Board Meeting - June 11, 2026

001Welcome to the meeting of the South Bay Union School District Board of Trustees. As a courtesy to others, we ask you that you silence your cell phones during the meeting. Your cooperation is appreciated. I would like to call this meeting to order. Thank you all for being here and for the continued commitment to our students and our district. We now proceed with the uh with the agenda. >> Amy, can we get a roll call, please? >> Esparza >> here. >> Liker >> here. >> Lopez >> here. >> Medina >> here. >> Kenyon >> here. >> And we're having some technical difficulties. We may have to do roll call voting tonight. Please stand for the uh pledge of allegiance. >> Ready? Begin. Thank you. So, we have the community student staff recognition awards. Recognize director Susie

002Chavez for the recognition of the Imperial Cup soccer championship teams. Good evening, board of trustees, executive team, community members. We'd like to welcome you to the South Bay Unan School District Imperial Cup for our champions. So, good evening everyone and welcome. Tonight we celebrate outstanding achievements in both soccer and esports. While the arenas may look different, these competitors are united by commitment, teamwork, perseverance, and a drive to improve. Our soccer champions have displayed exceptional skill and determination, while our esports champions have showcased sharp strategy, quick decision making, and remarkable focus. Together, they demonstrate that success is earned through hard work and dedication. Congratulations to all of our champions. We're proud of what you have accomplished and excited to celebrate your success. Thank you for joining us and enjoy this evening. First up are our neester

003girls. So when we call your name, if you can please come on up to receive your certificate. Maya Amaral, Maya Crespo, Dean Deator, Chloe Darte, Alexa Duran, Ariana Gomez, Monsera Guerrero, Mitchell, Eileene Olivarez, Pette Padia, Asalia Ramirez, Luna Santos, Sophia Smithy, Vanna Terasas, Fern Vanoeva, and Abigail Vines. We also would like to recognize the coaches, Mark Rosio and Miguel Crespo. And if we can also have the Nester principal come on up to take a photo with our board and our girls. Please give them a round of applause. Next up is our champions for boy soccer, Nicolola. A round of applause for them. When you hear your name, please come on up to receive your certificate. [snorts] Alejandro Fuentes, Rafael Para, Eric Guerrero, Ian Garcia, Axel Salas, Ael Ramirez, Martel Torres, Richard Walker, Luis Diego Manuel,

004Rico, Rome Agira, Marcos Suarez, Matias Torres, Gel Cardinas, and Leonardo Santan. And also, we'd like to recognize our coaches for Nicolof boys team, David Perez and Eb Tapia. If we could have Nicolola, principal, come on up to take a picture with the team. There's one more. Moving on to our Imperial Store Championship for our esports tonight. Just a recap of what is esports. So, it's an organized esports. They're team based, meaning individuals work together to compete against other teams. So rather than playing solo or just for fun, students are pushing themselves to improve to beat the competition, and developing various skills along the way. There are educational benefits of esports such as developing teamwork, collaboration skills, improving critical thinking, problem solving, strengthening communication skills, building digital literacy, and also promotes sportsmanship, social emotional learning, and

005increases student engagement and motivation. There are various, this is a few, but there's also many more potential career opportunities for our students in the future, such as being a software developer or a game programmer, cyber security specialist or a video game designer, IT support systems administrator, for example, data analyst or broadcasting and our could also be a media production specialist. list. So, without further ado, we're going to celebrate our Pence team. First up, we have Santiago Castillo, Damian Garcia, Ethan Parardia, Royel Auroro, Ceratos, Michelle Castpeda, Jacob Cvantes, Martinez, Diago Valdez, Alvarez, Taman Sea, Mateos Soraniano, Alexa Cortez, Sadia, Rene Reyes, Zoe Gonzalez, and the coach, Enrique Paredes, Rual Calpa. Principi, come on up to get your banner, your trophy, your certificates, and your picture taken with our board of trustees. Congratulations. Oh, the coach and

006principal We'd also like to recognize our community partner, Work Ed, who has helped support and organize all of our sports, our esports events with organization, with coaching, with decorating and putting together all of our um team meet. So, thank you so much to our partnership with work ed as well. And we definitely couldn't have done it without our athletic and club supervisor for his work around our soccer and esports programs as well. So, thank you Okay, moving right along. School reports. Recognize Principal Par Vargas for a presentation. Imperial Beach Charter. Good evening and happy June. Welcome board members. Hello everybody else here. I am Dr. Pilar Vargas. I am the principal of Imperial Beach Charter School. And if you notice on the presentation, um, what we did was we created a logo that actually was

007created with a community in mind to represent our community school. And so if you notice, you have the arches from Imperial Beach. You have um union representation. You have the Dolphins. Um, and the person who actually did this was a former student, is now a long-term cohort sub for the district. And this was provided with student, staff, and family input. So, it represents our community school. We still have our other school logo, but this one represents a lot of the work that we've done, especially over the past three years to really grow and um increase our community school and what it does. There we go. So, our school focus has really remained the same and it really has gotten, I believe, stronger as we have uh really persisted. So we highlight the work of our

008staff and uplift our students so they feel welcomed and acknowledged for their work. Um and a lot of what we have done does include student voice, staff voice, family voice in here. We believe in the promise of our children, the strength of our families and in the power of the impossible. And we believe that a lot of what we have done at IB Charter does embody that. There we go. So this year, as was stated at the midyear LCAP, our areas of need are English and mathematics, and they did take a dip this year. And that has been um first of all, one of the things that I have strongly been focused on. Nobody looks at the data more than myself. Um and so when we get a little bit later, there is some bright

009spots in regards to this. Um where we have I'm just gonna I it's funky. Um so some of our highlights though, we have dropped um our our chronic absenteeism even more so. Um this dashboard obviously the data came out in October 15th. Up to this point it's even uh even better at this point where our chronic absenteeism has declined. Um our English learner progress we are in blue. We increased 16.8%. Um, and then our suspension rate has declined and this year it's declined even more. So next year's dashboard data is going to be even better. We should be in the green by that point. Thank you. Um, so I wanted to kind of bring and just juxtapose two different kinds of data. So, our California Healthy Kids survey data, we focused on specifically school connectedness

010and making students feel welcome and really connected to school and wanting to be there. And that is seen especially in our chronic absenteeism data um and our student wellbe student well-being. Thank you. Uh and all of that data. Well, so if you look, our California healthy uh kids survey data is focused specifically on fifth and sixth. Now, the reason why I didn't do the third and fourth is because the data was not sustained across four years. So, sometimes we did have third grade data, sometimes we didn't. Sometimes we had fourth grade data, sometimes we didn't because parents didn't want them to take it. Um, the older they get, the easier that data uh is able to be collected. Um, and then you see for seventh and eighth grade, you see an steady increase of school

011connectedness with that. What I always click Thank you. [laughter] I don't know what's up. Um, what I always like to really uh compare it to is our listening campaign data. And our listening campaign data is what we do as a community school. We gather this data from every single student, every single staff member, classified and certificated from families and our community partners. And this data is much more robust is what we appear we seem um and seems to be much more insightful in our goals and what we want to do. So for instance, accepted and respected at school. I love this number. Um 99.1% of our middle schoolers feel accepted and respected. That is amazing and that is a huge number and something that I'm very very proud of because with teenagers um to feel

012accepted and respected is very very difficult to get them to that point. Um they're moody, they're teenagers, they're going through a lot and so for them to be connected is extremely important. That data is not mimicked or seen or replicated in the California Healthy Kids Survey, but it is in the listening campaign. I see students from all backgrounds included at school. This one was very cool to me. This was a new question this year that our students really wanted to focus on. 96.7% of our students see diversity of students included. And what that meant was in positions of leadership. So, not just in our ASB, but also in our dolphin pod and our um elementary school leadership. We had saw a diversity of students with English learners, students with IEPs, um athletes, students who regularly

013speak out and others that perhaps um aren't necessarily vocal but want to participate. And so that was extremely important to understand. Um what they also said was you see that with athletes and you see that in esports which was um obviously applauded here. You see that across campus. So, not just in classrooms, but in other places that are front forward- facing that you see on a regular basis. And our students really appreciate that. Some of the common themes that came out of our listening campaign data was the relationships really drive student success. Relationships with staff, with each other, um with families, and with the community, emotional and physical safety are deeply connected with our students. Um, students appreciate being heard and that their ideas are validated and students want creative connections. And a lot of

014this had to do with the fact of what our steering committee did and taking student input and actually implementing the student recommendations. They felt that that was heard and they felt seen which was very very important for them to feel connected to the school site. like some other data that I pulled to just kind of uh show as well. I feel accepted for who I am and this was for our our fourth through 8th graders. So if you see here I feel accepted for who I am only 3.4% do not necessarily agree with that. So obviously that's we would like 100% but if we take a look at the rest right 96.6% 6% of our students do feel accepted while at Ivy Charter and that's huge and you see that when we walk the hallways.

015Um and then the last one I feel like I can make a difference at school. And if you see that's 91.7 students feel that they can either make a big difference, somewhat of a difference or just a regular difference. But either way, they feel like they are important and that they can make a positive impact at the school site. And that is pretty amazing. um when we're talking about students, part of that has to do with the what we do for our students. And so in I want to say in May, um we were actually recognized by the California State Legislature and David Alvarez for being a great example of a community school and representing our community in Imperial Beach. And so we did receive that recognition. and it is in our front office, but

016a representative from David Alvarez's office came down and awarded us that and so it was a great thing that we were very very proud of. Um something that we felt was great to be recognized for for the work we've done these past three years. We are also recognized as um a leader in community engagement completing community engagement and initiative and so we awarded that certificate of recognition as well um because we did complete that and then obviously with the Leap Frogs we did have the Leaprogs here and they gave us a nice little recognition. They said we are the only school so far in the South Bay that has allowed them to come on campus and they were extremely happy to be able to be a part of that. They spoke with our students. they

017met with our students and they really answered questions and so being able to be recognized in that way as well was phenomenal. So some of the things that were brought up as a result of um just our input from staff and from um from everybody in regards to just kind of doing what we need to do with the LCAP. We wanted to continue to support the implementation and expansion of community- based learning. And so one of the things we have done is continue that support and that work with the Linda Vista Innovation Center teachers there. And so our teachers are I might keep going. I know it's on there. Um so our teachers have actually I know you have the slides right there in front of you so I'll keep going off of that. So

018with that um we're going to continue working with the teachers. So our teachers meet with their teachers there. um and they meet with them. This year it was three times a year. Next year it'll be twice. But it will be to continue that support and bring that kind of learning and that innovation into the classroom. And what we do with that is we have our students actually work on the problem at hand about the sewage spill and the pollution in the air and the contamination. and they create solutions and they work with their teachers and their teachers create entire programs and entire projects to [snorts] really find a solution and then send that to city officials. The idea is to continue that but also now to expand to have city officials come in and really

019bring in again David Alvarez has been a wonderful support and is willing to really work with our school site and our staff. And so our teachers are very very excited to the point that this year we actually included our VAPA STEM teacher who is super super excited for all of that. And so she's actually taking a lot of that and blending it in. So now it's going to be schoolwide, not just fourth through 8th grade. So it is the expansion and the continuation of community- based learning there. If I remember correctly, as we continue to go down with some of the changes and the adjustments, um making the focus really be about [laughter] I'm sorry the dog threw me off. Thank you. I apologize. The dog threw me off. Uh so one of the things

020continuing in our community schools is that our teachers have actually um taken on the lead. um part of the the learning that has gone on, they have uh taken professional development through the county and they were provided these modules to really help teach their colleagues about what community schools looks like within the classroom across the campus. And so our steering committee teachers are actually going to be the professional development providers. And that started actually in May on May 27th. And so they provided the first module to their colleagues. They're going to be continuing that with their colleagues throughout the rest of the school year as well. really focusing on academics and and community schools and what that looks like within the classroom. So, that's something else that's going to be brand new this year, which

021is exciting because they're taking leadership as teachers with their colleagues. We're going to continue the support and the inclusion of PBS PBIS sitewide. Um we have all of our um rules and expectations across campus. They're now everywhere nice and big and bold and we're going to continue really supporting that. uh students and staff have really appreciated a lot of that support that we've done. The learning acceleration tutor, I love Miss Lily. Um but she's amazing and she's going to continue to really provide that kind of support for our students um and provide those interventions, those tier 2 interventions. And we are now adding additional support for our emerging multilingual learners and their families before and after school. One of the first things that we did this year, let's let's go back. One of the things

022that we started this year is we actually held a meeting with our families before the end of the school year and really prepared them for um for our English learner families. And we had a meeting with them and let them know this is what it means to reclassify. This is what you can do to help at home. Here are the steps and here are the dates to be prepared for. And we did that actually May 15th. And our families were very very grateful for that. They actually stayed until about 7:30. We actually had to kick them off campus because we're like this started at 5. At 7:30 we got to go. But we did invite them to continue with our um ELPAC committee. And so we have a lot more interested people now, which is

023great. We're going to do this again at the beginning of this year. So again, prepare them for reclassification and what that looks like. So look working on the parent end. So if we click so goal one effective organizational systems parent and family integration community building steering committee and family events on campus we still do not have the community school grant. However we are still implementing full force. So we do have a steering committee of staff and students. We're now recruiting we recruited new students um our incoming seventh graders and um incoming sixth graders who are very very positive and want to be a part of that. So what you see actually up on the screen are a couple of community events that we did. So the top one is actually a group of our students

024that went and sang to one of our local um nursing homes and provided not just songs and sang to them but also then they had a set of questions and went and interacted with um some of our elders in the community and were able to create connections. And so that's something now that we do at least twice a year now. We started that last year, we continued it this year and so it was it was great. It was great and and they love it. So again building community outside of our walls. Um the one on the bottom left where you see students walking, that was actually with the city and the county of San Diego where they did a walking tour and really saw what was best and what was easiest in regards to walking

025to school, biking to school, looking at routes, and the students actually provided the data to the county so that they could go ahead and implement that within the city. So again, working with the with the city um with our students and the students were super excited and want to do it again. And then at the bottom, we actually have a middle school teacher actually providing some ecology lessons to our students as well. So if we're talking about cross-campus, we're talking about um crosscurricular as well. Um she has a wonderful garden at her home, but this was a lesson on what does it look like and we're talking about photosynthesis and pollination and what that looks like within the classroom and the outdoor classroom. So part of what we're talking about as well with the LC

026capital one when we're talking about those organizational systems. This is our steering committee. So the one in the middle is actually our cohort of our region. So you can see different people. So it's not just ours, it's the ones from all over um Southern California. But these were conferences that they attended in order to learn how to be leaders on campus. And this was all done really to create systems in place in order to lead our community school. And this was great. This was now done. However, that doesn't mean that the work is done because they're using those skills in order to really implement change across um across the school. That also includes students. So students were participating in that as well. When we're talking about organizations, click with our community schools, when we're talking

027about our students and the impact of our students, we're talking about them being involved in that process as well. So, these are all students. Um, they're all when we're talking about spirit weeks that were created by students. We're talking about events um like the Penny Wars, which was started by students. We're talking about uh you know, morning hellos, which was started by students. All of these things again is leading student leadership and them really leading some of the changes and things that are going on campus. When we're talking about them being heard, this is what they what we mean. We take their their leadership, we take their ideas and we implement them across campus so that there are systems where they are also heard and what they have is also provided. Click with LCAP goal

0282 climate culture and connectedness. So, we still continue with our wellness center. This year, we had 21,000 over 21,000 visits. That doesn't mean we have 21,000 students. It just means we have students who need support, whether that's families sometimes that need support when you have um other adults and things like that that come for resources. But we had 21,000 visits into our wellness center this year. It's up from 19,000 last year. What that means is we provide support in not just trauma-informed care, which is several of our staff members have been trained on, but we provide sometimes a quiet space because lunch can be loud. We provide a space for sometimes two kids who need to have just a meeting together and mediate. All of that is provided there with our counselor, our behavior intervention

029assistant. Um and South Bay Community Services provides one full day of services to our students and they have their own office there as well which helps not just students but also families. Middle school middle school athletics and belonging is still very very important. They love it. Um we've had hundreds and hundreds and hundreds of participants. Um from off the top of my head we had over 325 plus students um participate in uh sports this year. So from cheer to flag football to baseball, softball, basketball, everything and they were great. Um creating a culture of inclusion and equity with families and communities is extremely important. So you can see obviously uh the David Alvarez recognition at the top with our students. You can see a coffee with the principal with um we do restorative practices with

030our families when we do hold those. And then our most recent one, we are a Disney grant affiliate and so we were able to do Finding Nemo, which was our first time ever. and our wonderful theater teacher and staff were able to put that on. It was great and the kids loved it. So, so what you see here is middle school. We're talking about connectedness with middle school. This is the fourth year in a row that our softball girls have actually won the banner. So, you can see that them there. Um, we had the DEA come and present to our middle schoolers. And you can't see it, but there's actually a drug dog on that was on this stage. Um, so our students were very well behaved that day, but it was a great presentation

031to be able to make that connection again with the community and making sure that our students kind of had a well-rounded visit for them. And one of the things which actually our new assistant principal, Dr. Marquez, did was provide games for our middle schoolers at lunch. And so even though they're teenagers, they're still kids at heart. And so giving them the opportunity to color or play Operation, Jenga was a huge hit. Um, Connect 4 was always out. It's still a way for them to interact with each other. Does require does not require cell phones. Did I do it? Okay. One of the things that was a benefit from that as well as you notice which I mentioned earlier, our chronic absenteeism. You can see how it has fallen year after year after year which is

032great. So when I was first here it was about um it was about 35% and now we are almost at 20% which is great which means we have improved exponentially with that and you can see that our lovely dolphin there comes out in order to support kids for those attendance rewards that we do have. Same thing with gold too and our community schools. If you can see the one all the way to the left, that is our student leadership. Well, most of our student leadership group, those are dolphin pod. And those students are the ones that really have helped to do just fun events and spirit weeks and their input is really valued on campus. Um, and so they they run it and actually a couple of our students actually even do the PBIS videos

033for our students and that's great. They've learned how to do that and video production and it's phenomenal. Um, same thing our students supporting our staff and just really having those kinds of events that are supportive of all students on campus and making sure that it's inclusive of everybody because at IB Charter we swim, we stay safe, welcome everyone, include others, and make good choices. LCAP goal 3 academic excellence for all students. Our learning acceleration tutor is still continuing our college and career readiness and PBIS and equity committee and our family and teacher learning walks. So, this is now our third year of doing our career fair. We started it off with our middle school and we are now uh going into our elementary school students as well. You can see military um officer there and

034he's making our fourth graders do um exercises. Um they came out really sweaty but they were really really excited about it. But that was part of our career day. They were doing planks. Um so that was that was awesome. Um you can see we have um with college and career we also have the IB historical society that came and presented to our students as well as part of what of really providing the academics. And then at the bottom that is our teachers doing a learning walk, but also we invite our families and this year we did it twice a year um to come in and do walks and really observe classrooms and really get to see what's happening inside. And this year we actually did student uh learning walks as well. So we had students

035kind of come in and uh take a look around campus and really provide insight into what they see. So getting really that data from everywhere and everybody's perspective because it's important to us when we're talking about making sure that students and families feel seen. So when we're talking about our scores, these are preliminary and these are just released with um with the state. So our scores especially at ELA have jumped over 40% in third, fifth, we're right at 40% for sixth, seventh, and eighth. And that is a huge jump in some cases anywhere from 15 to almost 20 points more than what it was last year. So again very very positive very very uh happy about those scores with we're talking about our goal three and community schools some of those things that we talk

036about is not enveloping and talking holistically about the whole child. So, while we do have Miss Pearl who's right there in the middle with our littles, um those are our TKers and um where the arts are important, she also incorporates ELA when she's talking about certain things, having students read and interact in those certain ways. But we also have other ways that we're talking about the whole child. You see our third grade classes where the students are actually doing structured interactions and using academic language. And then in the top left, you see students that did art and ELA at the same time when they were describing what sports jersey they would do if they were going to participate in the movie Goat, which happened earlier this year in February. All in all, it's been a

037very interesting ride, not just with being a community school, but really trying to have that focus with community- based learning and making sure that students and staff are seen and heard. We have come a long way. I know we still have a long way to go, but it has been a fun way, especially this one when um we had the parachuters come on campus and I just wanted to show that off because it was really cool. We were the only one in South Bay to ever do it. Um and so we're hoping to do it again this year, not just as a Purple Star school, but also really supporting um our community and our families. Thank you. >> Right, we're just going to open up for questions. Um, thank you so much. You're doing so

038much fun stuff. And I know just getting kids excited about school is like step number one. Like not everyone's going to be there because math is their favorite subject, but when they have things to look forward to and they feel included and they feel heard, then um it just shows in so many other ways. Thank you so much. Thank you. >> Congratulations and all the improvements to your staff, to your students, and to your families because it truly is team and and and your presentation tonight shows that. So, congratulations to all the work. Um, that picture kind of traumatizes me. My dad was a leap frog. Oh. and he did the flag. And so it brought me back to my childhood days where I was in trauma. Okay. And uh so my question here is

039um our military families. Mhm. My military families have been talking with me about um feeling connected and if they are um deployed somewhere else or they come in and what special um services that they can look for and so what I've shared with them is always you know speak with their teacher uh about the child because that's the first if your child's having a hard time when I was a child, we didn't have trauma care and so um we just sat there in trauma. So, but I'm pleased. I hope the kids um enjoyed that and um I look forward to seeing it again. It's just down the street from me. >> Oh, the kids loved it. They were even the middle schoolers, they it was the one time where like you can take your phone

040out and you can record. Absolutely. They were all enthralled the entire time. So, it was a wonderful thing. I think one of the benefits of having a military family life counselor on campus is that we do have supports and we actually have two parents. They're now deployed, but um two other military parents uh took the mantle to really kind of be that connection for our military families. They actually meet once a month on Tuesdays at Trident. And as military families, they have coffee and they really talk about how to best support them. And our military family life counselor also participates. I've been as well to make sure that um our families really do feel especially our military families really do feel supported while at IBH. >> Thank you. Thank you for doing that and thank

041you for your staff. >> Congratulations. A lot of great work. Very exciting. >> Thank you. >> Really nice presentation. I really enjoyed uh the listening campaign data is is actually it's this is new. You started this year. No, this is our third year of doing it. So, every single year um the steering committee comes up with the questions to really talk about what do we want to focus on for this year. And so, um the the committee actually agrees to the questions for the staff, for the students, and for the families. And then that's distributed. So, that data is taken from those surveys and from the fishbowl. So, for our fishbowls, that's from TK through third. So every single TKER and every single third grade, kindergartener, first grader, second grader, and third grader participate in

042that. So we get very robust data that way. >> So that's 100% right. It's basically we say >> we miss a few kids here and there. I would say it's like 98% um completion rate. >> That's amazing. And your community connections amazing. You're doing a wonderful job. Thank you so much for your presentation. >> Thank you. Now recognize Principal Haime Gonzalez for the presentation of Nester Language Academy. Good evening, trustees. Um, President Sparza, community. Thank you so much for having us rep or myself representing Nester Language Academy uh for our spotlight this school year. Um, so I'll go ahead and get started. How do you do? Yeah. All right. So, I like to start off with the the the full picture of Nester, right? We focus a lot on academics and our LCAP plan, but

043there's so much more to it. Our LCAP plan funds everything, right? We have everything listed and it funds everything, but [clears throat] we want to make sure that school is also a fun place for students to come to in addition to the engagement and the pressures that we have with state testing and results. We want to make sure that they don't feel that pressure that they're coming in and they want to be with their friends. They want to be uh in those clubs. They want to feel connected. So, I start off with this with the school quote. School is not just a place to learn facts, but a place to grow friendships, discover passions, and build a foundation for a bright future. And that's what you see a lot in school. When you hear students

044talk and you're going around and you're greeting them in the morning, you know, they connect with so many different lanes. They have so many different lanes that they can connect to uh in a school environment. We want to make sure that we implement a lot of programs that fit the community of Nester because if they do, then the students are going to want to participate. They're going to want to come to school. they're going to perform better. Uh they're going to have better relationships with each other. They're not going to want to harm each other. They're going to have better relationships with their teachers, uh with their own parents. So, it's just a full whole picture that we try to focus on. And that's there to ensure that kids come to school and then once

045they come to school, then they're in our hands and our responsibility to ensure that they grow. And we start off with just the the basics. It's a 9010 dual language Spanish immersion school. So as you can see TK, kinder and first grade start off at 90% immersion in Spanish and 10% in English. Uh second grade 8020 and then third grade is the first year they start um receiving instruction in English. So everything in in in or reading the concepts of print everything before that it's more oral if they are receiving English. So it's not until third grade and then you see in fourth grade 6040 and then fifth through eighth grade 5050. So here, as I was talking about earlier, the LCAP goals, the LCAP plan, which drives everything. Goal number one, effective organizational systems.

046I'll get into it a bit in the next slide. Goal number two is the district, school climate, culture, and connectedness, which I just kind of touched on as well. Goal number three, academic excellence for all students. And in addition to that, the buyin and want to ensure that all teachers buy in at Nester is and the parents is the three pillars of dual immersion. And how does that fit our LCAP plan? How do we fund those those um goals that we have under the three pillars which is bilingualism, biliteracy, high academic achievement and social culture competence and what does that look like within each group. So just a quick annual update analysis and the LCAP input seeking feedback from the community is so important not only for staff we have staff meetings, admin PLC's and

047and our meetings that we hear from staff all the time which is great and it's needed because they're on the ground working and you want to hear that feedback. What's working? What's not? how can we improve it? What's working for first grade? What's working for third grade? What's not? And then just continue to move the needle for growth. But also um hearing from the the community, the students and the parents. Uh so some of the feedback that we receive is the social emotional support, just additional classroom and playground uh support to address student behavior. And you're starting to see a lot of behaviors escalate, especially when they're a lot younger. They don't know how to communicate yet. they don't know how to, you know, communicate with others and show that they like you or don't

048like you or like something, don't like something. So, you're starting to see a lot of self-regulation issues. So, how do you solve that? How do you improve that? You don't solve it, but you have to have a system of support in place. And when I have those communications with families, that's what we try to instill. You know, we have a counselors, we have a couple counselors at Nester, we have a school psychologist, we have the teachers that are doing proactive approaches, but when you have to react to something, what do we do? What kind of systems of support do we have in place? Um, so they want to see a little bit more of that academic intervention provide opportunities for afterchool tutoring. That's tough because one of the feedback that I get from parents is

049that you don't have any after school tutoring or if you do it's very spotty. It's only certain grade levels that are doing it. Um, we have a lot of competition with clubs that a lot of teachers are teaching clubs or their coaches in a sport and things like that. So there's a lot of competition out there that they want to provide um certain classes like extracurricular activities versus the tutoring. And then also more feedback that I receive is through PBIS just to increase this is more from staff increased consistency and clarity and implementing consequences. And that's just the whole difference between punishment versus restorative practices and consequences. So really clearly defining that for staff so they don't feel like nothing is happening to a certain student. you know they they didn't act in class how

050are we supporting them what are the consequences and things like that so really clearing making sure it's clear to teachers that we are supporting so effective organizational systems is b a lot of it is the parent engagement um the coffee with the principles the elac meetings um this year we implemented for the first time the breakfast with a loved one a lot of schools do lunches with the loved one but we're so big and within our are scheduled during the school day having a lunch with a lot of people and a lot of students outside it's very tough and we utilize our cafeteria for our lunches so there's nowhere to put them basically is what I'm saying so now in what we can do is our breakfast so we utilize that for this year we

051had kinder uh breakfast with a loved one we had one for sixth grade and then we also had one for eighth grade so kind of all the capstones and we were able to bring those families and we're going to be able to continue that next year and just keep it to kinder keep it to six and keep it to to eighth just because, you know, kids are going to move on. They're going to have those experiences at at some point. Um, but we just figure kind sixth grade, some stay, some don't. Um, and then also eighth grade, of course, they're going to be heading on to to um high school. So it's a really great and then we've been invited a lot to showcases not only our students as far as academics but also our

052mariachi are for glorico but as you can see the top p the top photo there they're at the San Diego dual language conference and really and sharing about their projects their heritage project which ties into a social cultural competence goal. Uh and then we also this year celebrated 30 years at Nester and just that festival that fair that we had we we're trying to have it every other year because it's just a massive event. uh next school year we're focused more on the talent show which we had a couple years ago. So just cycling those in and out and giving parents opportunities and also there their opportunities at the coffee with the principal to provide feedback to to to myself and to staff and then just kind of moving forth. So those are the effect

053effective organizational systems within Elcapon and then it starts with communication. So anything regarding parent engagement Nester is great at parent engagement. I want to keep it, don't want to lose it. Um, so how do I make sure that every all these opportunities that we plan for are really communicated to to the parents, right? They how are they in the know? So, one of the greatest um implementations that came from at the district level was the implementation of the more newsletters, that one-stop shop for families, they could always go back to. It's the same link. So the communication is a running record of everything that's going on on a school week, what's happening next month, what's in the future, not just the class dojo messages from parents, but also for myself. So Class dojo has been

054amazing as well. Uh the social media is great at telling our own story. Superintendent is really great about branding. Um so we want to make sure that Nester brand is out there and parents are able to look and see and it also creates this engagement. even though their student may be in kinder, they're seeing what sixth grade is doing. They're seeing what eighth grade is doing and that just maintains students at Nester because they want to get to that point, especially in sports. Um, a lot of students at Nester love the sports. They love playing. So, we want to make sure we engage them for those students that are not yet in fifth grade, sixth grade, or middle school can participate in Nester sports, but there might be other clubs that they can. And just

055a comparison, oh, going back real quick, sorry. Last year I presented this similar slide um and it was 24,000 basically views on our s'more letter. Um this year we had 29,000. So that's that's great. That means people are accessing the s'more reading and they're caught up and that's a lot of the feedback that I get from a lot of the parents. Communication is there. It's clear and we can go back and forth on. Okay, next one. California healthy kids. Again the these surveys are for parents, for staff, for students, but also tracking that data as well just like we do in academics. What does it mean? So first first question, school encourages me to be an active partner uh in the school in educating my child. So do they feel included the parents? So back

056in 2024 it was 89% of the families. Um last year it was 20 uh 90% and then this year 89. So we're maintaining that 89 to 90%. they all feel strongly agree or agree that they feel included. Then the next one is the district um school district district and school climate culture and connectedness. Uh that visual just shows um this is right before state testing. It's our annual state um pep rally and just getting the kids motivated to take some state testing as well. They did it to me too. I don't have my slides up here though. Do I have my mic? Okay, I got it. >> So, the next one, the next slide was uh talking a lot about our chronic absenteeism. Um maybe three years ago, we um we were supported by the

057San Diego County Office of Education through ICAN, like all of our schools. So they were able to provide a need um something that we needed a system of support. We really didn't have um something in place and that's something that I was seeking how are all these other schools and other districts you see all these incentives and great attendance. How do we get to that point? Uh what can we implement? So they really provided a datadriven system of support. It starts with the data checking it weekly meeting with your team weekly. So that was a great foundational skill that we're able to implement year after year. Now just u my tenant secretary sending the data every Sunday or Monday to me and then I'm able to look at it meet with the team and then

058decide on next step who needs support um what are the students do we need to do an SST now for that student in order to really find out why that student is not coming to school and get the parents engaged but also the fun stuff right the incentives the the neon dance parties um pizza parties the paletta parties that we have at Nester um pizza and we partner with canes and in and out and being able to provide certain incentives for students that that meet a certain goal or they win a certain prize. Um so you can go to the next one. So here's our chronic absenteeism rate um for the past three years I was going to include but the past three years. So right after I can when we implemented that we went

059down from 23 to 14 and then last school year went up a little bit to 15 and then this school year we're at 11%. So, it's really great that not only did we um meet our goal, but also that system of support is still in place. It's not lost. So, we're continuing with that. And it now it's just not building like we did in year one. It's a lot less work. It's already there. That system is there. Now, it's just kind of making sure we follow through the accountability piece on our on our end. And then really close to 95% we're at 94.9 according to that latest dashboard. So, really close, but if you round up, it's 95. And then attendance incentives, as I shared, the palleta party, the neon party are very successful. And

060usually those are like month-long competitions by by classrooms or by grade levels. Um sometimes they're by individual student, not necessarily by a class. Like the neon part is by individual student. If they meet a certain criteria, they're able to participate in the neon party. Um and then classrooms will win their palleta party. We have a silly string event. And then as you see in the the lower right hand corner is the cane certificates. Kids love those. Kids love canes. They love In and Out. So those are really great uh incentives. Um they haven't lost the love for that. So it's great. >> And then uh last year when I presented we were in the application process of receiving the gold or trying to receive the gold implementation award for our PBI system of support. U

061in 2023 we received the silver and then last school year we received uh or this year 2526 we received the gold recognition and that's all about making sure that we have a system and support not only just tier one but also tier two utilizing our counselors utilizing our school psychologist making sure that you meet as a team every month as well very similar to the attendance uh making sure that we're tracking students what students need additional support when do they not need any more support when can they phase out and not just keep them and track them all year long, but just little pockets of time. Six weeks, very similar to an SST. It might be just a six week approach. The kid has support and then he just moves on independently. Um, so that's

062what we worked on through the San Diego County Office of Ed just in an evaluation form making sure everything is checked. Not only that, but we provide data, too. It's not just having certain things in place, but is it working? Uh, and that's the the the bolts of it, the nuts and bolts of it. And then we try to track data a lot very similar to everything else is sharing that weekly data with staff. Um what are the where are we seeing the behavior incidents? As you can see this is 24 25 26. Um I can't see that far on the left but I think it's over 200 um classroom referrals. And then this school year it was 178 if I read it correctly. And then in the playground 135 and then we had a

063little bit more than we did the previous school year. So making sure that we're tracking this data, sharing it with staff and what does it mean? You know, we're having a lot of incidents in the classroom. How can we support? What can we do? What proactive approaches, not so much reactive and focus so much on the consequence, but what are the proactive approaches that we can implement in the classroom so we don't necessarily see so many referrals in the classroom. And then student responses according to the California Healthy Kids um caring adults in school. So what are the kids saying about do do my teachers do the do the adults the principal the vice principal do they all care about me in school? Uh so it increased from 66% three years ago to 72 and

064then this school year 75.5. And then do students feel like there's high expectations from their teacher from their adults from the principal? Is this something that's consistently communicated by all all members of the of the school? And then so that's um 80 to 85 to 87 students agree that they feel high expectations are are are asked of uh in the school environment. And then do they feel safe at school? That's a big one. If you don't feel safe, you're not going to want to come to school, whether it's bullying or external factors, uh whatever it may be. Do you feel safe coming to Nester? 77% three years ago, 82.5 and then this school year 87%. So you're seeing the needle move in a positive direction which is great. The these are the kids that are

065coming to we're asking them to come to school every single day. Do they feel safe? And there a lot of are saying now it's just focused on the that other the 13% that don't feel safe. You know what does that look like? And those are the empathy interviews that we might use and target and see what's going on with those students and how can we support. Then again back to the to the Nester experience just in addition to everything that happens in the classroom. What kind of events do we have for student participation, recognitions, um just to make sure the students feel connected and it's just more than the classroom environment which is very important but also how what other lanes are we providing for students so they could feel connected to Nester which you

066see the forclo the the mariachi which are great u programs that not not only benefits the school um but also the social cultural competence um u factor within the dual immersion program and then they also get asked to to perform in a lot of showcases like like the biliteracy symposium there, San Diego dual language conference uh here at at the board or events like they did at Central uh not too long ago. So it's really great to keep them and they love doing it. So it's really great when I ask them the coaches and the students they all want to be a part of it. They all want to perform. They all want to showcase and then as you saw earlier today the the Nester soccer team a lot of pride there as well. So,

067LCAP goal number three, academic excellence for all students. And this is the the meat of it. You know, this is why we're here. We want to make sure that kids are successful not only now, but [clears throat] we're building um those foundational skills that they need for the future so they can be successful not only through Nester, through that pathway to biteracy, but also as they move on to whatever high school they choose or college or workforce, whatever they may be, are they feeling equipped? Are they equipped to be able to perform as they get older? Um so, Here we focus on the the data very similar to pil preliminary data. Um we showed a lot of growth through the years um since COVID. Um this past school year it looks based on the preliminary

068data. We went from 52 to 53 in English language arts. It's a small increase but it's also good news because what we're doing is working. It wasn't something that we implemented one time and teachers forgot about it. no longer implementing uh whatever the instructional practices that they're implementing throughout the day is working. Now, how do we get to that next level? Because my goal was always to get to 55 or better just because looking through the history of Nester, 55 was the highest that they scored. So, we want to get to that point and if not more. So, that's the goal and something I communicate to staff, but how do we get there? Now, [clears throat] it's really scaling it back. And part of that practice is at the welcome back staff meeting that we

069have next school year, which I did last school year as well, is sharing that data with staff. Not only the student data, but their personal classroom data, looking at it, reflecting on it, and then what and then what kind of kind of kind of conversations can they have with their grade level, who scored higher, who didn't, and why? And how do we get those those conversations going to make sure that we're doing what's best for the students? What what strategies, what interventions, what small group instruction are you implementing? Did you get a 70%? How'd you get to 80%. And then just having those tough conversations, but good conversations that kids need. So that's English language arts. And then in math stayed pretty close to status quo. We were at 41 last year and then, you

070know, 41 point something sim very similar again this school year in math. Um so we want to make sure that we improve in this area as well. So these are the uh we have a couple teachers in seventh and eighth grade are going to be piloting piloting a new curriculum next school year. Um we definitely want to try something new. We have CPM at the moment, but we definitely want to try something new and more a standardsbased approach um to see if that that improves, but also uh with the rest of the school, what can we do? We have pockets of grade levels that did really well in math and others that maybe did not. So, it kind of levels that up. And then this is another area of of pride and highlight is also

071where 500 of our students or more every single school year are English learners. So what practices, what what are we implementing to support these students? Not only just their ELD, but their their designated ELD, integrated ELD, uh what strategies are we implementing? um what kind of support is written within our LCAP plan to provide teachers with more time as well to collaborate to look at data, mix the groups up if they need it, but also the parent communication is very important too because we could do all of this stuff inside uh to ensure that we're moving the needle of academic achievement. We want parents engaged and really understanding the ELPAC process, which is a great support from the Emmy department. Paula and Brenda have been great at creating videos for families that they could share.

072What is the ELPAC? You know, what are the domains on it? What does it mean? Why is my student an English learner? You know, very basic level, but also to create that understanding and that framework for parents to utilize it and then get their students to the next level because we don't want to wait until they're eighth graders to start really getting on, hey, you got to start passing your test because next year, you know, you're not going to be able to take an elective in high school. Really start that sooner. Um, in a dual immersion, it's a little bit more complicated, but when can we start focus or looking at students and see which students are at risk of being long-term English learners within the dual immersion program? Which ones are classified as long-term

073English learners? Now, so we really looked at fourth grade, fifth grade, all the way to eighth as either at risk or already designated as long-term English learners and really creating an awareness for those students very taking ownership of their own data. where are you um really proficient in which is might be speaking but you're not in reading and writing. So how do we get you there? How do we get you to match uh and improve in that that domain? So those are the kind of practices that we implemented. So if you saw in that last slide we um I think the next slide also shows a graph through the years of how many reclassifications we had. Um, this last school year we had 76 and the year before that I believe 72 or 70. Before

074that it was 52. And that's also in addition to providing more windows of reclassification, more opportunities for the students. So if I [clears throat] remember correctly, we had about three last school year, two or three. So that just provides more opportunity, especially for our long-term English learners, sixth and eighth graders. They're able to reclassify before they make the jump to whether they stay with us or not. And there's the data there for reclassifications through the history of Nester. It's always been pretty high and we want to maintain it there. And then these are just the the faces. This next slide of the students that reclassified having their own individual ceremony and really uh ensuring that that moment is really recognized for not only themselves but also their parents and of course they got a cane

075certificate out of it. So really great. >> Another u moment uh point of pride as well as the pathway to literacy working with the MA department. We used to only recognize our eighth graders on the way out. Um they received a stole if they re achieved a certain grade level in Spanish and English class uh on the state test, but also now we're recognizing the entire school uh for participation and then later on for attainment. So we want to make sure that every year students are recognized for their beginning their pathway or in the midst of their pathway to biiteracy and just really maintaining those students and necessary. festival that they started nesting in kinder or TK and they stay all the way to eighth grade. So really selling that point of recognition and participation

076in the tape and then this is the the staff. I like Christmas so I put the Christmas picture up but it's the staff that makes it all happen. You know I'm just here speaking and then try to guide them and hear them but it's really all them doing all that work. And if you have any questions thank you so much for the time. Thank you. Um, so much fun stuff happening at Esther. Um, I know my children have benefited from the small group instruct like the tutoring sessions during school the interventions and um, um, my children have benefited from the the during school hours. learning acceleration today. >> Yes, thank you. And um their scores have gone up and they're doing great. So, thank you for >> congratulations to you and and your team on

077all the amazing work. >> Um it's really great to see you guys do good academically, sports, lot of activities. I was just sharing with the my board of colleagues um how I think it was like last month my son participated at a math field day where schools from several different districts participated and Southwest Middle School got third place. I asked who got first place? He said those nest kids. >> That's great. That's great. >> So congratulations. >> Yeah. I gotta recognize them now. >> That's great. >> Thank you, Mr. President. Thank you so much for coming this evening. What a wonderful presentation. Um Nester is just what is it? 6 to 6 for sure. You lock the gate at six o'clock or you stay till dark. You're doing so many activities. >> Yeah, I know.

078No, it's it's controlled chaos when I leave the office after all the students are dismissed. There's so many students still in the on campus doing different things. So, uh it's really great that they're connected whether in the Boys and Girls Club or sports or for political or art. Yeah, it's great. Well, it certainly um makes for connection, especially when they go to high school. Yeah. >> And uh they're doing all that. >> I just think it's just really rewarding for a child just to go in and and have those opportunities. >> Yeah. >> Um extended family sit with me and talk about your program and their children um >> very fondly. They struggle because they don't speak Spanish. Uh uh but their And and so I'll quickly wrap it up. Mr. President, uh my nephew

079went through Nester and he is the only one in our family that can speak Spanish to my mother-in-law and she's 95. So thank you. >> That's awesome. >> Thank you so much for your presentation. Um I was looking at the community communication and engagement. Uh I know you're trying different ways uh to communicate with parents and I see um emails that you send out. Question is how often and how effective is it? Emails I usually utilize Blackboard now we have a new system but I usually try to send those out on Sundays like if especially something new is coming up or but I try to add my voice a lot because it's a phone call. It's not just email. So, I'll say on the on the phone calls, I check your email for more information,

080but I really try to tie it in. I also text them. So, it's texting, phone calls, emails, class dojo, parent newsletter. So, it's a lot of lanes that that that cover that. Um, but it's it's beneficial because you also get the data from those reports to how many people answered that call, how many people skipped it, and then how many people check the email. So, it's great data to see and netor families are always checking. So, and if I I don't provide a certain amount of information, they'll let me know. >> Yeah, sometimes it's difficult when you have working parents, you know, and don't have the time to just to check in simple email. But thank you for for that. Also, I'm looking at your um uh healthy kids survey that 87% of the kids

081feel safe at school. That's it was one of my priorities you know when I came as a board member and I make sure every school site you know every kid feels safe >> and that is I want to keep it up. So, thank you so much. >> Thank you. Thank you. >> Okay, moving right along to report of action taken in close session. >> No report. >> Thank you. Changes in the agenda. At this time, trustees or executive team members may recommend changing the order of the agenda items and or request an item 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. Okay. All right. See nothing. All right.

082So, now um approval of the meeting agenda. >> I motion to approve the June 11th, 2026 regular board meeting agenda after determining any changes to the order of business. >> Second. Okay. Let's uh go for the vote. Do you want to do roll call or electronic? >> Why don't we do roll call for this? >> Yeah, let's do roll call. >> Esparza. Yes, >> Jose Lopezo. >> Yes, >> Kenyon. >> Yes, >> Lyer. >> Yes, >> Medina. >> Motion passes 40. >> Thank you, Amy. Communications to the board of trustees. Five minutes limit for a group. All right, let's see. South Bay PTA Council. Okay, down the line. California School Employee Association, Chapter 59, CSEA. Okay. Do we have Southwest Teacher Association, Sada? Okay. Uh Pam, are you going to do Okay. So, Superintendent, uh

083N. >> So, good evening. On behalf of the superintendent, I would like to acknowledge the entire SBUSD community, staff, students, and families for the completion of another successful school year. In addition, I'd like to recognize the amount of work that teams have done to prepare for tonight's board meeting from, as we saw, our student um student recognition, our school reports. We have some staff um staff recommendations as well as our three draft LCAPS and the public hearings as well as our public hearing on the proposed 2627 budget. It's been a busy week since that last day of school. And lastly, I'd like to wish all um of our family, students, staff a wonderful summer. Um hopefully everyone gets a little bit of a rest with family and friends. Thank you. >> Thank you, Pam. All

084right, moving right along. Public comments or non-aggenda items? >> There are no comments. >> Okay, let's go. Discussion action items. Education and leadership local control and accountability plan. recognize assistant superintendent Pamela Richmond Montiel and conduct public hearing in regarding the [snorts] local control and accountability plan for the South Bay Union School District. >> Good evening, President Esparsa, trustees, community Amy. This evening I bring before you um the drafts of the LCAPS and we will be holding the public hearings for SBUSD as well as Imperial Beach Charter School and Nester Language Academy. While I am doing the presentation, I would like to ask that um Dr. Vargas and Himeme Gonzalez join me at the podium for the public hearing. Just a reminder that the LCAP is our three-year plan that describes the goals, actions, services, and

085expenditures to support positive student outcomes. All school districts are required to produce an LCAP um including our charter schools. Although they are dependent charter schools, um they are required to um create an LCAP as we are because they are considered an LEA and are directly funded. We start all of us start with the district mission, vision and values to ensure that our LCAPS are aligned to those three areas. So, in the draft LCAP, you have all of the different components listed here. The budget overview for parents, and I share this because sometimes it's a little bit um odd the way or the order of things. We have the plan summary, reflections, the technical assistance if um that's applicable, engaging educational partners, the goals and actions, which is what we're typically focused on, improved [snorts] um

086increased or improved services. Then you'll find the budget ta tables and what I failed to put up there is you'll also find the instructions because the instructions are a required part of the LCAP. It cannot be approved without the instructions included in the document. So starting with the SBUSD LCAP um we have our goal one which is all educational partners play an integral role in contributing to and living out the district mission vision mission and values. I don't know what's happening with the slide so hopefully I'll go to the next one. Um we have six actions under goal one and a couple of highlights that we want to share. I know you have drafts of the LCAPS and of course since um we it was strategic to have our school reports this evening. Um I

087think that's a nice sort of shoring up or alignment to make sure that our schools are report are doing their reports our charters on the same evening as the LCAP's coming forward so that it's fresh in your mind. Um so we will share some highlights from all three LCAPS but our highlights from goal one is really around um action 1.5 our educational partner engagement. So we have a lot of conversations about wanting to ensure that we have representation on our committees. Um and so this is um something that we wanted to highlight this evening and that is our encouragement of our community to be involved to participate to serve on committees. Um I know that we recently had a parent that approached us and wants to get more involved and we said come to the

088LCAP committee meeting come to DAC. Um so really trying to um encourage parents to do so. For goal two um this is our district and school climate culture and connectedness and that has six actions. For goal two we wanted to highlight our expanded learning opportunities. this surfaced in our surveys as well as our in-person protocols for input this year and really the fact that we're able to provide through our ELOP um grant we have our ASUS but also from ELOP our fall interession spring interession right now we have our summer inter session happening we have all sorts of teacher clubs community partners we have our middle school sports with Sweetwater Union High School District so we've heard about that um where they're they're actually competing against the other middle schools, so they're not on an

089island of their own. Um soccer league, esports. This evening we saw we saw um evidence of that. And professional development for Boys and Girls Club and the Elo staff that we just recently, I think it was last week, had professional development, if it wasn't beginning of this week, again, it's been a long week. um stop the hate um and trauma-informed care in partnership with the National Conflict Resolution Center. Also under goal two highlighting action 2.9 and that is centering voice through street data practices. I know that Dr. Vargas shared what Imperial Beach Charter School is doing and we are doing that as well as a district. Um that is one of our metrics and that is to do empathy interviews, equity walks, student and parent fishbowls and student shadowing so that we can deeper understand

090um of how our educational partners experience our schools in real time. So yes, we have surveys, yes we have in-person protocols, yes we have committee members, but also making sure that we're doing something in with that street data, right? that every day those everyday conversations that we're able to have. Goal three is our academic excellence for all students. Again, where we're looking to see academic achievement and improvement in ELA, math, and with our multilingual learners. In this case, we have nine actions. And we've come before you to highlight a lot of this work in over the course of the year and even last year because this is where you really see the work that we've been doing around foundational skills, our UFly, our I Ready lessons. We have um had a probably about the equivalent

091of a half a year of [clears throat] upper grade phonics intervention with our phonics for reading and have seen growth um our ready diagnostic and it is now Spanish is now adaptive for K through six. So that's a celebration. We also have been working with our ELA, SLA and EL scope and sequence. We completed four professional development days around the standards and integration of our EL standards and um and next year just as a a sneak peek our four days will be around math. So I know that you see in the data the need for math. We do have our math adoption coming um and so we will be piloting math materials and our professional development will be around math. Um we also want to celebrate our reclassification and so we set a goal our

092three-year goal was to um to of a rate of 10%. We've already reached that goal and we haven't reached the end of the LCAP. So and we don't normally see that we set you know sort of lofty goals and they may take us three years. In this case, we've already reached that goal. Um, we also do recognize that we have sixth graders who participated in the ELTEL Academy. They did they were reclassified during the third reclassification window and 13 others made progress on the 2026 um or 13 of the of students in the tutoring um increased on the 2026 LPAC. So, a total of 28% of students who participated [music] in that academy made progress and that was specific targeted tutoring for specific students led by the ME department with teachers who who um selected

093themselves, volunteered, they went through the professional de development. They were compensated for the tutoring, but it was something that they wanted to do. They did pre-est and post- test and were really honing in on what specific skills students needed to increase um on the L on the ELPAC. And then on our professional development um we I already mentioned the four times focused on integrated EL um but we also focused on function walls and um language functions within ELA. And so we're going to um expand on that into math next year. We also had our TK teachers, general education and special education. They received professional development through the county office of education and their focus is on the preschool transitional kinder learning foundations. So if you start to hear the word foundation versus standard, that's the

094different language that's being used in preschool or TK. So, we have to make sure that we're providing professional development for our transitional kinder teachers. That's different than what we're providing for our kinder through 8th grade teachers. Um because again, they're working on learning foundations. And then we did have cohort one that did the letters professional development which is um focused on foundational um and fundamentals of reading and writing instruction, funological awareness, phonics, fluency, vocabulary um and more. And so we had it's a two-year program that takes a huge commitment on the part of the participants. It's like taking university courses. [snorts] And so cohort one has completed one year of the two years. And next year we are starting our cohort two. Now we're going to move into IBCS and I'm going to have Dr.

095Vargas just do a quick overview of the goals and the highlights. So like uh Pamela said a lot of this was actually reviewed in the presentation and what we have done and what we've decided to go ahead and adjust. So [clears throat] um our main goals for goal one parent family involvement and community building which you saw um onampus activities working in conjunction with PTA and community partners. We've actually done quite a few and we are looking towards actually expanding at least a couple more with PTA in particular. and then salary supplies and other basic services. Um, and so for goal two, when we're talking about climate, culture, and connectedness, again, this is a lot of outreach to the community, a lot of things and events that we have actually done with the community that

096we want to go ahead and continue next year. Um, schoolwide equity work to improve school culture and climate, restorative practices, which we do actually even with our families. Trauma informed care, which we had our teachers and um, several of our staff members participate in that all day training. Attendance improvement, which you saw with the chronic absenteeism rate dropping, middle school athletics and activities, which is great fun, and several students participate. um peaceful playgrounds which um we are finishing this year and not continuing into next year as a result of um continue with PBIS instead and then schoolwide college and career focus and so you saw that with our career day and then obviously our Linda Vista innovation center when we're talking about community based learning environmental science is the focus for that as well and

097so that will continue it will shift a little bit because this year um it was the teachers who actually went to Lindavis innovation center a few times times and this year it's going to be less and we're going to actually have them come to provide support on our campus. So, they will be visiting us instead. And then the last goal, learning acceleration tutor for math and reading interventions. She's been phenomenal and we really love Miss Lily. We're going to continue with her schoolwide college and career focus through community based learning which was uh begun this year now for not just the students but now for the staff as well. So it started at the tail end of this year and that will continue into next year as well. A continued staff collaboration that was a

098big part of what we did with our admin admin PLC's this year is really collaborating with staff not just within grade levels but across grade levels ELREL support with the help of the ME department and really providing that support with the families like I said with that event that we held near the end of the school year. We're going to be holding another one next year for our families, for our English learners to really help them understand what they can do in order to help their children reclassify as soon as possible. Um, ELTEL support as well. And then learning supports for students. I want to go ahead and um mimic a little bit about the tutoring and the importance of tutoring that our families really are hungry for and really want that. And so we

099try to provide that as much as possible. Um, and so we're looking forward to trying to look what that was look like for next year as well. So some of the highlights um again parent and family integration there was a lot of that this year be beyond just PTA. We had families participate in several different ways volunteering on campus. We actually uh celebrated our volunteers in May and thanking them because um our food bank distribution happens with our volunteers and our families. So they come and they help set up. They come and help with the clothing. They come and help with the lines. They set up boxes for some of our elderly community members. We actually have one who our our lovely community member, she lives right across the street and sometimes it's hard for

100her. So, they help pack the box for her and take it to her. So, our volunteers do a lot and they volunteer in ways that benefit them, but also what's within their schedule. We give them differentiated options for volunteering. So, that's been very very helpful. Um, and it helps to build community. Again, you saw us going into our nursing homes and our in that way as well. And we want to continue to do that and and expand um district school climate, culture, and connectedness. Again, the wellness center with 21,000 plus visits this year alone. Um the importance of trauma-informed care for our teachers and the importance of supporting middle school athletics, especially with winning teams. Um, and then with goal three, our academic excellence for all students, our learning acceleration tutor continuing our college and

101career readiness with our career fair specifically, we actually want to go ahead and seep into even more elementary school classrooms next year because um, the students really actually get a lot out of it and we're finding ways in order to connect them all. And then PBIS equity committee that still meets monthly in order to really provide support, lessons, and resources [clears throat] to the staff and to students, including our PBIS swim store, which the kids love. Um, for the upper graders, for sixth, seventh, and eighth graders, they actually like the snack cart. And so instead of the little treats because for some reason they don't want little squishies, they want chile lollipops. So, and then obviously the family and teacher learning walks. Again, we expanded to stu student learning walks this year. We want to

102continue with that next year and actually have more student learning walks and more family learning walks. So, um for LCAP number one, family education and engagement, as we talked about in our in our slides, just making sure that the the high parent engagement remains, but what uh systems of support do we have there? what kind of activities do we have? So, we want to make sure we fulfill that and fulfill the needs and then doing it at different hours. That's something we want to try next school year. We do a lot of stuff in the morning. You know, we have the after school things, but more more variety so more more parents can come, especially those working families. And then we have a 1.2 salary supplies and making sure that, you know, every every teacher

103at Nester has a B-clad. So, making sure that when we're recruiting and new new teachers come in, uh, that we're communicating that and seeking that out as well. 2.1 uh social emotional learning. That's what I talked about earlier regarding PBIS. It kind of works together that proactive approach making sure that teachers have that daily schedule every single every single day for students to connect with each other and purposeful and intentional. Uh that way you're not doing so much of the work later on reacting to things that happen. When students are connecting with one another, know each other, know their background, they're going to want to connect and not want to hurt each other. So we want to make sure we provide a space for that. That's a communication I have with staff every single year.

104It's very important that we have that in order to achieve our goals of school connectedness and feeling safe. Um attendance intervention and support. Um we talked about that the chronic absenteeism and just improving that with their system of support positive behive behavior intervention support release. Making sure not only do we have it running on a school day but the proactive work that we have to do as a team. So, one one teacher per grade level meets with me u before the school year starts, which is usually that Monday before school starts and we get together and we plan out the year. What worked last year? What didn't? What does the data say? Uh what lessons do we need to start pushing out? What which ones do we currently have? Which ones do we need? Uh

105really just having that dialogue. And I'll kind of skip through some of the the highlights. Um after school enrichment, as we talked about, the seventh and the eighth grade sports is very popular. Um, I love it because it it connects the students and they play against other big schools, you know, the the um San Cedros or sometimes the East Lake, that's a tough team. Um, but you play those big schools, those are really great experiences for the students. Um, but we also want to maintain those seventh and eighth graders because it's very easy to choose uh Southwest Middle because they're going to go to Southwest High. We're really trying to incorporate not only the learning environment that they love, they love coming to what activities are we providing and are we competitive? We want to

106make sure we're competitive too because we're losing every game. They're not going to want to come to Nester. So, we want to make sure that we're competitive, we're good, we're getting good coaches. Um, and a lot of the times they're great coaches and they're from the the community, their parents, and they want to give back. So, that's great, too. And then just ensuring that we have a space for culturally relevant materials and supplies for students, making sure that there's diverse books that they can see themselves in them. Um, and just providing a space for that and funding for that. This is a long one, so I'm go through all of them, but really trying to stack the academic achievement because that's what it's all about. What um what what do we have in place to

107meet the needs of the students at Nester, the community that we have at Nester? Uh the demographics that we have at Nester in order to achieve what we want to achieve. Um so the learning acceleration tutor, as you talked about, we have three of them. That's a blessing because we're a big school. So we have one at every pocket like kinder through second, third through sixth and then we have a middle school learning acceleration tutor and we're able to utilize them based on the needs based on the data and then also SST students. So we're going through an SST student needs that additional support. It's really great to put an action step in that SST to uh utilize our learning acceleration tutor to be grouped up in a small group pull out session and really

108try to hit those skills that they're missing. um our bilingual instructional assistants, they're all at the primary grade levels really on that working on that Spanish immersion on and those students at risk as well or I promise um and just ensuring that we have professional development going for u project glad ensuring that new teachers that come in are trained on it or some teachers that might need refreshers or they need that next step that phase two for teachers that already had all of those. Um, just skipping around. Student progress monitoring is very important because that you have to um get a measuring stick as where they're at at the midpoint at the beginning of the year, midpoint and then at the end. We don't want to wait till state testing to tell us where these

109students are at. We want to make sure we're checking the temperature, you know, every month or every bimonthly or when we have our I Ready diagnostics. So, we want to make sure we provide a space and release time for teachers to be able to um monitor that progress because it does take time. You know, sometimes it's not enough time in their PLC's to do it all. Are we providing more time, releasing them, getting a substitute so they can get more time and really because it's going to benefit kids at the end of the day? Um, see, another one of the highlights is the SST. I was the SST chair this year, so I was in all of the meetings. Uh it's a great experience because these are the students that need the most at that

110time, that snapshot in time. So what are we doing for them so they don't fall through the cracks? And then later on we're looking, they're in sixth grade, seventh grade, and eighth grade. We never had an SST, then that's a problem. So we want to make sure that we're implementing and working with those students all the time. And then we call at the end our ELELS, English language development, making sure we have support for those students as well. And don't become LES. Oh, and then some of the highlights, the community uh communication and engagement, the California Healthy Kids, as I shared already, just making sure that we're consistently improving uh that students felt connected and they feel safe. Uh that our attendance data dropping uh by 3% from 14 to 11. So, that's always great.

111That makes sure that that lets us know that our system of support is working and students want to come to Nester. uh the PBIS focus as well is is not only just receiving those recognitions but also making sure we have a process in place because par parents and students and staff will feel the the positivity in that um and that that the results are good. Um goal number three just preliminary cast results showing a little bit of growth in ELA steady in math and now what is the next step? So I'm really excited about that discussion with staff on what's how do we get to that next level. Um the reclassification rates remain high and even higher this school year. Very proud of that. Uh students work really hard and there was a lot of

112buyin. You saw a lot of buy in. That's great. And that's one of the things that I wanted when I came in to really have a culture of data not just for us but also trickling down to the teachers and also to the students and then the parents so everybody knows where they're at, where they need to go. Goal setting is so important um in order to achieve all of our goals for for all stakeholders. And then the pathway toward biz literacy is is is a big sale for our program. You know, all the students in eighth grade want that stole. Um and if they didn't receive one, they're going to ask why how come I didn't get one, you know, and then we have to have some kind of criteria, unfortunately. Um but it's

113really great that students are buying in. They're staying all the way to eighth grade and and achieving. So, um and then another little point, I went to the Southwest High School graduation the following day after our graduation. so many neester kids which was great to see them excel val Victorians and speeches if not they're in lower grade levels working the ASB so th those are you you could tell that the system is working and kids are taking that learning and and expanding at the high school level >> all right so at this point we are happy to answer any questions before we open up the public hearings Okay. So, the public hear is now called to order at 7:38. [sighs] Seeing there's no further comments, the public hear is now adjourned. At 7:39, we will

114return to regular board meeting. My my apologies. We need a public hearing for each of the three LCAPS. >> Okay. Corrections. Okay. So, now that was for the uh assistant superintendent and Pamela Richard Montiel. >> That was for the district. >> Now, let's see. The public hear is now called to order at 7:39 for uh principal par Vargas Imperial Beach Charter. >> There are no comments. >> Since no comments, the public hearers now adjourn at 7:39. Again, the public hearing is now called to order for principal Haime Gonzalez and Nesser Academy. >> There are no comments. >> Okay, seeing no further comments, our follow here is now adjourned at 7:40. >> Thank you. And I will see you back up here next week for the final approval of all three LCATs. Thank you all three.

115Okay. Business services recognize assistant superintendent Rio for presentation. Okay, that was for resolution 26-020. Good evening, President Esparsa, members of the board, assistant superintendent Riker Miel, staff and community. Um, tonight I'll be presenting resolution 26020, which is a resolution to affirm the board's commitment to continue to explore uh workforce housing here in our district. Little bit of background. Um, housing affordability continues to be a significant challenge for San Diego residents. Uh, therefore being a challenge for for district staff as well. Uh we've conducted several staff surveys and I'll go a little bit more into the detail results in the next slide or two. Um but they continue to confirm that there's an ongoing affordability and and and commute challenges for our staff. Uh the majority of staff that were surveyed, they do remain uh they

116remain interested in workforce housing exploration, continue to be interested in it. Um and there's several steps that we've taken already in the past year or two. uh starting with an internal workforce housing committee uh that has attended several uh workshop uh workforce housing boot camp workshops and also not too long ago I believe in April there was a special board meeting here some presenting from CSBA here we have a summary of the most recent staff survey that we sent out uh which remained open for about a week 56% of staff remain interested in learning more about workforce housing of those surveyed. So that 56% uh represents th those who feel they are either interested or may be eligible. Uh there were respondents there was a question there that if they were not interested or if

117they um most likely weren't eligible, maybe they already own a house, they're happy with or their salary is a little too high. Um even then 74% are are in support uh for those who may be eligible. So again, the majority of those who responded, uh, nearly twothirds prefer to live closer to work, so they're reducing their their commute. The affordable range that was identified in the survey was in the $1,500 to $2,500 range. Staff respondents say that would be a monthly uh payment that they would be comfortable and that would be affordable for them. The two to three bed uh units, two two to three bedroom units are are what we're um strong demand. according to the survey and there was a question and I'll read out the question regarding that last bullet uh linking

118housing stability to retention. Uh the question being would access to workforce housing make it more likely that you would remain employed with South Bay long-term. 82% said yes. So a little bit of data to help you as we move forward this presentation and the resolution. So the resolution what what does it do? what it does. It affirms the board commitment to to continue to explore workforce housing. It authorizes information gathering, a preliminary evaluation of what is possible at the site. Uh it does align with CSBA's best practices. So the resolution that was part of the the exhibit that was u led by some of the language that CSBA recommends. Um, and it provides transfer transparency to our community and our staff on how we plan to proceed or if we plan to proceed, what that

119would look like. What it does not do, we are not approving a project tonight. We're not approving any or commitment to to funding uh any construction or development. This is just to move forward with the next step in the exploration process. If there's a or after adoption tonight, um what we would do is issue a preliminary fe feasibility study. So what what is a prelim preliminary feasibility study versus a full feasibility study? It's really the the question that is being answered with the preliminary study. We're asking is it possible? Should we do this? We would bring back those results to you so that you can answer that question. We recommend answers to those questions as well. A full study would then be more about us actually moving forward with implementation. We're not there yet, so

120we wouldn't do that just yet. Uh we would we would begin with the pre prel preliminary feasibility study. Um so we would go out with an RFP and seek um someone to move forward with that study for us. Uh scope of work scope would identify what housing possibilities there would be at the site. Uh potential mixed use options. uh what are some possible constraints and what is possible land. Uh so like I mentioned we would return with those findings uh and re make recommendations for next steps. So again we're not committing to actually doing something or project just yet. We're answering the question questions uh should we and can we is it possible? Are there any questions before the board takes action? Okay. So, I would like to motion to adopt the resolution 26-020 affirming

121the board's commitment to the explor exploration and study of education workforce housing as a potential long-term strategy. >> Second. Okay, the resolution pass 5 Z. Thank you. Okay. 2026 2027 proposed budget recognize Assistant Superintendent Regalada and conduct a public hearing regarding the proposed 2026 2027 budget. >> Good evening again, President Sparza, board, staff, and community. Tonight we are presenting the district's proposed budget for fiscal year 2026 27 as part of the required public hearing. This presentation will walk through uh our assumptions used for our multi-year projection revenues and expenditures and other factors that impact our our fiscal situation. So, our annual budget cycle, this will be the end of I believe of this slide or before we change the dates now that we're starting a fiscal year. Um, and as you know, the each fiscal

122year starts all over again starting July 1st. We're in that phase two moving towards phase three. You can see that arrow there at the bottom that I added. Uh, so we've gone from the May revision now to the public hearing and then we're headed to court adoption next week. As a reminder, we are working still to close the books for the 2526 school year. That will continue. We'll bring back the undated actions in September, but we're also working on next year's budget at the same time. [snorts] The total general fund proposed U revenues are is approximately $86.5 million. The majority of that coming from LCFF dollars there at 61.5%. You see the other percentages very similar to what we presented in the past regarding our general fund revenues. These are both unrestricted and restricted revenues.

123Go back and here you can see our since 2324 they stay continues to to provide funding based off those colas which since 2324 is a total of about 15 to 16% uh projected in uh but you can see that since 202 sorry since 23 24 it's actually been a decrease of 11.5% in revenue. So the COLA dollars are um that come from the state. When you're a district of that's declining in enrollment, you can see the impact that that has. Again, back in 2324, close to $60 million in LCFF revenue. We're projecting approximately 52.8 million in revenue for 2627. Here we see total general fund expenditures at approximately $1.2 2 million. These are both unrestricted and restricted um sources resources. The majority being our salaries and benefits at almost 79% and services and other operating

124costs there at 15.4 is next line. Again, very similar um percentages and dollar amounts that we've seen in the past here. Our proposed unrestricted expenditures are approximately $56.7 million. Uh here we break down the salaries and benefits for the board. We've been asked to do that for during our presentations. Um we continue to have our uh high percentage of staff being percentage of those expenditures, but if you recall at second in that percentage was a little bit over 90 uh%. Our goal is to continue to reduce that. We want to be in the 85% range. That's what usually districts aim for when they are lower when it comes to unrestricted expenditures. I'll leave it there a little bit longer so we can view those percentages. Again, very similar to our last um breakdown that we

125had during second intro with SWAT salaries and benefits being at 53.3% CSCA at 24.5% of that of that 88.71% and management at almost 11% of expenditures. Here we're showing the change from second in uh to estimated actuals. I do want to highlight a couple of the larger differences. There you see the $2 million difference in revenues. that being mostly from the um a withdrawal of our op trust fund to help uh with uh paying for our post benefits. So that's that's helping the general fund that increase in revenue there. The 1.7 million is with RDA revenues are helping fund to fund our uh routine restricted and maintenance account. So that again helping uh the general fund. So you see there a change in um in in contributions I'm sorry decreasing from $17.4 4 million to

12615.6 million. Our ending fund balance their difference in second being a little bit over $4 million. So next I will go over our projected multi-year pro our multi-year projection. Uh just a just a reminder ours planning tools. They are um help us guide uh decision- making. They're built on assumptions that will change assumptions such as enrollment, funding levels, expenditures uh and and known costs. They're not uh predictions. They they're not a crystal ball. They they will they will change based off new data and new information that we receive can happen tomorrow, can happen a week from now, months from now. Just continuously changing uh and and affecting our projections moving forward. We provide those updates uh December with our first interrum and that second update for will be in March second in next our here

127where are our assumptions that are in this proposed budget like to highlight the first line there where there is a projected a statuto statutory cola of 2.87% But there is also an augmented cola there of an additional 1.44% for a total of 4.31% of the cola. You see outyear colas at 2.41 and 3.06. I'll talk a little bit about that augmented cola and the additional cost that comes with it uh in a little bit here. Next, there is additional sped funding which is which is good for us, which is good for everybody. And what that does, it doesn't necessarily cover all of our sped costs, but it does reduce the contribution from the general fund to cover those costs. So that that is a help to the district. We are estimating that being around $970,000

128or so as far as the reduction in the contribution. I talked about the augmented cola at 1.44% that the governor proposed. What comes with that is an additional isn't is a cost is an expectation that it's used to pay for uh to pay for the new um paid leave requirement that he's proposing. So beginning in 2627 districts must provide up to 14 weeks of paid pregnancy disability leave for all employees. We anticipate that being becoming a reality. Um, you know, I've talked in the past about legislation, uh, you know, costs coming to the district based off new legislation, but, um, revenue not coming our way to help pay for that, right? It's the district's figuring out when there's new legislation and and it affects our districts. Uh, but the good thing about this is that

129the governor is proposing additional funding to help with this pregnancy leave. We're estimating that cost and it's it's going to change. Obviously, can't predict the future of who will take this leave and and who this will affect, but based off previous data the last three to five years and what we've what's happened here at the district, we're estimating that cost being around $300,000 a year. Obviously, that will change and we'll have actual numbers after the year. There is a proposed uh block grant SPDD. Uh it stands for student support and professional development discretionary grant. It took me a minute to remember that acronym. Um right now there is a proposed increase to that block grant. Uh but we're only in in our in our budget. We're only sticking to the current rate. Uh the reason

130we're not just yet um putting that full amount in our in our budget is because we're waiting for that final number and we're also want to make sure that it is fully discretionary. there may be some restrictions tied to it depending on where the the final number lands. So, right now we're just being cautious. That comes from advice also um from from the county uh to not budget it just yet and to wait um until it it's finalized and then we would come back with a 45day update once that change comes. But we pretty confident that that number will be higher. U for our current NYP we're sticking to the current rate of have it with me of what that ide is but I do have the increase in the next slide. Uh so those

131are our multi-year assumptions and it's also assuming that we continue to move forward and approve future year reductions uh resolution 26005. Okay, that other my Oh, that that comes later. Sorry. Uh, decline in enrollment. Declining enrollment is still a challenge. Unfortunately, this graph remains the same. It continues to decrease over time. Uh, what is new here is a new outyear, the 2829 year. And we continue to see projected u decline in enrollment at 2.5% for the next fiscal year 26 27 projecting a loss of 89 students. We can from data uh 206 in 2728 and a drop of about 100 students in 2829. So projections continue to show a decline and these numbers again we will update as we receive new information. Kids that obviously have not shown up um till they show up this

132year will have a better idea of where we at for 27 school year. And unfortunately, this is a message that we continue to to give to the board and that's regarding the cola increases. Increases don't necessarily mean that we receive that same percentage in revenue increase and that's because of declining enrollment. Here we see the two years last year the 2526 school year compared to our proposed uh data for 2627. uh we're projecting the 89 uh decline in enrollment. So you see the funded ADA decreasing from the 25 to the6 school year even though there is that cola and there's an increase in dollars per ada LCFF dollars of from 15.267 15,267 to 15,930. That is an increase per ADA but you see that the funded ADA for our district we're seeing at a lower

133number for next school year. So what does that mean for total revenues? If we look at the final column there, the 52.96, it's pretty much even. It's a slight drop of about, you know, a little over $100,000 that we're projecting in revenue from last year to this year. Uh so that's a funding decrease of 127 projected funding decrease of $127,000. Again, that is a we have a proposed COLA of over 4% with when you include the augmented cola, but that is actually a 2% decrease percentage wise from one year to the next. Take into account fixed cost there that 3.76 number that is the CPI estimate that is um an inflation percentage of what we expect to pay more as far as when it comes to goods and services moving forward. Uh so increased costs

134those are not even included other costs that are potentially can be increased like negotiated increases showing the slides just to show that the revenue doesn't necessarily match that percentage cola. Here you go. I was talking about the my uh before and showing you two different ones. Uh but now I want to focus on our ending fund balance here. Uh once you take into account the beginning balance and and revenues and proposed uh projected expenditures, we see a deficit projected deficit about 202.7 million leaving our ending balance at $15.2 million. Continuing into the second outyear here with the ending balance ending in 2720 projected uh ending at $7.5 million. You we take into account projected revenues and expenditures. You see that deficit decreasing which is a good number going from $ 122.7 million to two million

135in projected uh deficit. If you recall, previous uh NYP projections were in the double digit numbers over the whole NYP in the past. That leaves us with an ending balance of approximately $5.5 million. Again, this is the projection using um assuming the block grant at $315 per ADA, not the in the potential increase that we may have forward. And like I mentioned, we do expect that block grant to come at a higher number. So I have a we have a second NYP here just to show you what that could potentially look like. This is not the NYP in our proposed budget. It's just a scenario showing you uh if that block came in a lot higher at 937 per 88. What that changes there is that deficit. I had mentioned the 1212 million deficit. it

136comes down to about $10 million in the 26 27 school year, which then naturally um impacts our ending balance. It becomes a little bit higher at 7.6 million compared to the 5.5 million that was in the previous slide. So again, this is anticipating that block grant uh increasing. We still don't yet yet know that final number and also if there's going to be any restrictions tied to that block. We hope not. We hope that it remains discretionary in order to give us that flexibility to be able to use that to help us with our deficit spending components of the ending balance. We continue to have to have cash on hand and our inventory which is approximately $250,000. Our reserve for economic uncertainties at 3 plus 2% 5% is approximately $5 million. If you rec um

137excuse me take say a bit our commitments and assignments now coming down to approximately $10 million. Now, if you recall just a year or two ago, we were looking at an ending balance in the high30s, right? 36 million, 38 million. And we had informed, you know, we continue to inform the board. This isn't money that is going to be able to just be spent at once. It is really going to help us as we move forward uh with our budget and to be able to keep us fiscally sol. Now we have an ending balance now that's estimated at $15 million just like that in about a year or two. Uh so again that that ending balance we we knew with the projections and the deficit spending and the declining enrollment and our revenues not increasing

138at the rates that they needed to that that ending balance was going to help us uh continue to move forward and become fiscally sol and support our pay our bills. So now our commitments and assignments, you see those amounts now decreasing uh due to uh less amount of dollars being able to be committed and assigned. I do want to uh tell the board now that that field trip and sixth grade camp amount remains the same from our from second um from the second in because we are barely closing the books and we're going to have that final number of how much the district contributed to support field trips and sixth grade camp throughout the um throughout the district. So at close uh closing in September, we'll have that final number and then we'll we'll um

139modify that amount uh as needed. One more time. There we go. Uh the May revision, I've talked about most of these bullets that are here. uh state revenues are higher than anticipated in comparison to what the governor presented and proposed in January. Um but there still continues to be uh challenges or concerns with the outy years or future years and structural deficits uh that the state is facing. A reminder that the California economy relies heavily on taxes, property taxes, and the u capital gains. someone's stocks are sold. There are several billionaires in California that help really help a lot with that revenue. Uh several have decided to move out of the state. Uh that does cause uh that can make an impact in future years and especially if they continue to move out of the

140state. Talked about the statutory cola plus the augment augmentation totaling 4.31% cola. uh the onetime funding I touched on that already and special education as well as far as the increase um we welcome that approximately 43% to to the base rate and again unfortunately like the few of the other slides that I've shown uh tonight uh you know the declining enrollment and the revenue decrease of CF dollars Unfortunately, there hasn't been many changes to this slide that I usually end with. Um, the California economic outlook, there's some concern with the outy years that continues. We continue to have declining enrollment in our deficit spending, although it is decreasing as far as our projections. So, that is a good sign. We'll continue to work on that. our funded ADA uh the three-year average. So the three-year

141average was really helping us a few years ago when the higher percentages were, you know, they held harmless days uh when the higher um numbers were were able to use for for our projections. And now that that time has passed, the three-year average isn't helping us as much as before. Another thing to remember is that the current NYP does not assume future negotiated increases. So future negotiated costs those um as time passes and then that obviously then changes our our projections and there'll be a new governor. So our current governor supported a lot of our current programs like ELOP TK we we're it's unclear who or first of all we don't know who the new governor is. Uh so then it's unclear what the educational priorities will be for that new governor. Um positive, negative,

142will they remain the same? Uh we don't know yet. So that's something to look um to look at as we continue to move forward. So our next steps uh next week we'll we'll adopt the the the final budget for the 2627 school year. Uh 45day budget revision. We will most likely bring that to you. And that's just going to be a quick slide or two just showing the changes from what we shared with you today and what changed after uh after we've received the new information regarding the discretionary block grant and if there's any other new information that comes our way on actuals for the 2526 school year that will come in September and then as always working ensuring with um working with our teams fiscal department and our our other departments to remain fiscally

143obviously US report. So that concludes the proposed budget for 2627. Any questions? >> All right. So the public hear is now called to order. 808. >> There are no comments. Seeing no further comments, a public hear is now adjourned at 808. We'll return to regular meeting agenda. Okay. Human resources, student system, and organizational development. Appointment of principal. Recognize interimm assistant superintendent Tom Babilaka for the presentation. Good evening, President Esparza, trustees, assistant superintendent Raiky Montiel, Miss Cooper, and community and guests. Tonight, I bring for to you the appointment of a principal. So, following the retirement of principal Estella Corales. Congratulations. The district launched a process to identify the new site leader for Sunnis. The process included staff and parent surveys and virtual input sessions. So based on the input and the evolving needs of the district

144for the 2627 school year, Miss Guadalupe CIS is appointed as the Sunny Sloop's new principal. Miss Ciss has been with South Bay since 2004 and has served as a teacher, academic coach, assistant principal at Nester Language Academy and was named the Onion to Principal in 2020. Her background in meeting the needs of all students as well as dual language will be particularly valuable as we continue to build on the success of Sunny Slopes programs. Is it respectfully requested that the board approve the appointment of Miss Siss as principal of Sunny Slope Elementary School? I move to approve and um the appointment of Lupes as a principal of Sunnis Lope School. >> A second. >> Okay, great. Let's go for the vote. The motion pass 5-0. Congratulations Okay. Now we have the appointment of principal. Recognize

145internal assistant superintendent Tom Babulaka for the presentation. All right. Good evening. President Esparza, trustees, assistant superintendent Rikio, Miss Cooper, community and guests. So following the appointment of Miss Sis as the principal of Sunny Slope and the closure of Central School, Mr. Edgardo Salazar was appointed as the new principal of Oniat. Mr. Salazar was hired in South Bay in 2004 as well. He has served as a teacher, a teacher on special assignment, assistant principal at Nester Language Academy, interimm principal, and most recently served as Central's principal for the past three years. Is respectfully requested that the board approve the appointment of Mr. Salazar as the principal of Oni Elementary School. Unfortunately, he could not be here. I move to approve the appointment of Salasar as a principal of school. >> I'll second that. Okay, let's go

146for the vote. The motion passed 50. Congratulations. >> Wait a minute. correction. Let's let's let's do it again. >> Okay, motion pass. 5-0. Congratulations. Now it's official. Division report recognizing intern assistant superintendent Tom Babela for a presentation. Good evening. And I'd like to have Miss Maria Osborne join me at the podium as well. So, good evening, President Esparza, trustees, assistant superintendent Rick Pontiel, Miss Cooper, community and guests. Uh, tonight we bring forward to you a division report from HR, student systems, and organizational development. And tonight we're going to have a report on community engagement. And before I turn it over to Maria, I would just like to recognize the the direct team that works for community engagement or with a primary focus on that knowing that that work falls on everybody within the district. So

147we have our family liaison who are listed there. We have our MTSS specialist, our district social worker, our sitebased social workers, and then our family engagement and support coordinator, Miss Maria Osborne. And I would like to call her up to the podium to give a presentation tonight on the work that she is leading uh throughout that division. >> Good evening, board of trustees, executive team, um community members, Amy Cooper, one virtually and in person. Thank you. Thank you so much for giving me the opportunity to be here this evening to share out the incredible work that's happening across our district in community and family engagement. I just want to highlight I know that um Tom uh introduced the team but I want to highlight some important things about the team. One of which that our

148three sitebased educational social workers provide services to four school sites each and the reach out to families resource center during their work week. Our um district social worker Crystal Esamia, she provides support to some of our most vulnerable and resilient families and students, those that are experiencing hardship, that are unhoused or in transition. our MTSS specialist who is a teacher um currently with us on our team under a grant that we were awarded which is the learning communities for school success program grant. It's a u violence prevention grant that um really focuses on building strong communities within the schools um and keeping students connected to school. And our focus area for that grant was a decrease in chronic absenteeism and building in um restorative justice practices professional learning across our schools and our family liaison.

149I just want to highlight that there are seven of them. U five of them are at two schools each serving their community and then also serving district-wide programming and family and community engagement. and uh one of them is our part-time uh family liaison serving one of our schools. And then um our last Denise Ramos Gonzalez serves the Reach Out to Families Resource Center which is a little gem in our community that has been here for 30 years and very unique to our district that we have one because not every district does. and we provide information, referral resource linkage, connection to basic needs to lots of services of support at higher levels of need um that are often referred from our school sites to the center. So, I just wanted to share that information. All right,

150I saw everyone being challenged by this, so I want to make sure I'm doing it right. I went too far. Um I got it. Yes. Thank you. So um our community engagement goals are really centered around strengthening family and school partnerships. U promoting asset and strength-based mindsets, which means that we're really about looking at our students and our families from a strengthbased lens. Not from the needs that they have, from the barriers and the challenges that they might be experiencing, but from all the richness, of the culture, of their experiences, of their backgrounds, of their language, of uh the diversity that we all have. And um really looking to see what we can learn from them in terms of um learning about their families, learning about our students, learning about their strengths, learning about how

151um and what makes them feel more connected. our school community. Um we deepen and expand engagement opportunities. I had the opportunity to sit and listen to all the wonderful presentations uh mentioning um parent engagement and I want to say our team has a direct link to supporting our schools in increasing parent engagement and family engagement across our schools. Um we [clears throat] strengthen community connections. We increase collaborative community partnerships. We have been a district that has had many many beautiful uh partnerships throughout the years and um the reach out to families uh resource center has been a hub of um partnerships that have come through the center. Uh we hold monthly coordinating council meetings with community agency partners. Um but over the last three years we've really increased in our partnerships. We've expand things that

152we're doing quite well and we've also gotten new partnerships. So, we'll get to share a little bit about that. And we support our students, families, and communities in their well-being and our students and their learning. We're very grounded in our mission, vision, and values, which is all around um community building. It's about u building strong connections to our students. um really having those safe and equitable environments and uh really promoting well-being and inspiring our students to love to learn. Some of the community engagement events that we provide across the district as a team um is to start off the year the community kickoff event. Um last year in 2025, it was the second year for our community kickoff event. Um we uh take an opportunity to celebrate the start of the new year to provide

153our families and our students um just a opportunity to feel welcomed and excited and connected to our staff and also to provide information and resources to our families to share with them all of the wonderful supports that are available in our school district. and our community partners come and they share out all the information about their resources and services that are located in our community. And it's surprising many of our families don't know what's available to them. Many of our staff don't know. So, it's nice to have that partnership and have our um the representation of many of our very close partners like the Boys and Girls Club that is here tonight to be able to share out with the community all about them. And it's also an opportunity to provide some resources. We bring

154the bus from the stuff the bus event that we hold in July and we provide our families with school supplies and lots of other wonderful things. Um [clears throat] and we hold community health and resource fairs u two across the district. U one held at the reach out to families resource center and last year we began hosting at our school site for the second in the spring. We held it at Nicoloff last year. This year we held it at Pence and we'll continue to showcase our community partners at our different school sites. Um we hold our coordinating council meetings with our community agency partners regularly. Um I heard a lot about lunch uh with a loved one or breakfast with a loved one, VIP lunch. I want to say that that is something that was

155born out of something that a few of our school sites were already doing. we heard about it and how wonderful the response is from our community that our families really want to come to that event. So we went and we visited Emory and Ivy Charter and Bayside and we learned from them what they were doing and we said, you know what, this would be a wonderful thing for all of our school sites. And so the family engagement and support team this year coordinated um all of the lunch with the loved ones or breakfast with the loved ones at our schools that had never had one before and at the schools that had offering additional support so that things could run smoothly and so that our families could get welcomed and so that we could share

156out who we are and what we do to support. It was really successful. We've held rock art events in response to feedback from the community wanting more art and fun ways to engage. Um we've done clothing drives um out of the reachout center so that the community can come together and provide um gently used or new clothing um for families. We held our first family fashion event that had about [clears throat] 50 families that came and got to shop for free gently uh used or new clothing. It was a big success and our stuff the bus event. Um [clears throat] in terms of services, our family engagement workshops uh and parent education classes are held at our school sites. Um partnership between our family liaison and our social workers. Uh usually our social workers are

157the one the leads in running those and our family engagement liaison support them. We have a new partnership with Southwestern College uh English language English as a second language classes for adults. This came out of feedback from our community saying, "Gosh, we'd really like to learn English so that we can feel confident and you know uh comfortable when coming into the school and talking to staff." And so after a year, almost a half, we developed an MLOU. And so now we have ESL classes that are taking place at the Reachout Center and also at Nicolof Elementary School. In the spring of 2027, we look to branch out to a couple new schools to provide that resource. We had about probably 50 um adults that participated, not only school community members, but also outside of the

158community as well. Um we're holding districtwide restorative justice practices, professional learning. We have several schools that participated this year that comes out of the grant that I shared, the learning communities for school success grant. And um we were able to uh provide that learning for uh classified and certificated staff and in this coming year we already have eight schools signed up for their professional learning sessions. So we're really excited at bringing that which is a framework all around relationship building strong connections community and really teaching our students how to be accountable for their choices and how we as staff can support them, doing things with them. Um, in terms of engagement practices, some of the things that we do, not all, but some of the things that we do is family engagement outreach. Um, we

159do outreach specific to attendance supports. Uh, and we do that through home visitation, through meetings with parents, through check-ins with students. Um, a lot of support going out especially to our students that might have been missing some school. We want to focus on reducing chronic absenteeism because when students are coming to school, then they're connected to us. We get to know them. They get to know us. We build trust and relationship and we're able to help them to learn and also to identify if there are any areas of need for support. So that's a big priority for us as a district and a big priority for the team. And through the reach out to families resource center we provide uh resource linkage and support services and usually at a higher level of need for support

160because uh most of the needs for supports that are coming through our school sites are really being addressed by our school counselors or social workers that are inside our family liaison. So, usually when we see families coming through the reachout center being referred by the school site, it means that there are multiple uh areas of need and um just more time needing to be spent with them and making those connections to our community partners. These are some of the highlights, not all. Um, we've just done so many wonderful things, but I wanted to share on the first picture, you have a rock art event that took place at the Reach Out to Families Resource Center and lots of our students participating. And inside, what you can't see is that the family uh the parents or

161family members are inside learning about the resource center at the same time. And I also think we had um combined it with ESL class family workshop on how to enroll so we could get some support for them. On the bottom we have a group of uh parent participants and community members that engage in the ESL class. They're all celebrating the end of the class and the teacher is the one holding up the little mug looking back. Um, in the middle we have stuff the bus event where the team goes out and works at the Walmart parking lot with the colonist club and their volunteers and we work at uh engaging the community to give us those supplies for our students. Lots of fun and uh we fill the bus with uh beautiful things to give

162to our kiddos. On the on the far right and on the top uh you'll see examples of our lunch with a loved one and on the bottom at Nester breakfast with a loved one. filled with families just enjoying having some time at school in fun and engaging ways with their students. And in the middle, I save for last. This is an example of community coming together uh in a very special way. This was the central elementary schools uh new school connection for the community where we all came together, principles, staff, support staff from the school sites um and supported students in welcoming them to the new schools and sharing with them about the schools. And students came up with questions to ask each of the school sites as to what their school is like and

163what they can expect. and um we gave a lot of fun giveaways and it was just a real example in celebration of what we all do collaboratively as an SPUSD community. Um next I just wanted to share a few of the highlights um of our support services as a family engagement uh team uh for our family engagement liaison. This year in 2526, we were able to serve 6,456. Uh that's either families or students or um connected to some part of the services that the liaison provide whether it's phone call outreach, home visits with social workers, parent meetings, resource connection, volunteer coordination. Um that's how many they were able to serve. are sightbased educational social workers. They serve 9,73. And those services include things like um more uh supportive uh attendance, intervention, outreach through phone calls

164and home visits that are really developing relationship but also trying to assess what the needs of our families are so that our students can come back to school. They also provide counseling services very short term while trying to uh identify what the uh next step for support would be um or also support groups and student check-ins for attendance while also supporting with other engagement activities. our lunch with a loved one um event or breakfast with a loved one or some schools call them VIP lunches. Um it went to 5,630 uh family members that includes parents, family members, and students that participated across the entire district versus the previous year, which was our first year in engaging in that work. We had a little bit over a thousand that were served. And in our reach out

165to families resource center, we had 511 um families that were served through the center this year, which was an increase from our two uh 2023 24, which we served about 203. Many of our community members still didn't even know we existed there, that our doors were still open, especially after COVID. So, we've been doing a lot of work in promoting the center and the services there and um it's been really successful. And then the community kickoff event, we had 618 families and students that participated versus our first year which we were at 415. And that is also a very collaborative event where we have child nutrition services providing uh food to our students and lots of other opportunities. In this next slide, you have access to a full report of all of our services. I

166don't know if I can click on it. I'm so sorry. Yeah. Okay. You have copies of it. Um, so I'm trying to go back one. Yeah. Thank you. There we go. Okay, these are our local community partnerships. I just want to highlight, like I said, we have many, many partnerships um with uh South Bay Union School District, but we have expanded on those partnerships or we have new partnerships. As an example, I want to share Feeding San Diego. We had them providing food resources at a couple of our schools and we are now expanded to four of our school sites that provide full food distribution twice a month um not only to our school community members but the outlying community members as well. Boys and Girls Club of South County partnered with us on a

167journey um that was two years long. I want to really shout out Stephanie James who's here with us tonight. Um to CEO of Boys and Girls Club was a partner on our CI team um which was a community engagement initiative team out of a grant that we were awarded and we learned just deeper ways to engage our community. Um, and then we have the San Diego food bank that we it's a new partnership that we have food uh backpacks distributing for weekend food to all of our school sites for about 30 students at each. Our success story is uh we've had an increase in family engagement and support services 50% since 2023. Um we've had an increase in our partnerships um with community partners that provide support services. Um we have lifted the voices of

168our community members through just personal relationships, getting to know them, asking them what it is that they want to see in their schools, um what excites them about schools, what their dreams are about the school community. And we've held fish alongside of our staff at schools, empathy interviews, and community connection conversations, which are informal ways to just connect in conversation with our families. Um, as a CI team, we purchased a community connection cart for every single school site, which is an opportunity to go out and have curbside conversations and a little island part that rolls that um we have to be able to have flyers and share out informally with families what we're what we have going on at the school site, but also just to get to know staff. And we also offer sometimes

169coffee and tea for just helping to feel welcome. And there you see some of the reach out to families resource center uh services and we support the community schools development and implementation because as the family engagement and community uh schools that is a pillar of community schools. So, um, just as a team and all the work that we're doing in collaboration with our staff, with our families, with our students, with the entire community and our community agency partners, we're really helping to uplift um the voices and and uh the work of community schools development. our continued growth and next steps is really in continuing um the good work that's been happening um being relationship based and focused in our community partnerships of our families. Um, we want to continue to increase the voice of our

170families, engaging them more, talking to them about DACA and ELAC and ELCAP, sharing with them what that is in informal ways and empowering them to come and get involved as we develop those relationships with them and they get to ask us questions about what that is and how to get involved. um we build trust and foster belonging and connectedness and we want to continue to do that and we want to continue to outreach in our community in different ways. Um we want to go out to our home visits. Also, we've talked about doing some presentations at the local community apartment complexes across the street from our schools to really reach families in different ways. We even piloted um across the street from Barry last year, I think it was. And um we want to also

171continue providing that restorative justice practices professional like I shared it's going to happen across the entire district coming up and that's what I wanted to share with you this evening so much. >> Thank you Maria. questions, comments. >> Thank you so much. Um, I know the outreach center is the, like you said, a gem that lots of people don't know about. So, thank you for continuing to work with our students and families and staff to provide all the support that they need. Thank you. Thank you for your presentation. You're definitely doing a lot. Um, and it's great to see the increase of engagement the last few years. Um, I really like to see like the restorative justices practices. Um, but I'm curious, have we had an opportunity or do you think there's a way that

172because it sounds like this is for staff, right? Um, I think that something that maybe our the families of our district could definitely use um because they might be doing restorative justice at their school but then they come home and discipline looks a little different. >> That is part of our plan. We're already working with the San Diego County Office of Education that is our collaborative partner in this work and we met to start to develop some family engagement workshops around restorative justice practice. But we wanted to really ensure that all of our staff across our districts were trained first so that we could say this is the work that we're really carrying through all our schools uh before all touching our our families so that they knew that this was happening at all of

173our school sites and then So, we're gonna have a little bit of time to develop those presentations and offer it back. >> Thank you, Maria. It's 30 years already. What happened to that little commercial that you used to have the reach out center? You did it. I don't know where it is, though. But thank you so much for supporting our families and uh our students, especially the families around um Central. Um I really admire you for going out there. They really need your services. So thank you. Thank you. >> Thank you, Maria. That was excellent presentation. Um I do have a question in regards to you. you're being pretty active engaging with community leaders, groups and and parents out there. So, what are the challenges that you faced when you trying to get some of

174the parents to cooperate to come to those, you know, meetings or what have you? What are the challenges that you have? >> Well, if I could say that um globally, especially right now, we have some challenges related how families feel around trust and safety. Um as you know we've had um you know issues around immigration. Um we have like for as an example we have a community provider that comes into our schools into our reachout center to provide um through the county of San Diego some um support with health insurance and self-sufficiency programs like Calresh Cal Works and with all the changes in those services and also the documentation needed our families are really affected um and they're scared They're scared that their information is going to be used um in different ways that you

175know somehow someway that that would go to a place where a datab bank where they would um you know not be eligible for services. So I I just think it's a time that's a little uncertain. also the economy. Um, some of in the data report that I provided, some of the highest level of referrals that we had were for housing. Um, it is very expensive to live here uh, in San Diego and many of our families are working two, three jobs. Um, and that wasn't necessarily the case before. We have multifamilies living together in homes to try to make it. And so when that happens, um, you know, it's not that coming to our meetings isn't a priority. it's that the priorities need to shift in a certain way. So, one of the things that

176I think we've been doing is learning for ourselves as staff that just because a family doesn't come in through our doors to a meeting, it doesn't mean that they're not engaged that we really need to learn more about them and find different ways to engage them. even if it's not coming to a meeting or coming through our doors because they might be engaging educationally and supporting their students at home, we just don't get to see that. And so I think those kinds of factors sometimes get in the way. And the other is not knowing still or feeling a little reluctant because they feel like they're not quite sure what LCAP means or what ELAC or DAC is. And so when we see that families really want to come to lunch with a loved one, it's

177because that looks like a really fun and engaging way to come and celebrate the school connection. So we're trying to learn how to do it in engaging ways and combine those opportunities with learning as well. Um offering families information and and relationshipbased um opportunities with us so that they feel comfortable with us, all of us as staff. Again, >> I just want to add one thing to that as well. Um, in that data report, you're really going to see and I want to highlight the increase of parent engagement from from last year to this year. So, there although there are challenges, this team has done a great job of of one being consistent and two getting themselves out there and I think that coffee cart is a great example, right? So, there are challenges, but

178the work that they're doing is in meeting families where they're at. And all of this is with a little bit of declining enrollment as well, right? So, we're seeing the parent engagement increase when we have a less lesser amount of students. So, this team is doing a great job of really getting themselves out there and trying to meet families exactly where they need to be at >> again. Uh, thank you for your presentation. >> Thank you. >> Okay. Consent calendar. All matters listed on the consent calendar will be enacted in one motion and in form listed below. Prior to the approval of the meeting agenda, there was an opportunity to request placing consent calendars items in the discussion action section of the board meeting. There will be no discussion on this items prior to the

179board vote. So, >> I move to approve all items on the consent calendar as listed, including the superintendent's recommendations for denial or approval of least absence. >> Second. Okay, let's go for a vote. Do you have the voting box? Okay, the motion pass. 5 Z future agenda items. At this time, each trustee may suggest one topic for a future board meeting. I would like for our future agenda items um um a presentation around ADA since we have committed lots of resources for ADA recovery. I would like a presentation regarding what has been done. I would like to know if it's been successful and if not what needs to be changed, how is it being measured and what is that? what accountability measure are in place and who's responsible for those? >> I I I think

180it's a fair question. I think it's something we can do. >> All right. Good. Anybody else? Okay. All right. So, let's go to the uh communications from the board of trustee. Three minute limit for trustee. Um so last this past Saturday we had a working together meeting and so we were there from 9 to 3 and it's always nice to have the space to um look at how far we've come, look how we are working together and ways that we can improve improve. And I really appreciate um having a board that we can communicate well with each other and and get on board to move forward in the best interests of our students and families. Thank you. Um, I'd like to share that last week, a couple weeks ago, I was able to attend the

181Nicolof graduation. Thank you, Miss Sandova, for inviting me and Trusty Medina to be there. Um, it was very exciting. It was the first uh class that graduated with the dual language immersion program. So, it was very nice to to see that. and we got to hear the Nicolola Pariachi play. So, it was really, really great experience and thank you all for another good meeting and I'll see you all next week. >> Thank you, Mr. President. It's pretty late here. Thank you so much for being with us this evening, family, friends, and audience community. Um, I'm just going to share real quick. Um, first, our, uh, 250th uh, birthday is coming up this weekend. And so, um, I take that time to sit with my children or my grandchildren and talk about uh, how we became

182uh, Americans and and how our families migrated from Italy and Germany. So, I take that moment and and share with them Lastly, uh Mr. President, I did attend um Central's event and it was very moving and um I do thank uh Supervisor Giddy for coming and being uh our keynote speaker, if you will. And uh it was a sad day, but it was a a very happy day out there in the playground with the kids. And um that was really fun. And um I saw a lot of people in the audience there that I hadn't seen in in years. So we had princip retired principles, retired teachers. Um a lot of teachers wanted to go on a field trip around the central to show me this and that. Um, one teacher asked me what had

183happened to the roses and um, so I had to explain what happened to Central. So with that, with the last bell ringing, we say goodbye to Central. And we do have um, a brick. I don't know what you call it. Uh, it was handed to me that day. It's a brick from um central in a frame and it has some words on there. I don't exactly know what it said remembers what it says, but it is in the superintendent's office area. So, if you want to stop by and look at that. Thank you. >> Great. So, um over the last few weeks, I have the opportunity to visit to visit several of their school sites and celebrate important milestones across the district. I attended the board site at Sunny Slope. I also visited the VIP

184village with trusty light light liker. I must be tired. I joined vice uh vice president Kinyon at the central closing ceremony. It was uh something different. I I it is it was very emotional. I also [snorts] participated in employee date at Sunny Slope and celebrated both the Nester sixth grade promotion and the Sunny Slope promotion ceremony. We also like um Trustee Ler said we also spend time together as a board in our work together session continuing to strengthen our collaboration and share commitment to our students. That being said, thank you all the staff, families, and community members who make this moment meaningful. On behalf of the entire board, thank you for coming. Is there anything else? This board meeting is adjourned.