5/5/2026 GGUSD Board of Education Meeting

001Good evening. In honor of Cinco de Mayo, we want to begin this evening with a special presentation from students at Los Amigos High School. >> [applause] [music] >> Woo! >> [music] [music] >> Woo! >> [music] [music] [applause] [laughter] [applause] >> Woo! >> [applause] >> Thank you to the uh Ballet Folklorico from Los Amigos High School. I've seen them three or four times in the last month perform and it I just I refuse to believe that they've only been at it for a few months. This is a It's a new program just started a few months ago and you guys rock it. That's It's really well done. Thank you. >> [applause] >> So, normally we begin our meeting with the Pledge of the Flag. Uh Kristy Geddes Chew, our student representative who usually leads us is

002uh home just desperately preparing for uh I think multiple AP exams tomorrow. So, I she was voluntold not to not to come tonight. So, I'm going to ask our Vice President uh Lan Win to lead us in the pledge and then I would ask you all to please remain standing after the pledge. Please stand. Face the flag. Put your hand on on your lap. Let's begin. I pledge allegiance to the flag of the United States of America. And to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. We're deeply saddened to learn of the passing of retired teacher Rosie Johnson Chapman. Rosie began her 40-year tenure with Garden Grove in 1967, teaching history and geography at Peters Elementary School. In 1980, she joined she joined Jordan Intermediate

003School teaching English, history, and typing, while also intermittently teaching adult education classes. She retired in 2007, and even though she had taught for 40 years, her passion for education had not waned, and she continued serving the district as a substitute teacher for another 5 years. Rosie was a beloved and respected teacher and devoted educator. Those who knew her knew she had a feisty, energetic, and tenacious personality. She also had a kind spirit and a generous soul and welcomed all into her home. She especially treasured bringing loved ones together for special occasions, like her family Christmas dinner. For those who remember, every year was full of warmth, laughter, and love, and there was always plenty of good food because Rosie was a great cook. One of Rosie's other gifts was her beautiful voice. She loved to

004sing. One of her favorite gospel songs is Praise is what I do. Rosie is survived by her son, Vincent, her grandson, Gunner, her three sisters, Claudia, Alma, and Beverly, her brother, Alonzo, and a host of cousins, nieces, nephews, and friends. Rosie's family Rosie's family share that her earthly race is now complete, >> [snorts] >> but her influence as a mother, educator, sister, friend, and lover of music endures. We extend our deepest condolences to the family and friends of Rosie Johnson Chapman, and we want to serve a moment of silence in her memory. Thank you. You may be seated. So, we have a full house tonight and some very special guests, and I'd like at this point to invite Dr. Stephanie Heflin to come forward and introduce a few of those. Yes, very good. Good evening,

005President Harden, members of the board, Dr. Mafi, staff, and community members. Tonight, we have the distinct honor of recognizing a truly remarkable group of students. Nine of our very own GGUSD high school seniors who have achieved the pinnacle of academic distinction as our 2026 valedictorians. >> [applause] >> The title of valedictorian signifies the highest grades at each of their high schools, but it's so much more than just that. These nine GGUSD scholars have accomplished a variety of of accomplishments that have conquered a marathon of advanced placement courses, honors courses, tackled dual enrollment, ECA opportunities, and more. They have found time to lead in extracurriculars, excel in athletics, and cultivate leadership roles that have had an impact on their campuses and their communities. This group of students embodies the core tenants of GGUSD. Cultivating robust academic

006skills, developing essential personal skills, and preparing for their post-GGUSD careers for lifelong success. Each of these outstanding individuals is a powerful example of our three goals, and they are poised and ready to step confidently into their futures. With our nine valedictorians here tonight, they have an average GPA of a 4.43. And combined, they have taken a total of 119 advanced placement courses. Yeah, 119. That deserves applause. >> [applause] >> Which they're probably in the midst of AP testing right now this week. Countless college credits have been earned along with so much more, and I'd love to introduce each of them to you now, followed by a short video where we'll learn just a little bit more about each of them and then where what their future is and what their plans are and then we'll

007go ahead and do pictures with the board. So valedictorians when I call your name, please stand at your seat to be recognized. We'll then watch the short video and after the video we'll call valedictorians up by school one by one for photos with the board. First it's my pleasure to introduce to you our class of 2026 valedictorians starting in school with schools in alphabetical order. From Bolsa Grande High School Christina Pham. >> [applause] >> Christina will be will be attending UCLA which I know is a favorite around here but maybe not for everybody. And Christina is joined tonight by with her principal Ms. Linda Giuliani. >> [applause] >> From Garden Grove High School we have Axel Conwyn. >> [applause] >> Axel will be attending UC Irvine in the fall and Axel is joined tonight by

008his dad, mom, brother and sister and his principal Ms. Mary Jane Hibbard. >> [applause] >> Joining us from Hare High School is Kenny Vo. >> [applause] >> Kenny will be attending Irvine Valley College in the fall and he's joined tonight by his mom and sister and his principal Ms. Machado. >> [applause] >> From La Quinta High School we have co-valedictorians this year. First I would like to introduce you to Claire Tran who will be attending >> [applause] >> Claire will be attending MIT in the fall. And she is joined tonight by dad and sister and her principal Denise Kirkman. >> [applause] >> Next from La Quinta I'd like to introduce you to Ryan Huang who will be attending UCLA. Ryan is here with his mom, aunt and brother and also joined by Ms. Kirkman. >>

009[applause] >> And joining us from Los Amigos High School this evening is Angelina Cao. >> [applause] >> Angelina will be attending UC Irvine, and she is here with her parents and her principal, Mr. Todd Nurk. >> [applause] >> From Pacifica High School, let me introduce you to Tuong Vy Ngo, who will be headed to UC Berkeley >> [applause] >> in the fall. And she is also joined by her mom and dad this evening. As well as I'm sorry, I didn't mean to and principal, Mrs. Stephanie Bartley. >> [applause] >> Representing Rancho Alamitos High School this evening, we have Carly Chung. >> [applause] >> Carly has committed to UCLA. However, she is still waiting to hear from her dream school, Stanford. And no matter where she goes, we know she'll be amazing. She is joined tonight

010by her mom with her moms and sister, along with her principal, Mr. Curtis Bruno. >> [applause] >> And last but certainly not least, we would like to welcome Delver Camacho from Santiago High School. >> [applause] >> Delver too has decided to attend UCLA in the fall. I believe that's four, Ms. Swartz. Delver is here with his parents, as well as his principal, Ms. Christine Pile. >> [applause] >> Once again, let's give a big round of applause for class of 2026 valedictorians. >> [applause] >> We will now watch a short video to get to know our valedictorians just a bit more, and then we'll take pictures afterwards. >> [music] >> Hi, I'm Christina Pham, valedictorian of Bolsa Grande High School. The class I enjoyed the most here at Bolsa Grande was AP Calculus BC with Mr.

011Aviles. Outside of the classroom, I really enjoyed volunteering at the local hospital >> [music] >> and spending time with friends and family. In the fall, I will attend UCLA with plans to major in physiological science on the pre-med track. [music] I'm on my way to lifelong success because GGUSD has offered me an abundance of opportunities and resources to prepare me for the real world. Hi, I'm Maxwell [music] Nguyen, valedictorian of Garden Grove High School. The class I enjoyed the most here at Garden Grove High School was AP English Literature. Outside of the classroom, I really enjoyed hanging out with friends and family, playing video games, and going on walks. In the fall, I will attend the University of California, Irvine, with [music] plans to major in pharmaceutical sciences. I am on my way to lifelong

012success because Garden Grove High School >> [music] >> has taught me essential skills in life such as time management, analytical skills, and communication that help enrich my [music] learning. Hi, I'm Kenny Vo, and I am the valedictorian of Hare High School. The classes I really enjoyed here at Hare were the graphic design [music] class and ASB. Outside of the classroom, I really enjoyed sports like football and MMA. In fall, I will attend Irvine Valley College with plans in pursuing [music] graphic design and animation. I am on my way to lifelong success because I've been inspired and taught by many important people in my life. I want to thank my parents, my teachers, and my peers for always pushing me to succeed. Hi, I'm Claire, valedictorian of La Quinta High School. The class I enjoyed the

013most here at La Quinta was Computer Science A with Mrs. Terry. Outside of the classroom, I really enjoyed the club Women in STEM [music] because of the amazing community and fun activities. In the fall, I will attend MIT with plans to major in engineering and business. [music] I am on my way to lifelong success because of the supportive faculty and friends I've made here at La Quinta. Hi, I'm My Nguyen, valedictorian of La Quinta High School. The class I enjoyed the most [music] here at La Quinta was digital media with Mr. Uzi. Outside of the classroom, I really enjoyed being a part of the scout troop and writing novels [music] in my free time. In the fall, I will attend UCLA with plans to major [music] in microbiology, immunology, and molecular genetics. I am on

014my way to lifelong success because [music] I do my best to provide to my community, whether it is through service or educating myself so that I can help many more in the future in the medical field. Hi, I'm Angelina Cao, the valedictorian of Los Amigos High School. The class I enjoyed the most here at Los Amigos was AP US History. Outside of the classroom, I really enjoyed [music] scrapbooking, going on hikes, and trying out new food. In the fall, I will attend UCI with plans to major in nursing before becoming a nurse practitioner and finding my place in health care. I am on my way to lifelong success because of my education, [music] which was shaped by my peers, teachers, staff, and most importantly, my friends and family. All of these people have made me

015into a well-rounded, compassionate, and resilient individual ready to take [music] on the world. Hi, my name is Toanvi Nguyen, and I'm valedictorian of Pacifica High School. The class I enjoyed the most here at Pacifica was AP Biology. Outside of the classroom, I really enjoyed hanging out with my friends and doing swim. In the fall, I plan to attend UC [music] Berkeley and major in neuroscience. I'm on the path to lifelong success because I love to learn. Hi, I'm Carly Chung, valedictorian of Rancho Alamitos' class of 2026. The classes I enjoyed the most here at Rancho were AP Human Geography and AP Environmental Science. Shout out to Mrs. Snee and Mr. Duran. >> [music] >> Outside the classroom, I enjoyed playing video games, bird watching with my friends, and participating [music] in Quizbowl trivia. In the

016fall, I will likely attend UCLA as a public affairs major. I am on my way to lifelong success because of the support of my friends and family. I want to thank them for always being there for [music] me. I couldn't have done it without them. Hi, I'm Delver Camacho, the valedictorian for Santiago High School. Uh the class I enjoyed the most here at Santiago was, I'd say, math and Spanish cuz I think Spanish is something that take a lot of pride [music] in especially being my culture and all that and I think math really allowed me to explore my passions with engineering and what I would like to do in [music] the future. Um, outside the classroom I really enjoyed playing football as I was on the football team >> [music] >> and drawing. That

017was one of my biggest passions and another thing that really got me into engineering [music] and just that kind of world that I was introduced to. Um, and then in the fall I will be attending [music] hopefully well not hopefully but like UCLA or Berkeley as those are the two options that I brought it down to um with plans to become a civil engineer and minor in aerospace engineering. And I'm on the way to lifelong success [music] because I don't think I've ever doubted my own abilities in terms of how much I know I'm able I'm capable of and I think that the community that I really had around me whether it's my family, educators, my peers, they've always encouraged me to do the best that I can and I accept that failure is something

018that's a part of life so I think that's why I'm on the way to success. >> [applause] >> At this time we'd like to take pictures. Come on up. Everybody smile 1 2 3. >> That's your mom, too. Yes, Dad. So, I know your dad and your brother and sister Mom and sister, come on up. And then, this person's dad and sister >> All right, everybody look right here. 1 2 3 Okay, very good. All right, Ryan's mom and her brother, come on up. I said mom and her brother. We got it. Come on up. Uh-oh, we can't see you. We can't see mom. Ready? 1 2 3 Okay, all right, Angelina, come on Thank you. And then Mr. Nerf, Angelina's parents are going Ready? 1 2 3 Very good. All right, Angelina 1 2

0193 Okay, ready? Smile. 1 2 3. Scarlett and Thomas Carroll. Okay, everybody look right here. Make a smile. 1 2 3. Okay. Harley, come on up. Ready? Elias, you are next. Come on up. All right, please mom and sister and Mr. Bruno. Everybody look right here. 1 2 3. Wait. Wait. Wait. Wait. Wait. Wait. Wait. Now we're good? Eleanor Stern. Okay, that's And she's matching. Are we ready next to her? Okay, very good. And then can I have all the Isabella's please join us in the front for our group photo? >> [laughter] [laughter] [applause] >> Congratulations to our Victor Victorians. Uh we want to thank you for being here with you this with us this evening and also give you an opportunity as we're going to break for a couple of minutes to slide out

020and head home for to study for AP exams or whatever or whatever else you need to do this evening. So, thank you for being with us. We're going to break for about 5 minutes. >> [applause] [laughter] >> So I said we had lots of special guests here this evening uh and it's time to recognize a few more of those. So I'd like to call forward Jason Bacqua, our assistant superintendent of personnel services, for our May employees of the month. All right. [applause] Good evening uh President Harden, Board of Education Trustees, Dr. Mafi, staff, and community. I am pleased to recognize our May employees of the month. As you know, our district is filled with amazing employees, but these two definitely stand out. GGUSD's Employee of the Month program is designed to recognize employees who put

021others first, go above and beyond to make a difference in their role, carry out each day with a positive attitude and strong work ethic, excuse me, and demonstrate innovation, leadership, and passion for their job. This month, we are proud to recognize two exceptional administrators whose leadership is making a meaningful and lasting impact on their school communities, driving impressive student outcomes while fostering a positive, supportive culture, and climate across their campuses. Congratulations to our May Employees of the Month, Alan Elementary School Principal Jamie Wells >> [cheering] [applause] [cheering] [applause] >> and Santiago High School Principal Christine Pile. >> [cheering] [applause] >> All right. So, starting off with Jamie, Jamie Wells joined the district in 2003 as a teacher, serving at Alan Elementary through 2015, teaching second through fourth grade and GATE classes. From 2015 to 2018,

022she was a K-6 teacher on special assignment, and in 2018-19, she served as GATE supervisor. During the 2019-2020 school year, she was an assistant principal at Bryant Elementary, and from 2020 to through 2024, she was the principal at Stanford. Since 2024, Jamie has served as a principal at Alan Elementary, known as an innovative, thoughtful systems thinker, Jamie consistently works to move the TK-6 education forward while ensuring student success remains at the center of every decision. She is deeply respected by her administrative colleagues, goes above and beyond to support both her school and the district, serving on the negotiations team with me. I like that. And brings a positive energy and warmth that truly lights up every room she enters and uplifts the students, staff, and family she serves. Congratulations, Jamie. >> [applause and cheering] >>

023All right. Christine Pyle joined the district in 1996, serving as a science I can say that cuz we we came in about the same time. So, physical education teacher at Rancho Alamitos High School through 2002. From 2002 to 2010, she served as an assistant principal at McGarvin, Alamitos, and Santiago. From 2010 to 2014, she was principal at Jordan Intermediate. And from 2014 to 2020, she was principal at Alamitos Intermediate. Since 2020, Christine has served as the principal at Santiago High School. In every role, Christine has been a dedicated leader who always centers decisions on what is best for students. At Santiago, she has strengthened school culture and pride through her steadfast supportive programs like Early College Academy, community schools, and athletics, helping the school earn its first-ever California Distinguished School recognition. Known for giving her

024all 24/7, she consistently shows up for her students, staff, and community. As Christine prepares to retire next month, she will be deeply missed, and we are incredibly grateful for her leadership and excited for all that lies ahead in her next chapter. Congratulations to both Jamie and Christine in demonstrating the Garden Grove way and for their many contributions to GGUSD. We'll now watch a quick video spotlight so that you can see these two exemplary employees in action. [applause] >> [music] >> Thank you everyone for this recognition of the employee of the month. I'm greatly humbled for [music] it. And but it's a wonderful way to end my career here in Garden Grove. I think the thing that [music] keeps me going every day and I think every educator would say the same with our students. I

025[music] get up every day. I think about who am I going to talk to in the hallways? What am I going to do to make a difference on the school site? >> [music] >> And we all get into this because we want to make sure that our students thrive. And to do that we need to make sure that all of our staff is thriving at the same time. I love giving back to the community. And it's just a very rewarding job. You know, I grew up inspired by family members [music] that gave back. And family members that worked hard. My father was >> [music] >> worked the assembly lines. But the one thing he installed with me it was a very strong [music] work ethic. My aunt was the plant supervisor at the elementary school

026and I remember staying after helping her. And my grandfather and grandmother were social workers. And just [music] giving back to their community. And it's something that I always wanted to do. And so giving back to students, giving back to parents, giving back even to teachers and and staff [music] that I work with has been so rewarding. And you're only as good or great [music] as you can be when you have people around you that work together with you. So anything that I have accomplished for Garden Grove [music] or any school it's because I always make sure I have a fantastic team with me. We're all here for the right reasons. We're here for the students, [music] and that's the number one thing in our lives right now. We're so proud that our very own Christine

027Pile is being recognized as the employee [music] of the month for Garden Grove Unified School District. Christine has shown me what it means to serve [music] all students. I've watched her juggle all the competing priorities principles have with diplomacy, professionalism, and tireless [music] work ethic. I'm super proud to have been her teacher coach for the last four years. Christine, congratulations on being named employee of the month. You make us all proud as Cavaliers. Uh when I think about what makes you so spectacular and [music] fantastic is that you are committed to advocating for others and being a champion for our our community, um us as teachers, and most importantly our students. Thank you for all the hours and years of dedication. [music] We are so proud to have you as our principal. Thank you and

028congratulations. >> [music] >> I am so honored to be named the employee of the month for May for [music] Garden Grove. The best part of being a principal for me is building relationships. Here at Ethan Allen, I am [music] able to partner with parents. I am able to support and mentor teachers, celebrate our students, and create a place where everyone [music] feels valued and connected. I think when children feel safe and teachers feel supported, [music] incredible things happen at schools. For me, being a principal [music] isn't just a job. It's an act of service. And in Garden Grove, that means showing up every day, celebrating milestones, [music] listening with care, and walking alongside families when they're going through challenges. It's a commitment [music] every day to something far greater than yourself. I think we're really

029lucky to have Ms. Rose as our principal. Not only is she super nice, she's also super motivating and encouraging. When she's around, I think I should do my best and be a [music] good scholar. I've already flagged the hallways of the entire school. Mrs. Wells is our number one cheerleader. The most important thing to know about her is that she that she always puts students first. Mrs. Wells is an outstanding principal. Uh so, my favorite thing about Ms. Wells is that she appreciates every single student uh or just anyone on campus. Whether it's a parent, PTO member, or student, she'll regard them with respect, kindness, and [music] truly just point them in the right direction. She just provides us many opportunities for the students. Like, every Wednesday we have a snack shop after school, which

030makes students [music] be like happier to be here even after school. And then we have the Disney musical and talent show for everyone who wants to audition. She's brought many positive things to school, [music] and if I sent a thank you message to her, it would just be, "Thank you, Ms. Wells. Thank you for being you, and thank you for just guiding [music] us in the right direction." >> [applause] >> Before we uh go to take photos, I think uh Walter has a few words he'd like to say. Yes, good evening, everybody. Um congratulations to both of our uh recognizees for for your dedication and your support for our district. I know the board and our superintendent definitely values um all the hard work. Um I do want to just take a quick little moment

031to specifically uh thank Christine uh for your many years of service to our district um especially in Santiago. Um having coming in, you know, during the COVID pandemic and having to deal with post-can pandemic, and I know all our educators here and administrators here know how difficult that is, especially, you know, running a high school. Uh but, one thing that will definitely always stand out in my heart and I'll always remember is um the work that you did with our community schools program, with our teacher coach, and really treating Santiago like a community school. It's not just a definition of what the state calls it. It's really what you made it your own brand. Um, and I'll always remember those uh, Saturdays and weekends in the summer, right? When there was a a crisis in

032our community with immigration concerns, and you were right there shoulder to shoulder with me and our community, and you didn't complain whatsoever, and we were able to great do a lot of great work. So, I commend you, and I'll and I really appreciate you and and love you for that. So, thank you so much. >> [applause] >> All right, pictures. We'll start with Jamie. Cuz then you're higher. >> [laughter] >> Yes, you can. And we'll come around this way. Oh my gosh, your son is so tall. How did that happen? Yeah. He was a baby. Oh, Cooper is really tall. >> [laughter] >> Tippy toes, tippy toes. Come on Mr. Clean. >> [laughter] [laughter] [applause] >> Is she crying? She is. Thank you for giving her us or giving her to us. >> [snorts] >>

033Yeah, get over there. You're part of it. Inspiration. Here you go. Oh, and the balloons. I love it. Aw, pictures on the back. Here, you go, right here. We'll do that one. Do you want to do that? Yes, can you? Ready? >> [laughter] [laughter] >> Yay! >> [applause] >> Thank you. Okay, again, we're going to take a short break so that um those of you who were here for those presentations can gracefully make your way towards the exits and open up seats for your colleagues who've been standing up against the wall over there for the last hour. Thank you. Yeah. >> 30 seconds. Sound quality a little bit All right, are we ready for the uh >> [snorts] >> All right, it looks like everyone who wanted to leave has made their way out and

034everyone who wanted to come in is getting settled. So, we'll go ahead and get started. Uh the next item on our agenda is public comments. Uh we have a long list of folks. I think there are 12 or 13 people who want to address the board this evening. Um you have 3 minutes. Uh when I call your name, please come forward. You'll have 3 minutes at the podium. Uh clock on the wall will will give you a running time. Uh and we'll ask you to stop when your 3 minutes are up. So, first up is Kathleen Barbato. >> [applause] >> Um good evening. My name is Kathleen Barbato, and I am proud to be among um the amazing TK teachers here in Garden Grove Unified School District. And I am here to speak again about

035the projected increase in TK kindergarten combination classes at our elementary schools next year. Um I do want to begin by acknowledging that yes, we have had TK combo classes um since the beginning, which was for me uh 2013. Um and that combo classes are not unusual in Garden Grove. But what is new and what has changed and what deserves clear acknowledgement is that today's TK combo classes are fundamentally and significantly different than the TK classes when I started in 2013. And remember with the expansion of TK kindergarten or transitional kindergarten, we are serving even younger students than ever before, and that matters because there is a significant developmental difference between TK students and kindergarten students socially, emotionally, and academically. And the range of readiness within one classroom now has widened considerably. Now, at the same

036time, remember the TK and kindergarten are guided by different frameworks now. TK emphasizes play-based learning and early development, while kindergarten is aligned to grade level academic standards with more structured expectations. So, in a TK-K combination combination classes, it's teachers aren't just differentiating lessons. It's not enough. We are trying to run two completely different programs, two completely different systems and ways of learning at the same time. So, that's why TK teachers are speaking up today and speaking up now. We're not speaking in theory. We're speaking from experience. We are in these classrooms right now teaching the combination class, working hard to meet the needs of all the students, but we are seeing how difficult it is to do that well and how these combinations are often not serving our youngest learners as they should. It's also

037important to recognize that our TK teachers are specifically trained in early childhood education. We meet specialized requirements and we continue to build our expertise through outside professional learning. California Department of Ed, National Association of the Education of youngest young children, and we understand what developmentally appropriate practice looks like for young children. So, when we raise concerns, they come from both our training and our experience. And at the end of the day, this is about our youngest learners that are on our elementary campuses. If we are truly committed to supporting them, then TK-kindergarten combination classes should be avoided whenever possible. They may help address some challenges and but they come at a cost for our students. So, we have both the opportunity and the responsibility to give our TK students the strong, appropriate start they deserve.

038Okay, thank you. >> [applause] >> Next is Terry Coppola. >> [applause] >> Good evening, everyone. Hi. All right. Good evening, everyone. Thank you for the opportunity to speak with you this evening. I am Terry Coppola. I've been a teacher with the Garden Grove for 26 years. I've spent the last 12 years teaching TK and kindergarten. My TK kindergarten class has gone through many changes and evolutions over the past 12 years. In the beginning years of the new TK grade, GGUSD welcomed 4-year-olds into the kindergarten classroom to explore, experiment, and experience the full-day classroom learning environment. There were no standards in the TK um was part of a 2-year kindergarten program. As the years progressed, my TK combo class changed from a heavy kindergarten enrollment with a few TK students were pulled in to a more

039balanced, even split TK and kindergarten student count. For the past 3 years, I've had the straight TK class. I share this information with you to provide evidence that I speak from a place of experience. Unfortunately, many of the TK and kindergarten classrooms across our district have been affected by the financial reality of managing classroom enrollments. It is my understanding that Sarah, our union president, and Dr. Mafi have recently met and discussed the growing concern that our TK-K combo teachers have in regards to the the developmental appropriateness of continuing to have the TK-K combo classes into the next school year. Sarah voiced that the conversation focused on the number of students in the TK and kindergarten classrooms, the number of combos needed across the district, and then financial cost involved. I'm here today to clarify that

040our collective concern as TK and kindergarten teachers is about drastic instructional and developmental differences between the TK and kindergarten classrooms that my colleague just presented to you. Each grade level has vastly different ways in their day, structure, routine, instructional pace, delivery, and application is different. Dr. Mafi, you once stated in an alumni article with USC, "The CORE district forged their own path" by Martha Groves, that CORE has allowed our district to have a greater voice with the state and federal officials. Our students and needs are being discussed at an advocacy level in a way that they haven't been before. So, today I'm advocating for my incoming students by proposing a solution to you. Dr. Mafi, I've always had conversations with you focused based on finding solutions. A collection of dedicated teachers believe a solution written

041a written memorandum of understanding for the 2026-2027 school year should state that for one pilot year, universal transitional kindergarten will be a safeguard grade. To safeguard something means to protect it from harm, loss, or unwanted interference. A safeguard will ensure the safety and integrity of a TK classroom. This article will provide an opportunity for school sites to protect students' first year experience in the classroom and to single grade learning single grade learning environment. Thank you for your time. >> Thank [applause] you. Next up is Evan McGee >> [applause] [clears throat] >> Good evening members of GGUSD board, Dr. Mafi, district leaders, teachers, parents, family members and community members. My name is Evan McGee. I'm a mild moderate education specialist teacher at Santiago High School and GGEA's at special education committee chair. I came here tonight

042to present data and analysis from our teachers union committee work. But I want to briefly congratulate my principal. I know she left, Christina Pile, who was just recognized this evening as employee of the month. Um through our GGEA special education committee, teachers across this district have united to document the realities of our classrooms. One issue has risen consistently to the top, our class size in our moderate severe programs. It's the single greatest factor shaping daily instruction and safety in these settings. To move beyond anecdotes, our committee launched a district-wide survey. Within 1 week, 32 teachers, 32 mod severe education specialists from every level responded from elementary to transition. The data is clear and the message is unified. These challenges are not isolated to one site, they are systemic. Tonight, we are here to present that

043data and to share our analysis of what these numbers mean for the students we serve and for the staff who support them. The survey data confirms that our classrooms are serving students with highly intensive needs. All classrooms report having students with autism and sensory needs and 94% report significant behavioral challenges. Our staff provides constant medical monitoring, feeding and behavioral support. In one specific classroom, eight out of 11 required diapering support. Um Despite these intensities, most of our classrooms are currently pushed between 11 and 14 students. In contrast, 100% of the teachers surveyed identified 10 or fewer as the um absolute maximum for safety. 93% identified eight or fewer as the ideal threshold for truly effective instruction. This creates an unstable gap between students' needs and classroom structure. When a class size exceeds what the environment

044can support, uh attention is divided, safety is compromised, and access to the quality education these students deserve is inconsistent. The data shows that our current conditions are not yet aligned with our students' needs. We look forward to working with you to bridge that gap. Thank you, and feliz cinco de mayo. Okay. Thank you. >> [applause] >> Ladonna Fuladov Vianda? Am I close? You are very close. Yeah, Ladonna Fuladov Vianda. Okay. Uh good evening. My name is Ladonna Fuladov Vianda, and I'm a adult transition teacher, mod severe at Mark Twain. I work in a classroom where helping my students feel safe is the foundation for everything else. Safety concerns are consistent across the survey. Over 80% of classrooms report two or more student injuries per week, and 70% report two or more staff injury injuries weekly.

045Behavior escalations often involve multiple students at the same time. Over 90% of teachers report two or more behavior chains daily and more than 60% report four or more. So, to understand the behavior chains So, when our students' sensory needs are not met, whether they are emotional, communication related, or due to health, this leads to students being dysregulated. Once dysregulated and not having the tools to manage that behavior effectively, the results are usually aggressive behaviors towards staff, other students, or themselves. Depending on the student, a minimum of two staff are needed to keep the student and or other students safe. If other students are present, and they almost always are, the risk of another student becoming dysregulated grows and requires another one to two staff to deal with that behavior. Thus, the behavior chain reaction continues.

046This year, I have 12 students in my classroom. Five have behaviors that start behavior chains on a daily basis. One student is blind, and when one of the five students set her off, she'll claw, pinch, reach, and grab whoever she can. Of the 12 students, nine need assistance in the restroom for everything. Three of the 12 have seizures, often multiple seizures a day, which takes someone the time to time it and to observe it. So, these are not isolated incidents just in my classroom. They are patterns that repeat throughout the district in MS classrooms. Staff injuries lead to absences, reduces support, and creates more instability in these classrooms. When classrooms operate above effective capacity, staff divides their attention across competing safety needs, it reduces the ability to intervene early and maintain calm environments. Students in

047these settings rely on consistency and predictable support. Larger class sizes reduce the ability to provide that. Smaller class sizes allow staff to respond earlier, stay connected to students, and maintain state safer environments. And I just appreciate you all, and I've worked in Oklahoma and Texas over 37 years, and by far this is the best, and you know, you know how I feel. Um but things are getting hard, and they are getting more aggressive, and uh so thank you for your time. >> [applause] >> Thank you. Next up is Helen Casparon. Sorry, I'm not that short. Okay. Good evening. I am Helen Casparon, and I'm the mother of Vincent Casparon, who currently attends Mark Twain. Um I know Dr. Maffei. Um I'm just here to to speak on behalf as a parent, and the facts that

048it has in the classrooms, and they're great teachers that we have in and dealing with our special needs kids. Um the love and care. I as a parent have seen my son come far, very far with his development [clears throat] and education because of the dedication from the teachers. This is due to the small class sizes, one-on-ones, and with the help with classroom aides. At the beginning, I had to attend school with my son. He was way back in He's He's from 3 years old. So, he started way back in preschool, and he's actually aging out this year. So, I was able to attend at that time. Um I personally seen the way the classrooms work, watching the teachers care so much for each student and taking the time to teach so many skills while

049attending to all of their individual needs is something special. Our kids not only come to school with special education needs, but also physical needs. And it takes valuable time to know each child and what they need. Each child in these classrooms have overcome many obstacles and continue to have hurdles daily. Our children enjoy the classroom time and adore the staff. It takes a lot for our kids to be involved in life. Teachers and the staff have help to give them experiences that we all take for granted. These teachers and staff want to do right by each child. But when each when a special needs class size is 11, 12, 13, 14, whatever the case may be, there is too many students with special needs in one room. There is no way that their individual needs

050or IEP goals are being met. The more moderate severe students in a room, less time the staff has to work on the skills our kids need for their life after adult transition. The dedication to each of our kids takes different approaches and takes time to put it in place. This is not only educates our kids, but gives them an opportunity in life to get into a day program or be employed. Time and attention from the staff is what gives our kids chance in life to go beyond what is expected from the everyday world because teachers can take time to really understand and teach in ways that average classrooms can't. My son is 18 now once again. And it has come to the time where he will be needing and using all the educational skills and

051personal skills that he has learned in many years he has been in the district. Now, as a parent, I am truly grateful for those and all those teachers who had taken part in their lives. Thank you for your time. >> [applause] >> Thank you. Next is Christie Lopez. >> [applause] >> Good evening, everyone. My name is Christie Lopez, and I've been with the school district for about 12 years now. I started as an instructional aide, and then I moved on to be an IBI, which is a behavior interventionist in our moderate to severe classrooms. And for the last 6 years, I've been a moderate to severe teacher, currently at Rancho Alamitos High School. So, I feel like I offer a unique perspective into the MS classroom. And as a teacher, my focus is helping students

052across access instruction and build independence. And to continue with what Evan stated, with the data he presented, you know, instructional time loss is a consistent pattern across responses. 63% of teachers report losing 30 or more minutes of instruction each day. And over 85% report five or more interruptions daily. Over the course of a year, that equals about 30 full days of lost instruction. Can you imagine 30 days of not being able to do your job? These are the moments where learning should be happening. Classrooms require ongoing support for toileting, feeding, medical care, and behavior, often for multiple students at the same time. And when staff step away to meet these needs, instruction sometimes must pause. Students lose continuity, and learning becomes fragmented. Um this is the you know, I've had a caseload that this is

053the first time in the six years that I've been teaching that I've had a caseload of nine students. Um the difference between nine and 12 in an MS caseload is substantial. With 12 students it feels like you're putting out fires constantly and you're focusing on safety. You just want to make sure everyone's safe and taken care of. With nine students, not only am I able to focus on their safety, but I can give my students more access to the curriculum and activities that we might not always get to do. I feel like I'm able to teach more this year and focus my energy on my students IEP goals and their independence. Um so this also affects IEP implementation. Um when one student requires intensive support, others lose access to instruction. Students in these programs depend

054on consistency. Interruptions, they reduce the access and they slow progress. Um smaller class sizes increase the time available for instruction and allow staff to meet student behavioral needs while other students continue learning. And this leads to more consistent learning and long-term independence. Thank you so much for your time. All right. Thank you. [applause] Next is Kelly Uehara. >> [applause] >> Good evening. My name is Kelly Uehara and I'm a moderate to severe special education teacher at La Quinta High School. I work in a classroom where structure and consistency determine whether students can access learning and feel secure. Across our staff, there is a strong alignment on class size. Every teacher identifies 10 students as a maximum manageable number. Nearly all identify eight students as the level where instruction, safety, and consistency can be truly maintained.

055And current class sizes do not reflect that. Many classrooms serve between 11 and 14 [music] students, and the difference changes how the classroom functions, just like Christie said. When enrollment exceeds capacity, staff time shifts towards a continuous response. Instruction becomes fragmented, students experience more interruptions and less predictable support. Each additional student brings distinct needs, services, and scheduling demands. These needs happen at the same time and compete for limited attention. Currently, in my classroom of 14 students, this happens regularly. I'll be in the middle of a lesson, amazing lessons, when students requires immediate behavior support. So, I have to stop what I'm doing. While I'm helping that student return to baseline, other other needs continue. A student may need toileting, then I go. Another may need medication, then I go off. And others are waiting to

056support or for instruction to resume. There's no way to meet all of those needs at once. Instruction stops, support is delayed, and the classroom become less stable for everyone. And we do the best we can on a daily basis because our students deserve the best. This is not a staffing issue or a strategy issue. We are great teachers, and we have great students, but it is a capacity issue. When the number of active needs exceeds what staff can address at one time, instructional time decreases, safety risks increases, and consistency declines. The data presented tonight establishes a clear operating standard. Classrooms are significantly more stable and effective at eight students with 10 as the upper limit. This requires a structural adjustment aligning class sizes in moderate to severe program to that limit will increase instructional access,

057support consistent service delivery, and strengthen classroom safety. We are asking the district to set and maintain that limit. Every student in these program requires sustained, predictable support. Class size is determining whether that support is actually being delivered. Thank you. >> [applause] >> Thank you. Okay. What Last name is Quair? Quair. Wait. You know, no, No, no. Quair. He's [laughter] Gerson. Gerson Quair. Thank you. Hello. Good evening. My name is Gerson. Um I have three daughters. Uh two of them go to Stanley. One of them goes to Garden Grove High School. And uh I'm here because I'm a very concerned parent today. And not just that, I'm a very pissed off parent today. Okay. I just found out that my daughter has been bullied at school. That her friends have been bullied at school. And then

058this not just happened now, but it's been happening for quite a while. Probably in the last 2 years. And um you know, kids are kids. You know, I'm not mad at them. Who I'm mad at is the school staff. Apparently, after talking with other parents and other students, this been everybody knows about it. Everyone knows what's happening except myself, the parent. Not just me, but other parents on both sides, whether your kids is the one being bullied or the one who is doing that. And um And uh other parents have talked to the principal. The principal said bullying is rampant right now at the school. I would think that if that's the case, you miss ma Dr. Malfi, you will know about it or should know about it. Um There's a parent who's taking her

059kids out of the school next year because they don't want to deal with that situation anymore. She filed a complaint. I don't know what happened to that complaint. The the parent filed the proper complaint to Ms. Lisa Sword who's supposed to be responsible for that. We have 14 days left in the school year. She hasn't heard anything about it. So, I want clarification. I want to find out where is the What are the protocols that are not being followed? Where is the disciplinary action that these kids are getting? But not the kids, but the parents, you know? We need to make sure that they are aware that they are aware of the what's happening to the kids and that they should be more involved and not just that, but you know, more involved with their

060kids and to bring up the seriousness of their actions. Uh my wife just um you know, was uh another parent confiding her that her kid tried to hurt herself. And that and I know about an episode of bullying that she suffered early last year. And that kid who did that action got to sit with the principal for a few minutes, and that was it. But on the other side, you know, he left a very big scar in her life. So, I want to make sure that I want clarification. I want an investigation of what are these policies, you know, where are these policies, and what is happening. Thank you. Dr. Murphy. [applause] Madison Burger. Hi, good evening. Thank you for the opportunity to be here tonight. Um for those who don't I haven't had the

061chance to meet, my name is Madison Burger. I am the mom of a 7-year-old autistic boy, as well as a PTA leader at my son's school. And I'm here today to talk about implicit bias. But first, I do want to echo what all of the educators have said here tonight. I see the class size, and I hear what you're saying. But implicit bias refers to the unconscious attitudes and beliefs that influence our decisions, and it's happening without us even realizing we're doing it. And I want to start by saying this very clearly. I don't believe anybody here in this room intends to limit our children. In fact, I actually believe the opposite. I believe that the intent of the district and our educators is to lift our kids up. But implicit bias doesn't require bad

062intentions. It shows up quietly in our systems and the extra hurdles that we inadvertently put in front of other students. And for students placed in settings outside of general education, these hurdles unfortunately can start immediately in their academic career. This time last year, I was advocating and pushing for subtraction goals to be added to my son's IEP. And I was told by the administrators, not the teacher, but the administrators in the district size the team needs to collect more data. We need to determine if this is even an appropriate goal for him. But here's what I want the board to consider. General education students are not required to prove that they can do subtraction before they are taught the concept. They are simply given access to learn. And tonight, my son is at home doing

063multiplication for fun. It's not even on his homework and it's a second-grade standard. So, what changed? It wasn't his ability. It was the expectations that I put on him and the IEP team on how he be treated. An implicit bias is when we require our students with disabilities to prove that they're capable before we give them the access and opportunity to learn. And it's just a standard that we don't give to our general education kids. So, my ask is this: Provide ethics training for the educators and the staff members on recognizing our implicit biases and our unconscious beliefs, especially on how we set goals, placement decision, and determining access to curriculum. Because by enabled to truly lift our students up, we have to start examining the unconscious beliefs that we have that we aren't even

064aware we're having. And I say this because it works. In order for my attorney license to continue, I am required to do this implicit bias training. And let me tell you, there was a lot of things in there that I didn't realize I was going to leaving about my clients. So, our educators, they're all wonderful people, but they don't realize they're doing it. Thank you. >> [applause] >> Thank you. Next is Josh Peacock. Good evening, school board leadership and I'm here today to talk about opportunity and advocacy. Early on in this journey, I was told that a child's greatest advocate is their parent. But, I was also told something else, that I should lower my expectations. I remember sitting in the doctor's office after my son's diagnosis, and I was told I needed to mourn

065the future I had hoped for. To accept that his life will be completely different. And I remember thinking, how could anyone possibly know my son's future when he hasn't even lived it yet? My son has autism. Autism is a processing difference. It may take him longer to learn, but it does not mean he cannot learn. And that distinction matters, because when parents are first navigating the diagnosis, we're in a vulnerable place. It's easy to accept what we're told about limitations. But, over time, I've learned something important. Those limits are often not about the child, they're about expectations. Tonight, my son spent his evening doing multiplication for fun. Not because someone forced him to, not because it was easy for him, but because he was given an opportunity to learn, to grow, and to believe that

066he could. And that's why early intervention matters, because when we delay support and or lower expectations, we're deciding how long a child has to wait to be seen for what they can become. There is a quiet bias that can creep in. The idea that because a child is different, their potential is somehow less. I reject that. My son does not need someone to find his potential. It's already there. What he needs and what every child like him needs is Opportunity to be challenged, opportunity to be included, opportunity to be believed in. Because when we give our children those opportunities, they don't just get by. They grow, they surprise us, they exceed expectations. And as parents, I feel that tension every day between accepting what we're told and fighting for what uh we know is possible.

067But our children and the families in this district deserve the the fight from all of us. They deserve classrooms that see ability, not just need. They deserve goals that stretch them, not limit them. They deserve a system that assumes competence before anything else. So today I'm asking that we continue to build a culture where high expectations, early intervention, and parent partnership are standard, not expect exceptions. And the reason I believe that's possible is because I've already seen the willingness in conversations with Dr. Maffei and Dr. Yoon. And I'm hopeful, hopeful that through partnership, through listening, and through a shared belief in what our children can become, we can create the kind of change that families are asking for. Thank you, Mr. [applause] Speaker. >> [applause] >> Next up is Nicole Himes. >> All right. Hi,

068I'm Nicole Heimel. So today I'm going to talk about the California distinguished schools, in particular Ralston, which I believe was a distinguished school. In order to qualify that, you just need to have a 95% participation in an optional state assessment. And for this past year, the focus was on, you know, marginalized population. So Ralston did have a positive increase of 19.1% for English learner, but overall for ELA, it's 35 .17% met or exceeded, and math 31.78% met or exceeded. So when we're thinking about distinguished, I think we should kind of be honest about what that actually means. And so going into like a distinguished school, I had an IEP meeting today, following one I had the previous month, where these are recorded. Where Adriana and Gula, who's a program supervisor, shared that Steve Yoon said

069that the central auditory processing therapies will be provided through a settlement agreement. And which was like, well, I've had these before. I like to put it inside the IEP. I left it at that meeting, went back to the meeting today, tried to have a discussion, cuz that's what you're supposed to do. You have to meaningful participation and a discussion, but unfortunately that did not take place because the school site staff, as well as, you know, the speech and the OT, they just went off of what Steve Yoon apparently told Adriana, predetermined that this will be offered through settlement agreement. You don't have anybody on your staff for central auditory processing. You have an audiologist who through many years and many many many recordings said that he is not an expert. So, he cannot provide really

070any insight and say definitively this is how it's going to be. So, I have a recording. I I'm going to agree with what was already been mentioned. Can you say your name again? Earl Franks. And what was already mentioned? It was already discussed. I'm going to stick with what was already mentioned today as far as auditory um helping the district. But I which can you just speak plainly what your position is because already mentioned by who cuz I could just I mentioned something completely different. Um do you care to repeat that again? I agree with the district's recommendation. Yeah, I'll just agree with the district's recommendation. That's what I'm going to go with. >> And then who did you ask to repeat that? Um I asked my principal because apparently didn't like how I said

071it the first time. So, that was Heather Hawking. Mhm. Provided the input. Heather Hawking provides inputs. Thank you, Ms. Simon. >> go over the minute and then you shush me. Shame on you, Bob. Nicholas Dibbs. >> [snorts] >> President Harden, members of school board, Dr. Mafi, staff, citizens of Garden Grove, my name is Nicholas Dibbs. I'm going to I have several points to make. I do want to back up the teachers and say, you know, they've been here before. They've been asking these requests, so please grant the request for smaller class sizes and also uh to separate the uh TK from the K. Now, let's move on to something really uh Thank you. >> [applause] >> And something else I want to add that's really, really important. One of the most important responsibilities you have

072as board members is to hire or fire, but to hire a superintendent. When Dr. Moffie eventually leaves, whenever that is, the question it Well, you had a study session about it last month about the search. So, I'm asking the school board to be transparent and answer a simple question, which is the school board's very important responsibility is to hire the best qualified superintendent when when the time comes for Dr. Moffie to retire. To accomplish this, the board should authorize a nationwide search instead of limiting the search to only internal GGUSD applicants. Per BP AA 8120, I hereby request that the board place this item on the agenda in the near future for discussion and vote for you as a board to make a decision and to to in transparency to make a decision and direction

073so that when the time comes for her to retire, will the search for a replacement be opened to applicants to apply who are from outside GGUSD? That's the question. Will the board place this important item on the agenda at some point in the near future or when needed in order to make this clear and transparent for we the people, we the employees or employees who are here, and also others who need to know, are you only going to limit the search for a new superintendent when that time comes to only people within the organization or are you going to expand it out? If your goal is to hire the best qualified person, then you open it up nationwide. Dr. Bean did not come from within Orange County Department of Education. Yet, he's an excellent superintendent

074for the Orange County Department of Education, but he did not come internally from within that organization. So, set the example that Orange County Department of Education has followed, which is you open it up to the exterior, to the outside, and you look at who is the best qualified. That's what you need to do. I hope you'll put that on the agenda. Now, SB 707, the new law effective July 1st, 20 26 is the Brown Act compliance. You need to allow people to call in, and your study session should be recorded so that people know what's being discussed and said at the study sessions. Also, you need to bring back the webinar on mental health. You know, this is a problem. Dibs digitalwellness.org.net. Dibs digitalwellness.net. >> Thank you, Mr. Dibs. >> [applause] >> Damian Garcia Monroe.

075Okay. All right. Sorry, guys. Let me just set this up. Okay, there we are. Okay. All right. Well, some of the teachers from Oh, good evening board trustees, members and guests. Dr. Murphy, my name is Damian Garcia Monroe from Special Needs Advocacy Coaching Solutions. I came here pretty upset, but having seen the teachers over from Rancho come over and remind me the the really good things that are part of this district has helped to calm me down. I My daughter lived through exactly what Christie was saying. This is not planned. I did not know they were coming, but I made a lot of observations over at Rancho, and you have some amazing staff over there. And you know I am not you know, I'm I'm a special education advocate. So, I made a lot observations.

076And while they're excellent staff, I did see how thin they out they are, and I tried to to help, but I I didn't want to get them in trouble. I didn't want them to think it was me or like they were talking to me or anything like that, but I saw it through the observations. So, they're excellent with Samantha, and I think hopefully when we got that one-on-one aid for Samantha, that helped alleviate some some of the lot of stress that must have been going through. So, now I've already taken up a lot of my time. So, I'm here because we had a I had a ADR, which I'm not going to talk about because of the confidentiality clause yesterday with my client and we have had a hybrid online and present in person ADRs,

077okay? At the last moment, we're told we cannot do that. And so, I want to make this clear, okay? That um I'll send I'm going to have to send you guys an email because now I've kind of been thrown off a little bit, but there there are rights, and they are documented rights. They have There are court cases related to this like the C versus Hawaii district's interest in adhering to its preferred format cannot override the priority of meaningful parental participation, okay? And I'm I want to ask you this. Do you think just because it's an ADR, do you think these rights vanish? Just think about that. Do you think these rights vanish? I don't think so. Okay? These rights do not vanish just because it's voluntarily. Really, it's volunteer. It's supposed to be non-adversarial,

078but we're going to start off by violating the parents' rights right from the get-go. How does that make any sense for something that's not supposed to be adversarial? Okay, I pride myself in focusing on the children's rights with this district. That's what I do. I don't ask for I don't ask for higher so I could barter low. I stick to the facts of what the the children's needs and um and that's how I work. That's how I pride myself. I don't ask for unreasonable things. Okay, I think you guys know know me by now. So um there's a lot more to this, but I'm just going to say this. If this is not fixed, I'm going to file with the state. I'm going to file a complaint. And then I'm going to come back to

079the community and the board and let you guys know the update. Okay, thank you, Mr. Monroy. >> [applause] >> That concludes our public comments for this evening. It just dawned on me we've been at this for an hour and a half and we haven't called the roll. Trustee Dina Winn. Here. Trustee Walter Muneton. Aquí. Gracias. Trustee Terry Rocco. Here. Trustee Lynn Winn. Here. Chairperson Bob Horton. >> Here. Okay. So so we're all here. And as we mentioned earlier, Christie Getachu is at home doing her final prep work for multiple AP exams tomorrow. Uh so hopefully she does well. Next up, approval of the minutes from our regular board meeting of April 21st. Questions or comments regarding the minutes? Uh if not, can we please call vote? Trustee Dina Winn. Here. I mean, yes. Trustee Walter

080Muneton. Trustee Terry Rocco. I. Trustee Lin Winn. I. Chairperson Bob Harden. I. Next up, we have a public hearing related to GGUSD's initial con- contract proposal to GGEA. Um the negotiation process, the the first step is for uh the labor association to let us know what articles of the contract they want to discuss, and then we reply with the articles that we want to discuss. And the next step is to have a closed hearing on that proposal that we put forward at the last meeting. So, public hearing. What did I say? >> [laughter] >> Okay. So, we'll have a We'll have a public hearing, and it should be Any comments to the board should be directly related to the district proposals um that were aired at the last board meeting. So, with that, we'll open

081the public hearing. We have one person who's asked to address the board on this item. That's Nicholas Dibbs. Regarding the contract, I I'm going to mention something that I've mentioned to Paul and GGA, some of the GGA people, and that is the importance of including substitute teachers in the contract. Now, I know you can't do it this time, but for the future, at least, uh include substitute teachers as a as to be represented. Um I worked in the district since 2001 as a substitute teacher up until 2017, and they perform a valuable role, and so it's important we include them. That's just my opinion. I'm not speaking for anybody else other than for myself, but I like that and to be considered by the board to include them. The other thing is to help your

082teachers do a better job, you need more instructional aides, not just in special needs. You do need more in special needs also, but in the regular classes or the general ed classes, particularly science and other ones, uh the teachers need a help. They need people to help uh take attendance, do lesson plans, make or not do lesson plans, but make copies, and that sort of thing, do different things. So, include in the contract uh lowering of course class sizes in special needs as well as in general education, and include um having more instructional a- aides, especially in the special needs area. And and eventually in general ed in science. Um now, the other thing I want to mention is the TK, because this was brought up before, and in your TK, put that in the

083contract. >> Mr. Dibbs, that is not uh within the bargaining proposal that we presented. Well, I'm asking you to present it. Uh it's the public hearing is to specifically address the articles that we proposed, and those articles are hours of employment, safety, evaluation, class size, transfer procedures, and leaves. Well, I'm asking you to include other items. >> Well, then add it on the list for next year, then. But in any case, we we need to resolve the TK issue, and and just because it's maybe not on the list, you need you heard from teachers >> Dibbs, you're way off track at this point. I'm I'm perhaps way off because I'm concerned as the teachers are and the parents that we need to separate the teacher >> the board and there is a time and a

084place for it and your time is done. >> Okay, thank you. Public hearing's closed. Item four, do I have a motion for 4A? I move item 4A. Oh, wait. Oh. Oh, it is. One more. I take that back. Sorry. It's okay. Got ahead of myself here. We do have one presentation. It's initial contract proposal from the pupil personnel services association, Chipsa. Sorry about that. Oh. Welcome, Linda Gallardo. Good evening, esteemed board, um President Harden, Dr. Mafi, and my fellow colleagues. My name is Linda Gallardo and I'm the head negotiator for the Garden Grove Pupil Personnel Services Association, otherwise known as Chipsa. And this evening, I am proposing uh what we are sunshining for articles for the 26-27 school year. And the articles are as follows. Article one, the agreement. Article four, hours of employment. Article

085six, safety. Article 10, wages. Article 12, association rights. And we're continuing to propose two new articles, caseload size and professional growth. Thank you for your time and attention this evening. God bless. >> Thank you. Now, item four. Do I have a motion for item four? Yes, I move item 4A. Second. Second that. Okay. It's been moved and seconded. Item 4A is an expulsion recommended recommendation. It's recommended the board approve the recommendation of the district discipline committee to expel two students for a mandatory expulsion for one calendar year. Questions or comments? Let's call the vote. Trustee Dina Nguyen. Yes. Trustee Walter Muneton. Aye. Trustee Teri Rocco. Aye. Trustee Lan Nguyen. Aye. Chairperson Bob Aye. Item five. Lan Nguyen moved to approve item 5A through E. Dina Nguyen, I second the motion. Item Item 5A is the

086College Board Early Participation Program. This is something we've done since 2007. Uh we've participated in the College Board's Early Participation Program, an initiative to support the involve involvement of all students in the process of preparing for college at an earlier age. Um the PSAT opens up all kinds of resources for students um who are planning to go on to college. It's recommended the board approve the agreement to offer the College Board Early Participation Program PSAT NMSQT to the district 11th grade students the 2026-27 school year at a cost of $37,728. That's $11.52 per student. And a bargain at twice the price. 5B, Memorandum of Understanding with the Orange County United Way. It's recommended the board approve the MOU with the Orange County United Way for the Youth Career Connection Summer Internships for the 2026-27 school

087year. The MOU spells out the role of the United Way and Garden Grove Unified in that program. There is no cost to the district. Agenda item 5C is Prop 28 Arts and Music in Schools Plan. Um November 2022, California voters approved Prop 28, uh the Arts and Music in Schools Funding Guarantee and Accountability Act. Measure required the state to establish a new ongoing program supporting arts instruction in schools, and it requires us to file an annual report describing the programs funded. It's recommended the board approve the annual plan and expenditures of funds for prop for Prop 28. 5D is zero year zero math high-quality instructional materials support structural support initiative. This is a program uh funded by the Gates Foundation and administered by West End. Uh and through this initiative, the district will receive approximately

088$150,000 in funding along with technical assistance to support accelerated learning for intermediate schools students performing below grade level in math. It's recommended the board approve participation in the year zero math uh structural support initiative. 5E is out of district events. We have one. Uh McGarvin Intermediate School, approximately 80 eighth-grade students heading to Washington, D.C. in March of 2027. Questions or comments from the board? >> [snorts] >> Hearing none, let's call the vote. Trustee Dina Nguyen? Yes. Trustee Walter Muneton? I. Trustee Terry Rocco? I. Trustee Lan Win? Aye. Chairperson Bob Harden? Aye. >> [clears throat] >> Item six, business. Need a motion. I move we approve item six A through C. Lan Win, I second it. 6A authorizes a 15% average price increase on two items for the individual food service uh for food service supplies.

089Um the increases are within the bid terms and remain as the most cost-effective means for procuring the items, which are two different types of aluminum foil. Um 6B is a memorandum of understanding with the Orange County Public Libraries for our summer food service program. It's recommended the board approve the MOU with the Orange County Public Libraries, which provides a mutual understanding of responsibilities for providing a summer food service program at the Garden Grove Chapman Library from Jan 1st through July 16th. Third is purchase orders and checks uh totaling just under $14 million. Questions or comments on 6A through C. Please call the vote. Trustee Dina Win? Yes. Trustee Walter Muneton? Aye. Trustee Terry Rocco? Aye. Trustee Lan Win? Yes. [clears throat] Chairperson Bob Harden? Aye. Under item seven, 7C, we hold a held a closed

090session earlier this evening uh to discuss an employee discipline, dismissal, release with the superintendent and Jason Bovaqua, assistant superintendent personnel services, and to conference with labor negotiators with the superintendent uh again with uh Mr. Bovaqua, assistant superintendent personnel services. He says Vasquez, director of personnel services, and Marina Nordby, the consultant from the Baldwin Group. Uh, there was no action, no reportable action taken in that uh, closed session. So, I need a motion for item 7A and B. Move item 7A and B. I second the motion. Then, any questions or comments? Please call the vote. Trustee Dina Winn? Yes. Trustee Walter Muneton? Aye. Trustee Terry Rocco? Aye. Trustee Lan Winn? Aye. Chairperson Bob Harden? Aye. Which leaves us with closing discussion from board members. So, we'll start with Trustee Winn. Thank you, President. Uh, I'd like

091to congratulate all of our valedictorians and um their hard work and dedication and success as well as our two um employee of the month. I'm used to saying teacher of the month, but not this time we have two principals. It's special. Uh, and I also want to acknowledge that um we have the Garden Grove People Personnel Services Association um bargaining proposal. I'm in receipt of that. Thank you very much. Yeah, thank you. Mr. Muneton? Yes, thank you, President Harden. Good evening, everybody. Uh, it's a great day to follow the Garden Grove way. Do you all remember that from last time? I'm going to start saying that. I'm going to try to make it a a note to do that every single time. And maybe who knows, maybe it'll catch on, right? Um, happy mental health

092awareness month. The month of May is mental health awareness month. Kudos to to those that brought their lime green, teal green, green for mental health awareness month. You know, I brought a little bit of a teal green to support the Anaheim Ducks for all you hockey fans out there. Yesterday was a tough game, but we'll we'll we'll bounce back. We'll bounce back. Playoffs, very very fun. First, I do want to acknowledge um you know, obviously today we had a lot of speakers. A lot of speakers and you know, for me it it it is no burden per se. I I agree I do appreciate folks coming out and speaking. It's a part of the democratic process. That's what we're paid to do, you know, to listen to our constituents, whether they're employees, community members, and

093and and so on. I won't really repeat what I mentioned last time, but what I will say is this. Um You know, the board, none of us here sit on the negotiations table, right? That's all part of what we delegate to our district staff to do. And we hope that all parties, right, negotiate in good faith. Um so, I'm not there. I know I don't I don't know what goes on. I do hear, you know, information, and we leave it at that. But what I will say is this. You know, us as a board, we do want to make sure that that people are not left you know, unsatisfied or or or they're not happy. They're not content. Obviously, for me, when folks come in and speak, that tells me that there's some type of

094concern, right? And and I and I do hope that both parties can meet, can discuss, can report back to our board, and our board will utilize that information and that knowledge, and and hopefully try to do something about that. What I mentioned last time regarding transitional kindergarten and kindergarten is Yes, there's a lot of, you know, points that were made that are definitely valid, and I see that at home, right? I have a a little one one that's in kinder and one that's going to be entering TK. So, I I I do hear you all now. I I do hear you all. Um and yeah, that's what I'll say that's what I'll say about that. That's what I'll say about that. Um couple of things I'm going to try to lightning around them because I

095know it's been a long evening. Um but recently I had a great honor to participate in the Ace program, which is appreciating classified employees, which was a day of me being able to work alongside a classified staff. So, I was able to go over to Woodberry Elementary School. Had a really great time. I was able to be a janitor for a couple of moments. Um definitely a tough job to for sure. It was a little a little tough. I was thinking holding there was this broom with [clears throat] this handle that I was using and I think it's pretty heavy. I was like, man, this guy does this every single room he has to hit. That's a lot of a that's a lot of work. So, I I I I now have a little you

096know, more of an appreciation, right? Not really being able to just look at it on the outside and say that's an easy job. That's you know, that's hard labor. Regardless, so kudos to to them. I had a really great time and I know some of my colleagues participated as well and some of the folks out here participated. So, kudos to to them and all of our classified. Um and then also kudos to our our educators. I I believe it's teacher appreciation week the month of May. You know, for all of our educators that work day in and day out tirelessly to support our our kiddos. Um you know, so thank you for that for that. Thank you for all the work that you do. Um you know, I I know that sometimes talk is very

097easy to do, right? To give you all praise and to give you all love and yeah, I still want to do that, but I also want to make sure that you all have a a good time doing the job that you do for for our kiddos. So, so thank you for that. Um couple of things that are going to be coming up that I'm really excited about. Uh, this Friday we have the 60th anniversary um, of the district that'll be happening so that'll be really cool. Uh, I understand that my colleague Terry Rock was on that planning committee so I'm looking forward the following Friday. Following Friday, got you. I'm getting a little ahead of myself. >> 50th. Um, 50th. 50th or 60th? >> 60th. 60th. Yeah, I was right. 60th. Um, then this Friday

098uh, Bidi Bidi Bom Bom your way to Hasler Basin Park if you're a Sel- Selena fans. I can tell who which was it what out there which wasn't a Selena fan when I said Bidi Bidi Bom Bom. That's like a Bidi Bidi Bom Bom, you know what I'm talking about? So those that didn't know, you got to listen to Selena. Anyways, this Friday um, Hasler Basin Park uh, there's going to be a concert uh, that's going to be uh, for our community so really want uh, folks to go out there and have a good time for Mother's Day. It's going to be in honor of Mother's Day. Speaking of Mother's Day, kudos to all the moms out there. Thank you so much for being you. Um, we got a lot of things coming up in

099May because we only have one meeting uh, in the month of May. Is that correct? I feel like I have all my facts incorrect for today. Um, we got strawberry festival to look forward to. We got graduations. A lot of good a lot of stuff that are happening. This is like uh, like the prime time, right? May is just like a lot of things going on so that's it for me. I do need to use the restroom. I'm not leaving early so kudos to them. My time, thank you. All right. Ms. Rocco. Yes, um, congratulations to our valedictorians for earning this prestigious um, high ranking honor and also to our May employees of the month for their dedication to our students, uh, our parents, our staff and it's greatly appreciated. Uh, also thank you to

100the teachers who came out and um, I listened to understand. I took notes. And as Walter said, we we're not involved in negotiations, but we do um, we do I I think we hear you. We hear you loud and clear. And having been a teacher before, um, um, I know it's not an easy job and and uh teaching special ed is is takes a special person. I thank you for what you do each and every day. And uh also to our parents who came, our community members, we want to hear your voice. Sometimes I know when people come up here, they sound a bit angry and and I understand that they're frustrated. That this isn't something they just decided I'm going to go today and do this. They have already gone to this person and

101that person and and tried to problem-solve and sometimes they need to come here. And we always may we maybe don't respond immediately on the dais, but afterwards we always turn to Dr. Murphy, is this person being addressed, taken care of, what is happening, what are you doing? Could you let us know? Could you keep us in the loop? So, even though you don't see that happening here, it is happening. Um, several community events that I attended, Step Step Beyond Annual Breakfast was a breakfast put on by the Wooden Floor. Uh, they're an organization that focuses on youth development. They're a nonprofit. Um, through the power of dance as well as access to higher education. So, we were able to hear the 2026 graduates share their stories of success and their plans for the future. It

102was very inspiring and Dr. Murphy was saying we do have them as partners who are at some of our schools doing after school programs. And so, hopefully in the future we will see our own kids there sharing their successes. Um I attended the Gratitude Project at Murdy. Uh this is an exceptional I don't know if you've ever gone or been uh but it's a year-long project where students um do research and personal interviews with Vietnam vets and with being that Murdy school is in the heart of Little Saigon uh a lot of the students interview their elders and for many of them it's the first time that they've asked their grandparents, their parents what happened, what occurred and they bring it to the classroom. They video and it throughout the whole year they are processing

103all this and they are seeing and understanding the the and having a respect for the hardships that these these people went through and the sacrifices of war as well as developing kind of a sense of personal gratitude, seeing the gratitude in all of that and it's expressed through amazing artwork as well as writing projects that we were able that they shared with us when we were there. So I always look forward to that event. Um I attended senior awards at Rancho um High School where for two hours solid we were giving out certificates and scholarships and recognitions for hardworking students. Um and our own Christie, who's not here today, uh went up several times and she was also one of the two Vaqueros of the year. So very proud of her. Um and as Walter

104said um we uh had the opportunity to participate in the CSCA ACE program. See uh ACE is for appreciating classified employees. And we did so by shadowing um an employee or two. I personally was able to go to Doig Intermediate and shadow the school community liaison and the nurse nurse's assistant. Maria Cervantes, the the community liaison, I saw her in action and I was a community liaison many many years ago. But I'll tell you what, the bar has been raised for the job expectations for that job. She was everywhere in the office. She's on the phone, she's on the computer, she's talking to parents. She is helping them with computer filling out the information they need for registration for next year and coordinating and translating and interpreting and she's teaching parent ed. I don't know

105what she doesn't do. But she is an amazing person and her bilingual skills are just so critical to a school like uh like Doig whose population is primarily Spanish and so the parents she's right at the at the front door when you come in and she is the glue. I think between parents and the school. And as well Christie the the health aid, I thought maybe she kind of took the place of the nurse which she does and since the nurses go out to schools once a week the health aids fill in the other days. And it's not just about putting band-aids on boo-boos or you know talking to kids when they come in and not feeling well but they have to uh keep all the records up, the immunization records. I don't know how

106they stay on top of that. They are also managing medication which back in the day when I was teaching it wasn't a lot of medication in the in the office for kids. Now they have kids that are diabetic, asthmatic. When I was in there a couple kids came in to use their inhalers. Um And they also managed the kids at the intermediate level who have excuses for not going to PE, keeping those between the teacher and the office and then the student cuz they have to do these assignments when they don't go to PE and when are they in and what are they It's a lot going on at the intermediate level. I can only imagine at the high schools. But um she they just they were amazing. And uh Oh, and the other thing,

107I was looking in the medicine cabinet and I saw Narcan. I go, "Do you do the Narcan?" And she said, "Yeah, they have to get the training and be prepared to use that. Um as as well it just it just blew me away. The number of things I thought, you know, even reading their job description until you see it, you realize just how much they do. So, a few days later, I attended a reception they had and this is where the people who participated participated in the program come and they share their experiences. So, Katie couldn't make it, but I was up there with Maria. So, I shared what I saw and what I learned and she shared how she felt having somebody shadow her and appreciate and understand what she does on a day-to-day

108basis. And so, everybody was there was sharing and I think it even made us come out with a even greater appreciation listening to what peoples did in their daily jobs, how they felt having somebody shadow them and appreciate what they do, and I think I think we we all came away with a bigger understanding and appreciation for the contributions that all our classified folks make in making all of this work for our kids. Our teachers teach, but all the other things that we don't think about cuz they work behind the scenes. So, this brought them to the forefront and showed us what it takes to run a school. So, I love that This is the second year I participated and I look forward to next year. We also had a Choose Wellness event at Fitz

109Intermediate with the resource fair that had reps from different community agencies who brought information and resources and services for our families. There were parent workshops, there were student workshops that addressed various topics, mental health, healthy relationships, gang awareness, and and bullying. But, in addition, there were student performances. It was quite a long night, but it was really fun. A lot of our kids performed and at the very end, we had a really special presentation where we recognized an amazing group of about 30 parents who have dedicated themselves and engaged in their child's education by taking parent ed classes, by being involved at the schools, through special donation from the Orange County Business Council, as well as the as AT&T, they were presented each with a laptop computer. And so, it was a pretty spectacular event

110and I'm glad I went. So, that's it for me. Okay. Thanks. Thank you. Mr. Nguyen. Bye. Thank you, Ben Moss. First of all, I want to say uh express my appreciation to the teachers coming to talk. Today, many many many before. Um it's very important we hear the voice from uh the teacher. It's very important that we see our teacher, student, and a community member comfortable to share their feeling and opinion. But, um I just want to let everyone know that you often see board member not showing the face, not clapping hands, just showing a poker poker face. Just that's how it happened. It doesn't mean that we don't listen, doesn't mean we don't care. It it's part of the job being just listening to to the speaker and I can assure you that uh

111when I hear you speak, our staff take note uh very rigorously and they all behind the scene of in public, they always share information um uh with us to so that it it's very important for me personally. I need to hear uh both side of story, all side of stories. So, we must operate from the common facts uh so that we can guide our decision. Um throughout the process this meeting and many many before that I share uh text messages, email with many members. Um my focus only to get to the bottom information, get to the bottom common fact and from that fact on. Um Uh when we accept a fact, we can go on from there. That that's very important. That guide us in the whatever decision that we make. So, we just want

112to let everyone know that we all take your comments seriously and we all try to get to whatever that is uh so that we can understand the information uh better. Um I know uh Trustee Aminata mentioned about employee appreciation day. I participated for the I think the first time this year. I sort of fell in love in that a kind of fun way of appreciating a really our our our our employees our staff are doing. Many I often share my amazement at the uh bus driver. I see how they can get to that level driving a bus around show such appreciation. And I often share that uh when I was the time where I would take my Andrew to school, when I look at the window every single bus driving by, I know I'm late

113for school. So, that's how precise they are in terms of where they're like 172 buses running around in any given day. So, that's kind of how precise they can be. So, I appreciate the bus driver very much. But last Thursday, I got to involved to see the our mechanic how they take care of the bus. I see I I can't imagine how tedious they had to do. How precise I had to take care of so many buses, so many running around. And much of the work is sort of routine inspection. Just routine uh you have 172 of them and they had to go to that inspection. I mean, I that is something you take care of your car. If you good maintaining your car, you take care of every 5,000 miles. Just like 6 months

114or year to you bring your car to the to mechanic. Here, they do it automatically routine. Just go rotation for not only 172 the bus. They take care of the white fleet, too. We, you know, now they have to take care of those the vehicle running around all of district. They have to take care of them. And I would say they're good doctor taking care of their patient and I appreciate I fell in love with the mechanic or that only what I saw one day. I know many of you saw different things or you know, maybe different. Uh but I really appreciate uh how our mechanics uh take care of our vehicle. And I can expand it out and see wow, there's a lot of things that our employee do uh every day that without

115us seeing that. So, the employee employee appreciation day was a chance for me to open my eyes into what they really do and then I really appreciate that and thank you CSEA for opening up that opportunity for many of many of us to uh participate and Today, I want to uh thank the the the school for allowing us to to see the valedictorian. I want to congratulate uh all of the valedictorian and also salutatorians. Uh I see their uh We are proud to see our best uh scholar from our districts every year and I wish them the best uh uh up up luck in their endeavor in their future. I'm going back to our district. I appreciate uh someone get an idea of bringing in a folklore today and I'm very proud of having them

116here. Just to showcase the diverse culture that we have. I was thinking of if we can have our student to perform every every board meeting. It's not for entertainment really. I mean, when we see them, you proud that to show appreciation of the diverse culture that we have of the talent of our student so that we know there's a lot of thing going on uh out there that they don't get to show it. We don't get to them, so uh that's kind of good thing that appreciate our our culture the the culture activity going on in our community. But then that's the same along the line of of we just just last week we finished a series of after school healthy language at many of our schools sign up district board in in Spanish and

117more Vietnamese. That is part of the the program not many people are aware of that that we bringing the program that connect that allow the student to connect to their language, connect to the community, and to connect to the culture. That really will help them build up their confidence so that they can foster their mutual respect of other culture, all the students, so that build up their confidence. Just Um me, my case at personally I really appreciate that the more we see other culture, the more we appreciate people around you, the more you become you welcome, you be you you you feel being included, and then you become come more confidence and and that I appreciate the the the district bringing that kind of program. But then that's no surprise, right? I mean the the

118after school healthy program were part of the community school and the the community school environment that we're trying to build. Our school throughout I don't know, we have the 20 something school now for 22 community school now, and we build that system even we got before we got a funding for it. Now we got paid for something we have been doing, so I appreciate many of our schools and there are building it up that um the community school environment for our student. And also, I I got a chance to attend many of the award night with the high school. I saw the number of biliteracy diploma, I mean, certificate and the diploma that the number getting so high now. So, that mean I can see that and any of those student now are fluent in

119at least one language and they will be when they get on to the world out there, they will be the just kind of a quite big advantage for them. Just to know another language in in this kind of society. And with a combination of all of those community culture effort there and I like very excited to look forward to the 60th anniversary celebration of my alma mater's school Bolsa Grande. So, that will be next Friday, right? May 15th. If you have a chance from 4:00 to uh to 8:00. If you have a chance, come join our celebration. That will be a big party. Uh for me, I will bring uh my first teacher from Bolsa Grande to come with me as my guest to that celebration. So, we all have to come back to the

120circle with the same stadium, same place. So, you say, "You remember that? That this is where we were 43 years ago." Thank you very much and that conclude my statement. Well, I guess it's my turn. I think I want to start by thanking, I mean, those of you that are that are still here um that had something to say to us this evening um regarding the the work that you do with our kids every day. Um we appreciate it. I mean, the reality sitting up here is that we can't do everything that everyone wants us to do. And to understand how to prioritize and maybe understand what we can do, it's important that for us to hear from people that are doing the job. Uh and it especially to hear the kind of data that

121you provided this evening. So, I want to thank you for that. Now, there are a long list of things that I could go through that I've done over the over the the past few weeks. Um but it's late and my voice is close to giving out for whatever reason. Um I do want to exercise the one of the perks of being in this role tonight and I want to close by doing something a little bit different and just take a minute and share something that's that's important to me personally. Uh and I want to close out by s- giving a little bit of a history lesson. And I want to make it clear that I'm speaking personally. Um what I'm about to say is on my behalf, not on behalf of the board. On September

1227th 7th of 1774, one of the first acts of the first Continental Congress was to call a nash- call for a national day of prayer. Setting a precedent that has been ingrained in American culture ever since. Historical leaders like Thomas Jefferson, Abraham Lincoln, John Kennedy, Barack Obama, Martin Luther King Jr., Ronald Reagan have all called for national days of prayer and reflection. In fact, 35 of the 46 people who have served as president of this country have signed proclamations for national prayer. In 1952, Congress passed a joint resolution declaring a National Day of Prayer, which was signed into law by Harry Truman. The law was amended in 1988 to designate the first Thursday in May as a National Day of Prayer. That's this Thursday. Now, if you're not a religious person or you find the

123whole idea of prayer nonsensical or offensive, that's okay. I'd encourage you though to set aside some time on Thursday to reflect on what you personally can do to make our country and your own neighborhood a better place. If you're a praying person like I am, I want to encourage you to spend some time Thursday asking God to heal our country. I can't think of a time in my lifetime where prayer has been more needed than now. So, thanks for indulging me. Upcoming meetings, June 2nd, closed session at 5:00 p.m. followed by a study session. Uh I'm not sure about the start time yet for the study session. So, just kind of keep your eyes on this space and we'll let you know. Then June 16th, we have a study session beginning at 5:00 p.m. Both

124of those evenings will have our regular scheduled meeting uh kick off at 7:00 p.m. here in the board room. Thank you for being with us this evening and