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Video-Count: 1
Video-1: https://ousd.granicus.com/player/clip/2886?view_id=4&redirect=true

Part: 1

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Uh, good afternoon. Uh, welcome to the JUNE 10th, um, Board of Education meeting. MR. Restar and we have a roll call to establish quorum, please. On the attendance roll call. Dinner director Simmons, student director Smith. Director Lauder present Director Williams presents, sir. Director Hutchinson. Director Barry I know. Uh, director, uh. Person. Vice PRESIDENT Bachelor here. PRESIDENT Brohart. Yeah warm present. Thank you, and we can, uh, MR. Saychuk, and we have an interpretation check,

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please. Yes, moving to interpretation check for tonight s meeting, we have 3 languages for life interpretation. There are Arabic, Spanish, and Cantonese, for in person, we have laptops for interpretation. Please come see us. Post our Arabic All all in his hands. Please don t raise your hand if any Arabic interpretation. MISS Abdi, if you can come off mute and make the interpretation announcement for Arabic, please. Ariativa alimatadatiaria as forasha. If a rather check it and put it over here what I have Matar

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stairstihasmounnabi ser therapy construction is done. A 10 to see if any hands are raised for Arabic interpretation. Do you know hands raised will not starve with Arabic interpretation. Next, we ll go to Cantonese. Again, please only raise your hand if you need Cantonese interpretation. MISTER Ewan, if he can come off mute and make the interpretation announcement for Cantonese, please. Tagaho needle High Oakland Ritapaoui kao wei wei wei yi s uyin so you gong tongwagapanji Qingheng atoihenga te yun ling toy bosao taiinno in our country yi hake Ti. Reiziahoyi Li Tong bong

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Shengingzhongsaoandu Gong tong magapanji. You go so you Guangdongwaka panjindulejing Penziaohapong kiyakoteikao ying hong of uho you know Xinjia Kwang tong waa it s a hoyao tendou Kong to panic. You go to so you panic for bogawa ingles out yo and so what they get for Cannes announcement is done, MR. Seihao. Great. Thank you, MR. Ewing, Chittenee if any hands are raised for a Cantonese interpretation. Seeing no hands raised, will not start with Cantonese interpretation. We will next go to Spanish again, please only raise your hand if you need Spanish interpretation. MISS Vargas, if you can come off mute and make the interpretation announcement for Spanish, please.

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Of course, uh, Bueno started started this started ledamos lavien Benida tenemos interpretes a espanol ofreciendo el servisio pero este solo sola provisto si lebanta somano in nosa visa que neita servile tar sumo virtualmente trauma persona purfabora cirquese uh aliender person er unaves active servisio por favor in laparte inferior de la ventana de sum er bus que symbol of the interpret ation pulcelo is alexiones Spanish. Sinolove bus quelos punto suspensibus er sulcelos selectional language interpretation. It expresses

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Spanish. Unavesmas solo soreal servisio ciustelos solicita puede cirarcia coque persons personaoa traveo Muess gracias. Thank you. The Spanish announcement is done. Great, thank you, MS. Vargas, checking 10 to see if any hands raised for our Spanish interpretation. See no hands raised, who will not start with any interpretation, and we ll again check in later during the meeting, turn it back to PRESIDENT Brohart. Thank you. Tonight in closed session, we will discuss the following matters. Under labor matters d1, 25-1864 conference with labor negotiators. Under uh legal matters, item d2, 26-1482 conference with legal

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counsel anticipated litigation. D326-1483 conference with legal counsel anticipated litigation. D426-1514 conference with legal counsel, existing litigation. D 526-1298 conference with legal counsel, existing litigation. Under pupil matters Item d6 26-1308 expulsion student aaa. d727-1429 readmission, student fee. D 8 26-1455 expulsion student bbb. D 9 26-1502 expulsion student ccc. D 10, 26-1503 admission student ddd.

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Under real property matters. D 11 26-1517 conference with real property negotiators. D12, 26-1519 conference with real property negotiators. We will then reconvene to public session in at 5:30 P.M. Are there any public comments on, uh, closed session items. Registered speakers for this item, MADAM PRESIDENT. And with that, we will uh go have a quorum. Welcome to the JUNE 10th, uh, Oakland Unified School District Board of Education meeting. MR. Rakestrack and we have a, uh, roll call to establish quorum, please. On the, uh, roll call to establish quorum

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uh student director Simmons. You know, Director Smith. Here. Director Lauder. Director Williams uh, Director Hutchinson. Director Barry right? Director Thompson, PRESIDENT. Vice PRESIDENT Bachelor. And PRESIDENT Brohar and MR. Oh sorry, I m sorry, MR. Ason. Uh, MR. Sechow, can we have, uh, interpretation check, please? Yes, move to interpretation now. Let s check for tonight s meeting, we have 3 languages for life interpretation. They are Arabic, Spanish, and Cantonese. For in person we have laptops for interpretation, they are to your left side and beneath the

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basketball court. There is also translation in closed caption feature available on Zoom that you can use by clicking the closed caption icon on your zoom taskbar. We will start with Arabic. I will lower our tiny hands. Please only raise your hand if you need Arabic interpretation. MISTER Tariq, if he can come off mute and make the interpretation announcement for Arabic, please. Contributemarezoo zuma more language interpretation to make Arabic transition management is done. Thank you, MS. Tareq, Chi attendees to see if any hands are raised for Arabic interpretation. Seeing no hands raised, will not start with Arabic

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interpretation. Next, we ll go to Cantonese again. Please only raise your hand if any Cantonese interpretation. MR. Ewan, if you can come off mute and make the interpretation announcement for Cantonese, please. Oakland tapaoui gao wai yin weiu yi you go to san chu yinel you sou Guang tong wagapanjingdoliga zhou saoin lam coahabin linked to your bosao Taiino inauan yihagaisiliz ahoyi ling Tong Wang Sheng geyanxi saoandu Kong tong magapanji. You go you go to magapan Qingduliya jiao hao kao ying hong of uho, you know, Xinjia Kong Tongwa it s a hoyao tang

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tong tongwagapanji. You go to so you find Nikowa ingle goes out yo yo and so you want to get funding for more tote. Canone announcement is done, MR. Seiha. Great, thank you, MR. Ewen Cheng attendees, see if any hands raised for Cantonese interpretation. Seeing no hands raised, will not start with uh Cantonese interpretation. We next go to Spanish again, please only raise your hand if you need Spanish interpretation. MR. Copenhagen, if you can come off mute and make the interpretation announcement for Spanish, please. Sure. And when I not no momentoremosel servi interpretation simultania.

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Pacuarlolois el econo interpretation and la part inferior de la pantaya selection in law is aiddalita de oma selection in Spanish para espanolinno en el econo agan clique in los tre punosupensciosayan laobion interpretation. Parasia personas in la ronion queneesitan el servi por favor le la mano. Demodo virtual or rian and el chat keneesitan interpretationium Sinaia el el ericio de tamanera no serearra Durante la primera parte de la gena. Pala persona presentes en ellaudorio.

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Es sinessidan el sericio I computadoradiponiles in lagancha de basketball. I prefire eu charges refilo subtitula poen activar is a fun tam mucha gras, yes, thank you. Great, thank you, MR. Copenhagen. Checking 10Ds to see if any hands raised for a Spanish interpretation. See no hands raised, we will not start with smashed interpretation, and that can include interpretation announcement, and we ll check in later during the meeting, and I turn it back to you, PRESIDENT Brohart. Thank you. Emphasize the importance of respectful decorum, communication, and engagement at our board and committee meetings. The work of the board is

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serious business and impacts the everyday experiences of our students, staff, families, and broader community. It is critical that all of us both up here and on the dais and in the audience, model the respectful interactions that we would like to see our students have in their classrooms, on the play yard, and in athletic competition. As we open tonight s meeting, I urge everyone present and planning to attend to review and abide by the Board of Education protocols and meeting rules of engagement listed on pages 8 and 9 of tonight s agenda. Tonight there will be ample time for public comments, uh, provided you pre-registered to

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speak online before the meeting started or if you filled out a comment card which you can find on the table by the entrance, and you can submit those any cards at any time. There will be public comment after the Brown Act compliance. After the Brown Act violation cure. The adoption of the pupil discipline consent report? Pupil comment on all non-aggenda items within the subject matter jurisdiction of the board. After special orders of the day. Parent and student advisory Committee report. Public hearing new business There s several news and adoption of the general consent report and the superintendent s report. Please bear in mind or be aware

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that in compliance with the Brown Act, board members MAY not respond to comments regarding issues that are not on our posted agenda for tonight. I ask that all speakers keep their comments to the scope of the item, and if a speaker speaks to a different item, the chair will need to ask that that speaker either speak to the specific item or hold their comments until the appropriate public comment period. I would ask that my fellow board members help and support me in this regard. If you don t get a chance to speak during public comment, I want to encourage you to use the e-commences feature via the legislative Information Center

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on the ousd website. And of course, you can always email board members directly using this format, first name.Last name at ousd.Org. Now for the report out of closed session for JUNE 10th, 2026. Labor matters on item d1, number 25-1864 Conference with labor negotiators, the board gave direction on this matter, motioned by PRESIDENT Brohardt, seconded by Vice PRESIDENT Batchelor with a vote in favor of 5 to 01 abstained, and 1 absent. The yes votes were present Brohardt, Vice PRESIDENT Batchelor. Director Latta, Director

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Thompson, Director Williams, Director Barry abstained, and Director Hutchinson was absent. Under legal matters on item d2, number 26-1482 conference with legal counsel anticipated litigation. The board gave direction on this matter. Motion by Director Latta, seconded by Vice PRESIDENT Batchelor, a vote in favor, 6 to 0 with 1 absent. The yesses were PRESIDENT Brohard, PRESIDENT Batchelor, Director Barry. Director Latta, Director Thompson, Director Williams, Director Hutchinson was absent. On item d3, number 26-1483 conference with legal counsel anticipated litigation. The board gave direction on this matter.

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Motioned by Director Lauda, second by PRESIDENT Brohart, a vote in favor of 5, abstained 1, and absent 1. PRESIDENT Brohard, yes. Director Berry, yes, Director Latta, yes, Director Thompson, yes, Director Williams, yes, Vice PRESIDENT Batchelor abstained, and Director Hutchinson was absent. On item d4, number 26-1514 conference with legal counsel, existing litigation. The board approved a settlement in this matter. Motion by Director Lauda, seconded by Vice PRESIDENT Batchelor, voted in favor 6, abstains none and absent one. The yes votes PRESIDENT Brohard, Vice PRESIDENT Batchelor,

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Director Barry Director Latta, Director Thompson, Director Williams, and Director Hutchinson was absent. On item d5, number 26-1298 conference with legal counsel, existing litigation, the board gave direction on this matter. Motion by Vice PRESIDENT Batchelor, second by PRESIDENT Brohardt. Um, approved 6 to to nothing and 1 absent. PRESIDENT The yes votes. PRESIDENT Brohart, Vice PRESIDENT Batchelor, Director Barry. Uh director Latta, Director Thompson, Director Williams, and Director Hutchinson was absent. Pupil matters on items d6

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through d10. The board heard these matters and will vote on the matters in public, in Section 1 on the agenda. Real property matters on item d 11, number 26-1517 conference with real property negotiations, the board gave direction on this matter, motion by Director Lauda, seconded by Director Thompson, um, approved 6, with 1 absent. The yes votes were PRESIDENT Brohard, Vice PRESIDENT Batchelor, Director Barry, Director Latta, Director Thompson, Director Williams, and Director Hutchinson was absent. On item d12, number 26-1519 conference with real property

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negotiators, the board gave direction on this matter, motioned by Director Lauda, second by Director Thompson, voted in favor 6 to nothing but 1 absent. The yes votes, PRESIDENT Brohard, Vice PRESIDENT Batchelor, Director Berry, Director Latta, Director Thompson, Director Williams, and Director Hutchinson was absent. This is the end of the JUNE 10th, 20 26 closed session report And with that, I ll take any modifications to the agenda. Our staff has requested that numbers that items are 49 through 54 be withdrawn. Are there any other modifications I

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m sorry, can you please repeat that again? Items 49, 50, 51, 52, 53, and 54 were withdrawn. On the consent report, I m sorry because I didn t I hear that, I wasn t sure. Are there any other modifications to the agenda? Of clarification, I didn t think that was the order of, of the uh agenda today where after the PRESIDENT S statement, there s supposed to be g1 Brown Act compliance and you re skipping into uh modifications to the agenda. Thank you. That was my fault, and I apologize for skipping that order. I did not intend to

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do that. And I apologize to audience members as well. So which item are we on? Because I modified. Yeah Yeah So this is item g126-1366. Brown Act compliance, acknowledgement of violation and commitment to cease and desist? Is there a motion to adopt? So moved And is there a second I 2 2nd There is a motion to approve in a in a second. Ok Now I m going to read the Brownet compliance acknowledgement of a violation and commitment to cease and

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desist. At the MAY 13th, 26, 2026, regular board meeting. The board adjourned without providing the designated non-aggenda public comment period. Notwithstanding that members of the public had registered to speak and had remained in attendance in reliance on the posted agenda This conduct was not in compliance with government Code Section 54954.3a. board action The board hereby one acknowledges that the failure to permit non agenda public comment on the MAY 13th, 2026, regular board meeting violated

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the Brown Act. Government Code Section 54954.3a. 2. Unconditionally commits to cease and desist from adjourning any regular meeting before the designated non-aggenda public comment period. Without either a taking public comment first or b formally continuing that portion of the meeting to a date and time certain pursuant to government code Section 54955. 3 commits to maintaining order at board meetings to prevent intimidation of speakers and to ensure that members of the public are not denied their

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designated comment time. Or direct staff to provide written confirmation of these commitments to the individuals who submitted the cure demand within 30 days of MAY 13th, 2026. This action is taken pursuant to government code section 54960.1 as a cure and correction of the violations identified in the written demand received by the board. Brown Act violation cure part uh g2. Yeah, I mean to this for a sec. Yeah. Ok, MADAM PRESIDENT, I recommend that we stay with g1, and then you will go to g2

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afterwards. That s a, that s a separate issue. All right, thank you. Is there public comment on this issue? Uh, yes, MADAM PRESIDENT, uh, there are 3 speakers. 2 minutes each. Right? Uh, those three speakers are David Reed, Judith Klinger, and Asada Olabala. If your name was called, could you um approach the diet, please. Hello, I m reading this for a parent who wishes to remain anonymous. I m a proud Jewish parent in ousd. I m saddened by the rise of Jew hatred in ousd. I m in support of the cde finding and want the board and

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senior leadership team to comply with the orders, do the right thing, and train our staff to be able to recognize Jew hate. And rhetoric that should not be taught in the class. I do not agree with the teachers who feel that ousd is suppressing free speech. The cde states that these educators do not have the best interests of our students. Ousd should focus on reading a 70% of children read below grade level. My child needs to learn math, science, history, literature, and critical thinking skills. I don t send kids to be a teacher s captive audience for hate-filled messages. Teachers must educate according to the standards and

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curriculum the school board has agreed to. Teachers need to provide a balanced, rigorous and professional environment for all students. Personal views of teachers should not matter or be infused into the classroom. Thank you. Next speaker, please Hello there. My name is Judith Klinger. I am a reti actually, good evening, members of the board. Superintendent and MADAME Board PRESIDENT. My name is Judith Klinger. I m a retired high school teacher, um. And a longtime Oakland resident. So thanks for the moment to speak. We all know that it is impact, not intent, in matters of discrimination,

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right? I m going to read a couple of quotes here. Some of them have four letter words. So if you don t want anybody to hear a four letter word. They will be quotations, not by language. Uh Toronto, Canada, a Jewish-owned grocery store was set fire in spray paint spray painted with the words Free Palestine. Bristol, uk kill Jews, free Palestine, Echun to a door at an ikea. Cas Saudi Moldova, a Holocaust memorial was vandalized with Free Palestine graffiti. London, England, 3 men accosted a group of Jewish men and

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chanted Free Palestine and Buck Jews. Brooklyn, New York, a Jewish man was stabbed the attacker yelled Free Palestine. Boulder, Colorado, a man yelling Free Palestine through Molotov cocktails at a rally, and he killed a Holocaust survivor. Ann Arbor, Michigan, a Jewish student was beaten and chance of free Palestine were heard by the crowd. Those who wish to do violence to Jews are coupling the phrase Free Palestine. With attacks on Jews. And so, when a Jewish student, a Jewish teacher sees a free Palestine sticker in a classroom on a

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board PRESIDENT S laptop. The impact on it of upon us of it is that it instills fear. Because of the way it s being coupled with violence out in the real world. I would very much ask this district to stay true to its values of recognizing the impact of discrimination. All Thank you for your time Thank you. Next speaker, please. MADAM PRESIDENT. On what is being accomplished right now. Uh I, I m, I m understanding that

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uh something happened related to the Brown Act. And what is the purpose of it being agendaized at this point. Could somebody clarify for me, please? Thank you, MR. Assada, um, on May 13th we What is, what is the purpose right now? That the Brown Act provides for a mechanism to cure when you have a violation. So this is a um the manner in which you can cure. Ok. Got it. All right. First, I wanna thank uh the board for recognizing the violation and taking corrective action on that. What I

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m not clear about is in order to correct this. It only applies to people who at the point. Of when the item was called they wore in attendance. That s what it says here. So if you were not in attendance uh you re not identified as being a part of the violation. Is that correct? Yes, the cure applies to individuals who signed up to make comment on non agenda items. They signed speaker cards either online, so not in attendance or in person. So on the next page, I m identified. As signing up, but I was not in attendance, so I

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m that what you re trying to correct doesn t apply to me because at the point. Of when it it does apply to me, ok, that s the part I was confused about. So in the corrective action, am I gonna be allowed with g2 to have public comment. on the MAY 13th that I didn t have. Ok. And I m, I m asking this question because I didn t wanna have public comment. If it meant that I had to be in attendance. I wasn t going to overlook that. Ok? So, uh, thank you. I understand it now. Other board comments on this

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Director Hutchinson Yes, thank you Um, first, I, I think if you ve watched a couple of meetings recently. You ve seen my utter frustration with what s been going on. And this item right here is really indicative of a lot of the problems that we ve been having. This is the first time in my memory, and I checked with my mother the first time in her memory. That we ve ever seen a school board item where they had to correct a Brown Act violation. Now that doesn t mean we haven t had Brown Act violations regularly. But that means this one was so

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egregious and a lawyer sent in an email complaining, and now we re having corrective action. So at the MAY 13th meeting, like what happens at every one of our meetings. PRESIDENT Brohard changed the order of the items on the agenda. And she kept moving back and moving back public comment on no agenda items, which is required by law to happen at every meeting. She didn t call for that item until 11:42. And our meetings end at 11:45. Hard stop. So now here we are uh, in an unprecedented situation where we ve had Brown Act violations going back to when DR. Kyla Johnson Tremell was

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forced out. As superintendent to even tonight where again the public hearing on the budget was not properly noticed, even though it s being redone for a second time. And the reason we are in this situation is because of how the meetings are being mismanaged by PRESIDENT Brohart. So I would like to hear an apology from her. I would like to hear a commitment from her that we re no longer going to show up at the school board meeting and have her first thing in the night change the order of the items. Especially since she s the one who makes the agenda order to begin with. especially since at the last meeting, she changed the board

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bylaws for the 2nd time. To rearrange the order the items even come up. Under the board bylaws This represents complete dysfunction and chaos. But even more than that it s a breakdown not just in democracy, but in our responsibility as elected school board directors. Were each elected by over 50,000 constituents. And to have this board continue to act in a way to not just limit, but not allow public comment from the very constituents who elected us. Is objectionable, offensive, and is really indicative of these problems that we have going on with the district. So on tonight s meeting, there

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s not just this Brown Act correction. We re not gonna be redoing the public hearing, the statutorily required public hearing that happened at the last meeting, because I wasn t compliant either. And I hate to tell everyone, tonight s isn t compliant. And if you look in the consent report, half the items don t have the required listing of funding source and resource code. These are all the basics of how we operate. So I would like to hear a further commitment from PRESIDENT Brohart, and I would like to hear some responsibility because at that MAY 13th meeting, many of us brought up that it was a violation at that meeting at

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the time, and now here we are just getting the correction. Thank you. I am going to respond. I um, again, I think on that night, um, we did move the um order of it in order to fit, we had a number of um uh contracts that we had to look at that night and we did run out of time. And again I apologize to those people who um did not get to speak that night. I think one of the things in, in changing the agenda, but that is up to the board agenda our board PRESIDENT, excuse me, and one of the corrections to this as well was to move our public comments back up. I know that a number of people

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have waited before or have they have spoken off topic because they wanted to be heard and they knew that public comments often didn t come until 10:30 or 11 at night. So in redoing this agenda, it really is to address a second part of this problem. Tonight that we re addressing is that is so we can have our public comment early on. People can come make their comments to um the things and they, you know, again, something goes late, they re not staying here until 11 o clock, not being heard. So, um, I also appreciate the general counsel in, um, working through the cure with this and um this is legally what we re supposed to do. And again, um,

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hopefully. Um. This satisfies the needs of our community and we can, can move on. Um, are there any other board comments ok? Uh, with that, MR. Bakstar, can we have a roll Collins vote? On the motion to adopt the Brown Act cure represented by agenda item g.1. During the director Simmons Du director Smith Yes Director Lauder. Yes. Director Williams Yes Yes, sir. Director Hutchinson? Yes. Director Barry

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Yes Director Thompson. Yes. Vice PRESIDENT Batchelor. Yes. PRESIDENT Brohart motion unanimously adopted. Thank you. Moving on to item g226-1541. Brownacht violation cure in part public comment on all non agenda items within the subject matter jurisdiction of the board of the district. I m sorry, MAY 13th, 2026, Board of Education. The names I m gonna read off are the people who were either submitted speaker cards either in person or had registered online. And they will each be given 2 minutes to comment. Uh, Carol Dalton Jonathan Masoochin.

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Cynthia Kaufman Michael Shane Michael Watcher Craig Gordon Jack Nelson Anna Reinni David Blum Paulina s Musa Tariq Judy Grant Greenspan Ezra Barney and Asada Olabala If you heard your name, would you please approach, approach the dais. I m sorry. And are any of these speakers online Uh, currently I see David Bloom and Carol Dalton online? It will take the in-person

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speakers first and then move to online. We didn t mean to rename you, but yes. Ok, thanks, Carrie. Yeah, if you heard your name and remember 2 minutes each? Yeah, hold on, I m not ready yet. Don t start the clock. MADAM PRESIDENT make sure that in terms of executing this, the first set of speakers are the people who registered for the item. Then there are subsequent to that, there are people who on tonight s agenda, who have signed up to speak on this item. We will call those names after the people who were wrongfully denied having an opportunity to

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speak. We don t know what the topic of the speech of their, of their presentation was on 13th they are entitled to speak on non-nagenda items, and we are listing those individuals here. Tonight, because this is also an agenda item People also can register as a speak about our having this agenda item on the agenda. And they will be called Second, I just want to make sure that the audience doesn t misunderstand that we re not going to call people who were not part of the, of the MAY 13th, uh, issue. All right, thank you for that clarification, MR. Ekstra. Thank you, and I do appreciate

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that. I was called, um, and I was present and I did want to speak at that time, um. Thank you board very much for this time. Uios has been in bargaining with the district for 5 months. We ve been bargaining our reopeners on salary for this past school year, and we have been bargaining for a full contract from 2026 to 2029. The district has refused to address our reopener for this past year. Throughout this process, we have granted our proposals in 3 priorities pay, safety, and workload. Unfortunately, we have yet to receive meaningful response on these issues and continue to wait for progress. First, pay, we completed a joint study with the district, and it confirmed what we ve

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been saying for years. Oakland administrators are among the lowest paid administrators in the region, despite increased demands on our jobs. Many of our neighbors can move to neighboring, many of our members can move to neighboring districts and receive significant salary increases without sacrificing benefits. This has a real consequence for morale, recruitment and retention. We have identified three major concerns salary, longevity stipends, and the lack of career growth within our salary schedules, as I ve shared previously, 82% of our members are at the top of the salary schedule and do not get any salary advancements from year to year.

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In some in some cases administrators supervise employees who earn more than they do, including assistant principals, supervising teachers, and supervisors who are overseeing specialized staff. That reality makes retention and recruitment increasingly difficult and sends the wrong message about leadership in Oakland. Safety remains one of our most urgent concerns raised by our members. Administrators are often the first people called when a crisis occurs. We respond to unsafe situations involving students, community members, in the increasingly complex challenges facing our schools. We are often expected to engage in situations involving violence, threats, ice activity, or serious behavioral crises. Too often

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district supports arrive slowly or not at all, while we frequently hear that safety is our priority, our members do not consistently experience that support necessary to keep themselves, their staff, and their students safe Finally, workload, year after year, positions are eliminated without meaningful discussion about who will take the work and what remains. I only have a couple more, uh, to say. The results is predictable. Our members absorb the responsibility of 2 or even 3 positions. When central office positions are cut, additional work falls on site administrators. When site positions are cut, additional work falls on central administrators. The workload has reached a point where many administrators could not reasonably complete the expectations of their job

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within the normal workday. If Oakland is truly committed to being a full service community school district. Every school should have a community school manager, and every principal should have the support of an assistant principal. If Oakland wants to be a leader in the Bay Area, it must offer competitive compensation, not compensation that lags behind every neighboring district. And if Oakland believes in a restorative and humane workplace, every employee should feel safe at work. pay, safety, workload. Thank you. Thank you Uh, next speaker, please Hi, beautiful people Um, yes. This is my beautiful voice. Great. Thank you for listening.

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Um, my name is Ezra Barani, and tonight regarding compliance with the cde, I ask a simple question. If the victims were anyone else would a response take this long? If the victims were anyone else would complaints go unanswered. Were documented discrimination be met with delay and excuses. If the victims were anyone else, would hateful messages remain in classrooms and hallways. Again and again we hear that ousd values diversity and inclusion and stands against hate. But values are not measured by

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words. Values are measured by action, equal protection means equal protection. Equal protection means that Jewish students deserve the same urgency. The same concern, and the same accountability as every other student. We are not asking for special treatment. We are not asking for privileged treatment. We are asking for equal treatment. We are asking for schools to teach students how to think not what to think because if discrimination is wrong, would it harms one group?

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It is wrong when it harms Jews. If and if inclusion means everyone. It must mean Jews too. Thank you. Thank you, next speaker, please High board directors and superintendent. My name is jt Mas Motion, and I m providing public comment tonight because my rights were violated on MAY 13th, and there was a significant bias by our elected leaders. You chose to let people speak, uh, when it was not their turn and about uh items that were unrelated to the agenda item, manipulated the agenda, and then ran out of time for my comment and perhaps even worse, you watched as I was subjected to harassment

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and intimidation, and you did nothing to protect me, to allow me to provide a genuine public comment on the superintendent s report. And then there s the subject of the protests during the public comments on the superintendent s report. One teacher, while wearing a shirt promoting an intifada. How we explicitly violated the ousd ethnic studies curriculum. This is detailed in the email that I sent to you all on MAY 13th, and in partially in the statement that I gave the next evening when Director Lauda respectfully provided public comment at the end of the uh budget and Finance Committee meeting.

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So I ask for you tonight is to take politics out of the classroom. I demand you remove the polarizing posters, hateful murals, politically driven lessons, take them out of the classroom, take them out of our schools. The rules are not being enforced, and this affects all of our children. The board and the superintendent need to provide the direction so that our children are safe and cared for. No child should be afraid to go to their classroom or feel like they cannot talk to their teacher. Just like no child should be afraid. To talk to a police officer, but sadly neither of these are true.

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But you have the power to make the change in the classroom. Remove the posters. You have the power to stop the hate. Thank you. Thank you, next speaker, please All right. Yes, I was there that night also, um. Your job is a thankless job often and uh I do appreciate what everybody up there is, is, is there and Director Smith and Director Simmons, you guys are gonna, you re gonna do really well in life. I m, I m usually right about these things. When a one kid back in 1978 I go he s gonna be a millionaire. He s a multi-millionaire. You could just see it. But

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anyway, um, the administrators, that s that struck a chord again tonight, um, I ve been lucky. i ve worked with Principal Wong, Principal Price and Principal Blasher at various times in the school year, and they re all really good. And, uh, you don t wanna lose them, so you gotta pay them. You got to figure a way to do it, so. That is my thought take Marlene Sachs because without the letter that she wrote, I wouldn t have an opportunity to have my voice be heard. Also want to thank the pri the principals who wrote the letter.

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That identified that we need to take action on closing schools. And that took a lot of courage. I appreciate them. I want to mainly talk to you last week, this is what I wanted to say. Measure e is failing Very disappointed that this board supported Measure e. Measure e was an effort by the city and the unions. To get an approval of a ballot measure by having it identified as a citizen s initiative, and it wasn t a citizen initiative. The union members of the city workers of Oakland are

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only 32% of them live in the city. They are not responsible for any measures. But a citizen s initiative they put it on the ballot It failed because one of the reasons a group called uh Empower Oakland, recognized that that ballot measure had language that said not limited to, that means the identified items that the money was supposed to be spent on. It could be spent on other things. There was deception in the ballot measure. And you supported it and I asked you to read and make sure this was not a citizen s initiative. It was, in order to get 50 + 1

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votes they misrepresented it that way. I hope in the future, when you get your picture on those things, MR. William, MISS Uh Batchelor supporting something that you fully investigate all of it. And I, I hope that you realize that voters are now scrutinizing the city of Oakland and this school board when you wanna put something on the ballot, it better be legit and you have to demonstrate your leadership will protect those monies that they vote on, and you re not doing it at this point. Thank you. Uh, are there any other speakers in person? Um, can we go to the speakers online, please? Uh yes, speakers who I will call in order are Carol Delton, David Bloom,

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and David Bloom. Uh, first Carol Delson. Uh thank you. I do not see a clot. Um so I will, uh, endeavor to meet that. Thank you. Now I see it. So bored, I won t thank you for this time, which should have been granted weeks ago. But I will say that I appreciate that Bor and superintendent are getting back on track with meeting procedures. And I hope that you will be getting into public session on time in the future. And recessing the board back to closed session if needed, as other districts do. And I

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m also happy for a remedy for once that did not require a full-blown lawsuit. In the past weeks, I ve had a few conversations about the cde ruling and training in no usd. It came to my attention that staff at an in-person training, weren t fully informed about the extent of ousd s ignoring past complaints and how issues which I lifted up in my remarks two weeks ago, were left unaddressed for years. I think that one key to expanding a broader understanding of how Jewish students have been experiencing persistent issues.

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Would be including that it at the beginning of the trainings. So why are we here? And about that non-responding. As a professional in the field of communication and especially social communication. I can tell you that not responding is about the worst thing you can do in terms of building a relationship. The robotic voice, you provided to read your response to cde is only slightly better and underscores that staff within ousd. Have not associated themselves with fighting back against anti-Semitism.

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In daily conversations, I learn and relearn, not to expect others to know about my culture and history or my experience. But I would hope that my experience and the experience of other Jews is not disparaged, dismissed, and minimized as it has been. The adl training online, minimal that it is, does lift up some of the centuries-long tropes of anti-Semitism, which unfortunately are echoed in stereotypes that persist today. Post after reposting. This is not trivial. I will end there, uh, for now, and, uh, I am very happy that you re back on track. I look forward to you coming back into public session on time in the

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future. Thank you Uh, yes, next speaker will be David Bloom, allowing them to speak. Hi, are you able to hear me Yes, we can hear you My name is David Blum. I m a parent of an ousd student, and I m going to speak to you some more about politics in the classroom. During the launch presentation for oea s DECEMBER 6, 2023 teaching, and oea panelist made this remark. Both the West and Israel intend to exterminate indigenous people, so we have the same

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enemy capitalism and Zionism. This remark was intended to deepen the raw open wounds of the OCTOBER 7th Hamas massacre of 1200 Israeli Jews and bring even more pain to the Jewish students at oust. Lessen which lessens which participating teachers delivered to students during this teaching also included these statements, which range from factually inaccurate to wildly selective. To grossly manipulative to outright libel. Palestine is a country located between Egypt, Jordan, and Lebanon in the Middle East, while displaying a map of Israel. Zionism, noun.

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A political goal of creating a country only for Jewish people. 75 years ago, a lot of decision makers around the world decided to take away Palestinian land to make a country called Israel. Israel would be a country where rules were, were mostly fair for Jewish people with white skin. Who are the Jews, The Jews are an ethno-religious group that practice Judaism. The Jewish diaspora, Jews originated from Judea, now Palestine, but for most of their history they have existed in diaspora. So what is Hamas at the center of it all? Here is what to know. Hamas officially the Islamic resistance movement, is a Sunni Islamist political-military

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organization governing the Gaza Strip of the Palestinian territory. Hamas is a group created during the 1987 uprisings in Palestine against Israeli occupation. And ironically, propaganda is used to persuade people to agree with a particular side of an issue. Those were all quotes from the lesson that I just pulled. Everything about this event was intended to malign Jews and to deny their right to self-determination. It s what you get when you abdicate control over curriculum and allow activists to teach students what to think. Today, the mob s ir is directed at the Jews. Tomorrow it could be directed at any other group,

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Latinos, Asians, blacks, whoever happens to be the flavor of the month. Juws and Israelis are just the canary in the coal mine. So I ask you directors to speak clearly that you reject anti-Zionist, anti-Israeli, anti-Jewish, and politically and ideologically motivated teaching in general within oust s classroom walls and on our campuses. I ask that you will take action if any personnel or contractor engages this way because ousd stands for inclusion, not bias or bigotry or political education or agitation. I encourage you to speak this

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forcibly through a resolution, which I ll work with you to craft. All students regardless of their political beliefs, their national origin, their race or their religion will be safe here, Inclusion means no purity tests. Thank you in advance for your compassion, your leadership, and your moral clarity. Next speaker please Um, that concludes the listed speakers for persons who signed up for this item item, Sheila Haynes. I do see them online. This is now for public comment on this. Yes. So the next 10 minutes are public comment on this, um, agenda item. Sheila Haines, you are unmuted at this point, you can unmute

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yourself to speak. Hi, can you hear me ok Um, is this the brownac section? Yes, it is ok. Um, so I just wanted to just speak on um Brown Act violations in general, um, because there has been brown Act violations repeatedly done in different situations without proper protocol, not being enforced, uh, back on the FEBRUARY 26th meeting of last year uh, you guys went from proposing um a million and cuts to music and fund water quality to it just being money just

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being taken and allocated, and um so in regards to those arts being taken through a block grant, it was done in a way that violated the process, and since these actions were done, there s been additional funding cuts to positions, programs, and even um arts education, um, we had even asked for a remedy to this violation, but instead more cuts have been made to the arts and music. So I just ask you to just enforce proper protocol in all situations, uh, because it, the results when um processes aren t being followed, has a

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negative impact on students and community members. And um that s all I have to say for this section. Thank you. Thank you. Are there any other online speakers? All registered speakers and listed speakers have been called. Thank you. Are there board comments? Ok Uh, with that we are, we have completed this agenda item. And we will move on to item I, which is the adoption of the pupil discipline consent report? Is there a motion? We skipped over item h. No, we didn t do h. You went back to g and I said specifically I modifications to the agenda, and you said we

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were going back to g1. I assumed that there were no, I asked, were there any excuse me, I m going to finish. Thank you. I asked if there were any other modifications to the agenda. Do you have a modification to the agenda, Director Hutchinson, which is what I said then, and then I asked tell me what you d like to I asked you if you were on a finished g or not. Again, indicative of why we re in this situation to begin with. So for modifications to the agenda, I have 3 things. Um, first, I want to put on notice that again, tonight s public hearing statutorily required public hearing on the final budget from 2627 was not properly noticed.

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One of the requirements for notice for this item is that it is placed in the newspaper so everyone can see it. That s what had been done before the public hearing last week. And when we need to redo the public hearing, we also need to redo that public notice. And a modification excuse me. Excuse me, I told you that I was. Thank you. The second thing that I want to point out, in PRESIDENT Brohart s agenda is we have a real problem with the consent reports. So if you look at the first couple of items in the consent report, they re listed normally. They include a vendor number, a resource code, and a funding

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source. Hutchinson, these are comments that can be made at the time. Are you modifying? Excuse me, no, this needs to be modified, so I know if they need to be pulled or if we can even discuss them. And I had already brought this up to General Counsel Lindsay. So again, please excuse me, I m trying to speak and make it clear. Do you want to modify modify items, items are 12 through r24 do not have a vendor number, a resource code, nor a funding source, which is required for every item in the consent. We can discuss those as we come up to them if you want to pull them we can t discuss them because they re all a part of the consent report. Do you want

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to pull them? Ok, so I would like to pull every single item from the consent report, so they re each addressed individually. Thank you. Now, the third item that I want to make sure is spoken about is we have coming up very soon a presentation from students, a new student committee that s been formed on safety. Later on in the meeting, we have an item q2, which is a safety presentation from staff. I don t know why there s going to be 3 hours in between the presentations. So I would like to propose we move up the staff presentation to after the student presentation to also ensure that the students who are engaging around this issue, are here to hear staff s

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presentation. And I would also, uh, respectfully request that in the future, if we are having multiple presentations on the same subject that they are held together so we can work on everyone engaging together, cause it s hard to believe we re really valuing the student s work when 2 hours later in this meeting, we re gonna have a staff presentation and there s explicitly no connection. So again, I need a ruling on the consent report from general counsel for these items. I pulled every single item, so now tonight, I expect them all to be held individually and if people really press me, I m gonna make sure that we handle everyone explicitly to

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the full extent of the time. So I would please like a ruling from the general counsel or for the parliamentarian about these instant items that are listed that don t even have a resource code or a funding source. And lastly, we know that s not proper, because there s other items in here that do have it. So what is going on here? Do you want your ruling? General counsel and parliamentarian, and we have a ruling on that, please. Parliamentarian said, go ahead and speak first. Um, uh, Director Hutchinson, thank you for highlighting your concerns with the agenda, um, um, starting with, with the safety presentation from

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students and staff. I want to address that. But in terms of the items that are listed with uh what you noted as the vendor number and resource number. That is and funding source, most importantly. And funding source on the agenda, there is on some of those instances, it s included in the memo, but what I want you to, uh, what I want to highlight to the board is that um in looking back at prior agendas. There has been some inconsistency with consentaggenta s adapted, sometimes with that information and sometimes without. And so I, I do um appreciate you lifting that up, Director Hutchinson, if that is um a practice that the board wants

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to enforce and make sure it is the case going forward. I m just highlighting today that throughout um many agendas, there has been inconsistency in that information being presented on the agenda. Um, but saying it s in some memos isn t good enough, because that means it s not in all of them. And I haven t voted for a consent report in over a year because of these inconsistencies. And so my understanding is, we are required by law to put this information in our agenda so the public has access to it. And if for every item in the consent report, if there s not an explicit vendor number resource code or funding source,

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how are we supposed to be able to track this. And that s not the practice. So again, it might not have been brought up before. That doesn t mean it wasn t problematic before. So I would like an explicit ruling. So is your ruling that all these things can go ahead and be voted on, and I want to bring up, we re at a meeting today where we re having to redo two things, because it was not addressed at the time and done the right way. So what is the explicit ruling? And if that s going to be the ruling, I already pulled every single item, so I ll make the 0.50 something times tonight. So as your ruling general counsel, that we can go ahead and approve these anyway without that key information

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having been made available to the community. Um, so, so my ruling is that you ve certainly done that in the past. This year, previous years, you ve certainly done that. And so if, um, what I m turning to the board to say, if you are deciding today to enforce that, then, um, then the item should be pulled and brought back with that information. Uh, I d like to give a little historical perspective on this. When the board went, when the district went into receivership back in 203, 1 of the safeguards that was put up uh, and of course counsel has already noted that funding sources are sometimes uh listed in the board memo, and they are also sometimes listed.

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Uh on the printed agenda. There s been inconsistency in terms of the application, but one of the reasons that we were instructed as board staff at the time to put the information in the agenda itself, so it will be readily available, was to give assurance to the board that there was a funding source for this matter, that the border was about to consider, based on the superintendent s and her subordinates assurance that there was money to fund the item before the board voted. It s a matter now of enforcement. If you as a board, want to know that information, then you should give directions

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to the superintendent and the subordinate staff to put forth the information on the agenda. Otherwise, it s your decision Can I have a point of clarification, Director Hutchinson. I m seeing that many of these do have a funding source. Could you, do you want to go through and name the ones that you would like to see pulled? No, I already pulled every single one of them and what I said was 12 through 12 through 24 have nothing listed. Then there s others like r37 that has just the funding source but no vendor code or resource code. And then if you actually go and read through the memos, many of them do not then have this

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information on their memo either, like general counsel already alluded to. So I pulled all of them because I m getting no relief from the board PRESIDENT Who doesn t even want to address this issue that should have been addressed before we even show up here, because you had to approve the agenda in the first place. It, it was addressed, but it obviously was not addressed to your satisfaction. It wasn t addressed. This still looks like it. How was it addressed? How was it addressed? You can t just say something, and then all of a sudden that becomes true. So, obviously it hasn t been addressed. You weren t even aware that this problem existed. To go back to the situation with items q, which is the

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safety. Um, the, uh, student report was under special orders of the day, and that was previously um agreed to with, uh, MS. Annoli. Um, MR. Rakestraw, can we have a ruling because usually what we do when we move something is we move the entire uh section so it would move all of q up to, um, right after Jay. Point of clarification, the last 5 meetings when you ve moved things, you haven t moved the whole section. That s why we just had a brown act violation cure here. You ve been moving individual items each meeting. No, can I ask MADAM PRESIDENT, members of the board, I will try to be responsive.

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You will please note under the general consent report notation. Which is section a It says that a board member MAY remove an individual agenda item. From the consent report. This wording is part of your bylaw adoption. So, technically and legally and practically directed the Hutchinson s pool of all of the consent items on the consent report is consistent with the adopted bylaw. How the board wishes to handle this unprecedented situation. Uh

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remains to be seen, and the way that you have handled it in the past, and it becomes a new business item when the item is taken off of consent. So he would be entitled to uh an item removed, no matter who the board member is, is entitled to individual consideration every last one of them. That s correct. It gets 10 minutes of public comment and it gets bored comment. And I m going to do that Uh, but I do want to ask you, uh, MR. Rakestraw, about, um, section q. Do we want to is it ok to move the, I know you guys like to have the sections. The same. Mhm

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Uh, section q uh, it comes before the consent report. So I m not sure, uh of the of the ask. Uh, one of the things that we are encouraging, I think council has encouraged and I m encouraged that you follow the agenda order so that we do not have issues down the road. Uh, I m just, uh, asking for clarification on Director Hutchinson s desire to move. Item q2, I believe it is, uh, School of Safety. Yeah, that would, I that you under your adopted rules, you can, but not recommended. Ok Uh, I m gonna take a vote on this.

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I want, uh, the board with it. The request is to move item q. The safety report from the district next to, um, right after the item k, which is special orders of the day, uh, the the safety report from the students. I didn t hear a second, MADAM PRESIDENT 2. Then, uh, if there s no further debate then there s a roll call On the roll call to adjust the agenda as stated. Uh moving q to uh the section on special orders, uh, right after Special orders of the day.

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Uh, the, uh, for the safety report, that s in Kew. Student director Simmons. Student director Smith No direct a lot abstain Director Williams No. Director Hutchinson? Yes. Director Barry Epstein Director Thompson, yes. Vice PRESIDENT Batchelor abstain PRESIDENT Brohart. No. The motion is not agreed to the agenda order remains as is. Thank you Are there any other

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modifications to the agenda? You? And with that we will move into agenda item. I, which is pupil consent Is there a motion to adopt the People Discipline Consent report. So moved. 2. And is there public comment Uh, yes, we have one Sada Olubala. She s motioned no Are there any comments? And with that, can we have a roll call on the vote, please. On the motion to adopt the People Discipline consent report, student director Simmons, and

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director Smith or recused. To the latter Yes Doctor Williams Yes, sir Doctor Hutchinson absent Director Berry. Yes Director Thompson. Vice PRESIDENT Bachelor Yes and PRESIDENT Brouard, that people with this concern report is adoed. Ok, thank you. And with that, we ll move to the next item on the agenda, which is public comment on non agenda items. And do we have any, uh, speakers who have signed up. Uh, yes, one moment. Uh, we have.

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10 speakers Uh, 2 minutes each Uh, call all names. All right, uh, names listed for public comment on non agenda items are Sheila Haines, Carol Delton. Jonathan Masutcheon Angela Lloyd. Asada Olabala. Carmenetta Reyes Alessandra Cabrera. Mark Mark Dirter and Jack Nelson If your name was called, if you would approach the dais. Thank you. We ll do it in person first and

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then uh. Good evening, board members and superintendent. My name is jt Masushin, and I m here tonight to speak on behalf of the students of Sky High School, the scholars and artists and athletes who deserve facilities that reflect their value and potential. We often hear about preparing students for the challenges and opportunities of the 21st century. Yet when we look at the condition of Skyline s facilities, it s difficult to see how that commitment is being realized for more than 1100 students Our athletic facilities are outdated and deteriorating. The weight room lacks equipment and

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resources found at other large high schools in our district, placing our student athletes at a disadvantage when it comes to training, conditioning, and injury prevention, while our athletes continue to work hard and compete with pride, they should not have to overcome inadequate facilities to simply keep pace with their peers. Our stadium field has been used extensively by the broader community, resulting in significant wear and tear. The field lighting system requires replacement, yet the project remains in the bidding phase. As a result, football, soccer, and flag football programs MAY be forced to travel for their games. This is an ongoing impacts the student athletes

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and their families, but also reduces the opportunities for fan participation, school spirit, and, um, the revenue from that, from those programs. Inside the gym, the conditions of the facilities raise additional concerns. The floor has holes, dead spots that create safety hazards and discourage other schools from visit ing due to the concerns about athlete injuries. During recent an athletic event attended by visitors from across the district, the Jim roof leaked. This is not the image or the presence presenting to our students, families, and community partners. Our students deserve facilities that are safe,

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functional, and worthy of their efforts. They deserve locker rooms that visiting teams feel comfortable using. They deserve athletic spaces that support our uh excellence rather than create obstacles. Despite these challenges, Skyline students, staff, and parents and alumni remain committed to the skyline, and we continue to show up for our children and work to their success, but commitment from the community must be matched by the commitment from the district. So we ask for several items. Where s the measure y funding? What specific projects have been identified for Skyline? What s the timeline

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for addressing the long-standing, uh, facility deficiencies. We appreciate the walkthrough that s gonna happen. Um, our scholars, artists, and athletes should not have to wait indefinitely for facilities that meet basic standards. They deserve the investment transparency and action. Thank you. Thank you, next speaker Good evening. My name is Carmelier Reyes, and I m a principal at Redsdale Continuation High School and I ve been a principal and a uaos member, um, uh, since 2007, so it s been a minute that I ve been leading in this district. And I was also part of the team

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with uoaos and um. The district that looked specifically at salaries of our principals and assistant principals and determined that consistently we are paid less in total compensation and work more days than our counterparts and other districts. And that s not acceptable. And everybody here deserves raises and when contracts came up for renewal, our superintendent was negotiated with and got a raise our legal counsel is got negotiated with and is, I think, gonna get a raise tonight probably. Um, the teachers were

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negotiated with and got a raise, and we are not being negotiated with in good faith, where dollars are being put on the table, and we have been told that there is no money right now to have these discussions. And meanwhile the board has self-certified as a positive reading. So there is some disconnect between how the lead the the leaders of our campuses are being treated and other members of ousd community, who also deserve raises. You know, and so I m not saying that we shouldn t pay teachers, we absolutely should. But, um, all the bargaining groups need to be treated equitably. So, thank you.

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Very much Uh, next speaker please Good evening Thank you for hearing me out. My name is Angela Lloyd. I ve been with the district 30+ years. And I ve seen how the district has evolved and changed. We always come up with a plan for our budget, but we need to come up with a plan for our working people here, right? How do we go about absorbing all the work from the vacancies that will no longer be filled. What does that look like? What does that plan look like? Can we implement that plan and can you share that with us?

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Thank you. Thank you, next speaker, please Uh, my name is Mark Dieter. I m an administrator at Oakland Techno High Technical High School, and I honestly don t think I have anything to add to what my colleagues have just said, uh, so I hope that you heard, uh, our needs to be considered fairly along with other bargaining units. Thank you. Thank you. Next speaker, please. And uh there s, there are two speakers I believe online. Oh, I m sorry, MRS. I want to take this opportunity to

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thank MISS Janelle Harris. a parent whose son just graduated from McClymons High School. MS. Harris has been a gift to that school and the way that she has tried to advocate. For uh the teachers, for the students, and for programs at the school and she had, and for her own child, she had a very difficult time and she stayed persistent in doing that. I really appreciate uh her efforts at trying to to do what she could Thank you, MISS Harris I am very, very upset about McClymon s community. Uh, not participating in dealing with some of the issues at their school.

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Uh, MISS MISS Harris was told that the enrollment office that there was no more room at her at McClymon s when she tried to register. She fought and made it happen that her child got there. Every year that we worked at McClymon s the past 4 years. We ve had to go to the enrollment office. Because parents were being told the school was full Related to the the school project of modernization. Last JUNE, you put out a schedule for McClymons that meant that the football field with project

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would start in JUNE this year, absolutely nothing happened to deal with the football field, the turf being replaced, they re gonna start this year with the clock not working with the intercom system not working in the field horrible shape. I don t know what you re gonna do and move them to someplace else. This project for modernization started in 2021. At this point you re saying it ll be complete in 2029. You move the children to half of the beginning of the building. I m sorry, at the beginning of the school year we had no intercom system in the beginning, all year.

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People could come to the school, you had to open the door and let anybody and everybody in. Culture keepers that were supposed to be roaming the building was assigned to watch the door. Because we didn t have an intercom system. We have tremendous problems and I had come to you all year. What was the two notice of exemptions that you requested or they requested related to environmental issues at McClymons. You ask the state to exempt you for dealing with the environmental issues that McClymon s twice this year. So I don t know, you re gonna

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have something going on uh this Friday and you re making it celebrated. You shouldn t be celebrating. It s a disgrace that nothing happened from MClis the whole year. Nothing And we want to pretend like oh we re gonna celebrate we starting right now. Thank you, um, 2 speakers online. Uh, yes, MADAM PRESIDENT, I will allow Sheila Haynes to speak first and Carol Delton, allowing Sheila Haynes to speak. Hi, can you hear me Yes, we can hear you Hi, so I just wanted to first acknowledge again the student board directors for their positive leadership, wishing

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you both the, the best, the very best in your future. Um, it s all about our use, so I just, I pray that we can get to a point in the district where all students can have that positive character respect. It ll truly take um take you all, take the community a long way because too many students come from negative environments, and they look to the school district as their last resort to be in a place of respect. But, you know, I just wanted to kind of just talk about uh the violence prevention of student safety and with my disappointment that you guys

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just didn t approve the items together because having those items in between other sections when they are connected. Personally, it would have been best for me because I wouldn t have had to wait through the other items on the agenda, that I m not signed up to speak for. I just wish that um the board would put personal feelings aside and really just truly think about the students and their parents, and not just make decisions out of personal feelings towards others because when things like this is done, this, this impacts, uh the students and the community and results in harm being done. I

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would, I would have wanted to speak on both of these items at once. So I mean it s up to the school district that serves over 30,000 students to in first to first and foremost and for um enforce a common courtesy and respect for everyone and to really just treat everyone the same. Because when people aren t treated the same, um, it really causes a negative impact and then it makes us question whether or not you really um you really do have the care for the community, because, you know, like I said, not having these items together, when I m signed up for both items, it would have definitely been easier for me to just talk on

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it at once. Ok, thank you. Uh, next speaker, please. Next speaker is Carol Delton, allowing them to speak. Good evening again, board. Um I see the clock, but it s, hasn t started, so uh, now I see it, so I know you hear me. Um, I wanted, I, I will have some comments on some of the um consent items or now individual items later, but um I wanted to lift up concerns in general. Um, whatever the history of the requirement that every item has

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uh funding source, uh, resource code. And that also an assurance that that item is within the budget line that it is intended for. We have a repeated issue in this district like like adjoining districts. That uh the contract, um budget line goes up every year, way beyond the JUNE budget. That s a consistent pattern in ousd is not unique, but it needs to stop. We also have the situation in ousd that the district is over double.

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Contracting out compared to other districts. And that also needs to be reined in. Every time we contract out work. We are paying an overage. Uh, an administrative overage to a private company versus adding to the ousd workforce. And adding to as Director Williams has talked about the skills that exist within the district. It s going to take a lot of, I believe, relatively small actions to add up. To contracting the reined in.

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And to more of our work being done by employees in-house. Thank you. Are there any other Are there any other speakers, MR. Hollis? All speakers names have been called. Right thank you. Yep, ok, he s just forgotten. On brief, uh, I ve got 3 announcements. That s what I m here for, uh, Saturday, JUNE 27th is the skyline. Alumni and friends barbecue. It s free. Free. Uh, not too many things are free these days, and, uh, the barbecue also include things like, uh, veggie

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hamburgers, veggie dogs, so, uh, different things, so it s not just, you know, your traditional barbecue. SEPTEMBER 25th is a tentative date. And that will be, I hope I had an email the other day from Golden Gate Sign when we do the beamardella. Uh presentation and I m hopeful you re all there. If, if, in fact, that is the date that is set aside, uh, before the work gets done on the lighting at the at the uh stadium at Skyline. Last this is a new one, totally new OCTOBER 8th. um, that s a Thursday. Um

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I ve heard things tonight I heard MISS Haines and, and of course MISS MISS Asada has. We ve talked many times, uh, I m gonna do something I haven t done for about 3 years, and I m gonna do a run from my home, which is below Skyline Boulevard up Skyline. Over the hill past tech, and I will end up at McClymon s, and I ve started to raise some money for that already. So. I just thought I d, uh, let you know Can I ask you a quick question about what time the barbecue is? MISTER Nelson

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11 to 4. Ok, thanks ok, that concludes public comment on, oh, I m sorry. Yeah, what time is it from? Yeah. 11 to 4 P.M. Just drop in, come in. Thank you. Uh, we have a special order of the day which is a safety report from I believe Emily Zanelli. Good afternoon, board members. My name s Austin. I am an 11th grader at Oakland Technical High School. And my name is Graciela. I am also an 11th grader at Oakland Technical High School, and we are representatives of the ousd Student Committee for Safety

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and Violence Prevention. Ouc Student Committee for Safety and Violence Prevention was established in DECEMBER 2025. We are made up of eight schools 8 students from 5 different schools, Oakland Tech, Midwest High School Skyline High School and Oakland International High School. And Brett Hart Middle School We represent the voices of all ouz students advocating for safety and support of schools. Our mission is to ensure that students have a voice and feel heard, to understand the cracks in the system and to work

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towards real long-lasting and student-centered solutions to make ousd a safer place. Our goal is to help make student um school and environment where students feel safe and take to take academic risks without judgment, form healthy relationships and be able to plan for their futures. We d like to bring your attention to an issue that sits at the heart of our school communities. Student conflicts We wanted to learn about what types of conflict are happening in our schools. What we can actually do about it.

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If it can be prevented or whether it is just part of the school environment. To understand why this conversation is so important we want to start with some context. Skyline High School seniors, for example, have experienced a major safety incident, at least once a year for their entire duration of their high school careers. Additionally, in the district as a whole, about 75% of all suspensions are due to physical violence. School is basically where we live. Where there are more than anywhere else. And what happens in school

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matters. It shapes how we see ourselves and how the world around us. When we don t feel safe, it affects everything It affects whether students want to come to school and whether we can focus and actually learn while we re there. And it s not just about physical safety either. Students experiences with staff member directly impact their sense of emotional safety When students feel they are being, being treated unfairly. It can lead to mistrust, not just in one staff member, but

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in the system as a whole. Designed a survey to look at the root causes of student con conflict. Whether it s avoidable and most importantly how both students and staff can respond differently and more effectively when conflict arises. Our goal shouldn t be to just react to conflict after it happens. It s to build environments where students feel safe, so Porter and heard every day. Received over 700 responses from 25 schools. The majority of our respondents identify as Latinx, black, and Asian.

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Students, um, in grade 6 through 12 responded, but middle school students responded at a slightly higher rate. Responses were split evenly between girls and boys with a small number of transgender and non-binary students. Students were asked How safe do you feel in your school? On a scale of one not at all safe. 25. Very safe. Only 55% of students responded with fives and fours and 5s. This means that almost half of ounz middle and high schoolers feel neutral. About their sense of safety on campus.

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Or feel closer to. Not at all safe at school. On the survey, some of the changes students want to see include knowing which adults to ask for help. Improving facilities such as creating more sanitary and comfortable environments with specific attention to bathrooms and creating a program to report concerns anonymously. The most frequent conflicts observed were gossip, verbal arguments, or threats, and issues stemming from social media or online conflict. Students also raised concerns about the frequency of physical

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fights. On school campuses When asked how teachers or staff intervene when they seek conflict occur most students said staff either tell students to stop or discipline them. Instead, students would like to see staff members make more effort to understand what happened. One student said a lot of conflict starts as jokes, but escalates further because students aren t given a reason for what they are doing wrong. Students if they know what to do when they re involved in a conflict. The majority of students replied, sometimes,

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meaning most students in ousd do not know what to do or where to go when they need help. To prevent a conflict from escalating students would like to see early intervention, the sooner an adult gets gets involved, the easier it is to resolve. There is need for more staff presence in hallways and outside to supervise, prevent fighting, and monitor entrances and exits. Students want to see an increase in adult engagement, stepping in before conflict escalates rather than reacting afterwards.

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Separate and cool down. A key strategy to prevent escalation is to immediately separate the students evolved and put them in different rooms. So they can calm down before engaging in conversation. Increase communication and use of restorative justice. Using restorative justice circles or conflict mediation strategies to hear all sides. To help find the root causes and resolve the issue before it worsens. Reach out for adult support. Seeking help from trusted adults. Can make students feel more comfortable.

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More can feel more comfortable, engaging in the process. And trust that their perspective will be heard. Students want to be heard and they need help to do so. Student accountability. Students feel conflict should be stopped by implementing stricter discipline holding students accountable and using progressive consequences like detention, calling home, or loss of privileges. Overall, discipline needs to be more consistent and free from bias. And lastly increased student support. Increase access to

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counseling, therapy, emotional check-ins provide students with tools and resources to properly respond to issues like bullying, harassment, and others, um, and to treat others with respect to prevent identity-based discrimination and toavigate other social challenges. These are practical solutions. We think every school should reference as a plan for the next school year. We appreciate the opportunity deeply to raise this issue with the school board on behalf of all ousd students, we hope you will take these solutions into consideration. Thank you very

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much for your time. Questions and comments first and then we ll move into public comments since you re up here. Are there any bored comments, questions? Uh, Director Smith I just wanna say thank you guys for your presentation. You guys are really good public speakers and what you re talking about is really, really important. I m really intrigued by this, um, initiative that you guys have going on. I love that it s student led and you re talking about safety, which is a really, really large part of our district. So again, I appreciate you guys. Um, it was very educational, um, very informative. Uh, it was easy to read the slide shows and you

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know, the information was broken down well for our students to understand, which is what our goal is in the district. And I can also second that the issues that you guys highlighted, which is like gossip, verbal arguments, and like social media issues. Those are a lot of issues that I see that come up in different school sites, especially when I went to tech, um, I was a peer wellness student and I was a wellness mentor, so a lot of the stuff that I did with other students, those were a lot of the topics that were coming up. So with me saying that, I m just saying that we re sort of justice and adult intervention are two things that I do think that will help students, you know, making sure that adults are involved in the beginning.

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These are like just words, a lot of times it s miscommunication, so I m just saying that these are things that can be fixed and as long as we put our care and support into it, it s gonna work out. So again, thank you so much for your presentation and I hope you guys keep going. Thank you, Director Smith Director Simmons You guys had a, excuse me. You guys had a beautiful presentation. I think I might be a little sick But you guys had such a good presentation. I d really appreciate the way you guys showed up. And I also want some pointers from you guys because I want to

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know how you guys got 700 responses. Um, that is, uh, that is a, a lot of responses, and that means you guys did a lot of work and a lot of careful outreach and a lot of thoughtful work So pat on pat on the back, like honestly, because 700 responses is a lot. So, you guys are doing you guys are doing a lot, a lot right. A lot right, and I appreciate the way you guys came out and the way you guys showed up and presented yourselves and presented to you. So it was a really well presentation Thank you, Director Simmons Are there any other boards

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Director Hutchinson? Yes, thank you. Um that was one of the best presentations by anyone that we ve heard at a school board meeting in months. Um, and so, uh, it was a really good job. I was really impressed just with the report and uh how you presented the information. I really liked that. Middle schools were included and included as heavily as they were. Um, I also really like that you lifted up the need for us to have as many quality adults whose students can trust in our schools as possible. And it s one of the things I m really worried about right now because as we are, uh close to adopting our budget for next year, there s some

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real questions if we can even maintain the adults that we have, let alone increase the number and so I d really encourage you and other students, um, now that we have this, these reports and some information to try to turn it into some advocacy. And so hopefully next time with some constructive things, so if uh if your work uh shows that we need more rj coordinators then to start turning those maybe into some more uh specific demands that then people can organize around going forward. Um, I was hopeful that you all would still be here for the other safety presentation later. Um, I doubt that you will be, so I

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really wanted, uh, to give you all some of the historical contexts as well. And so for everyone, especially since we have so many new people at board meetings. Um, it s important that we all remember Raheem Brown. Raheem Brown was murdered by Oakland School District police officers. In JANUARY of 2011. He was sitting outside a walking miller Park, which is where Skyline was having their winter ball. And an officer came upon him, accused him of having a screwdriver as a weapon. And shot him That incident, that traumatic

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incident that the district had was sued over. That led to the start of black organizing project. And Black organizing project from there. Uh, engaged in a 10 year long campaign. To achieve police-free schools. That was finally voted on in 2020. And so um if I had my way, we wouldn t call it the George Floyd resolution. Um, what happened to George Floyd helped the school board at that time finally make the right decision? But it really should be that Raheem Brown resolution. And I think it s important for

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everyone to know now that that came about from community and student organizing. That said we didn t want police officers in our schools anymore. And hopefully can help inspire us to get to the next point that we need to get to. Because what I really want to put out there is after we eliminated our police department. As a school district, we still haven t come up with the presti procedures, practices, protocols. To replace some of the activities that the district police used to do. We still haven t decided how we want to handle security or conflict resolution really at our schools and security and safety outside of it. So

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hopefully this work can really spur that next generation of work where now that we have police free schools, how do we really make our schools as safe as our students need them to be going forward. But again, thank you for the report. It was really impressive. Director Hutcherson t. Thank you very much PRESIDENT Brohart. Uh, of course, like the other um directors, I want to say that you did a very good job of presenting information, and if I can, I would like to identify 3 particular areas. One, academic risk. I think that s really important because

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because I, it s either tangential, or it s a precursor to understanding literacy. If you allow an individual the freedom of with um to be able to take risks. Then, of course, that opens the door for that to take place. The next thing is looking at something in a different vein and that was emotional safety. I think that s very critical too, because a lot of us, because we can t see a thing. We don t realize that it actually exists. And so thank you and kudos for doing that. And the third thing I want to really address is your depth of a of a data

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analysis. I really appreciate that because you gave, you put numbers to the actual thing. So you can have a qualitative thing, but a quantitative assessment of what it actually does. And so, I really appreciate that. Um, I want you guys to continue your work. It s absolutely wonderful. It s, I have chills right now because it was just that good. Um, for a former professor, um, you guys are doing college work. I promise you. Um, so it s very good. Thank you very kindly and continued success. Mhm Director Lana Um, I, I also would just, um, echo the comments of my, um,

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colleagues, um, but I wanted to just thank you so much for the work that you ve all put in. Um, obviously you ve done quite a bit and, and the expertise that you re sharing, not just with the board, but with the district and the community, um, is so, so valuable since um you and the students who are in our schools every day are, are the experts in what you need. So thank you again. Thank you, Director Lauda Williams Uh, yes, I, it was very insightful. I just want to thank you very much. Um, and it looks like you ve put a lot of time into it and just wanna see, you can see how it projects out. Um

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you know, one of the things that I like is that uh this is a great opportunity to build the relationships with our school teams, our ministrator, with our culture, uh keepers, as well as our counselors and our, you know, uh, educators, our teachers, our para educators. I think this is a great opportunity for you all, for us all to come together, maybe at the beginning of the year, to really talk about the results of the survey. Like that should be a high priority as well, at the beginning of the year as you step in. Um, we start to set ground rules and start to understand how we

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re going to engage with one another, with the, uh, rj as well as director, uh, Max has been really advocating for as well throughout the schools. I think there are some combinations there and hopefully, we have administrators in the back right now. Hopefully there will be conversations in which we can bridge that. Um, you know, that level of just uh quick intervention, having you know, uh, when teachers return and parents return back to the school site. They have a few days of training before schools start, and if one of the things that they can get

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and practice is really how to intervene in particular engagements with students and ask further questions or ask how to de-escalate the situation, I think that would really be a success for all the youth around. So, um, I think you really, it s really fabulous I wish we would have had this, not at the end of the year, but somewhere in in uh at the first end of the semester, um, which would give us time to continue to build those networks to work together. So, uh again, I just want to thank you for what you re doing. Really appreciate it. I have some, some young folks that I I I talked to in la called la Students deserve and you re doing some of that same work in Oakland. What

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students deserve in Oakland, so I just really wanna hype you up and tell you congra t s on that. It was very powerful. Thank you. Williams Uh, Director Berry, I know you re online. Yes, thank you. Uh, and I agree with everything that everyone has shared already, uh, powerful presentation. Thank you for being so clear, so rigorous in your analysis, so grounded in listening and authentic curiosity, which I think is absolutely required because you know, safety is so urgent, being so foundational to learning and uh the question that I keep asking is what is

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base, what is our base, what is core to the district and I think when we have uh research like what you all did. It provides us guidance around what we build and what we protect as we redesign ousd in this moment of what I believe can be really incredible um, or powerful visioning and calibration, and as such, I think as a next step, I would suggest that this topic, um, the data that you all put together, the recommendations that you provided, that it resurfaced at our board retreat, so we can discuss how we can begin to operationalize it and make use of the recommendations

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and in fact, I know I mentioned this a few weeks ago, having the student board directors present at our board retreat, and I m not sure. if we were able to work that out. Um, but if not, I feel like in some way we need to make sure there s some actual follow-up and follow through here. Uh, and I would love to also be beyond the specific recommendations in this presentation, figure out, you know, how we can learn from the work that you do, uh, the work that you did here so that we can replicate it for some of the other big pressing challenges that we re up against at this time.

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So ultimately, thank you Uh, Vice PRESIDENT Batchelor Hi, thank you all again for the great presentation and it was very clear, uh, what you were trying to articulate to us. I think a few things that came to mind that popped out of me from your presentation, was a 75% suspension number of physical violence, um, that again, I think is something that we need to investigate a little bit more, think about what is happening both inside of our community, um, and at this point globally, um, because, uh, a lot of what uh comes up for folks is a combination of all that, right? Home, um, school and their environment, um, and unfortunately, the environment online, um, I really appreciate

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you just highlighting the like, what happens at school truly matters because you all are there for so long, um, and especially at school sites, I think that our for example, ccpa that are like 612, like you were there for a significant portion of your time. And so wanting to figure out if there is a difference in some of the data that you re seeing from school sites that are 6 12s versus school sites that are middle school sites and then in a different uh high school site, um, because it would be um interesting to see if there are any differences. Um, another thing that popped out at me as well is, um, there is the, the call out of like there is not a lack of resources, it s a lack of

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accessible resources. And so I want to investigate that a little bit more to think about like, how can we make things more accessible, but not overload staff into having them think about every single thing that students have to um get to be supported. And so thinking about how we can streamline that. Um and I really do appreciate you just calling out of having de-escalation trainings for students. I think that as a board, we could use that as well, um, but I think having that be potentially part of the curriculum and uh figuring out where like maybe advisory

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classes or other spaces where that could be part of, of the school day as well, um, and I would be remiss to say as the facility chair of to think about how do our facilities support the safety of our students and staff And so again, like with Director Berry drafting the heat mitigation resolution to try to tackle some of that, but I would also be asking like what are some of the facilities related, um, changes that we would need to make in order to have our students feel safer in our classrooms. And I hear you on the bathrooms. I hear you loud and clear. We are working through that so I am very hopeful that we will have different situations at different school sites for the

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bathrooms, um. But yes, I appreciate your presentation and really appreciate how you all work together as a team as well. I m sure to get all those 700 surveys in. Thank you Vice PRESIDENT Superintendent Yes, um, students, I just wanna just acknowledge that this is a fantastic, um, presentation and um Student Voice is so important because that s what we re here to do, is to provide um school for students. Um, I want you to know that part of um the work that the senior staff is doing. Um, I initiated a process where on our regular meetings that we have weekly. We are visiting schools and McClymon s where we had a team

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of students who talked about the very things that you have discussed around safety, many issues, and we look at facilities, we look at the cafeteria, we look at how students who are just not connected, um, or being addressed and we re looking at, um, the investments, um, just the issues that you brought up today. So I really wanna thank you for your thoughtful presentation. And I want to commit to meeting with you before school opens to talk about how we can continue this work and actualize it. Uh, we also want to offer our director of Safety Executive

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Director of Safety, who is here, um, to be a part of those discussions. He s been in many conversations with students, but we want to be formalize our process so that we can actually have an action plan that we implement. Superintendent So again, like my colleague said, an excellent report. I thought your evidence was amazing. Um, I thought the, the figures, I think really do stick that 75 and 55 are like stuck in my, my brain, um, I think one thing I would like to see too is like, I m always thinking as a former teacher, I think teachers often and and adults

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often interpret discipline in very different ways, and I think you made a comment about, um, progressive and consistent, and you gave some examples of what those were, and I think it s, it is important again as we have developed a fair system of discipline that, um, we all agree on those terms, so I really appreciate it again, your specific evidence with that. I think it gives that framework for adults to have that discussion with you as well as you kind of co-create you know, a, a safe school. Um, the other thing I really liked and I have stressed this over and over again is that you can t learn at school if you don t feel safe. So I think social, emotional, and academic

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learning all go together. So again, a really great consistent, coherent report that gives us all, I think a lot of food for thought. I also would like to suggest to our teaching and learning chair that um perhaps we take this up um with the student report, um, at, at what would be our one of our first meetings in the, the year. No pressure. But I think if we re gonna do something about it, we also need to take that information. So, thank you very much. Thank you very much, PRESIDENT We ll now take public comment. Uh, yes, MADAM PRESIDENT, for this item we have 2 speakers, Sheila Haynes and Asada

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Olugbala. I don t know if you want to stay up if other people have questions for you, but excellent report. So, identification by these students of where we need to be focusing on And I just want to identify some areas that haven t been identified. And so when we have altercations at McClymon s. And at other schools Sometimes the parents get involved. And so what happens is that the student will call their parents, they come to the school, and

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then you have altercation with parents fighting. And it it it has to be dealt with. Another thing that I has to be discussed is when the issue of safety is uh when staff has been uh attacked or become a victim of violence by by students. That has to be addressed, uh, that s happened. Uh, when we have students who go off campus like Oakland Tech is a good example. They go to Rockridge, uh, for lunch, shopping center, and then you have a situation of an altercation. How you deal with that And uh we ve dealt with that

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too. Uh, I m concerned about uh the situation of drugs on campus. Uh, drugs on campus is happening. And it is something that is uh that needs to be dealt with not only because this is a safety issue too, and we have uh sexual assault. That goes on at schools. And that has to be dealt with. We also have uh safety, and I bring this up about Skyline and the evacuation of students. That s safety issue We have had like Rockridge, that was a gang-related situation, retaliation.

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And we do have gangs uh, in our schools, how we deal with that situation. We also have my last point we have altercations that take place where outsiders come to the campus. These are not our students and I ve seen that at McClymon s and Doctor Sadlock called uh Janelle Harris. She s gonna be there on Friday. Thank you. Are there any other board or, uh, public comments? Yes, Sheila Haines, I see them online. I will allow them to speak. Thank you. Hi, can you hear me ok Yes, we can hear you Hi, so thank you students for

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the report. Um, I, what I, what stood out to me, of course, is the hate speech, the uh verbal altercations, uh, you know, um, I ve been asking for over a decade for the district to mandate love and respect through spoken words, um, using the arts and a ban on hate speech. I came up at a time where we all had to embrace each other every morning and say the pledge of allegiance, and I didn t know what that meant, but I knew that what stood out to me was that we all stood in peace and walked in love and respect, and for the most part, uh, I had a very positive upbringing in school. I can only speak on my

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experience. I actually had a uh student sign my petition that said that she was called the n and b word and it hurt her feelings. Specifically in our community, the nmb words, the r words, homophobic type language, even special needs are harmful words to students and their parents and you know, I continue to hope that the district that served 30,000 students. I mean, just imagine if the impact on the community of our district could stand for a culture shift, of respect and kindness. What our students here in their minds, it, it shapes them as an adult, and so like the student board directors, you know, I once again wanna just wish them well

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in their future and encourage all students, uh, to adopt a respect ful character of value. It really starts with the value for self and each other and um we really just have to get back to a culture of respect. I invite the community to have discussion around different words that are offensive and hurtful, and um we just really need to uh have an environment where students are happy and joyful, and they respect, they have respect for everyone around them, and being the best mindset and I know that there are many triggers of violence, even physical altercations, but the

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verbal altercations is a real trigger for violence to occur and not really um understanding like what what s going on with the budget, but I continue to ask for a restorative practice that includes the arts and a ban on hate speech and and I m hoping that you can at least mandate a loving environment with positive words, uh, because that doesn t cost any money. So thank you for your report. Are there any other public speakers? All public speakers names have been called. Thank you again, students for an amazing report in depth and look forward to enacting some of those solutions.

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Uh, next on the agenda is pisac. Hi, um, Cynthia Molina supporting the advisory committees. Um, very briefly some logistical things we re gonna have 1 percenter in Spanish, um, that district English Language Learner Subcommittee, so I m, I m sure you ve, we ve received the instructions just to be queued up for that consecutively and then we re gonna have one over Zoom, which is the last one that would be Patty Jergens for the foster youth advisory. Good evening. Thank you for having us here. Um, my name s Damani Jackson. I m a pesa member and a parent of uh ousd student. Um we want to start off, uh, with

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uh of our, our members. Uh, we have a diver a diverse, uh, group of members from 7 districts Um as you can see there, I m not gonna go through all the names. We want to uh give our appreciations to our partners. Um, we wanna thank Diana Sherman, uh, for attending all of our planning meetings and, uh, carefully sharing information and context with community, with committee members and participants. Um, Troy Christmas for providing simple and accessible explanations for complicated financial information like the budget. Uh, we want to thank Superintendent Sadler for attending all of our meetings this year. Um, which is the first time this has happened in the history of our committee.

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And we also want to thank uh Director Brohart for uh participating in our meetings and providing important content. Uh, we appreciate that. Also and thanks, we want to thank the staff that make our work possible. Our program director, Cynthia Molina, uh, appreciate her, our district interpreters, Erica Doolittle from the communications team, uh, Ufana San Sehoo from the board staff and others who responded to our request. And most of all, the students, parents, staff, and community members who served in our committee, um, this is a volunteer position, so we really appreciate them and they re very engaged in all of our meetings.

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So, uh, moving to ongoing feedback for the lcap. Uh, we call attention to Peace Act s recommendations for the last 2 elcap years, and we highlight the ongoing importance of a number of things of explaining and discussing the criteria and formulas used to assign any resource or service to particular schools. And students, um, clarifying the function of any position, describing and explaining significant non-labor expenditures that happen to appear in the aca, uh, discussing all curriculum choices within the lcap, uh, explaining how the success of each action will be evaluated in the indicators that would be used to do so, explaining the

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role of central coordinators and administrators, uh, showing the extent to which the services listed under each action are reaching focal student groups, and there s a lot of groups that it is reaching. Um explaining why certain linked learning pathway programs are located at particular high schools. Analysis of how the discipline matrix is being implemented, um. And we re still requesting that the llcap action be solely dedicated to describing the collaborative work of reducing suspensions. We want to uplift the recommendations that we have not adopted to date as we prepare to develop a new 3-year

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lcap for 27. Through 30 And, uh, briefly our process in 2526, um, we have monthly meetings, um, public meetings and activities that are listed here. Uh, I don t wanna go through all of them. And um I ll turn it over. Hi jt meets Moshe and another, uh, psa lead, um I want to uplift our lessons from this year, um, are cons consensus statement from DECEMBER 2025 stands as a crucial starting point for conversations about how to reshape our district and to strengthen our llcap and budget process. In the statement we

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brought attention to the in-depth cuts to special education being proposed, the potential of not being able to finance the proposed restructuring the well-intentioned but confusing language that we make cuts that do not directly impact students in schools, investments in student safety as the highest priority. I think we heard about that tonight and we ll probably continue to, um, the need to focus on restoring the base budget. And to reduce our reliance on reclass reclassifying expenses. Cuts to enrollment stabilization and maintenance as counterproductive to fiscal

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goals, the need to consider reductions in in salary or furloughs for high-level administrators, network consolidations is potentially reducing support for schools without being worth the reductions and expense. The need to maintain custodial services. The current and and encouraging focus on reducing contracts through centralization and internal hires. The impossibility of reaching the stated target without cutting school site and distant programming the need to explore the financial and community impacts reentering k through 6 communities around their local

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schools. They need to develop a needs-based assessment for cuts made to schools. And if school mergers and closures, uh, are going to happen. The undertaking must be thoughtful, community-led, and equitable process that centers the needs of the most risk students first and does not compound the harm that has already been done to particular communities. Um, additionally, uh, lessons from this year, um, we need a clearly outlined and predictable budget process that engages all stakeholders right at the start of the school year. We must not again fall prey to the lack of time and being forced to take reactive stance. We must have time to discuss

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the impact of the decisions. We must dedicate time, effort, and resources to explaining the information in simple and manageable ways. The depth and breadth of detail can be overwhelming to stakeholders when presented all at once. And so we ask the following questions. What is the line between a normal and an abnormal budget process. Why does every other district developed their budgets so differently from ousd. What have been the consequences of our unique budget development process that pri prioritizes autonomous budgeting by schools and departments. What can we learn from best practices from other

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districts. Last minute decisions were made by er by staff to zero out dress or drastically reduce uh particular non-labor expenses in certain lcap actions. We were not made aware of those decisions atur last Peace Ac meeting. Any decisions to utilize additional dollars coming into ousd must first include a public board discussion of non-labor investments that were reduced or eliminated within the lcap after our MAY 20th meeting. To Dimani Thank you.

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Um, I do want to discuss our successes, um, we had 60% or more quorum of school representatives from 6 out of 7 electoral districts in our elections and a historically high representation from electoral electoral district 4. We elected 14 new members, which is actually great. Um, we provided an urgently needed public space to discuss budget decisions and to understand some of the constraints of the budget development process such as the requirements of particular funding resources. We identified the areas of the lcap that were most affected by budget decisions and engaged in direct dialogue with staff about the possible impact of those decisions and about remaining investments in those

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areas. And we also helped to form the ousd multi-staker engagement Group alongside parent leaders from the other two mandated advisory committees in our district. Um, so coming up Saturday, AUGUST 15th, we, uh, have a goal setting retreat. Uh, Wednesday, AUGUST 19th is the first pesac meeting of 26, 27 year. Uh, meeting information is uh on the link provided. AUGUST, um, engagements of the multi-stakeholder engagement group. Stay informed at the website ousd dash mseg.Org. Thank you. Bue nombresa Carden chore

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presentacion del commits or the detito paraentes apprendiendo ingles poro igla in Iles dels. A continoes nostramolos miros. Nostro processo Going to give the presentation for the District English Learner Subcommittee. And here s our process uh throughout the school year. And loss trabajando the era pio canalisa la informacion. And following, follow up, I m going to present you some examples, so some highlights, uh, monthly highlands that have, we have been working on, but I do ask you to please analyze them too. Dina la la poo studian

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rentinglesosimos nostos derechos bala politica deristitos Santuario de usd. In AUGUST we met the staff that coordinate support for English learners, learn about our rights under the ousd Sanctuary policy and how the policy works in practice. Chores para udes sapredi ingles sales. And we also learn about the requirements for establishing the site English language learner subcommittees, also known as ces. A practical nostroueva puerdo de runonesablar para er in tendio. In SEPTEMBER we learned what about our new practice or meeting agreement speak to be understoodsto comitte parados

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milicinco dos milise. And we discussed and formally adopted our community goals for 2025, 2026 icos initio de lano so studiantes apprendiendo inles is sui mosqueles escula alcanaronuso quetibo cela re classificacion de los mil iuatro dos milventicinco. In OCTOBER we discussed basic start of the year data about English learners and compare it to the start of 2024-925, found out, we also found out which schools met their reclassification goals in 2024, 2025. Re reificacion de studentes apprent end ingles conde capacidades. E esennaios presuparios adoptados la junta del destito

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quepodarella polla los estudiante apprendias de lingles. We also in DECEMBER reviewed the reclassification data for disabled English learners with individualized educational programs or with disabilities. And we also discussed how the budget scenarios adopted by the board could affect support for English learners. Host presupuesto de usd. In FEBRUARY we discussed recent actions to reduce and adjust the ousd budget and the possible impact. Salas familiarelos programmas de verano dos mil ventise. Il la ta s as dere classificacion linguistica Solan mas vajas de lass. Solan mass escula escula de I

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icomolass familass pueden ayudar. In MARCH we informed the families about the 2026 summer programs and how they can participate. And we also informed about their race, their reclassification rates, which are the lowest in the ousd. With families also learn how they can help. A publicadopoloin apprentisa leo minglesillogros multilinguelma. In APRIL, sorry, go ahead. Uh delanteenera. Ok, this cameos queanos to prevent vent lazar interpretacion participacion familiar queandientiaa nostra comunida.

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In APRIL we learned how the monthly newsletter published by the Office of elma provides important information, and we also discussed changes taking place in 206, 27 in the budget of 2627 in the areas of interpretation and family engagement engagement and how these directly affects our communities.Nos cup. Um repetitas de lanopasado. Lasesamostra nostra. Querida Cynthia Molina and for now we re gonna talk about the er recommendations that we have. We are actually repeating the recommendations that we had from last year, and we asked Cynthia Molina to

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present them. Felipe Bindi was heading here from San Francisco to be her counterpart, and he didn t arrive, so I m stepping in as an understudy. So, um, they re asking that recommendations that were not adopted become um implemented in the new lcap 2730, so requiring that everyone in ousd use the segregated data when they speak about English learners to show um gaps within English learners, the basic request is that English learner data be desegregated by disability and special ed status by home language and by language program so when ever anyone stands up to present that s the desegregation they re asking for.

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They re asking that there be indicators, um, strategies and investments for DECEMBER disabled English learners, not just for reclassification, but the way to reclassification. Um, establishing an llcap action that is dedicated solely to increasing and improving access to language translation and interpretation that is buried within the family engagement action and they want it as a distinct action. And uh they you restore the family engagement team as essential to parent participation and leadership within school committees and focusing on ensuring that all English learners are receiving

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daily designated English language development that there is no data that shows that that is happening. And a special thanks to Nicole Knight, Amy Stauffer, Arceia Gonzalez, our interpreters, and myself and a special thanks to all the parent and family leaders who are at the heart of our work. First meeting AUGUST 27th and the routine is every 4th Thursday, um, except for some holiday exceptions. I m Sauri Valenza. I m a moderate support needs. Uh, self-contained program teacher at Brett Hart Middle School and Ana Reini, who s a parent, was prepared to present with me tonight and how a family emergency at the last

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minute, so we wish her well. Um, the community advisory Committee for Special Education, cac is comprised of parents, family members, community members, educators, uh, district leaders, and usually we have students, um, we have 18 voting members currently, um, and also at our monthly meetings, we have a format where we have a special education update from our um district leaders like Jen Blake gives a really thorough sort of update on everything from her end and brings in whoever else, um, is relevant, uh, and then we give cac updates. We have different committees and goals that we

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re always working on or board resolutions and then we also have monthly themes and topics that we talk about, um, so this year s just some examples are hiring of all special ed staff, so teachers our support staff, and our specialists, um also looking at literacy rates for students with IEPs looking at a suspension rates of our black students with IEPs, always analyzing the data that that work is led by Cliff and Aubrey, um, and then also impact of enrollment trends, and of course, budget, um, and facilities are just some

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examples. So we are evaluating the benefit of our participation in the llcap process and the lcap has not been useful as a document or mechanism to plan for the success of disabled students for the lcap to do so, we would need a complete mind shift mindset shift from many administrators within our district. So historically, our recommendations for the llcap have had minimal impact. Uh, the lcap must help all in o u s like everybody in ousd plan, how we will increase and or improve disability-related services and support for all

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disabled students. Uh, this will impact all outcomes, to ensure equitable access to disability-related services and support for low-income students, English learners, foster youth, and other focal student groups. This would require that we always disaggregate our data to show if different groups of disabled students are receiving services and benefiting from them. 3, ensure that disabled students who are also part of other focal student groups are accessing the targeted support and services that they are eligible to receive based on their membership in those groups. Um, again, this would require that we always disaggregate our data to show

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how different groups of disabled students are receiving services and benefiting from them. Benefiting from them 4, designed for greater disability accessibility across all programs and services. This is called Universal Design or inclusive design. All disabled students are entitled to participate in all of the educational and socio-emotional experiences that they re non-disabled peers enjoy. They re entitled to participate. Those experiences must be made accessible by design, and those who coordinate them must presume the participation of all disabled students.

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Of the civil and human rights of disabled students are expansive. Those rights intend for the full participation of disabled youth and disabled children and youth in all educational experiences and all aspects of school life. Uh, these rights are enshrined in a lot of different laws. Um so it s also in our sopa, our plan, it ensures conformity with Title 20. Um, full educational opportunity. It shall be the policy of this lea that all children with disabilities have access to educational programs, non-academic programs and services available to non-disabled children. So the

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law does not limit the education of disabled children to the discrete goals and disability related services outlined in their IEPs. And we have a lot of ongoing um access and improvement initiatives which the board has supported some of those in the past and we re still working with the board, um, obviously, Carrie Kaufman, special ed, um, one of our directors is, you know, an administrator, and so we are all working together and I feel like we have a really strong team, but there s a lot that we can improve on. Um, we want to appreciate and recognize the tireless work and dedication of our special ed administrators, Jen Blake, Ray Johnson, and others who always show up to our cac meetings, um, the breadth and depth of

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information they provide, um, their data collection is amazing, um, and the responsiveness to families within our meetings is truly remarkable. Um, and we really want to appreciate, um, Director Lauda, who comes to all our meetings and has been really essential in moving our work forward, um, it doesn t MISS An opportunity to collaborate and dialogue with us and actually get things done. Um, and of course to Cynthia, who none of this would happen without her, um, and then just all the staff and parents and students and community members who do show up to do this work. So thank you. This would be our last, um,

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presenter, if Patty Jergens is visible within your participant list, we could promote her. Hi there, I m Patty Jergens. I m a member of the Foster Youth Advisory Committee as well as the cac, um, go ahead. We have members in various areas. We have foster parents, caregivers like me. Like community law office, Children s law offices, Kristen Windley. We have ousd foster youth Services are very strong, um, a very strong uh voice for foster youth in our district, and we have other ousd staff and leaders, MR. Jerome Gordine, office of Equity, Michelle McKnight, Dewey

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s office manager, and uh Director Williams, the school board, um, liaison for us and as I said, Taraguard is also a central administrator. This year has been largely dedicated to promoting the fault implementation of the policy changes adopted by the board last year to prevent foster youth suspensions. Our focus on this work is essential. It brings up and helps to address the most urgent needs within the school experience of foster youth. The policy changes are intended to ensure that number one, pre-suspension

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interventions take place before a child is even suspended. Number 2, the staff communicate and collaborate with the foster youths adult team and the foster youth themselves. Number 3, specific post suspension actions are taken to prevent recurring suspensions and to strengthen the connection that foster youth have to their schools. Some related end of your data. Um, this is by grade level, so we have a total of 162 foster youth currently, compared to last year, it was 161. Um, can you go back to that one? Sorry, I just wanted to bring something up in there. You MAY notice that the um high school has, has dropped the number of

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students in high school has dropped by a pretty significant amount and the number of school children in elementary school, foster youth, has increased by a significant amount. Just wanted to point that out even though the total number kind of stayed the same. Next, this is our disabled foster youth with IEPs. Um, it has risen from last year. Which was around 36% or 30-something% up to 46% this year. Like slide This is the end of the year of suspension data. We have decreased our percentage. Down to 11% compared to 18% last year, um, and since our numbers are small, this was 28 students last year and 21

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students this year. And then come oh go ahead, um, end of year suspension data, suspension of foster youth with IEPs is 14.8%. Foster youth with IEPs make up 57% of all foster use suspensions, basically 12 out of the 21 students suspended. They make, they made up 61% of all fog suspensions last year, 17 out of 28. The percentage of foster youth with IEPs has increased from about 39% last year to about 46% at the end of the school year. Thanks to our foster use

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services team, a program manager, our district, and community partners are members and all of those who collaborate for the success of foster youth. See you at our public meeting on Tuesday, AUGUST 25th, and we meet regularly on the last Tuesday of the month, so it could be the 4th Tuesday or it could be the 5th Tuesday. Thank you, everybody. Are there any public comments on the pesac report? There are no registered speakers for this item, MADAM PRESIDENT. Ok, uh, board comments. Director Smith I just wanna say thank you and show my appreciation to all of you. This entire school year,

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you guys have showed so much committed um support to, you know, our students and our parents. So the work that you re doing is really, really important and I hope that you guys continue to support us. Thank you so much. Director Lata Yeah, I, um, uh, want to appreciate, um, all of you who are here presenting tonight and everybody who isn t here right now, um, but has done so much work to make all of this happen. I have, um, even before I was on the board, you know, participated in pisac, and I think, I, I hope that everybody understands just how much volunteer time, um, the staff and students, um, and parents

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put in. Um, it s not only a three-ish hour meeting. Every month, but it s also all of the preparation that, um, the participants do to review the materials, um, to prepare for the meetings because it is really one thing that is unique here is that the parent and student, um, leadership of the committees are really the ones that are preparing the agendas, and they re really the ones running the meetings and, um, that takes a huge amount of effort, um, and so I just want to, again, just thank you all so much. I know sometimes everyone has their season where they

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have time to participate. And so thank you all. Um, I hope you re all coming back next year, but if not, um, just really, really deeply appreciate the work and I would just want to say that if folks who are listening to this haven t participated. It s a really great, all of the meetings, all of the advisory committees are opportunities to dive deep and have a really rich conversation about the decisions that we make as a district. I do think that um, we as district leaders need to do a better job of incorporating all of the work that these um advisory committees do we have

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for years, um, mostly ignored the recommendations that the committee members have put so much time and effort into, um, and really deep thought. So I would just um underline, I know Doctor Sadler s not at the diet, but I see Tara Gard and I see Doctor Aguilera in the back, so a lot of our leaders, I would just really highlight that every single committee is asking, um, continues to ask for their feedback to be meaningfully incorporated. Um, and then one other highlight that you all didn t mention that I just want to give additional credit for is that this was the first year that um the young adult program got their measure nnh funding

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and that, um, when we talk about how disabled students are entitled to access every part of the educational experience that they re non-disabled peers have access to, um, that requires us as a district to do the work to, um, again, disaggregate that, um, and make sure that they re that participation is happening because without the work of the community advisory Committee, those students in the young adult program who are by definition, supposed to be getting their only there, it s all high school students and postgraduate students should be getting linked learning and they weren t. And I just want to say that that is, um, a huge win for those students, but

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also, um, I think reflects the work of the committees and how meaningful it is. So thank you again. Director Williams Uh, yes, pa, just really want to take this time to personally thank you for all the work you have done. I think it is, um, we re talking about, uh, extreme amount of hours, um, unpaid hours that make this particular group very successful. And what we know is when parents participate at their school site as well as at the district. Uh, our, our schools in our district become more successful. So there is a relationship

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there that we as board members should be able to, um, participate in and support and crafting the lap as well as the budget process. Uh, we want to make sure that, um you know, the work that has been done by not only the students, the parents and the community, but we as board members should be involved in that. Uh, my heart really is around foster youth, and I really appreciate the work that is being done in foster youth. I think a lot, a lot of times our kids are unforgotten in that particular space, but I have seen the dedication, uh, that our foster youth social workers

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as well as uh our, our, our fearless leader Jane is really moving forward. Um, and as well as our deputy superintendent being in that space, I think that we are at a challenging moment. Um, that we have really been trying to stabilize our district through a number of reductions, and now that I, I feel pretty confident that we are in a stable place. It s time for us to really uh get back and dive deeper into the relationships that we have to really, uh, build the school that we like to see. Um, what is our vision for ousd uh doesn t happen with one person,

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but it it really happens with all of us as a community. So, um, again, for the work that all the parents have put into it. I just want to thank you very much for that, and uh I look forward to doing a better job myself, uh, next year, um, uh, probably starting off with the, um, uh, retreat in AUGUST 14th. Thank you again. I just want to, um, again, I ve always appreciated psa s work. Um, the questions, the in-depth and I, I echo the fact that I think we need to get this information sooner from px so that we can actually use it. I mean, oftentimes I think we

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look back at the reports after we have particularly the lcap. Um, same thing with cac, I think again. To see um the level of the, the, the discussions, the information. I, I have always really learned a lot from those meetings. Um, I, I also really want to give a, a special um notice. I, I this thing of the, these, um, this sorry desegregating data for our el students who are disabled. Um, I know as a former teacher in that situation, um that wasn t done, and I think the needs of our students were not met either in their language development or in the

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needs of their, um. Their IEPs. So I, again, I think that is something I would like to see the board take up particular, um, conversation around. But um again, I also want to give a shout out. I know we talked a little bit about it, but the, um, multi-stakeholders holders. Engagement, I forget what the g is, sorry, um, group, uh, was actually was a really informative group, and I think that being able to sit and talk with parents and teachers and administrators, um, in that setting really was a start and I hope we, we have more of those, uh, because it was very informative. So thank you. And again, thank you to Cynthia Molina for really pulling it

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together so. PRESIDENT Brohart, uh, director Barry s hand is up. Go, go ahead, thank you. I just wanted to, it s just two things. First, thank you, and I think it s uh on brand that you all start at your presentation, expressing gratitude, uh, to board members and to staff, uh, when you also so very deeply deserve so much, uh, gratitude for the work that you all continue to do and do that on a volunteer basis. So I just wanna start with just thank you. I appreciate and respect you all so much Uh, two things that I wanted to respond to and to lift up, came

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up in the earlier part of your presentation. There was one slide when you reported out some of the uh consistent language that you all put together at the end of the, the year, the number, item number 10 is the impossibility of reaching the state at target without cutting school site and district programming, and I wanted to just flag that because it s something that I, I, I feel like we continue to observe and if we prioritize a commitment to that, continue to attempt that. I do think it will undermine our ability to build and maintain a

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cohesive system and so I just wanna everything on your list should be heeded by the board and by the district, but that in particular, feeling really urgent for me right now. And then item number one on additional lessons from our process this year. We need a clearly outline and predictable budget process that engages all stakeholders right at the start of the school year, which I also think connects to item number 2. There is an opportunity. I keep bringing it up our retreat, um, putting so much hope and faith in that uh little bit of time that we ll have next Monday, but I think that that is a good opportunity for us to

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prioritize that as a, a real outcome, a material outcome of our time together and at the very least, I do think that should be reflected in the financial stabilization plan and clearly outlined. I think right now the only mention of community engagement as like public meetings and website updates and I would argue that s probably not enough. And I would also reflecting on conversations I have with staff, I think the the intent is to do even more than that, but it should be explicit in the formal plan, so that you all have an opportunity to hold us accountable to that and can, can lean on those opportunities for weighing in on the process, and I think the sooner we

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establish that, um, those opportunities, the more we ll be able to address that second um opportunity or the second lesson that you all, uh, shared, which is, you know, not falling prey to lack of time so that we are forced in a position of re act ing to um you know, poor circumstances instead of being in a, in a power position to do things strategically, thoughtfully. Thank you. Other comments, um, and we have done the, uh, public comments. We ll move on to item n, which is comments from bargaining units, uh, MR. Sey Chow, are there any bargaining units online? Are there any current bargaining units that are in

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the room that would like to speak. Please line up Uh, MADAM Vice PRESIDENT, currently there are uh none raising their hands online. Thank you. I do see sciu 10 to 1. Come on up, PRESIDENT Phoebe. Hello, um Phomi Wen. I m an occupational therapist with special education and um I m a newly elected PRESIDENT Of a ciu and I am here to um say that for those without institutional power, such as IAs, noon supervisors, clerical staff, attendance clerks, reading tutors, and many others. Our protection when violations

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occur in unfair practices, um, require attention comes from systems and not our status, a healthy democratic process is where one office investigates another advises another provides an avenue for appeal and a different department brings different, different departments bring different perspectives and function to check one another. When authority becomes concentrated, concerns are less likely to receive objective consideration and outcomes rely on the judgment of a single office. This is why the proposed employment agreement for the general counsel is deeply concerning, particularly for those with the least institutional power.

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Under this agreement, the general counsel serves simultane simultaneously as chief lawyer, labor relations strategists, governance advisor, risk management supervisor, charter oversight supervisor ombudsman, supervisor, and board office supervisor. Each of these functions plays an important role. However, responsible governance depends on independent review and multiple pathways for concerns to be heard and evaluated. When oversight, labor relations, governance, risk management, and compliant resolution functions become consolidated, the most, the people most affected are those with the

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least power to challenge it. Democratic structures and protections only exist when those entrusted with governance authority such as this very board. It only, it only exists if you choose to build and maintain them for the greater good. Thank you. Thank you. Go ahead, uh, uaos and then we have, uh, bctc online. Hi, good evening board. I m Shawlanda Gregory from Midwest, um. Good, good evening. I m speaking up today for Fair Pay Safe Schools and management workloads, not just for myself

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but for every member in uaos who shows up every day to serve students and families of Oakland. I have worked in the ousd for 5 years. During this entire time, I have been underpaid, overworked, and expected to lead in conditions that are often unsafe and unsustainable. Some of my closest friends have left this district to take assistant principal positions in neighboring districts. They are now earning about $30,000 more than me. Meanwhile, I m the lowest paid principal in the small school high the small high school category while principals on the on a lower step to me on the very same step of me makes significantly more. The constant failure to compensate me fairly or even equitably compared to my colleagues does

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not make me feel valued. It sends the message that my contributions, my expertise, and the commitment, uh, my commitment doesn t matter. I am one of many talented principals in this district, and if I leave ousd, it will not be because I do not love our students, our families, or this community. It will be because this district has repeatedly shown educators and leaders like me that you do not care or value us and we are expected to sacrifice endlessly while receiving little in return. Every employee in ousd deserves fair pay, a safe place to work and workloads that are manageable. These ongoing cuts and devastating are devastating to the schools. More cuts mean

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fewer supports, more responsibilities, and even a greater toll on the well-being of the people holding our schools together If this district has money for senior leadership pay increases and bonuses, then it has a responsibility to invest in the people who are doing the day to day work of educating and supporting students. Today I m demanding what well deserve, fair bargaining, fair pay, manageable workloads, and safe schools. Myself, for myself, my colleagues and for students who are counting us to stay. Thank you. Good evening board members. My name is Anissa Rashid. I ve been employed in Bio Oakland Unified School District for 33

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years, both as a teacher and administrator. Um, I m the proud mother of two Oakland Unified School District adult, uh, graduates and 4 grandchildren who also attend Oakland Unified School District. I m also on the uaos, uh, board of board member, board member. Um, I m gonna go backwards. I m just hearing, hearing one thing, more trusted adults that will not happen. With the cuts and staff. Hattie Tate, long time trusted adult. Her position will not be filled, and the work that she did with the connection between juvenile

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services and Oakland Unified School District. Is not gonna be good Social media, cellphone misuse is a huge influence on our children. It s in largely responsible for the violence that we see on our school sites. Um, until we as a society or district, figure out a way to work with that, with our kids. We re gonna see the violence continue. The world global reality is increasingly violent. It would be silly for us to think that our children are not influenced or affected by it. Of course they are. Everything around them in the world, you know, murdering

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people on the high seas, bombing a school. It s, it s our world is truly truly violent right now, and we, we need to be cognizant. We re gonna see that reflected in our children in this environment. It s just a fact. How we deal with it is something we can choose to do. Lastly, um, as a longtime administrator uh in Oakland School District. I m now at Montera Middle School, um, please come to the bargaining table and talk to us. We are your boots on the ground you know, and you, you keep don t, don t crush us. Underneath the weight of, of what

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s going on in this district. You need us in your schools. You we shake out a lot of experienced administrators and don t replace them. We re going to see um fallout from that. Absolutely. And we cannot attract young vivacious, innovative, administrators with the um the pay and conditions. That exist in this district. They might come for a while, but as soon as they see something better as Sister Gregory just said, they re gone. They re gone and they will, and then we re stuck. Holding what s left

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Please talk to the United Administrators of Oakland schools. Let us agree on a fair contract. Thank you. We have a bctc online. Uh yes, vice PRESIDENT, I will allow that Ruddin Kuayevik to speak. Good evening. Can you guys hear me ok, good evening. Good evening everybody. I wanna, um, Beterin Coquie with the bctc uh Chief Steward, uh, great to see you all. I just want to echo everything that uh our, our union siblings just said it before, uh, we keep going it

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understaffed. We definitely need to work on that, how to employ more, more members, more people, so we don t, the schools and kids don t feel uh uh left behind as well as also uh having a good faith in the bargaining and get everybody to the contract that they deserve and they need, uh, in standing with the solidarity with uos seiunf me, oea and everybody else in, in that matter as well also uh in the bctc we are very understaffed as everybody else and just wanna try to bring attention to the, that uh even now with the retirees and everybody and a couple of

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people layoffs, we are very understaffed at our school s gonna feel much more neglected than before. So we need to work on that. Maybe we hire, uh, open vacancies, uh, create the position whatever it needs to be so the schools don t feel left out. And I wanna bring also the one of the items that it s an r 1126-1205 about uh meditation that comes from the Julian Sweet care. That it s a costing district $85,000 I m wondering and why this job is not done in-house because literally it s getting from the general fund restricted funded.

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And uh $85,000 would definitely help my members to get stand a little bit on the money and actually get more work and then, so we, so it s uh then this is a job about talking about vegetation, pretty much removing the loose trees and grass and all that. Uh, that s something that we can definitely do inside. In a building grounds. Either we are understaffed, we could probably hire somebody to do that and give them, give them members over time or something like that, so we don t keep spending this much money on uh outsourcing. Um. That s all I have said. Thank you so much and uh I just wanna flag it out that we finally got

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our ta. With uh a labor relation in the, in the district. I just wanna congratulate all of you for the hard work and pushing for that. Thank you so much. Thank you. Are there any other lay reunions? Um, there are currently no hands on Zoom for uh collective bargaining units. Thank you. Uh, MR. Seyak, can we have an interpretation check? Yes, moving to how interpretation check. Uh, we will start with Arabic I will lower our tennis hands. Please don t raise your hand if you need Arabic interpretation. MISS Abdi, if you can come off

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mute and make the interpretation announcement for Arabic, please. So Prakuria. Eban construction is done Eban construction. Great, thank you, MISS Abdi, chair attendees as if any hands raised for Arabic interpretation. Seeing no hands raised, we will not start with Arabic interpretation. Next, we ll go to Cantonese again. Please don t raise your hand if you need Cantonese interpretation. MISTER Ewan, if you can come off mute and make the interpretation announcement for Cantonese, please. Tagaho we you got to san chu

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Yin Yuon tong wagaane Chengdu leika zhou Xiaoping and hue Boao Taino in her country ihaga Ti lei hoi lin tong bong shen yanxi Saoandukong Tongwagapanji. You got to so you to Magapanje entenjiao I got the koyingzhongfuho, you know, Xinjha Hong Dongwalizia hoyi hao 10 to wang tong Wagapanji. You go to so you find it promo Chen Guao and so you can announcements done. Great, thank you, MR. Ewing, checking tendees as if any hands raised for Cantonese interpretation. See no hands raised for a Cantonese, we will not start with um deputation for

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Cantonese. Next, we ll go to Spanish again. Please only raise your hand if you need Spanish interpretation. MR. Copenhagen, if you can come off mute and make the interpretation announcement for Spanish, please. Or MS. Vargas, ok, go ahead, MR. Copenhagen. We re not, we re not. Tamoasino umbrechequeo paraversen in la vienesit er interpretation simultania. Paaver personas and la diencia queneitanel ericio por favor levante la mano demodo virtual or crianen.

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Chat queneleitan interprettaium porfaravino sine ne esitan el ericio and este momentoino no se preterelericio durante la sciente parte de la gena. Gracias Great, thank you, MR. Copenhagen Checking 10 to see if any hands um that need Spanish interpretation. See no hands raised, will not start with any interpretation which again later in the meeting, PRESIDENT Brohart turned back to you Thank you reopen the public hearing um, to allow for additional public comment due to the error on the JUNE 3rd meeting. Uh, MS.

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Gard, do you wanna? PRESIDENT Brohart both items. I m sorry, uh, on both the lcap and the, um, budget. I would like to recommend that we hold the public hearings separately and not combined. And if we would have done that at the last meeting, this first item we wouldn t have to redo the lcap because that s not where the violation was. So again, we are repeating the same mistakes as last time and again this public hearing was not renoticed in the newspaper, so it s going to be out of compliance anyway. MADAM MADAM PRESIDENT The agenda item as noticed is is properly noticed what the

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statute requires, and I think counsel will confirm is that there d be a hearing on the lcap and the district budget at the same time, and at the pro uh event that occurred last week, uh, it was in order to hold the hearing concurrently. So if we are now uh reopening the hearing, and I want to address any of the other issues besides the posting, it is properly posted, uh, for a joint rehearing, because that s what the statute requires, uh, that, uh, requires a public hearing. It s to be on the lcap as well as the proposed district budget.

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For the next year. So it s one hearing on 32 different items. Thank you, MR. Ekstra Is there a presentation No? Ok. Uh, take it this time, we ll take, uh, public comment and then board comment. Was there any public comment on this item Uh yes, MADAM PRESIDENT, there are 15 speakers. Um the first 10. Yeah, 1st 10, and we ll do 2 minutes. 10 speakers are. Carl Delton Jonathan Masutcheon. Jalanda Gregory

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Angela Lloyd Sandra Sue Carmeleta Reyes. Pinti Arpe They see Morrison Lisahim uh Lisa Newbi. Martel Price. 110. If your name was called, if would you approach the dais, please? And it doesn t look like they re here. Uh, Carol Delton has her hand raised. Ok, let s go with Carol Dalton. He just called the 1st 10, MRS. So.

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Um, thank you very much for calling on me. Um, I d like a clock, please. Um, I ll, I ll start, but it would be are, are you hearing me Yes, we can hear you Great. Ok. Then I will start. Um, so, uh, I am very glad actually that the lcap and the budget are being considered together. Because um they re really interconnected. And uh that said, I think there s a lack of explicitness in both of the presentations, um, that I

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m hoping will be addressed in the coming year. With respect to the lcap. Uh, it would be important to have metrics, goals of some type for um for, for each of the goals to have a measurement so that the investments that are made can be compared. From year to year In the public domain, there was some chit chat about whether, uh, some of the goals that uh represent items being taken care of under the lcap that were previously from the unrestricted funds. Um a a worry. That that was new spending, and

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that is not new spending. But now that these items are being handled, uh, I believe appropriately through supplemental and concentration funds, they do need to have um metrics. To, to measure the value to the students in the district. With respect to the budget. I ve lifted up a number of times that having a variance report would be very important and having assumptions would be very important. Um, I think I, I appreciate the work that has been done substantially on uh getting to positive

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and now, uh, I think the public really needs a, a roadmap. To how is that accomplished, at least, uh, comparison. From, uh, I would say first interim because that was the last time we saw uh any, any type of uh assumptions, but from first interim um until the next budget Uh, and thank you very much. Thank you. Next public speakers. Mm-hmm. Next 5 speakers are Arlene. Re a Teresa Lozak.

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Anissa Rashid. Adina Anderson. Asada Olugbala Asada One thing my father taught me you always have a choice You always have a choice Now the choice I have right now is to be put in a position of responding to 3 separate items at the same time. Which gives, which is almost an impossibility. To do and I, I, I choose not to do it. Because I take the time to prepare for these meetings.

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And I abide by your you your timelines. I do get overexcited sometimes, very much so, and out of place. And I wish I could do a better job related to that. But this is not fair and you do have this is, this is legal though. I read that you can do this, and it s not illegal. Why do you choose to do it? Is the question I have, particularly when you know ahead of time, you don t have that many people participating at these meetings. So, uh, I respectfully decline because this is an unfair process for me to participate in, related to this particular

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item. Thank you. Are there board comments? Doctor Hutchinson Yes, thank you Um. And I agree with the last, with what the last speaker s father taught her. We always have a choice Why it s been so frustrating what s been going on because time after time, people have made a choice that s cut out the community and, and really brought damage and trauma to the district. You know, I want to point out the reason why there were so many speakers signed up, who are not here now, is in the agenda. This was agenized to happen at 7 o clock.

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Or as soon after as possible now 9 o clock So at any time over the last two hours, instead of going on to the next item. PRESIDENT Brohart could have had the public hearings. At a time where most of those people who signed up were here before. But instead were 2 hours behind, and now people can t even comment. And that s what people even knew this was happening in the first place. Because there wasn t real notice that this public hearing was being redone. And then we show up for a public hearing that s supposed to be redone. And there s no presentation for the lcap. So if you

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re gonna redo things, then you redo the presentation. That s kind of the requirement. And actually, I was expecting a lot better than that because when this was presented in an out of compliant way a week ago. I asked questions about the lcap report, for example, how come there weren t any numbers in the report. How do we make the correlation between the lcap plan and the budget. I was told by Diana Sherman that there d be a spreadsheet available. That listed out all of those numbers. I don t see that included here It wasn t emailed to me

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So what happened to that question that I asked last week, Superintendent Sadler. What happened to that document? A spreadsheet we were told by staff last week would be presented. Actually, last week on Wednesday, we were told they d be available the next day on Thursday. So it s not like a rhetorical question. Where is that? We were promised and I ll take the silence for an admission that, again, nobody did that work. This is really scary what s happening here? Uh, we all just heard the Peace Act report where they talked about for two years they ve been bringing up issues. That haven t been addressed. They brought up questions about the budget process and and and

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here we are, and the beat continues. So this isn t compliant, really nothing in this meeting looks compliant. There s no numbers here, and again, Superintendent Sadler, Diana Sherman promised at our last board meeting that the following day there d be a spreadsheet available for the costing and the changes, specifically for supplemental and concentration, but implied for the other things on the lcap plan. And when I asked, I was told explicitly it would be available the next day So where is that document and how can the community community find anything with the numbers that we were promised.

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I just asked a question of Superintendent Sadler. So we re not gonna get an answer to that. We re not going to ask staff to come and present it. I mean, I asked this, I know people are used to just ignoring me, but I just asked a specific question based on what I was promised by staff at the last meeting. Our, um, deputy superintendent to respond. It was posted the day of the meeting. Diana did on the llcap site. And we ll, we ll make sure to, um, send the link so that you have that as well. So, so that means then when this agenda was

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put out, when this agenda was made on Sunday and posted, why wasn t it included with this agenda to update everything so we could have the information and so the community could have it. Yes Could you ask that question again? I m sorry. I m I m honestly so if you re saying that it was posted last week. Then why wasn t it included in the packet for tonight s public hearing with the llcap because if it was posted last week, it was available when this agenda was made. So Wen included, why isn t there a hard copy? Why hasn t that been made available with everything else, if it is available. Especially since I asked about it specifically at the last meeting.

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I just want to add one thing that I do think I, I have been looking at the llcap website and there is a lot of information on, so I mean, again, we could have that available, but it also is available on the website. Uh, are there any other comments ok. PRESIDENT Brohart, I have my Henryd, sorry, it s ok. Go ahead, uh, George Berry. And just so I understand process, because we re taking the lcap and the proposed budget together, the questions and comments are together. Is

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that correct? Yes, that s correct. Ok, so 11 of the first things I m trying to do is connect the dots between the lap and our budget, and at a budget and finance meeting, I asked a question about, you know, the vision for teaching and learning, how we re leveraging that in future. Budget decisions, and so I feel like this is a, I m trying to to do that right now since it s up, um, one question I have because the memo for the proposed budget, uh, states that each school site received a budget one pager. My first question is if we can see those, if those can be published, um, and mostly because I m assuming they can

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help us understand how the budget work impacts lcap, implementation, and I could get that, I could have that assumption wrong, so that s my first question, and then on the equity weighted allocation. Used to determine site budgets, I m assuming or can, can you help me understand how we re implementing that with the use of the restricted first strategy and whether there s any impact there. And then I have other questions, but I ll pause. I think Sherman is coming up to answer that question. Good evening. Uh, my name is Diana Sherman. I am the llcap coordinator and I will try to

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address some of those questions, um, and if I MISS Them, please let me know. Um, the first is that I believe the one pagers are posted, although those are done by the fiscal team, um, and so we re confirming where those can be found. I do know that a quick place to find that information is what we call the ousd school site funding profile website, um, and we will make sure that there is a link, um, to that website that is placed on the lcat page because that s going to be the easiest place. I can t rattle off the link on the top of my head. Um, but that includes a year over year going back to 2021, I believe. Um, outline of exactly how we ve allocated positions and

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dollars each year by school. It also provides basic demographic information around the unduplicated um pupil percentage and also the free and reduced lunch, um, percentage for each site so you can see some of the need and how that is related there. We also, I think you found within the lcap document, there is a link in the pdf um to the funding formulas, and that s the best place to look if you want to know very specifically how a particular investment is allocated and what is used for that investment. You can also go to last year s llcap to find the 2526 methodology. Director Barry Director? Yeah Director, just a quick clarifying question. So there s

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a few things coming happening at the same time. So one question is how you reconcile the lcap planning with the budget development and what the dynamic relationship is, like, what s driving what and how it s negotiated. Sure, um, so that s an iterative relationship and it starts way back in the fall, um, as we re doing enrollment projections and as we are looking at what the priorities are going to be for the upcoming year. And at that point in NOVEMBER and DECEMBER, typically, um, decisions are made by the senior leadership team, um, under the, um, direction of the superintendent around which investments are going to continue, which might

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change based on the funding that is available. And sometimes that involves tradeoffs as we saw this year, um, including de ter mi ning whether we re going to continue a particular staffing position or change the formula in some way. And I think that has happened in some version every year I ve worked on this, um, which goes back to the 1920 school year. Each year we have had to figure out how to adapt the formulas, both to include new funding, to include funding that is ending and to shift um priorities as different leaders are looking at that work. So that s one piece.

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That happens in the winter. We provide one pagers typically out to schools, uh, for principals to review right before the winter break, um, and from that point forward, um, it is a budget development kind of mad process through January and FEBRUARY to get all of the budgets in. So at that point we are collecting from schools the information about how they want to use staffing allocations that MAY be somewhat flexible like. Teacher positions, like what are the particular teachers that will be funded, um, and also how they re gonna use the dollars that are allocated to those sites, so they MAY determine if they, for instance, have a school site council that

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has voted to use their Title I differently for the upcoming year than the current year, we capture all of that in the budget sessions. Which are held in the winter months, and then from that, we get the roll up of everything that has been entered into a central department or a school site budget, that feeds the llcap and so I get a gigantic spreadsheet of that from the fiscal team as soon as budget sessions close and begin working on that. Where we are right now in that process is we have the budget model which is actually in escape, which is our financial system, so we are able to pull directly from escape to see exactly how much does each position cost exactly how much is budgeted for each

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action that MAY not be a position. And that is reconciled with the lcap I just did, probably the 2nd to last pull of that this morning, um, and that will be a revised draft, um, I think as we ve talked about in the ppsa context, we do post upcoming drafts in between the public hearing and the final adoption so that folks who are interested can review that. You can also see the line items as they were last week in the spreadsheet that is on the llcap website ousd.Org/elcap, um, which I did post, um, during the close of the meeting last week. Um, that is also provided as part of adoption. We will do the final version there. So it s a process basically of

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continually adjusting as we find out, for instance, if a position costs a little more or something MAY have to be adjusted down, um, and you also heard psa speak to that, um, at a higher level in their feedback, which was around having to reduce the non-labor investments, um, in order to ensure that we have funding to cover the rising cost of positions based on our new bargaining agreements. So that is a piece that has impacts on some specific lcap actions more heavily than others because some of our actions are predominantly funded with non-labor, meaning not people, Investments and some of them are almost entirely people. So that s where we see that discrepancy.

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And so is it safe to say that the what we re looking at tonight reflects the, our best thinking of how we ll fulfill the lcap, meet the goals, but the resources that we have. Yes. ok, thank you. And then, on, uh, and thank you so much. I mean that, even though I was rushing to my next questions. Uh. On the budget and just thinking about the conversation we need to have to make a decision on the 24th. I think that one of the most important things is building out uh or continuing to build out the stabilization plan since that s the roadmap. And I think I ve said some of, at least some of this before, but I wanna reiterate it. I

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think that uh we uh it relatively, iteratively have uh improved that plan cause now you have like a status, but right now, the a lot of what s on the report. I think there s like 3 parts where we actually have real numbers, but in a lot of places, it says tbd. So I think either having real numbers, uh, so we can have real estimates around target savings that we plan to generate from each individual strategy or what the plan is or synopsis around synopsis around the work that we need to do in order to get the target related to that is like a timeline of the implementation of those strategies when we might be

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able to see those manifested in our budget reports and can begin tracking them. Uh, I also think that knowing whether those uh savings are one time or ongoing so that we can understand the structural uh work that we re doing simultaneously with this. I think it s also important. And then one big thing, um, especially after pa presentation that I want to flag is that I think the way we talk about community engagement in the financial stabilization plan is limited, and I wanna see that more built out as well, given how much feedback we ve got we ve received on transparency. When I say community engagement, it

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s like at every level of our system, um, from Network soup s principals, teachers, or staff, like everybody, and students and families and some of the folks who are likely in the room tonight. So, um the other thing, uh, so that was a comment. I think additional contexts would also be helpful. I ve heard other people say it, but budget assumptions that are driving the decisions that are currently reflected in the proposed budget. I don t think I ve seen that and if I ve missed it, um, if someone wants to flag that for me tonight, that would be great. And then, because so much contingency language is built into the

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proposed budget today at the very least, us clarifying and further elucidating what the implementation risks are, I think it s also really important. And related to that. We ve acknowledged that you know, many of the strategies that are in the financial stabilization plan have been things that we ve attempted or that have been proposed in prior years. And so, I wanna know what is our current diagnosis of like why we haven t done that work in the past, so that we understand and you ve built into the plan, the strategies we plan to deploy to overcome some of those challenges we ve encountered. So I want to know what the diagnosis is, and I

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wanna know, that should be part of the plan, um, that we re looking at especially if we re trying to approve a budget with a deficit, and I can get on board with sort of like whether it that deficit is manageable, but I think some of these other questions should be answered if we want to go into the school year with the deficit like this. Thank you um, especially since nobody even attempted to answer Director Berry s questions there. Uh, in the packet for this public hearing for the budget. There are 3 different sets of budget numbers in here. There s one set of budget numbers with the sa form for

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next year s budget. There s a different set of numbers in the multi-year projection in the sac form. And there s a third different set of numbers in the presentation. So my question is which of these three sets of numbers are the real numbers that we re talking about because they re different. There s both different total expenditures and total revenues in each of the three sets of numbers within this presentation. So which is the final budget out of these three sets of numbers, especially since only one set of numbers even lists the $30 million deficit for next year. So are we supposed to look at the numbers from the presentation?

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The numbers from the sax form, or the numbers from the multi-year projection, and then according to which one we re supposed to look at, what is the projected deficit for next year. So again, this is an important question. Superintendent Sadler, there s 3 different sets of numbers in here. Which I don t understand Which one is the real set of numbers? Because this is supposed to be a public hearing on the final budget. And I brought this up at the last meeting a week ago, and it s really troubling that there s still 3 different sets of numbers in here. So I would like clarification on which numbers are we considering our final budget numbers from within here. I

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m gonna let uh Superintendent Sadler speaks to that, but I do want to address, I, I do believe Diana Sherman did answer. Um. Director Berry s the second one that she just asked questions about me I m sorry, MAY I speak? Yes, are you talking to me, Director Berry? I m sorry. Or anybody who s talking now. I was trying to just thank you. I did pause, not because I was necessarily finished, uh, but if there were answers to any of the questions, I would love to have that discussion. Uh and then there are additional questions that I have related to like making

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sure cause I even just threw out 30 million just now. And I also noticed that it could be 42.5 million, um, because I saw that number as well, and I don t know what number is right. So there s um some curiosity that I share with what Director Hutchinson said, but I hadn t gone there yet cause I was waiting to hear if you all had anything to say about the other questions I, I raised. Thank you, Tara. Thank you, and so first, I want to apologize to you, Director Berry. I thought Diana had answered your question and then what you were saying to me, I thought was what you want to see coming up. So I didn t hear it as a question. If I had, I would

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have answered. I just took notes on, yes, bringing um assumptions, yes, bringing the plan with the actual dollars in it coming up. Um at the adopted budget. I took other notes that you said you know understood it to be what you wanted to see coming up, so was there a question there that I didn t hear you I MAY have just not heard it correctly. Yeah, I honestly can t remember if I framed it as a question or as a statement. I think I framed it as a question, but what you re saying to me now is that you plan to sort of presents that information on the 24th, and I do believe that s adequate

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And I ll, I ll just look forward to seeing it and hopefully we get those materials in advance so I can look at them um to prepare for the meeting on the 24th. And Director Hutchinson, thank you for your question. Um, there are 3 different reports and each report gives different information, is that what so just if you let me the myp is where you ll see the projected deficit and you wouldn t see, you know, it s not. It was in the presentation as well. Are you saying that there s? It s not listed in the, in the presentation. I

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m trying to say to you is that when you put, we don t make up numbers, just make it up. So when you re putting it in the sacks, it. Goes into the sax forms and it comes back out, so that s we re not giving you different numbers and perhaps if you want in one you said that you asked that question. So for next. So for next year s. So for next budget has different numbers than the Sax multi-year projection, and it s the same form, so our draft budget for next year should have the same notation and unrestricted general fund as the multi-year projection. And there are different sets of numbers. So it

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s not true that you put them in and it comes out different. Which one of these is our real numbers because they re not all the same. All of them are the reports. Are generated at with They they can t be the real numbers for our final budget because they re all different. Are different. The reports are asking for showing different information. Not the multi-year projection and our draft budget for next year. They are both showing the same exact information in a sax form. One of them has projected expendites of 900 or 869 million plus a $30 million deficit, which should be added

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into the total expenditures. The other one says 974, which is $30 million off. And they should both be the same because they re both in the sax forms, which are both different than your presentation in the PowerPoint, which doesn t delineate a deficit any place. So I m saying there are 3 different sets of numbers. And if staff and the superintendent is saying, no, actually it s the same. And that s a bigger problem because anyone can read these documents and see that the numbers are different, and i emailed this to you, to both to you directly and to the superintendent a week ago to let you know once these numbers were released, that there s 3

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different sets of numbers in the presentation. And it s not gonna work to gaslight me and try to tell me, oh, it s all really the same when I m looking at it and it s not. So which one is our, how can we have a final presentation of the final budget, and you re giving us 3 different sets of numbers that mean different things. How does that work So I just again wanted it on the record, this statutorily required public hearing on the final budget. We re now having 3 sets of numbers presented I, I emailed them to you ahead of time. I will be sharing them publicly later. You can t say that it s all the same. And

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again, it shows how this meeting isn t compliant when you can t even just have one final budget in the document. Thank you. Uh, I m gonna ask Doctor Fructos to come online. Good evening, board members. Can you hear me? Yes, we can hear you ok, good evening. Uh, let me, let me just very briefly address some of the questions from the board directors, um, a different budget documents serve different purposes, and I know the board knows this. A board presentation summarizes uh the items for public understanding. The one that matters is the sa form 01, which reports fund level

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revenues, expenditures, and the fund balance, uh, and in a state required format, the nyp reports future year projections as you know, and it s based on assumptions and obviously we all have gone through the cash flow reports. Um, I, I heard somebody mention final budget and statutorily, uh, that s a misrepresentation and it s actually accurate, inaccurate. A draft budget is presented at the hearing and the staff and the board have a couple of weeks to make, uh, adjustments or revisions as necessary so that the whole concept of a final budget

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being presented in advances is an absolute misrepresentation of the actual process, not at all what I was asking, sir. Excuse me, our board bylaws say that at the end of MAY, a draft budget that matters is that $30 million is and run this game on us anymore. So in the sax form for next year s budget that s no director Hutchinson. I m trying to answer your question, you keep talking over me. We re paying him $400 an hour for this. So who s gonna explain the difference in here? Who s gonna explain. He s not gonna tell me how this process is supposed to work. I ve sat through this process year after year, and I m sorry, I know it better

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than he does. So we missed our board bylaw requirement to have a draft budget. A draft budget by the end of MAY. The state statute says there must be a public hearing, which for us serves as our first read on a final budget before we can have the final vote on that budget. And my point is, when there s 3 different budgets in here. This ain t a first read, or at least tell me which budget I m using for this first read. And it doesn t get more basic superintendent Sadler. It doesn t get final budget at all. There s 3 different sets of numbers in here. Which ones are the real numbers? And what s being told to me, it s just not

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accurate. And so the form he said to use, the first sax form, then I ll use that, which is different than the multi-year projection. But the problem with that sax form is, there s no budget deficit for next year listed on it, even though last week we were told we had a $30 million deficit. So what s really going on with these numbers, and it is shameful that there s not a district staff person that can answer this basic question. I can ignore that people don t answer my emails, and people haven t spoken to me. People want to be rude when they come up here, but it doesn t get easier than this. I m asking which of the sets of numbers are the real ones. And I don t want to hear it

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from a consultant. I want to hear it from a district staff person who I can hold responsible for what they re going to say. So which sets of numbers are real? Cause if it s that first sax form, there s no deficit listed on there. This can t be our first read. Because the numbers are going to change then on the 24th. So what is happening and which budget numbers? And please don t have him come to answer me anymore. So again, Californi Education Code 42103 requires the governing board to hold a public hearing on a proposed budget now a final budget as the district staff, not him who s not even in the room, who

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s not even here to address, and I have serious issues with what he said to me in the past. So, who superintended? You are responsible for this packet from staff. I m asking you directly, which of the budget number s in here, of the three sets of numbers are the real ones for me and the community to use, so we know what we need to adjust coming into the final budget. Otherwise, if we just show up with numbers on the 24th, that means we have no ability to make an adjustment to it. Can we just take a breath and let the answer. Let our, our staff answer this. Yes, I would love for staff to

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answer DR. Fructos is not district staff. Our person and I m happy to answer the question. If the body desires a that Sadler. I think we really have to stop interrupting people. Can we just I ll do it when you stop interrupting me. Superintendent Sadler, I asked you a really basic question that any superintendent should be able to answer. This is a very, so, ok, we re going to recess because we don t like what Mike s saying. Instead of answering what our budget? Um. MR. Rakesar, can we have a roll call to establish quorum, please.

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On the roll call to establish quorum following the recess, uh student directors are absent. Director Lauder, Director Williams Director Hutchinson Director Berry. Present. Director Thompson. Vice PRESIDENT Batchelor PRESIDENT Brohar Uh, ok, Quorum present Uh, Director Williams just arrived, he s present. Present, sir Thank you Uh, the public meeting, uh, the public hearing is now closed. Wait, wait, I was still waiting

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for an answer to the question that I asked. Excuse me, Point of clarification. I was still waiting for an answer to the question that I asked the superintendent and you can call a recess to try to avoid that, but where was the answer to the question I asked. And actually, the questions that Director Berry were asking also. So I very specifically asked the superintendent to tell me which set of numbers are the real numbers in here. I didn t get an answer. I had a staff member be rude and disrespectful towards me and now PRESIDENT Brohart is trying to just move on again without answer. So Superintendent Sadler, I would expect you to

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step in and clearly state what our budget numbers are for next year. Which firm, which form do we look at to use those numbers, because that s how we re compliant under a public hearing. So other people can try to gaslight and try to talk over it. It doesn t get more basic than this. And when people can t say what the numbers are for next year s budget. That s why we re in the problem that we have right now, because we have no way to pass a balanced budget by JUNE 30th because there s still a deficit in these numbers. If this is being intentionally done to try to hide that fact, then we move into more serious accountability. So by you saying nothing, you re ok with

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3 sets of numbers being in here. And that s what I ll hold you accountable for, Superintendent Director Hutchinson, we have a student who is waiting, I believe, to do the, um, community schools report is that correct? Ok, and I apologize again for the lateness of the meeting and the decorum on the board, um, do you want how about the decorum of staffer yourself. You re the one who caused us to have to do a brown neck cure today and redo the public hearing. What about your own behavior and how you manage meeting and call a recess in an attempt to try to shut somebody up. It won t work with me. I d like to hear from our student and the community

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school staring report. You wanna come forward What time is it And do you need the clicker? Do you have a presentation? I m sorry, the clicker is, good evening board. We are actually item q, where the community schools steering committee presentation. Is that ok? Do we need a vote or anything to change? Great. Hi, good evening board and community. Thank you so much for waiting and allowing us to present tonight. Um, my name is Sara Shapesh. I am kindergarten atcs, um, and I m here with Wally Scott and I am a student at Oakland High School. I

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m a rising senior and my name is Yi Chen Chen, and I m here to represent the student body. Um, I m one of the 4 students in this committee. And it is the black y ring t tsa at um Grass Valley, thank you. Um, next slide. Oh, thank you So, um, tonight we re gonna do a little uh short presentation. Um, we re going to talk about a little bit of who we are, how the, um, the background of the committee came together, um, our work up until now, it s taken a couple of years, um,

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and then some time for some feedback from the committee and then recommendations that we re making to the board. So who we are, we are community schools steering committee, um, there are 4 parents. There are 4 students, one who is here tonight, um, 4 members of, from, uh, oea from teachers, um, and for other labor, uh, members including afse, bt btct um sciu and uaos, um, as well as, um, other staff members from the district. The committee started a little bit before 2023, but it it s something that was, um, grown out of their, the oea contract

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that was settled in 2023, um, with regard to the community schools, um, MOUs, um, and we were finally able to establish the committee in, um, in the fall of last year, um, 2425 and like talk about trying to get the vacation out of the chat. Um, the purpose of our committee is just to help guide the community schools work so that we are, we have kind of a, um, all of the stakeholders involved and we all understand, we re all on the same page. Everybody So we have three mingles, uh, steering committee, and these come straight from our collective bargaining agreement with uh the district Royer. The first one is to make recommendations to the board, which we re here to do tonight.

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The second is to uh expand, uh, student supports and enrichment opportunities in the last is to support collaborative leadership throughout the district. One of the things we did as a Syrian committee is we realize through our work, um, that we didn t have a definition of collaborative leadership, and this is something that came up quite a bit and we realized that it was actually central to what we were doing and that we needed to have a working definition. So we spent a lot of time coming up with a definition as a steering committee. So that s when I highlight the main bullet points Uh, the first one being the

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authentic engagement, so not just uh having a meeting with the 10 people who happen to show up and taking their information and running with it. They actually engaging all interest holders. Uh, making sure that input is actually reflected in the decisions that are getting made? Making sure that the community has access and understands the decision-making process. And if I be uh authentic action steps, so the steps that and decisions that are made are actually reflective of the community agreements in the community decisions. So we ve been together for 2 years, first year primarily was just getting ourselves staffed. We also dedicated a lot of time to putting together our bylaws. Um, we did a little bit of

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background work about community schools. And we spent time just getting to know each other. This year was really the crux of our work. And we built a lot of black background about community schools, primarily we looked at a lot of things going on in our district, in our community schools. So we did some, uh, reading different articles, but we also looked at the uh apr and the uh community schoolsation plans just to see what was happening. And we also wanted to see if it was reflective of our experience at our sites and so we got to see the reports but also report firsthand as students and administrators is this actually reflective of what s happening. Uh, we order to find a collaborative leadership and this really culminated in the

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recommendations that we re going to be sharing with you tonight. The recommendations focus on three main areas, um, that s engagement, funding, and collaborative leadership. Uh, the way we came to these recommendations. Are through a lot of discussions, a lot of building background, um, but also really looking at what the reports were saying and making sure that they re reflective of what we saw. So we re gonna give you an overview of recommendations, uh, we encourage you in the future, perhaps that could be retreat that you take some time and really read them over, um. We have recommendations, but also we give a background as to why we have these

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recommendations and also the, the expected impact we want them to have. Um, we re just gonna go over the recommendations you today. So first off, we re going to talk about engagement and the way we re going to go about that is. Firstly considering um. The diversity of community schools sites and. To to serve a broader range of parents. We want to provide them with family walkthroughs and tours. Uh, in doing so, we can be able to receive feedback and also data that we can use to cater to family needs and also to. Uh

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allow for parents to understand how school is for their students and also being able to support them in advocating for their child since um they re the ones that have more voice and students are often overlooked. And doing so, we re better able to understand what a community school is and also serve and align the school s vision with what parents need. Um, we re also making a com a recommendation regarding funding around the cash funds. Um, we are encouraging and support, uh, encouraging the district to support schools, um, that are community schools that cast

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funding to allocate like a a more, a higher percentage of funds to, um, tier 2 and 3 sel, um, and behavior supports. I read in another, um, presentation that a huge drop happened in opd calls after the George Floyd resolution and like that s so amazing, but it also, we also need to fund all of the other programs that support that. Um, and I think with that, like we will be able to see more community schools and um students really thriving with these tier 2, especially restorative justice supports, um, based on looking at suspension rates, um, which for us like it would really benefit students who are very, very

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vulnerable in our schools. Another recommendation around funding is to prioritize stability for community and family relations positions, um, which are, um, a lot of times these roles are staffed by community and family members, which right there is a a huge connection to our community and like bringing people in, um, but that also needs to be funded and supported in all the ways that make it work, um, which in that, we will definitely see increased community engagement, even higher than what we already have. And then the last one is, um, we understand that the Casran is a five-year grant, which every year it rolls over, um, and so like my school at

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ics this is our last year, like we are then going to be running on, on the, on the, on the fumes of what we have left over, so um, supporting advocate, um uh supporting like state funding and like asking the state for more funding so that we can continue the work that we ve already started, what has taken a long time to to get to. Uh, and so lastly in regards to collaborative leadership, we would like to see the district really support um the development and implementation of inclusive, uh, and transparent decision making. It happens in the district, but it

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not uh consistently and not just at school sites, we d like to see it throughout the district. You know, we call ourselves the Community Schools District, but it s not often reflected in all aspects of what we do. We d like to see that more uh we d also like to see the district support sites in really doing a thorough needs and asset assessment. It s really what all the work at community schools is supposed to be grounded in. And again, this is something that happens inconsistently and oftentimes we see that sites end up putting out fires as opposed to doing long term planning. Then lastly, this is American communications, um, just an

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audit of how the communication systems and how we re reaching out to interest holders, um, I think we re sending messages and uh making requests, but it s unclear as to who s actually responding if we re actually getting uh the interest holders we want to hear from So we re really doing a third reflection on, on who we re reaching out to and how effective those systems are. Thank you. Uh, if there s any questions or comments? No questions I, I have a question actually Um one of the things I think that we ve thought a lot about here

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on the community schools is how our decisions made. Um, for funding, and I think you talked a little bit about it in terms of short-term planning and long-term planning. I m just curious what you saw as you looked at schools throughout the district. Um, were there schools that were using their money, particularly I don t say efficiently but effectively for their uh because I think the intent of the grant is site-based. So, um, did you, I, I guess because the question I have about funding is it feels like we spend lots of money and and community schools. Grant and I m not always sure it

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s dealing with a specific issues. Or needs of each site. So I just, I m wondering if you saw instances or, or sites where you felt that was particularly strong, um, and it would be worth, I think the board to take. Field trip and visit those sites you re talking, so that s my first question. Yes. Uh, I would say it s a, it s a little unclear, it was easier to see from the reports, um, how it was reflected in our sites and there was definitely um a lot of check boxes like this this group made this decision around this particular activity

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or project and it it. Uh wasn t as I would say I don t know, honest as it could be. Uh, I would say, you know, oak, um, because there were two schools that merged. They had a very thoughtful process, and so, uh, when they do their planning they go back to that feedback that, um, and the priorities of the their community set out and so they know, you know, as something comes up or funding comes in where it s gonna be dedicated to because they know the priorities of the community. Um, I d say this is where they needs an asset assessment comes in, which hasn t been happening consistently or if it does, it s not a very robust process.

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And so it does become uh. A lot of stuff we see are very similar, um people are, you know, funding a coding project or robotics project, but it s unclear as to whether or not that s actually connected to the needs of the community or the needs of the students or if it s a priority. I guess the other question I had too is linked to the um student report on safety. Uh that we heard earlier tonight and how do you see integrating some of the things that they also raised, um. In that report in, in community schools. Maybe that s a question for the high school student too. Sure, yeah.

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So I, my, my thoughts on this is, so the previous uh presenters on safety, they mentioned rj and that was also something that came up when we were reviewing papers and I think part of the connection with uh their recommendations and ours is funding. So I guess we can allocate some of the funding that we are given and using it towards rj in sights that need it, and that also connects back to what I was saying. Um. So basically through parent feedback, uh, it s also important to provide translation services.

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So we can better understand uh uh more diverse set of needs from parents, and by doing so, uh, we re, we re able to like assess needs in terms of safety and we can implement uh like rj. Services in schools and. That. Depends on the school, I guess, but overall I think it s important to. Uh assess the safety of schools through parents and we can do that through family walkthroughs and tours with translation services. Thank you. And then I ll just add to answer that part of the question, like one of the kind of i think of it as kind of a

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caveat to the community schools funding is that eventually it will end. So building, it s really more about using the money to build capacity for school site staff and teachers and everybody involved. Um, because at some point the money will run out. So I think like what I ve seen in my in my, at my site is that we ve spent money on um uh, there s a process for parents to get like vetted, so they have fingerprints and so they can be at our school longer than this just drop off. So what I ve, what we ve seen at at ics is that a lot of our parents are coming in and like they re staying longer. Now we ve hired a couple of parents to be noon supervisors. Now they

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re being hired as tutors and so we re really like providing that pipeline. Which definitely costs money to to bring in our community to actually work there. Thank you, uh, Director Williams. Thank you, PRESIDENT Brohart. Uh, thank you very much for the presentation. I really appreciate it. Um and yeah, it really, I m really glad that we re talking about this, um, I just really know that uh the intentions that we have to really make our whole district of community school district is nothing like any other district

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around. So what we re doing is we really are spreading the blueprint to do a district-wide community school. I, I really appreciate that. Um, also uh, just wanted, I, I didn t see much conversation in here about community school managers. Right? And seeing how they play a role in this. Um, I think, as Wally said about the needs assessment. I would be expecting that they would be the folks to be moving that work for the needs assessment. Um, and then documenting all those things that need to happen. Um

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I think also that the challenge we have is that, and I don t know how many community schools we actually, it s the whole all 77. No, I didn t think so Kinda sorta ok. Um, short answer is it depends on how you define it. Not all schools have the grant, but all schools are implementing community school elements. Ok, great. That s perfect. Because what it comes out to is that then we have that number of schools that MAY have different needs. Every school has a different need, different community, different

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families, and those needs MAY be different. And so, we re looking at the totality of all those needs, right? And try to look at the data to see, you know, how do we support uh those individual schools that need something. Particular for that school. Um, so I think they re, I m sure you re doing a lot of conversation about how to make that happen. Um, really look forward to seeing what the outcomes are and that last part is you know, we, we identify the needs and then at the end, um, how do we measure outcomes? Right? What would the outcomes

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look like, um, is that, uh, increase, uh, more students attended school, you know, uh, lowering chronic absenteeism, is it uh uh, you know, more parent participation at the school site. Um, it s more teachers participating like, so from those particular needs to what the outcomes are, that would really be nice to see what that looks like sometimes, but I really, I m so ecstatic to see that the committee is moving forward. I think that s Sara and I know it s been a long dream of ours for a long time, and I m so like ecstatic, right? That we re doing it, yes.

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Thank you very much. Really so happy for y all. Thank you. Are there any other board comments, uh, Director Hutchins? Thank you. Um Oh, ok. Sorry, Doctor Hutchins. Yes, thank you. Uh, sorry, that s why I had to step out of the room for a minute. During the beginning of the presentation. Um you know, uh, sustainable community schools, not just community schools, but sustainable community schools, uh, was something that I care about a lot. I was a part of the National Working Group that helped develop, uh the pillars that were then

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adopted by both Eros, Alliance to reclaim our schools and by nea nationally. And those pillars called for certain things as we were building sustainable community schools. Unfortunately, ousd kind of went a different route to get here. But we had already started establishing community schools before those pillars were developed. And then when, um, the state was talking about making grants available, then we aggressively tailored our programs to be able to qualify for as many of the grants as we could, and just about all of our schools that meet the unduplicated threshold have now qualified for those grants. But it s left us with a lot of inefficiencies and a lot of

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holes as we look to do this especially districtwide. And so for example, um, for the national model of sustainable community schools. It s not having a community school manager on an administrative pay scale. There was a different model created that s put a lot of strain on us as a district once that s been established. So one of the things I tried to do in 2023 when the board passed a policy on school redesign. If you read the policy written into the policy was school redesign based on a sustainable community schools model and designated Brookfield as the first school to go through that

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process. Unfortunately, the district didn t follow through with that, and instead put a Montessori at Brookfield. And so where we stand right now, we don t have policies as a district. To even reinforce the idea that we want to be a community school district. And especially now as we re in this financial crisis, it s become even more apparent. Um, a resolution that I tried to introduce months ago. Look to codify it. It would have, uh, had the board designate. What threshold of unduplicated students we re looking at to designate a community school or are we just on a designate

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schools that are receiving the state grant as community schools. We had a policy that would build in the fact if the grant disappears, then those schools might not be that model. And also it would address schools that currently are not receiving a grant, which then don t receive the funding to allow them to go to a community school model. And so as we re looking to do this, and there s all of these pillars and frameworks on the books nationally. It s been really difficult because we ve been playing catch up to try to fill in the gaps. But what I would really like to see for us as a district have an overall policy for community schools, a designation on who s

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gonna be called that, what that means, and an explicit determination of how we are going to that that funding might expire at a certain date. Um, I would highly recommend we adopt the pillars of sustainable community schools nationally. It s the same pillars nea adopted years ago. Unfortunately, that s not what we ve seen here. So hopefully this committee can help push for the board to do its part to establish a firm policy so we know these things so we can replicate it and so there s clarity district-wide, what s a community school? Which schools are designated that way, and how are we going to sustain these programs that we all feel

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are important. Last thing, one of the reasons why I m really a backer of this uh sustainable community schools model is it built it built into that model, a joint decision-making process. Uh, it built it into the school redesign process with a community team to lead that process that then has power vested in them going forward. And again, since we never did that, we now resort to a plan where it flows through a community school manager who s on an administrative pay scale and it s kind of with the principle that s not really uh in a lot of ways, the main intent behind a lot of these programs. So just hopefully this is great that we re

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getting this reporting out, but I would love to put in your laps and everyone s laps here. How do we create the lasting policy in the district to ensure something that we all value is able to continue indefinitely into the future. Thank you. Thank you, Director, Director Batchelor. Thank you. I appreciate the presentation and really appreciate our students, uh, as well for engaging in this process and our staff. Um, um, I m really excited about what you ve presented here today, and I think what would be really helpful is um you know the legislature when we had our lobby visits, um, you know, had some clear ideas in mind around transitional kindergarten,

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around some of the state priorities and community schools is definitely a state priority. I wonder if there s a way, and I know I hate to ask this, but like to have almost like a one pager to showcase the work that we ve done and possibly even start having those lobby visits with legislators over the summer and into the next school year because I think that they re really excited about these programs. I don t think that they know what s literally happening at our school sites and how they are transformed by these types of programs. So in order to have us really advocate for them to be like long term, like this isn t a five-year deal.

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This is like a multi-year, a future um budget. I think it s really going to be important for us to be the ones that showcase these things. I don t know if that can be in a video format or some sort of document that we can also share as we re doing lobby visits, and I would welcome being able to partner with you all, to have that advocacy. Um, I m also curious to see, um, and I don t know who would be able to answer this question because I, I, I know that we have school sites that have community school dollars, but we also have what um what the state has provided us with equity multiplier dollars for school sites that have had, um, there s different criteria for that. So I

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m wondering like how we use those dollars to like best maximize the additional dollars that we get for school sites that, um, that get those dollars. I don t know if you all would know that or MISS Bustamante behind you. Would have some thoughts around how school sites use those additional dollars. I d have to go back and do a little research because the planning process for community schools takes place earlier than sometimes the equity dollar confirmations come through. So we can go back and see how they re leveraging, um, and funding them. Yeah, and I feel like if we were able to, um, articulate how we re using those dollars

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as well. We can see if they could be like multi-year because I do realize that some school sites fundamentally because of what their program is, we ll get those dollars every single year, but other school sites will not, and hopping in and out of a project is just that is what we re trying to avoid, um, and so I think, uh, being able to provide some of that information so as we have those conversations, we can just very clearly articulate the need for ongoing additional dollars for the work that we re doing and that legislators can visibly see what are some of the ways that our schools schools are being transformed by those dollars. Thank you. Any other comments

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Thank you very much. And again, I apologize for it being so late. I know it s a. School night for everyone. Thank you. Uh, next on the agenda is item q2, which is 2025 26 school safety. Oh, public service I m sorry, public speaker. Are there any public speakers on this Yes, MADAM PRESIDENT, we have Sheila Haines. I see her hand. I will allow her to speak. Hi, you hear me ok? Yes,e can hear you. Hi. I, I just walked back in, so I m not sure if our picture showed from our last meeting on Cinco de Mayo, but I m honored to be a member of this committee and um I appreciate

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the various backgrounds of all of our members, just sharing different perspectives of how to improve school experiences. I appreciate the welcome environment at all the meetings, even my son has been to a few of them, as well as uh discussion about ongoing goals of the schools, uh, with the hopes that all schools can function as a community school model. I continue to stress and appreciate the focus on inclusive services for all students as well as keeping the focus on restorative practices, all through uh this meeting tonight. There s been many discussions around violence

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prevention. So, um, there s still uncertainty about the budget at the very least, student staff and community should feel safe. So I just look forward to ongoing meetings with this committee and hope for better changes moving forward, uh, with not letting grants roll over or be used in ways that don t really support our students. So, uh, thank you for the presentation. Thank you. With that next on the agenda is item q2, which is the 2526, excuse me, school safety update and I believe we have a report from MR. Allegra Perfect. Uh, good evening, PRESIDENT Brohard, board members, Superintendent Sadler in the community. Um, hopefully today after you ve heard from

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our students presentation and all the other ways safety has come up in the different presentations around budget, around community schools. Um, this is just how some of our systems are working in the school district, um, throughout the school year, and these were really laid out by the priorities created by the George Floyd resolution. Um, we ll also be sharing some of the focuses that we have accomplished from the last year. Also some new priorities coming in for the next school year. Built off of some of the communing engage the student engagement we ve done and some of the other, um, listed safety updates we need to do. And again, always emphasizing that we are still creating

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systems and capacities for this um for prevention, intervention, student wellness, and reducing that reliance on the law enforcement response. So everything we do in the safety work is really grounded by these guiding principles. First, it s that commitment to creating schools that are places of joy, inclusion, belonging, and beauty. Second is the direction that was established by the George Floyd resolution in partnership with the Black Organizing Project that called upon the district to not just eliminate its school police but to reduce the reliance of overall policing to build those systems that support the students through restorative justice practices, anti-racist practices and have a

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focus on mental health and community centered approaches. And finally, how we operate our day to day facilities, our school culture and climate at school sites, how we respond to emergencies and what type of central supports we have on campus. So again it s not just important to us for to acknowledge the gfr work, but to continue to dig deep and highlight what it means for our safety infrastructure overall. With the removal of the police department, we had to create new systems to still respond to the daily incidents that happen on campus. We now use a lot of our in-house services. We ve redirected the funding and

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expertise to address and expand upon the behavioral mental health supports and the student support services. These systems help create our village response teams on school sites, our internal intake line, and our central office coordinated response. From that, we have been able to see a dramatic drop in the number of calls we make to police since implementation of the gfr. That means less negative interactions with law enforcement and more positive and appropriate interventions to address the student issues, the root cause issues for students and the community. It also reflects some of our capacity right now to respond

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to situations using internal staff, or behavioral support staff, a restorative practices and our community partnerships that we have with the city or the county before law enforcement involvement is necessary. Over the past year, we ve continued investing in both the people and those systems on the system side, we strengthen tools like our intake line that will dig the dig into deeper our intervention guides that we have for principles are discipline matrix and our build response team structures which are supposed to respond to incidents on campus. On the staffing side, we maintained nearly 90 culture

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keepers and culture and climate ambassadors across the district that and we provided them with professional development and leadership, professionalism, and de-escalation. We will be continuing to rede refine and expand on those trainings based on a lot of the community feedback we received, especially from our students around our culture keepers. We ve also trained more than 300 administrators in the beginning of the school year through our leadership institute. Over the year we have onboarded approximately 700 new staff members, and we ve taught them what our safety framework is and what our police free school guide is. We

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ve trained over 500 staff in human trafficking prevention and continue to expand on the partnerships with the behavioral health providers and the community organizations that exist. A critical component of this is our ouc central intake line. Intake line provides a single point of contact for administrators to call when the situation escalates. From there our team coordinates an appropriate response whether that involves behavioral health professionals, culture and climate staff, central office support, community responders, macro, cat, and emergency services or when we need to call 911. And there are times where we legally must call the police, and we ve created those guides

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for our staff to navigate those incidents when it is necessary. This year alone, the intake line had received over 877 calls. Nearly 1/3 were health-related, including behavioral health and medical concerns. This includes consultations on behavioral needs or suicide risk assessments which we saw the highest number of. The next largest category involved investigative matters such as surveillance requests, cps reporting, or in law enforcement related inquiries where law enforcement MAY need videos, they MAY need other information on students for incidents that happened. Next is calls involving student conduct, which represented 9%

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of all of our incidents. And then many of the challenges that our schools face are still. Being addressed here whether it s investigative, student conduct, or operations or adult contact, adult conduct which we have seen a large increase of this year as well. And this talks about for all of those type of calls that we receive in the breakdown, what services we MAY apply to those. And again we talked a little bit about whether it s central cultural climate ambassadors, whether we need a threat assessment team to come out, whether it s our student support and safety staff or community crisis responders. Or if we need to call an external partner. And here we re gonna just

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briefly kind of walk through what a day of an incident MAY look like. I imagine a student is rumored to have a knife based on social media activity. Most of these concerns come to our administrators first, so they re typically the first to handle an incident. That school administrator will call the intake line. A central um central culture and climate ambassador and the behavioral team helps support during the search and the threat assessment. That student discloses to us that they re carrying a knife because of a safety concern to and from school in transit. That student support and safety team provides disciplined

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consultation and given the presence of a knife, a disciplinary hearing MAY be required. But that student support and safety team also provide a reentry circle and a safety planning process which lays out the support for the imminent concerns, how to get to and from school. Planning includes engagement of that family, of a trusted adult on campus, members of the village response team and any of the potentially network superintendents as well. School staff and supervision plan is then developed that lays on, lays out the ongoing safety measures that we have to implement for the student and to keep the campus safe. This MAY include a supervised pickup or drop off, as well as a cost referral that results in

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supports like behavioral health services. After that school program engagement, they connect they MAY connect to a life coach, MAY have additional parent engagement and or an rj process. With those supports and progress monitoring, including reports from the life coach. The decrease in a high-risk behavior, they have a decrease in the high risk behavior. They have an improved student-adult relationship, a positive engagement on campus and eventually lead to graduation. Historically, this type of response MAY have immediately focused on law enforcement involvement. Today, schools can coordinate and then with our team at the central office to really address the underlying issue of the student

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s fear, trauma, and ultimately safety concerns in the community. As you ve heard from many departments today and even here in the in the scenario, safety is not just a responsibility of 3 of us here, Emily Zanoli, who ran the safety committee, Misha Karagasha, who s our director of safety as well, who presented a few weeks ago around expulsion and suspension data. Safety s really supported through an ecosystem that includes behavioral health, restorative justice, mtss special education, our emergency preparedness team, or risk management team, school teams, the student leadership groups, and in many other partners as well This is the umbrella of that ecosystem and the investments we ve made to each of those

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apartments and how we interact with those departments. And while our focus is still on that prevention and the intervention, there are situations where law enforcement is necessary. During the 25, 26th school year, police activity on campuses remained relatively limited. We had 3 on-campus school-related arrests. We had one on-campus non-school related arrest, which means it was not related to school issue. 5 off-campus school-related arrests, which means it was an issue that started on campus, which led to an arrest when they re at home. And 5 off-campus school-related detainments. Uh, these students were detained to a school-related issue, and they

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were questioned, but they were not arrested. And again, these are the parties that were brought to your the board last year. Um, this was before I was here, so one of the first things they did was hiring this position, the executive director of safety. Um, we also want to make sure we expanded on the our school threat assessment protocol to the community school managers, which we did, as well as our school safety teams. Um, we expanded on the build response teams and we made sure that they weren t just writing a plan that they were implementing that plan. We re provided several trainings throughout the year. Um, the most notable one is was really

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well attended one was around de-escalating adults on campus. We did a workplace violence training, which was in compliance with the new bill that came into last school year. Again, expanding on what that culture keeper um training is. We did an assessment for our large events, which is our graduations and our oal events. Oel hosted a training in the beginning of the school year to uh for our culture and climate keepers on how they will handle events. And again, we ve built more partnerships with the city agencies. We were at the Ed Partnerships Committee meeti presenting on safety. We did, we had several meetings with

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the city managers with the um deputy chiefs of opd with our cap um members of the county as well as other partners in the city and county level. For next year, we want to make sure that we focus our priority on strengthening reentry supports? Uh for students that are returning from expulsion or justice involved. We want to make sure we re expanding restorative justice responses to adult conflicts. We ll be implementing a pure restorative justice at the middle school level where we ve seen a lot of conflict. We ll be increasing intensive life coaching supports and in continuing the district-led violence interrupter work at the high schools, which was

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created by the dvp. Want to expand on that student voice from that student committee that you heard earlier today and expand on the members. We already have some eager members from a presentation the students did on Monday at Castlemont, where Castlemont and Fremont wanted to make sure they were represented. You also have to implement requirements of Senate Bill 1318, which emphasizes mental health supports and furthers the the limit on involving law enforcement. And again, as you saw and heard through many presentations today. It s very complex work to be able to handle safety, and it is continuously evolving whether it s event or budget, whether it s within all the services we provide and the

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departments that help in continuing the gfr work is not just reducing the incidents that we have on campus. It is building make that those systems and that capacity to make sure that our students feel safe, connected and supported, and engaged in learning, which our students have asked for as well. That progress is here reflects on the dedicated school staff, the central office teams that support the work. Our community partners, our students and our families as we look to close out the year. Thank you and happy to answer any questions. Are there any public comments Uh yes, ma am Yes, MADAM PRESIDENT, we have

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3. So Sheila Haynes, uh, Jonathan makesutcheon and Asada Olukalak. Um, two of those members I do see online, um, I called Jonathan Mas first and Asada Olugbala. Ok. Thank you. Good evening, uh, board of directors and superintendent. Um you know, this is, uh, it s been a challenging few years for for me and my student student and students at Skyline High School, um, I, um you know, there were a few like moments of the presentation that um you know, just bring to me the,

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the, the reliance that we have on our administrators to do this, um, very difficult work and um you know, what I m, what I m feeling tonight is that um you know, we re not, um, I, I don t know that that those, you know, on-site staff are really being supported in the way they need to be supported. Um, and some of these really difficult instances, and I don t know what the right answers are. But, you know, in the, in the, in the moments after the shootings at Skyline definitely the support of our community did not feel like it was there. The um

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the district did not like listen to our the, the parents did not feel heard. you know, and, and it was a really serious matter and it was taking care of better in previous incidences, um, from years before. I ve been at Skyline for a long time. As you guys know, um, and, and the, the last time it did not go well. Um, and I also just wanted to uplift that what we say, what I see over and over again at Skyline is we need the adult presence to actually be present for the students, and that s what I feel is the failure at the high school

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level if the if the adults that are paid to be there are connecting and doing their job. I think that we would have a much better success. Thank you. Thank you MR. Sada. Uh, next is a Sada Olabala thereafter, Sheila Haines, uh Asado Olubala, allowed them to speak. Can you hear me Hello? Yes, we can hear you. Thank you. Thank you. Uh, I m wondering if the district still has a relationship with the city s Office of Violence Prevention. Where they have uh violence interrupters and case managers assigned to certain schools. I didn t hear in the presentation if that uh still exists

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I m, I m concerned about the annual uh safety plans that are presented. Those safety plans do not have any detail of how they re going to handle safety issues, and I think we could do a better job of developing safety plans with specific issues related to each school. Uh, the safety plan is very generic. Uh, I m concerned about your policy of volunteers and not necessarily requiring everyone volunteering have a background check. That is something you really don t have the ability

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to do because the state requires that every volunteer has a background check. You ve created a policy that doesn t allow that to happen with every volunteer. Uh, it s it relates to the safety of individuals who are riding our buses and what kind of incidents can happen, how we can deal with that. If a child has a uh an encounter that impedes their well-being. I don t know how that s dealt with. I am concerned about the Oakland Police Departments. Uh, you, you say that you make calls to them, but you also have Oakland Police Department

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during the uh having to deal with students when they re not in school. And that s truancy and uh they have a required stop data report that every month comes out and they uh divulge students who are stopped by the police because they re truant. And what, what we re gonna do with that, I don t know. And lastly I would hope that you would deal with this issue. Uh of having our culture keepers. Have a voice on any safety plan from their perspective being presented. Uh, they, they, they play an important role, what they

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perceive is necessary, what they have dealt with. I appreciate the director doing whatever he s doing, but we need to see from our culture keepers, uh, what their recommendations are. Thank you Do you want to address any of those, MR. Oegra? Um, so for the question around the dvp, uh, we are, we do work with the city, uh, Department of Violence Prevention. We are, we did put out an rfp for continuing the services that they implemented for the last 4 years, um, to keep those services, whether it s the violence interrupter, life coach, or gender-based violence specialists for our high

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schools, um the other question around the safety plans, we are looking at the safety plans specifically the one I know, Mr Saada has talked about is around Skyline, we met with the city last week, or and the deputy fire chief as well around how we can better plan on evacuation for fire. Um, we do have a meeting next week as well to continue that conversation, um, as well as with the city emergency services staff, um, around the question, there was a 3 question blanking out right now. I think it was on Culture keepers being um part of included in the plan. Uh, so in, and they ve been, we ve included our central

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ambassadors right now and part of the training plans. Um, we did survey them. We did have monthly meetings around what that, what type of training our culture keepers could potentially need. Um, we will be hosting our trainings in the beginning of the school year for our culture keepers and developing a year-long training plan for them. Um, we identified some of the things that we think every outstanding culture keeper is and how we can train towards that goal, um whether it s de-escalating, whether it s um knowing how to interact with students, how to build the relationships, um, how to implement rj practices on campus, um, that is something that we have worked with our central ambassador teams who go out to the multiple sites to talk to our culture keepers to figure out what the needs are

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there. Thank you. Are there any comments? Director Hutchinson MADAM PRESIDENT there was another speaker uh Sheila Haines, I allowed them to speak. I m sorry, MISS Haines Hi, can you hear me? Oh, hi, thank you So, I appreciate the report highlighting behavior support. And the ongoing restorative practices. I continue to hear about with most presentations, student safety just, just has to be at the center. I, I asked the board to consider my resolution as the arts and language are proven ways to

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keep our students engaged, learning, and with positivity, their minds to be shaped in a positive way. Um, music and arts is critical in shaping their mindsets. And I have decades of experience in music, writing and vocal expression. And it s really critical that Oakland stand for a cultural of respect. There s, there s really been a chronic problem of common decency due to home environments, school environments, workplace, and even in the workplace. I mean, but it s, it s, it s important whatever environment people are in that the leaders of those environments, even businesses,

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I mean, they have to enforce respect and I have stressed over and over again as outlined in my resolution that um students have to feel safe and valued and respected. And so I m hoping that you can at least mandate a loving environment with positive words. That doesn t cost money. I m just really concerned even from the uh report last week on Prop 28. Uh, just the lack of transparency and numbers and I m looking forward to getting a more uh detailed report about the arts in

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OCTOBER, but it s clear from the report last week that, you know, um, staffing and services aren t available for our students as it should be and as the funding allows for, and if the district doesn t prioritize, then, you know, more of our students will not get the support that they need and music and art should be looked at as therapeutic because when it s done on a consistency, our students can just remain in a really positive mindset. So I just continue to ask you to please consider my resolution and um it s kind of similar to the to the Pledge of Allegiance, you

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know, in terms of what I m asking for, you know, that daily embrace of just getting together and just um reinforce her love and respect. It s, it s, it s important that we engage in a positive way with each other. Thank you Thank you, MS. Haines Uh, board comments Director Hutchinson Yes, thank you. Um I wish the presentation was earlier in the evening, both when, uh, the students were here, but also just more people in attendance paying attention, um but, but I know that s not on you. So thank you for the, the presentation. Um, I think it s

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clear to everyone that we have achieved the, the stated goal of the George Floyd resolution, which was to eliminate the police force from the district and at the same time greatly reduce uh police interactions for our students. And so as we saw from the numbers, we used to average roughly 2000 calls a year, and those calls were made to the district police. And when we used to have those reports and you d look through the reasons, um, overwhelming majority of the reasons were for uh mental health services, 5150s, uh, students leaving campus, runners, or, or even perimeter checks of the school. And so to see that we have this, uh, we ve achieved what really

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was the goal, the original intent of the resolution is, is really good to see. Um again, I want to remember and make sure everyone remembers Raheem Brown. And I told the story before when the students were here, um, not only was Raheem Brown killed by an ousd police officer. Um, then that officer stayed on the district police force. Though for years coming to the school board meeting, he used to actually work the front door. And everyone used to have to walk by an officer that we knew had killed one of our students in order to attend the meeting, even the times that Raheem Brown

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s family came to board meetings. They had to encounter the officer they knew had killed their son. Um, and so we ve really moved forward and that s a a really good thing. Um, we need to be able to do though, a lot better and and hopefully again fill in some gaps. And so I really want to lift up like the students said, uh, the importance of having trust ed adults in our schools. Um, I m really worried because of our budget situation here as a district that we re gonna lose some of the services we we have, uh, that we re gonna lose our violence interrupters and some of these other programs that have really paid dividends, and it s one of um part of the collateral damage as we failed to manage our finances the correct way. Um,

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we also still need to really have a solution to off-hour security, especially of our sites. And that s another piece that s just never been addressed, and we wind up spending a lot of extra money trying to take care of it on the back end, instead of having a proactive plan. Um, but really quickly, I just want to tell two stories that really highlight the concerns and what we need to do. Um, when I heard from the skyline parents over the last few months, they ve been very disappointed because they felt like they never had the follow-up that they were promised. And we have to be able to do better than that. Um, the board has to be able to do better than that,

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and the superintendent and staff need to be able to do better than that. Uh, there was also an incident at Cleveland Elementary School a few weeks ago where somebody came on campus and in front of the students on campus, the police came in apprehended that individual. Um, luckily, uh, there was no real threat of danger to everyone, but the kids were locked down. Many of the kids witnessed it through their windows, um, the person being apprehended. And again, there weren t really support services really provided or discussed afterwards. And so hopefully as we look to really expand these plans and look to figure out

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how are we going to make up for losing our violence interrupters? How can we have a plan to really serve from our school sites to board meetings, to protecting students until they actually get home from school. How can we create this comprehensive plan and how can we really look to, uh, fill in the gaps, uh, outside of, you know, armed police forces on our campuses. Uh, I would really request from you, I spoke to MR. Kay before. If there are things that are, are on the chopping blocks now and that we re losing because of the budget crisis, please let me know. Please let the community know as soon as possible

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because I know as I look at these numbers, one of the first things that s going to be hit is our expanded work that we ve been doing around violence interruption. And um it s time to be really scary if we re not careful. That s real easy to backslide, uh, for context, I grew up in the craziest years in Oakland s history. And so sometimes I can get a little jaded these days, cause there were years where every high school had a student shot on campus. There were years where as a community, we had over 200 murders. And so if we re not proactive and really addressing all of these issues, it can get really dangerous for us really quickly. Thank you. Thank you.

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Are there any, uh, Director Thompson? Yeah, it s, it s not a question, um, but I m hoping to jog your thinking just a little bit. Sort of, I m just gonna build on what Director Hutchinson presented, but, but also throughout what I had was a cryptic question, and it was, um, how are you responding to the conflicts we are having on various campuses. But then I just went back to slide number 4 that you actually showed, and then also that you showed, and so, um, my big question is, have, have we thought about or are we thinking about, and again, this is not a question to be answered. It s just that

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s a rhetorical necessarily. Um, have you thought about or are we thinking about, um, how we interrupt any type of negative thing that happens on the campus. And I think we re really blessed so far because we haven t had, um, a mass shooter come onto our campus necessarily and shoot up everybody Um, but that s a reality in some places. Um, it has happened, let s be honest, and so I m sure I m hoping that you ve kind of thought about that idea, and, um, you re really looking at what needs to take place. I

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appreciate your example on on slide 9 of the person with the knife and I appreciate your absolute something that some people might not want to hear. I appreciate your saying that some things have to be reported, because we know that there are the big 5 that have to be reported to dhp. We know that, um, and there are things that we have to report because we re mandated by state law. So, um, but it s, I m just throwing all of those big ideas out there, hopefully, it s gonna jog your thinking toward coming up with whatever you think is necessary in order to have an effective community school. Thank you. Thank you, Lata

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Um, I will keep it short because we re running tight on time, but thank you so much for the presentation and the walkthrough, um, for what a day looks like. Um, I just, um, I have my, I, I also just want to say that my experience and also what I ve heard from other community members about the work that our culture keepers do on campus, um, has been really profound and I think students who experienced, um, the Oakland school s Police Department and now, um, you know, again, many of those folks who are our culture keepers used to be school safety officers, and I, um, but I think just appreciating that we ve

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supported those um individuals to transition into kind of approaching their role differently. Um, so, um, thank you, and I m look forward to supporting their going forward. Sam, I m going in order so I ll get to. I sent her a text. Um, Director Williams Thank you, PRESIDENT Brohart So I just want to thank you for the report. Uh, it was great to to kind of get some year-end summary to know what we, you know, what our public safety director is doing uh coordinating with, uh, schools throughout, um, really appreciate the info. Um.

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I see that, um, uh we have and the slide that says capacity for building, for safety, school sites, staff trainings. Um, really like to know more about that, if there s going to be like annual trainings in that regard. Uh, because one-time trainings don t hold very, it s like taking a shower, you re gonna need another shower. The next day, right? So there s kind of the sense of regular engagement with staff. Um, and was educated, with teachers as well, um, just learning and ESPs are classified as well.

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The engagement is, since they re first online, having these skill sets of de-escalation. Um, while the culture keeper comes and handles the situations really vital. Just want to know a little bit more about that. It it looks like 300 administrators were trained. 700 new staff were trained. And then 543. Human traffickers. Can you just elaborate a little bit about that. And second, um, I m really excited about this partnership with the student Support Safety Committee team. And acc right? Where our student directors really

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have been advocate, has been an advocate for rj. Really pushing that, and to see if there s opportunities that they come together to really have those conversations is really powerful. And then be able to take those trainings as young folks young adults throughout their high schools or middle schools just be fabulous. So can you just uh speak a little bit about that trainings. Yeah, so the, the leadership institute is something that we do annually. We actually are planning right now what this leadership institute looks like. Um, this focus this year is most likely will be around behavioral

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health as we re updating our crisis response plan in addition with some other uh pieces that we need to update. Um, that s what we re bringing our administrators for 2 days of training, um, they re basically here for the full day on both days and before they go back to their sites and they learn whether what our protocols are, what resources are available to them through the central office and how to handle certain scenarios, um, because again, like I said, our administrators are the ones that are really dealing with a lot of these issues. Um, we also trained throughout the year, our village response teams, our administrators come up with a team of staff that is on site to deal with a lot of the safety issues and how they re going to work together. And

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through that, um, the village response teams get trained quarterly um by our violence prevention manager which is Emily Zannoli. She was the one who runs our student safety committee. Um, so through that we continue that training, um, in the beginning of the school year, we ll be training our culture keepers throughout the school year, talent actually has um a segment for safety, um, any new staff member that gets on board, whether you re the superintendent, whether you re the executive director of safety has to go through this training, um, and we do cover our protocols, how to use the intake line, what our emergency response protocols are, um, what the George Floyd resolution is. So we do use that time to train brand

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new staff whether again classified or not. Um, so that is the ongoing training that we re doing for new folks, and then throughout the year, we ll find other opportunities to train staff in whatever they request. Um, in the acc aspect and how we connect. We ve been connecting with acc throughout the school year, as well as when we started the student safety committee meeting. Some of our students were part of acc as well. Um, whenever an incident happened, a lot of students had a lot of questions on how to either better support students, how to better support their sites because their site MAY have been involved, and we have openly spoken of them and how they can be a voice, whether it s a skyline incident

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where we spoke to a lot of the leaders there, or even other incidents of rumors that they ve heard at other school sites because again, they were the ones representing those that student body. So we have met with them several times and we will continue to meet with them, um, it is really important that I work with Adriana who leads the student group that as an as the adult leaders, we aren t just telling the kids, yes, we ll listen to you, but we actually do follow through with them. That s great. Thank you. Thank you. I just my last statement is, we have, um, this coming up year, a cell phone policy. You know, hopefully that will, you know, contribute to manage some of the emotions that tend

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to happen in some of the uh back and forth in a personal. Uh challenges that young folks have. So, I just want to put that out there. Thank you very much. Uh, Director Berry Hi. Thank you, Nelson for the presentation and just a little public accountability. I ve not met with Nelson one on one and I meet very much need to do that and feel a lot more urgency around that after this presentation. So I look forward to finding the time. One question I had was about slide 4, and just wanted to know if you could add a

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little bit uh more color to what happened between uh 2021, 22 school year and 2024, 25 where we saw that uh tick up and the, the fall off. Um back down to 24, uh 241 and whether you think the trend is um with the strategies that we re implementing, uh, signaling that we ll get back down to those 2021 rates. And then related to that, um, particularly because of the spirit of the George Floyd resolution, would love to see this data disaggregated by race. Um, and maybe that applied throughout.

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The presentation and then related to the student presentation that we received earlier today, uh, curious about whether you all collect any qualitative data, uh, and I imagine how valuable valuable it could be to have the same kinds of questions that were raised among students, raised among staff and other stakeholders who are involved in implementing the work. And then the last question is around the impact on the budget stabilization or fiscal stabilization work that we re experiencing right now and, you know, what work will not happen

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next year, and I feel like that, the transparency around that will help us understand what additional work we need to do to either uh leverage support through other means, um, or opportunities to get work that we value done even in the absence of the resources internally to make it happen And that could include community partnerships. Um so for the reduction in the number of calls to police. I would have to go back to look at, we do log all of our incidents, um, and when we call police, so we have to go back and look at to see what were the reasonings we were calling them for. Um, there was a slight increase the year before

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and, and then again, decrease back down this year. Um, I do believe as we continue to build more staff capacity, especially around the mental behavioral health supports. We can hopefully see that decline or at least stabling in that lower number. Um, again, there s that covid year as wel, which things just tend tend to tick up right after that. So we would have to just kind of go digging deeper into that data to provide a more accurate response and we would, we can also desegregate it by race and provide that, um, your next question was around. Let me see here, um, around the student report, the qualitative data. Um, we, we do have a lot more

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data. So what the students presented today were around the issues that they want to tackle the most. Um, Emily Zanoli again has a lot of the other data, the questions and concerns they had, um, whether it s about culture keepers, whether it s about, you know, restrooms being a hotspot for a lot of the incidents, um, we are looking at that data and we ll be using it to again implement a lot of the things that are some of our safety priorities. One of the prior priorities that we re working over the summer is around the anonymous reporting system and making sure that our ad mini s tra t or s have a tool where they can look at tips and students can feel like they can report things on campus, um, that is something we really wanted to focus on as well after the skyline incident, um,

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making sure that our students feel empowered to bring things, bring issues up before something happens on campus. Um, and last question is more around budget and around what things that might be affected. Sandra is here. Um, she ll be coming up to maybe answer some of that because as you saw a lot of the budget items related to safety are tied in so many departments that it s kind of hard to just say one definitive budget will be affected, um, is all comprehensive, but yeah. And Sandra, before you answer that, and Nelson, before you go, just uh to clarify one of the, the questions that I raised, uh, because I think the students

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did a really good job accessing student wisdom to inform our work, and I m curious whether there s an oper, a feasible opportunity for us to do this same thing, to access the wisdom of the practitioners delivering services, uh, to students and to our educator s um, including some of the, the trainings that you spoke about today. Um, that would help inform, especially if there are shifts in staff structure. Um, it might help us understand how the work happens and, you know, how we maintain quality um practices as things shift and change. And absolutely, um, one of the things that the students did was actually use a trusted staff member on campus

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to get the word out around collecting this survey data and making sure that the voices of students were heard. Um, that was a big push from the individuals to the school site, whether they had connections at the site, um, to make sure the survey was either being, uh, distributed during homeroom or in service period or during one of the periods for as extra credit, um, the students really push to make sure that they were getting those voices and collecting them. I think we can still lean on them to do the same for getting those type of responses from our either a staff, um, or other people on site on campus. Does that answer your question, Doctor Barry? Yes, thank you. Uh, good evening, Sandra Clara. I

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m the chief academic officer for our district, uh, you can see in the lcap and its goal area 3. MADAM PRESIDENT, i m sorry to interrupt, but we have less than 4 minutes. We must have a motion to extend extend. Thank you to it, um. Extend the clock. So 2. Ok, on the roll call to extend uh, Director Lauder. Yes. Director Williams Yes, sir. Director Hutchinson? No. Director Barry Yes Director Thompson Yes. Vice PRESIDENT Batchelor. PRESIDENT Brohart motions adopted were extended. To 11:30, I believe Doctor Aguilera, did you want

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to continue? Oh, ok. Uh, Vice PRESIDENT Batchelor Thank you. Um. I appreciate your, um presentation. Um, I m also pleased to announce that uh Youth Alive has received funding through the Oakland Fund for Children and Youth to provide life coaches to at both Skyline and Redsdale for next year. Uh, these trusted adults play a critical role for our students in building relationships with students, supporting student, uh, supporting conflict resolution and creating spaces that are safer and more supportive environments for our students in our schools.

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Um, in addition, um, we as sta uh with staff, uh support, uh, we are pursuing additional resources to fund, um, the other school sites and the other programs around Department of Violence Prevention. Uh, we also eagerly await the final state budget so that we can um see what decisions we can make with additional dollars that will support Skyline and other school sites, uh, with additional, um, safety supports. Um, I know this, I know that safety remains a top priority for students, families, and staff. It does to me as well because I wanna make sure, um, that again, our schools are safe places for our students, uh, and I will continue to advocate for not only Skyline, but every single

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one of our high schools, middle schools, and elementary schools, and even our tk hubs to be safe places for our students, uh, and get the resources that they need to be able to do so. Um, thank you so much for your partnership, and I can, I will continue to work with you to see if we can, where we can get additional funds to support this work ongoing. Go ahead superintendent Um. I just want to thank you for your, um, reporting today. We have been, I just want the board and the community to know that we have been reaching out within the community, working with the city administrator around funding. We ve, um, talked with foundations. We have put out an rfp to, to make

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sure that we let community organizations know that we re looking at additional resources, so this has been a priority. I also have attended um our orientations of new employees and have observed, um, that training that you mentioned. Um, I do wanna, um, say that, um, in listening to the student report today, it was really, um, resonated with me that there needs to be communi more communication with students around who the adults are, what the process is when they have a concern at the site. That was really clear to me that there needs to be a lot of work and there are programs where students can, can call anonymously or share this that are used in other districts, so we need to think about how we can work together

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around that piece. Thank you very much for the report. Thank you for the report. Thanks Um, moving on to director Latta. I d like to make a motion to take item q3 and q4 together and record them separately. I ll second that Uh, 23 and 4. Ok We have a roll call on the vote, please Oh, do we have any public speakers? Uh, there are no public comments for these items. MADAM PRESIDENT. Thank you All right, on the roll call for

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uh the motion as stated Uh the directors are absent, direct a lotta. Yes. Director Williams. Uh, Director Hutchinson Yes. Uh, Director Barry. Yes. Uh, Director Thompson. Yes. And Vice PRESIDENT Bachelor, I mean, yes, and PRESIDENT Brohar motions adopted. Thank you. There are no public comments on qn 3, correct? Yeah, there were no there were no public commenters. We re now at q5 q5 Director Lata, did you, ok.

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Uh, this is the extension of general counsels. Uh contract for two years. Her contract expires in a year, and this would keep the contract until um, 3 years from now Is there a motion to adopt I move that we adopt the emotion. Is there public comment There are no public commentaries for this item, MADAM PRESIDENT. Are there bored comments? Thompson? Yes, um, that s, this is something that I ve thought about quite a lot, and as we struggle with trying to show

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stability in our district. Um, I think, um, having a general counsel. That will have a multiple-year contract we ll start that process. It would help us and um I just think that it s, it s the right thing for us to do at this point in time. Especially as we struggle with things right now and we re trying to get things straightened out. The, um, the fewer things that we have that are not um, that, that are not just bringing out there, you know, I think it makes it better for us. And so, I, I would like for us to

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move forward on this Oops, sorry, director Thank you. Um, unfortunately, as I m watching everyone fold up chairs in an empty room. This feels very reminiscent of how the interim superintendent s contract was extended. And so as a board we didn t make a decision to extend the general counsel s contract or whether we were going to do that or go on a search to see if there might be other applicants. We didn t let the community know that this was our plan Um, I have a lot of questions about what s gone on over the

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last few months. And, you know, with a, in the middle of the night, uh, with a lame duck board uh, to have a 3-year contract really doesn t make sense. And what we should do if we were going to be conscientious about our job is at most we would do a one year extension. In JANUARY, a new board s going to be sat. When that board sat in JANUARY, they could then still have 6 months to decide what they wanted to do. Either extend General Counsel Lindsey to a longer contract from there or start a search to see who else we might want to find to bring in. But to do this now in this way

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and make it a 3-year contract. With no real conversation amongst the board. Definitely no community conversation. Um, no review of job performance or any other considerations. Uh, is not how we should be doing business, especially with one of the two positions that the board actually has authority and control over. And so again, um, I don t know why we would extend for more than a year, especially at this point. It doesn t make sense And when the accountability comes, which is coming soon. Um, these are all the decisions that are going to be reviewed. And there s gonna be consequences for the times. We didn t do things the way

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that we are supposed to do. So again, it s just uh very disappointing that we re in this situation and uh there s no way with what s been going on the last 6 months that we should be looking to extend anyone for 3 years. Thank you. Yeah, um, I also, um, I guess I would say, um, agree with many of the things that Director Thompson said in terms of extending the contract for general counsel Lindsay, my, I think probably biggest things are, you know, are around having some more stability, um, and I think that s something that we ve all kind of, um, have talked about being

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important. I also think that there has been a lot of litigation that our district has been involved in, and I have really, um, and unfortunately, because a lot of that stuff comes to closed session, the public isn t able to see it and we can t really talk about it, but I have seen, um, you know, have really felt, um, general counsel s leadership on that. And then I would say the other piece is that um I would just highlight that, you know, she has been a very, I ve seen a lot over the last 6 months in particular in terms of your, um, support with governance and the way that you

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ve, you know, I think I ve seen you show up at um uh, you know, kind of listening to parents and committee meetings, um, the work that you have helped, um, Shepherd through with getting the school stability resolution over the, the finish line, um, hopefully in the next uh week or so, um, I would just say that my only caveat, and I think and um I think I ve shared this transparently, so this isn t the first time I m hearing it. I, I do want to be, um, clear around the feedback that our labor partners have had around, you know, I think feeling like we need some more capacity in that work because um we in previous years have had somebody as a stand-alone labor

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relations, obviously, and I think that, um, given that things are, um the high level of, um, kind of time that it takes to be the general counsel and the governance support that, um, I think we need to make sure that we re, um, as we do this extension, really clear about how we re going to be more um responsive with our labor partners, um, but, um, I will leave it at that. Thank you. I also support the extension of a two-year contract. I feel that, um, like others have said, stability is important. I think the community, the county are looking at us to be, you know,

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keep our, our leadership stable. Um, but also I just feel in working with um, general counsel Lindsay that I see her commitment to the district. I see her commitment to students, um, I see her commitment to, um, again, I think you talked about the resolution really working as to, to get the, um, school stabilization resolution, uh, over the to a vote, um, but I think, you know, again, I think she s been a really important partner. I feel like that um I felt for the first time in a long time that um you know, we have district leadership that that listens to the board and

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and carries out um our votes as, you know, as they can and I really respect that about, um, general counsel. I think that, um, she s been instrumental in the budget work. I think again, uh, instrumental in huge litigation, again, which we can t talk about, but there s just a lot. I would also echo, and I, I, I appreciate her openness in the discussion about our labor work as well. I think, um, recognizing that we do need to, um. Uh hopefully hire another um full-time labor relations attorney, but I think hearing that, um, hearing that from Labor and hearing that from the board as well that I appreciate

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the way that, um, General Counsel Lindsay can take that, um, those comments and, and some of that criticism. So again, I do support it, um, both for its stability and for the work that she s done. I don t know, Patrice Berry wants to go, but can I go? Um, yeah, so I do feel that I have some concerns about the contract. Um, signing off a contract when we haven t done an annual evaluation. Um, I, there s not many times that I, I agree with, uh, Hutchinson, but I think that he s made some strong points in which uh we as a board need to really do our due diligence, uh,

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in regards to our performance review. There s a number of, uh, things that I would like to put out there in a performance review and get her feedback on, and so I don t want to do it, give you a contract and then talk about I wanna have the review ahead of time. I think we as a board should do our due diligence. Also, there are terms in the contract that we need to look at that should be modified, and I don t think that we ve actually done that just yet. Um, and so, I m trying to um put forth this particular contract at this time. I think we can bring this back. And bring it back for the new year. Um, I don t, I don

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t anticipate, uh, we losing a general counsel at this particular time, but I think that we should actually do a little deeper dive before we sign off. Um, our particular labor partners have struggled, uh, time and time again, and we have chosen to, uh, put a lot more pain on them, and now we re going to go ahead and give away, uh, an increase in salary and uh commend the work that is done. I think we just need to have some questions, um, answered and, uh, some agreements set before we give another contract out. Thank you

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Berry Yes, I, I raised my hand and I took it down and then I m hearing everybody speak, so I m just gonna say a few things and some of which is redundant, but I just one it is the board s responsibility to ensure that our general counsel, the superintendent, that there s an evaluation and where there are challenges, it s the board s responsibility to elevate those challenges to the level of seriousness that such. That a conversation like this doesn t happen because a contract is on the agenda, but because it s so urgent and important for us to

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prioritize spending time on it during a board meeting, and so some of the feedback, um yeah, I would like to think about more. Director Williams, what you just named in in particular, but I, I just, and not that it s too late and bringing it back isn t a valid idea, but what have we been doing to date that this is the opportunity that we, that we re picking to to have that conversation, uh, for, and I, there s nothing really um that I also that I wanna add except that we ve committed to do a superintendent search and

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that feels really important um to make sure that we follow through that process and I feel like, you know, having a general counsel, uh you know, be on board for stability and the expertise that she provides is an, could be an asset for us in this particular moment and could be even attractive to to candidates, there s there s practical reasons why it makes sense. And I also think related to board responsibility, um, this job description that I see in the contract as someone who has like 12 hats in my day job as well. Um

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I think it is an unreasonable amount of work, um, but it s reflective of the you know, financial situation and just the work situation, the environment that we re in right now, with, you know, regarding all the litigation in front of us, so, um, I do think if we re talking about things that the board can do. Yes, absolutely, prioritize evaluation and yes, absolutely prioritize how we staff up all the work that is on Janine s plate so that some of the feedback that has been lifted up director lotta that you mentioned that we ve heard from Labor Partners, for instance, Director Williams, you mentioned that as well, like that s part of the reason, um, there

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s just an exorbitant amount of work for a very small number of people to do and if we re really serious about caring for our labor partners will get serious about that as well. Um, so I am supporting the two-year extension. I do think that there s a lot more curiosity and investigation and conversation to have, um, but none of that sort of you know, prevents me from sort uh supporting this tonight. Thank you. Um, thank you. Uh, I have some of the similar concerns that Director Williams and others have brought up around this contract, so I am not going to

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be supporting it tonight. And we already public comment, right? Uh, MR. Rakesar, so before that I d like to make a motion to amend this resolution to instead of a 3-year contract extension, a one year contract extension. It s a. So instead of a two-year to a 1-year contract extension. Which we could split the difference because we need to have a general council in place. But I m very uncomfortable, uh, extending a contract longer than that, especially given the conversation we, there hasn t been any sort of review or anything, but we need a general counsel. So, um, the only way I would feel comfortable is if it was shortened to a one-year contract which will then give

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the board the opportunity to make a change a year from now, if that s what the board so desires. So my motion is to amend this to make it a one-year contract extension. Do we, does someone have to second that before I ask a clarifying question about that. Yes I ll second. Are there any public comments There are no public commerce commenters signed up for this item, MADAM PRESIDENT. I have a clarifying question to whomever this MAY go to, um, from my understanding, this contract is already written with the amendment. Would that be, would we be able to amend a contract that s

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already written? One year Yes, you can change all the terms and conditions, but just go from being a two-year to a 1. Ok, thank you Well, uh, I m sorry, but you also well, do you want to negotiate the question of it going down. Thank you. Also clarifying question, I thought this was a 3-year contract. So if someone could clarify that. It s a 2-year extension. She has 1 year on this contract, so 2 years from there, yeah. Thank you. PRESIDENT Go ahead.

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Uh and then for board colleagues, I m just curious how folks because director Hutchinson, you re naming that you, you want us to come back to this in a year Uh but how do you see us managing that with all of the other priorities. What does that look like in your, in your mind? I just want a point of clarification because on q5 it says, uh, for the latter to serve as general counsel of the Oakland Unified School District for the term of JULY 1st, 2026 through JUNE 30th, 2029. Which, according to my Oakland

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math is a 3-year contract. Ok, so she has one year left on it. So you re negotiating for 2 years additional to the one year that she already this is going to supersede whatever you do because of the term. I guess the question is, do we have to renegotiate a contract. So, so again, my, my motion was for to make this from 26 to 27, 1 year, instead of the 3 years that s listed here. Like you would not be extending a contract with that because she has a contract through 2627. Ok. Well, then that proves the point of why are we

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doing this now if she s under contract for another year. I just want to clarify your time, and people can choose to vote. I just want to clarify I m just reading what s here. So instead of this 3-year extension, I d be down for one, and this has different contract language because there s a there s a difference in the job description and the responsibilities and those things and so I m just saying I m not comfortable doing a contract through 29. And and I think it s a little disingenuous to say it s 2 years when it s listed as 3 years here. It s 2 years in addition to the 1 year she already has. And so again, why are we forcing this through now if there

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s another year on the contract. I think for me the question was stability, but I think again I m gonna finish. I m. I think if we re not going to extend if you re saying the contract ends at 2627 and that s your motion then that contract is already negotiated. No, he s saying from 2627 went to amend what s written here in the agenda. And so, and so this what you do have that regardless you keep No, I m not. I, I want to know what you regardless of what the substance of it is, you have a motion to amend, pending on the floor, which is subject to

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debate and disposition. So you re going to have to dispose of the pending motion. Uh, one way or the other. Are there any board comments on the pending motion? Just one final year. Director Barry Just one final comment. I, I do think to validate Director Hodginson s first point, which is that it s 2:20 A.M. Oh sorry, no. What time is it there? 11:20, almost as bad. 11, 11:20 P.M. Uh, not a ton of opportunity for um you know, the most intellectual agility

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on our part because it s so late, but obviously public engagement as well, and the urgency doesn t seem to warrant as such and I m not necessarily proposing. At anyone s detriment, a delay, but I would like to understand the rationale. For this right now in this moment. I m sorry, go ahead, uh, general counsel. Um, at, at this time and and I did just want to clarify, uh, there is a sense of urgency for a couple of reasons, um, with regard to this school year at least. This is a contract that involves executive leadership and myself, and it has to occur on a regular meeting, and it

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s, since it would be your direct hire. It would be best to have your full board present. So that is just something to consider and I d also take any questions that you have. And maybe I ll just clarify your point for the record about having the full board, which is that, um, Director Thompson for very joyous reasons, right, will be with us for the next couple of meetings. So I think just to, in terms of why this meeting would be um, where we should vote on it And congratulations to you. Art um I was just, I d like our general counsel to, I know that I ve had many discussions with

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you, uh relative to our interactions with our labor partners. I meet with them regularly. Um, could you please share with the board your plan of action in terms of future planning. JULY 1st and beyond regarding um the organization of your office and which all of our departments will be doing that. Um, a point of, point of order. I m, I m very uncomfortable now this turning into discussing job performance. It s not the way it was agenda. Wait, wait, that s what a review is. It s not the way it was agenized and and and this is, this is not appropriate for open session now at this point. This is an item that should be scheduled

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to be discussed in closed session, if it s a review of the general counsel, and this gets, uh, I m sorry, this is a real slippery slope when we re talking about a contract Now there s these questions and you re going to ask her to talk about the work that she s done when that s not what s agendized. And to hear that there s another year on the contract, there s no imperative that we do this now, and I mean, I would give the advice to General Counsel Lindsay. This isn t the time for you to come to the podium and take direct questions because it involves your personal contract, and there has to be another way to handle this, and um, you know, again, at at now 11:22 at night. When there s no imperative, I don

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t know why this is the way people choose to do things. So I ll just answer a factual question, um, you will see that one of the additions, uh, the, the changes to the contract, is that there was already a provision that allowed for adequate staffing for the legal department, for the legal department, and it s been very clear that labor relations is a priority and we do need to um make sure that there s adequate staffing there as well, so that is one change that is included to answer your question, Superintendent. The other is that um with some of the transitions I did take on the risk management

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department, which was not included as um a scope of work for me. And so I ll just, that s just too uh items for it in terms of um why now? Um, I did want to make sure that we leave the school year with those two things included for sure. If, if that s the case, then my only other question is, who negotiated this contract on behalf of us. Who was the district staff who was the district staff person that negotiated this on behalf of us because as a board, we didn t give para parameters for this negotiation in this sort of way. Yeah, but it

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s a, before you, before you call a question, I, I got in there. I just want to say, again, I want to be really clear. Every single staff member gets a performance review. Every single top to bottom, the superintendent will get a performance review. And I am not giving out a contract without a performance review. Very simple. I looked at some of the articles in the contract, and they need to be renegotiated. So I would say to everyone on this board, take a step back reflect that you re creating a precedent in which

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now senior staff and senior leadership no longer needs a performance review. Uh, we as board members give performance review. Everyone gets a performance review. I would like to have that opportunity to have that if it s in closed session, let s have an enclosed session before we start to sign on the dotted line because we do need a lawyer to look it over and hear what we have, that MAY be some concerns with some of the articles there. I have about 5 different things I would like us to talk about as a board and how to make the contract better and that works for the board. And be clear in our

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authorization and be clear and actually who the the general counsel reports to. We need to make that really clear before we start to sign off on any contract. Thank you. MAY I speak because I can t see if anybody else is raising their hand. I have a clarifying question. Uh, so, Director Williams, thank you so much cause, um that resonates what you just said. And on the urgency question. So director Thompson going to be out for the next few meetings. We re on, we re on recess and we reconvene in AUGUST and that timeline is not

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uh possible for us to work on that timeline to return to this conversation in AUGUST. I m still confused Director, I don t know who can answer that. I don t know if that s Director Thompson or me We can return to it in AUGUST. But we have a motion on the floor right now. Emotions that MAY be pending on the floor, and I haven t heard one that supersedes at this particular point, is the one year, uh, contract. Uh, you have to dispose of that motion in some form. I m not telling you how to vote, but you ve got to dispose of that before you can move back to the main question. So again, the motion on the floor is to is for a contract that ends if

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I m clear. JULY 2027. Where, where we are is the amendment was moved and seconded. There was no determination if the amendment was friendly. Once that determination was made, then we need to vote on the amendment whether it s accepted or not, right? That s what I m saying. I just wanted to clarify the time frame that this amendment that the your amendment Director Hutchinson. Has, uh, general counsel Lindsay s contract going until JUNE 30th of 2027. Is that correct? Yes, the way it s written, that s what a one-year contract would be. Ok, there s no extension. I mean, it

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s not an extended contract or anything. Well, it s a, it s a change in terms and conditions if the board were to vote affirmatively. So the question is still, you ve got to dispose of the one year. Uh, motion that spending on the floor. Yes. Um uh, uh, Director Hutchison is correct. The way it s written it, it says 3 years, but you, you ve talked about the one year that is extra that s on there right now. Am I correct in assuming? So, can we be really explicit about what the one year is going to be, the extension of the one year because I mean, in with my math, and it s only elementary math, the

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extension of the one year, if in actuality, we don t look at what s on the paper, the extension of one year would be 2028. That s what I wanted to clarify. So if we re talking about I was, I was really explicit in my language. I didn t use the word extension. I said a one-year contract, because the way this is written for next year, if this is approved for 1 or for 3 years, then the language of this contract becomes the new language of the contract instead of what s currently in place. But, if not one year, then I m real happy not to vote for anything because there s already a contract in place. So

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why are we even going through this now? Thank you for the clarification on that. I appreciate that. Um, can we take a vote on the motion to on the floor with the, with the Director which is a one-year contract pursuant to the terms and conditions of the motion of the uh contract pending before the board. All right, Student directors are absent. Director Lauder. No. Director Williams Yes Director Hutchinson. Yes. Director Barry I m sorry, I didn t hear you That s because I m still gotten but um. Yes

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Director Thompson. No Vice PRESIDENT Batchelor? No. PRESIDENT Brohart No. The motion is not agreed to. Main motion is now back on the floor. Comments I do. Again, let me, let me really be clear. I ve had individuals, uh, parents, uh, community parents, folks communities that I ve written multiple uh level one complaints to the budsman. And I have as a board member had consistently asked the general counsel to handle that. And there still hasn t been a, um, adequate response and the

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due time, and so I, I again urge board members here to do your due diligence before you give away a big chunk of money that we can t afford, and that the individual will have a contract through 2027. Anyway, we need to actually stop and think about this and have the performance review. I have a number of particular, uh, concerns that I would like to go over and engage the conversation with board members before we actually have to make a vote on a contract. So I ask you board members, to not actually, uh, give away the money unless you understand the

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terms in which you re dealing with. Thank you. Hutchinson. Yes, thank you. Um I ll even use Director Williams language. There s not often that we publicly agree on many things here. But I just want to restate where we actually are in this. So, our general counsel has another year left on her contract. And that 11:31 at night when nobody here with no reason that we have to get this done now. This board is forcing through a two-year extension to the one year she already has left. No conversation about her

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taking on more roles and responsibilities. No review of past work. And again, why are we doing this now because we re not going to get to our whole consent report. And for me, some of what s going to be happening in the consent report reflects on my opinion of whether we should be extending people, especially at a time we don t have to. So I just want to say explicitly, this is not the case where if we don t do this now, we will be without a general counsel next year. So why under any in any sort of rational world. Why would we force this now instead of waiting till AUGUST or SEPTEMBER and doing it the right way, including the

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community. Setting up general counsel Lindsay in a better position where everyone can publicly see it s being done the right way to empower her going forward. Instead of doing this for no reason now. And in the name of stability, when there s a year left and it s the same board that voted out our long-term superintendent for no reason, claims a stability don t really make enough sense, a lot of sense if you ve watched what s going on. So if this board chooses to extend a contract that we don t have to for 2 years with no rationale behind it, no review, no justification. Again, that just proves the

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point of how off the rails we really are. Yeah, I just wanted to make one, further point about why I think we need to extend the contract because we, this fall have some have continued major budget and restructuring work that we need to get done. We re also doing a superintendent search because we, our current superintendent s contract runs out at JUNE 30th of next year. So I think it is not wise to have both a general counsel and a superintendent. Contract come at the same time because I don t, I don t think that, I think that it will split the focus of the

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community and the board, and I think that the biggest commitment that I ve heard from my colleagues is that we want to have a in-depth community-based superintendent search, and I don t think that doing, also doing a general counsel search, um, makes very much sense. With that, I m gonna call the question Before I call the question, there s one statutory requirement that we re required to do. I just, I just Can I call on on Director Berry first? Oh sure. Uh, go ahead, Director Berry Yeah, I just, because there s a lot of narratives floating

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around tonight. I, the first thing I wanna say is that I think that for me, the most valid uh comments, not valid, everybody s comment is valid, but the ones that have resonated with me most strongly, it are the comments about the timing of this, the hour of the evening, and the opportunity we have to give this um a little bit more rigor and curiosity and due process. I appreciate all that. I respect that, and that, you know, falling in line with that, I think. Would help me, help me be consistent, um. And all of us be consistent And then I, but I do wanna caution that as we continue

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this conversation, to be careful about the ways we speak to performance, uh, particularly because without um appropriate time allocation for rigorous discussion. We risk um just missing nuance and important facts like our general counsel taking on two new departments or bodies of work, uh, that s, you know, if we re gonna have a conversation about performance, we should have it about everything, and we re not doing that tonight. And so I just wanna caution how we engage in the narrative work tonight and want to advocate

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for us positioning this conversation for a time and a season that makes more sense given our other priorities, and the lack of urgency on this matter as I perceive it. MR. Rakestraw, you had a, uh, because the statutorily required, we must disclose the fringe benefits. For of the 26, 27, if this uh contract is adopted for the 26, 27th school year, $12,000 in additional pay, eligible stipends, 35,000 $31.27 in district paid benefits, including health, vision, and dental insurance, long term disability insurance, life insurance, membership and professional associations, and

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05:42:56.833 --> 05:43:43.782
$90,000 90,796 dollars in fringe benefits, and your longevity payment and supplemental retirement plan payment. The foregoing is disclosed pursuant to government code, Section 5495d 3a. On the rl call uh to adopt the contract, uh, as stated. Uh, Director Thompson Yes. Director Lara. Yes. Director Barry Director Barry Yes Director Williams No

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Director Hutchinson? No Uh direct, uh, uh, I m sorry, Vice PRESIDENT Batchelor. No. PRESIDENT Brohardt. Motions adopted I note um an item r adoption of a general consent report we re gonna move these items to the media special meeting on Monday. So, um, we will have time to discuss. I know that all of them have been pulled. We will have time to discuss them at that time. Um we have 7 minutes left. I m gonna hold off on the superintendent s report. I do not have a board PRESIDENT S report. I don t know if there are board

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director reports. Vice PRESIDENT Batch I d just like to make a quick, um, shout out to, uh, eat, Len, play, um, for, uh, the amazing field now that we have, uh, Calvin Simmons campus. Uh, that was the first campus where my husband taught, um, and he was very excited to know that they re going to get a new field, um, because again, the middle school and high school students that use that field and our school community that surround the campus that also use that field, um, and, uh, again, I was, I want to give them a shout out for also helping us at Lockwood, um, and for continuing to be such an amazing partner with us, um, and providing more green spaces,

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more places for our students to uh play, um, and, um, be good teammates, um, as we see, we, that is really important, uh, when, um, doing the work that they ll need to be doing as adults, um, so I m happy that we re able to provide that support and we have that continued partnership. Are there any other board, uh, Director Hutchinson? Yes, thank you Um you know, it, it s it s hard to believe again what happened tonight and um just going back to, still didn t get an answer from the different budget numbers in the same packet. What actually are projected budget is for next year.

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And one of the reasons I was forced to pull all the items from the consent report. Is because on many of the items, there s no funding source, no resource code, no vendor number even listed. The worst example is r 16. Which is a contract that runs through 2040, 2041, a 15 year contract. That each year will cost the district $17.6 million. Doing that math in my head, that s over $255 million in this contract. There s not a financial document anywhere. For the fiscal impact, it says 17,608,000.

467
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$294 and in parentheses next to it. 2040, 2041 school year. That s not a fiscal impact analysis. To start with r1, which says the money comes from the general fund, not $1 amount. It actually says general fund and elop. Doesn t say how much from which one. And again, that s not a fiscal impact report. So if this is going to be discussed on Monday. At another meeting, I would expect this to be cleaned up. Because according to the board bylaws, if an item doesn t have a fiscal impact report, it requires a unanimous vote from the board to approve it. And the fact that I have to bring this up. Nobody else seems to notice. Nobody else

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seems concerned about it. It s not the way things are supposed to work. During a financial crisis? This is why we ve overspent so much this year. But again, nobody s gonna say anything. I ll be sharing this around, but the documents are here, not one fiscal impact. Analysis in the consent report, at least not for the big items. Not for the half of them I read through the memos. This is not how things have ever been done. And I want to know at a certain point who s responsible. Who s responsible if contracts are not compliant. Is that the board PRESIDENT Is that the superintendent Is that the general counsel? Is that the head of the finance department?

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Because it sure seems like nobody has been able to answer any of these answers. And at the meeting where we had to redo an item because of a Brown Act violation and redo a public hearing and to see it s even worse this time. This is a failure and last thing, anyone who knows the proper way to set up the agenda for a board meeting knows you have to do the required business first. So to have the consent report at the end, of course, means we don t have time, and I m sure nobody even asked if any of these items were time sensitive.