South San Francisco Unified School District Board - Regular Meeting

Bienvenidos a todos los que nos acompañan de nuestra comunidad hispanohablante. Si usted necesita traducción al español, le invitamos que nos acompañe y un miembro de personal está disponible para traducir a través de línea telefónica. Para unirse a la traducción ahora mismo, por favor marque al número 1-669-900-6833 con el número de identificación 889-5905-1042 y use la clave 094-080. Toda esta información la puede encontrar en nuestra página de internet del Distrito Escolar visitando www.ssfusd.org y busque bajo la sección de School Board Meetings. Muchas gracias.

Welcome everybody. Find a seat. There are also seats up front. Get a closer view of Emily. Thank you. Okay. Okay, I'm gonna call the meeting to order at seven o'clock.

Roll call. Student Trustee Junio.

Here.

Trustee Lam. Here. Trustee Anthony. Here. Vice President Shea. Here. President Murray.

Here. Okay, can we all stand for the Pledge of Allegiance? Okay. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Yes. Okay. The land acknowledgement statement, Trustee Lamb.

We acknowledge that the South San Francisco Unified School District is located on the unceded ancestral homeland of the Ramaytush Ohlone peoples, who are the original inhabitants of the San Francisco Peninsula. We wish to pay our respects by acknowledging the ancestors, elders and relatives of the Ramaytush community, and by affirming their sovereign rights as First Peoples. Thank you.

Review of the agenda. Does anybody have any changes?

President Murray, I have one change. Under consent agenda item 2A, human resources certificated assignment order located on page 13, I kindly ask the board remove the name Dominic Maldonado.

Thank you. Okay. PTA Council remarks. Are we starting those yet? No. Yes. Okay. Staff Association representatives smart remarks, South San Francisco Federation of Adult Educators, Elizabeth Bales.

Okay.

I found myself a nice key fob that says the loudest woman this town has ever seen and I forgot to bring it up to the podium with me. My bad. All right, so good evening board members, members of the cabinet, Superintendent Moore, IT staff, union members, students and other members of the school community. I'm Elizabeth Bales, president of the South San Francisco Federation of Adult Educators. Since my address on June 11, I've seen both progress and not stagnation in this district's communication and collaboration with labor. On July 17, the three union presidents met with Mr. Hanan and Dr. Garcia to discuss a memorandum of understanding regarding the implementation and usage of the Sentagic Safety Platform. It was heartening to sit as a group, to discuss our concerns and to work in partnership with my fellow labor leaders, to promote the rights and interests of our district employees. I look forward to moving the process forward and winning the strongest possible protections for our educators while also doing our part to keep our students and staff members safe and meet our obligations under the law. By contrast, it was dismaying to realize two days before the Welcome Back Rally and while I was drafting my remarks for that event, that none of the members of my unit had received the official announcement from the district office. When I texted Principal Prasad that Saturday, she sent what details were available to her, but as a principal, she had not received the same email. I've since opened a discussion with members of the cabinet and directors of the relevant departments. I want to honor their efforts to correct the situation and to make amends. Ms. Blaquette, Mr. Sundaram and Superintendent Moore have all extended apologies and reaffirmed leadership's intentions to include and recognize our adult education site, classified staff members and teachers. Your kind words are sincerely appreciated, but I'm challenging everyone to sit at that table to do better. Again, you've stated the intention and the desire, and I'm asking you to find the time to learn a little more about us and make sure we're included. Again, I respect the kind words I've received. Just remember, we're not part of the district-wide PL program because the district-wide PL program is K-12 centered. So I very much appreciate all of the invitations and kind words. We're not governed by the same standards. We don't have the same student body. So we are different. I look forward to working more closely with the district to resolve all of our concerns about the sentient badges. As I've previously stated, without true collaboration between management and labor, the work of educating our students and keeping them safe cannot go forward. Thank you.

Thank you. Okay, next. South San Francisco Classroom Teachers Association, Sherry Giusti.

Good evening, President Murray, trustees, cabinet, South San Francisco community. I'm going to be honest. Usually I have a paper in front of me. Today I don't. I was busy in meetings. So I apologize if I'm unprepared, but I would like to say a few positive things from our very first representative meeting. We had good reports on these things. Parkway, they're very happy. They only have one vacancy. teacher vacancy. Burry Burry is proud of their three interns that they have at their school. Spruce also has three interns, Alder interns. JS and Monteverdi are very proud of their new TK classrooms, which are beautiful. Wow. And JS also has a new $25,000 playground for the kids. And at ECHS, the counselors are working very hard right now to make sure that all the students get properly placed. Yay, El Camino. I just wanted to say that in SSF CTA, we are getting going on the election coming up and we're going to be enlisting as many teachers as we can in a campaign for voting yes on Proposition 3. voting for Richard Barrera as superintendent of public instruction, and also will be involved in the school board race. So we're excited about that. And I think that's all for tonight. Happy beginning of the school year. Thank you.

Okay, next. I don't see Ms. Malfatti here. Okay. So moving on personnel commission.

Our next personnel commission meeting will be held on Monday, August 24th, 2026 at five o'clock PM in the district office boardroom.

Thank you. Any items from the board?

Okay, superintendent's report. Thank you, President Murray. I'll start with our welcome back. We were thrilled to welcome our students back to school for the 26-27 school year. We observed joy, excitement, nervousness, courage, and celebrations on our first day back. And also wanted to share that throughout our summer, our custodial, maintenance, facilities, technology, nutrition, transportation, no transportation, district office teams worked diligently to ensure that every campus was safe, welcoming, and ready for learning. We also welcomed outstanding new educators and leaders to South San Francisco Unified. And we provided hundreds of students with academic support, enrichment opportunities, and specialized services through our summer programs, which we'll hear a little bit more tonight. As we begin the year, our work continues to be guided by three district priorities rooted in our strategic plan. Academic belonging, standards-based instruction, and data-driven professional learning communities. Together, these priorities reflect our commitment to ensuring that every student experiences an exceptional education every day. Our district theme this year's SSF USD woven together reminds us that while each member of our community brings unique strengths and perspectives, it is our relationships, shared purpose, and collective commitment to students that bind us together. Next, it is my distinct pleasure to introduce our 26-27 student trustees. For fall, representing El Camino High School, we have Emily Junio. And for spring, representing South San Francisco High School is Jordan Yu. These student leaders will join our board meetings throughout the year to share updates, highlights, events, activities, and most importantly, bring the student voice to our work and discussions. Following a thoughtful and very engaging orientation last week, I'm confident that both Emily and Jordan will bring valuable perspectives, enthusiasm, and a lot of great insight to our board, and I look forward to collaborating with both of them. I have a couple of other updates I wanted to share with the board and community. This June, through our partnership with the Bay Ed Fund, we were able to send approximately 130 South City educators, coaches, principals, TOSAs, district leaders to Unbound Ed Standards Institute to deepen their understanding of rigorous standards-based instruction. We surveyed participants after the institute and 92% of the respondents found the training useful. Then at the end of July, we had a five-day administrators retreat for site and district office leaders, which includes principals, assistant principals, directors, coordinators, program specialists, TOSAs, and more, to look at our district-wide data and align as a leadership team around our three priorities, which you just heard. We surveyed participants after our retreat across the week, and we had about 99 percent of respondents found the content clear and aligned, and about 98 found it engaging. And finally, on August 10th and 11th, our educators began the 26-27 school year with two days of high quality professional learning focused on strengthening instructional practice and improving student outcomes. The learning was intentionally designed around our three priorities, which you heard before. and reflected in our shared commitment to continuous improvement for South San Francisco Unified. We did survey our educators after our August training and approximately 90% of respondents found the training useful and 95% were able to connect with colleagues and get energized for the start of the year. With each of these, these are just opportunities for us to continue to reflect on and improve as well. So they gave us things that cabinet has already begun analyzing the data and identifying ways we can improve for our January learning experience. As always, we appreciate the feedback from both our staff, all of our staff, and we'll work hard to be responsive. I also wanted to share just a brief update about our labor management partnership. There are continued efforts to strengthen our work together. Over the past year and currently, we continue investing in our partnership by meeting regularly with our union leaders, engaging them early on key district initiatives, and creating opportunities to collaboratively problem-solve before implementation whenever possible. We appreciate the thoughtful engagement of our union presidents as we work together on critical initiatives such as the implementation of synergics, enhancements to our district safety systems, the portrait of an educator, and the Danielson framework for teaching. These are conversations that do reflect our shared commitment to creating safe, supportive workplaces where every employee feels valued and has an opportunity to thrive. Now, while we won't always agree on every issue, we remain committed to open communication, transparency and collaborative problem solving, because ultimately we recognize that strong relationships among adults create stronger outcomes for our students. And lastly, I also want to acknowledge our President Bales. Adult ed staff experienced some challenges receiving district communication, including information related to our welcome back activities. And I just wanted to express appreciation for President Bales for bringing that to our attention. I also want to acknowledge our technology and communications team responded immediately, acknowledging the concerns, apologizing for the oversight, and launching an examination into the underlying causes, including email distribution, or authentication issues. At the same time, we recognize that there are always opportunities to strengthen how our adult educators are represented during district-wide events to ensure that all employees feel welcome and feel included. So I'm grateful for the solution-oriented approach demonstrated by both our staff as well as our labor partners. We know that challenges are going to inevitably arise in organizations, but what matters most is how we respond. And I think this was just a wonderful example of listening, taking responsibility, working collaboratively to identify the root causes and then focusing on continuous improvement so that we can all continue to get better, to serve each other and to serve the SSF USD community well.

With that, that concludes my report. Thank you very much. Thank you very much. Okay. Next is public comments. The board welcomes public comment and values the input of our community. Members of the public may attend in person to address the board during this meeting, which is recorded and streamed live. Oh, I'm sorry. I skipped. I almost hate to say it, but I skipped the student reports. So Emily, would you like to say a little, some words about El Camino?

Good evening, staff, cabinet, and SSFUSD community. Thank you so much for this privilege of being your fall trustee. My name is Emily Junio, and I'm currently serving as a senior at El Camino as their ASB president. A few weeks ago from July 27th to August 12th, we held our annual leadership training. It was around two weeks of leadership students bonding as a class and preparing for the upcoming school year by decorating our school with mural projects, affirmation posters, streamers, and multiple advertisements for upcoming events. We've also been working with staff to coordinate various aspects of recognition. One of the newest things I wanted to mention that is a little different for us this year is our ongoing mural projects. This summer, starting in June, a very dedicated team of artists from our leadership class, led by students Ayla Diaz, Kenneth Eusebio, and Saida Fernandez, basically spent their entire summer painting murals above lockers in our academic hallways. And we're so excited that way more murals are still in the works to go around our campus. We're so grateful for their dedication and we look forward to all the ways they plan to beautify ECHS. To kick off the school year, we also held our first ASB fundraiser on August 9th, which was our car wash. It was a challenging fundraiser, but at the same time was very fun and rewarding. I believe we raised about $600. We have also been sending out an Omela donation campaign that leadership students spearheaded. We are incredibly thankful for all the time and effort that the parents, as well as students have put in to truly show us their dedication and what makes a great leader. We couldn't have gone through our preparations for school without these amazing leadership students and their family support. It has honestly become a tradition at this point, but our ASB was in charge of creating the curriculum for the first two days of school, which was August 13th and 14th. Traditionally, the first couple days of school would be getting to know your teachers, receiving material lists, as well as the syllabus. But at El Camino, while we still include those days, we wanted to continue to make our first couple days of school more welcoming and fun. Providing the whole school these slides not only provides them with the most important information, but it keeps them engaged, informed, and makes the teacher's jobs a lot easier. Our students seem to really enjoy these presentations given all the games and activities to be able to provide them the opportunities to get to know their classmates better definitely helped break the ice and yet even help the teachers with describing important information. This past Tuesday and Wednesday, we held our annual club rush in the courtyard. Students will be able to check out all the wonderful clubs that we offer at our school, including a variety of hobby, academic, service, cultural, and special interest clubs. We have 30 active clubs, such as baking club, science bowl club, newspaper club, and key club. All clubs worked with our ASB chairperson, Ezequiel Sosa, over the weekend to get ready to market their clubs. Check out at ECHS underscore Colts on IG to see more about all of our clubs. This Friday, August 19th, which is tomorrow, we will be hosting our Kickback Rally in the Big Gym. This rally is to be able to set the tone for our school year and really try to bring our students together as a community for the beginning of the year. Our MCs will be four of our ASB officers, which are Dylan Bolentini, Ezequiel Sosa, Rodney Corpuz, and Jacob Munar. At our rallies, we find at certain rallies that having student MCs tend to really help bring up the school spirit. This rally will be our freshmen's first rally. So at the beginning of the rally, our varsity cheer will be out there performing class chants and introducing freshmen with a welcoming tunnel. We'll also be having our one and only advanced performing dance program showing off their first routine of the year. We can't wait for our students to revel in the El Camino spirit. I would also like to invite the board, cabinet, and Dr. Moore, as we would love to recognize any of you who can make it, just to be able to experience our El Camino community at its highest moment. As we prepare for this rally, we appreciate the sound system that was recently added and we'd appreciate it even more if the wiring gets rechecked as well as being able to be provided better microphones for the main gym sound system because it is sounding very muffled. We are really happy to have the updated equipment in our new cafeteria for presentations and events. Having access to similar equipment in all of our school-wide spaces would greatly improve school-wide programs at ECHS. Tomorrow, later in the evening on the football field, we will also be holding our annual welcome back movie night. We look forward to this event every year, but it is a challenging event, or it's a challenging evening event without real bathrooms. So please consider expediting the project to get bathrooms on Colt Field. We are excited for another football season, but the bathroom facilities are always a concern every year. Our welcome back movie night concludes the past week where we have been selling movie night presale tickets for $10 and the ASB event pass for $100. The ASB event pass covers our eight main events of the year, including movie night. At the door, movie night will be $15 and there will be a few food trucks having amazing food sold by class offices and the movie that we will be playing is Spider-Man No Way Home. Our event will be from 7 to 9 p.m. That concludes my report. And unless there are any other questions or concerns, I appreciate your time and consideration and look forward to being the liaison between our students and all of you as we partner together to foster Coal Pride. Thank you so much.

Thank you. Okay, next Jordan Yu, Spring Student Trustee from South San Francisco High School.

Hi, my name is Jordan Yu. I'm South City's Executive President for the 2026, 2027 school year. And I'm here to present our old business and new business. For our old business, we have new student orientation, which happened August 5th, 2026. And for the new student orientation, we had a, ASB held a new student orientation for parents and new students to learn about and tour our school. ASB recruited tour guides, which helped lead and talk about our school, more about our school. And we had a mini rally, a mini club rush, and an assembly where the students and parents could meet their administration and watch performances from the band. For our new business, we have Senior Sunrise, which is happening Friday, 6 a.m. to 8 a.m., 8-28-2026, and our senior officers will hold a senior sunrise on Clifford Field where they will provide food, snacks, and many games for the seniors. And currently we have the election week right now, and ASB will hold our annual election where freshmen are allowed to sign up and compete with other freshmen for freshmen office positions. Candidates will have until this Friday to prepare for their speeches and the freshmen class will vote starting Monday to Wednesday. Oh, or yeah. Okay, sorry. Thank you. That concludes my things.

Thank you very much and welcome Emily and Jordan. Okay, moving on. Public comments. The board welcomes public comment and values the input of our community. Members of the public may attend in person to address the board during this meeting, which is recorded in StreamLive process for speaking. To comment during public comments portion of the meeting, please complete a name address card located in the back of the room and give it to the secretary. The board president will call upon individuals in random order. Each person may speak only once and must address the board from the podium. Speaking time is limited to a maximum of three minutes per individual per board bylaw 9323. However, if more than 10 speakers are anticipated, the board president may at their discretion limit individual speaking time to one or two minutes to accommodate everyone. comments on non-agenda items. Members of the public may address the board on matters that are not listed on tonight's agenda. This portion of public comment is limited to a total of 30 minutes. Please note in accordance with the Brown Act, the board cannot discuss or take action on any items that are not on the agenda. However, The board may request staff to respond to your comments orally or at the meeting or in writing at a future meeting. Comments on agenda items. Members of the public may also address the board on specific items listed on tonight's agenda. Speakers may be heard during public comment or can be heard at the time of the specific agenda item is called for discussion.

Thank you.

I have, I think, four cards, maybe three, no, four. Okay, the first one is Aaron Hefner.

All right. Hello. Thank you, Tech. thank you board, and thank you district office. I really enjoyed the training at the start of the summer. Just like, I wanna start with a big thank you for that. That was super fun. But I'm not here to talk about that, though it does relate to what I'm here to talk about. This year, teachers are being asked to do testing to map our student progress throughout their entire K through 12 education, which is a great thought. But I take a lot of issue with the way we're doing our testing. I'm going to be a teacher for a hot minute and just talk about what they're testing. They're testing this thing called a 50th percentile. And what that is, it's just the median. It's the middle of the population that you're testing in. I got some sad students in the crowd. They know what I'm talking about. So the thing about the 50th percentile is it's where you stand in your own group. And that's not really useful if I wanna know how my students are doing in regards to like a standard. Like if they know what y equals mx plus b is, or if they know how to graph a quadratic. Because let's say I wanna eat a fish. I'm gonna go for a metaphor. And my fish population is this big. If you're in the 50th percentile of this fish, I cannot live off of that. It's too small. So collecting a percentile is an unusable metric when we want to know how we're doing compared to a standard. we want to know if they're above standards, if they're meeting standards, not if they're in the middle of their own population group. Now, the reason I started with a big thank you about the summer training is the summer training was all about hitting standards and sticking to them. But NWEA, the testing we're using, when we asked our questions at the beginning of the training, they were not telling us that we were testing towards standards. We were testing towards percentiles. And that's not really usable. So I want to keep pushing for this goal of tracking our students' progress from K through 12, but I really want us to rethink what standards we test when we sign up for these things. We have pledged $360,000 over three years. That's a lot of money. And our schools need a lot of things like paras and MLL teachers and language support and more staff. And I just wish that money had gone there instead. I know we're here for three years, but that's it. Thank you.

Thank you. Megan Connery.

Those are my students. Okay. Dr. Moore, President Murray, trustees, cabinet, IT. So city population, my name is Megan Connery and I am the math department chair at El Camino High School. On February 12th, I stood here and asked you to wait before spending $360,000 on NWEA map growth benchmark assessments. That evening, the board approved the expenditure. One of the questions I asked was what decisions will this data improve that we cannot already make with our current tools? Last week, we had a three hour map growth training and I still cannot answer that question. In fact, many of us left with many more questions than answers. When we asked implementation questions, the facilitator repeatedly told us that the district needed to establish protocol. Today, just days before testing begins, teachers received an email directing us to 29-page instructional manual created by MAP Growth Company that is not the same as district-specific protocols or training. We were given a slide deck to show our students and instructions for students to take a practice test. But again, There is no additional training or direction about this practice test is supposed to fit into our instructional time. Are we expected to give up yet another class period so students can practice taking tests before we give up another 87-minute block to administer the actual test? If the practice test is necessary for reliable results, when are we expected to administer it? If it isn't necessary, then why are we giving it? And we still need clear guidance about students with accommodations. How are IEP and 504 accommodations supposed to be implemented during MAP growth? What supports are allowed? Teachers should not be left to independently interpret these requirements days before testing. Oh boy, I got a lot more to read. Every hour spent or preparing students to test is an hour not spent teaching. Last week, I asked how are parents and students going to use these scores? And I got back, well... School leaders have been provided family facing guidance that support messaging. Again, we haven't got that messaging. What are we supposed to tell the students out there about taking this test? What are we supposed to tell their parents? If we are taking instructional time to collect this data, shouldn't students and families understand what the scores mean and what are they supposed to do with them? I asked you to pause before doing this in February, but we're still here. So are we prepared to use what we purchased? Or do I have to read this 29-page thing before Monday? Thank you.

Thank you. Barbara Hahn. Barbara.

Hi guys, good morning. Dr. Moore, President Murray, Dr. Shea, love you guys. I love these earrings. Board and cabinet. I'm a math teacher at Barbara Hahn. I'm a math teacher at Alta Loma and a South San Francisco resident. And though I agree with what you're saying, I'm not here to talk about that because I'm still in my happy mode because this summer I am all those things, but this summer I was an MLB all-star ball girl finalist. I know, I know. Well, get this, I thought I was gonna keep that on the DL and maybe just tell some close friends and family until one day while I was at work during summer school, I logged into our district website and the first thing I saw was a pop-up image of me in my San Francisco Giants ball girl outfit with promos and videos attached asking the public to vote for me. I was like, really, seriously. I was like, my first reaction was yikes, followed by my favorite F words that did not include factor or function. In all seriousness, I just wanted to say thank you all for the support and wanted to say how much I felt the love from all of you, from our school district, from our community, and really, of course, our students back there. And I wanted to give a shout out to Grace Reed, who I didn't know was going to be here, Fong Newing, and Gavin Maeda for putting me on blast. And of course the district for allowing it to happen. I know it's all out of love. So thank you. Anyway, thank you so much again. I really appreciate all of you. And if you were ever nominated to be an all-star board, all-star cabinet or district, I would not hesitate to vote for you. Anyway, thank you so much. Thank you. Thank you.

Okay, Chantel Asaguera. Osaguera.

Good evening, board and cabinet. First of all, I wanna say what a great start we've had to this school year. I'm so incredibly proud of our students and staff and site leaders. We've had such a positive welcome back. I can't even tell you, it has been such a positive experience. But I come tonight with some concerns for our professional development at the beginning of the year. The staggering amount of money that was spent on resources for district contracts and professional development services that were presented to us prior to the start of the school. For Epiphany Education, we spent nearly $860,000 as a district to have our keynote speaker preach to us about the ineffective classroom practices, including performative objective writing on the board, only to spend three hours in a classroom having someone tell us to rewrite objectives on a board. And then at the end of it, to tell us not to worry about it because the district had purchased a workbook where they had rewritten all the objectives for us. This is a practice that most of us did in our credentialing programs two decades ago, and I've been teaching and mentoring new teachers to do since the inception of teacher credentialing. This is a standard that has been in teaching programs forever and a waste of our time. It was condescending and to spend nearly $1 million to know that these people will be returning every month is disheartening. For the next day to show up into a classroom, to be introduced to a new assessment, my team, we were actually pretty excited. Our English department hasn't had a new kind of reinvigoration of a new curriculum for quite a while. We had a ELA TOSA Nearly eight years ago with Marilyn Chan, she was superb and excellent and we were on board and we were together and we developed common assessments, but that was a while ago. So we were really excited to have something to work with. To be told we were going to have an assessment that did not measure standards, did not show us where our students were in mastering or showing progress toward grade level or core standards. but just showing progress. It did not equate to a grade, a standard, or a skill. When we asked our facilitator if this would inform our instruction, she said no, confidently. A million dollars, thank you.

Thank you. Okay. So moving on, we have our information only presentations. The first one is student and family services.

Yes, it is my privilege to introduce Dr. Marcos Garcia and he will introduce the rest of his team. Thank you.

All right.

So team, maybe we can go ahead and come on up so that we could be ready to share our highlights and also be acknowledged alright, so thank you, everybody. Good evening board of trustees cabinet and South city community tonight. We are here with our summer school site leaders. I'm gonna borrow the term, Ms. Hahn, all-star summer school site leaders. They're gonna go ahead and present program highlights as well as be acknowledged for their incredible work. They spent a lot of time preparing for a robust summer program that served nearly 1600 students. So I'm gonna go ahead and start us off and then I'll pass it over so we can hear from them. Is that it? Here we go. All right, so as I mentioned, we serve nearly 1600 schools, but I just wanted to go ahead and take a moment just to acknowledge our facilities team, our site leaders who helped to prepare the sites for the programs, as well as prepare the sites for opening of school. They did a tremendous job both before and afterwards. So thank you to our facilities team and our site leaders. As I mentioned before, these are the programs and the sites that they were housed. We serve nearly 1600 students. And this year we also were able to support a new program, which is the Baden Summer Program. And we'll hear more about them in a few minutes. I wanna give a big shout out to our nutrition program. If you see here, they were able to serve nearly 12,100 meals to our 1600 students. So a big shout out to our nutrition program for being able to serve our students. And so now we're gonna go ahead and hear from our first summer leader, Mr. Kovaca to share highlights from our Big Lift Inspiring Summers.

Thank you. Good evening, everyone. This summer, we successfully completed our 11th year of the Big Lift Inspiring Summer Program, one of our four pillars of the Big Lift Initiative. We are grateful for our school district's continued commitment to providing meaningful summer learning opportunities for our rising kinder to third grade scholars. Through this program, our district helped prevent summer learning loss, which is also aligned with the Big Lips Countywide goal of ensuring that every child in San Mateo County becomes a proficient reader by the end of third grade, a milestone critical to future academic success. We would also like to extend our sincere appreciation to the San Mateo County Library for helping make our enrichment experiences engaging, hands-on, and fun for our students. A special thank you to Ms. Perotti for her incredible work from the early planning stages to coordinating field trips and managing many moving parts that help this program such a success. Finally, this important work would not be possible without the support of our staff, from our paraprofessionals supporting the program as facilitators, to our academic teachers and coaches, to our admin assistants. At this time, I'd like to recognize the leaders of our programs at Los Cerritos and Martin. In addition to leading Big Lift Inspiring Summer, they also oversee our district's extended school year program. We are incredibly grateful for their dedication, hard work, and unwavering commitment to creating a successful and memorable summer experience for our scholars. Please join me in recognizing our program leaders. We have Ms. McCarron, Dr. Humphrey, Ms. Tapia, and Ms. Christian.

One accomplishment we're especially proud of this summer at Martin was implementing Walk to Read for our first through third grade students for the first time in our summer program. We began by analyzing students' end of year DIBELS data, including decoding accuracy and letter name and letter sound knowledge. We used that data to create targeted instructional groups based on exactly what students are ready to learn next.

At each level taught you fly phonics at the same time while our academic coaches pushed in giving us up to five adults per grade level. This allowed students to receive highly differentiated small group instruction focused on their specific word recognition needs. We also built an additional small group block into our master schedule allowing our most emerging second and third grade readers to work with their academic coach twice each day. We're incredibly proud that our schedule, staffing, and student data all work together to provide more individualized support for our developing readers.

Thank you, and that's the end of my stuff.

So we had weekly themes that were centered around our program's five core values, courage, respect, learning, collaboration, and excellence, with an emphasis on college and career awareness, with a weekly spirit day. To strengthen family and community engagement, the program included a family ambassador, a literacy-centered family engagement events, closing ceremonies, and end of program surveys to gather family feedback. Each afternoon, students participated in engaging hands-on STEAM activities facilitated by the San Mateo County Library staff. These activities enhanced learning through exploration, creativity, collaboration, and problem solving. Projects included coding activities, creating lava lamps, exploring mathematical concepts through the development of restaurant ideas and concepts. Students also participated in three enriching field trips during the Big Lift program. The Hiller Aviation Museum, which was a new field trip that was added this year. San Bruno Mountain County Park, and the Grand Avenue Library excursions, which included our rising kinder through our rising third grades. Thank you.

Good evening. This summer we had a very successful USY program district-wide. One of the main things that made it successful was that we had a lot of returning staff, teachers, related service providers, classified staff, site administrators that help our students make progress on their goals throughout summer. Another thing that made it very successful is that we had returning health team members, district nurse, LVNs that covered our health needs district-wide in all summer programs. Lastly, we included several students with IEPs in our general education summer programs, which is a big focus in our district this coming year, including more and more of our students with IEPs in general education settings at a greater rate and including students increasing our inclusion rates in that regard and our least restrictive environment rates. Next, Mr. Bird is going to speak to you about the Math Elevate program.

Good evening cabinet board members in the community. I'm David Berg. I'm the Westboro AP and the proud principal of Elevate Math over this summer. We had a really high enrollment this summer, which is fantastic compared to previous school years. The students were engaged and excited to learn math. What's great about this program is that it front loads the math skills that they'll be learning their upcoming school year while building their confidence in math, teaching them that mistakes are part of that learning process. They were also exposed to college and career readiness plans provided by college mentors. A highlight that I wanted to share is that the 49ers Foundation came out. They hosted a field day, which was a great opportunity for students to engage in their math skills, critical thinking skills, and also have some fun physical activity outside. I'd like to give a shout out to our custodial team at Burry Burry, Principal Romich, and our amazing IT team for being quick and supportive all summer long. And because student voice is important, I have two quotes from students. We surveyed them, asking them what their proudest moment was over the summer in the program. First student said, my proudest moment was when I learned about negative and positive equations. I enjoyed solving new math problems that I never solved before. And the second student said, the biggest proud moments is when I started to get better at math and feel like I can do harder things. And now I'd like to welcome Miranda Han.

Good evening, I'm Miranda Han. I was the principal for the STEAM program this summer. We welcomed about 200 rising fourth through eighth grade students to STEAM where they integrated science, engineering, and art. The science portion of the program focuses on energy, and some of the example projects they participated in included solar ovens, catapults, wind boats, and Rube Goldberg machines. We partnered with young audiences of Northern California who provided our teaching artists. Some of the visual arts they focused on were embroidery, graphic design, and stamp art. Some of the performing arts included dance, theater, and music. I was able to squeeze in seven pictures on these slides, but we have hundreds, maybe thousands more on our website, which is linked on, I think, the next slide. And I encourage you to look at that if you have time. There are pictures and videos from our weekly community circles, culminating gallery walk and culminating showcase. I'm so proud of what our students were able to accomplish in only 20 days. And if you have any time, I encourage you to look at some of that on our website. Thank you for your continued support in making programs like this possible. And next, I'd like to introduce the high school credit recovery team.

Hi, everyone. Good evening. I'll try to be the timer. So first of all, I want to give a big shout out to the amazing families, students, and staff that made the credit recovery program at Camino High School is an enjoyable and a productive learning experience. We want to share a few highlights that we had during the summer. One was the opportunity to have a functional wellness center. So we had a wellness space for our students and also where they could, you know, spend some time and also get some support. The other great opportunity that we had was to give dedicated academic support to our students. Since we are like smaller classrooms, we were able to meet the needs of our students so they could have a successful experience. Thank you.

An additional highlight we wanted to bring was our ESY program. They were actually able to venture outside of the classroom into dedicated spaces to practicing real life skills, such as visiting Starbucks. How does one do exchanging of money in actual real time? How does one budget for a grocery list and go out and do purchasing? So that was a really big highlight for the students. An additional thank you to Liz Beans at the Science Tosa who'd helped us secure the biotechnology pieces that we needed to doing that particular unit of study. And then this is Mr. Martinez, who is also helping us out.

Good evening, President Murray, trustees, Superintendent Moore, cabinet members, and members of the community. I was a part of the administrative team at Baden's first ever credit recovery summer program, along with Mr. Michael Gassaway, our academic counselor, Ms. Sanko, and our wellness counselor, Mrs. Stillman. We had approximately 20 students and we offered two classes. We offered PE along with entrepreneurship English. And with entrepreneurship English, we partnered with collaborative education advisors with Ms. Dawn Fragosa and her team. They were awesome. They came in with a project-based learning approach. And some of the things that they covered were business entrepreneurship, as well as career pathways where they touched fashion and the students got to design their own shoe. Finance, e-commerce, expressive writing, culinary, where 100% of the students that participated in that unit also received their serve safe food handler certificate. So they can go ahead and that will help them get a job. Also construction, where they were able to build their own house models. In regards to PE, the students stay active and we strongly encourage healthier habits. We had units on flag football, softball, and basketball. Some of those healthier habits have definitely changed some of those lifestyles and it's evident. Now that they returned, you can see the transformation. um not just physically but also uh where they're at right mentally some of them are smiling and they used to have their with their their hoods away and are their heads on and kind of uh not social and this was a time where uh something happened and they flourished and they also were invested so much in their education um they expressed a change in their mindset as well with a That right there I think kind of wraps up what our program was at Baden High School. Thank you.

Good evening, everyone. In conclusion, Vincent Chandler, co-lead for summer programs. I'd like to invite speakers that spoke tonight to go ahead and stand up if you're sitting down. And I would like everyone in the room to please direct your gaze to this phenomenal group of summer school administrators that allowed us to have strong attendance, student outcomes, demonstrated academic belonging and engagement, strong partnerships, and recommendations for improved programs for next year. Thank you, everybody. Thank you, administrators. Good night.

And that concludes our presentation for tonight. We can take any questions you may have.

Thank you. Trustee Anthony. Trustee Lemp.

No questions, just a lot of kudos and thank you for just your dedication this summer. I know it's a little extra time to be spending, but your dedication to the students, especially the ones that need support or just, want to have a great enriching experience. I mean, it seems like all the things that you described, just really, I was just really amazed by how targeted the supports were for those that needed what, particularly, I was looking at the UFLY, differentiated UFLY instruction. That was like kind of a little bit eyeopening to me to think that that's something that's possible as a, to make a summer program like really meaningful and helpful to the students. but really all the programs that you've done across all the grades. I just really want to thank you from the bottom of my heart and for helping our students. So thank you so much.

Thank you, Dr. Hsieh. Yes, I echo what Amy said. It's beautiful program and with everyone's effort here. So this program clearly offer more than traditional summer school. Students receive academic support, enrichment, career connected experiences, family engagement, meals, and opportunity to build confidence and belonging. So as we begin beginning earlier for next summer, just food for thoughts, I would like us to strengthen how we measure results. We have a lot of great work participation and the student feel confidence. So in addition to those students participation, maybe we can, maybe we are already doing that, Just can we report the academic growth student made like the credit recovery? That's one example. And then percentage of attempt credit successful earned and how many students return to being on track for graduation. So potential question could be, which summer programs demonstrate the strongest measurable student growth? And how will we use what we learned to improve the extent of next summer programs? Just some thoughts.

Excellent work. Thank you. Thank you for that. And some of our programs do have pre and post assessments that we can go ahead and share in a follow-up update. as well as the questions around the impact for our credit recovery program. Any other?

I have no questions. But I want to thank everybody who is involved in in summer school. I mean, it's amazing. And I think that the children that that are that participate, the 1600 students that participate, I think it makes a huge difference in their lives. It changes the way that they, maybe they look at school and maybe they learn skills that they need in the regular year that they didn't get. So maybe they'll look for those skills, they'll use those skills and look to improve those skills. So I really appreciate every one of you and thank you, Dr. Garcia.

All right, thank you. Thank you, big shout out.

Okay, next Teaching and Learning 2025-2026 Student Outcome Data.

Thank you, good evening everyone. As mentioned, we are going to share CAASPP and other student outcome data via a presentation. Walking up to the podium is the Director of Data, EdTech, and Accountability, Director Christelle Del Rosario. And supporting her also in this presentation, currently standing in the background, is Director of School Leadership, Roxana Villasenor.

Good evening, Board of Trustees. Good evening, South City community. Again, my name is Griselda Rosario, Director of Data, EdTech, and Accountability. Tonight, I'm co-presenting with Director Villasenor to share a review of student outcome data. From the 25-26 school year, I'll be walking you through our CAASPP data ahead of the October California dashboard release, and then I'll hand it off to Director Villasenor for additional student outcome measures. So quick grounding on our strategic plan framework everything you'll see tonight is organized around our strategic priorities. These are the levers that move us toward our portrait of a graduate and tonight's data live primarily under priority one exceptional instruction and priority two and five, which are engaged students and equity centered systems. Our goal is to provide a high level snapshot across key metrics, starting with CAS. So starting with English language arts, district-wide, 49% of our students met or exceeded the standard, which is down one percentage point from last year. In our strategic plan targets, we specifically call out results for third grade and eighth grade, third grade being our early literacy indicator and eighth grade being our indicator for high school and college readiness. You can see in the trend lines that our writing and research strand has held up better than our reading and listening at the third grade level. So that's an area that we're really watching closely. We think our NWEA interim assessments is going to support that. A lot of the interim assessment data, especially for the early grades, is indicative reading fluency, oral fluency, and there's a lot that we can gain from getting a mid-cycle assessment in that area. Next is CASP math. In math, we're at 40% district wide. Third grade is our strongest entry point at 47% meeting or exceeding proficiency. Eighth grade is at 37%. We see that problem solving and reasoning are the domains that are climbing in eighth grade. which tells us that our instructional shifts with our new curriculum are gaining traction in middle school, even as we hold steady overall. Right, our bright spot is science, which is up three percentage points with 38% meeting or exceeding standards district wide. This is our strongest year over year gain across the three content areas. Although flagging that there's a smaller testing population for science and we test in fifth, eighth and 11th. This slide consolidates what I've shared with ELA math and science side by side, broken out by every tested grade. 11th grade at 61% is a real strength and math tapers as we move into secondary, which is consistent right now with statewide performance, but it's still something we really want to address through our secondary math work. Moving on to this slide, we wanted to show how our focal student groups are doing, our multilingual learners, students with disabilities, and our socioeconomically disadvantaged students. In ELA, there's no statistically significant movement in these student groups. Gains here range from flat to about 1.4 percentage points. However, in math, We saw some decline between half a point and three points down across these student groups. This remains a priority area for LCAP in the coming year. Same encouraging news similar to the district wide number is science where three of our four focal student groups posted gains of two to 5.6 percentage points. And finally, here's a school level view for ELA and math, where we color coded schools who are demonstrating growth or schools that performed above the 2025 state average and schools that are doing both. You'll see some variations, schools like Alcaloma, Monteverde, and Westboro showed strong, consistent performance. And growth is evident in others like Baden and Los Cerritos, even if it's coming off from a lower baseline. But this granularity is what's really driving our school-level support conversations. That is our CAASPP picture. I will now turn it over to Director Villasenor, who will walk you through our additional student outcome data. Thank you.

Good evening, thank you for having me. In continuation of this report and focusing on the academic achievement strategic plan priority number one, we are gonna go into other academic performance indicators that are significant. Dibbles is an assessment that is used at the elementary level to identify literacy skills in various grades. So on the left, you'll see the block of beginning of the year, middle of the year, end of year assessments and demonstrates where students began and where they ended up demonstrating growth. In this particular case, it reflects that 68.5% of our K to second grade students are above and at and above benchmark levels. For the third through fifth grade, you may see and notice a dip for the end of your assessment. And that's reflective of the fact that it was not a mandatory assessment. It was optional. And typically at this point, students who were at and above grade level at the mid year cycle were not asked to participate in the, or mandated to take the assessment. So if we consider students who were invited to take the assessment based on the need to demonstrate growth, we could dive a little deeper and potentially reflect the growth for those particular students and captured here. Overall, from beginning of the year to end of the year for the student groups, it's a 2% growth. However, in looking at our end of the year assessments, it was a slight decline. What is exciting is that with the pilot of the ELA curriculum, there's gonna be an opportunity to explore this work deeper and with the adaptive assessment through the NWEA, it'll give us an opportunity to dive deeper and isolate individual strengths of students and also give us an opportunity to explore the effectiveness of used curriculum. lots of opportunities to come, and so with the time used in this contract, it'll give us some insight and an opportunity to dive deeper. Additionally, we have our pre-K students that are assessed, and you'll notice that there's the same for the beginning, middle, and end of year assessments, and identifying the success of students, and currently, 84% or at the end, it was determined that 84% of pre-K students were tracked with letter knowledge, which was a growth of 26.5%. On the far right, you'll notice the first sounds, there's only two bars. And that's because that assessment is not implemented in the beginning of the year, given the understanding that potentially our students ages three to five or pre K level students would not necessarily come in with this knowledge. So we don't assess until the middle and end of the year, still reflecting growth in this area. As it relates to strategic priority number two for engaged students, attendance is also an indicator that is reflective of many components. Schools maintain a priority of evaluating and understanding root causes for students missing classes. And we have an attendance rate of 94%, which is consistent, no significant change. And so, With the inclusion of open architects, there's an opportunity to dive in on the real time data to have engaged conversations within. ILT team teacher leadership team meetings or counselor groups or student intervention groups to identify individual students. Perhaps patterns or periods of which students seem to be missing and so it's an opportunity to be reflective. And of course the daily attendance then leads us to the dive into chronic absenteeism, which with over time and lack of understanding or connection could lead to this. Again, no significant change where we have 18% of chronically absent students. And the opportunity to dive and drill into individual students by classroom gives us a great advantage into exploring this and being a little bit more responsive throughout the year. Additionally, suspensions, which these numbers do contribute to chronic absenteeism. What's great is that we're improving in this particular area and and we continue to work with the restorative justice and interventions and the work that we do in collaboration and is gonna continue through our counselors, our site leaders, facilitating conversations with culture climate topics and our assistant principals as well, so. And in equitable systems and services, this is an emphasis on students with disabilities. This is a conversation that is explored, and again, looking at data to identify and best understand how students are being served, where they're being served, and the opportunity to be served in the least restrictive setting is our goal. This is definitely something that we are working on as a district, and we're in partnership with the San Mateo County Office of Ed to receive and identify root cause analysis, evaluate our practices, looking at IEPs and how data is being used to determine student placement. Our goal is to have the majority or have the students appropriately placed and in consistency with where the state is. So you'll see in the first bar, there's that reflects the number of students or the percentage of students that are In a regular classroom, 80% or more of the day, you will see that the blue line and the bar reflects the number of students that are in a general ed setting, 80% or more of the day, whereas California is the gray. we aim to increase the number of students that are within students with disabilities that are within the general ed setting for at least equal to the California target. We would hope to exceed that, but establishing that as our baseline would be a first step. And then evaluating on the other end, the percentage of students in a regular classroom less than 40% of the day. And we do have a disproportionate number reflecting that we have a greater number of students that are served for 40% or less within the general ed classroom. And we want to increase the number because the goal is least restrictive. Students with disabilities, are deserving of grade level instruction, being with grade level peers for the exposure and the opportunity to perform and be successful with post-secondary opportunities. Additionally, students with disabilities identified here are disproportionate per subgroup. So looking at our English learners, we have 31% of our students with disabilities are English learners. And if we look at the demographics of our overall English learners in our district, we have approximately 21%. So this is a disproportionate number. And so we aim to explore and dive deeper into the contributions of the decision-making and this all comes with our development and strengthening of our MTSS systems of support and working in collaboration throughout the system. Our Latino population, we have approximately 58% of our students with disabilities that consist of the Latino community. And that's 48% are actually part of the entire school demographics. The Filipino community you can see is under the state percentage and as well as Asian and two or more races and the white population has 7% of all students with disabilities are comprised of the white population and all that's about 6% in our school wide demographics. So the continuation to explore, to identify, to name and have a plan to evaluate our practices is underway and in the works. And then we have our reclassification rates for our multilingual learners. And we had a 1% increase from 25 to 26 school years. And this is something that we continue to work on. And I have the privilege to work more closely with this group. So I look forward to our practices. And we also recently adopted our multilingual master plan, which is going to continue to drive the work as its work in created through the collective of the community. Thank you.

Thank you. Trustee Anthony. Thank you for the presentation. I have some questions that probably that I did not ask before. And so I'm not sure if you'll be able to answer them. And so that's fine if you get back to me, but it's mostly because it's based on comments that we heard earlier this evening regarding the NWAX assessments and or hearing negative things or rather neutral at best, right? I don't understand how I use this. And then when we're talking about our scores, you're saying this should help us. So I'm curious where the disconnect is and how you see this supporting it. Again, if it's not something we can answer on the fly, that's fine.

We can take notes and we were here to hear the comments and the experience. So we definitely have already been in communication exploring that as a response for you.

We also want to add and acknowledge that obviously we honor the sentiment that was brought to the Board of Trustees today. Anytime we do implement something new, there are things that we could improve on in implementation, but I want to also stamp that a balanced assessment system is really needed so that we're not just relying on CAASPP, which is a summative assessment that we take at the final few weeks of school. Having a mid-cycle assessment and the end of the year recommendation is two to three. The district can decide to administer it three times. We have decided in our first year of implementation to administer three times. But the purpose of that is not to measure full standards alignment, but it is to detect growth. We are really lacking some assessments that allow us to have a full view of all of our students because our testing populations for CASP are only 50 percent of our student population. So we're not saying it's a perfect assessment, but it is part of a balanced assessment system. And it does not replace our curriculum embedded assessments, which are tied to our standards. And we really encourage that our educators are going into the curriculum embedded assessment, checking what standards are missed in a mid-unit checkpoint and an end-of-unit checkpoint. And that is where we really think our PLCs are going to thrive and make adjustments to instructions to instruction collectively. So hopefully the benchmarks are just three times a year, fall, winter and spring. And then we have a full picture of how our students are growing within a course or subject area.

And if I can add, there's a correlation for NWEA to how students will perform at the end of year summative. And so that's valuable information. I think it's approximately 0.8, 0.82. Okay. So it's not quite one-to-one, but that's valuable information. I think about the school presentations that came all last year and the even in December, January, February, we're still showing the prior year CASP, but this year, August, September, we'll have the CASP, but moving forward, October, we'll be able to show you the most recent student performance information. And at that point, you'll be able to mathematically say, because of the correlation, if the end of year assessment was taking at this moment, this is what our student outcomes would look like. And that is really going to inform how our schools are performing on the continuum.

Related, I'm curious about the breakdown of reading and listening and writing and research. Does that come out when you get like sub reports? Is that okay? And then I wanted to just ask a little bit and talk a little bit about disproportionality and least restrictive environment. I think it's really important to have students in the least restrictive environment. And I'm also curious, like the impact, we have a higher than average proportion of students with disabilities in our district compared to other districts near us. I mean, is that part of the reason why? You're gonna have a lot of students with disabilities and we have a lot of special day classrooms. So I'm curious how that affects the disproportionality. Again, didn't ask this before. So if you can, it's fine.

So there is a lot of work regarding that. And there's many factors that contribute to the decisions. Some of it is the alignment of data that's being used to determine placement growth. It could also be the identification of students without having taken appropriate steps for interventions, which is a system that we're developing and strengthening. And that is current work that's underway and taken very seriously. So I could ask our director of student special education to submit a memo just an update of the work that's being done around this.

That's it. Thank you so much. Just see them.

I don't have, well, I'll try to form a question, but I think what struck me as I was, you know, as you were walking through the presentation is that we haven't really had a picture like this before, a data picture like this. And so I'm still a little bit, you know, admittedly wrapping my head around all the things. Like, I mean, it's, you know, I feel like we've always had kind of a big picture. Oh, this is how kids did at the end of the year. And it's kind of, you know, trending or not, you know, it's kind of the same thing. But now we're sort of seeing a little bit things, you know, underneath, like, you know, sub skills within, you know, ELA and math and, and the kind of identifying, you know, growth, you know, you know, even under those numbers, and awful opportunities for growth. And so I think it's, it feels like this is like a new picture that we haven't had before. I'm I'm curious how we will, if we're still kind of learning, you know, what all this data means to us, or if that's already in a way helping us to shape, you know, what, you know, what sort of instructional, you know, how we will, you know, apply that to improve instruction or, you know, or just meet the needs of our students better. I mean, that's sort of, it feels like a kind of a broad question, but I hope you can get the gist of what I'm thinking about.

They pointed at me. So great question. I think there's a lot we can answer and I think we'll follow up more formally, but just off the top of the head, like we're gonna be using the data to obviously inform where students are. I wanna credit the work of the team, also open architects, right? We are really as a system leaning into data literacy, right? It's not just about having students multiple pieces of data. It's really digging in to understand the disproportionality and how students are, you know, doing not just on the overall like math assessment, but number sense specifically. So We're building the muscle of data literacy within our organization with open architects, the ed tech team, and just the team in general. We're going to be coaching and training teachers more deeply on what to look at and what pieces of data would be important for the POC conversations as well. So I think overall, we are just learning as a system to make sure we're disaggregating data, we're looking at what it tells us, and then making decisions based on it.

I guess to that end, I mean, I think, yeah, please, you know, take, you know, the time and the steps needed to kind of, yeah, just kind of process, you know, what all these, all these, the data, you know, the data, you know, building up the muscle, yeah, like you're saying, building up the muscle, data literacy, what all the data means for us. I mean, I kind of would love to, you know, maybe at some point down the road to have a report back or maybe a study session or something just of what, yeah, what does the data mean to us? So, yeah, or maybe if there's like a website or just some resource where, you know, I could learn more about what, you know, how to interpret the data as well. I think that would be helpful, you know, moving down the road.

Thank you. Dr. Shea? I share the same similar sentiment. It's great work, but does feel like we are putting the puzzle together right now. It's kind of figuring out all the, it feels like all the pieces all there, but it's like where they sit. So a little bit of that, and I do like the idea potentially down the row study session, like once we start to have our NWEA, that is really good to know the correlation is 0.82. That is so, if they are doing well on this, 82% of the CASP will be great. So that is great to know. So I... So I want to share, so thank you for the great presentation. It's really clear showing the results by student group and school. It's very meaningful accomplishment to recognize. Preschool students demonstrate strong literacy growth. and science performance improved, suspension declined by 32% grade work and student learner reclassification increased. So I do have some, so at the same time, this is when we see the data and we know we are, with our curriculum, with our data, with our excellent people bring all together, the larger academic picture show opportunities for continued improvement and improving outcomes for English learner and student with disability should remain a district priority as the presentation that our presenter mentioned. And one of that is the chronical absentees also remain 18%. So that's a little bit like, hmm, can we study a little bit more, which you mentioned, yes, we are going to study more what school or what grade or what is the situation why we have that, because it's missing a lot of significant amount of instruction on that. And so, and I also agree with what Amy say, the progress update throughout, if we can have that, and then also educate us how we can understand this better, So that's that. Thank you. Great work.

And I have nothing more to add. Thank you very much for your work. I appreciate that we're leaning into the data and that this being, you know, kind of the first one for us that we'll be able to see, improve, really see improvements. So, and I appreciate you leaning into the places where you see problem areas and that's what makes a difference. So thank you very much.

Thank you.

I just want to also acknowledge the board, so one of the things that many may not know is that you all have been very clear on what you want us to really lean into. Which is really understanding where our students are at any given point in time and, specifically, how are we going to then adjust what we're doing in order to meet their needs. you all developed this incredible equity board policy that says, this is exactly what you want. So the hope that I have is that you see the things that you have asked for, the what, you are seeing it now, you saw a little bit last year, a little bit prior to that, And there's an evolution of how we're trying to really lean into it so that we all can become more familiar and aware of what it is, what our students need and whether or not they're receiving it. And if not, why not? And what are we going to do about it? And so you will be getting updates. And we've already built in opportunities for I'll be sharing like progress monitoring along the way as well. So I just wanted to share that because it really did. It was an impetus from the board saying, yes, this is what we want to do. Can you work with your team to make it happen? And they are doing a fantastic job. So thank you. They are, thank you.

Okay, consent agenda. The following items are submitted for board approval. One motion will authorize action for those items so designated. Can I get a, yes.

Before we do that, could I request that we vote on item E separately, just because I wanna recuse myself from that item. And then I had a question about one item. Okay. So what's it that you wanted? Item under human resources E. Oh, 2E. Excuse me.

2E. Okay. And Mr. Anand asked for I did write it down. I can't see it. Let's see. Wanted 2A removed. So Can I get a motion? Oh, did you want to change? Okay. What was the name? Okay. Okay.

And so before we do that too, I had a question about another item that we will be voting on.

Okay. Do you want me to do the motion first? And then do you have that? So I moved to approve the consent agenda with everything, but item two E, um,

and the change in item 2a to remove dominic maldonado's name perfect thank you so much a second okay so we have a motion from trustee anthony and we have a second from dr shea

discussion yeah and I just wanted to confirm on item to l I did receive a message from Dr more about this, but that the geo visions contract for the J one visa exchange program that that contract has been amended to have California be the place for arbitration hearings and whatnot rather than Texas.

confirmed.

Great. Okay, so all in favor? Aye. Motion carried. Okay, so next is item 2E. Yes, I'd like to make a motion to approve item 2E. Second. And I'll be recusing myself from this item. Okay, so we have a motion by Trustee Anthony, a second by Dr. Shea to approve 2E discussion. All in favor? Aye. Motion carried.

3-0. 3-0. I'm sorry. 3-0. Okay.

Moving on. It is 8-27, I think. I can see back there. So we have a public hearing before the public hearing. Let's take a break, a 10 minute break. And so we'll be back at 839. I'm blind and deaf tonight. Hello, welcome back everybody. At this time, I'm going to, let's see, we're gonna have a public hearing. Let me get to the, where I'm supposed to be here. Teaching and learning, confirmation of sufficient student textbooks and instructional materials, a public hearing in accordance with California Ed Code, Section 60119 and Senate Bill 550, SB 550, will provide an opportunity for members of the public to comment on the sufficiency of student textbooks and instructional materials throughout the district. At this time, I am going to open a public hearing. Do we have any comments? Okay, seeing no further comments, I now close the public hearing and resume to our regular meeting. So we're going to start with our action items. First, our administration. 5A, agreement of the San Mateo County Chief Elections Officer and Assessor County Clerk Recorder for the November 3rd, 2026 election services. Staff recommends approval of the agreement with the San Mateo County Chief Elections Officer and Assessor County Clerk Recorder for the provision of election services for the November 3rd, 2026 governing board election. Do you have a motion?

So moved. Second.

Okay, so we have a motion by Trustee Lamb, a second by Dr. Shea. Any discussion? All in favor? Aye. Motion carried. Resolution 5B, resolution number 2663 for attendance awareness month. Staff recommends adoption of resolution number 2663, recognizing attendance awareness month and supporting activities that promote the importance of daily school attendance. Do you have a motion? So moved. Second. So Trustee Anthony, second Dr. Shea, Trustee Lamb, can you read it?

Sure, I'd be happy to. Resolution number 26-63, Attendance Awareness Month, September 2026. Whereas strong school attendance is essential for academic achievement and high school graduation and the South San Francisco Unified School District is committed to reducing chronic absenteeism. And whereas chronic absence defined as missing 10% or more of the school year, which equates to just two or three months, excuse me, two or three days a month, whether excused or unexcused is a well-documented early indicator of academic struggles. And whereas students who are chronically absent in kindergarten and first grade are significantly less likely to read at grade level by the end of third grade, increasing their risk of course failure, dropping out, and long-term negative impacts on the community. And whereas improving school attendance and reducing chronic absenteeism requires a coordinated community effort to promote the value of daily attendance and to identify and address barriers that prevent students from getting to school. And whereas California's local control funding formula LCFF requires school districts to track attendance and establish measurable goals and targeted actions to reduce chronic absenteeism. And whereas chronic absence disproportionately affects low-income students, widening the achievement gap and impacting their academic progress and social development. And whereas efforts to improve school climate, reduce loss instructional time due to disciplinary actions and implement school-wide strategies such as positive behavior interventions, restorative practices and other supports can lead to significant gains in student attendance. Now, therefore, be it resolved that the South San Francisco Unified School District Board of Trustees hereby proclaims September 2026 as Attendance Awareness Month and encourages students, families, staff, and community partners to promote the importance of daily school attendance, particularly for students in pre-K through third grade. Regularly passed and adopted this 20th day of August 2026. Thank you.

Roll call.

Trustee Lamb? Yes. Trustee Anthony? Yes. Vice President Shea? Yes. President Anthony?

Yes, motion carried.

I'm sorry, President Murray.

Did you call me something else? Okay, 5C, data sharing agreement with BayEd Fund and leading educators. Staff recommends approval of the data sharing agreement with BayEd Fund and leading educators to support the evaluation of instructional improvement services and programming. Do I have a motion?

So move.

Second. Second. So we have a motion by Dr. Shea, a second by Trustee Lamb. Any discussion? All in favor? Aye. Motion carried. Okay, 5D, resolution number 2664, sufficient instructional materials. Staff recommends adoption of resolution 2664 confirming and certifying the district has provided each student with sufficient textbooks and instructional materials that are aligned to the academic content standards and consistent with the content and cycles of the state curriculum frameworks. Do I have a motion?

I can move to adopt this resolution of the waiving of the reading.

Okay. Second? Second. Okay. So we have a motion by Trustee Anthony, a second by Dr. Shea. Any discussion? All in favor? Aye.

Roll call.

Oh, roll call. Trustee Lamb? Have it written down right here. Yes. Trustee Anthony? Yes. Vice President Shea? Yes. President Murray? Yes.

Yes, motion carried. Okay, adoption of the special education local plan area, special education local plan area SELPA policies and procedures. Staff recommends adoption of the SELPA policies and procedures for the 26, 27 through 28, 29 cycle. Do I have a motion? So moved. Second. So I have a motion by Trustee Lamb, a second by Dr. Shea. Any discussion?

All in favor?

Aye. Motion carried. Okay. And I too. 5F, amendment to June 25th, 2026, approval of non-public agency staffing contracts. Staff recommends approval of an amendment to its June 25th, 2026 approval and authorize an additional $180,000 in contract expenditures, increasing the total authorized amount from 410,000 to 590,000 to provide an additional speech language pathologist through SPG therapy and education. Do I have a motion? So moved. Second. Any discussion? So I have a motion by Trustee Anthony, a second by Dr. Shea. All in favor? Aye. Motion carried. 5G, MOU renewal with San Mateo County Behavioral Health and Recovery Services, BHRS, for special education mental health services. Staff recommends approval of the MOU renewal with San Mateo County BHRS for the 2026-2027 school year in the amount of $490,000. Do I have a motion? So moved. Second. Any discussion? Motion by Trustee Anthony, second by Dr. Shea. All in favor? Aye. Aye. Motion carried. 5H, readoption of the Local Control Accountability Plan, LCAP 2627. Staff recommends that the board readopt the 2026-27 LCAP with a technical correction to insert the missing descriptive text for goal six and ensure compliance with state requirements. Do I have a motion? So moved. Second. Okay, so I have a motion by Trustee Shea, a second by Trustee Lamb. Any discussion? All in favor? Aye. Motion carried. Five, aye. Agreement with Child Care Careers LLC. Hold on one second. the wrong place um Think I might put it Yeah, staff recommends approval of the agreement with CCC CCC to provide qualified early childhood education teachers and paraprofessionals to serve as substitute staff in licensed childcare settings during the 2627 school year in the amount of eight, I mean 600,000. Do I have a motion? So moved. Second? Second. So I have a motion by Trustee Anthony, second by Dr. Shea. Any discussion?

Okay.

All in favor? Aye. Aye. Motion carried. Okay. Yeah. I put my, my things are in the wrong. Proposal with ANTS Afterschool LLC. Staff recommends approval of the proposal with America's Next Talented Stars, ANTS Afterschool LLC to provide afterschool enrichment structured sports programming during the 26-27 school year for students in the district extended day activities program, DDAP, at Burry Burry Children's Center at Spruce and Skyline Elementary in the amount of $66,105. Do I have a motion? So moved. Second. So I have a motion by Trustee Lamb, a second by Trustee Anthony. Any discussion? All in favor? Aye.

Motion carried.

agreement with Maria Verdon, LMFT, LPCC. Staff recommends approval of the agreement with Maria Verdon, LMFT, LPCC to provide early childhood mental health consultation services at the Children's Center, Hillside and Martin Elementary Preschool during the 26-27 school year in the amount of $42,000. Do I have a motion?

So move.

Second. So I have a motion with Dr. Shea, a second by Trustee Anthony. Any discussion? All in favor? Aye. Motion carried. Let's see. Agreement with Child Care Services LLC, doing business address, the education team. Staff recommends approval of the agreement with childcare careers, LLC, DBA, the education team to provide qualified teachers and paraprofessionals to serve as substitute staff in licensed childcare classrooms at the children's center and the district extended day activities program, D-DAP sites, D-DAP sites during the 26, 27 school year in the amount of $400,000. Do I have a motion?

So moved.

Second. So I have a motion by Dr. Shea, a second by Trustee Lamb. Any discussion, any questions?

I just want to clarify that we are doing two contracts with Child Care Careers LLC, and it looks like one of them is primarily for substitute staff, and then this one is substitute staff only for Children's Center and DDAP. Is that accurate?

Just closing.

Yes, Trustee Anthony, you'll notice one is for those specific DDAP programs for substitutes. And then if you look down at the other one, the LLC DBA is what you said, qualified subs for paraprofessionals specifically and qualified teachers. Okay, did that help?

Okay, all in favor? I mean, yeah. All in favor?

Aye. Aye.

Motion carried. Okay. So M, agreement renewal with IXL Learning. Staff recommends approval of the renewal agreement with IXL Learning for the IXL personalized learning platform for mathematics and English language arts for the period of August 26, 2026 through August 26, 2027 in the amount of $131,250. Do I have a motion? So moved. Second. So I have a motion by Trustee Lamb, a second by Dr. Shea. Any questions? All in favor? Aye. Aye. Motion carried. Okay, Student and Family Services and MOU with Boys and Girls Clubs of the Peninsula, BGCP. Staff recommends approval of the MOU with BGCP for future grads and related high school programming at El Camino, South San Francisco and Baden High School. high schools during the 26, 27 school year in the amount of $119,500. Do I have a motion? So moved. Second. So who was that? The second. Okay. So I have a motion by Dr. Shea, second by Trustee Land. Any questions?

No questions. Just a comment that I'm excited that we're doing this again and that it looks like it's expanding. It's great.

Okay.

Okay, yes. All in favor? Aye. Motion carried. Okay. Business Services. Oh, agreement with David J. Powers and Associates Incorporated, DJP&A, for the Spruce Elementary School Modernization Project. Staff recommends approval of the agreement with DGP and A, Incorporated for California Environmental Quality Act, CEQA, consulting services for the Spruce Elementary School modernization project in the amount of $26,030. Do I have a motion? So moved. Second. So I have a motion by Trustee Anthony, second by Dr. Shea. Any questions or comments? All in favor? Aye. Motion carried. Agreement with Terra Phase Engineering Incorporated for the El Camino High School Modernization Project. Staff recommends approval of the agreement with Terra Phase Engineering Incorporated for California Environmental Quality Act CEQA Consulting Services for the El Camino High School Modernization Project in the amount of $25,300. Do I have a motion? So moved. Second. So I have a motion by Trustee Anthony, a second by Dr. Shea. Any questions or comments? All in favor? Aye. Motion carried. Q, agreement with Sertior for the Monteverde Elementary School Modernization Project. Staff recommends approval of the agreement with Certior for California Environmental Quality Act CEQA Consulting Services for the Monteverde Elementary School Modernization Project in the amount of $24,531.20. Do I have a motion? So moved. Second. So I have a motion by Trustee Anthony, second by Trustee Lamb. Any questions or comments? All in favor? Aye. Motion carried. Amendment number one with Millennium Consulting Associates for the Sunshine Gardens Elementary School Modernization Project. Staff recommends approval of the amendment number one to agreement with Millennium Consulting Associates for additional phase one environmental site assessment services to support California Department of Toxic Substances Control Review and determine whether potential environmental conditions warrant further investigation through a preliminary environmental assessment for the Sunshine Gardens Elementary School modernization project in the amount of $93,535. Do I have a motion? So moved. Second. So I have a motion by Trustee Anthony, a second by Trustee Lam. Any questions or comments? All in favor? Aye. Motion carried. S, amendment number four with ISI inspection services. Staff recommends approval of amendment number four to the agreement with ISI inspection services incorporated to reallocate the approved budget between the El Camino and high school central kitchen and cafeteria project and the Westboro middle school field and pavement improvements project with no net change to the total approved contract amount. Do I have a motion? So moved. Second. So I have a motion by Dr. Shea, second by Trustee Anthony. Questions or comments? All in favor? aye motion carried um amendment number one with bardos architecture for the district office annex product project staff recommends approval of amendment number one to the agreement with bardos architecture to incorporate additional architectural and environmental i mean engineering services required during design, DSA review, and construction of the district office annex project in the amount of $45,000. Do I have a motion?

I'll second.

Okay, so we have a motion by Trustee Lamb, a second by Trustee Anthony. Any questions or comments? All in favor? Aye.

Motion carried.

agreement with school facility consultants. Staff recommends approval of the agreement with school facility consultants to provide consulting and application services for the modernization projects at various district schools and to assist the district with meeting the requirements of the proposition two master plan in the amount of $126,250. Do I have a motion? So moved. Second. So I have a motion by Trustee Lamb, a second by Trustee Anthony. Questions or comments? All in favor? Aye. Motion carried. Okay, so that brings us to the end of our meeting. And review of future agenda items and meetings are here. If anybody wants to add anything, I guess not. Summary of board directives. There are none. Good and welfare. Why don't we start? Why don't we raise our hand? Who wants to go first?

I have no comment.

Just happy that we're all back at school had a great back. Welcome back and first day of school and looking forward to the back to school nights next week. Dr. Shea.

I'm also looking forward for the next week back to school night.

Well, since you guys didn't take any time, I think I'll take a moment or two. I just wanted to say that I love the first day of school. I visited seven schools on the first day of school. And yes, it did go into the school day. I was there, you know, until... like 10, but different schools, but I always love it. And I always love seeing the kids and, and they're all excited about learning. A lot of them are in new clothes or clothes that they're excited to wear. And the teachers, the teachers are excited to teach. And, and I love even going into the offices because in the offices they have, they have their little like their, their sign-in sheets for the teachers. But I know at Parkway, they asked how excited people were to be back. They had like a little poll and, and I'm like, it's, it's just so exciting to even go into the office. So, um, and I did have a coffee with, uh, with the parents. Oh, that was also at Parkway anyway. So, um, so it was a good day and I'm welcome back to every