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.

Thank you. I'd like to reconvene into open session for the Board of Trustees meeting. South San Francisco Unified School District roll call.

Student Trustee Junio. Trustee Lam here. Trustee Richardson. Trustee Anthony. Here. Vice President Shea. Here. President Murray.

Here. Okay, the Pledge of Allegiance led by Elijah Hernandez, fifth grade student at Spruce Elementary. Principal Garduno. They'll be in in a second. Okay.

All right, good evening. I'd like to present Elijah Hernandez, who's a fifth grade student who believes his education is important. He pushes himself to always improve in all areas of academics and character. He gets along well with his peers and teachers and enjoys making others laugh and talk about things that interest them like fishing, gaming, and funny videos. His favorite subjects are math and science. And one of his favorite memories of Spruce is making new friends. So this is Elijah.

Hello. Please stand. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, with liberty and justice for all.

Thank you, Elijah.

Stand right over here. Thanks.

Okay, 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 of the Ramatush community and by affirming their sovereign rights as first peoples.

Apologies for that.

Thank you. Reporting out from closed session.

Nothing to report.

Okay. Review of agenda. Any changes? Okay. PTA council remarks. Do we have a PTA council person? Come on down.

Buenas noches, miembros de la mesa directiva. Doctora Moore, mi nombre es Nora Alvarado. Tengo cinco años de voluntaria en el PTA. Este es mi primer año como presidenta. Estoy aquí para representar la primaria Spruce y la PTA de Spruce Elementary. Me gustaría reconocer, perdón, que estoy un poco nerviosa, reconocer el increíble trabajo que nuestro PTA ha realizado para apoyar a nuestros estudiantes y familias. Durante el año, nuestra PTA ha organizado eventos maravillosos como nuestro pumpkin patch, noche de película, picnics escolares y celebraciones de fin de año, creando oportunidades para que nuestros estudiantes y familias compartan momentos especiales y fortalezcan los lazos de nuestra comunidad. También han trabajado en colaboración con nuestros maestros para apoyar a nuestros estudiantes de quinto grado con desayunos de quinto grado, camisetas, educación al aire libre y celebraciones de fin de año. Lo que hace especial SPRUCE es la colaboración entre nuestra PTA, nuestra directora, nuestros maestros, personal y familia. Todos trabajando juntos para apoyar a nuestros niños y fortalecer nuestra comunidad escolar. Esperamos continuando. Esperamos continuar creando oportunidades significativas para nuestros hijos, nuestros estudiantes y familias. Gracias, Doctora Shane, por los aretes que están muy bonitos que nos dieron. Muchas gracias a todos por su apoyo continuo.

Hi, my name is Karen. I am translating. I am Spruce's secretary. So, let me see. It says good evening to the whole board, my name is. My name is sorry, my name is Nora and I have been part of the PTA for six years. And it says, I am here today presenting Spruce Elementary. I'd like to recognize the incredible work of our PTA that has done everything to support our students and families throughout the years. Our PTA has organized wonderful events like Pumpkin Patch, movie nights, school picnics, and end of the year celebrations, creating opportunities for our students and families to build memories and connections. They have also worked closely with our teachers to support our fifth grade through fifth grade breakfasts, t-shirts, outdoor education, and end of the year celebrations. What makes Bruce's special is the collaboration between our PTA, principal, teachers, staff, and families. We all work together to support our children and strengthen our school community. We look forward to continuing to create meaningful opportunities for our students and families. And lastly, we would like to thank you, Dr. Shea, for the beautiful earrings. Thank you for your continued support.

Thank you so much. Okay, Staff Association representatives remarks, South San Francisco Federation of adult educators, Ms. Elizabeth fails. I have a short leash.

Good evening board members, members of the cabinet, superintendent Moore, IT staff, union members and the school community. I'm Elizabeth Bales, president of the South San Francisco Federation of Adult Educators. We are well in the swing of things at adult ed with morning ESL classes well attended and our new afternoon listening and speaking classes in process. I'm pleased to share with you that South San Francisco Adult Education has been nominated for the Diversity and Inclusion Award of the Year in the 2026 Best of South San Francisco Awards. Principal Prasad will be attending the awards gala next Friday, September 11. I know we have your crossed fingers. on our behalf. As of this week, AFT 6179 is in conversation with the district office regarding the portrait of an educator design teams, as is so often the case CTA, my very favorite 800 pound gorilla of a union has been at the lead in this work, but as the new framework will eventually be applied to AFT, I appreciate the opportunity to be part of the process. I look forward to working more closely with the district and our sister unions on continuous improvement in our educational programs, while safeguarding the rights of labor partners in our district. Thank you for your attention.

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

Good evening, President Murray, board trustees, Dr. Moore, members of the cabinet and members of the South San Francisco community. My name is Sherry Giusti, president of the South San Francisco Classroom Teachers Association. Before I get into what I have printed on my paper, I just want to call out to a couple positive things that have happened in the last week or two. The cabinet has been meeting with our executive board and having very constructive conversations about goals that we would like to see achieved by the end of the year. So we are looking forward to our quarterly sessions every time that we meet. Also, our executive team is mostly part of the Danielson committee work that we just started this week. We attended a very valuable session yesterday full of good information about what's to come with the Danielson framework. And that is from an agreement that we started many, many years ago, not many, many, but maybe three years ago. And we're finally getting going on that. So that's good news. And then what I printed on my paper, which is about a couple of different things. So I wanted to say, one of the hardest things about becoming an older person is being witness to the loss of people that have been so amazing to us personally, or so amazing to the world in general. The sense of loss just builds as you get older and certainly, Anyone around my age can feel that loss when someone like Dolly Parton passes. Tonight, I want to draw attention to the passing of another significant voice in the world of women. Gloria Steinem passed away on September 2nd, 2026. And post-mortem, her last video interview was aired. In that interview, she said that her favorite kind of writing is when you feel you're bringing to attention something that has not received enough attention or that you are helping somehow to make the invisible visible. In this statement, Steinem confirmed the reason why it is so important that labor partners speak at board meetings. And tonight, I wanna bring to your attention the disappearing educator planning time that is occurring right now in SSF USD, especially at the elementary level. And at a time when we are being asked to make huge shifts in how we deliver instruction to our students, so that learning is student-centered rather than teacher-centered. So let me give you a mini history of an elementary educator's planning time in SSFUSD. Many years ago, the elementary day ended at 2.30. Teacher's contract day ended at 3.15, allowing 45 minutes of planning time daily. Since the contract only stated 30 minutes, 10 minutes were taken back by the district. And I'm sorry, I don't have the date that this was, but it was several years ago. Then when the new universal time was implemented two years ago, elementary teachers lost an additional five minutes of preparation time because a dismissal time changed from 3.15 to 3.10 PM. This five minutes was desperately needed to dismiss students or to talk to a parent after school. When some of the TOSAs pushed for PE time, to be implemented across all sites. The intent of that time was to allow for more preparation and collaboration, including time to work on implementation of the twig science curriculum. This provided an extra 90 minutes of time for grades one through five weekly, and an extra 45 minutes for kindergarten teachers. This year, the time for PE has been kept, but the time must be used for district purposes. namely PLCs or professional learning communities. PLCs are traditionally used to look at student data together and work on solutions to meet the needs of students. I have nothing against PLCs. I only hope that we will get training on how to run PLCs effectively and that some of this lack of preparation time can be met through the PLCs. My primary concern and the concern I am hearing across elementary sites is that 25 minutes of preparation time is an outrageously insufficient amount of time to prepare, plan, and coordinate the kind of instruction the district desires in the new math curriculum. This is of special concern when you realize we are on the heels of adopting another major curriculum, language arts. Even secondary teachers are feeling the pressure on the preparation time they have to meet new instructional demands. These are instructional shifts that we will soon be evaluated on. What is the solution? I know the cabinet is aware of this issue, but may feel tied by time constraints. Hopefully and collectively, we can work on this issue as soon as possible, because until we do, teachers are using nights, lunches and recess breaks to study their new math teacher guides and prepare math games for their students. Thank you for your consideration.

Thank you. Okay, next personnel commission, Mr. Annan.

Our next personnel commission meeting will be held on Monday, September 14th, 2026 at five o'clock p.m. in the district office boardroom.

Thank you. Items from the board, anything?

We'll be having a bylaws committee on September 25th at 3.30 p.m.

Thank you. Okay, superintendent's report.

Thank you very much, President Murray. I have a lot, but I will do my best to get through it swiftly. We're gonna start with back to school nights. I'm really excited to share that we got the privilege of enjoying seeing our families, our students, and the lively ways that they engaged our community. I wanted to extend my sincere thanks to our principals, our teachers, and all of our school staff, the care, the effort that went into planning presentations, preparing classrooms, creating genuinely welcoming environments for our families did not go unnoticed, and it shows in the feedback that we received. I also want to thank our families. We recognize that attending an event is no small commitment, especially for families balancing work schedules, childcare, and other obligations. The fact that so many of you made the effort to show up for your children speaks volumes. We are incredibly grateful for your engagement as these kinds of homeschool connections are one of the most important factors in our students' success. For the past three years, we have conducted a survey of our families attending back to school night. While we had fewer families who responded to the survey this year, we had 191 respondents across 13 sites. We did see higher satisfaction among those who did. 98.9% felt welcome at their school's back to school night event, which is an increase from last year. 95.3% felt they learned about school expectations, also an increase. And 95.3% felt that they learned about school and district goals, programs, and ways to get involved, also an increase. So the numbers tell us where families engaged, the experience was more meaningful and welcome than before. Our goal moving forward is to just build on that quality while also reaching more of our families. And I just wanted to extend a heartfelt thank you. I too wanted to share a little bit about our CTA and partnership. And so on August 31st, district cabinet members held a quarterly step back meeting with South San Francisco Classroom Teachers Association Executive Board. And this was space that was intentionally designed for both of us to step out of our daily operations and build a collaborative framework centered on transparency and mutual respect. Together, we have aligned around three core goals as President Giusti shared. First is strengthening two-way communication. We're working together to strengthen how and when information is shared between the district and CTA with the goal of communicating earlier, reducing surprises, and creating more opportunities for meaningful input. The second is operationalizing our labor management teams. We're launching this partnership across schools and departments, bringing our site and department leaders together with our union representatives on a regular basis. The goal is simple. build strong relationships, create space for ongoing dialogue and work through questions and concerns together. Third is co-designing employees to thrive through our portrait of an educator committee. Anchored by this year's theme woven together, we recognize that our students only truly thrive when our educators thrive. So we're bringing together employees from across roles and departments for four collaborative design sessions this year to listen and to learn from one another and co-create ways to strengthen the employee experience and sense of belonging. And it does reflect our belief that all of us are educators and all of us contribute to creating the conditions in which our students and one another can thrive. We know that this partnership does not require agreement on every issue. Rather, it relies on resilient structures that are capable of holding constructive dialogue. And so I just want to express again my sincere appreciation to the SSF CTA Executive Board for their leadership and candid engagement in this work. Many of us participated in ribbon cuttings last week and this week, and it was wonderful to experience this over the past several days. El Camino High School, we celebrated the opening of our beautifully remodeled cafeteria and district main kitchen. For El Camino students, the new space provides a more welcoming environment and improves the flow of meal service, but its impact extends far beyond El Camino because this is the main kitchen where meals are prepared and distributed across campus. South City. At Westboro, we celebrated the long awaited opening of the new field in Blacktop. This one was particularly meaningful as well because our students and community advocated for these improvements for quite some time. It was wonderful to see students enjoying a beautiful outdoor quality space where they can move, learn, collaborate, and build community. And just yesterday at Monteverde, we celebrated our beautiful new TK facilities, and we have another one coming up tomorrow. These projects represent an especially exciting milestone for South San Francisco Unified. We now offer TK at all nine of our elementary schools, And our youngest learners at Monteverde and JS have a welcoming age-appropriate space where they can begin their South City journey, learning, exploring, and developing a sense of belonging. And so really excited about these projects. They represent something bigger than new buildings, fields, or facilities. These are spaces that we create for our students to communicate what we believe that they deserve. They should be safe. beautiful, welcoming places that support their learning, thriving, building relationships, and becoming the young people described in our portrait of a graduate. And then I have two other quick updates. I promise I'll be brief. Danielson Framework. On September 9th, we heard President Giusti also speak to this. That was yesterday. The district and SSF CTA officially launched our joint committee to support the transition from the California Standards for Teaching profession to the Danielson Framework for Teaching, which will become our certificated evaluation framework. We heard that it is stemmed from an MOU, so I won't go into that, but I just want to emphasize that this is not simply about adopting a new evaluation tool. It is about building greater clarity and coherence around what strong teaching looks like in South San Francisco Unified and ensuring that our systems for feedback, for support and professional growth, reinforce the exceptional instruction that we want every student to experience. Again, grateful to our SSF CTA partners and educators and administrators who served on this committee because they're all leaning in on this important work collaboratively. And lastly, I just want to circle back to a question that was raised last meeting during public comment. It was regarding NWEA map growth. First, we really appreciated the questions. Thank you. The concern raised was essentially this from one of our educators. If our instructional focus is on grade level standards-based instruction, how useful is an assessment that reports student growth and national percentiles in helping teachers understand what students actually know and can do relative to the standards. We heard that concern and so our team began to look more closely at the reporting available. One important clarification is that percentile rankings are only one part of MAP growth reporting. MAP also provides teachers with information about the class and student level, including instructional areas, projected proficiency and standards aligned information designed to help identify areas of relative strength as well as need. At the same time, it's also important that we are precise about what MAP is and what it is not. MAP growth is not intended to be our measure of whether a student has mastered every individual grade level standard. That is why our instructional vision calls for more and varied assessments. Our teachers still need to use the evidence that they have been. Student work, exit tickets, unit assessments, and other formative assessments to understand whether students have mastered the specific standards that they're currently teaching. MAP serves a different purpose. It gives us an interim measure of achievement. Once we have multiple administrations, growth over time. It can also help us identify patterns in the areas that may warrant deeper investigation. So I think the question that was raised at our last meeting reinforces something we have been emphasizing as well. No single assessment should drive instructional decisions. The power comes from looking at multiple sources of evidence together while keeping grade level standards and high expectations at the center. because this is our very first administration we are also monitoring implementation closely right now our team is reviewing participation rates by school and then once this first testing window closes we will examine quality and usefulness of the information we receive including how well teachers can access and use the standards-aligned reporting but I wanted to again just say we appreciate the feedback because it gives us an opportunity to not only continue to just administer a new assessment, but to make sure we're using it in a way that actually supports the instructional vision and supports our educators based on what we've established in South City. I just wanna share for the board, These updates reflect more than just individual initiatives. They represent ongoing work that our staff is doing of strengthening systems, learning and improving as we go and build a greater co hit group building greater coherence across our district. So I just wanted to thank you for allowing me to share my report this evening.

Thank you very much. Okay, and student trustee report. Emily who know, fall student trustee and ASB president of communal high school.

Good evening, board members, cabinet, and our SSFUSD community. I hope you all are doing well and try to stay cool, especially after these past few hot days. To start off my report, I'll open up with our kickoff rally and welcome back movie night, which took place on Friday, August 21st. Both events went pretty well. For our rally, we had great games, performances, and something new that we had this year was holding our freshman elections during the rally. Later in the evening, we held our movie night at the football field. We streamed the movie on an inflatable screen, had a food truck, photo booth, field games, and our class offices sold other concessions. Both of these events were going so well until we realized and noticed that the ASB leadership speakers that we use for almost every occasion was cutting out for the movie's audio as well as mid-performances at the rally. Another issue where the microphones not being able to connect properly to our leadership speakers, as well as to the main speakers in the gym that were installed. So we kindly ask that you kind of assist us in any way to try to renew our leadership speakers and mics. A week after our events, we held our senior sunrise on August 28th on our football field. A lot of food was provided and so many seniors enjoyed this time to be able to truly bond as a class. Moving on to the next topic, we held our freshman elections at the Kickback Rally. So I wanted to share with you all our 2026 to 2027 freshman office. For president, we have Erica Arroyo. For Vice President, we have Josh Rhee. For Secretary, we have Angie Yee. And for our Treasurer, we have Mira Paik. On the topics of class offices, we have officially started our homecoming season. All our classes are currently in that time period of preparing for their day. So our homecoming theme is around the world. So each class randomly got a city at the rally. We have freshmen representing Hong Kong, China, sophomores have Cairo, Egypt, juniors have Milan, Italy, and the seniors have Manila, Philippines. The point of this theme is to truly show off cultural appreciation and who could really represent their city the best. Freshman day is on September 21st, sophomores is on September 22nd, juniors is on September 23rd, and seniors are on September 24th. If any of you are interested in showing up and just trying to see what our campus looks like being decorated, you're more than welcome. On September 1 we had our annual back to school block party otherwise known as back to school night. I did see a few of you there, but it was a great opportunity for staff teachers and parents to be able to connect to get to know each other, and it was amazing to see the amount of performances info tables and especially our alumni there. These past few weeks, we held a couple of fun lunchtime activities. The first one we held was to commemorate National Wildlife Day, which was last Friday, I believe. And to commemorate that, we had a spirit day that if you wore spots or stripes and answered a trivia question, you got free animal crackers. Our second LTA, which is lunchtime activity we held yesterday was Splash a Senior. So it was a fundraiser towards the senior class having $3 for a small cup, $5 for a medium, $10 for a big and $2 for extra for ice. It was fun and it was definitely rewarding in a way because it was really hot yesterday, but it was very profitable and very fun. Lastly, I wanted to mention that starting tomorrow, we have begun a partnership with Society Boba Shop. They come to our campus, they sell, and they kind of just partner with a certain club or a certain class office on our campus. So whatever that they serve, that class or club gets a certain profit of that. And with that, that was quite a lot. But if there are any questions, comments, or concerns, that concludes my report. Thank you.

Thank you, Emily. OK. Next is Jordan Yu, Spring Student Trustee and ASB President, South San Francisco High School.

Hello. Hi. I do want to mention first, I am not Jordan Yu. I'm Ralph . Hello. Good evening to all of you. I'm Raul Gonzalez. I'm part of the Rally Commission. So there you go. I'll be filling in for Jordan, obviously. I hope you guys had a really good weekend, obviously, and hopefully staying cool with the weather and stuff like that. We are beginning our busiest season, which is homecoming. We recently introduced freshmen and also junior officers. I do want to get their names. Olivia Lee as president, Megan as vice president, Alyssa as secretary, Justine as treasurer. We also had our junior vice president, which was Joanne Sazon. With that, we were now finally able to choose our homecoming themes. We have for our themes are the 50s, 80s, 2000s, and 2010s. So each of our classes will be trying to create their own skit. And of course, our rally dance, which will be on October the 9th, which I'll be doing. I do want to mention other things. Of course, our homecoming dance will be on October the 10th. That will be between seven and 10. Another event that we hosted or our seniors hosted was Senior Sunrise, which was really nice. We were able to introduce all the seniors and they enjoyed free food, fun activities, and they also enjoyed jump houses, including that. So I want to congratulate the seniors. None of them are here right now, but just imagine, just imagine they're there, they're there. Just imagine that they're there. Oh, I will mention the one person that is here, Ximena Molina. She's part of the Sports and Store Commission. So there you go. Yeah, she was one of the people, she's one of our many people that are here. Of course, last month, Jordan, you did speak and we had a much bigger crowd. That's okay for now. Yeah. So for our senior sunrise, there was a phone booth. We had, of course, activities, food, stuff like that. In terms of sports, I do want to mention some of our sports have also started with girls golf. We had our girls volleyball team also start. And of course, we had American football start as well. They played in Oakland after that game got moved. And we're very excited for that. And we're excited for all our teams to hopefully do really well as they kick off their campaign. And of course, many others to come as the week goes by, including, of course, Bell Game, which is very much anticipated. That's all I got for you guys. It was right off the dome. So I really hope you guys enjoyed that. Thank you guys very much. And sorry for the inconvenience.

Thank you very much. Okay, so next public comments. The board welcomes public comment and values the input of our community members of and input of our community members of the public may attend in person to address the board during this meeting, which is recorded in stream live. process for speaking. To comment during the 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 that 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. The portion of the public comment That portion of the public comment is limited to a total of 30 minutes. Please note in accordance with the Brown Act, the board may, the board cannot discuss or take action on items that are not on the agenda. However, the board may request staff to respond to your comments orally at the meeting or in writing at a future time. 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. So, The first person, we have a few of these, is Mary Herr. El Camino.

Hello, board members, cabinet, and the South City community. My name is Mary Hur. I am a school counselor at El Camino High School. First of all, I want to thank all of you who came to attend our back-to-school block party and who came to talk to us. That was very exciting. I'm here to raise a concern about credit recovery and the lack of clear direction around ingenuity and other outside programs. Currently at our site, we do not have an active ingenuity program. We have not been able to identify a staff member willing to run the program as the role responsibilities and compensation have not yet been clearly defined. There are 35 seniors and 25 juniors who need credit recovery. That is going to be 35 seniors who may not graduate or meet A through G eligibility this school year. Since we are four weeks into the school year, these students have not been able to begin recovering credits for graduation, which takes time, especially for students that have full course load or have responsibilities outside of school. The direction I'm given by my site lead is to enroll these students in an online program through Mt. SAC. I'm concerned about placing students in an outside program where I do not have the ability to monitor their progress when our district is able to provide this support in-house. I do not have, sorry, I do not want to have that conversation with students and families in May that they're not eligible to graduate when earlier intervention may have prevented the situation. So I'm asking for district level guidance and support and establishing a clear district wide policy to align all high schools regarding ingenuity and other forms of credit recovery. defined roles and responsibilities for an ingenuity coordinator, appropriate compensation for staff who take on these additional responsibilities because all our staff deserve to be compensated for the work that they do, and clear expectations for monitoring and maintaining academic integrity for staff, students, and stakeholders. We often speak about the portrait of a graduate. So I believe that begins when we can ensure that every student has a clear path towards graduation. So thank you all for your time and consideration.

Thank you. Megan Connery, El Camino High School.

Good evening, President Murray, Dr. Moore, trustees and cabinet and South City community. My name is Megan Connery. I am the math department chair at El Camino High School. Two weeks ago, I spoke to you before we administered the NWEA MAP Growth Benchmark Assessment, and now I've seen the rollout in action. It was a rough start. Before I go any further, I want to remind everyone that our ed tech department is only three people. This is not about blaming them. This is about a district-wide rollout that was not ready. Let's start with as basic as where do students find the test? We were initially told it was on Clever. Nope, students actually have to access it through apps. Yet I checked both the reference guide and the site testing coordinator reference guide today and both still say students log in through Clever. Teachers use Clever, students do not. Then there's accommodations. We were told students with IEPs and 504s would receive the accommodations in their plans and that case managers would manage them. Well, students with 504 plans don't have case managers. Teachers were also told no outside reference materials or aids are permitted except scratch paper. So what happens when an IEP specifically says a student can use a calculator or multiplication table on assessments? Well, apparently accommodations have to be entered in a very specific order assign the test first, then the accommodations if you do it backwards the accommodations doesn't appear. It seems pretty important information for the teachers administering the tests, but those directions were not given to the teachers, they were only sent to the coordinators. Eventually, we received a very helpful student guide with correct login instructions, troubleshooting information. Unfortunately, it came too late for teachers who had tested at the beginning of the test window. This document we needed before testing began. Then there's the larger instructional question. The back-to-school night slides tell families that MAP growth complements our curriculum and other assessments and help determine whether students are on track for grade-level proficiency. How? How does MAP growth complement the curriculum we're actually teaching? What is the connection between these scores and our adopted curriculum, our essential standards, and our classroom assessments? Still don't really know. If we are asking students to give up an entire class period, teachers and families deserve a clear answer. When I finally got around to testing my students, it was hectic. Students had power wash problem. We had to power wash. We had to incorrect resolution. Other teachers don't know what to do and we don't know who to call if something happens. So I think that needs to be sent out. Also, we have 309 students that have not tested so far. There's no directions as to what to do with those students. Thank you.

Thank you. Lucy Bradshaw.

Jennifer Serra.

Good evening, Board, Dr. Moore, President Murray. I'm here to ask a question about systems. After 22 years, we'd hoped that I would have the answer, but I don't. And it seems that the more people I ask, we're kind of scrambling, is there an answer? The question is, is there a system in place so that if a student is entering kindergarten with a medical diagnosis that i'm made aware before the student enters my classroom if a student enters a class and needs more supports than a general ed teacher can provide is there a system in place to help us support them or Are you asking us to do our best for 60 days to provide supports that we have not been trained in for the one or two or three students with medical diagnoses that need more supports than a gen ed teacher can give? And so I'm wondering, is there something? Is there something so that this isn't happening again next year or this isn't happening in other classrooms to other teachers? I feel like perhaps there's not a system. We're just hoping for the best and hoping that I can do my best with 19 kids and several that need a lot of support. And I hope that we can fix it for the sake of all the students and the teachers. And then finally, I can't wait for tomorrow for you guys to come see our TK room. It's beautiful. It's one of the most beautiful classrooms I've ever seen. And that's not the best part. The kids, the tiny kids are gorgeous and they love it. And they're so happy every day to come in and go there. So it's not all bad news. Okay. Thank you.

Thank you. Kate Espiritu Gonzalez, El Camino High School.

Hello. Good evening, board members, everyone here, everyone watching at home. My name is Keita Espiritu-Gonzalez. This will be my eighth year here in this district, and this is my sixth year at Elko as a counselor. I'm also a graduate of El Camino and Altamoma, if you didn't know. I am here to advocate for counselors. If you didn't know, counselors are on the same salary schedule as teachers, which means we are contracted the same days. In previous years, our admin paid us hourly to stay a week and a full week before the school year starts to work on the master schedule. This was all voluntary, but expected from us. The counseling team this year agreed not to come in and to instead advocate for a separate salary schedule. We were asking for more contracted days because if we truly started with teachers, then we would only have one full workday, which does not give us any time to get anything done. So I really want y'all to put yourself in our shoes. Imagine having hundreds of emails to sort through, hundreds of transcripts reviews to complete. In the past, we always took that work home, but we really want to break that unhealthy habit and have a healthy work-life balance. Also, we got to look at all our schedule gaps, make changes due to teacher requests, meet with our new students, balance classes, review class placement for our students with ML and IEP services, ensure ML and IEP class ratios are appropriate, but sometimes that is also out of our control when the foundation of the master schedule is an issue. So also on top of that, we still have to get our offices ready, print out documents, ensure we have our newsletter and digital documents ready by the first day of school. So all is that expected to be complete in one day? That is impossible. So this is why I'm vouching for counselors to have a separate contract from teachers. We truly need extra days in our contract. Not only would it benefit us, it would help out our students, families, teachers, admin, and ultimately district. Y'all won't hear any more complaints from anyone. So it's really a win-win. So please consider changing our contract to include more days and more pay. Thank you.

Thank you.

And last, about Hoffman? Aaron Hoffman, Heppner. OK. Aaron Heppner.

Hello, okay, cool. Hello, my name is Aaron Hafner. Thank you board, thank you members, thank you South City for being here. I am here to talk about spending, but I just want to start with some big thank yous. I got to see Moore and Ted Oh at El Camino this week in a little meet and greet. Please come by room 45. A couple of reasons, I'm a great teacher and it's really hot in there and I want air conditioning. So sixth or seventh period, okay? All right. Back to why I'm really here. I'm here to support our counselors. So every year it is a mess at the start of school because students are swapping schedules. They're trying to figure out where they belong. They're complaining nonstop about the fact that they're supposed to be in an elective that they're not in. Now, El Camino High School has some really amazing elective programs that work as a two-year set. This is part of our amazing CTE program as well. And what's really great about them is also really bad about them. When a student as a sophomore applies to an elective as a junior and they don't get in two years, 50% of their high school career gets impacted just like that. And it's not their fault. It's not our counselor's fault. It's a problem with the way we're supporting our counselors. We need to spend the money in a way that makes such a huge difference in these people's lives. Imagine you're a sophomore and you want to get into a CTE program because you're interested in the career. All of a sudden you're not in that program because no one was there to support you because they weren't paid to support you. They weren't given the time they were needed. All the time we talk about spending in this district, and this is a really easy place to spend amount of money that impacts so many people in such a positive way. Give the counselors what they're asking for. Give them their own contracts. Give them the money they need and they deserve to make the difference in these students' lives. That's it. Bye, y'all.

Thank you very much. Thank you to all of our speakers this evening. Okay, next information only presentations, teaching and learning, Spruce Elementary.

Good evening. I'd like to invite Principal Angelica Cordinho to the podium to tell us all about Spruce Elementary.

Hello, good evening, President Murray, members of the board, cabinet, community here and at home. I'm Angelica Garduño and I'm principal at Spruce Elementary and I'm delighted to share our teaching and learning update with you tonight and also be competing with the 49ers game at Peer Play. All right, just a quick reminder, our core values, community, authenticity, resilience, and equity connect directly to our strategic priorities and our portrait of the graduate. I won't linger here, but this is a framework to have in the back of your mind as we look at the data. At Spruce, that looks like three things this year, academic belonging, data-driven PLCs, and standards-based instruction aligned to our district priorities. In practice, that means weekly data cycles, a dedicated math focus, and targeted support for our English learners in every grade level. Quick snapshot of who we serve currently as of the end of August, 371 students, 80% Hispanic and a majority EL. Majority socioeconomically disadvantaged is 57% of our students and 65% of our students are English learners, students with IEPs or both. Looking at our three-year attendance trend, satisfactory attendance is holding at 43%, and at-risk is down slightly to 31%. Our chronic SMTism, moderate and severe combined, did tick up this past year to 25.9%, which is why attendance outreach is one of our action items and one of our goals for this school year. Day to day, our average attendance over the last three years has been 92.2%, 92.1, and 92% this past year. Mondays and Fridays are consistently our lower attendances, which tells us exactly where to begin our focus and outreach and understand more from our community. Now let's move into academics, starting with ELA. This year, 24% of our students met or exceeded standard on CAS ELA, essentially holding steady with last year's 25%. Looking at the four-year trend, we've stabilized after a slight dip, which is meaningful given how much our English learner population has progressed. Grade level results are consistent across the board at 25, 24, and 25 in grades three through five. It's a school-wide pattern we're addressing together through our continued walk to read model and ELD programming, and we're continuing to build upon this year. Furthermore, we're looking forward to the ELA-ELD adoption that is also in process this year, and we have three staff members representing our site on the committee. For our English learners specifically, the story is genuinely encouraging. Four years ago, only 5% of our EL students met or exceeded standard in ELA. This year, that number is 10%. We've doubled it with steady growth every single year, five, seven, nine, and now 10. Grade three is leading the way at 14% who are our current fourth graders. This is exactly the kind of multi-year compounding growth we are working toward with every subgroup. For CAS Math this year, 23% of our students met or exceeded standard in math, up from 19% last year. A four-point jump and a four-point gain is what was set by our district, and I'm proud to share that we achieved it as a site. We dipped to 19% in 2025, and we've now recovered back up to 23. Our data-driven PLC work will only help to fortify this progress through our math focus this school year. At Spruce, we began our PLC process last week, in which we gathered together and we focused on planning for illustrative mathematics, units, or lessons. And some teachers began to collaborate on analyzing student checkpoints in the unit and plan an alternate approach to a challenging concept. This is one of the numbers I most want the board to take away from tonight. Our English learners in math went from 8% median standard last year to 16%. Sorry, from two years ago to last year, 16%. We doubled it in a single year. A look at the four-year trend is 13, 10, 8, and now 16%. This is a direct result of targeted instruction that has been building over time at Spruce with our literacy focus, our walk to read and designated ELD, accompanied by our high quality curriculum instructional material, which is illustrative mathematics, which is piloted by four teachers in grades three through five before full implementation last year. It tells us that when we focus our systems and our time on a specific group of students, we see results. The key words being that it takes time. This table pulls all of our subgroups together. And I want to draw your attention to the right-hand side, which is math. Every single subgroup grew this past year. All students up four points, English learners up eight points, economically disadvantaged students up six. And the second biggest jump I want the board to take away is our students with disabilities went from 2% to 16%, a 14 point jump. Compare that to ELA on the left, which was essentially flat for most groups. Again, why we're awaiting an ELA, ELD adoption. Math is where our systems are starting to show, and it's where I want to keep our focus and our momentum going this year. I want to take a minute to give our Spruce team their flowers for their flexibility, dedication, and belief in what we've built and continue to build upon and have continuously developed for the last four years. And we will keep going. So let's give them a round of applause, please. Moving to English language proficiency this year, 50% of our EL students scored moderately or well-developed on the ELPAC, up from 40% four years ago. What's especially encouraging is the shift within that group. The share of students scoring well-developed has grown since 2023, while the share of scoring minimally has shrunk. That tells us that our most emergent language learners are getting the support that they need and is showing up in their scores. A testament to the dedication to designated ELD, walk to read, and foundational literacy. This slide shows our progress on the district's two least restrictive environment goals, and I'm proud to say that we're meeting both. 75% of our students with disabilities are in general education setting for 80% or more of their school day. That's five points above the district's goal of 70%, and up nearly two points since our last data pool in April. And only 7.95% of our students are in general education for 40% or less of their school day, while under the district's 12% ceiling. Both numbers have moved in the right direction since January in particular. This data shows what third, fourth and fifth grade is able to do because of foundational skills that were taught in kindergarten, first and second grade. Research has shown that it takes English learners a substantial amount of time to reach grade level reading comprehension compared to their English only counterparts. One to two years for conversational social language and five to seven for academic English and grade level reading comprehension. What you're seeing in our older grades is a result of what started three years ago, and what we're doing in kindergarten through second grade right now is what will show up in third through fifth grade in the years ahead. Composite scores give us an overall picture. However, with data, you have to dig in to learn more. Here's a very concrete win within DIBELS that you can't see from a composite score. Through UFLY, our explicit phonics program, since the fall of 2024, we've increased decoding accuracy school-wide from 44% to 70%, a 26 point increase. When we looked at this by subtest, the pattern was clear. More of our students are decoding accurately. This is the phonics half of reading. Now I want to show you why that alone isn't the whole picture. This is the formula that guides our work. Decoding times language comprehension equals reading with meaning. Decoding alone isn't enough. A good reader has to sound out words and understand what they mean. Our students are strong on the first half. Now we're building the second. These are the five pillars of early literacy from 2023 to 2026. Our main focus was the first two, phonemic awareness and phonics. And our data shows that work is progressing. Now that those foundations are solid, our current focus shifts to the next three, fluency, vocabulary, and comprehension, both listening and reading. All of these pillars are needed to help our students become successful readers. Here's our instructional response to that data, explicit morphology instruction, daily writing across every classroom, and reinforced support in kindergarten to second grade to keep that foundation strong. We're doing this through grade level instruction, engaging, affirming, and meaningful, and close collaboration between grade level teams, our ELD teachers, our reading specialists, our special education team, and our instructional coach. Here are our CIPSA goals for this coming year. Looking ahead, we're committing that by the next year in ELA to grow from 24.4% to 27.8% proficiency. In math, building on the momentum I just showed you, we're targeting 23.3 to 26.7%. We're working to bring chronic SMTism down from 25.9 to 22 or below. And in least restrictive environment, we're aiming to grow from 75% to at least 77% of our students with disabilities in general education. Before I close, a fun one. Our fifth grade students versus staff Cougar Cup. Students won in 2025 and staff took it back in 2026. It's a small tradition we started from our lead teacher, Mr. Malunai, and it's part of what makes Spruce a place kids and adults both want to be in. We can work hard, but we like to have fun. This one was a little too much fun. And none of what I've shared tonight happens without the team. Not all are pictured, but I'm incredibly proud of our Spruce staff and the work that they've put in this past year. And those that have been on this crazy ride for the last four years since my arrival. This year, we also hired two South San Francisco Unified School District Teach Start fellows that were at Spruce last year. And we are hosting three Alder fellows this school year. So thank you, Board and Cabinet, for those valuable partnerships. And we are recognizing five volunteers this evening and I will call your names and you can come on up. We'll take a group picture together. So tonight I wanna acknowledge Carmen Vega, Karen Valencia, Nora Alvarado, Hasby Nieto and Danielle Turner. Thank you for everything you do for our students and for our school community.

Thank you.

Okay, thank you for your time tonight and I am happy to answer questions from the board.

Thank you.

So who wants to go first? I can go first, I'm very excited. I so appreciate this amazing presentation and all the data. This round is very easy to see and understand and also lots of the nuances, able to see the, like you mentioned earlier, like the overall composite score, we may not necessarily tell what's the improvement. But once you go into the detail, it's very so proud of you all. Like the movement from one level to another and to another, that is so important. That's how we see the student progress. May not necessarily put them all together. You can see it. But there is movement inside. So I want to comment on several pages. This is very exciting. On page four, really appreciate you show this demographic. SLU serves a wonderful diverse group of learners. As you mentioned, including general education, EL, IEP and IEP plus EL. So 35% of the students are in general ed and then 37% are in the EL group. So it's very, it's wonderful diverse group of learners. And then my other comments is, as you mentioned about the attendance, this is fascinating. Page six, like, okay, Monday and Friday, The attendance, right? Long weekends. Yes. And then as you mentioned, very well said. It's now we know those are the two days and then what kind of strategy we can support family so student will attend fully compared to Tuesday, Wednesday, Thursday. So this is really great data for us to see as well. And I also want to point it out is page seven, the gray, you mentioned the percentage meet, right? It's all the 23, 24, 25, 26 school years. is like 24%, 25%. But once we're looking into using the chart, the 2026, if we can go to that slide, slide seven, I want to point it out. This is so important for us to recognize the exceed and meet the trend is 24%, but the movement in there for 2026, the 46% compared to last year, 51% in the not meet, right? So that two number. And then the 47, then the near meet is increasing. So what I tried to say is the student percentage is moving from not meet to the meet. to the nearly meet and then the median exceeds. So the movement inside that is so encouraging that students are improving from one level to another. We are not only just look at the overall. So all the information that you have in here has all those improvement movement from lower level to the next level. So this is really nice presentation and really nice information for us to see. Our students are making progress and the work the entire team doing is really amazing to serve our very diverse student learners. So that's it. We're great work. Thank you.

We've had some crazy ideas. Yes. But we've, we like to think outside the box. And that's what we've been doing together.

Thank you. Trustee Richardson.

Yes, I agree with the, the numbers are exciting to me. I love always see, I always like to see increases in attendance and that's grown just a slight bit, but it's, this is a great thing to see for my point of view, because I, the children are there. So all we have to do is keep capturing their, their, you know, imagination. And when I see all this data, I am pleasantly surprised, but I'm relieved because this is a big leap for our whole community. And I see the parents being brought in and asked that they got homework too with their own children. so that they can progress. And I think the numbers are evident of that. So I'm happy to see that. And I had a great time visiting your school, Principal Gardunez. And I'm happy to see that the response of the community towards the progress in our local schools is, is encouraging to us because, you know, our district, my district, just district E, houses a lot of the children that are marginalized. We got all the, you know, homeless IEPs and stuff and so forth. But I'm glad to see that we are progressing one, two tenths of a percent at a time. I'll take it. Thank you. Thank you.

Trustee Lim.

Hi, Principal Nardino. It's always a pleasure to have you here. You know, I regret not being able to attend the site visit, you know, earlier, maybe like a week ago or so, but, you know, but I always enjoy, you know, when I do get to come visit, because I always sense that, you know, the positive energy, you know, of the community. And yeah, just hearing from, you know, your PTA volunteers and stuff and your beautiful report. I just, yeah, it's just always love hearing the stories about what's happening at Spruce. Yeah, so I just, I think Dr. Shea, you know, kind of summed up, you know, the data, you know, interpreting the data very well. Yeah, I mean, I think, yeah, as you study, you know, each level and seeing, I mean, for sure, like the not met, you know, we sort of see that, you know, for a lot of areas, it's kind of, you know, shrinking down. So, um, yeah, so seeing that movement up is really, really encouraging. Um, I think that, yeah, the growth in certain areas, you know, doubling, you know, whole percentages, you know, I mean, I just, it's all just really super encouraging, really exciting. Um, I think it's just speaks to, yeah, all the, the work you've done, you know, obviously for the last few years. Um, and, um, yeah, just, I think we are definitely seeing the shift. We're seeing the growth, um, And, you know, just keep it up. You know, I think, like, sometimes it's something I tend to say with folks now, you know, because, you know, we do have a very diverse, you know, our district is very diverse, so that we reflect the diversity of the entire state. And certainly spruce, you know, has, you know, that's the population that we, you know, want and need to, you know, help to uplift and to achieve, you know, their potential that we know that they have. So yeah, just keep up the work. And yeah, thank you.

Anthony, Bravo, bravo team. Really incredible work. It is, I mean, such a celebration to see this growth. It is a testament to the work that you've done, the ideas that you guys have put into place and the students and the parents and everybody working together. I remember when we first came on the board, that was when we had our first parent fellows as well. And we listened to our parent fellows, many of whom were from Spruce, say, we need to do better. How are you going to help us do better? And that was your first year. And I'm sure that was probably like really hard to be like, but I just started. How... Yes, I do want to do better, right? Like I, yes, I'm here for that. And you did, and you have worked with your team and you have worked with your students and you've worked with your families and made them feel like they belong and they are making progress and it's only going to get better because you're all working together. And. I know that I think last year, one of our district office staff also came back, you came back to become a classroom teacher again, and we're all seeing great growth in our students with disabilities. So like, how can we use what you've done and do that in other schools too, right? It's amazing. And I just I want to say thank you. Thank you for experimenting. Thank you for saying we can do it better. And we know we can. We know our students are capable of hard things. We know that our students can do it. It's just a matter of helping them in the way that they need it. And you've done that. And I just bravo.

Thank you.

Yes, thank you. You teased at this report at the site visit and you wouldn't tell me, but this is amazing. And I appreciate the work of you and your staff. You've done an amazing job. Are you still AXA Elementary Principal of the Year?

uh maybe i don't know how long that lasts um can you introduce your staff and have them yeah um i have a few members of my staff here and one of our older fellows too uh you guys want to stand up stand up don't be shy stand up and parents community yes Shout out to Ms. Broman. She should be watching at home. And how do my kids?

You should have PTA do like ice cream Sundays on Mondays and Fridays. I bet the kids will show up. That's an idea. Thank you again. Thank you to your staff.

Thank you.

Have a good evening. Okay, next. Business Services report on year-end unaudited actuals. Associate Superintendent Ted Oh will present the unaudited actuals financial report, including revenues, expenditures, and the ending balances for the 25-26 fiscal year.

All right, good evening, President Murray, members of the board, Dr. Moore, cabinet staff and committee members. So I'll be presenting the districts on all the actual financial report for fiscal year 2526. And this is the report that we usually prepare after we close the books. So this report covers the period from July 1st, 2025 to June 30th, 2026. And the purpose of this presentation is to show you how we ended the school year. So these are some of the areas that you've seen it before that I'll be covering for this report. Okay, and then this is the education call requirement for the on audit actuals. So basically the board needs to approve this report on or before September 15th of each year. So in the next couple of slides, I'll be covering the general fund, actual revenue, the general fund districts may operate fund. You look at it as one of the many bank accounts. I'm gonna go over the unrestricted general fund and the restricted general funds and the combined funds. So this slide shows the unrestricted general fund revenues. We ended the year with about 157.9 million in unrestricted revenues, about 44.1 million of that revenue is transferred over to the restricted side of the budget to cover the unfunded special ed expenditures, routine restricted maintenance, which is the maintenance budget for our facility department, which is also required by law and some of the other anticipated expenditures. The bulk of our revenue comes from LCFF sources, which is our district's property taxes, because we're a basic aid or community funded school district. So that's the bulk of our funding. So this slide shows the restricted revenues. I have separated the restricted portion from the unrestricted portion because the restricted portion amounts must be spent for a specific purpose. We ended the year with about 78.6 million in restricted revenues, which includes about 44.1 million of contribution to the unrestricted general fund. The total of all revenues is about, for 2526 is about 192.4 million. So this is basically the same information in a pie chart format. So the next couple of slides will be covering the general fund, actual expenditures, just like revenues. I'm gonna break them down into unrestricted and restricted portions. So this slide shows our unrestricted general fund expenditures. We ended the year with about 118.3 million in unrestricted general fund expenditures. And for the restricted, we ended the year with about 76.5 million in expenditures. So total of all expenditures is about 194.9 million in 2526. So same thing that we have a pie chart showing the same information as the previous slide. So the next couple of slides, you'll see the general fund summary, again, broken down by unrestricted and restricted. So this is the high level summary of the closing number for 2526, and also broken down, as I mentioned, to unrestricted and restricted. The ending fund balance before the state required destinations and district destination for the unrestricted side of the general fund is about 33.7 million. About 2.5 million is for amount set aside for district for anticipated expenditures. About 9.7 million is the state required set aside for economic uncertainty. And then remaining balance is about 21.5 million. The ND fund balance of the restricted general fund is about 43.2 million. These are the restricted state categorical funds and local grants and donations that need to be carried over into the following year and spent for its intended purposes. This amount is much higher this year due to some of the carry overs from one time unspent state grants and local grants and donations that just received but have not spent the funds yet. So examples are, for example, like the Expanded Learning Opportunity Grant, the One-Time Student Support and PD Discretionary Block Grant, then the Prop 28 Arts and Music Block Grant, and this whole bunch of gifts and donations from all the schools and the district office, and then also some Genentech program donations as well. So this is just a breakdown of the 1.9 million that districts reserve set aside for 25-26. And it sets aside for the future district contributions to employee retirement systems. See, for the unrestricted general fund portion, this is a comparison of our estimate actuals, what we anticipate our revenues and expenditures would look like when we close the books to what is the unordered actuals, which is this report, the actual revenues and expenditures after we close the books. The net change in the ending fund balance between estimate actuals and the unordered actuals is about 1.5 million. after we close the books. So consider the district's total budget of 194.9 million. This is less than 1% of our total expenditures for the year, which is not a bad number. So the district has other funds besides general funds. So these are some of the other funds. You can look at them basically like checking accounts.

So there's different checking accounts.

The last two slides and presentations on the areas concerned and also looking ahead at what's coming up. And so these are a list of some of the concerns that we're anticipating. And also you've seen them in my previous presentation as well. And then looking ahead, some of the items coming up in the next three to four months, the first interim is coming up in December, 2026. So that's the next reporting period. With that, that concludes my presentations. Are there any questions?

Thank you. Any questions?

I have a question.

Okay, Trustee Richardson.

Thank you. Mr. Oh, you said that there's carryover of unspent grants. Do we have a sunshine date or sunset date that we need to spend those funds?

Yeah, there's quite a number of different grants and it varies depending on which grant. So for example, the latest or one-time grant to receive, which is the student discretionary block grant, that one, that one, I think they have online. four or five four or five years to spend it so it's it has multiple years where some of them is just uh you know two or three years so it varies significantly and we have quite a few of the different uh grants that are categorical as well okay so what about the uh settlement with this

with the county regarding the litigation with Genentech and the district set aside a certain amount of funds. Do you know, have this settlement been finalized or can we expect a second round of settlement from this litigation?

Yeah, this is basically settled and paid for already. So that's why you don't see it listed in the reserve designations anymore. And we don't anticipate if there's still some very tiny portion left over, but we don't see a significant impact to our reserve. So that's why I didn't put any designation for that.

Is there somewhere in this report where that amount is that you say is insignificant?

Like I said, I didn't put it in a designation. If I did, you will see it under the 1.9 million designation, that slide, you'll see it at that additional item, but it's not gonna be a significant, so I did not put it on down there.

Okay, I was wondering about that. It was a big, thick thing, and I just had an account like you are.

Yeah, so we're right now it's behind us, so that's a good thing.

Okay, I appreciate that.

Sure. Any other questions?

Any other questions? Make a comment. Thank you for Mr. Gray report. And thank you for helping us on our financial. So you have your eyes on us all the time. So at the same time, I just want to share that we also remain cautious about the declined enrollment. and raising special education costs and the expiration of one-time funding. And I really appreciate the team's careful planning as we work to protect student learning and maintain long-term financial stability. So thank you so much for this great report.

Oh, thank you. Appreciate that.

Absolutely. Thank you very much. You and your staff always do a great job and help us to understand so that we know everything about the report.

Thank you.

Do we have time? No. Did you want? No. Okay. It's fine. Thank you. Okay, so. Is there an action item? Administration.

I believe there's an action item.

Huh?

I think there's an action item.

Oh yes.

There is, I'm sorry.

Action. Staff recommends the approval of the 2025-2026 Unaudited Actuals Financial Report. Do I have a motion? So moved. Second. So I have a motion by Trustee Shea, second by Trustee Anthony. All in favor? Aye. Motion carried. Okay, administration updated SSF USD strategic plan 2029 measure slash targets. Superintendent Moore will present the updated strategic plan 2029 measures and targets.

Good evening, Board President Murray, trustees, cabinet and wonderful South City community. It is my privilege to share with you all our proposed updates for our strategic plan targets. So I wanted to update you on a commitment that I shared with you earlier this year and connect it to the work that we've been doing this summer. This summer and this year, we have committed to sharing our public facing strategic plan dashboard with our community. And our hope is that it will be done and ready and available for our community by the end of September. But to be able to do that, we had to do a few things. First, We needed to vet our data sources and identify where baseline data was missing or where it was incomplete. Second, we had to then gather and analyze that data. And third, we had to use what we learned from the data and to interrogate our targets, ensuring that the measures that we set were meaningful and realistic. And today, I want to present to the board some proposed updates to our strategic plan targets, updates that we really feel are more realistic and more grounded in an understanding of where we started while still honoring the intent and ambition of our strategic plan. Once our data dashboard is live, we are making a further commitment to reviewing it often as a leadership team and continually reflecting on how we're making progress and celebrating what's working well, but also what we need to do to improve. This is the heart of what I'm bringing to you to review and for your approval today. For each strategic plan measure, you will see the original target from 2829, our actual baseline target from 2526 and our proposed updated 2829 target. you will see a consistent pattern. In most cases, the original target was set as an illustrative measure without really knowing the true starting point. Now that we have a clear sense of our baseline data, we have set targets that still represent meaningful and ambitious growth. And so I'll walk you through one example. These are the ones that we have adjusted. All of the other targets are remaining the same. But if we look at our Smarter Balance for ELA, it shows that 51% of our students in grades 3, 8, and 11 are meeting or exceeding standards in ELA. Our original target was 80% by 28-29. Our revised updated target is 63% by 28-29, which does represent a 12 percentage point gain baseline over three years. We believe this remains an ambitious target that will require beating full improvement each year with, with now that we have new high quality instructional materials, or we will as well for ELA sustained professional learning and stronger systems for monitoring implementation and student progress. We believe that this is something that is, will be a stretch for us, but it will also be achievable. I'll share one more. If we look at our chronic absenteeism, our current chronic absenteeism data says we're at 18%. Our goal is to get to 13%. And that is reflecting a meaningful 20% year over year reduction. But it also sets a strong expectation for continued improvement while remaining grounded in what our current data says. These are the others that we have we have linked here at the bottom, the entire targets that we have established. And so anyone interested, you can click that link and you will be able to see all of the measures that we are proposing. When our dashboard does launch, any member of our community will be able to see how our district and our schools are making progress and where there's still opportunities of growth. And that transparency is exactly what we want. We also know that that transparency comes with responsibility. And for us, the targets, we want our targets to represent real, credible progress that we are starting. And for us, we don't want a dashboard that just has numbers. We want a dashboard that also tells the improvement journey that we're on. And I wanna be candid with the board and our community about why we are bringing revised targets. When the original targets were established in 23, 24, the district was just beginning to build stronger data systems. So many of those first targets that we established were illustrative rather than evidence-based. Now with two years of full implementation behind us, we have real baselines with which to work from. And our targets have been refined to reflect where we are actually starting from. I'm very proud that we have made real investments in our data teams and our systems. And so it supports our confidence in the targets that we are recommending. I also want to be really clear with our board and our community. These proposed targets are not about lowering the bar or lowering expectations for students. Our commitment to meaningfully improve outcomes for every single student that we serve has not changed. 80% or higher is the goal. What has changed is our understanding of the pace at which system improvement actually happens, but it does allow us for more for more actionable year over year milestones. This is just a slide of our timeline and i'll give you a minute to look at that I just want to highlight. Assuming the board approves these targets are at tech team will begin tomorrow, working with open architects that we can have our public patient facing data dashboard live and ready to go by the end of this month. This slide just illustrates, we decided that it was really important as always to share these updates with some of people who are closest to our schools. So we shared with our principals and our district office staff and their feedback about the adjustments and the shifts were really affirming. So you have access to that qualitative data. I wanted to share with our Community we anticipate that there may be some questions about why are we changing the targets, what does this mean. How will you monitor, and so we have also developed a frequently asked questions for our Community as well, we haven't shared it yet, but we will if this gets approved and then we'll be pushing that out through our communication channels. And with that, I would like to open it up to the board if you have any questions or comments for me. And I have one minute and 45 seconds left.

So do you want to take a break now and then come back to question? Whatever your pleasure is. I'm happy to do that. So why don't we come back at 839 and we'll see you then.

Everybody.

So thank you, Dr. Moore, for your presentation. Who wants to go first? Who has questions or comments? Trustee Anthony?

I can start. I believe in reasonable goals. I also believe in ambitious goals. You know, you don't want to like set the bar so high that you look at it and you go, I could never do that. Right. That's not what grit is. Grit doesn't say, oh, wow, go from zero to 100. Right. It says go from here to here and then here to here. And so those steps I think are really important. So I'm really glad that we are revising this, but I wanted to spend most of my comments just talking about how excited I am to have a public facing data dashboard. I know that this will actually put us in one of the first cities in the county and the first districts in the county who's doing that. I think there's a lot of districts who are interested in having public facing data dashboards and having this and really being honest about where we are doing good where we need to grow and what we want to achieve i think is really it opens the door for a lot of great community conversations um and so i just i'm very excited about the revision um i understand that you know it it can be hard to say oh that was maybe a little bit ambitious for where for the pace of change that we've done but i think you know, we have put a lot of pieces in place. Our teachers are amazing. Our students are amazing. And those progress, that progress is happening, right? You can, it's nice that this came after the Spruce presentation. So you can see, oh, here's these pieces, like the build has happened. The build is happening. So, but that wasn't any questions. You asked me if I was going to have questions. I didn't have questions, just statements. Thanks. Thank you. Thank you. Dr. Hsieh?

Yes. Thank you so much, Dr. Moore. This is amazing. This dashboard is really exciting. I appreciate the thoughtful work to review our baseline data and establish this new targets that are, as you mentioned, is more meaningful and achievable. So I think this is great move toward that direction. And it's not guessing. It's really, there is a concrete information to make this very intentional decision. And I also really appreciate this public dashboard is very important step toward greater transparency and will help our community understand both our progress and the area where continued attention is needed. I'm very looking forward to seeing those targets guide our work and lead to the stronger outcomes for all students. This transparency and accountability states it all through this data dashboard. Thank you. Thank you very much. Thank you. Trustee Richardson?

I was just like wondering how you got to that value of 11% from 80%.

Can you tell me what specific value you're looking at?

Oh, not the chronic aptitude, the new target of the field, any of them, I guess, actually on the math. That's the one I was thinking about. The math was the 80%. Now it's down to 37%.

So 37 was the actual baseline. That's where we came in at that particular grade level. If you're looking at Smarter Balanced Proficiency, we set the target at 80%. Our actual baseline was 37%. So part of what we did once we saw the data is had a conversation as a team in a strategy session and really looked at is it feasible If we have between third, eighth, and 11th grade, 37%, is it feasible that we're actually going to get to 80% by 28, 29? And so collectively, we all recognize that's likely not going to be the case, just looking at historically how quickly we have made progress. And so you'll see from math specifically, the updated target is at 51%. It's still going to be a stretch. But because we have illustrative math, because we have strong professional learning that we're trying to embed and continuously help our educators grow, and we'll be moving into, right now it's only year two for 312, year one for K2, we believe that we will be able to start seeing the gain. So we just had conversations and wanted to backwards map, but we really anchored it in where are we right now to really anticipate, can we make it to 80% or not?

Yeah, two years later, I suppose it was time for a redial, I suppose. Right. Okay, I appreciate that. Thank you, Dr. Mori. Of course, thank you. I really do think that this whole system that you keep the board apprised of every little thing, that matters to me because every little thing tells the story of how we're doing on a specific time and... and and gives us time to readjust our our approaches and we're not letting things fester and then in the long run we are uh caught you know and then it's compounds and then it's hard to go back absolutely i get it you know absolutely thank you i appreciate for the uh The clarification and the explanation.

Of course, one of the things we looked at is we're doing what we're asking all of our educators to do. You analyze the data, you study it, you gather the evidence, what is it telling us, and then you make adjustments. And so we're trying to also model that from a systems level as well. But thank you.

Yeah, yeah. Thank you.

Trustee Lemm? Not much to add from what's already been said. I'm also really excited to see the data dashboard go live for the public. So, you know, I think we're starting to see glimpses of, you know, some of the data that, you know, folks are seeing at the sites, you know, like Spruce come through. And so... I think it is sort of eye-opening to see that, like, yeah, just kind of to be able to dive deeper. And so I hope that, yeah, as the public kind of gets used to that and maybe they'll ask questions as well. But I think of, and I kind of want to build up my data literacy skills now that we will have these new sources of data to kind of digest and think about. And I guess just generally speaking, just that, you know, being that we are shifting to this, you know, data, more data-driven approach, you know, it's great to not just guess or like hope for the best. Maybe that's how things were done in the past, but to actually have something that is really going to inform the work. So yeah, I appreciate all the work you've done with that. And then lastly, I just wanted to mention the, you know, the, some of the feedback that you've mentioned in the quotes. Yeah. Thank you for providing that. I guess, yeah, just generally speaking, yeah. Could you talk about, you know, and some of the, it sounds like there's good buy-in in terms of like the adjusted targets. But yeah, could you speak to that in terms of Like how, yeah, what kind of buy-in or feedback did you get regarding the adjusted targets? And then, but also for while still keeping like the higher, you know, the much, maybe even if 80% is like pushed down towards the future. I mean, do people still feel like they're still kind of in sync with that kind of thinking and goal?

I think the feedback that we got was positive because just consider this. We have some schools who are at 30%. They see that 80%. It doesn't feel super exciting or feasible to go from 30% to 80%. And so the feedback that we got from our leaders, because we engaged them and asked them, is this feasible? Is it still ambitious? We still want this target. It just means we're going to take longer to get there given our rate of change. And part of what we appreciated that they said is it makes it feel like they can do it. Small percentage of growth at a time. And I think that's what's helped them to feel like we got it. We're part of it. We support it. And how can we then also lead this work with our staff? Everyone wants to feel successful. And I think part of what we uncovered is do people really feel successful moving towards 80%, especially if you're at a school at 20%. that feels so far off. So we're trying to make it more feasible. We also are working with sites. So each of them are going to be setting their own goals based on individually where they are. It could be some go 3%. You heard Principal Garduno. She said 4%. And so it's for them to set their individual targets. So we can also differentiate schools because they're not all in the same places. We have a school at 80%. That's going to be a little bit harder to keep stretching, but also setting some goals there. So I think they really appreciated the differentiated approach as well. And I want to, can I just share one more thing that I didn't share? The progress monitoring, you mentioned the public dashboard. We also have a dashboard for leaders and they'll be working on pulling reports and digging in deeper and understanding which students are performing well on what and which ones aren't so that they can use that day to day, week to week, month to month. So an internal one for staff, but also an external one. So it's also exciting. Okay.

I had one quick question follow up from, this was always in the back of my mind that we have some of our accelerated learning school. schools in our district and they probably felt that they we we don't need to change anything we want to keep what we're doing because we're doing okay but it's the other districts the ones that are the eel and i i don't know if we'll be able to break that you know uh that target or make that target. I just don't because it's achievement is a multi-prong approach. You know, you have... the economic factor and all the other things, you know, we can only do so much as a school. We provide nutrition. We know that, you know, the parents will know that the children get fed, but there's another component and it's just, and I think that that's a huge challenge that I think about in the back of my mind when we're trying to achieve for those other schools that are difficult to bring forward and are always in the margins?

Well, I would just say I'd use Spruce as an example, right? And so we believe kids can, and it may mean that it takes them longer to achieve, but absolutely there's a belief that they can make strides. And I think Spruce was a great example of saying, here's where we were four years ago. Here's where we are now. So it is happening with the diverse student groups that we have, but thank you for your comment.

Thank you, I have nothing more to add, except I am very excited I think back 10 years ago, where we were and where we are now and yeah when a school like spruce comes in and they have like such an amazing report it just. just makes me so happy and um and i think allowing the parents to see where we are and where they are and i think that's important something that we haven't had in the past so um you guys have done great work all of you and and i appreciate it and so thank you very much thank you very much Okay, with that, we have an action. Staff recommends the approval of the proposed updates to the strategic targets. Do I have a motion? So move. I have a motion by Dr. Shea, a second by Trustee Richardson. All in favor? Aye. Motion carried. Aye. Okay, next consent agenda. The following items are submitted for board approval. One motion will authorize action for those items so designated. Any changes to the consent agenda? Okay, do I have a motion? So moved. Second. I have a motion by Dr. Shea, a second by Trustee Anthony. Any questions, comments? All in favor? Aye. Motion carried. Next information discussion administration discussion of Community forum pocket topics you want to.

Yes, so we have an upcoming community forum on October 22nd. And so we wanted to provide the board with previous year's topics that gave the board an opportunity to give direction to me as to what you wanted us to present on. Typically, it is no more than two topics. And depending on how robust the topic is, it could be one. And so we want to give the board the opportunity to discuss what potential topics you'd like for us to present for the October 22nd community forum. And then just, we need to determine a start time for this meeting as well.

Okay. Who would like to start trustee Richardson?

I'd like to see the community be, apprised or brought up to date on facilities needs and challenges. And not so much emergency preparedness in our schools and communities, but that's one. And then the other, the Los Cerritos modernization and artificial intelligence. Somebody asked me about that.

We probably want two topics. So would you like Los Cerritos or artificial intelligence?

So these are what we've been talking about over the last few years. Okay.

Do you have a date that you prefer?

The date will be the date. Oh, whatever the. The date is on the 22nd. So what we, I should have said this for reference, I shared with you all just past topics that each of you have selected. So we are looking at potential new topics for us to discuss. And what I heard Trustee Richardson say is facility needs and challenges.

Okay. So you're saying facilities needs and challenges and Los Cerritos?

And Los Cerritos, those are two. We were asked two, right? Or just one. What are we doing?

We should have no more than two topics for a community forum. But what you are looking at here in that table are topics you all have already discussed. So if you look at that left-hand column, it tells you the year and the day that we discussed. So we're looking for any new topics, unless there is a topic there that we talked about four or five years ago that you all want to talk about again, that's fine too.

I would put forth something like the Family Resource Center or some of the family resources that we offer and how we are doing outreach to our community on various topics.

Okay, I want to build on what Amanda said. So partnering for student success and then columns. achievement, safe schools and engaged families. So it's all three elements, but it's all together our work, that our work on the engaging families relate to what Amanda mentioned, and the safe schools, the school belonging and achievement. So I would like to explain why this. So how family partners, how family partnership is important, their support is important student achievement. So that's why I think the, if we can address the engaged families. And then the other one is, not the other one. My reasoning for this is safety and belongings are our top priorities. So how safety and welcoming schools support student learning. So because of those reasoning, the topic could be partnering for student success, achievement, safe school and engaged families. Thank you.

I like that broader topic. I think it builds also on that, that, you know, I think when principal Gardena was up there, we were talking about, I mentioned that the parent cohort and the parent fellows program that was four years ago now. And so, you know, how has that led into district change and what are we doing to support and what are they doing to support their students? Like, how are we helping them support students? I think Dr. Shearer liked that idea.

Actually, my thought kind of ties in as well because I was thinking, what are we doing for belonging? How are we bringing our families to our schools and how are we supporting our teachers? So that was my topic, trusting them.

I mean, yeah, I do like the... Dr. Shea summed up. So I think, I mean, my very minimal brainstorm on this forum was, yeah, perhaps about daily literacy being that we're launching the dashboard just to kind of, I mean, maybe there's some examples from other schools or other, yeah, just to kind of help us understand like what these new technologies data points and numbers mean, what they might mean for us as we're monitoring change, that might be helpful for, well, not just for myself, but the general public to kind of get a little bit of an orientation on And then I was thinking about the ELA adoption as well, but I also know that's something that will probably be discussed much more in depth later in the year, so we could hold off on that. But yeah, so that's my thought. And then lastly, I wondered if there's some room to rethink the format of the forum. Something that I would like to see is perhaps a little bit more public engagement or even participation. I mean, I think we wanna still be able to ask our questions and share thoughts, I think having some folks from the public or the school community to respond as well, if that could give some thought on how we could do that, I think it would be great to welcome in the community participation.

Okay, can we rally around a couple of things? What do we have?

So you've listed facilities, needs and challenges, family resource center, or connecting back to outreach with parents because of the previous fellowship program, partnering for student success, achievement, safe schools and engaged families. Within that, sharing school resources, talking about the facilities and the achievements and how family partnership is important for students. Then it was, what are we doing for belonging and bringing our families into schools to support them? So there is a connection about support for families and, you know, and ways that they can partner and then the last uh trustee mentioned literacy and uh looking at bringing in examples from other schools to help understand what these data points and numbers mean i'm not fully clear on on what that would look like or what that means for us and then potentially ela but i think we're holding off on that and then wondering well the format is something separate so Those are the topics. So it sounds like there is an appetite for what Dr. Shea said and finding an opportunity to connect the bringing together a focus on seems like families and ways to partner to for families. growth with student success and achievement to partner on ensuring our facilities are great.

Just aligning this with our strategic plan and our priorities for this year. Our priorities this year are still academic belonging, right? And it's PLCs. And then the third one is standards-based instruction. Maybe we can do partnerships related to belonging in standards-based instruction. And that way we align with what we're talking about as our goals.

That makes sense to me. Is that the pleasure of the entire board? Agree.

Yes, I agree. Trustee Lamb, Trustee Richardson.

Yeah, I'd be fine with that, yeah.

Well, I was kind of looking at the timeline and in 2021, the nutrition service, and vaccination was the last discussed. So there's been quite a bit of change. If we could kind of get an update because we have a new facility and so forth, that might be nice. And I'm not sure what SSFUSD vaccination means, but that might be something. because I'll be frank, we have the Chronicle, you know, the South San Francisco Chronicle, and that really speaks to a lot of issues that relate to mixing with families or reaching out to families that were having this coffee. And I think that with the new and improved website, I can go to the square and I can get all kinds of information and invites. And it's up to the families. And that's what I see what we're doing right. And I think that we'll just repeat that because it has improved so much. There's been such a tremendous effort by the district to outreach to these parents who didn't feel connected. And this is one of the things we've been covering. But it's just my opinion.

Okay, thank you. So do you have enough information?

Well, my team because it's split up across departments, I need to ask my team, do you all have enough information and clarity around what the community forum should consist of in alignment with our priorities related to families, academics belonging? You're shaking your head, Dr. Garcia? You have some ideas? That Campbell? Yeah.

I think I could ask for more clarity around academics.

I'll say from my perspective, Dr. Shea mentioned achievement in specific, but I think achievement is good because there's the partnerships on how are we helping families understand what achievement is and how they can support their students' achievement. But also the standards-based instruction, I think that's probably new for a lot of families. And so how do we help families understand that and help their student also? What does it mean to have a conversation with your student about a standard maybe? That's kind of what I'm thinking. Achievement, I think, is important, right? But it's also like, how do we help them help? How do we partner on getting there?

Yeah, that's great. I really love that. I was originally thinking the CIA, right? Curriculum, instruction, and assessment, that kind of the package, and it turned into achievement. So you guys can decide.

I'm totally fine. I think we have enough between us and we can make it fruitful and productive for our community. Perfect. Thank you.

Thank you very much. Okay. So moving on to action items, administration resolution number 26 dash 66 Hispanic slash Latin X heritage month. Do I have a motion? So moved. I have a motion by Trustee Anthony, a second by Trustee Richardson. Trustee Lam, would you like to read it?

Yes, first I would like to invite Trustee Richardson to read the Spanish version of the, thank you. Yeah, yeah, please do. No, well, I think the Spanish language one should go first and then I'll read the translation, so.

Sorry.

Considerando que el periodo del 15 de septiembre al 15 de octubre fue designado como el mes nacional de la herencia hispana Latinx por el Congreso de los Estados Unidos en 1988, y considerando que los términos hispanos, Latinx y latino se refieren a personas de origen Puerto Rican, South American, Central American, or another culture or Spanish origin, independent of their race. And considering that September 15 was chosen to celebrate the anniversary of the independence of five Latin American countries, Costa Rica, El Salvador, Guatemala, Honduras y Nicaragua. Y el 16 de septiembre conmemora la independencia de México. Y considerando que el tema de este año es Juntos Somos Más. Y considerando que el impacto de las culturas hispanas y latines y de tradiciones centenarias se refleja en las costumbres y leyes de nuestro estado. Y considerando que los estados unidenses, hispanos y latinx continual realizando importantes contribuciones a la sociedad estadounidense en el gobierno, los negocios, a la agricultura, la fuerza armada, el comercio, la educación, art, science, and sports. And considering that section 51204.5 of the California Code of Education specifically requires that the instruction en ciencias sociales incluya el estudio del papel y las contribuciones de los mexicanos americanos al desarrollo económico, político y social de California de la nación con especial énfasis en representar el papel de este grupo en la sociedad y considerando que los estadounidenses hispanos y latinos representan una parte significativa y creciente de la población de la nación, constituyendo aproximadamente el 20.5% de la población de los Estados Unidos. El 41.2 de la población de California y el 32.1% de la población de Sur San Francisco. Y, por lo tanto, se resuelve que la Junta Directiva del Distrito Escolar Unificado de Sur San Francisco reconoce y honra a las comunidades hispanas y latinas durante el mes de herencia hispana Latinx, periódicamente aprobada y adoptada formalmente este 10 de septiembre del 2026.

Gracias. Trustee Lamb? Yes.

Resolution 26-66, Hispanic Latinx Heritage Month, September 15 to October 15, 2026. Whereas the month of September 15 to October 15 was designated as National Hispanic Heritage Month by the United States Congress in 1988. And whereas the terms Hispanic, Latinx and Latino refer to individuals of Puerto Rican, South or Central American or other Spanish culture or origin, regardless of race. And whereas September 15 was chosen to commemorate the anniversaries of independence of five Latin American countries, Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. And September 16 commemorates Mexico's independence. And whereas this year's theme is Together We Are More, and whereas the impact of Hispanic and Latinx cultures and centuries-old traditions is reflected in our state's customs and laws, and whereas Hispanic and Latinx Americans continue to make important contributions to American society in government, business, agriculture, the armed forces, commerce, education, the arts, science, and sports, And whereas California Education Code Section 51204.5 specifically calls for instruction in the social sciences to include the study of the role and contributions of Mexican Americans to the economic, political, and social development of California and the nation. with particular emphasis on portraying the role of this group in contemporary society. And whereas Hispanic and Latinx Americans represent a significant and growing part of the nation's population, comprising approximately 20.5% of the United States population, 41.2% of California's population, and 32.1% of South San Francisco's population. And now, but therefore be it resolved that the South San Francisco Unified School District Board of Trustees, hereby recognizes and honors Hispanic and Latinx communities during Hispanic Latinx Heritage Month, regularly passed and adopted this 10th day of September, 2026.

Okay, so we have a motion by Trustee Anthony, a second by Trustee Richardson. Can I get a roll call?

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

Yes, motion carried. Okay, the next one is Resolution 26-67, Trustee Compensation. The board will discuss the adoption of Resolution 26-67 to allow stipend payment for Trustee Richardson who was absent from the August 20th, 2026 regular board meeting. Do I have a motion? So moved. With the waiving of the reading?

I can't second. Okay.

Okay, so we have a motion by Trustee Anthony and a second by Dr. Shea. Any questions or comments? Okay, so roll call.

Trustee Lamb? Yes. Trustee Richardson? No. Trustee Anthony? Yes. Vice President Shea? Yes. President Murray?

Yes, motion carried. Okay, next is resolution 26-65, GAN limit. Staff recommends the adoption of resolution 2665, certifying the actual GAN limit for 2526 and the estimated GAN limit for 2627. Do I have a motion with the waiving of the reading? So moved.

Second.

Okay, so we have a motion by Trustee Anthony, a second by Trustee Lamb.

Roll call. Trustee Lamb? Yes. Trustee Richardson? Yes. Trustee Anthony? Yes. Vice President Shea? Yes.

President Murray? Yes, motion carried. Okay, next is agreement with Kitchell CEM Incorporated. Staff recommends approval of the agreement with Kitchell CEM Incorporated to provide implementation configuration and ongoing project control support for the Measure T bond programs Project Management Information Software Procore in the amount of $130,900. 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? Okay, all in favor? Aye. Motion carried. Agreement with Certior, staff recommends approval of the agreement with certiorar for CEQA consulting services for the Los Rios elementary school modernization and temporary campus at Baden and Baden campus utility and modular buildings projects, building buildings projects in the amount of $43,488. Do I have a motion? So move. Okay, motion by Dr. Shea, a second by Trustee Richardson. Any questions or comments? All in favor? Aye.

Motion carried.

Okay, pre-qualified pool of post-construction cleaning services firms. Staff recommends approval of a pre-qualified pool consisting of AIM to Please Janitorial Services Incorporated and Summit Building Services Incorporated to provide post-construction cleaning services for Measure T bond program and facilities department projects on an as-needed basis. Do I have a motion? So moved. Second. I have a motion by Trustee Lamb, a second by Dr. Shea. Any questions or comments?

All in favor?

Aye. Motion carried. Agreement with Kier and Wright Civil Engineers and Surveyors Incorporated. Staff recommends approval of the agreement with Kier and Wright Civil Engineers and Surveyors Incorporated for topographic boundary and utility surveying services for the Los Cerritos Elementary School temporary campus at Baden and Baden campus utility and modular buildings, building slash S projects under the Measure T bond program in the amount of $137,900. Do I have a motion? So moved. Second. I have a motion by Trustee Anthony, a second by Trustee Lamb. Any questions or comments? All in favor? Aye. Motion carried. And that brings us to the review of future agenda items. I didn't hear any come up except for the community forum. And summary of board directives. There are none. Good and welfare. Who wants to start? Trustee Richardson, how about you? Okay.

I was just reading about the

We all attended, most of us did, the ribbon cutting, and that was very exciting to see how beautiful our schools are. We used to be clean and comfortable. Now we're clean, beautiful, and comfortable. So I'm happy to see that. We will be going tomorrow for our last transitional kindergarten classroom ribbon cutting. I will be there in case anybody's wondering. And on the 18th, I will be going with the county manager on a... a tour of some of the facilities that the public was invited and I was, I signed up and I will be meeting them at the San Mateo County Fairgrounds. And that concludes my report.

Thank you. Trustee Anthony.

I too was thrilled to be part of the ribbon cuttings and sorry that I wasn't able to make the Wednesday ribbon cuttings. It's just very hard to leave work on a Wednesday afternoon, but really appreciate all the work that has gone into these projects and really happy that the students get to benefit. I also attended a number of back to school nights last week and that was also a joy. So I got a preview of the spruce numbers even before y'all did, but it was great.

Thank you, Trustee Lea, that's great.

So the parents got a spoiler, right? Oh, great. Yeah, I also attended on several back to school nights. So I did kind of a, you know, I was great to visit South San Francisco High School and meeting my son's teachers and also Westboro Middle School. I like, you know, just seeing how everyone's doing there. Plus, you know, I got a little glimpse of the field before the ribbon cutting. I also attended Skyline and Monte Verde's back-to-school nights. And then, yeah, again, for the ribbon cuttings, then we finally did officially christen the Westboro Middle School field. That was just really awesome to see. I know it's been like many, many, many, many years coming, but so it was great to see that. past students come, you know, past parents come, and just excited for the kids who are going to be able to experience it. Monteverde's TK, that was also really fun. It's very hot, but really fun to, yeah, cut the ribbon for the new TK. I know it was, I know Prince Wilbur was a little bit taken aback by the big to-do we're making of it, but you know, these kinds of new things, you don't get new things every day, so you might as well just celebrate when you can, right? So I'm looking forward to JS's TK ribbon cutting, and I'm sorry I missed the El Camino kitchen, but I hope to check it out next time. Thank you.

Thank you.

I so joined with a I mean, our board colleagues and cabinet to the back to school nights. So many, many, many families and students, which was wonderful and great, amazing welcome from principals and teachers. So those school I visited at the back to school nights are El Camino High School, South San Francisco High School, Buri Buri, Alta Loma, Ponderosa, and also joined the ribbon cutting the central kitchen for El Camino High School and Westboro Field. I missed yesterday, Monteverde will join the ribbon-cutting for tomorrow JSTK facility.

Thank you. Thank you. And I too attended several back to school nights and I love that because I get to mingle with our community. It reminds me of my PTA days. But more than that, I get to meet people in our community and I get to talk with our teachers. And then I attended, well, we've had three ribbon cuttings so far. I attended them. Everything is beautiful. Monteverdi, the TK class. Sherry, have you seen the TK class? It's beautiful. I love it. And, huh? Oh, yeah. You were there. And, oh, it's just wonderful. It's so nice. And if anybody wonders what their measure T bond money went for, your measure T bond money went to complete the projects that we're doing ribbon cuttings on. And I have to say, I've waited for 10 years for Westboro to get a field like they have. And I am so happy that