JUHSD 6.17.2025 Regular Board Meeting

001[Music] Heat. Heat. [Music] Can I get a roll call, please? Here. Here all right. Are there any changes to the agenda? Uh, no changes, but we added an attachment to item 16A1, uh, the superintendent's contract. Thank you. I get a motion to approve the agenda. So moved. Second. All those in favor? I I All right. Can I get an approval of the minutes? Board meeting minutes for June 3rd. Uh so moved. Second. All those in favor? I I I abstain. I was not present. Thank you. We have nothing to report out of close session. Um all right, moving on to number 13, consent agenda items. Uh, if there's no questions or changes to go back up to 11A, communications. Oh, I'm sorry. Yep. Communications. Uh, board report 11A. All right. Um, kind of quiet actually

002these past since the last board meeting. Although, um, I was able to attend Pacifica Pride back on June 7th. Really the had the prey down Palmet Meadow as well as a big fair. Uh so that was it's it that was exciting to be able to participate and and watch also with uh director of communications staff housing and CTE Ms. Shriveie last week she and I helped conduct a couple of tours of 705 to a couple of districts that are interested in doing the same thing up in Marin County. So that was good. And then just you know I we've both trusty Tahada and I are on the reach coalition board and yes we've had a couple of meetings over the past couple of weeks about what to do in Sano County with regards to what

003we're seeing you know with uh with ICE in California in particular and what we might be able to do in Sano County. Last night, we had a really informative meeting with uh with local elected officials and other nonprofits and organizations in Sonteo County about about the resources that are out there, the training that that we can do to be able to support our immigrant community. And it was very helpful, a lot of good information, and I think we can certainly continue to share that with with our district as well. you know, ways where we can um we we can, you know, ways where we can become uh ICE verifiers, for example, or to be able to accompany families that are going to their immigration court hearings. So, a lot of good information out there. It's

004all I've got. Uh don't really have much to report. Uh I had the pleasure to go to the superintendent's home for a quick uh small uh gathering with the other admins. It was really lovely to hang out with, you know, meet all the other staff members and just be in a more casual uh environment and uh just, you know, shed and give them my gratitude for all they're doing for the school district. So yeah, thank you for hosting. I have nothing to report. I also have nothing to report. We'll move on to 11B superintendent report. There's Tony Presto. Thank you. Um I don't have a lot to report. Uh thank you for mentioning the end of the year gathering. It was really fun and I really enjoy having um all of our administrators over. I

005want to say happy belated birthday to Rosie Tahada because that's why she wasn't here last time. So belated birthday and um really we've been it seems like summer should be slow yet it isn't. So I feel like we've just been doing a lot of good work having lots and lots of conversations with the leadership team planning for next year. Uh, and finally, the one um thing that I went to this last week that I wanted to mention was Miss Baka and I went to Deputy Superintendent Baka and I went to the Leading for Justice Summit at um it was in Berkeley put on by 21 CSLA. I'm not sure what that stands for, but it's UC Berkeley. And we it was really uh informative. It was a really good it was a day and a

006half. Um, one of the keynotes was Sean Darling Hammond and he really focused on the importance of relationship and we can't do anything without forming positive relationships with our students and our colleagues. He was talking about restorative justice and he said, you know, you can't restore a relationship that never existed. So that was my big key takeaway um from the from that day and um yeah so I wanted to mention that. Thank you Tony. All right moving on. Are there any board subcommittees to report up? All right moving on to 11D aft local 1481 Lopez. Ed Lopez. How you doing Ed? Good evening. um just report that there's with aft has been really busy sending out a lot of a lot of emails for political action especially this this last past weekend and um members

007of our union will be marching with the CTF at the pride parade at the end of the month. So that's that. Not not a lot going on thankfully, but sure. I want to say that I was at um at a political rally this last weekend and there were lots of AFT members there. There were lots of people um with signs for AFT and I'm just thankful that our membership gets so involved in the community, the larger community. Thank you, Ed. All right, now move on to the consent agenda items. Uh, if there are no questions or changes to the consent, may I entertain a motion to approve? So moved. Second. All those in favor? I moving on to public comment 14. Is there any public comment tonight? Yes, we do. And these are non-aggenda items.

008So the first um the first speaker is Kimberly Chong can come up to the podium and you have three minutes because it's not agendaized. We can't respond to you. Okay. Um hello superintendent. Hello everyone um at Daily City Jefferson School District. Uh my name is Kim Chong. I'm a mother of three kids and two of two of which they are swimmers with daily city dolphins. I know daily city dolphins are not directly related to the school district but um they are partnering with daily city to some extent and um and a lot of uh local children and youth go to the swimming club. So, I have something that I want to uh voice my concern because I tried to solve that internally with the Dolphins Club and the board, but um I kind of failed

009in the communication. So, I want to bring this up to to the district level to to kind of raise a concern. So, um it's kind of a um so um long story short, I just want to highlight uh what I want to say in like brief. So um there's been a lot of um issues with um um like the their policies their policies are getting very strict with um the families and um they also said something for example mandatory fundraising amount like minimum 350 per family actually per kid. So if like let's say I have two kids I actually pay have to fund raise 350 plus two 200 so 550 in a year. So it's a mandatory it's not voluntary even though they call it donations. So, a lot of things like that happened um

010in the past year or so and but very recently there are a lot of like really strict policies including the coaches no longer allow the swimmers to take any outside swimming classes except with private lessons with the coaches. So, for instance, my kids go to daily city park and rack swimming classes at the Westmore uh Giamona pool, but the coaches saw my kids and they actually immediately send out an email saying that, hey, we have a new policy. You cannot take any outside swimming lessons. If we see you doing that, you are banned from our practices. So I actually have um I kept a record of all the emails sent from um the club like the coaches either the coach or the board. Um and and another thing is the board is supposed to be

011overseeing the coaches and the whole club. The board should be uh is made up of parent representatives. Um but just like in recent years uh what we've seen is the board tends to stand with the coaches instead of listening to the families. So whenever um someone brings up an issue, they will dismiss it like really not discussing much or they just kind of you have 30 seconds. So that's why I I I know that um technically speaking um maybe that's not a lot the school district can do but I just want to raise it because it's impacting a lot of um children and youth who are in the school district who are daily city residents. So um I hope that something can be done. I um I don't know how much but I really want

012to see um if I can talk to talk to you and see what we can do together like maybe not totally resolving but at least mediating it or like let them really listen to us and not doing something like monopolizing the swimming classes for instance that will hurt because it hurts the equity too. Not all families can afford expensive private lessons. That's why daily city park and web provides very quality and lowc cost classes to the residents. So I sincerely ask you if there's anything you can help me. I I'll be very grateful because right now I'm really desperate. I really need help and I don't know who else I can ask for help. I did ask internally but there's like not much not it's not really going anywhere. Yeah. Thank you so much. Thank

013you. Thank you, Kimberly. Um, I have two people on one card. Did you want to cook together or separately? Cararissa Sun and Mabel Fisher? Yeah. Um good evening members of Jefferson High School District uh board members, parents, athletes, and fellow stakeholders. Um my name is Mabel and this is my sister Cararissa. She's a formal DCB coach um at the swim club. And today we're representing Elite Swim School, a community committed to not only competitive swimming training, but we also to integrity, fairness, and well-being of every athlete and family involved. DCD and Elite Swim School started our partnership in 2024. Elite Swim School. Our goal is to encourage all the potential young swimmer to join the swim team. Um the board president recently sent an email to all the members forbidding them from seeking any outside

014help and it say everyone needs to follow and then their membership will be determined immediately if they don't. And then they want all the parents to seek help that want to seek help with their swimmers need to have a meeting with the coach. And then shortly after they sent an email said they their coaches actually provide individual help to the swimmers. And then if they need any private lessons or coaching they are here to help. And this is not only troubling but also it feels like for parents are being restricted and coaches are monetizing private lessons suggesting a nonprofit community swim program is being run as a forprofit business. This is not only unfair but also unethical. In another instance, a parents that trying to ask the coach if they can go out and seek

015for lessons and the coach actually publicly called out a really good swimmer's name and label them as a typical failure case for working with a coach that outside of DCD swim coaches. The board president has been being dishonest about what kind of program they're running within the DCD swim team. And after me and my sister found out what they're doing, we decided to discontinue our partnership with them. And we offer accessible and affordable program for the community. And we're not here to tear anyone down or putting anyone down. We just deeply care about the sports a lot. And then we care about the community that have access to all the resources. And you guys probably know there's very limited swimming pool and swim school allow. I mean there's option for parents to choose. And if

016they're trying to monet man monopolize this swim lesson 30 seconds and the public swimming swimming pool resources I mean they're currently occupying Gimona pool and they're looking to expand to more swimming pool in the district like the Jefferson swimming pool, the Oceanana swimming pool and the Terteranova swimming pool. I know that the district might not have the jurisdictions about this um DCD swim club, but we just want our voice to be heard. And then we want them to make changes. And then um we believe the family should have the freedom to choose where and who their kids wants to be getting coach from without threats and punishment. Thank you for your time and attention tonight. Thank you. Thank you. Thank you, Mabel. And those are only public comments. All right. Thank you, Rosie. Okay. Uh

017we'll be moving on to discussion items 15A1 for education services. Uh presentation of the 2025 local indicators. Deputy Superintendent of Education, Miss Karine Baka. Hello. Good evening. Um, good evening members of the board. This evening I will be presenting the Jefferson Union High School District 2025 local indicators results. These self-reflections complement the local control and accountability plan and provide valuable insight into how we are progressing on key priorities that help support student success from basic services and instructional standards to family engagement and school climate. So, as part of the California school dashboard, districts are required to annually self-assess progress in specific local priority areas. These include teacher assignments, access to instructional materials, implementation of state standards, family engagement, school climate, and access to a broad course of study. This evening, I will be presenting on

018priorities 1, three, six, and seven, and Dr. Robinson will be covering priority 2 which focuses on the implementation of academic standards and I will pause after each of the priority for questions and clarification. So here are the requirements set forth by the California Department of Education. These local indicators must be reviewed in conjunction with the adoption of the local control and accountability plan. The results will also be publicly available through the California dashboard using state approved self-reflection tools allowing for transparency and accountability. So priority one, it covers basic services and conditions. It focuses on making sure our students have access to appropriately credentialed teachers, quality instructional materials, and safe, well-maintained school facilities. The most recent teacher assignment data um from the CDE is from the 2223 school year and teachers are categorized based on their

019credentials. So clear means fully credentialed and authorized to teach in their subject. Out of field means the teacher is credentialed but teaching outside of their area of expertise. Intern means that the teacher is currently in a university internship program while earning their credential. Ineffective means the teacher is missing the required credentials or authorization for their assignment. and incomplete means that their credential status is either still being in process or not fully reported. So in JUHSD we're seeing some progress. 80.8 of our teachers held clear credentials which is a 1.5 increase from the previous year. The percentage of out of field assignments decreased to 5.9% and intern placements dropped to just 0.7%. These are encouraging trends as we continue investing in teacher development and retention with instructional materials. Through the Williams Act, every student must have

020their own copy of standards aligned instructional materials in all core subjects. In JHSD, 100% of students had access to the materials they needed both at school and at home. And finally, with facility conditions, we are required to use the state's facilities inspection tool to assess whether buildings are in good repair. For the 24-25 school year, there were no instances of facilities falling below that standard. This reflects an ongoing commitment to maintaining clean, safe, and functional learning environments for all of our students. Any clarification question? I'm sorry. Could you just clarify ineffective and incomplete agenda and in catch them? So ineffective means that the teacher is missing the required credentials or authorization. So for instance, if a teacher doesn't have their EL authorization okay and incomplete is the same. Incomplete is the credential status is still

021being processed or they don't have it's not fully reported yet. Okay. And these don't include waivers if we the waivers I would um Miss Luhan answer that. So waivers are going to show up as incomplete because the credentials in progress. So okay the one of the items later this evening will be part of that set of data that's incomplete. Okay. Thank you. Okay. Now, priority two, I'm going to call Dr. Robinson um to talk about the implementation of state standards. Good evening. Oh, this is echoey. Uh so, I um get to fill I have the privilege of filling out this self-reflection tool every year. Uh and it's I think like my fifth year. Um and it's really a time for me to reflect on professional learning, our instructional materials and uh like our processes around

022delivering um instruction in some of these key areas. And and it is just that it's a self-reflection tool. Like I am the calibration of whether or not we receive, you know, a 1, two, three, four, and five. And um I I find myself rating fairly high in a lot of categories this year. And that's because um I mean truly this work is never done. Um we're in extremely good places in a lot of these um curricular areas. Like uh this past year the nth grade team in all English language arts classes um piloted a unit from common lit and we're expanding that out to the other grade levels next year. Um English language development continues to explore our systematic ELD which pairs well with uh constructing meaning curriculum. um math will be presenting to you

023at some point next school year because they are actually in sort of a pre-pilot I would call it. They are going to be exploring curriculum to pilot um sometime either in spring or in the next school year and so a committee will be together during fall and I'm hoping Kristen Ashford can come update you about that. But math is in a really great place. Their scope and sequence work, their common assessments, their collaboration is really solid. So they're actually in a very good place to look at new curriculum that sort of just supports all the hard work that they've been doing. Um later this evening I'll be presenting to you about an adoption for open sed with our chemistry and physics courses and I'm excited to talk more about that. I'll elaborate during that presentation

024and um history social science a few years back adopted the TCI materials history alive and just this past summer spent some time revisiting the scope and sequence um to kind of make it reflect a lot of the great work that's being done in that department with state seal of civic engagement ethnic studies um and like really leveraging a lot of their new materials. So nothing I mean a five is done and we're never done. So I'm never going to give us that like high high honor necessarily but it's um at a really good place just our teachers are doing a lot of work and this work is truly always evolving um as it should be. And then those are those main areas and I believe on the next slide it has um just a few

025more um are you controlling the screen like I don't know how to Oh, I have control. You have control. You have the power. I'm still getting used to this new room. Apologies. Um, so this is just, you know, um, as we know, Michie does excellent work with career technical education. Um, you know, health, uh, you know, Lisa Raskkins, our lead there and supports the teachers, especially in this new, um, embedding driver's ed into like the wellness for success course and, um, all the the things there. We have a great lead, Nikki Touier, that's been working with our PE teachers to really get them up to um really state requirements. Um and they did great professional learning in-house this year where they invited teachers to Jefferson High School to teach them how to do gymnastics units

026and what was the last one? Was it self-defense? Yes. Yeah, it was awesome. So, um really great uh cross district collaboration there. Um, visual and performing arts put on there, as you saw, out in the hallway a few months back, um, their district showcase. Um, and world language really made some great headway in kind of getting back to um, the summitive assessment that all of their, um, Spanish teachers and our French teacher and Filipino teacher uh, give. And so yeah, it very similar responses here where you know like the work is kind of never done but we're making really good progress and we again work with some great teachers on the ground in the classrooms and we have fortunate to have really great teacher leads as well. So that's my section. There's any questions? I'm

027just so good at explaining it. Yeah, no questions. just um thank you. I mean is a wonderful reflection though I think of the presentations we've seen in the work that's been done this past year. Mhm. You know and I at least you know look at the way you've kind of selfgraded us seems those numbers seem appropriate. Yeah. It's hard for me not to be extra critical but you know I was like you know what we're doing some good stuff. So of course thank you. Yeah. Thank you. So priority three um focuses on building relationships between school staff and families. So we've made strong progress in building trusting relationships with families by creating welcoming school environments and offering bilingual support um during enrollment. Events like back to school nights, wellness fairs, and immigration resource night help

028families stay connected. We also share updates through newsletters and translated board meetings. However, two-way communication is an area for growth. Um, currently rated a three to improve or expanding our interpretation tools, offering staff training on inclusive communication and increasing personal outreach through phone calls, focus groups, and events for families. This part of priority three um looks at how well we build partnerships for student outcomes. So on the state's self-reflection tool um we rated this area a three across all four indicators which means that we're in the early stages of full implementation. We've made progress by listening to students and families through panel surveys and listening sessions. Their input has shaped course offerings, wellness supports, and other programs. Families also engaged through events like again back to school nights, student showcases, and advisory groups. At the

029same time, we saw opportunities to improve um communication about student progress can be more timely and accessible, especially for our non-English-speaking families and students and families of students with IEPs. We also want to strengthen um engagement in areas like academic support and family advocacy. The third area of priority three is about seeking input for decision making. This includes participation in advisory groups and providing input on programs and policies. So JHS we rated this area as a three and two indicators supporting staff and families to participate in advisory groups and two in the two others which assesses how well we engage under reppresented families and how often families and staff collaborate in planning and evaluation. So we have a pretty good foundation through our student trustees and active student leadership programs at every site. In addition,

030most of the input seeking happens through our advisory groups um like the district advisory committee, district English language advisory committee and our special education parent advisory committee as well as district-wide surveys. So these structures help bring in a range of perspective and that is priority three on parent involvement and family engagement. clarification. All right. Right. Priority six um looks at school climate through the California Healthy Kids Survey focusing on students sense of safety and connection to caring adults. So in 2324 65% of 11th graders reported feeling connected to a caring adult. This is a 5% increase from the previous year, but only 57% of nth graders felt the same. This suggests incoming students may need more support in building relationships early on. So to address this, we're strengthening 9th grade onboarding through link crew and

031advisory. Um expanding mentoring and continuing student focus groups and listening sessions. Our partnership with National Equity Project also helps us examine systems that impact belonging, especially for historically underserved students. This slide highlights student responses to the question, how safe do you feel when you're at school? So, among 9th graders, 62% said that they feel safe or very safe at school, a slight 1% decrease from the previous year. In contrast, 66% of 11th graders reported feeling safe. Um, and this reflects a 6% increase. So, while the growth among older students is encouraging, the lower sense of safety for 9th graders point to a need for stronger transition supports as they enter high school. Um to address this, we have expanded our wellness counselor support um social workers, mental health interns, um to support students emotional safety.

032We're also working on increasing the use of restorative circles and peer mediation to help address conflict and build a sense of stronger trust on campus. And again, as I mentioned earlier, um the schools have link crew and peer mentors to assist in this area. Any clarification on priority six? No, I I just had a quick question. No. Um with regards to the incoming ninth graders and they're they're you know feeling secure and safe. I mean, um, when addressing that, I was just curious like, um, you know, working, you know, knowing what what that incoming, you know, demographic of children is going to be or where they're coming from as far as our local elementary schools, are is there ways to reach out to those schools to to work with those kids about educating them on

033what high school is going to be like when they so when they come in, they know that they have the resources that we're trying to allocate for them and things like that just out of curiosity. It's just kind of a pretty vague question, but yes. So, right now, um some of our high schools, not all, but we can um look into we can all uh invite their families to um the high schools and talk about um courses and course programming and what to expect. In addition, um, Miss Basuino has gone through the our partner schools and did presentation even before they were assigned to the schools just to kind of, you know, talk to them about what to expect when they're in high school. And also during orientation, there's also some presentations as well um,

034to support the students. But I know that we can do more um, outreach and making them feel more welcomed. Um, I know that for our students with IEP, their families actually requested like a specific um orientation in addition to for everyone. They want like a specific one for students with IEP to help them feel um like more, you know, acclimated to the school before they start. May I May I add to that? Doesn't link crew does that happen before school starts? I know three of the schools have a link crew now. So it link crew happens around during registration orientation time where they um show students what the high school looks like and what to expect and and that that people that the kids volunteer for that though, right? That's not something that that's something

035that they're volunteering to do to take part not the high school kids but the incoming kids. Um how do they how do they find out about link during orientation? So they're like broken into different groups. Yeah. So what I'm talking about is something every kids Yeah. Right. It might not be prior, but I think every kid is involved in link crew, right? Not every older kid, but every freshman. Yeah. Gotcha. Yeah. Just Yeah. I'm just speaking from a standpoint of just kids, you know, coming from small elementary schools, coming into a big high school like some of ours. It's it's kind of scary. Scary. Yeah. I remember. Yeah. So That's important. The is the data from 2223 or is it from 2324 because our it's uh I changed it's 232. It is 2324. Is there

036no data for the black or African-American students or the cohort was just too small? The cohort was too small and because of that I actually asked our students all of our students at the end of the school year and specifically called out this question. So I will have the data from the from last year's students um because again our black African-American students the numbers fluctuate um so I just want to make sure that I capture them. So we I did pull out the specific survey and I will share their results um at the beginning of the school year. Okay. And is there data for this broken out by school site? I mean I'm glad to see it based on based on uh their race and ethnicity but be helpful to see it from based on

037school side as well. Yes, I can disagregate that as well. Okay. Thank you. I also have a feeling that you know keeping an eye on that Hispanic demographic too especially with the the current climate of what's going on is going to be something to keep keep an eye on because as things change a little bit here in the in the upcoming months especially with kids coming into high school next year. That's going to be another thing that they're going to have to be really concerned about I'm sure. Thank you. Thank you. All right. Oh, sorry. What is Link Crew? Link Crew um right now it is going to be a class, but it basically teaches students how to be leaders in supporting um younger students. And so they serve as like kind of like mentors

038like big brothers big sisters type um and show them around school um and build community, do activities, community building activities with the freshman students. And so those are students that are already within a school district welcoming um classmen. And so, um, what is is there like a way to capture when these students leave elementary school to actually get a sense of like how safe they were in that elementary school before coming to our school district to high school to then determine how safe they feel? I guess what I'm trying to really ascertain is did they feel safe in school in general or is it just do they feel safe within our schools? A really good question. Right now I'm not quite sure what type of survey is given at our um middle school but it

039is something that we can look into because there is some form of survey that they give but it may be panorama it may be I don't know if it's healthy kids survey so we can kind of I don't know if there's like a onetoone direct correlation but it is something that we can look into. Okay. And then what is the effectiveness? So a kid lives leaves elementary school, they get enrolled to our high school. Are they directly paired with another high school kid to be like a buddy system like like in college, right? You get like a um a biggie or like your big that you report to, right? Like kind of someone like, "Hey, I'm having trouble with this. Can you just show me around?" Do they actually get like an assignment like that

040or it's just kind of like here are the tools? It's available for you right now. I don't know of like a a direct partnership uh like a big buddy one-on-one. Um we don't have that just yet, but it's something we can look into. Okay. Thank you. All right. Priority 7 focuses on ensuring that all students have access to and are enrolled in a broad course of study including A throughG courses um which are required for the University of California and California State University eligibility. So we use the A throughG completion rate as a key measure of access because they reflect whether students are completing a rigorous college aligned course sequence across subject areas. So at the district level we have seen improvement so from 44% in 2021 to 54% in 2024. But while the overall

041trend is positive, the data continues to show significant disparities among student groups. In particular, our students with disabilities um which they had the A throughG completion rate of 24% and our students learning English um which is below the district average at 26%. Um so these gaps highlight the importance of ensuring that all students can access and succeed in our A throughG course. This slide um shows the A2G completion rates comparison starting with the class of 2021 up to the class of 2024 disagregated by race and ethnicity. So while the district's overall A throughG rate is 54% there are clear disparities when we look more closely. So, Asian students in 2024 had the highest rate at 75%. Students identifying two or more races were at 64, Filipino students at 58, white students slightly above the district

042average of 55%, but their rates are much lower for Hispanic Latino students at 42% and African-American students at 38%. So these gaps have been persistent year after year and highlights equity issues. So through our LCAP, we are working on strengthening our school counseling support particularly for our 9th grade students, English learners, and students with IEP. We review placement practices to help reduce tracking and increase access to rigorous coursework. We've expanded um co-eing and also universal design for learning so that more students can be successful in an A throughG course and provide more credit recovery and dual enrollment options to help students stay on or return to the A throughG track. So this slide highlights the A throughG completion rates by school site for the class of 2024. While the district's average is 54% there are

043significant differences across schools. So Ocean's at 78.3 follows by followed by Jefferson at 64.2 then Terteranova at 55.5, Westmore is at 49.2 and Thornton had 0%. So to help um increase the A throughG rate, we're continuing our equity review of master schedules, improving counseling support, and expanding credit recovery again and co-taught increase co-taught classes in our A throughG courses at each of the site that needs it the most and that is it. So what's h well one props to Jeff because what four years ago it was what 35% something like that, right? So, that's incredible over four-year period. And I know a lot of that has to do with the um the 4x4 block schedule. And so, that's really phenomenal work. But what's going on at Westmore that we need to look and explore and

044figure out what is happening. Um my hope is that it will increase with a seven period day. Um so we need to you know discuss and do more analysis with our administrators and figure out why students are not meeting the A through G as you know high as it should be. What what does the data look like for the class of 25 since this was the first year of the of the I don't have that information yet um because we still have summer school. So, I should be getting that information like early um September. Okay. And then how many homeless kids do we have? I think I mean I seem that that percentage just sort of jumps all over the place over the past four years. Is it a function of just simply the varying

045nature of the number of homeless kids we have? About 50 or so that that we know of. We know of. Got it. There's a lot that don't come forward. Okay. Oh, microphone be good. Okay. Thank you. Uh many other comments request and also really with Teranova being basically at the average, what's hap what's going on there? What's the plan? I know that this year they're also talking about um having a seven period day for um the following school year um so that again you know students have more opportunities to take the course during the day instead of like after school or in the summer where for some students it's you know a little more challenging. Okay. Thank you. So my my only comment, Miss Paka, is is just looking at the numbers purely on percentages,

046I think sometimes can be sometimes a little bit misleading in a way in the sense that we don't really know how much the numbers actually changed, you know, like per per pupil, I guess, for that percentage. And I was just curious if you know moving forward when we see these these graphs that you put together for us which are very helpful if we could do it by per pupil too just to kind of see if those percentages are related by the amount of you know what what amount of people are are affecting that that percentage um just because I'm seeing you know the a big jump in social the soio economically disadvantaged 3% but like what how did that contribute is you know for per people and same for the the students with disabilities ities.

047I mean, because it looks like a a correlation between that and then some of the percentages for the HG rates dropping and just kind of how that all meshes together. Um, but thank you for this as always. Um, I think all of us really appreciate all the the good data to kind of mle over and try to figure out how we could get better. So, appreciate that. Thank you, Dr. Robertson. You as well. Thank you. All right, we are moving on to action items. Let's see our first action item. Let me jump back over here. 16A1. Oh. Oh, no. 16A1 is the Yeah, you're next. But it's okay. You can stand there. You can stand 16A1 is the uh the approval of superintendent employee agreement and I am the speaker for this and I'm happy

048to say I'm the speaker for this. Um so uh summary for this is um uh the employment agreement before the board for final action states that Miss Tony Prea will be employed as a full employee as a full-time employee of the district as superintendent for a three-year term. The contract before the board for final action includes that Tony Presa will be employed as a full-time employee for the district and will receive a salary at an annual rate of $279,596. The annual salary shall be payable in installments of one 12th of the annual salary on the last day of each month for services rendered during that month. Salary shall be increased each year by 2.5% contingent upon superintendent's receive satisfactory evaluation by the board plus a cost of living adjustment equal to the percentage change in

049the consumer price index for the prior year for all urban consumers contingent upon superintendent's receipt of satisfactory evaluation by the board and up to a maximum increase of 4%. The sumer tendant shall receive district paid health, dental, vision, and other fringe benefits for herself and her dependent. The recommendation is that the board of trustees approve the sumer tense employment agreement effective July 1st, 2025. And before I motion, I would like to know if anybody'd like to comment on this or or discussion. No comment. All right. Make that easy then. Um, that being said, can I entertain a motion to approve? So moved. Second. All those in favor? I can I vote twice? I um before I move on real quick, I do want to say thank you to Miss Presa for all her hard work

050here in the district. And I think this is um very welld deserved and appreciate it and look forward to working with you some more. Thank you so much. I feel very lucky to work here with with you with our with the uh governance team as well as our administrative team and all the teachers and staff. So, thank you for at least five more years. We're locking her in. Okay. Item 16B1, science update and textbook adoption. Now we have the honorable Miss Dor Dr. Lorie Robinson. Honor Okay. Um, thank you. I'm looking forward to uh presenting um a little bit about this. I'm also nervous because uh it's a funny story when you get like those whip questions where people are like, "What would you teach if you weren't teached what you were credentialed in?" Which

051mine was English. Um I always would say biology. And I would I I think science is is great. It's really entertaining. Not so much for chemistry and physics. um they still scare me even though I had an awesome chemistry teacher. I I'm sorry. No offense. It's they're a great subject. It's just scary. It's it's math. Um but that is why I'm actually so excited to share with you um a little bit about our adoption and what we're going to be uh working with because I I I mean it's a cliche, but I wish I had had this in high school. I think I would have gained immensely from it. Um, and so let's get into a little bit of what I'm talking about. So, uh, you know, we're making an adoption and really one of

052the like underlying reasons for this adoption is that many many years ago, you know, the, uh, national science standards change to the NGSS, the next generation science standards. Um, and it required a significant adjustment to the way that we approach science instruction. Most notably, it organizes everything now into an anchoring phenomena. And I'll go over an example of what that could look like. Um, but that's sort of different than the more traditional sort of like conceptual level, you know, textbook sort of teaching that, um, a lot of our teachers were credentialed in that we received in our education. And so, um, when we were going through all of like looking at different materials and and going through professional learning about NGSS and making those shifts, uh, I had a teacher who said, "Okay, Robinson, like

053we're with you. We get it. NGSS, we're converts, but where are my resources? You know, this is a huge shift, and I I don't have a textbook. I don't have the the materials to really support me in this work." and he was right. And partially that wasn't because we were failing as a district. It's that those those resources really didn't exist. This happens not infrequently in some of the um subject areas that that you see. They put out a really great new framework or set of standards. And it takes the publishing companies and the folks that make a lot of materials to support those shifts a while to kind of catch up. It's the the typical thing you see is that they'll put out just kind of a shiny new version of an old textbook

054and they'll slap, you know, a sticker on the front that says like NGSS aligned and it's not necessarily like really changed fundamentally inside. Um, and so we were on the hunt to kind of figure this out and to find things that were really going to support teachers in terms of making some of these shifts. And so that helps to give some context as to why this slide is sort of as massive as it is um and why the timeline starts oh so long ago. So um it was in actually my first year 201819 in this role as director of curriculum and instruction that um I I was a part and participated in the adoption for the living earth which is what we used for biology curriculum. And even at that time, even though they were

055like, "Okay, rock and roll. We got we got this and we're going to start implementing it." Um the question was there that day, what are we going to do about and we were specifically looking at chemistry? And so we spent some time uh looking and requesting from the various publishing companies, including the publishing company that had put out Living Earth, and and requested those titles. They were mostly I say traditional titles because they were textbooks. And in a moment I'll talk about how that's almost kind of an antiquated notion um in this day and age to to put out a textbook, a very static thing. Um and we explored them and pretty much all of the teachers reported to me that none of these were it these were the that kind of scenario I was

056talking about where the sticker in front said NGSS aligned but the contents inside were quite traditional um and quite what we had expected from old older frameworks. Um, so we were kind of in a holding pattern with chemistry. I mean, essentially the teachers requested that if it if they weren't going to be excited about an adoption, was it worth, you know, in investing time and money and all of that into these new materials? And so, we put it on a pause. And it was quite easy, I'll admit, to uh put it on pause when you consider the year in which these conversations were happening. In fact, a lot of things were on pause then in spring of um 2020. Uh and so we kind of put them in on pause on hold um throughout a

057lot of the at home learning year um and revisited some of those conversations. We requested a few more textbooks like when we kind of returned in person in like 2122. Um, at the same time, although we were still doing it over Zoom, um, we were trying to revisit our conversation with the physics scope and sequence. And this one's particularly tricky in our district because um, not every single student takes physics as um, you know, and so it's not even consistently offered at all of our high schools every single year. Like Teranova because of its size tends to offer physics like every other year um, for its students. And so at the time there were only two of our school sites teaching it. And those teachers were really kind of locked in a philosophical battle of

058the NGSS and exactly what that mean meant and more traditional forms of teaching versus like teaching people that were all stardust which is when I first learned that and uh you know it was it was a great beautiful conversation but it didn't again lend itself to like the most complete like resources that we could create for our teachers and give to new teachers um who are teaching physics. Um at the same time the che chemistry conversations continued. In fact, in 22 23, we even had a teacher approach us who said, "Look, we're we're consistently reviewing these textbooks for chemistry, and none of us are walking away impressed. So, I am offering that I can organize and even get started writing our own units." Um, and let's just do sort of an in-house curriculum. And so,

059we she had a release period for that year. And we click quickly kind of learned in that year that like this was way too big of a job to have. Well, I mean certainly one person be like sort of responsible for but even even small team of folks. So um it kind of that year of experimentation led us to believe no we've got to go back to the drawing board to try and find a curriculum that's already articulated. Um while this is all happening we have a teacher start at Jefferson teaching physics that said where's my scope of sequence and I was like well about that and kind of explain some of this history and he said have you explored open sad and I had never heard of it and it is an open source

060and we'll talk more about what that means to um curriculum that's available nationally and he basically asked if he could pilot it in his physics class and I said yes. I checked out all of the materials and I got really excited and the more that I learned about it, the more I was like, "Wait a minute, they have stuff for for chemistry, too." Like, and this is all actually NGSS aligned and this could be really great. So, in 2324, in the spring of 24, he piloted that in physics and I was like, "What was it like?" We were in constant communication about it and he was like, "It's great. This is how I want to teach physics. Like, this is the scope and sequence." And I said, "Great. We're going to take this pilot then

061districtwide and we're going to open it up to chemistry. So this last year um we engaged in a pilot um of materials from open sed with uh physics and chemistry and um and that is kind of like taking you through where we've gotten and everything. So I want to now take some time like all this timeline led us to the pilot of open sed. So what is open sed? Um so open sed and that is its full name not an abbreviation by the way but it is um you know open science education as I think you know but it's really the open in there speaks to the open- source materials which just essentially means that anybody with an email address can go onto their website and and that's just what you need an email address

062and it doesn't even have to be an educator specific email address and you can download full units and they have units for you know very young primary ary school all the way up to 12, you know, like to physics. Um, but for our, you know, high school materials, they have biology, chemistry, and physics. I think each one at least has five units. And it's the full materials. We're talking like handouts, uh, PowerPoint presentations, like lists for supplies for um, kits to in order to do labs and demonstrations, like every little bit actually every piece that is studentf facing also is translated into Spanish. And this is all available in these uh you know you download them as Google Drive files. Um and so that's awesome. It's developed by a team of scientists and educators nationally.

063That is one of the only kind of like a little bit of a downside to it maybe is that and you'll see when we talk about phenomena is that um since it's not like local to the Bay Area or to California, a lot of the example phenomena um are more like generalized and so they're more national. Um, but what's nice about that is that they have a very large team of experts. And what I think is the coolest about it is they just finished the physics units last year. So, they went like from like first grade to physics and they went year by year developing these units. And then I was like, well, you're done with physics. What are you going to do now? And they were like, oh, now we go back to first

064grade and we revised the entire thing because science changes very quickly. And we really want our um units to be as relevant as possible and as accurate as possible. And so this will just keep going on forever. Like so in another another couple years they'll be back to revising the physics materials. Um so it's also still live even though it's like developed and they put it out there. They're still working on it. And two of the big guiding principles when you look at openside materials is really that they're all about collaboration and they're all about investigation. They believe that science is inherently fun and interesting if we kind of let it be. Um, and so to to prove that point, uh, let's take a look at the storyline of a unit. That's how they call

065kind of their scope and sequence is looking at the story line and and you'll see why because it's all like questions that sort of naturally build on one another and do tell a story. So this is a unit in chemistry and the unit question. So this is the whole thing is what causes lightning and why are some places safer than others when it strikes. And this immediately I was like, "Huh, this is something that like and this is what an anchoring phenomenon really is supposed to do. It's supposed to be something immediately identifiable. We've all seen lightning. We all have wondered questions about it. Maybe we have learned certain things about it o over time. Um but we all have an entry point to that and it's a question that just kind of naturally promotes

066that curiosity. Um so you know you can also see at the top there how students will engage with the phenomenon and then it's broken down by lesson like this is from lesson one and so you can already see that students are going to in you know interact with the data set. They're going to look at images and videos and they're even going to do some reading. So this is something that's um like promoting literacy as well because they do short articles. Um they talk to partners. This beginning lesson they just watch a bunch of videos of lightning and they do sort of a notice wonder protocol where they say you know like what are some of the things that we're noticing about watching all these slow motion videos of lightning striking and what what are

067we starting to wonder? What are the questions that are coming up for us? And then also a whole protocol on what do I already know about lightning? And it doesn't have to be science specific things. This is where Lori intimidated in her chemistry class could have actually raised her hand and answered questions, right? I would have been like, "Oh, my mom tells me that when you see lightning strike, you go 1 1 2 1000 and you count until you hear the thunder and then how many seconds it took is how many miles away the lightning is." And I have no idea if that's true. It sounds kind of like a fabrication. It sounds like mythology, which my mom was very, you know, mythology um oriented, but I I it helped me when I was little

068be less scared of the lightning because it was so bright and scary. And I was like, "How close is it? Is it going to strike our house?" And like, you know, she was like, "No, if you hear it, you know, it's it's very far away." Um, and so I mean, I just even, this is actually one of the gifts that they look at. And so, we can watch this again, too. It kind of builds. And I was already starting to notice as I was seeing it like, wow, the whole cloud sort of lights up right before it starts to strike. And then it branches out, but only one beam kind of comes down. And I was starting to already come up with all these questions in my head like, did it strike anywhere else that

069I didn't just see? Is it does it only come down in one charge? How hot is it when it charges? I'm full of questions. You let me ask questions, I'm going to come up with a ton. So natural kind of engagement and curiosity that it promotes with our students. Um, and then I wanted to give you an example though of like because you know science teachers are like okay that's cute Lori reading and you know questions and all of that but where's the science right you know like where are they learning some of these important concepts and content standards that they have to learn and that does come um this is from lesson 13 so much later on in the unit. Um and this question is related as you can kind of see that whole

070anchoring question that we had was like what is lightning and why are some places safer than others when it strikes. This is a question, sub question that says, "Why are you supposed to get away from water when there is lightning nearby?" And I actually thought I knew the answer to this. I was like, "Well, water just conducts electricity. Duh. That's why like you're not supposed to have electronics near the bathtub and all of that." But not so. And this lesson um actually breaks into kind of the science. By the way, students in this lesson series, they've done actually similar questions prior to this lesson about metal and like why lightning is so attracted to metal and looked at like all the different like ionic properties and chemistry behind why it's attracted to metal. this they

071use an ammeter um to the teacher does a demonstration with distilled water and like a light bulb circuit and then does an ammeter and shows that there's really not much electric activity being conducted through it and then they actually just take like a beaker of salt and they say oh because they they look at this example of a bunch of geese that die of being struck by lightning and they're like oh but they were in salt water particularly so is there something about salt and they look at salt specifically and Then they do an investigation where they slowly add salt to water and do ammeter readings and see that like the more salt that is added the more electricity is conducted and that's when then and you can see how it's represented there. They start

072talking about how salt is really sodium and chloride and that naturally being mixed. I I had to look this up myself too. I was like teaching myself chemistry with this. Uh and it breaks it down. they they that breaks that ionic bond and um the water holds those apart and then they're positive and negative and when there's like positive and negative ions like hanging out in in the stew that conducts electricity real real well. So um also we're kind of salty you know like as people like and so that's why also we conduct electricity quite well and it's good for us to get out of you know saltwater situations um with that. So it's practical. It's naturally embedded and connected to real life. Um but as you can see all the science language starts to

073become a part of this. They're talking about ions and and electrons and you know like elements and um all that positive negative charges and all that fancy stuff. So um that is open sad. So what the teachers did and engaged in last year is um all of them came together um at the district office to attend a training specifically where they went through kind of similar to we did only they took all day to really break down an entire unit look at the storyline look at the phenomenon. This was all about it was a physics one so it was all about the blackouts in Texas and looking at like structures of like you know weather and what it does to infrastructure and how all of that happened. Um, we asked the teachers after that day

074to try out at least one of the units between now and the end of the year to be able to report back on their, you know, findings, what what they thought. In addition to that, we partnered with a company called Activate Learning that did two things. One, they kind of put the kits of materials for those demonstrations and um, investigations together for us and we were able to kind of purchase those kits that went with specific units. So, for that lightning one I was just talking about, it might have like an ammeter already there and like a jug of distilled water and like all all the different things you would need for that demonstration. Um, and it also had a platform. So, like I mentioned before, open sed when you download it, it's just folders

075in a Google drive. And so there's nothing that students really like log on to and interact with in terms of like an online platform. Activate learning is a service that actually puts it all together in a platform. So the teachers had access to that during the pilot as well. Um and then this April we had an all day meeting to discuss the pilot and kind of the next step if we were ready to go through with adoption. And it really did take us all day. We tore open sight apart just like what was the benefits of this? What was it actually like to use it? What were some of the barriers? Um and there were every teacher no matter how they felt about it from because there was a range of more positive to more

076critical um like had things that they wanted you know like it wasn't perfect there were definitely concerns there's also concerns because during all this time like I said we've been working on this since 1819 um teachers have created a lot of their own internal materials and um come together and collaborated with their blue sheet work with um you know their site chemistry teachers and they are somewhat attached to kind of like their way of doing things and also they brought up that natural uh problem that I brought up with you is that open sad is national and so they wanted to do some phenomenon that was anchored in in things that we see here in our backyard in the Bay Area and so I said but none of that's a reason to say no to

077open sed because I I've never been a part of any team that's adopted a textbook and then the expectation is is that you teach lock step out of that textbook that we can really take what we have with open sed and find a way for that to work in harmony with a lot of the scope and sequence work. So we that's really what we were doing that day was kind of hashing out those conversations and and talking about what that would look like. Um so then the next day I said well I don't want to just have this you know whole collective conversation be it. Um I want to hear from each individual teacher. And so I sent a survey to collect individual feedback. Um, and it was 11 teachers because this is just the

078chemistry and physics teachers, so it's not every single science teacher in the district. Um, all were okay with moving forward. So, the way I did it was like, yes, I'm excited. Yes, I have some reservations, but let's keep going. Um, yes. Then there was like a third yes that emerged, which was like, yes, I kind of just feel like this is the will of the group and I'm going to come along and hope that I I learn. There were probably there was one teacher that that had to kind of be the response for that. they had still very we we ended up after even the survey meeting one-on-one and talking about their concerns and um but they ultimately said yeah like no I can sense that the rest of the district teachers really want to

079move forward with this particular one. There's a couple teachers who admitted that the fact that this isn't kind of a traditional textbook and they're just used to that is still kind of like gnawing on them a little bit. That that was kind of their reservation like what is this going to look like using this as a textbook when it's not a textbook. Um, but everybody else, a a lot of the good majority of the rest of the teachers just are really excited. I think it's um pretty cool I to have materials like this. Um, it does seem to be the way that a lot of curriculum is going is less traditional like textbook static thing, but instead something that's open- source that includes a all-encompassing kind of resources that can be easily updated. Um, and

080so they're looking forward to to next steps. Um and speaking of next steps um so what is next? So I told mentioned that we used activate learning along with open sed to kind of look at those platforms and kits. That was the thing that was pretty much universally trashed. Um they did not like the kits. I mean it was one of those things where we had to to kind of go through it to figure it out though is that the promise of the kits as being better than just ordering the materials on our own was the hope that some of the things would already be assembled and they weren't when they we opened up the kits from this activate learning. We still had to assemble all the things in the kits and so the teachers

081were like well this was supposed to save us time like that's you know there's no reason to move forward and then they they were mixed on the platform to actually engage with it. I actually did notice this morning that open sad itself now has a button that instead of just downloading the unit materials into a Google drive, it does say set up on Google Classroom. So, I'm going to play with that because I'm hoping that maybe that could solve some of our issues about um the platform like how the students kind of interact with the interface issues. Um but other than that you know I I did tell them we can explore other they are not the only company that offers these kind of secondary third-party offerings to make open sad more useful. Um so

082we'll continue kind of to look at that. Um we are spending a good amount of time next year um pulling teams of teachers to work on the chemistry and physics updates to the scope and sequence. So the scope and sequence isn't going away. Instead what is happening is they are going to take open sed and figure out how to you know like marry thread however you want to put it like those materials in with the scope and sequence work already done. And then finally and this is kind of funny to me but um we are going to be engaged in a pilot with our biology teachers and open side next year. um they got jealous when they saw the chemistry teachers and the physics teachers. a bunch of, you know, some of our department heads

083were a part of these conversations and um they're not necessarily chemistry and physics teachers. They're biology teachers and they started saying, "Wait, I I piloted one of these units." Cuz remember the materials you can get for free and they were like, "I really like this. Can we adopt this for biology?" And you know, if you go back to my timeline, it actually has been a good amount of time since we adopted that living earth textbook. You know, it was back in 1819. And so I said, "Absolutely. It would obviously be really great to even have um the entire district and and biochemistry and physics because they are kind of meant to build on one another because one other thing that I forgot to mention as well is a a law passed recently. I'm looking over

084at Miss Baka because she would probably remember the exact AB, but it's um that our we have to integrate in uh environmental science into our courses. Do you know the one I'm talking about? 295. That's what it says essentially, right? Is that all of our courses have to integrate environmental science. Open sad already does that. Every single one of the units like really looks at um environmental science like through the lens of chemistry, physics, biology. Um so it would also fulfill that requirement for us. So um yeah, I'm excited for what is to come next and to share a little bit about these materials with you this evening. So with that um I'll pause for questions. Thank you, Dr. Robinson. Are there any questions, comments? Yeah, I'll start. Wow. Um, a Goodwill. Yeah, the So,

085the price is right. Well, I know. Yeah. And that's really not something I wasn't trying to like cheap out, you know, and like be like, "Yeah, go for the cheap." So, I mean, gone are the days when we'd have a rep from a publishing house trying to sell us on their curriculum in front of us, right? Mhm. Um, so, so I guess so next year then we will start to see more. Is this the actual the plan is this would be the curriculum for next year? I'm just trying to understand exactly how we're integrating. Um, I mean they because they already did a pilot like they are encouraged to use open sad as much as possible but like it doesn't live in any official document with our our scope and sequence as of yet. So

086I think it's some of the sites it's going to take those conversations to happen first. Okay. Um and to provide some of that space and time. So So the so question before us tonight is to basically approve the usage of this as part as officially as part of our curriculum. Right. Okay. Got it. Thank you. Um really awesome presentation. Uh I love the grounding concept. I think that's a really unique way for a lot of students to understand at a high level and then when you start asking those really nitty-gritty questions when it comes down like oh now the science starts to make sense which I feel like is literally flipping the script like before we learned the periodic table you had to memorize it was painful I would rebut that chemistry was my favorite

087subject so we might have a little beef there However, leading to my question, uh, with the pilot with the teachers, Mhm. was the survey anonymous. Mhm. Oh, no. Wait, let me see. No, it was optional to put their name. Okay. Mhm. And that was only because I said that especially if they had specific concerns. Yes. That I really did want to be able to follow up with them. Um because I didn't want it to feel like oh I didn't want it to feel like a vote like oh you got outvoted done because at the end of the day something like this really shouldn't be a vote because the the teacher who got outvoted still if it gets adopted they still have to use this as a curriculum. And so really trying to keep the dialogue

088open with those folks that had reservations to say like hey I I started both conversations with like I'm not here to sell you know I mean like I know it's no cost but you know like I'm not here to sell you on this and try and twist your arm but like this does seem to be where your colleagues are at and what they kind of want to move forward with like what can I do or what can we do collectively to try and make you more comfortable with where this is headed. So that was the, you know, double-edged sword of like the anonymity thing. Got it. And has this been tried with actual students yet? Like this method has been tried. Where were their scores before this was piloted among the students? Well, it wouldn't

089I wouldn't have enough spec specificity on that information because um we were very flexible um about letting them try different units at different times and then some of the um teachers used like one unit whereas I had a couple of teachers that came and was like well after I piloted one unit I liked it so much that I wanted to do it again and they ended up like using multiple units and so I I don't I don't know that we would necessarily have a perfect reflection in our CAST scores about that. CAST is tricky too because our students take it in 11th grade and it tests um biology, chemistry and physics. And as I mentioned previously um to graduate with, you know, um a JUHSD diploma, you only need biology and chemistry. And so not

090all the students have taken physics and yet the cast test them in physics. And sometimes it can be really tricky to kind of really trust those test scores um in in the same way. But that is something that I'm glad you brought up because when we go into piloting math next year, I actually want to come up with something even if it's local to be able to capture exactly what you're saying and it's something that um I'll look into doing for biology as well so that we have something to show that's tangible like that. That was going to be my my followup actually. I was like, you know, instead of I'm just I'm not an educator, you know, this is you guys' job, but just thinking from a technology perspective, it's called like a MVP,

091right? Most minimum viable product. Mhm. So why would why wouldn't you just pick one subject like chemistry really put it through the ringer break it see that actually has outcome to students and value add before then we deploy it to the next course to the next course the next course just curious I think that there's a definite logic in that I think one of the things that I'm weighing in the other direction though is that like the our departments are really so all and even though I mean like because of the nature of science credentials they are credentialed in that specific subject so it's less you know uh you know a biology teacher is a biology teacher most of the time unless they're dual credentialed um but there's still so much like uh department level

092collaboration that they're doing that I think there is really a lot of excitement about the idea of them all being on the same page with like all having open sed and all access to those NGS materials NGSS materials Um but yeah, I mean that's why we are piloting. I mean there was actually something put forward where they were like why don't we just you know adopt for biology as well and I was like whoa whoa whoa we don't have everybody in biology and we want to make sure they get a chance to explore some of these units and they are different sciences even physical science and a life science and so um you know but that's that's good feedback to take into you know this adoption and I I hope it's demonstrated by the timeline

093that we certainly weren't trying to go fast. I think there is some pressure even a little bit in this conversation that I feel like at times it's felt that we've gone too slow um in some of this and so that might be why it feels fast now and just to just to clarify this doesn't replace the textbooks it supplements to it or this will get rid of the textbooks completely and then the teachers would just have to depend on this or that's what the pilot is doing. Yeah, it it would I mean like there is currently no other chemistry textbook. So, this would be the chemistry textbook. That doesn't mean that there wouldn't be supplemental materials that chemistry teacher I mean we approve all the time. Uh various texts for it but there wouldn't be

094yeah like a traditional tome textbook and that was some of their reservations when I was talking to some of the teachers. I think I would feel much comfortable with more numbers to see like a pre pre um pre I guess test scores and then you know a pilot class gets exposed to this content 3 months 6 months later you know maybe the same topic or even the same chapter or same concept um and then how they perform on the test after that. Uh and even better, let's put them against a standardized test that our school district is going to be, you know, judged against to see how they the test in that in that regard before I I would honestly really feel comfortable. Just my two cents. That's it. All my questions and comments otherwise.

095Thank you. Yeah. Um, thank you for your presentation as always and reminding us of the timeline because I remember when you know the living earth came out and it the whole thing about NGSS the conversations it just seemed so revolutionary at the time and um you know we were worried people wouldn't buy into it um but just to see how this organically came about with open sed and that you were so open to um looking into it and actually piloting it is great. Um, so are we not They didn't like the kits. So, are we not using the kits? Well, I mean, we'll use what's in the kits. I mean, the materials are good in the kits. I think they were just disappointed that it didn't save time. Like, that was the big thing. Like,

096there's I I would I wish Mr. Miller, he was the the physics teacher that tried it out, was here. There's something with toilet paper rolls that some kind of like metal is wrapped around and like it's used for something to conduct something and he had to like sit there and actually wrap all of the the the coil around the Mhm. And it takes time. It takes a lot of time. He had to do it or he had the students do it. Well, no, he did it. Um I think so that it would be ready for watch, you know, season of something on Netflix while he was working on it. So he was like it wasn't all lost time but um that was actually when I went to Karine I was like look we already in

097prior models have bought the materials that he's actually working with and he did it that way. I was hoping that by buying it through this activate learning that they would come pre-assembled because I mean like time our teachers time is very precious and I don't I would love to have offered something but you know the search continues like that doesn't mean just because activates learning kits didn't exactly fit the bill there are other organizations and other ways for us to kind of explore some of those things. Okay, great. And thank you for reminding us of um what the uh CASP test entails that they're getting tested on physics, but they may not even have taken it. Mhm. That's rough. Mhm. Um yeah, I wish test scores didn't matter so much but um and then so

098are we going to do a scope and sequence for so there is already a scope and sequence and then next year what they're doing is that now that they're kind of like authorized to use open sedan and sequence okay because in some cases what might happen is that they might like borrow the anchoring phenomena and but edit it to make it if they have something like if they're looking at like I'm like please don't make me think of science things off the top of my head. like acidification or something like that of like oceans and they want to actually do something like in the Bay Area like with the the San Francisco Bay or like you know um you know pollution in like India Basin you know like that area out in San Francisco that

099they could do that that they could edit it and and put in lessons and things that would make it more relevant for our students and I absolutely want to give our teachers the freedom to be able to do those things and bring their expertise in. Great. Thank you. Quick quick question before going on. Um what has have we heard from the students? Has there been any feedback from the students who have taken? not captured like um but anecdotally um they did when that that whole day where we had the like knockout dragout day of like you know um in April a lot of the teachers brought in their student uh perspective and they said that it got they were complaining initially because open sad gets them to talk so much there's a lot more talking

100in open sed because there's like shorter articles and then like that whole thing about the notice and wonder around the lightning like you know they're they're brainstorming certain things and they're sharing with partners or they're doing a lot of their investigations are done in groups and there's like particular like collaboration targets because that's the two big things with open sad investigation collaboration so there's collaboration kind of targets along with the investigations that they're doing in those labs and and all of that and so they were like not they were like gosh this is a lot like this is a lot of talking and then they complain about reading too even though I mean when I say the students complain about the reading or teachers talk about. Well, I think both to be really honest with

101you. I think some of the teachers that was not their favorite part, but the um the readings are quite short, but there's a lot of them because they're trying to like show different lenses and perspectives on a particular topic. like the one that we demoed with the Texas blackouts. It was like looking at multiple news articles from the actual event that happened a few years back um from different publications and from different points in time as the phenomenon was happening. Um but we're talking very very short articles like less than a page. But there's a lot of them and they're not used to being given a news article and told to talk about it in a science class and so that was challenging for them at first. But the thing that was really poignant to

102me is one of the teachers said that the students um said that like they got more used to it in the second unit. Like when they this particular teacher did a two unit pilot and they said that the students were like oh after going through it the first time they were like now I see what it's trying to get us to do. Um and so that was the feedback. Okay. A lot different than my days just doing nothing but stoometry every day. Yeah. Yeah, I mean I loved chemistry. I had a really engaging teacher, but it was the logarithms for me. I still hear that word and I go logarithms. Yeah, actually um I think the student engagement and talking is exactly what science needs. I think that's that's the whole point of it. Um

103you know, discovery and and discussion and and thought process. I mean, that's that's all that's what science does. That's what scientists do. So, I mean, I think that that's that's really awesome. Um um fun fact about me, I'm I'm a big science nerd myself. I've just I've always been into science. I still study it as much as I can and try to understand it as much as I can. So, I may want I'm going to dip into this myself and and and check it out. Um one of the things I was thinking about while you were talking though is um you know, the students have access to this too. Is is there a way possibly that they could help pick a lesson for a specific topic that they're learning or something like that? I'm just

104throwing that out randomly as I was thinking about it. Um, and then the other thing I was thinking about too is how are these lessons, you know, how are these lessons vetted? And I just looked it up while you were talking too and it's it says they go undergo a rigorous process by ed reports and all that stuff. And so that answered that question. Um, and then I was also thinking that part of, you know, with the invol, you know, the the evolution of AI coming along and with helping develop, uh, maybe possibly helping develop a curriculum with taking some of that some of that resource from that p from that site and and kind of putting it together and and, you know, trying to figure out some way to use AI to kind of

105um, leverage that information a little bit could be a way to um, put together lessons plans a little more easily. Um, and then you touched on a little bit about one of the things I was thinking about kind of trying to get some of these uh some of our some of our teachers or educators to kind of buy in on this is is instead of you know obviously they don't if there's no textbooks there's not much of an option as far as you know getting that material but also it's also good for for reinforcing lessons that they're teaching if they have their own lessons from outside of of you know of this resource. So those all these things I think this is awesome. I mean, I'm I love it. I I think it's great. I

106think it's um I think it's definitely something that um and being open source, obviously, I think you get the best of, you know, everything from from around whoever's Is this just This is not just United States. This is around the world, right? Everybody could dip into this kind of thing or Well, I mean, anybody could. It was developed in the United States and mostly, I think. But I I think Yeah. I mean, as far as I can see, one only needs a email address to be able to access. So, I don't see why what would limit anybody else from being How cool is that? Just to be tapped into all the great minds out there that are just trying to help, you know, teach science and and and and educate. So, those are just all

107my thoughts. They were really random and all that. I don't need any answers, but I'm I'm kind of stoked about this. So, I appreciate that. Yeah, I appreciate that you brought up ed reports because I was actually I did look into that a little bit because we don't really have the same thing at this like you know high school level but uh ed you know open sed is proud of the fact that um they're middle school units at least so still in kind of a secondary context them and one other platform are the only ones who received the overall green from ed reports everybody else is at like the the orange level and so um and that's in terms of its usability and its materials so that was exciting This has also um been adopted

108by a neighboring district. I don't know how many I know at least South San Francisco um adopted open sed. That's cool. Um for their science adoption. Exciting stuff. Yeah. Thank you. Thank you. So, first of all, having taught science for many years, this is makes me really really really happy that our kids are going to participate in um the with this curriculum. So, I I'm I think it looks great. The question that I have though is and I I Googled it kind of quickly. It doesn't look like it stayed adopted. I know that um oftentimes some of the best materials aren't frankly and then you have to like do something. So is it like it looks like it wasn't state adopted. Is it on the state adopted list? Do we have to worry about that?

109Do we have to do anything special? Yeah, we don't h we aren't beholden to the state adoption at the at the high school level. That's part of the reason why Ed report doesn't always like report on like high school materials. So, it's perfectly okay. Wonderful. To my understanding, I'm always going to look over at Baka. I'm like, "Yeah." No. No. I trust you. All right. I was looking going, "Is this adopted? Is this okay?" Yeah. Yes. They don't have lists for high schools. It's K8. Well, look at me showing my K8enness. Okay, that's great. I actually though it's it's something that I'm always like when I first got into this job I was like why not I would love to just have you know and often times the best materials frankly aren't on the state

110adopted list. So wonderful. That was my one worry. I was like I don't see that it okay wonderful. It looks really great. Yeah. Thank you. Good stuff. All right. Any other questions? All right. Well, can we uh entertain a motion to officially adopt these materials for the subject starting in 2025 2026 school year? So moved. Second. All those in favor? I. Thank you. Sign. All right. 16 B2, the approval of the 2025 local control and accountability plan. Uh, Deputy Superintendent of Education, Miss Karim Baka. Hello again. And so the Jefferson Union High School um district's 2526 LCAP reflects our ongoing commitment to improving student outcomes and closing equity gaps, especially for our English learners, foster youth, students experiencing homelessness, and those from lowincome families. This year's plan focuses on few key areas. expanding academic and

111wellness supports like co-eing and additional mental health staff, improving instruction through universal design for learning, and align professional development, and increasing access to college and career pathways such as A throughG courses, dual enrollment, and CTE programs. We're also deepening our work around family and community engagement by introducing new tools and strategies to better connect with historically underserved students. And with that, I recommend that the board approve the 2526 local control and accountability plan. Any questions? No. Since we've had a deep dive into it for last meeting and then back in April. Right. Can I So move to approve the 2025 local control and accountability plan. Second. Second. All those in favor? I. Thank you, Miss Buck. All right. 16C1 resolution 2024 2025 24 resolution authorizing assignment of certifi certificated personnel to teach outside their authorized

112teaching field. Miss Dana Luhan. Good evening everyone. The item before you this evening would allow a teacher at Jefferson High School who is credentialed in the area of English to teach um fine arts, specifically ceramics. This teacher has 42 semester units in the area of fine arts, which is well above the state requirement to allow for um a teacher to teach outside their credential area. Thank you. Motion to approve the resolution as presented. So moved. Second. All those in favor? I. Thank you, Miss Luhan. a variable term waiver. Gina Wilson, Miss Luhan again. Yes. Thank you. This variable term waiver would allow a teacher who has has teaching experience in the area of mathematics, but it's private school teaching experience. So, they don't hold a California credential. Um, this waiver would allow this teacher some

113time in order to meet the requirements, and we've already mapped out a plan to allow this this person to complete their credential requirements and have a full equivalency credential by the end of next school year. Thank you. Uh motion to approve Gina Wilson's variable term waiver application for 2025. So moved. Second. All those in favor? I I Thank you. All right. 16D1 budget adoption 2025 2026. Miss Tita Van Rapra. Thank you President Gyos. Good evening everyone. What is before you for adoption is the same budget that was presented at the June 3 meeting. And as outlined, we will be able to meet our financial obligations for the current year and the subsequent two years, including everything that is encompassed in the LCAP. Thank you, Tina. And as always, thank you to everybody that put all

114the hard work into this. Um motion is to approve. Can I get a motion to approve the budget? So moved. Second. All those in favor? I. All right. Item number two in D, facilities and theater rental rates revisions. Miss Tina Venreourse. Again, thank you. So before you tonight is an update to our facilities rental fees. Um the last time this was updated was January of 2022. We have since hired a rental coordinator. Miss Jamie Riedi is here in the audience in case we have any questions of her. And um what we did was a review of other local um rental facilities from school districts. And we noticed that we needed to make a significant increase to be able to cover our costs. But because we want to be mindful of the impact to the community

115members, we're recommending a three-year phased implementation. So rates would gradually go up over the next three years as presented. Thank you. Motion for the board to adopt facilities and theater rental rates as presented. Just quickly, just a couple of quick questions. Um, with regards to both the Westmore and Teranova theaters, have there been decent rentals on those facilities? I mean, h have those facilities been rented recently? They absolutely have. And Miss Riyati, can tell you a little bit more? Hi. I don't know if I'm saying your last name right, so please say it. You're good. Yeah, there have been. Um, at Teranova, we have like um I guess like we have people that's been coming over the years. Westmore for sure. Um I could say within the past two years we've partnered with Pacifica Elementary

116that uses um the theaters for their graduations. So that's been the past two years. And then we also have like outside dance companies as well. How frequently do how frequently are the theaters like on a on a monthly basis? How often are they used? Um, I'd say it's mostly like the summertime. So, I don't think there's like a consistent monthly out of the year. I'd say definitely I'd say like average maybe six to eight times out of the year. Okay. And before like we weren't really using Westmore Theater at all. Okay. For outside. Yeah. Great. That I'm I'm glad to hear that it's doing good usage now. Thanks. Great. Thank you. Um, so currently it says the district generates 300,000 a year. Is that what we're making right now without including this new fees? Yes,

117that's correct. And those fees are designed to offset our costs, which um you know is the goal of raising these rates so that we are able to cover our full costs because um our salaries for our custodians and the costs of repairs to facilities are all going up. Got it. Do we maybe you have it in here and I just haven't gotten to it. Do we know what the delta will be for next year? Like we stand to make Yeah. 500k more. No, not that much. No, I would have to do we did not go up by percentage. We went up different amounts for different spaces. So I just off the top of my head, I would say we might get a 10% increase each year. Okay, it's pretty good. Um, our board policy and

118ED code uh really prohibit schools from using their facilities to generate significant amounts of revenue. They really we really have to be able to offer our facilities kind of at cost. Got it. Well, I think that shows we're good community partners. It's great. Uh my only question is um for the current users of our facilities, are they aware that these increases are coming? Did you guys give them a heads up? That kind of thing. Not yet, but we do have a plan to send out like a blast email to our current renters as well as updating our facilities page with like our memo. And the implementation is not until January 1st so they have time to adjust their budgets to figure it out. Okay, cool. I I did notice actually I looked at a some

119of our neighboring districts and I did see what a huge gap actually that we have between the us and them. So this stepped process makes a lot of sense. All right. Any other questions? No. All right. Motion to adopt the facilities and theater rental rates as presented. So moved. Second. All those in favor? I. Thank you. Thank you very much. All right. Um item 17. Are there any considererations of future agenda items? If not, like to entertain a motion to adjurnn. Move to second. All those in favor? I I meeting ajourned. Science. [Music]