001sportsmanship. We would also like to extend special recognition to head coach Nick Lahi who was named the PAL coach of the year. This honor speaks to his leadership, dedication to student development, and the strong culture he has built within the program. Coach Lah's commitment goes far beyond wins and losses. He has helped shape athlete, these athletes that possess resilience and integrity. At this time, I would like to invite Coach Nick Lahy to come forward to help recognize his team. Coach Lah will present each player with a certificate of athletic achievement in honor of their PAL El Camino Division Championship season. >> This one is for Nick. >> That's awesome. I get one. >> All right. Um, so most of our kids and athletes are still playing sports. We have basketball all all over the place.
002So we were only able to bring a couple here today. Uh, so I have my two of my captains. I have Joey Dennady and I have CJ who are who have been captains for the last two years for us. Um, but I will read through everybody else as well. First one, Isaiah Burch, Corona, Elijah Aragon Ramirez, Manuel Valardes, Joseph Dennady, Lucas Christensen, Anthony Carmona, William Morrow, Jaden Logos, Nate Kelly, Jackson Harrington, Robert Glover, Casey Flanigan, Moses Atuiva, David Shedenko, Mai Shamseu, Trevor Sneed, Austin Sneed, Jack Swidler, Keegan Tucker, Jacob Whitehead, Dylan Wood, Michael Aplinario. That's going to be everybody. So, thank you very much. >> Do you want to the the the students, the people that are here, would we like to acknowledge them with their certificates? trying to find in case you find anything.
003Sorry. >> Got it. >> Joey Dani. >> All right. Um, and I want to thank these guys for the amazing job they did this year. Uh, I've been coaching at Tanova for 13 years. This is one of the best seasons that we've had. not just on the scoreboard, but on in the classroom as well. Uh we had almost every single student make grades this year, which was amazing. And I think it's only happened maybe one other time since I've been coaching there. So for that this year, definitely give these guys a round of applause. >> That's great, coach. >> Thank you very much, guys. >> I'm take Yeah, I need that. So now we turn our attention to another outstanding football program within Jefferson Union High School District, the Jefferson High School varsity football team.
004They are champions of the PAL le PLAL lake division this season. Under the leadership of head coach Ammani Stewart, these student athletes demonstrated exceptional determination, resilience, and teamwork throughout their league schedule, finishing undefeated undefeated in division play and earning the top spot in the PAL Lake standings. This remarkable achievement is a testament not only to the talent and hard work of the players, but also Coach Stewart's commitment to developing a culture of excellence and growth both on and off the field. His leadership has positively impacted these young athletes and helped guide them to a division championship that our entire district celebrates. At this time, I invite coach Ammani Stewart to present each player with a certificate of athletic achievement in honor of their PAL Lake Division Championship season. >> Uh thank you for uh giving
005us this opportunity. Um, got a few of our guys here. I have to navigate through these. All right. So All right. these uh gentlemen um brought pride back to Jefferson High School. It was our uh first um playoff game and I believe in about uh what 14 15 years. All right. So, um I really appreciate the hard work that they put in and the dedication. As you see, they're here today showing their dedication to the school district, which I appreciate. I want to start off with our first uh player, Devin. Uh, arena. Thank you. Uh, Gian Carlo Castro. Uh, Andreas Long. Uh, Isaiah Durant, Yaz in Chennabe, Lazos Salgado, and Robert Sonni Green. Awesome. Uh, Jarrison Garcia and Richard the jar. Again, I want to thank you guys for uh giving us this opportunity. Also,
006I want to uh thank um Mr. Harrian and uh our athletic director, John Falabell, John Falabella um for um giving us this opportunity. Um thank you guys again. We truly appreciate it. And uh so what? Oh. Oh, I have a woman. Oh, I'm sorry. No, I didn't uh I didn't get Yeah, we messed up. We didn't get a couple. Let's see. Sorry. >> I can't recall the name. Isaiah. Isaiah. Isaiah. Um Isaiah. Okay. Uh Torah. Ta. Dominic Howard and uh Alessandro Lancho. All right. Thank you again. >> Let's give one last round of applause for the Jefferson and Teranova varsity football teams. I think we're going to say a couple words before we take a photo. students. Anyone? Ramona. >> Uh, I would like to say I'm very proud of our turnover of varsity team.
007They did amazing this year and I can't wait to watch even more games with the growing team that we have. >> I'm very proud of the Jefferson High School team. Um, making playoffs in 15 years. It was really impressive. Oh. Um, congratulations to both teams. Yeah. >> Yeah. >> Um, I was going to say congratulations. I play sports at Oceanana and I know how difficult it is and the hours you guys all put into this and so congratulations. Uh huge shout out to both both squads, both schools, both coaches. Uh Nick, thank you for uh emphasizing grades with the boys of money. I know you do the same thing because I've heard you out there grades first. So I I mean, you know, academics, that's you you got to you got to nail that before
008you can do anything else. So that's that's that's good stuff. Um also, Nick, congratulations on your award. Um I've known Ammani since high school. We went to high school together. Uh we've had some good >> really old then. We've had some Wait, who? Me or Omani? But yeah, we go way back. So, it's it's really cool to kind of be in this position to sit here and and you know, watch what you're doing with your team and and you know, how you're you're teaching these boys and I've heard you out there and you know, I'm proud of you for all that hard work you put in with these guys, man. It's good to good to see you out there still working at it, you know. Um, I know how hard it is for you guys
009to be student athletes, especially playing football and you're out there practicing and banging, putting the pads on and just, you know, you got to go, you know, home after that and do school work and, you know, study and, you know, so it's it's a lot of work for any student athlete. So, I mean, uh, you know, big kudos to you guys for making it happen, keeping your grades up, being out there and getting that chip. So, um, proud of all you guys. Congratulations. Indeed. Congratulations to both squads. It's pretty It's actually pretty awesome that we that this district would have two championship football teams this year. So, well done both both teams. Proud of you all. God, two championship teams. So awesome. Um, congratulations, Coach Lah. been coaching for 13 years since we were like
01012 maybe. Um if I mean you're a lot so it's in your blood, right? So um and coach Ammani you I believe you're a Hall of Famer, aren't you? Yeah. This is this is you because you've been working at it a long time and I really appreciate that. and our student athletes. Amazing. Uh it's hard. How many of you work also or look after younger siblings? You probably all Yeah. Right. I mean, you probably help at home, too. It's really hard. And I appreciate every everything you put into this and to come away with championships and making us look good because you really also exemplify what Jefferson Union High School District is. And thank you to the coaching staff, the parents, the parents, and um you know, friends and family out there all the time.
011Um congratulations to all of you. You're all champions. You're all um you know, you're in our hearts because you really represent us really well. Thank you. >> Congratulations everyone. And earlier I talked about how uh you know we just want everybody to figure out you know how to how to get something done and uh I think you both of these teams have figured that out. I uh I played high school football and I never quite figured out how to block that guy in front of me better than I ran with the ball. So I didn't play very much but uh hopefully I had other successes. Um, so congratulations and um, I'm really happy to see how you showed up for each other um, all season long. That's what it takes on a football team. Nice
012work. >> Um, again, well done. Congratulations. And I really want to thank um, the adults that showed up for you as well. I see Mr. Colin here for Tteranova. Thank you. I see Mr. Harrian here and I'm assuming I don't know your name. I'm so sorry, but you must be an assistant coach, I bet. Yeah. So, and teacher, thank you. I'm so sorry. I don't know everybody's name, but I want to acknowledge that it's really, you know, you guys worked really hard and you wouldn't get here if you didn't have a lot of people really um there for you. So, I want to thank the adults, but mostly I just want to congratulate you and thank you um for the students that were able to be here tonight. Thank you so much. That means a
013lot. And we're happy to It's always a better board meeting when we have young people here. So, thank you. We're going to take the shortest Hey. Hey. Hey. uh agenda item 12, communications. Let's start with our board report. Students shoot. >> Um so starting with Westmore uh on the 7th. So this Saturday we or last Saturday we had uh the we hosted the last competition for the FTC robotics and Westmore the Westmore team won the robotics think award and we were awarded for our innovative change in idea. Uh Red Cross will be having a blood drive very soon I think at the end of February. Uh also at the 7th we had FBA section which is uh the regional level of competitions for future business leaders of America and we got one of our members
014to serve on the regional team for the 2026 to 2027 term and we also had numerous students placed so that was really good. On January 29th we had TEDex at Westmore and I think that went pretty successful too. In March, we have Pi Day coming up with a speaking event and also a Westmore math club competition. There's prom that's coming up next month. Westmore Hearts is going on this week for Valentine's. Uh Lunar New Year is also going on. I think we're doing decorations in halls. Um Mesa, which stands for mathematics, engineering, science, and achievement. They're also starting their competition registration. And I think their competitions will be taking place in March. So that's really good. As the spring sports has started, uh benton triyouts are going on right now. And finally, oh, what club
015is selling Valentine's grams for Valentine's? >> Sorry, Angela. >> For Jefferson, I'm sure you guys already know um Jefferson High School did the Larissle music video. And if you did not, you can see it online. >> And you can see student trustee Edward. He's doing the tininkling part of the result. >> And then um last weekend, Mission Fusion Luna had their shows. And then Saturday was sold out, which was their senior night. And on the same day, robotics won third in league. And they got the control award for best coding/driving. And then we had our elective fair. And then all of our spring sports have started with our winter sports wrapping up and having their senior nights. And we had our winter rally which was Roblox versus Minecraft. And with Love Club was selling Valentine's
016Day Grams this week and passing them out also this week too. And then we're having alpac testing today. And um the lowerassmen finished their course selection and and February 13th is foods day. >> There you go. Ramona. >> Uh hello. We the Tanova Tanova school had their newest newspaper uh edition come out and on January 30th there across the entire campus we all we participated in the active ICE protests uh walk out for ice out a piece peaceful and organized uh as it should be. Along with that the this recent Saturday we had winter formal and a robotics competition on the same day. Uh follow just before that we had the Stranger Things spirit week and rally which was very fun and we had a football tournament uh during the lunch all that week. Girls
017soccer and girls basketball games are today against Oceanana. So go Sharks, go Tigers. Uh and coming up we have quad basketball games versus Berlin game on the 13th which is their senior night. And good news, the field is done. So, baseball will be having its first game on the 25th. Uh, the class of 29 is uh will be sending out Valentine's Days later this week. And mocktra had their last competition competition and a successful season. Course selections are taking a role all across campus through uh sophomores, freshman, and juniors. And spring sports are starting their conditioning and uh getting ready for all their games. And we have a crab sports feast coming up. on. >> I have no personal interest in this whatsoever, but tomorrow is senior night for soccer at Teranova. >> Um, Mr.
018Pa. >> Okay, so some stuff going on. Oceanana. Uh, Oceanana also participated in the robotics event and I heard they got an award. Um, we have an upcoming rally. It's Minions themed, which is exciting. Um, I haven't thought about Minions in a long time. Uh, we have a Chipotle fundraiser for our senior class that's coming up. So, look at the Oceanana ASB Instagram to come support Oceanana at Chipotle. Um, we're planning our senior trip right now for our class. The senior class every year makes does like a trip with the funds that we've accured throughout the last four years for our class. Um, our spring fling is coming up at the beginning of March, which should be fun. The senior panorama photo is happening I think the week we come back from break which would
019be cool in the gym. Um interim fair where in different interims at Oceanana come and sell and they can make money for their interims and kind of do better things. When interim happens at the end of March which is fun. Spring sports just started. I'm doing track. I just got back from track practice. Um so those are off and running. Uh prom committee started at Oceanana. So, we're going to start planning for our prom in the near future. And also, Valentine's Grams uh are being distributed on Friday, and we're doing something new this year. So, we we do winter grams at Oceanana where this last time we did winter carolling. Um the ASP Kids went around and carolled. And this time for Valentine's Grams, the ASP Kids are going around singing love songs to people
020if they want to buy them. So, that should be fun. Right. >> Thank you, uh Naomi. Okay, for Thoran, last week we had a field trip to the Courage Museum before it opened to the public. Um, last week we had progress reports cards and this week we have SEC night coming up on Thursday. >> Thank you. Uh, trustees, Mr. guy. >> I would really like to go uh before the kids next time cuz I feel like an underachiever. Um >> but the shoe fits guy. Um, I wasn't all that busy uh the past couple weeks, but I did attend the TED talk at Westmore High School and uh um I'm partial to that uh event just because I've been watching TED talks for a long time and um it was an honor to see a
021colleague of mine here, Andrew Lee, um do a presentation. Uh he did very well by the way. Um so did everybody else and I would love to see that program grow. So I'm looking forward to more of that. And that's really all I have to offer for tonight. Um, couple of things. We had the uh site meeting in Oceanana on Thursday last week, which was a really nice discussion about all the great things going on at the school. Um, and this afternoon we were all at Jefferson High School for the groundbreaking for the new gym and pool. So, it was fun to get out there even in the rain. And indeed, I did speak at that TEDex uh event at Westmore, which was it's funny, you know, when you're supposed to get up there and
022speak for anywhere between six and 16 minutes and has to be memorized, you know, and you start and you feel a little naked walking up there with just your PowerPoint clicker, but it's but it's pretty fun really. You know, you just you realize that that you go into with the conference zone and you know what you're going to talk about with that particular topic. And it was really fun to be able to to watch the kids do their prep backstage. um as they were getting ready for for their talks and I really appreciate the work that the TEDex club at Westmore did very specifically with their faculty adviser Ms. White. Um one of the fun of actually the best part about that event was the day before the rehearsal at in the classroom where I
023ran through my speech and and the students gave me feedback on how to improve it and and I was able to work it in. was pretty cool to to hear that and to hear that feedback. Yeah. So, I all props to the students for putting it on and and I I concur with you, Trusty Deos. This program needs to grow and and I really hope it does. >> Thank you, Vice President Jana. >> So, I did also um go to the TEDex event. Um it was amazing. Uh I I wish there were more speakers and I committed to them that I will do it next year. Um it was so well organized and I just kudos to the students the club it's a club this is that they're doing there and it's really amazing and
024um their advisor just so wonderful. Um, you were great, by the way. Very, very organized. Did not seem nervous at all because you know your stuff, right? He said, "Yeah." Um, I went to my first Daily City Youth Health Center advisory uh council board advisory board meeting and I'm really looking forward to doing more work with them. There's a lot of great stuff coming up which I'm not going to reveal. Um and uh it was great to be on site at the Oceanana school site uh meeting um board meeting and just to hear from everyone about what they're do working on and what how we can better support them was really great. Um Superintendent Preston and I attended Mission Fusion together. >> H Manel Oh my god, Miss Casey, too. I'm sorry, Anna Stewart. Um,
025so we uh it was just an amazing amazing program as usual. Um, just so vibrant and very well thought out and the students wrote it themselves. They adapted it from a book actually which is pretty cool. Um, and yeah went to the groundbreaking for Jefferson's gem and pole. So, we will see that come together. It was pretty exciting. Um, and I sent pictures to my daughter. She graduated from Jeff. >> So, that's it for me. >> Thank you. Um, I saw many of these folks this week um at these events at Oceanana at Jefferson today. Um, and I made it out to see uh some student events, mostly sports. And you know, if you're at all inclined, check out our calendar. You know, do a web search, go out and see our students do their
026thing. It's a lot of fun. Um, I'm looking forward I miss Fusion. I really like that. I'm looking forward to uh musicals, which I like to go to. I'm looking forward to spring sports. Um, and I wish I had made robotics, but it just didn't work out. Um, yeah, go see students. It's fine. >> Could Excuse me. Can I add one, >> please? I need to put a plug in for um the county commission on the status of women of which I'm a commissioner and we're partnering with the school district here for what we call a listen and learn which is um it's an event where we've asked that we're inviting others to share their perspectives on women's economic health and access to child care. We'll be hosting it here on February 24th um at
027from 6:00 to 8. Dinner will be served and we'll also have a kids corner provided um for youth 2 years old and up. and really looking forward to uh hearing what uh concerns we have here in the north county because you never hear from us, you know, and the commission is countywide and it's so heavy in the south county and they and especially daily city is most populated city in the county. we need to hear from from us and uh and this is where we can make recommendations to the board of supervisors. Thank you. >> Thank you. Uh how about a superintendent report, Miss Prea? >> Thank you. Um so I want to say a little bit about a lot of things. The Oceanana site board meeting was so great to hear. There were so
028many people there. Academic council, the the students were there. So I just want to thank um the staff and students who came to share all of the positive things that are happening there and also to share with us some of the things that they that they would like more support on. So at executive cabinet today in fact we were talking about some of those things and how we can how we can meet their needs. Um mission fusion every year I think is the best year yet and again I think that so it was really really great. Um, I loved seeing many of our student trustees in the show and some of our student trustees behind the scenes at the show, Angela. And, um, it was a great, great night. Um, student advisory last night. Uh,
029I'm in awe of what the kids are doing. They're working so well together and that's my favorite part of the week. Um, I want to talk about that TED X. I wasn't able to go to TEDex this year because I was at a conference. Um, and I asked last night the students when it would be online so I could watch the students and Trustee Lee because I'm excited about it. Um, I know um, former trustee Salah Houdin and I did it last year and it was not easy. I was very nervous and the kids were super impressive. they kept checking in on me uh to make sure that I was making progress and what support I needed. And then when we did our um walkth through last year, I had not done slides because they
030were like, "Oh, you don't need to do slides if you don't want to." And I was like, "Okay, I'm not going to." And then everybody else had slides. So, so I did slides that night and the next morning so that I didn't wasn't ashamed of my showing, but I did it last minute. Um but it was that that walkthrough was very helpful. Nobody said you have to do slides, but I learned I had better. Um, and then also trust or vice president Tahada and I were at a PTA lunchon um at the end of last week, too. Yeah. As were um principal Zho from Westmore and Herrian from Jefferson because they're the two schools who have PTAs rather than PTO's. So, we had a lunchon and that the lunchon was here actually um and so
031that made it convenient for us, but we did that. Um, and then my last highlight is just I was able to spend more I go into schools on Mondays just to visit classrooms and sometimes I get side, you know, I'm not able to spend as much time as I would like and this Monday I really spent a chunk of time at Jefferson in their math classrooms and saw some really ex I mean really every classroom they were doing excellent things and that always makes me very happy. And then when I went to Thornton, they were they were in home room and so the kids were really doing independent work and it kind of gave me an opportunity to have talks with the teachers as I went through because usually the teachers are teaching when I
032walk through. So had some really good conversations with with the educators there. So it was a good Monday visiting sites. That's it for me. Um, Miss Presa, can you give us a can you sell us on the TEDex event? What happens, what it's about? >> Well, uh, what you I don't know. Can I sell you on it? So, the students organize Andy might be better than me because it's more recent, but the students the students really organize the talks and so they recruit from adults and from students. It's how I met Ramona last year. I think I recruited her to be on student advisory because I was very impressed with her at the TEDex event and I said, "Hey, have you ever thought of being a student trustee?" But there's students, there's adults. There's also
033people last year there was there were people who had nothing to do with our school district, just people who came here from like LA and other places just to be in a TEDex event. So, I'm not sure how those people get recruited, but um they check in with you, they talk to you, they give you examples of TEDex talks um and they have check-ins with you to say how much progress, are you off script yet? I mean, things like that. Like, they were really supportive. And then the night of the event, and then they have a a practice night the night before. And the night of the event, the community shows up. They're they're posted around. So I think it's probably people connected to people who are speaking but then others from the community come
034and watch the event. >> Can you add to >> Sounds about right. I was I was recruited right at the end of December >> and this year there were two adult speakers and and four students. >> Okay. Yeah. >> So the other adult speaker is actually a uh a counselor in South San Francisco Unified who is an a Westmore alum and was actually in the same class as >> as Rosy's son. Oh, very good. >> They did impressive they followed up with a with an orientation meeting early in January and then follow-up emails with the one student who was who was my rep, so to speak, and was charged with making sure I got I was on track with finishing my my speech and sending over my slide deck. >> Yeah. >> And of course,
035I was late on both, too. >> I was too. >> So, but not but not the night before like some people on this DAS. And a big shout out to u Mr. Simon who who runs the theater there. Um he just keeps it going. Everything's I think he probably handles the slides as well. >> And the students there I don't know there are multiple students who are really doing so much work behind the scenes. So they're not giving speeches, but you know, I know Ryan, I don't even know all the kids, so I don't want to not miss anybody, but there were lots of students behind the scenes that really do a lot of work to put it together. So kudos to all of them. >> There were seven students on the club this year
036who uh pul pulled it all together. >> Yeah. >> Thank you. Uh do we have any board subcommittees that are reporting? I think we should probably just report out briefly on the EHC, the Educational Housing Corporation. I think the main couple main things are that the building is 100% occupied and there is a wait list of 54 staff. >> Thank you. Uh how about an AFT local 1481 report? 14. >> Yeah. 54. I I think it's 57. >> Wow. Well, I mean >> Oh, that's why it's it's somewhere north of 50. Yeah. Yeah. >> That's amazing. Uh hi everyone. Good evening. Um two things. I just want to, you know, let you know that I'm supporting the the strike in UESF and um we appreciate that our district um we when we negotiate, we negotiate
037and we get it done. Um as you may know, they've been negotiating for over 10 months. So to have that, you know, go on and on and on is not what we have to deal with. and I hope we never have to deal with that. Um, one other thing I want to mention as I've keep mentioning is check our AFT1481 website for updates on political actions. Um, some of them you may not be aligned with, but if you are, please feel free to contact me if you want to get involved in some of the things we're doing. And I really appreciate um our district, our staff, our students who participated in the ICE marches. And um I you know I I went with some of the students from Jefferson, Thornton, um Westmore and even Polya
038students participated had come to join and it was really lovely to see the students come together. Um, and I also saw some of the other actions from other sites. So, I appreciate everyone doing that. I appreciate our adults trying to keep our students safe, even though we weren't, you know, it wasn't something we were saying, please leave campus and do, but we appreciate that. Um, there were adults trying to make sure that students were safe. And, um, that's all I have today. >> Thank you. Let's move on to the consent consent agenda where uh it's recommended. >> Move to approve consent. >> Second. >> All in favor? >> I >> Mr. Clerk, is there any public comment? Indeed, we do have two public comment cards this evening for non-aggenda items. Uh just just a reminder
039to the speakers tonight that you will have three minutes to speak. Um and the board will not be able to comment on on your items that you are sharing with us this evening. Uh with 30 seconds to go, I will let you know that you have 30 seconds left. All right. First speaker is Mike Mooney. Well, good evening everybody. I'll go really fast. My name is Mike Boon. I'm a 1978 graduate of Teranova and I'm been referred to as Mr. Terteranova. I not only taught there, I coached football, baseball. I was a substitute teacher for three years. I run the reunions and I also run uh the alumni baseball game for probably 35 years. So, I'm here to talk to you about naming the new sports facility after Horus Hitchaw. And I worked diligently with
040Tony. She did very responsive. I was surprised when you work with a board, you get quicker emails, but I got emails right away. And I appreciate, but I wouldn't be a Teranova Tiger if I gave up. Tony's email uh did say the decision was not to move forward with the idea. She said based on broader considerations related to the facility naming practice and the district priorities. I said all right well how about a fallback position but then I said you know what I can continue on. So it's amazing what you can see on the internet. So I watched the board meeting on 1216 and I listened to you all talking about naming a facility and it obviously was right after I talked to Tony about it. You guys hear me? >> Yes. >> Sometimes I
041was told I don't need a microphone but But CSBA policy, as Tony said, reads verbatim. Board encourages community participation in the process of selecting facility names. And I said, "All right, well, that sounds pretty good. I have no problem gathering community uh support. CBA policy says governing boards shall name schools facilities." And the board went on and continued and said we'd change the word from shall to may. So, what I thought I'd do is I'd speak today, share with you community input so that you may decide to name the new sports facility after Horus Hinshot. Uh Tony did complete her email and explained to me that the um naming of a facility and field is reserved for individuals whose contributions are connected to serving the school directly. And so um I put some thought to
042that and I said, you know, I'm going to go to a board meeting. So, here are some things that Horus Hinshaw um served directly to the school. And I'm confident you'll agree that there's not a peninsula school or city that's been blessed to have somebody so deeply connected to a high school more than any coach or teacher in so long. And how it starts out is uh Horus's contribute uh contributions to Turnover are longer and more encompassing than any past coach or employee. >> 30 seconds. >> Boy, he started in 1969. He's still engaged today. He met with the football a baseball coach and softball coach about um promoting the field that we're talking about naming him. Um Andrew Jerome, you guys coached soccer. Horse started AYSO. Sharet, your son will probably be on the
043soccer team at Terteranova and horse will be reporting on those. And Tony, those swim meets the Dominic dominates. He wrote about sea lions all the time. He started the Hall of Fame. Every uh Tteranova coach is on the wall. He he created the anchor game. >> Thank you. And that's time >> boy. So what in in closing I would say that's serving the school directly and as a fellow faculty member that's more than most teachers and coaches maybe not as much as Bill Gray and I have some handouts for it. I don't want to take your time. You can read uh the 160 comments off Facebook and from uh alumni and past coaches and board members here. >> Thank you for >> great thank you for your time. Good thing I'm an athlete. >> Are
044you still >> Our next speaker is Amber Friedler. >> Good evening. I am Amber Friedler, AYSO57 board member, the largest nonprofit sports organization here in Pacifica. Not here. Uh, this is not just about a baseball field. It's about honoring a man who helped build the very spirit of sports in Pacifica. Horus Henshaw. For more than five decades, Horus has been one of the strongest champions of youth athletics and community pride our city has ever known. As the longtime sports editor of the Pacifica Tribune, beginning with his first published story in 1969, he did not just report scores. He told the stories of our kids, our teams, and our community. He made young athletes feel seen, valued, and inspired, my children included. But Horus's impact did not stop on the printed page. As president of the
045Pacifica Sports Club and a driving force behind the Pacifica Sports Hall of Fame, he preserved the history of our athletes and celebrated the achievements that make this town proud. He grew he helped grow youth sports from small local programs AYSO into thriving opportunities for hundreds and eventually thousands of children. From expanding soccer programs to supporting little league, Bobby socks and community races like the Fourth of July 10K. His fingerprints are on generations of athletes who learned teamwork, resilience, and confidence because someone believed in them. His dedication has never gone unnoticed. From being named Pacifica's volunteer of the year to earning recognition from regional recreation leaders and induction into the Peninsula Sports Hall of Fame, Horus has consistently embodied what community leadership looks like. Yet, the greatest measure of his work is not awards. It is
046the countless kids who found belonging on a field, the families who gathered to cheer them on, and the stronger community that grew because of him. A baseball field is more than grass and dirt or turf. It is a place where young people learn discipline, where friendships are formed, and where dreams begin. Naming the new Teranova baseball field after Horus Henshaw would ensure that every child who steps onto that field understands the legacy of service, dedication, and love for youth sports that helped make those moments possible. It would be a living tribute to a man who spent his life making sure Pacifica's young athletes had a place to play, a voice to celebrate them, and a community that believed in their potential. Let us honor a legacy that has shaped our town for more than half
047a century. Let us give future generations a name to look up to when they step foot on that field. >> Let us name the Terteranova baseball field after Horus Henshaw, the Horus Henshaw Sports Complex. Thank you. >> Thank you very much. That that those are all the cards I have this evening. >> Thank you for public comment. Um 171 cell phone policy BP board policy 5131.8 >> actually I believe you went too far ahead. We need to go to 16 A1. >> Yes, >> this this silly numerical order thing. >> Thank you, Mr. Clerk. uh 16A1 education services the 202526 uh LCAP midyear update Miss Baka. >> Hello everyone. Um good evening President Walker and members of the board. Tonight I will be sharing our local control accountability plan midyear update for the 2526 school
048year. This update is a required check-in that allows us to reflect on where we are on our LCAP halfway through the year. So, I'll begin with a brief overview of the midyear reporting requirements and then move into how we are using uh increase and improve services for our unduplicated students. From there, uh I will highlight the progress connected to our LCAP goals and board priorities and close with next steps and upcoming opportunities for feedback. So, the state law requires districts to present a mid-year report to the board by February 28th. The report must include two things. All available mid-year outcome data connected to LCAP metrics and all available implementation and expenditure data for LCAP actions. Here at the bottom is a link to the report with all of the metrics and expenditures we have available
049where it says media report. So since our LCAP contains many actions and services and metrics, I will only highlight an action or two in this presentation and we will go more in depth with updates during our study session in April. So as a reminder, our LCAP is organized around seven goals that collectively focus on equity, student well-being, high quality instruction, college and career readiness, and strong systems. Within those seven goals, we intentionally created two additional goals to call out two student groups who require the greatest level of support. Our students learning English and our students with disabilities. These goals help ensure that our planning, resources, and actions remain centered on the students who need them the most. So in the next slide I will share an update on the increase and improved services for our
050unduplicated students which includes students learning English, low-income and foster youth. Together they make up 39% of our district enrollment. This section is especially important to highlight because the intent of the local control funding formula is to increase and improve services for these student groups. So in the LCAP, we have allocated about $1.2 million in LCFF supplemental funding to support wellness staffing across the district. I will speak more about this when I go over goal number two. We have also used LCFF supplemental funds to provide additional administrative support for attendance, discipline, and student wellness at our comprehensive campuses with the highest percentages of unduplicated students. their Jefferson High School and Westmore High School. These sightbased administrators focus on improving attendance, addressing discipline concerns, and supporting student wellness, which helps ensure our highest need students have consistent
051access to support. Alongside the wellness and attendance investments, we are also using LCFF supplemental funds to strengthen instruction across the district. Our instructional coaching program, which began more than 10 years ago, is funded through these supplemental funds. District-wide data continue to show academic gaps for English learners, foster youth, and low-income students across all school sites and indicators with the largest gaps for students learning English. This tells us that the challenge is systemic and not sight specific. To help address this, we have invested in a district-wide instructional coaching program using the gym nights impact cycle. This model focuses on goal setting, observation, feedback, and reflection, and allows coaches to work side by side with teachers to strengthen instruction in real time. Our English language development program is also supported through the LCFF supplemental funds. This includes
052lower class sizes in designated ELD classes along key support roles such as bilingual pair professionals, family liaison, and educational services special project assistance. Together, these supports help ensure English learners receive targeted and responsive services. Lastly, we have set aside both district and site level funds to support the basic needs of our unduplicated students. This includes items such as clothing, shoes, yearbooks, hotspots, and other essentials that remove barriers and help students fully participate in school. In total, we have budgeted approximately $3.4 million um in the LCFF supplemental funds, and to date, we have spent just under $2.7 million. So next, I'll take a few minutes to highlight one or two key action strategy from each LCAP goal. I'll also share one metric from each goal, including the areas the board identified as priorities. So goal one
053focuses on diversity, equity, and belonging. From this goal, I want to highlight our work with the National Equity Project as part of the district redesign network, which includes districts from Chicago, Walnut Creek, um, S Santa Clara, Matson, and New York. Our equity design team started three years ago with five members and has grown to nine members so far. And I'm happy to report that each school site is working on developing its own safe to fail actions that align with the district's equity challenge. There will be more in-depth presentation on this work on March 22nd, but I'd like to um share a brief overview. So, as part of the network, our charge was to identify an equity challenge using the national equity projects see engage and act framework. We begin with C which is building awareness
054of how we experience and interpret our system by examining data, reflecting on our own perspectives and listening to multiple voices. We then engage by strengthening relationships, listening deeply and creating the conditions for honest and complex conversations about equity. Finally, with ACT, we design um focused strategies testing safe to fail actions that allow us to learn, adjust, and improve over time. As a district, we identified our challenge as building a stronger sense of belonging within engaging learning environments for all students with a particular focus on students learning English, African-American students, Latin students, and students with disabilities. Our equity challenge framework, as you can see here, courtesy of John Harrian, who created this beautiful graphic, um it's the structure that will help us navigate through our equity challenge. Its purpose is to center student voice through cycles
055of reflection that include student listening, collaborative sensemaking, and prototyping scalable action steps. This process helps us take small focus actions, learn from them, and continuously improve the conditions. that support positive student outcomes. In the later slides, I'll go over an example of how this cycle is being used in our ELD program. So, from the framework, how do we measure progress? It's important to remember that equity outcomes take time to change. Because of that, one way to track our progress is by looking at the conditions that support equity. We do this through the catalyze survey with which measures key organizational conditions connected to equitable systems and practices. On this slide, you can see the results from our equity design team. It gives us a snapshot of the conditions currently in place to support this work. One
056clear strength is the high level of trust within the team. An area we want to strengthen is our learning culture, especially making sure that there is protected time for collaborative learning. Based on these results, the team agreed that the next step is to intentionally build in time to meet, use data to guide our growth, and share challenges openly so we can learn from one another. So far, the catalyze survey has only been used with the equity design team, but our goal is for each site to use this tool to um measure how they're doing at their sites with their equity teams and their equity challenges. Goal two focuses on positive school climate and wellness supports. And I want to highlight our mental health staffing. As I mentioned earlier, about 1.2 million in supplemental funds are
057allocated to mental health support staff. In addition, we've used learning recovery emergency block grant funds to support social workers and wellness counselors who provide targeted services for our foster youth, students experiencing homelessness and immigrant students. Much of this work focuses on tier 1 and tier 2 supports across our schools. This goal also includes mental health services written into students IEP in ensuring that students with disabilities receive the supports that they need. We have a counselor on special assignment who coordinates our internship program along with a program specialist who oversees the district's tiered mental health services. The level of staffing has become increasingly necessary as student and family needs continue to grow since community-based resources have declined. Some of the county services we once relied on, such as Star Vista, have closed. At the same time,
058families are facing rising housing cost, employment instability, and limited access to outside supports. As a result, schools have increasingly become the place where students and families receive case management, case management and mental health services. Recent changes to medical eligibility have created additional gaps in care as well. In addition, we are seeing an increase in suicide related concerns affecting students and recent graduates. Board policy 5141.5 recognizes that students emotional well-being is closely connected to their academic success and directs the district to provide prevention intervention and access to mental health services. This staffing structure helps us meet those responsibilities, strengthen our tier one supports, and respond to the growing number of students with mental health related needs. Now, one of the key metrics that the board chose to focus on that aligns with goal two is the
059percentage of students who perceive their school as safe or very safe using the California Healthy Kid survey. using our baseline data from the 22 23 school year. And at that time, 63% of 9th grade students reported feeling safe or very safe, while only 20% of black African-Ameans reported the same. In 2324, 62% of 9th graders reported feeling safe or very safe, which is a slight 1% decrease from the year before. However, we did not have enough survey participants among African-American students that year to report the data because the number of African-American students districtwide is relatively small at about um 50 students districtwide. We realized the same issue could happen again. So to address this, we added the same exact survey question to a local district survey to increase participation for our African-American students. We also
060made a focused effort to survey all African-American students and not just the 9th graders to improve the response rate. So, as a result, in 2425, our African-American students reported feeling safe or very safe at school, while 58% of all 9th grade students reported the same. Now, moving on to goal three, which focuses on teaching learning. For this goal, I want to highlight our universal design for learning or UDL walkthroughs. UDL is about designing instruction from the very start so that more students can access learning. That means offering multiple ways for students to engage with content, different ways to learn and practice skills and different ways to show what they know. This year under the leadership of Dr. Lorie Robinson, we structured our instructional coaching meet sorry instructional council meetings with the principles. Each meeting now
061includes time to build community. Um learn about one of our instructional focus topics and take part in a tuning protocol where principal shares a current instructional challenge. At the following meeting, we visit the schools together a school together and conduct a walkthrough looking for evidence of that instructional focus in the classrooms such as clear learning objectives, opportunities for collaboration, etc. And I'm happy to share that these conversations about instruction among our principles have been very rich, reflective, and informative. So, a metric tied to this goal and one of the board's focus areas is the percentage of students who scored standard standard met or above on the Smarter Balanced Assessment Test in math. for this year. We're looking at the data um written in pink from the 2425 school year. So, I'm pleased to report that
062overall the percentage of students meeting or exceeding the standard has increased by about two percentage points from our baseline. We've seen gains among our Asian, Filipino, and white students, while our Hispanic and two or more racist student groups showed slight decrease from the baseline. These results reinforce the importance of in ongoing instructional work. Through our UDL lens, instructional walkthroughs and collaboration, we are working to strengthen classroom practices, increase student engagement, and provide more flexible ways for students to access and demonstrate learning. We expect that continued improvement instruction will um support stronger math outcomes across all students over time. In goal four, um, it focuses on college and career readiness. I'd like to highlight our dual enrollment program. So, dual enrollment allows students to earn both high school credits, and college units at the same time.
063Currently, our offerings include courses such as accounting, automotive, computer science, culinary arts, dance, digital arts, digital electronics, and work experience. These are career technical education courses, but our goal is to expand dual enrollment opportunities into more academic subject areas. To support this work, Denise Shrieve, Christina Lewis, and I have been meeting with the leaders at Skyline College to build more intentional pathways. The goal is for students to be able to earn an associate degree, a certificate, or come close to one by the time they graduate from high school. For example, we're looking at a dual enrollment math course that would support students in receiving an electronics technology certificate at Skyline College. Next, I want to highlight our college and career platform, California.edu, which is a state adopted system. It is a comprehensive tool that includes
064a 4-year planner, career assessments, college application portals, and financial aid lessons and supports. The platform allows students and counselors to monitor progress towards their A throughG requirements. So on this slide, you can see an example of a student's GPA alongside the subject requirements they have completed. One of the key metrics for goal 4 is the percentage of students meeting A throughG requirements for the UCCCSU admission. So our baseline in 2223 was 55% of students meeting A throughG. After a slight dip the following year, we increased to 57.5 and 2425, moving closer to our goal of 60% by 2526. We've seen growth among several groups including African-American, Asian, and students identified as two or more races. However, some groups including Hispanic students and students with IEP continue to show lower outcomes, and that remains an area
065of focus for us. Our work with dual enrollment, college career pathways, California colleges.edu is intended to provide more structured support so that more students can stay on track and meet A throughG requirements. Now, goal five focuses on the English language devel development program. So, one area I'd like to highlight is our bridge program. So, this program serves 16 to 17year-old newcomer students who are learning English and arrive with little to no high school credits. It is designed as an accelerated pathway so students can catch up and stay on track for graduation. The 2425 school year was the first year we launched the program and we we continued it this year. However, due to changes and immigration patterns, we are seeing fewer newcomer students entering the district. Last year, we administered the initial ELPAC to 103
066students and this year the number is closer to 50 students enrolling from outside the United States. Because of the overall decline in the newcomer student enrollment, only 10 students qualified for the program this year and seven of them are on track to graduate. We do not anticipate enough new students entering the program next school year. So, the bridge program will be closing for next school year. The three current 11th grade students will continue to be supported by our by our eel teacher on special assignment and the current bridge teacher, Lisa Rubin. And I also want to take this moment to recognize the team who helped build this program. Um, when you visit these classrooms, you'll feel and see that these students are truly seen, heard, and valued. So, thank you to Lisa Rubin, Adam Cubie,
067Jessica Tatia, Christina Lewis, support staff Patt Del Rio, and Gabby de Gandan, and to director of curriculum and instruction, Dr. Robinson for creating and implementing a program designed specifically for these students. The program provided hands-on experiential learning while students develop their English language skills. So, um, a few slides ago, I shared our work with the National Equity Project and the framework we've been using. I want to highlight one example of that framework in action through Dr. Robinson's work with our long-term English learners. Um, as a reminder, long-term English learners or ELELLs are defined on the state dashboard as students who have not reached English proficiency within seven years of being identified as English learners. When we looked at dashboard data, it was clear that we still have a lot of work to do to better
068support this group of students. In response to this, Dr. Robinson led a book study to help staff deepen their understanding of the ELTEL students and their experiences. As part of the work, the team visited classrooms, conducted student interviews, and then after the book study, a smaller group of staff came together to take a closer look at our current program offerings. That learning has been grounded in student voice. The team held listening sessions to better understand what is and what is not working for students and their experience as long-term English learners. Using that feedback along with input from teachers who have been teaching the designated EL classes, the team has been brainstorming ways to strengthen the program. The next step is to co-design and revamp an ELTL program alongside with the students. We are still finalizing
069the details, but once plans are solidified, we will share updates through the weekly recap. So, here is one of the metrics the board has selected, which is the percent of students reclassified as fluent English proficient. As you can see, there has been a dip in the percentage over the past few years, but we are hopeful that this year we will see some growth. The ELPAC testing window opened on February 1st and our EL teachers have been very intentional in preparing students across all four domains. That preparation has included targeted practices, small groupoup support, and focused language development aligned to these tech test expectations. We are also continuing to monitor grades and course performance since reclassification requires not only ELPAC proficiency but also meeting academic criteria. Our teams are working closely with students and families to
070make sure eligible students are identified and supported through the reclassification process. We are looking forward to the results this spring and are hopeful that the focus supports we put in place will move this metric forward. Now goal six focuses on our special education program and I'd like to highlight our work around co-eing. As a reminder, co-eing is when two teachers share the responsibility for all students in one classroom. This model helps create more inclusive learning environments where students with and without disabilities learn together and have access to grade level standards and the core curriculum. Instead of being separated from the general education setting, students receive support that they need while still engaging in the same rigorous content as their peers. I'm happy to report that this school year we have 22 co-eing teams districtwide across
071English, math, science, health, and PE. We are still in the early stages of building this support system. So, we have partnered with the Sanonteo County Office of Education to facilitate a professional learning community for these teams starting next school year. We held a kickoff meeting a few weeks ago where teachers had the opportunity to learn more about co-eing, its benefits, and the importance of trust within the partnership. The session focused on building strong teacher relationships and how instruction improves when both adults are aligned with their approach. So kudos to our special education directors, Grace Ventura and Lee Medvid for leading and launching this important work. So, one of the goals the board focused on is the A throughG completion rate for students with IEP. As you can see, there was an increase and a decrease
072from the baseline year. Overall, the percentage is still relatively low, especially compared when compared to the general education population. However, we are hopeful that this rate will improve as more students with IEP are now being placed in general education classes with appropriate supports rather than in a separate classroom that is not A throughG approved. Our expansion of co-eing and inclusive practices is a key part of that strategy in ensuring that students have access to grade level coursework and keeps them on track for college and career opportunities. Now for goal seven on school operations, I would like to highlight Parent Square. So Parent Square is our district-wide communication platform that helps us um that helps keep families, students, and staff connected. It brings many tools into one place, including posts, direct messages, alerts, attendance notifications, forms,
073permission slips, school calendars, volunteer signups, and parent teacher conference scheduling. It also has a built-in translation feature so families can receive their preferred language, ensuring that communication is accessible and inclusive for our diverse community. The goal is to make communication more consistent, accessible, and easier for families to receive important information from their schools. And lastly, here's a snapshot of the district-wide usage. Considering that we rolled Parent Square out in September, we're already seeing strong activity and many families are using the direct messages and post um features. The platform also gives us helpful data so we can see where engagement is strong and where we may need to do more outreach. For example, about 95% of parents have opted to receive emails and those emails are reaching all of them. We also see that 18% of
074parents have downloaded the app and are receiving notifications, which is an area that we hope we continue to grow. For text messages, only about 5% of parents with phones have opted in. This may be because they have not activated their accounts or have chosen a different notification settings and chose not to receive text messages. It is important to note that in case there is an emergency such as school closure, all parents will still receive an email, an app, and a voice call and a text message if their phone number is um in our system. So, to help improve engagement, um Doren Basino, Denise Shrieve, Jason Chen from data processing and I are planning a district-wide communication verification on March 11th. And leading up to that, we will be sending reminders encouraging parents, students, and staff
075to download the app and choose their notification preferences. And as we look ahead, our next steps include our district advisory committee meeting on March 12th. Throughout March and April, we will continue to gather input and feedback and any adjustments needed for next year's LCAP. There will be a board study session on April 18th followed by another um joint district advisory committee and the district English language advisory committee in May. And a public hearing is scheduled for June 2nd and the board will take action and adopt the LCAP on June 18th. And just as a reminder, this work is ongoing and we appreciate the partnership of our board, staff, students, and families as we continue improving outcomes for our learners. And that is it. >> There's a lot. Sorry. >> Thank you. >> Any questions? Students,
076trustes. >> Yeah, I don't don't have I don't know. I don't really have a lot of questions. I know we're going to have a board study session on this that we could kind of dig into all the details. I do just want to make note again that I, you know, kind of we're kind of seeing that consistent um um that consistent charting of of our our Hispanic students just kind of not um or well falling off of their their path for reaching the goals. Not really sure. I I'm sure you guys are feverishly trying to figure that out. It's just really concerning to see that be a consistent thing without any progress. So that's that's probably something, you know, that that I think that uh I want to talk about in the in the study
077session. And I I don't know if you guys have any indicators that are that kind of point to anything specific, whether it's, you know, a language barrier or or something like that. But >> if you look at almost all of the metrics where we um >> separate the student groups, typically our Hispanic students have scored the lowest and it's been consistent. So it is something that we're really looking at and studying and figuring out what can we do to support >> our Hispanic Latino students. >> Yeah, for sure. I it's just it's just a strange thing to keep seeing consistently like that without any improvement, you know, especially if you're putting all this work into it. as same goes for the you know the special education department too is kind of in the same kind
078of boat. I mean it's not I don't think it's as noticeable but it's still there kind of where it's just not the baseline is just not really jumping out to me as far as improvements. But um like I said I look forward to the study session and and kind of digging into that stuff with you guys. And thank you again for I putting this together. It's really amazing um how much goes into this. And I know this is just a summarization of a lot of stuff because I've seen that, you know, I was trying to read through that ex that other LCAP document. It's it got a little lengthy, so I didn't quite make it through all of it, but um thank you again for always putting so much of yourself into this and your
079team and whoever else helped you do it. Thank all you guys for doing that. Appreciate it. >> Yeah, I I I don't want to go too deep either because of the very question because we will have the study session, but a couple of quick questions. one sad news obviously about the bridge program, but do we anticipate some we bringing it back if things were to turn around? If we see Okay, it's a pause. >> I'm um happy that we've set the structures and systems in place so we can pivot if we need to. If we get an influx mid year, there is a potential, you know, to bring it back because we will still have, you know, Miss Ruben to be as, you know, part of our team. >> Okay, good. Great. That's great to
080hear. The other one is just with the up budget. You said $3.4 million budget, 2.6 million spent. Um, do just because of the accountant in me. Do we have enough money to make it through the rest of the year? >> Yes. >> The other 800k and we're not going to go above that. Okay, cool. Just just wanted to verify that >> we typically like have a budget and for our supplemental funds we do typically overspend. >> Oh okay. >> And that's like the minimum threshold that we should be spending. That's like you know Yeah. The minimum proportion or >> Okay. >> The base. >> Yep. >> That overage is in >> it is okay. All right. Great. Thank you. Just wanted to to clarify that. And so so this is statutory. Do you have to
081do a midyear LCAP update that you have to submit to the CDE? >> No, we don't have to submit the midyear. It's just I have to present it to you. Um >> Okay. And you have to report that you presented it to us. >> Yes. To I have to report it to our auditors who ask for the agenda and the presentation >> and and then do then and do the full 140page document as well. Okay. Or whatever big however big it is. Okay. Thank you. Your slide game is unparalleled, by the way. Keeps getting better. Um, thank you for all your hard work on this and uh for all of our teams uh working on this. Um, I know you've heard uh heard us when we came to you with some of our concerns and
082our goals and thank you for um you know presenting this in response to that as well. Um, I also I I I just have a few little questions and um really sad about the bridge program because I went to the graduation last year and it was just so moving and students were so excited and and you could tell that they uh it was such a big deal to them. It was very moving for us, you know. So, this is very sad, but I hope we can bring it back. Um and we are still continuing to serve the students who are there now. Um let's see. And so with your catalyze survey, is that a um was that just with the equity design team? And >> is that >> we piloted with just the equity design
083team because we wanted to see what does this look like? What will it give us >> before we scale it out >> to the other teams? >> Okay. And then do we um create the questions? No, it's from University of Chicago. >> Okay. >> It's very valid and reliable and you know they give us like a whole >> data dashboard. >> Yeah. So, so the data um we have something to to um compare it to. >> Yes. And the intent is that we give that survey um at least three times a year and see if we have made progress. >> Okay. Okay. So, what's the likelihood that we'll roll it out anytime soon? >> Um, I'm not quite sure. Okay. >> So, we are having another mini retreat here at the district office with our
084equity design team and try to plan for what this could look like for our site. >> Yeah. >> Equity team and um I don't know if Miss Prea wanted to >> I know. Can she Can you see me sitting up? Um, so I'm our team will decide. Right. It's like a team decision, but it's our goal that shorter or longer term to be utilizing it broadly. >> Yeah. >> At some point. Yeah. >> I'm glad you're being really careful and deliberate about um the usage >> and uh let's see. I really am impressed with um how we're being really proactive in working on pathways working with Skyline to um come up with pathways that work for our students. Um, I'm really impressed with that and that we we really are um, you know, uh, working
085really towards serving our students in the way that we're we're seeing that they would like to be served, what what works for our community. Um, and it's that continued um, uh, partnership with Skyline that's so valuable. And I just want to thank our um fabulous special education team for really pushing the code teaching model. Um it it's just really it's just really impressive to me and um I just want to thank them very much. And that's all I have. Thank you. >> Uh thank you so much. Um I'm I I'm just excited excited. I'm impressed um the amount of work that goes into this. Uh I have only one area of questions and it's has to do with my misunderstanding of things. So when you're talking about college and career readiness, you talked about dual
086enrollment. Is that all considered part of our CTE offerings? Our CTE classes, a lot of them are dually enrolled. So, Miss Manzel's dance class, even though she it's our teacher, she also qualifies to be a dual enrollment teacher. So, students enrolled in our class earn both college units and high school credits. >> Okay. Um, is our the existence of a middle college program is that part of college and career readiness efforts as well? >> Yes, it is in one of our actions and we are continuing that program as well. Um, Miss Goodman will be presenting in early in the fall for updates on Middle College. Great. >> May I add one thing? I think that was a good question. And while some classes that are dual enrolled are CTE, not all CTE classes are dual
087enrolled, >> right? >> Yeah. >> Okay. Thank you. Uh those are my questions. Thanks very much. >> You great. Um thanks again. Uh 17B1 comprehensive school safety plans. Uh Ms. Basuino. >> Good evening. High uh high school sites comprehensive school safety plans are required to be reviewed and updated yearly. They need to be board approved by March 1st. We have reviewed the plans in close session and included the internal plans at that time. As a reminder, these plans are reviewed at their school site council meetings that are open to the public and include local law enforcement. These plans fall in line with the Sanonteo County off of office of big five emergency response protocols. Links to board policies are included throughout the plans. Once approved by you, the public plans will be posted on our
088website. I ask that you approve of the comprehensive school safety plans for all five of our high schools. I just noticed that this is on a discussion item, not an action item. >> Interesting. >> Yeah. >> Um I will say that the board did take action in close session, however. So I believe that that should qualify that this is just an update, >> okay, >> in discussion. Um but we may want to amend the beginning of the meeting. We said that there that no action was taken. However, you did um discuss the school safety plans in close session. We may need to bring them back as an action item. Will that be outside of the deadline? >> Yes, it will. >> Mhm. >> Can we amend is it is it too late to amend the
089>> the the >> I guess >> amend the agenda >> agenda and put them on action >> as an action. Well, I think we might have to do that. >> Okay. So, I move to move this to amend the agenda to move this item from 16B1 to um action item 17 E. Let's see. >> 17 C1. >> C what are we? C1. >> Mhm. >> Yeah. C1. >> Mhm. Second. >> Any discussion? All in favor? I >> I >> Okay. And so, uh, I would say Miss Bestino doesn't need to re >> No, >> we'll just automatically jump to 17C1 right now to do that. >> I think we should go in order. >> Okay, >> we'll do that. >> Just go back to it. Okay, >> it won't take long. So, right now we're
090going to move to 17A1 finally, even though I called it before. Um, Ms. Prea. >> Okay. So, um, at the last board meeting, the board um heard the presentation from the cell phone committee and there was a an administrative error where we did not put the actual board policy on for amendments. So, we brought it back for you. Um there is one change. Um so it is um with regard to AB272 that we've brought this back. Um and our current policy has some amendments and the red line is there for you. Um the thing that we've added uh to the red line is that the pol that we wanted to add this policy establishes the minimum district-wide expectations regarding student use of mobile communications devices. So school sites may implement sitebased rules or procedures that
091are more restrictive than this policy um provided that they're consistent with law. Um and so as you I believe had discussion I wasn't in attendance at the meeting um at the last meeting but I believe the board had a chance to discuss the changes that were proposed um which is really giving sites the opportunity to if they would like to have a belltobell um um ban for lack of a better way of saying it they c they may um and it's more restrictive. So, uh, we have this policy before you and, um, I recommend that the board approve it. >> Okay. So, so as it as it reads, students may may not use cell phones, smart watches, pages, other mobile communication devices on campus during instructional time, but um the sites still have the option
092to it says here to be more restrictive, but this they may not meaning they all of the schools will limit them being put away. >> Okay. >> So, some might say they need to be in a pouch >> where that would that's what we would consider more restrictive. >> Okay. >> All of the sites the students should not >> because they have to comply with the law now. >> Right. Yeah. >> Okay. And also before we take action, I do want to just comment on, you know, I had commented on the last um discussion session we had about this about going bell to bell and I I was kind of more in agreement of of cell phones being put away for that bell to bell and you know some of the instructors brought up the
093fact that they still need to use those for some form of instruction or um maybe even some um >> translations. But, you know, I also did have a conversation with our IT department just kind of on the side after it was all over and he just mentioned that there are ways that they could help um reduce our need for use of those cell phones, specifically personal cell phones to do that. And I think we should look at that because I think I think the less we give the kids an opportunity to have the cell phones on them or in their hands, the better it's going to be. That's my that's my take on it. And I think if we have uh the ability to do that with, you know, within our district and it doesn't,
094you know, cost an arm and a leg, then I think we should we should look into it. >> Thank you. Anyone else? Or >> move to approve uh policy 5131.8. >> Second. >> All in favor? Hi. >> Hi. >> Thank you. >> Uh 17B1 uh job description update. I believe this is going to be Miss Basino. Good evening. The teacher job description was updated to include a small clarification to the working conditions which includes working in a district facility or district designated facility. Um Okay. Move to approve. >> Second. >> All in favor? >> I 17C1 goes back to our comprehensive school safety plan. >> Move to approve the comprehensive school safety plans. >> Second. >> All in favor? I >> I. >> Uh 18. Consideration of future agenda items. Seeing none, we'll entertain a
095motion to adjurnn. >> So moved. >> Second. >> All in favor? >> I journ