001um in being a no excuses um university and this is founded on three six exceptional principles um which is culture of a universal achievement, collaboration, standards alignment, assessment, data management and interventions. It is our primary responsibility to establish a solid academic and social emotional foundation for each of our students so that they may one day have the option to attend college or be ready for a career of their choice. Our data so our preliminary data u because we don't have our we know all we have is preliminary right now. Um we do have and we'll start I'll start start with our ELPAC. We had last year for the 23 24 school year we were at 15.72% of our students um were um proficient and this year for the 2425 we're at 16.9%. So we had
002a growth of 1.18%. Um for our math we were at 13% the year prior and we went up to 14% which is the 1% growth as well. And for ELA, we we maintained we m we maintained at 23%. We our attendance our average daily attendance for the 23 24 school year we were at 92.26% and for the 2425 school year we always almost reached that 95% we were at 94% uh which was an increase of 1.74 from the year previous. We have done a lot of work towards how do we bring down our chronic absenteeisms and so I'm really excited to share that from the last three years when we were at the highest for 35.43% for this year we were at 21.82% which is a decrease of 13.61% in our chronic absenteeism. So although
003our preliminary data shows slight growth um our I Ready shows us that during this 2425 school year in the fall when our students took the assessment 21% of our students met or exceeded expectations but by the end of that year last year 33% of our students met or exceeded expectations which shows a 12% increase in reading in math. Um our our rating many data shows that overall our students are showing that in the fall of 24 20 uh yeah 2425 um 9% of our students met or exceeded expectations but by the end of that year 21% of our students met or exceeded their expectation which also shows a 12% increase. Our goals our SIPA goals. So our first goal focuses on effective and organizational systems. Through our collaboration with the food for kids backpack program
004with the San Diego food bank and the help of our family leaison and our social worker every Thursday um we send home 25 of our neediest families with a backpack full of food to get them through the weekend. Um we also commu uh collaborate with South Bay Community Services who provides mental health services and in this past years we've been collaborating with Sunny Cedro Health mobile um campus that comes onto our school at once a month and provides um routine checkups to our students. Unfortunately this year I was just notified that due to and this is going to be a challenge for us that due to funding they will no longer have their mobile unit. So they will not be able to come to our school and provide services as they have in the past.
005Um this year we also were granted the give thanks um well-being grant and that is a program that focuses on showing gratitude to students and staff which nurtures a culture of appreciation and connection and it contributes to our staff and our students being safe feeling safer and more inclusive at our school. We are so excited. One of the big um celebrations for us at Pence is that we were awarded a community school grant and that means approximately about $1.5 million for us in the next five years. And through that we will focus on becoming that hub for our community by focusing on support services mentioned here as supporting the whole child academic family engagement school climate and really having collaborative leadership. Really excited we just find hired our family leazison supervisor who's in the audience
006Miss Naelli. We're really excited to have her be part of our team. The next goal is district and social climate culture and connectedness. Um this year we are collaborating and we are working with the San Diego C County Office of Education and they are coming in and they are providing training to all of our staff classified and certificated from cafeteria workers to custodian to office staff to our teachers to our instructional aids and really focusing on those restorative practices um in our school. Um, we're going to continue to provide workshops um to our families that are usually led by our school counselor, Miss Valivia. And we also will continue to do the work of doing fishbowls and empathy interviews with our staff and our students and our families so that we can hear their voice
007and to what they would like for us to be focused on in providing and connecting with our families. We're going to continue to have full day releases for our um PBIS and I can attendance work. And you know, unfortunately or fortunately for them as an NEU school, our founders of NEU decided they needed to retire this year, which means that we um we're not going to be paying that yearly fee anymore to be part of the NEU. We're not going to be having that conference which is always a great way to go and and get re um um introduced into it but the program is still going on and we are still at Pence committed to the implementation of the program and it will continue the work will continue uh but that yearly conference will
008not be taking place anymore. Another huge highlight and um celebration for our Pence community is our improvement in attendance. Um, as of last week when I pulled this data, we had 254 students who have been to school every single day. Um, in addition to that, we've had 239 students who have received perfect attendance, which means they have not been late. They have not left early. So, our kids are coming to school. And as of last week when we ran our report, we were at 97.3% as a school. And I believe wholeheartedly that has to do with the connections and the way our panel our teachers have with their students and the way our families feel when they come onto our campus. Um, for our focus for September and our attendance awareness, we're going to start
009our daily cotton school days raffles where we just randomly select a student who's in on campus and they get coupons that our family leaison has been able to to get from out vendors from not vendors but local restaurants. And then we also do our monthly uh our trophy and pizza party. And then we'll have be having some spirit days as well for goal three which focuses on academic excellence for all students. Um you our we have decided as a school that we really want to focus on having two part-time instructional assistance support all of the work that we need and that for our students that are at promise and for our multilingual learners. So we are going to continue and so that's taking place. Um I will also say that those individuals along as well
010as our LAT um this year were did receive some CRLP and SIPS training from one of our very own wonderful Miss Alles Flores and um we are going to continue to emphasize the importance of GLAD strategies across our classrooms and we will continue to provide grade level release um for progress monitoring. We are very fortunate to have a full-time theater teacher at our campus and so that really allows the opportunity for our teachers to meet on a weekly basis for an hour with grade grade grade level planning. So that is really been um instrumental in the work that we're doing. And we also um have purchased for our fourth through sixth grade, including um our SDC class um I Ready Math Common Core workbooks that will help supplement the work that we need to focus
011on for math. Our instructional focus for the 2526 school year, we're going to continue to do those phonics prevention support groups um that focus with our first to second grade um teachers. And we call them prevention because um it's not an intervention. It's to to you know make sure that we they don't fall into that intervention group. And so our first and second grade team as far as our kindergarten as well, they really um do a lot of um looking at data to every six to eight weeks doing the rotation of their groups. And so we're focused on literacy. We're focused on creating opportunities for speaking, reading, and writing and listening. And the data that we've used to lead all of our decisions of course are the BPST that this teacher does with their students,
012our CAST scores, our RAR, our comprehension and formal assessments, and of course our LPAC. Um on a positive note, I would like to end um my presentation by sharing with you that this last Monday, we had over 180 families who participated in our first ever lunch with a loved one. And we had amazing feedback from our families. Um we have I owe a huge shout out to Miss Maria Osborne and her team because they were amazing. They were there early and they stayed till way past when lunch was already over and um they just were there and it was without them the organization and the implementation um wouldn't have been as fabulous of an event as it was. So that is it for me. Thank you so much. I don't know if you have any
013questions for me. Uh good evening, Principal Preio. Thank you so much for your presentation. It's uh it's a lot to cover. It's a lot of materials. And I noticed that you brought your wonderful staff here, your team. >> I didn't bring them. They came on their own. That's just that's just who they are. They're wonderful. So one of the things that we as a board members we look into you know how can we improve you know um having students come to class come to school right that's important that's important for the students important for the teachers important for everybody so I noticed that you have created a way to reduce the chronic absentism which is pretty good and it's just there's nothing more gratifying than rewarding those students with perfect attendance It is amazing. >>
014It is amazing. So, thank you for your presentation. >> Thank you. >> Good evening. Good evening. Um about reclassification. Um do you happen to know if you grew on reclassification less your previous? >> We did. Um I did had an opportunity and I'm gonna I'm gonna tell you that I believe um so with the in conjunction with Miss Paola's office we had our language academy at our school and we had a few teachers who um did a language academy before school and after school with our long-term English um language learners and we did show that at the end of the year we had about 14 of our students who were reclassified. Um I don't have the exact number of what how we grew. Um but I do know that we did have growth and it's
015because of the the extra before school and after school that we were focusing on providing them that extra support. >> Well, I'm very impressed. Thank you. Thank you team at Pence. I remember when we built Pence. So, I've come a long way in the um program. Um just escaped my what's it called? Uh no excuses. >> And you? Yes. Uhhuh. >> Yes. So um when that program started up, we had a lot of um interested families. Okay. And a lot of participation. I think your school was like 800. Okay. >> So uh there's still interest there. >> And uh it's sad for me to hear that. Uh you're letting go of the what conference? >> We well so let me just be clear. We are letting the conference is not occurring anymore but we are
016not letting go of the belief systems. And we um we actually went this last year myself and two teach three teachers are here in the audience and we received some beautiful medals that said we'd made it through the whole entire 20 years. They are still going to be like as consultants. Um and we're vest we're in and we're always going to be able to be an NEU school. Um and we're going to continue to do that work. So it's not going away. And I do agree with you. It's one of the things that I feel that when you go to Pence makes Pence very special. Um you feel it when you walk onto the campus, you see it in the murals. And so none of that is going away. We're going to continue to do
017the work. It's just that we're not going to have to be paying that yearly fee anymore to be considered an NEU school. Um and we're not going to have the yearly conference, but they still are offering to come to schools and to provide their service if we wanted to bring them in. No, there's a fee of course, but we, you know, just like we put money away for SIPA to go to the conference, we can also do in the future to bring them in if we need to. Well, I wrote in big letters here choice and uh your staff has given up that support and uh what I hear is that you um looked inward and um are supplying or supporting the teachers with instructional assistance. >> I've always said that's a plus especially down
018in the primary grade. So, I want you to know that I see the sacrifices that you're making to make an improvement at at in the classroom. Okay? Because we can say we're this, but are we here? And I think that uh your direction is a strong one. And I feel that and and I'm going to circle back at your average daily attendance. You your school the first week of school, Wednesday, Thursday, Friday, you were at 99%. >> Yes, we were. board members 99. I've never seen that. >> It probably didn't hurt that they knew that there was a water event coming on in three weeks later. But, you know, we have to get creative, right? We have to do what we have to do to get them there. But they've been able to maintain it.
019It's at 90 97% still, but it's still high and it's still there. And we hope we keep be there at the rest till the end of the year. >> Well, it made me go to my calculator. Okay. So, because I was so impressed. >> Thank you. Uh like I said, I've been here for a month of Sundays and I've never seen that. So, congratulations to you and your team and keep up the good work. And I think that all the children that uh were enrolled uh that you um projected your enrollment to be. I think that all your numbers came in. I think just one. So, congratulations on that, too. and your clerical staff for uh beating those bushes and making sure those parents come and finish up their enrollment. I mean, that's that's a
020job in itself. Uh so, um on that, I just, you know, again, kudos about your your choice your staff choices and I think you're headed in the right direction and uh your improvements in your test scores and your and your uh IAS and uh lunch with a loved ones. I've been seeing your social media, your social media. Very impressive. Okay. Very impressive. I follow you. And uh lunch with a loved one really, you know, got my heart because as a uh um new time supervisor back in the day, um parents weren't allowed to come. Thank you. >> Thank you again. >> I also just want to say congratulations. You're doing great work. Um, it's obvious that you're doing really good work because kids are showing up to school every day and um, just like Cheryl
021said, I don't think I've ever seen numbers that high. Um, so does that mean that you guys get a pizza party or something? >> Ice cream party. Okay, cool. All right, great. All righty. Great job. >> Thank you so much um for this beautiful presentation and all the wonderful energy that you and your staff are bringing to this room right now. It is a reflection of what I'm sure happens at your school as well. So, I love it. Um, and I know it wasn't part of the presentation, but hearing about the language academy before and after school, that's amazing. I love that. So, um, thank you again for all your good work and the beautiful, um, presentation. Thank you. All right. Thank you again. Next, we have our report of action taken in close session.
022>> Yes, we do. Upon the m the motion of trustee Medina second by trustee Lopez Aino and a vote of five to zero. The board took action in close session to resend a nonreelection notice previously served upon a provisionary certificated employee ID number 2489 93. >> Thank you Trusty Esparza. Next, we have changes in the agenda. At this time, trustees or executive team members may recommend changing the order of agenda items and or request that an item be on the from the consent calendar be placed within the discussion action section of the board meeting. The secretary will keep track of any recommendations. Please note, no new items may be added without advanced public notice. Do we have any changes to the agenda? All right. Thank you. So, do I have an approve a motion to
023approve the meeting agenda? >> I move to approve the August 20th, 2025 regular board meeting agenda after determining there is no changes to the order of business. >> I second that. >> Call for the vote. >> Viker, >> yes. Kenyon, >> yes. >> Medina, >> yes. >> Esparza, >> yes. >> Lopez, Agino, >> yes. >> Motion passes 5-0. Thank you. >> Thank you. Now we have the communications to the board of trustees. We have five minute limit per group. First, we have South Bay PTA council. >> The report was sent to me, so I'll read it. >> Thank you. It's from Iris Cervantes Garcia, the president of South Bay Council of PTAs. She says, "We are making progress toward both membership and fundraising goals at all sites and feel encouraged by the early momentum with
024continued community support and engagement. We anticipate reaching or exceeding our targets this school year. Thank you. >> Thank you, PTA. Next, we have California School Employee Association Chapter 59, CSEA. Southwest Teachers Association. Suada, >> District Superintendent. >> Thank you, President Leer. I just want to say um welcome to the people in attendance and those that um hopefully are seeing us on um streaming on YouTube. Um, and I'd also like to share, um, since, you know, we we just talked about Pence's perfect attendance, it just reminded me to talk about our district-wide program, uh, where we're really looking to celebrate the students that are coming to school every day, staying the whole time, um, and, you know, for the hopefully for the for the rest of the year. Uh last year um we took a uh
025group of students uh to the to the San Diego Wave, which is the women's uh soccer team, a professional soccer team here in San Diego. Um all the students that had perfect attendance um last year were able to go on a field trip uh to watch a game um and they were able to bring a parent with them. So that was uh that was a really good way to celebrate them. Um, and we also celebrated uh different students uh with some passes to uh San Diego Zoo. I think uh SeaWorld was one of the passes. Um we had different different types of of of ways to recognize them. Um this year we are intending to do that again. Um and um we hope that um you know that all families and all students are aware
026of it um and try their very best to be at school every day um every minute of the day um because every minute counts. Thank you. >> Thank you. >> Um next we have public comments on non-aggenda items. The board will take no action or discussion on any item not appearing on the posted agenda except authorized by law. Individual speakers are allowed three minutes to address the board on each non-aggenda item. Speakers are not permitted to yield their time to another person. The board limits the total time for public input on each item to 20 minutes. Do we have any public comment? >> We have no cards. >> Thank you. >> All right. So we have um educational leadership resolution 25-005. We recognize director Susie Chavez and conduct a public hearing and adopt to adopt
027resolution 20-005 regarding sufficiency of instructional materials. Good evening, President Leer, board of trustees, superintendent, and community. It is respectfully requested that the superintendent recommend that the board of trustees open a public hearing and adopt and ratify resolution 25-005 regarding sufficiency of instructional materials. Um, public hearing called to order at 6:48 p.m. >> There are no comments. >> Oh, I think >> No, no. >> Oh, thank you. All right. Um, this meeting is ajourned at 6:48 p.m. or the public public hearing. I apologize. Math, please stay. Don't go anywhere. um the public hearing. >> Okay. >> Is it true? >> All right. So, I would like to motion to adopt the resolution 25-005 regarding sufficiency of instructional material. >> Second. >> Call for the vote. >> Kenyon, >> yes. >> Liker, >> yes. >> Medina, >>
028yes. >> Lopez, >> yes. Esparza. >> Yes. >> Motion passes 5-0. >> Thank you. Next, we have the 2024 to 2027 local control and accountability plan update. We recognize assistant superintendent Pam Pamela Riker Montiel for a presentation on student progress monitoring. Good evening, President Lyer. Trustees, Superintendent Espinosa, this evening we bring before you our LCAP update. I know that these slides repeat each time, but I always like to keep in mind that we have new viewers or new people in the audience that need a refresher on the LCAP. So, the LCAP is a three-year plan that describes the goals, services, and expenditures to support positive student outcomes. and they do address the state and local priorities. And this is really our opportunity to share our story of how, what, and why we have identified programs
029and services to meet the needs of our students. So, we do have um the requirement to have an LCAP as do our charter schools. Each LCAP does address the eight state priorities, including metrics on each of our actions, and we work directly with our educational partners to make sure that they provide their um inputs into the LCAP. We are in year two of a three-year LCAP. Now, we always want to ground ourselves back in the district mission, vision, and values. and recognize that these were the driving um this was the driving force behind this new three-year LCAP. Um, I I say that because they were developed in I it was the third year of our last LCAP and then we took them back out to our educational partners in our LCAP development process to ensure
030that they reflected um not only what our educational part partners felt were were important, but also that if we missed something in the mission, vision, and values, we made sure to highlight that in the writing of the LCAP. um or if our goals or actions were missing something that were in the mission, vision, and values that we made sure we went back and covered that. Um so again, we have our mission, we have our vision, and then our values of academic achievement, child centered, community, equity, high expectations, leadership, and safety. And you will see those themes throughout our three-year Lap. We have our goal one which is our effective organ organizational systems and we heard um about this goal as you could see in our school reports because our school plans for student achievement are
031aligned to the LCAP goals. So the goals should not be different um they should be the same. What you will see is some slight variation in those action steps because typically they will represent what the schools are are actually funding themselves such as instructional assistance or we also have our new community schools um staff members. So those will be reflected in the school plans. Goal two is district and school climate, culture, and connectedness. Really focusing on the social, emotional, and the supports for our students and the development of our of the whole child and special programs. And lastly, goal three, academic excellence for all students. And we heard about um student achievement this evening as well in our school reports, how our students are doing in the preliminary data on the LCAP and the ESPback.
032And that is what we will be sharing with you at the district level this evening. So again, tonight's update will be on um action 3.3 student progress monitoring. Um there are metrics throughout the LCAP that touch upon the CASP and the LPAC data as well as the IR but specifically action 3.3 is about student progress monitoring which sort of includes your local measurements and or metrics and your state level metrics. So, at this point, I'm going to ask that directors Chavez and Flores join me at the podium as they will be sharing this data with you. So, first we're going to be o going over it's the end of the year. So, this would be the last diagnostic which would be in the spring um data and then we'll move forward to see growth from
033fall to spring. So, this would just provides an overview of the number of students that took the assessment in the fall compared to the number of students that took the assessment in the spring. And just a reminder, what we want to always see is the green, the dark green and the light green. The dark green is focusing on students that are performing mid or above grade level. And then the light green is where we have students that are performing early on um grade level. Then we see yellow meaning that the students are just one grade level below and in this case it's mathematics. Then light pink is students are performing two grade levels below. And then red where students are performing performing at three grade levels or below. And this is just showing a comparison
034from the national norm to um our district data. So this is going to be focused on mathematics for the spring. Director Chavez, can I just just clarify? So this data here is after our first full year of implementation at all schools. That's what we're looking at. >> Yes. First full year of implementation. >> First full year. >> Thank you. >> And this is just in the last part of the school year. So the third diagnostic after we go over the spring diagnostic, then we'll be able to see how they did specifically from the beginning of the school year to the end of the school year. Okay. So overall we could see that the district has um in each grade level it might not show in the in these graphs that the students are outperforming national
035data. So, I want us to be able to just look at this grade level data to see the end of the school year, but I want us to then focus on the actual growth from the fall to the spring. So, this is just giving us a comparison how the students did at the end of last school year. For math, so this we have the data for kinder, first and second grade. We have third, fourth, and fifth. So we see that we have growth in some areas and here we have the data for sixth, seventh and eighth grade. Now this is where I want us to see the actual where you can see the growth. So if we have data, this is from the beginning of last school year to the end of last school year.
036And we can see that our students have made progress in mathematics. So at the beginning of the school year in fall, we had a little bit over 5% of students that were performing either spot-on mid the grade level or mid or above. But then as you can see there was growth from the beginning of the school year to the end of the school year. All of our students kinder through 8th grade did show growth in mathematics. Now if we look at it for for each grade level specifically now we see again this is the data how did they grow from the fall to the spring. So in kinder you can see that there was a dramatic growth from the start of the school year to the end of the school year. First grade there was
037growth. We see second grade we again we see growth in the mid or above grade level. And then we start to see that there's a decrease in the students that are performing either third three grade levels below two grade levels and then one grade level as well. So we are aiming to see students that are performing at their grade level or above. Third, fourth and fifth grade. We see that the students have improved in mathematics from the beginning of the school year to the end of the school year. And we also see growth for sixth, seventh, and eighth grade for um so in summary, we saw growth from the beginning of the school year to the end of the school year for all of our students kinder through 8th grade. and mathematics. The California Department
038of Education is supposed to be releasing the list of math curriculum that we'll be able to take a look at and then present it to our consultation committee. um they're supposed to release the list in November and then of course after we pilot the program then more of an emphasis will be placed on providing um instruction and mathematics based on the new math framework. But this is clearly showing that the implementation of I Ready using the diagnostic assessment having students complete the lessons in their personalized path that is based specifically on their diagnostic results is showing that the students are making progress not only in one grade level but in multiple grade levels. All students, kinder through 8th students are making progress and are growing. Now we're going to move on to reading. So again,
039it's just showing us overall how many students performed and completed the assessment in the beginning of the school year and at the end of the school year as well. So this is showing us a comparison. How did the district do compared to national data, California data at the end of last school year? And we have been using I Ready from the beginning of the school year. So this data is just going to be focused on their assessment results for the end of the school year. So here we have a breakdown from kinder, first um and second grade. So we are definitely seeing that there are some comparisons how the district compares to California and not um surpassing or um surpassing the California state data or the national data. However, what I want us to keep
040in mind and focus on is to see the actual growth of how they did at the beginning of the school year to the end of the school year. And last, we have the sixth grade, 7th grade, and eighth grade data at the end of last school year. But now if we look at how the students did from the beginning of the school year, how they performed on their diagnostic assessment results to the end of the school year, we can see that students are once again showing growth. There has been a lot of emphasis in the primary grades with the supplemental resources that we have been implementing for K2, the intervention reading program of UFly for third grade and then making the switch to standardsbased instruction and clearly the data is showing that students are making
041progress. We have started this school year on professional development on standards and the scope of sequence for language arts, English and Spanish language arts and we've also been releasing and we'll be providing more detailed data for you in October for this information but also now specifically targeting our upper grade students because we know that there's a need specifically in reading for our upper grade students fourth through 8th grade and there's a professional development and a supplemental intervention resource specifically on reading. So with that implementation, we will be able to see additional growth that you'll see from the start of the school year to the end of the school year. So here once again, similar to math data, how students compared at the beginning of the school year to the end of the school year. Clearly
042we can see that there is growth. students are making progress in every grade level. Stu the students that are performing three grade levels or below or even two grade levels or below the percentage has decreased from the fall to the spring. And we see the numbers increasing with our primary grade in um primary grade supplemental resources specifically targeted instruction in reading along with the support of the I Ready diagnostic results. Teachers are able to specifically target and meet the needs of the students and provide that support exactly where the the child needs it. So it's very um specific and targeted. I'm sorry to interrupt you. I just want to highlight our kindergarten teens and that that is districtwide. Um and I want to make sure that the board sees the amount of growth. We went
043from 14% early on grade level to 38% mid or above grade level and 29% early on grade level. That is amazing progress. So I just wanted to highlight them. Adding on to that, first grade, we started off the school year with 23% of our students that were already um not at grade level. Um and that has decreased tremendously to 5% compared to the 23%. How they started at the beginning of the school year is not how they ended. They have showed growth in reading. >> I'm sorry. Let me interrupt you again. I want to highlight all the progress that all the grade levels are making. I was just blown away by the kindergarten progress, but all the grade levels are making amazing progress in both math and ELA. And then here we have for sixth
044grade, seventh grade, and eighth grade data um once again from the fall to the spring all of our grade levels um is showing growth. So definitely the implementation of the supplemental resources, the implementation of the intervention programs, the implementation of the diagnostic assessment and the personalized instruction, the lessons for students in reading and math. It is showing that the the data is showing that the students are making progress. And then this just gives us a picture of overall for mathematics. So we have the green is the target area of where we want our students to be using that personalized instruction what I already call my path. So for every grade level you can see what the average amount of minutes um is and then where the percentage which is really important at the bottom is
045the average percentage of lessons that are passed. So for the students that are not passing their lessons, then that is going to be an indication that the students need extra support. If the students are um passing the lessons, then we're going to see a higher percentage. So it equals out the number of minutes that a child is on I Ready on their personalized path is then going to equal the number of lessons that they pass. If the student is stuck on a lesson and they need support, then the that's when the teacher can pull and provide some additional support and then we start to see those percentages increase. And then here we can see the comparison also for reading as well. We um have the number of minutes. Again, the target area is that green
046bar and the percentage of lessons that are passed for every grade level as well. So overall compared to how the students started when we did full implementation of I Ready for math and for reading both students in reading and math students are showing progress in progress in the amount the minutes that the students are completing the lessons the percentage the students are passing the lessons has increased as well. but then also showing those diagnostic results of where students need to be. Um, for all grade levels in math and in reading, students are making progress. Before before we move on to the standardized results, I do want to share because I anticipate the question coming is um the correlation between how students are doing on I Ready and our actual assessments, the ESPback assessments. So just
047so you know that we are working with the I Ready team to um break down the data and see where there is correlation or alignment. So how did our sixth graders do on the ESPback? how did they do on that end of the year assessment we've done some informal our team has been dabbling in the data but when um and when we look at it so for example as I've been meeting with principles um going out to the school sites and doing um visits and looking at their data one of the things that they're doing is sharing this preliminary data sharing the I Ready data sharing the preliminary data and we're looking at each grade level so for example if their third grade team saw that collectively the third graders were 40% proficient or meeting
048or exceeding standards on the ESPback and on the I Ready it was showing 24% in the spring assessment. The question is why? So did they not try on that I Ready assessment because really this should be a good indication of how they're going to do on the ESPback. That correlation should be there. Um so it doesn't mean that it's always going to be there. It's just that it's another another um starting point for conversations about what's happening in the implementation of I Ready. The flip side might be if they score really high at a grade level and I Ready and then the ESPback results do not show the same progress then the conversation about so were they fatigued. We do take the spring assessment for our upper graders after they've taken the SPback, but what
049we don't want to do is have them take it before and be fatigued for the ESPback. So, it's it's a hard call, right? But that may be why we might see some lower results in I Ready than we see on our actual ESPback. So, um just know that that is coming in the future. Um but we do we are working closely with the I Ready or curriculum and associates um to to put this all together. So with that with that we will move into the standardized or the preliminary results for ESPback and our LP pack assessments. So this is um information that is preliminary. So this is not the official dashboard data. The official dashboard data will come out in November. But this is giving us um offic this is giving us preliminary data that
050we can take a look at. So this is going to be overall and then broken down by grade level. But more in-depth information is to come um in November. So here we see a 2-year comparison for language arts. We see that in standard not met, we have decreased, which is actually what we're looking for. And we have from 42% to 38%. And this is overall data. in students that are near the standard almost there. We did see an increase from 24 to 25% which is actually what we want to see is that growth that students are nearing where the expectation needs to be. And then students that are right at their grade level standards, we did see a growth from 22 to 24% which is a celebration. And then for students that are actually exceeding
051the standard that is expected, we did see also a growth as well. And this is third grade through 8th grade. So we can see growth from the previous year to the preliminary data of when the students took the CASP testing in May. And then here we see broken down how did the students um show progress from 23 24. So this is the previous school year compared to the end of last school year. And we can see that from 3rd 5th through 8th grade we have all students that have increased in their percentages of meeting and exceeding. So this is the combination of them. And then we see that there was a slight decrease in fourth grade as for language arts. And this again, this is all schools including our charter schools. Once we present the
052dashboard data, then you'll be able to see it broken down by charter school and the district. For our preliminary math data, we have students that have not met the standard decreased, which is actually what we're looking for, from 50% to 47% there. Students that are near the standard grade level expectation um decreased by 26 or at 26% 1% there. And then we have that we stayed the same for standard met. And then we increase by 3% for standard exceeded. And then looking at the preliminary data for math for combining the students that met the standard and exceeded the standard, we show growth in all grade levels with the exception of third grade. We know that third grade is a critical grade level because that is where we're putting everything together in terms of the conceptual
053understanding specifically for the higher level mathematics skills, but it's still just a slight decrease. So, it's only 1%. But overall, fourth through 8th grade, once again, we are making progress. And then now I'm going to have Director Flores review the ELPAC data. Good evening. As Director Chavez shared, this is preliminary data that provides us some insights particularly for the ELPAC. The ELPAC SERS data gives us some insights in regards to how our English learners what their progress is at the moment. Preliminary data, you'll notice that there is a decrease in the lower proficiency levels, the beginning to develop, and the somewhat developed uh levels with a combined 4% uh four percentage points um of a decrease indicating that there are fewer students that are are in this proficiency level descriptors of the one and the
054two, which is a good thing. You'll also notice that in the higher levels we have an slight increase of the higher proficiency levels which are the three and the four moderately developed and well-developed. Um indicating that we have more students living in this um higher levels of the proficiency level descriptors which is also a good thing. The three and the four um performance level descriptors have a combined incre increase of six percentage points collectively. So, this data really shows that there's a slight shift in um the language progress of our English learners here in South Bay. This next chart shows the preliminary ELPAC level four percentages by grade. Why level four? Because that's the highest level of the ELPAC and that's ultimately the goal of all of our English learners. Um one of the metrics
055of our reclassification criteria. You'll notice that the primary grades have smaller percentages of students who are in grade level four. Um, and that's particularly because they're still in the early stages of language acquisition. They're also in the early stages of uh literacy development. What does that mean? That they're still developing phmic awareness, vocabulary, sentence structure, and more. And all of those uh components are contributors that could be um keeping our students from scoring an overall advanced proficiency which is the level four on the ELPAC specifically in the reading and the writing domains of the ELPAC. Okay. You'll notice that in the third through 8th grade there there are some increases as well. Um particularly when we're talking about the level four. You'll know, you'll see that because the our third through eighth grade students, they've
056been in the educational system longer. So, what does that mean? That means that they've been exposed to the English uh language longer than our primary students have. Right? So, that means that they've um they've listened to the Bix um language, that's basic interpersonal communication skills, the Calps language, that's the cognitive cognitive academic language proficiency skills, longer than our primary students have. And they've also had more opportunities to develop reading comprehension, oral langu oroscy skills, which are all important as our students engage with the domains of the ELPAC assessment. So with that, I know I gave you a mouthful. That concludes our preliminary SER data. Are there any questions for director Chavez or myself regarding the data that we just provided? You can start. We can you can start with asking me questions or we can
057start with asking uh director Travis wherever you so please. You madam president. Um thank you so much. This is like fine detail and I knew the I Ready program was going to show us uh even a deeper dive than we see once a year. So, you know, I think that uh this is great and I hope teachers are really uh uh excited about this diagnostic tool because it certainly does hone in on what the child needs specifically. So, thank you so much and thank you to the teachers for uh embracing the program. Thank you. Um I just have a couple quick questions about the data here for our seventh and eighth grade programs. um the amount of children that are taking, you know, the placement tests um the spring or the fall. Um the numbers
058the numbers for seventh and eighth grade are showing me like a 227 for the seventh grade and 121 for an eighth grade testing block. Is that both charters? Because the numbers numbers are not adding up for me. The numbers do represent full charters. >> Yes. >> So, is this telling me that only half of them were tested? >> So, we would we would actually have to go back and look at that because that question came up um in a prior conversation around fall and spring and the two and the grade levels. So, the difference um and in some cases it was when the data was pulled and some of the students were missing from the data, but we'd have to go back and find that out. >> Yeah. Because our seventh and eighth grade programs
059uh are larger than that. >> Yeah. Eighth grade in particularly, it represents like one grade at one charter, a seventh grade package at charter. But I do recall at one point when we were asked that question about representation, we um actually director Chavez went back and looked class by class, school by school and was able to identify every single child that did not take the diagnostic assessment and that and that does not feel like it was represented in this number. So then we'll go back and find that out because she spoke personally to every principal that had missing numbers as to why students had not finished their diagnostic assessment. And um and like I said, this doesn't >> I think we had that question last year too because the numbers weren't >> well um since
060this it was probably one either this the fall yeah or the winter diagnostic where that question came up and so we went back and and looked at that. So we'll we'll we'll find that out. >> That would be great. Yeah. in a in a Friday update maybe. >> Yeah. Thank you. Thank you again for all your work. Thank you teachers. >> I have a question similar to Trusty Skin, but mine it's general. Um, in the analysis fall and spring, it's a difference of 54 students taking the assessment. And for reading on the fall and spring, it's only a difference of eight students. And it's a difference between math and reading of 46 of students. So, >> so we can go back and look at that as well. Um I remember when the question came up
061there's there are some issues about cuto off dates and the way that the um the data is generated. And so one of the things to keep in mind that if a student comes in later in the school year, then they're not going to be on the same schedule for their assessments because we're not going to give them the first diagnostic, let's say in um November if they come in in November and then force them to take the second diagnostic with everybody else in December because it would be too soon. So, it might be just a simple matter of late enrollments being off schedule and not having that comparison data because they're off schedule with their diagnostics. >> Okay. I was just um thinking it will be the same numbers 54 in math, 54 in in
062reading, but it's big difference. So, that was that that's why I asked this question again because I did ask that before last year and I get what you're saying, but right now I was like, okay, it should be the same number. So, >> the same number in the two content area. So, we'll go back and double check that. >> Okay. Thank you. >> Absolutely. >> Thank you so much. It's it's a lot to cover and it's uh really impressed. I really like to see an an improvement. Every single uh subject, reading and math, and of course, every grades have improve improved. Um there's one thing that I'm really kind of trying to understand on the how long are the students spending on personalized instruction. What what do you mean by that? Can you elaborate please?
063>> So that's the number. So when the student takes the assessment at the beginning of the school year or mid school year at the end of the school year so what the program does is that based on their individual results. So for example, if I need specific support based on my test on phonics instruction, then my personalized path, my specific lessons are going to be targeted specifically in the area of phonics. So then when I go into the system and I complete my lessons, it's specifically on phonics. And then it's going to give me it the system is going to keep track of how many minutes I'm actually using the program to complete my lessons. And then the program is also going to keep track of the percentage of how many test lessons I'm actually
064passing and completing. >> Thank you. >> You're welcome. >> Thank you. Thank you and thank you for that clarification. I'll make sure to remind my children who are not working diligently on their home or I ready homework that they are keeping they're we're keeping track of how long it takes them to um complete each lesson. The growth is very exciting and I I look at it as not just as growth but catching up because it's we're like looking at you know beginning of fifth grade year and then the end of fifth grade year and now we're comparing the how many people are meeting how many kiddos are meeting those expectations at the end of fifth grade. And so they're catching up. they're not just having that natural growth throughout the year, but they're like catching
065up to to everyone else. So, um that's exciting. Thank you for all your work. All right. Um bond survey results. We recognize Assistant Superintendent Rigo Lara for a report on the results from the bond survey. >> Good evening, President Liker, board of trustees, Superintendent Espinosa, staff and community. Uh, I'll be presenting the results of the bond survey that we recently sent out to our community and staff several weeks ago. Quite a little bit of background. Back in April, the the board adopted resolution 2430 authorizing the issuance in the amount of $20 million. Uh that minus a few fees, the majority of that money now sits in in our building fund 21. So we have that. It's been deposited. As a reminder, our facilities master plan identifies over $700 million in needed upgrades and repairs across
066the district. And we're currently eligible round one for um approximately $26 million in state funding. And as a reminder, the the state funding, the way it works is, as an example, it's they it's a 6040 uh percentage. So, as an example, there's a $10 million project and one of these school sites is eligible for up to uh $6 million. Then the state would fund would pro would contribute $6 million to that $10 million project and the district would be required to provide uh contribute 40% to to that project. Um so, the example of the $10 million, it would be $4 million. Uh we've updated the issuance schedule. Uh originally we estimated approximately $12.5 million would be um el um would be uh issued in the first round in 2025. Uh but we were able to
067um issue almost $20 million um in this first issuance. >> Rego, can I just interrupt you? I just wanted to highlight something you said. I want to make sure um that the community doesn't miss this fact because it's a very very important fact around bonds and state bonds. um the 6040 split that Regal's talking about if our district if our community would not would not have passed our bonds that means we don't have the 40. So if we don't have the 40 we don't get the 60 either because it's a matching fund. So it is so critical and and we are so appreciative of the community for passing the bonds because now we also have access to the state bonds which are s 60 60% that would contribute 60%. And so I I want to
068just highlight that. Um, again, we are so appreciative of our community uh who passed the bonds. Um, but I really want to highlight that the way that works and that 6040 is for modernization. It is a 50/50 uh contribution if it was to be new construction. So, just point of clarity, but still a um a nice contribution from the state. Uh, so there's an obvious gap between our needs and and the available funding. So it's important to be strategic and in prioritizing uh to ensure that our resources are used effectively and equitably. The purpose of the survey is to give our educational uh partners a meaningful opportunity to provide to give their uh share their priorities and to provide input on the direction of our of our bond program. And a little bit about the
069survey format. It was pretty simple survey both in English and Spanish uh sent to our staff and also to our to our community. We received a total of 675 responses and there on the right the chart is the breakdown of who responded. So the blue color being staff uh those who um excuse me the parent guardians being the the gray color and also community members who identified as not a staff member or as a parent. uh 2% of the 675 responses. Share a little bit first. The way the survey was formatted was pretty simple. Provided five areas and asked them to prioritize what they felt were the most important for the district to address moving forward. The five areas there, safety and security, outdoor spaces, learning environments, our NPR uh um NPR upgrades, and also
070our administrative offices. So very broad um themes there that are going to allow us to move forward and be able to prioritize as we identify the projects we're going to move forward with first. And as a reminder when critical repairs are needed, anything that will impact safety or uh teaching and learning for students and staff, those we will take care of. Uh those would be priority. Um and you know sometimes those emergencies come our way and we have to make sure that those are addressed in a timely manner. So just share a little bit of what falls under each of the areas uh with safety and security you know emergency communication systems our our security cameras access control also lighting. Lighting has uh um been it's been shared that lighting is is something that we
071need to address throughout the district, especially uh for um staff members who sometimes leave late uh in our parking lot parking lots. We need to ensure that the lighting is is up to par there. Uh fire alarm upgrades, if any additional fencing uh is needed, things like that. Again, just some examples. It's not limited to just what you see here, uh but just sharing some examples. outdoor spaces. So, field and landscape improvements, playgrounds, shade structures. These are stock photos, so I'm I'm not saying this is exactly what something's going to look like in the future, but just to give you an idea of what is possible uh as we move forward with improvements, shade being another one for outdoor spaces, our learning environments. So, just basic upgrades in the classroom such as carpet and windows.
072Um but really looking at modernizing classrooms um and and libraries for science, technology, and engineering that those STEM um improvements there. Again, an example of of future classrooms and what they could look like. NPR upgrades, flooring, lighting, um sound systems, really improving the audio systems there, video, and also lighting improvements in the NPRs. A lot of our schools do are in need of NPR improvements, upgrades. Also, network infrastructure within our NPRs. Want to make sure those are upgraded as well. Administrative offices. This can include a multiple number of things. Um, you know, ensuring we have a welcoming uh office as as our families enter our our schools. Uh, but also upgrades and uh for our support staff. Sometimes space is limited for some of our support staff such as our school psychologists or our counselors.
073uh we do do our best to provide those spaces for them, but we we do know that that is the need throughout the district to ensure that they have a space that they can, you know, provide those services for their kids and have those collaborative um opportunities. Other ideas there, conference rooms and meeting spaces. So, not necessarily just the admin offices, but just looking at other way other spaces that we can make improvements upon throughout the different school sites. So now now I'm I'm going to share the results and the way the the survey was um the data is presented here is that if you if look at the graph uh respondents were asked to identify their first choice, second choice all the way to their fifth choice. So, you're looking at the top two
074choices. You want to look at that darker blue color and the gray color. As far as how um the how the top two choices for people and learning environments was number one when you're looking at the total responses around the top two choices. Uh it was first choice for 34% of respondents and second choice for almost 43% of respondents. So, looking at the top two choices equal us 77%. Second was safety and security. You know, 48.6%. It was actually the the the highest for the number one choice. Um but you can see that for third, fourth, and fifth choices, the the percentages were a little bit higher than in um learning environments. So top two choice for 69% of our our respondents. Outdoor spaces came in third. um top two choice for 41.5% of respondents
075there. And I'll pause a little bit more so you can a little bit more time for you to see the the percentages throughout. Multi-purpose room upgrades was fourth top two choice for 7.5% of respondents. Uh the majority of respondents did have that as a third, fourth, and fifth choice. And fifth was administrative offices 5.2% as a top two choice and fifth choice for 70% of respondents. And something I probably should have added prior to the results, just because something came in third, fourth, or fifth does not mean we're not going to address those areas. Um but again with the limited funding that we have um especially with the first issuance you know we do not have all $125 million at once. We don't we have them you know certain amounts throughout the next few years.
076Uh we just want to make sure that as we're gathering input and then in just a bit your your input the board's input that we begin to be strategic and be able to prioritize on what we want to address. And again that's not saying that we are not going to address other areas here just because they weren't top choices. So before the board um you know we get your input and feedback based off the results from the community. Uh are there any questions prior to that? Thank you uh for the presentation. It's actually a uh straightforward. As I'm looking at your at the report, um I know you got to go through the facility master plan. So, did you have identified any of the schools that are in need of improvements yet? And if you
077have, uh how do you pri u pri prioritize any of those projects? So, we're going to there's various things that we're going to use, various uh data points and information that we'll be uh using to to prioritize. Obviously, we need to make sure that however we move forward is connected to the to the facilities master plan um which has identified needs at every school site. So to answer your first question around how we identify the priorities at the school sites, the master plan is very clear on what needs to be addressed at each school site. Each school site has different priorities. Um but each of them has a need. Um, so what's going to be helpful as we move forward is uh your input for sure along with the other input that's been provided. Also
078ensuring that we're aligning the state funding eligibility with our projects because the the the $26 million that you saw there, it's um broken down by school site. So a certain school sites have have more eligibility and so we need to make sure that we also take that into consideration because we don't want to lose that funding. If we're eligible for state funding, we want to make sure we take advantage of that. So that's also another factor that we need to take into account account when we're we're um moving forward with projects. >> Yeah. So um one of the things that and when I started as a board member uh one of my priorities was you know safety of course. >> So um >> is to ensure that every student in our district feels safe not
079just in our classroom but in the entire school grounds. So, and I know your touch about cameras fencing and everything that I think we're in the right direction and we just gota, you know, trying to uh see when is it going to be completed. So, hopefully soon. Okay. And open for your feed question. If you no longer have questions, you open to your feedback input or you may have a question. Did not mean to cut you off. >> Thank you. Thank you. Um this is exciting and uh thank you for the report. I keep it with my other papers and uh so I'll be reminded and and uh that the work here is uh decades long and uh the work behind uh modernizing our schools, fixing our schools uh based on the master plan and
080you know that's that's a um based on the money that we have. Okay. Uh so the priorities uh you'll come back to us and say we identified these priority areas in each school that we can cover with the 20 million or whatever money. Yep. >> And then uh we can have input then. >> Okay. >> We Yes, we would definitely share how we plan to move forward and give you an opportunity to provide feedback with that. Yes. So, uh I'm probably uh getting ahead of it, but the um the bond monies, thank you superintendent for the 6040 comparison that we have to match. Um and then uh later in our agenda, it also speaks to the charters having to uh submit their own facility master plan in their separate LEAs. >> Um well, the two
081charters are included in our district-wide master plan. Um, I think what you're referring to is a resolution that in order for the charters to be eligible for state funding, it needed to be adopted by the board, that resolution, so that they become eligible um and there's a connection to the facilities master plan. So, in order for us to receive uh state funding uh with Proposition 2, a requirement is that every district have a current facilities master plan, which we got ahead of a couple years ago. there are certain upgrades um updates to it that we will be bringing back to the board that are requirements in order for us to be eligible. Um so yes, the what we what you're seeing tonight regarding the charters is to ensure that they um that the monies that
082they're eligible for that we're able to receive them. >> So when we created the uh or we creating a um what is it called? The um or you put the money in the the I don't know bank account. You're going to keep the our fun 21 our building program account. >> Yeah. Okay. And then you have to have uh that second component is the auditor that's reviewing it every year. Is that what happen? >> Well, we do re there is an audit each year. Uh we also have our citizens on oversight committee who which we share uh updates on our projects. uh ensure that they're in alignment with what we said we would u you know of the the bond lang the election language um to ensure that there's alignment and that we're you utilizing
083our our tax dollars in the way that we said we were our public dollars. So that is one oversight and the yearly audit is another oversight as well. >> Right. So do you have to create a separate um bank account if you want to call it bank account for the charters under the prop two provisions? I believe the well as of now the uh the the first issuance does sit in fund 2130 38. Um and that in so as of now the money just is there and since we have not uh identified how we're going to use those dollars yet they they will remain there. Yeah. Until we spend them out but they do not the bond dollars are not in a specific charter account for that charter school. >> So is that going to
084come down later? I mean, how is that money going to be identified for the charters? >> As we present projects, >> you know, and identify whatever upgrades IB uh we move forward with or netor um it will have an estimated amount of what that and depending again some some of the upgrades like I mentioned may be some simple upgrades that are just needed. Uh but when we're talking about those bigger modernization projects, um that's when we'll let you know when the charters will be using those funds, when those funds will be used for charter improvements. >> So Ro, help count help me here. Um if a student is a district student, >> they're included in these uh um bond dollars as as voted in. Right. If children are not from our um zip codes, our
085school attendance and come in, what is it called? Entered >> transfers. >> Yeah. Uhuh. Or like in a charter. Um we don't know, they may not be district um children. So how does the bonds uh does the bond support the children that are non-district students? >> Well, indirectly the improvements we make um at each site facilities is a is addressing is supporting the students if that makes sense. So it's not it's improving their learning environments and and and the building spaces for our kids. It's whoever our kids are and who whoever's sitting in that in that chair. It's making improvements for those students. Uh regardless of whether they're a transfer or not or if they're local uh neighborhood residents, um it's an improvement for all students at the at that school. >> Okay. So taxpayers
086um that are paying property tax on their properties um are um I don't know if they know that that they are supporting a a uh nond district students. >> That could be a viewpoint. I see it as they're improving their neighborhood schools. But so that's how I see it. >> Okay. Okay. Thank you. Thank you. >> Is there a project that you're most excited about? >> Oh man. kind of have another 500 million and then we um you know being a former teacher and site principal really to be able to make those obviously safety always want to make sure as soon as they you know um mom, dad, grandpa, grandma, aunt drops off their their their child, they they want to make sure that student's safe. So obviously any improvements with safety are key. Uh
087but to improve the learning environments for for teaching and learning, it's always exciting to be able to do that. Again, limited funds I know, but any improvements is a plus for our kids and our and our staff in the classrooms and maybe not necessarily just classrooms. We can make improvements in in the libraries and and make those great learning opportunities for kids as well. But again, coming back to the teaching days of a classroom, >> thank you so much. And it's it's nice that we um got ahead of of this with the facilities master plan a couple years ago. I think that'll kind of speed up the process and and and we'll get to see um what these bond dollars can do for our our students >> more quickly. So, thank you. >> Okay. All
088right. Thank you so much. >> Um next we have the consent calendar. All matters listed on the consent calendar will be enacted in one motion in the form listed below. Prior to approval of the media agenda, there was an opportunity to request placing consent calendar items in the discussion action section of the board meeting. There will be no discussion on these items prior to the board vote. >> I move to approve all items on the consent calendar as listed, including the superintendent's recommendations for denial or approval of leave of absence. >> Second. Call for the vote. >> Lopez, Agino, >> yes. >> Liker, >> yes. >> Kenyon, >> yes. >> Medina, >> yes. >> Asparza, >> yes. >> Motion passes 5-0. >> Thank you. Next, we have future agenda items. At this time, each trustee
089may suggest one topic for a future board meeting. All right. Now we have our future agenda items followup. We recognize Superintendent Jose Espinosa and provide to provide direction on next steps on future agenda items from previous board meetings. >> Thank you, President Lyer. Um, our first item, uh, Trusty Esparza requested an update on the garden guidelines, and I hope that, uh, all board members, um, saw the garden guidelines that were attached to the Friday update. >> Uh, superintendent, I have received the, um, information and um, my I'm satisfied with that with my request. >> Thank you. Um, Trusty Esparza also requested an update on campus safety and security initiative. That is something that um, you know, that has been going on uh, for over a year now. Um, and we have scheduled a presentation for
090the September board meeting. >> Thank you. >> All right. And then Trusty Kones requested an update on the extended school year um, program. Um and we have also sent that update on the Friday update. Um but I would also like to say that uh you know moving forward we will make sure that when we report on uh our extended school year our ELOP our inter sessions uh that the extended school year staff also uh present about the extended year school year program. >> Thank you superintendent and thank you for the Friday update. Uh it was very detailed and um as I shared uh um our little kiddos need to be uh lifted up and that' be a perfect time for that program to shine. So thank you Director Tom. >> All right. Thank you. >>
091Now we have communications from the board of trustees. There's a threem minute limit per trustee. Uh, thank you for everybody who's here to support our cause. I know it's uh it's been a long it's been a long day for me. So for you guys, have a good night. Go next. Um, thank you trustees. It was outstanding meeting um this evening. Thank you superintendent. Excellent, excellent agenda and thank you uh staff for your support and uh the back office and all the work that you provide for us to to be well informed. I appreciate all the work that everyone does and um without you it's not possible and I've lived through that and I don't want to do that again. So, thank you and uh congratulations to uh all our new hires and our uh um
092either be substitute or uh contracted or uh retiring. I mean, these lists go on and on. So, I I was really impressed this month. HR, you're rocking it. Thank you. Thank you. Um oftent time we talk about dual language and the importance of dual language. I also want to say again that music is a language and I call a language of love and uh the pictures that we saw tonight uh regarding our instrumental music as well as our choir there at Mendoza it is uh a language of love and if you have ever sit in front of them um you would say the same thing. So if we can get that uh idea in our brain that music is a uh language, I think that we'll have more support there. So uh in closing, I
093just want to share my activity um list here real quick. Um I I attended the required ethics training on the 4th of August. I went to the city meeting on the 6th of August and we have a new mayor tonight. On the 12th of August, we had a staff recognition committee and I was thankful to join them on Zoom and uh thankful for the information as that committee moves forward. Uh on the 13th, I attended the uh Imperial Beach uh charter school coffee with the principal. Boy, was I impressed. I'm going to have to go. Okay, sign up. And uh and principles, please send in your invitations so we can put it on our work calendar because you know I know we're just starting. So um get those invitations to Miss Amy there and so
094we can get it on our calendar. That would be great. But it was great seeing parents there and they were able to talk to me after the meeting which uh at times when we attend these committees meetings we're just a picture on the wall. We don't have an opportunity to talk. So thank you superintendent. Uh let's see here. where I attended two webinars uh put on by the California School Boards Association and CTA about learning policy institute redesigning schools and inclining enrollment district strategies. That was a neat webinar. On the 19th, I attended another one uh introducing uh the education workforce housing boot camp which was uh pretty good and we uh got the video on that madam president and I forwarded on to our superintendent who might share with everyone. And then last uh
095uh la yesterday um two things happened that was pretty good. uh we had a parent advisory committee which the uh conference room was packed and uh new parents not just the I don't want to say same old but not just the same parents but new parents so I was excited about that and when I left last night um I was online with uh Juan Vargas he had a town hall on Zoom and so I clicked in when I left last night and uh lo and behold they're talking about education so We have a friend in Juan Vargas and uh um I'll be happy to report out when I get more news from him. So that would conclude my report, Madam President. Thank you. >> I just want to say I'm really happy to see the
096progress that we're all making in the district. Little by little things are improving. I really appreciate all the hard work from all the teachers, the staff. Um, my colleagues are very appreciative of you all. This is uh hard work, but someone's got to do it. Um, thank you to all the hundreds of parents and staff members that are at home watching this meeting. Um, and I hope everybody has a good night and really excited for this school year. >> Thank you so much. Yes. Um, I was registered today for the South County Community School Summit, which I'll be attending next week, and I'm really excited. Um, I'm really excited for that. I think we have, um, we're already showing like how we're moving forward in positive direction and I hope we continue to have a
097good year and focus on working together for the betterment of our children. Thank you everyone. Have a good night.