like all not not just the front desk but teachers like how do they react if this were scenario were to happen >> according to the principles? Yes. >> Okay. That's one of the questions I had. >> It it's come staff's really anxious about it. >> Yeah. I right it's they're anxious about okay what is clear about what

133we are supposed to do. Right. >> Thank you. I guess between now and the next uh board meeting in March, um what information are are we looking for to make a decision on this language? And is there anything we could go back to CSBA for clarification or are they hearing anything? It sounds like there's some countywide discussion on this. So are Oh, she you should go to the Yeah. >> Oh, I think she's a public comment, so I don't know. >> I can just share that it's been brought up in a number of other boards. I commend you. You've discussed it more than most other boards have, and I hope you discuss it more on the 18th. I hope you I I guess I hope you discuss it on the 18th. I just please really

134need you to make a decision for us to meet these deadlines which are super short. Um and no pressure. I know I'm putting you an awful spot. I will I will share this with you. It's literacy week at Clifford Elementary. And at 8:30 this morning, I was the first parent reader. I read chapter three of the fourth grade nothing where his little brother refuses to eat his food for a week and his father finally puts the kid in the bathtub cuz he told him eat it or wear it and he dumps cereal on his head. Does anyone else remember that chapter? It's a it's a great chapter. All these cute little third and fourth graders, and I say that as an old lady only, are looking up at me with their big eyes and they're

135all excited and they're laughing their heads off. And if somebody walked in that room and grabbed a kid by the elbow and all these other kids are watching and shrieking and people are crying, I would not be responsible for my own actions. There's no way in heck that I would let that kid leave without interfering. I would interfere. I'm not saying it's smart. I'm not saying it's the right thing to do. My concern with this policy is I know that I know that if I interfered and I stepped in front of a police officer or I grabbed their arm that I would be facing prosecution and I don't think it's fair to our staff to leave them under the impression that they would not be. >> I probably shouldn't have said anything like that into

136the mic. I hope I don't get taken away in in the back of a police car, but there there it is. Okay. It's a hard discussion. >> Yeah. And the other thing is I think we've been grateful as a county and you know, Morser school district. This is not a problem we run into on a daily basis. And I think the more attention we bring, the more we jeopardize the fact that that could be true. So I I don't know if it's especially this if this is some hill especially worth dying on considering that we know the position we're in. Um, I'm confident that staff knows what to do in a situation and that this only risks attracting more unwanted attention to a subject that we're lucky enough not to face in school or at

137least currently. >> I think that's true. It heightens it much more than it needs to be right now. And I don't think we need that kind of light on it so much. You know what I mean? the heightened um >> scrutiny is my thought right now. >> I do. >> Where are my colleagues at in this decision? >> You I'm just thinking >> I'm not objecting to what you said. I just hadn't thought about it until right now. So, I just would want to sleep on it. Um, but I'm not disagreeing with what you're saying. >> So, yeah, this is not We do not have >> No, this is not for >> Yeah, exactly. It's not a vote right now. >> So, my recommendation after discussion and to allow time to sleep on it, ask

138potential any clarifying questions. So, we will bring this back at the March 18th meeting um as an action item for approval. It will come back as presented to you tonight um with the vote then to either strike the paragraph as amended to approve um or to approve as recommended. >> Okay. >> And it will not be on consent. >> It will not be on consent action item. Correct. >> And that gives the district enough time. It's going to be on agenda. >> Time for what? Oh yeah. As long as long as you as long as you pass it with or without a paragraph, we're okay. On March 18th, >> it just gives us time to think about it. And >> our only decision right now is does it come back as an action item or

139come back on consent? >> Come back as an action item March 18th. >> Yeah. >> Cool. >> And then so then we get to think about it and ask any additional questions that we have between now and then. >> Yeah. Yeah. Okay. >> All right. Next one's going to be super boring. Okay. So then the then the next two are a deleting of the former less specific policies that came before and I would recommend that you not delete those until you adopt the next ones. So I actually don't think I would put those on action either because you just have to make sure Well, what do you think? Or on consent. Couldn't it be just one big item just like it is now? Just put it all on action. Okay. Then I've got one more

140that I don't think needs to fall into that, but hey, it's a night for surprises. Uh administrative regulation 5142 safety. Um this is also updated language that is coming from the state. Um, and I pulled it because last time because it was pointed out to me that there was something in it that was incorrect. And it is indeed incorrect because like they did with how to respond if a police officer or immigration officer doesn't follow protocol. Uh they give a caveat on this one and it is they recommend that teachers be in their classroom ready to admit students no less than 30 minutes before the beginning of the school day. However, then in the language after it says but if you have a different agreement in your CBA then you go with the language in

141your CBA. And so our agreement in our CBA is 15 minutes before the beginning of the first regular period of the day working on professional duties and available to students andor administrators. And then the other items there is they have gotten more specific about what should be included on ID cards. We already include the first two items which are a will. The may is a link to the county's mental health resources site. We currently have four different county mental health, but we are going to next year just link it to the website at large. And then finally, and this is my favorite of the evening, for activities with safety risks, they say that you need to have insurance, you need to have proper equipment um for um not snow trips anymore, but cross country or

142downhill skiing. We put that one on consent. Awesome. >> Yeah, that one can go on consent. >> All right. Thank you everyone. >> All right. Okay. I appreciate that. Now we're on to action items. So before was discussion. So action items. Um there's several of them. Uh the first one is 16.1 approval of contract with Solace O'Brien for the stadium light project at Sequoia High School measure W bond project. Do we have any public comments? >> Uh, there are none in person. Are there any online? Please raise your hand. >> There are none online. >> I move approval of item 161. >> Seconded. >> Okay. All in favor? >> I All right. Uh, the second one is 16.2. Authorization to purchase roofing materials from the Garland Company, Inc. based on the California multiple award schedule.

143Are there any public comments? >> There are there are none. Are there any online? Please raise your hand. >> I move approval of 162. >> Seconded. >> Okay. All in favor? >> I >> uh the super uh the 16.3 is next. Approval to release the draft mitigated negative declaration for Carlmont High School facilities upgrade. Are there any public comments? >> There are none in person. Are there any online? Please raise your hands. There are none online. >> I move approval of 163. >> Seconded. >> All in favor? >> I All right. 16.4 4 adoption of resolution number 16 25 2025 to 26 for the membership of Sequoia Union High School District in the school project for utility rate reduction or SPURR. Any public comments? >> There are none in person. Are there any online? Please

144raise your hand and none online. >> And then if this is a resolution, does it need to be a roll call? >> Yes. >> Okay. >> I move approval of 164 second. It did. >> Okay. Roll call vote. >> Trusty Nory, >> yes. >> Trusty Cruz, >> yes. >> Trusty Thompson, >> yes. >> Vice President Gin, >> yes. >> President Co, >> yes. >> Motion carries 5. >> Okay. Um, and then 16.5 is adoption of resolution number 15, intention to terminate classified employees due to lack of work andor lack of funds. Are there any public comments on this item? >> There are none in person. Are there any online? Please raise your hand. >> There are none online. >> Okay. >> I'll say I almost wish we had this item earlier in the agenda when

145people were commenting about our attention to budget issues because this is an attention to budget issue and it's here at the end when almost everyone in the audience is gone. But um appreciate the work you did to help us work on the budget many different ways, including this item uh 165, which I move approval of. >> Second. >> I saw assistant associate superintendent Hansen kind of getting up. Did you want to say something about this item or >> you're okay? >> Okay. Okay. All right. So, this is also a roll call vote, right? >> I'm sorry. The um the motion was by Trusty Gin. Okay. >> Um >> Trusty Cruz. Yeah. >> All right. Uh roll call. Trusty Nory. >> Yes. >> Trusty Cruz. >> Yes. >> Trusty Thompson. >> Yes. >> Vice President Gin.

146>> Yes. >> President Coup. >> Yes. >> Motion carried. 5 Z. All right. And then um next agenda item is 17 for future agenda items. Does anyone have any questions or feedback on the future agenda items? This is I don't not this is not just a future agenda item but I just I think we maybe want some clarity for public comments with the existing um making sure because tide is now an existing agenda item and we have public comments. So just knowing the difference for when they're supposed to comment that's just something I'm thinking about I that's not on a future agenda. So if this is you can say never mind Thompson. Okay. >> Okay. >> I I withdraw. >> Withdraw. Any other input? Okay. I I think for me I just wanted to clarify

147um if there are going to be um any updates on either strategic plan or communications or measure W update. We were planning for a measure W update in February so we can reschedu that um before the end of the year. Um and uh I will work with cabinet to look at those other things that kind of have came come off or have been pushed because of the conversations the past couple of months. >> Okay. Okay. Yeah. So those are the only items I wanted to bring up. Just wanted to make sure that we were continuing to have updates on those. >> Okay. All right. Uh and with that, um >> I make a motion to adjurnn. >> Yeah. And do we have a second? >> Second. >> Okay. All in favor of I. So, we

148are adjourning the meeting at 8:38