001Mhm. >> Mhm. >> I know. >> Call to order. Amy, can we get a roll call, please? >> Esparza. >> Here. >> Liker. >> Here. >> Lopez Aguino >> Here. >> Medina >> Here. >> Quinones >> Here. >> Thank you. Thank you. >> Thank you, Amy. So, can we have Centro students, Rachel Ascencio and Sergio Mendoza that will lead to the Pledge of Allegiance. Please rise for the Pledge of Allegiance. Put your right hand over your heart. Ready? Begin. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation >> You may have a seat. Thank you. So, the board members are going to go and congratulate the uh um Centro students for the Pledge of Allegiance. They're just going to do some
002pictures. >> Good evening. Trustees, staff, and attendees for this a special presentation. I'm asking Nester Language Academy Principal Jaime Gonzalez to please join me at the podium. This year, Nestor celebrated an important milestone, their 30th anniversary as a language academy. Since 1996, they have shared a gift of literacy with thousands of students. Over the past three decades, Nestor has expanded, received awards, and been recognized for the excellence of the program. On behalf of the board of trustees, we are thrilled to present Nestor with this plaque celebrating its 30 years of bilingual education. Congratulations to the Nestor students, families, staff, community on this amazing achievement. >> Amen. Um I'd like to say about Nestor, you know, I've only been there for five of the 30 years, but you know, I knew with the from day one
003that it was a special school, a special place to come to. Um I knew the reputation, so I definitely did not want to uh bring it down. So, I I'm glad that we've continued to to succeed and um prosper and keep on enrollment super high and academics and all the the pillars of the dual immersion. Uh we have great staff that are very dedicated. They come early, they can stay late. Um kids love them. You could tell by the attendance alone. Um so, it's a just a result of all the the legacy and all the people that were there before and now we're just continuing that path that they built for us. So, thank you so much for the recognizing the school. I'll definitely bring it back and showcase it tomorrow. >> Okay. Let me
004recognize Director Susie Chavez for the presentation of the 2025-2026 distinguished scholars. >> Welcome to our 2025-2026 South Bay Union School District Distinguished Scholars Recognition Celebration. The Board of Trustees will honor one outstanding sixth grade student from each school site and an eighth grade student from each of our charter schools based on the following criteria: scholarship, test results, classroom work, deportment, service to the school, general attitude toward learning. >> We will begin by recognizing our first distinguished scholar from Bayside Steam Academy, Camila Parker. >> Good afternoon, Board of Trustees, um Superintendent Espinosa, executive team. I'd like to present present to you Camila Parker. She is one of the amazing sixth grade students at Bayside Elementary. So, I wrote a little bit about Camila and this is just a tad bit which she she has way more
005character that I would love for you guys to see. But, Camila obviously is an exceptional sixth grader who demonstrates outstanding academic ability, but most importantly, character. She currently reads at eighth grade level and consistently performs above grade level in mathematics. But, beyond her academic success, Camila is known for her respectful and kinder demean kind demeanor that you can ask every previous teacher and they will vouch for her. And it's towards peers and staff. She approaches learning with motivation, curiosity, and enthusiasm that's contagious. And she is always willing to help others. And if she's not, Mr. Luna's willing to push her to help others, right, Camila? Camila is also an avid writer who enjoys expressing her ideas and an avid artist. Her positive attitude, strong work ethic, and joyful spirit make her a wonderful member of
006our school school community and truly deserving of this recognition. Thank you. >> [applause] >> Next up Next up we have Patricia Bride from Berry Elementary. >> Good evening Superintendent Trustees family members. I'm very happy and proud to have Patty Bride. She has earned Berry's 2026 Distinguished Scholar Award for her academic tenacity and her strong commitment to our school community. Known by her peers and teachers for consistent effort across all subjects, she approaches every challenge with focus, integrity, and perseverance. As our student council president, Patty leads with purpose, collaborating effectively with peers and adults, listening to others, and turning ideas into meaningful action around the school. She balances leadership responsibilities with high academic standards, modeling responsibility and service for others. Patty's grit, reliability, and kindness make her a standout student and leader, our very deserving distinguished
007scholar. We are super proud of you, Patty. >> Next from Central Elementary, Ariana Natalie Gomez Duran. >> [applause] >> Ariana is a right now camp along with her teacher and the rest of her school, but you know, here we have her parents to receive this honor on her behalf. >> [clears throat] [applause] >> So, I am going to share with you all what the teacher has to say about Ariana. Ariana is a distinguished scholar who consistently demonstrates focus, responsibility, and a strong commitment to learning. She's always on task, uses her time wisely, and completes all of her work to the best of her ability. Ariana always goes above and beyond expectations in every subject. She shows pride in her work and a desire to challenge herself. She's dependable, motivated, and takes initiative in all aspects
008of school. Her positive attitude, strong work ethic, and dedication to excellence truly set her sets her apart as an outstanding and very well-deserving distinguished scholar. >> Ahora para honrar el lenguaje de sus padres, voy a leer el comunicado en español. Ariana es una estudiante distinguida que demuestra de manera constante un gran enfoque, responsabilidad y un fuerte compromiso con el aprendizaje. Siempre se mantiene Ariana expectativas en todas las materias Muestra orgullo por su trabajo y un deseo genuino de retarse a sí misma Es una estudiante confiada en sí motivada y que toma iniciativa en todos los aspectos de la escuela Su actitud positiva su sólida ética de trabajo y su dedicación a la excelencia realmente la distinguen como una estudiante distinguida Gracias. >> [applause] >> Next up from Emery Academy of Global Leadership and Empowerment, Serena
009Rosita. >> Superintendent Espinosa, trustees, parents, teachers, and members of the community, it's my pleasure to present to you Emery >> [snorts] >> ac- uh Academy of Globalship Global Leadership and Empowerment uh distinguished scholar for the 2025-26 school year, Serena Rosita. Yes. I'm never like the requirement of keeping it short because there's so much to say about her, but I am lucky to have Serena in my class this year, and I am truly astonished by her maturity and her dedication to her school work. Serena has been at Emery since 2019 when she started as a kindergartner. She has grown into a wonderful human being who gives back to her school and has many friends. She also did exceptionally well on her state testing in which she exceeded standards in both ELA and math. And not just
010by a little bit, by a lot. Serena has also completed the i-Ready program which places her as reading above a ninth-grade level. Serena is extremely motivated to learn as much as she can in every content area. She is passionate about learning. She completes her schoolwork and homework diligently and is meticulous about the quality of her work. Serena is not only an excellent scholar, she is also considerate, friendly, and has an and is an excellent example of what an Emery citizen should be: respectful, responsible, and safe. Congratulations, Serena. I see this as the first of many exceptional accomplishments in your future. >> [applause] >> Next from Imperial Beach Charter School, we have Kyle Arive. >> All right. Well, Kyle is an excellent student. He is my recommendation for distinguished scholar for the 25-26 school year. Kyle
011comes to school every morning with a positive attitude and ready to learn. He is [snorts] bright, intelligent, and a quick learner. Kyle's academic performance is in a class of his own. He is a stellar reader, writer, and mathematician. He shows spectacular perseverance and expresses a genuine love for learning. He's also the team captain of our e-sports club. Um he has his eye on the future and I fully believe that he will achieve anything he puts his mind to. Thank you. >> [applause] >> NOW FOR OUR EIGHTH-GRADE STUDENT AT IMPERIAL BEACH Charter School, Isabella Rivera. >> [applause] >> Good evening. This year's eighth-grade distinguished scholar award goes to Isabella Rivera. Isabella has exhibited outstanding attention to detail and participated in all coursework with straight A's throughout the entire year. Anytime that Isabella is not satisfied with
012the grade she has received, she intentionally advocates for herself with her teachers, asking if she can redo the assignment assignment or how she can make it better. This shows a great love of learning and strong work ethic. Isabella is a leader in our school, serving as the vice president of our ASB. She is always willing to try new things, gives her all, and listens to feedback and opinions of other students. She is a true leader and possesses a lot of grit. Isabella is also an outstanding student athlete participating in four sports this year, basketball, soccer, flag football, and track and field. Um just a side note, I'm her coach and she's just a very um versatile. She can run anything from a 4 by 1 relay to an 800 m. So, she has a future
013in track and that's something new for her, so I'm very proud of her. And then um she goes above and beyond in all that she does and we are very proud to have her as our distinguished scholar for Imperial Beach Charter School. From Mendoza Elementary, Jazlyn Loya. >> Good afternoon, everyone. So proud of you, Jazlyn. It is with great pride and joy that our school announces Jazlyn Loya as our Mendoza sixth grade distinguished scholar. Jazlyn demonstrates outstanding academic achievement and admirable character every day. She approaches learning with enthusiasm, curiosity, discipline, and persistence. Our distinguished scholar consistently sets high goals for herself and meets them with pride. In the classroom, she demonstrates critical thinking. She asks thoughtful questions and supports classmates in every way. With our Explorer code, she's always respectful, responsible, safe, and kind. Beyond
014the classroom, Jazlyn models integrity and empathy in all situations as well. Her positive attitude, strong work ethic, and her willingness to help others makes her a role model. Jazlyn Loya represents excellence through effort, leadership, and genuine care for our school community. Therefore, Jazlyn, it is an honor to have you at our school. Scholar, we're proud of you, not just because of your academic potential, but also for your heart and for who you are. Very proud of you, kiddo. >> Our sixth-grade student from Nestor Language Academy Charter School, Itzaty Yaretzi Gomez. >> Hello, everyone. Nice to see everybody. >> Thank you all for coming. It is my pleasure to present Itzaty Gomez as our 2025-2026 sixth-grade distinguished scholar. Itzaty shines, yet humbly demonstrates an amazing achievement in all academic areas, reaching eighth-grade level in i-Ready reading
015and um as well in other subjects. She follows all expectations inside and outside of the classroom, providing with an excellent role model to follow. Although she's shy, sometimes a little anxious, or in pain sometimes during PE, she's able to push through, and she is committed to continue growing and learning and sharing her wisdom to support her peers. Other unique uh virtues that make her stand out are her attentiveness, her responsibility, her rapport, and and her patience. She's always willing to learn more and ask for help. Itzaddi is an inspiration of meeting goals, taking leadership, and embracing all those who surround her. I have no doubt she will continue to be a valued and successful example at our district and beyond. Please join me to congratulate Itzaddi Gomez as our distinguished scholar. I'm proud of you.
016>> Next up, our eighth-grade scholar at the Nestor Language Academy Charter School is Ilsa Villanueva. >> All right. Ilsa Villanueva could not be here today. She's currently at the Biliteracy Symposium, playing for our Nestor Mariachi. That's the problem when you have so many talents, you know, you're wanted everywhere. So, she had to choose. But, I'll go ahead and read the statement from her teacher, Ms. Tania Cabrera and Mr. Mark Mark Rosillo, which is her math and English language arts teachers. So, Ilsa Villanueva is truly a special student who has all the characteristics of a distinguished scholar. She works incredibly hard in the classroom and takes pride in doing her best. She always receives top marks in all subjects, demonstrating a strong commitment to excellence and genuine love of learning while staying humble and focused. More
017importantly, she treats everyone with kindness and respect, always ready to lend a helping hand with a quiet smile. Ilsa's involvement goes far beyond the classroom. She is part of the Mariachi Nestor, where she plays violin, runs track, and is currently part of the Nestor girls flag football team. On top of this, she finds time to provide service to her school. She is also part of the Nestor ASB, where she gives her time to support school events and activities. Her talents and are not confined to the school. She plays the piano and her true passion can be found in longboard surfing. It's a gentle spirit, strong work ethic and genuine kindness make her someone we incredibly are proud to recognize. So join me in recognizing Itzayana Nueva and hopefully she's watching or not watch it later.
018Thank you. >> From Nicolaus Elementary, we have Briana Escobedo. >> Good evening [clears throat] everyone. I'm speaking on behalf of her teacher Ms. Gonzalez. Um I am welcoming you Briana Escobedo, Nicolaus Distinguished Scholar. Briana is an exemplary role model whose dedication in both academics and leadership makes her highly deserving of being named a distinguished scholar. As a student student council treasurer, she demonstrates accountability and financial stewardship. While her role as a class grader showcases her commitment to building a welcoming and inclusive community. Briana balances these this active leadership duties with high academic standards proving she is a hard working well rounded student who is also a part of Mariachi, her soccer [clears throat] team and she's an active volunteer in her library. Her ability to serve her peers while staying engaged in school activities sets
019her a powerful sets a powerful example of dedication, responsibility and initiative making her a true leader amongst her peers. Briana has also been a part of our dual language immersion program for the past three years and she is the prime example of the success of our program seeing how she just reclassified this year and is now proficient in English. Congratulations, Briana. >> [applause] >> At Onyx Elementary, our distinguished scholar is Victoria Cardenas. >> Good evening, Superintendent Espinosa, Board of Trustees, and South Bay community. It is an honor to recognize Victoria Cardenas as our sixth-grade distinguished scholar. Victoria exemplifies the qualities that make a truly outstanding scholar and leader. And she is more than deserving of this prestigious award. Academically, Victoria excels in every area. Her advanced reading comprehension allows her to deeply engage with text,
020and her writing is clear and well-organized, reflecting her exceptional skills above the sixth-grade level. In math, she demonstrates strong reasoning and accuracy, tackling challenges with confidence and precision. But what truly sets Victoria apart is her character. She's not only she's She is not only an exceptional scholar, but also a kind and dedicated leader. As a member of the Onyx girls soccer team and our student lighthouse team, she demonstrates discipline, teamwork, and perseverance. She always strives to help others, whether in the classroom or beyond, and her leadership is rooted in service to those around her. Victoria embodies the seven habits of highly effective people in everything she does. She is proactive, prioritizes what matters most, and works to create win-win situations with those she interacts with. Her leadership is not just about academics, it's about uplifting
021others and making a positive impact in our school community. Victoria, you are a remarkable leader and scholar and we're so proud to have you as part of our school. Congratulations on this well-deserved recognition and we look forward to all the great things you will continue to accomplish. Thank you for your amazing contributions to the Otay community. Congratulations, Victoria. >> At Pence Elementary, our distinguished scholar is Johan Quallenberg. >> Good evening, everyone. My name is Faustino Gutierrez. I'm a teacher at Howard Pence Elementary. On a side note, I graduated from Nestor a long time ago. And also, Ms. Montemayor is a product of Nestor. So, we're doing something well here at South Bay Union School District, I have to say. All right, it It is my pleasure to present the distinguished scholar award to Johan Kellenberg
022Montemayor, an outstanding sixth grade student at Howard Pence Elementary School. Johan consistently demonstrates excellence across all subject areas including math, reading, writing, history, social studies, even PE. He does very well. Um Uh beyond that, his academics, we are very proud that he serves on the safety patrol as captain. And pretty soon maybe colonel. All right. Hopefully, he'll get colonel. He shows great responsibility and leadership every single day. Johan is helpful during school work. He's well-liked by his peers and is a positive role model for everyone at the school and our community. He's his dedication, strong work ethic, and character truly represents what it means to be a distinguished scholar and an anyou example for Pence students and all. Congratulations to you and to your family. >> From Sunny Slope Elementary, Noah Pendleton. >> Before I
023proceed, I want to thank Noah's parents and also um commend them for having a for trusting us and to include Noah in the dual immersion program. Noah has been in it since kinder. So, thank you parents for believing in the program. Noah is an exemplary student whose strongly scholarship is reflected in high test results and consistently thoughtful classroom work. He approaches learning with curiosity and perseverance, embracing challenges with a positive mindset. His deportment is respectful and responsible, and he models integrity daily. Noah has participated in the dual immersion program since kindergarten, where he was challenged to become bilingual. For 3 years, he has served on the school safety patrol, now as a captain, and has been a dedicated member of the boys soccer team. Overall, his attitude toward learning and service is commendable. And I'd
024like to add that there is not one teacher that would think otherwise about Noah. Congratulations, Noah. I am so lucky to have you in my class. >> Let's give a round of applause to all of our distinguished scholars. >> [applause] >> Now, if we can please have all the families of our distinguished scholars stand up, please. We would like to recognize you for your continued support to our students, to your children. Without you, this would not be possible. So, thank you for raising such distinguished scholars here in the South Bay Union School District. We appreciate your support. Thank you so much. Now, if you could please have all the distinguished scholars come on up to the front for a photo. >> Thank you and congratulations to our distinguished scholars. >> So, we're going to take
025about 2 minutes recess. >> Ladies and gentlemen, we have 1 minute. We're going to resume in 1 minute. >> Hey ladies and gentlemen, please have a seat. Ladies and gentlemen, if we're just going to continue with our board meetings if you are done we'd like to continue with the board meetings. Please have a seat. Okay, moving on. Recognize Principal Eduardo Salazar for the presentation on Center School. >> Good evening, President Esparza, members of the the board trustees, Superintendent Espinosa, district leadership, staff, families, and community partners. Thank you for the opportunity to share a brief overview of Central Elementary, who we serve, how our students are progressing, and how our SIPSA and EL cap goals are guiding our work in this, yes, final school year. To begin, I will share who we serve. Our school serves
026a total of 324 students, 33% of whom are English language learners, 27% you know, special education students, and 58% socioeconomically disadvantaged. This is the context which drives our instructional and support decisions. With that context, I will highlight some key academic trends. I will focus on high-level trends, rather than individual data points. ELA performance uh remained relatively the same uh year over year. You can see, in fact, a slight percentage decline, however, is still that shows Central still on the orange. For math, we remain the same. And as you can see, both ELA and math remain areas of focus, particularly as we work to strengthen the work year over year. So, this is uh the performance levels. As I said, ELA remained in the orange, math in the red. Chronic absenteeism remained the same, as well
027as the suspension rate uh remained the same. Our biggest area of growth was in the in English learner progress. We actually went from red last year um all the way to blue. We made 65.1% you know, of our students making progress. We increased 28.6 points. So, as you can see, we maintain uh the level of performance for the other two areas, the other three areas. Uh I do want to have a little word about growth data. Such data measures year-to-year improvement, not just a one-time achievement, uh which is what the yearly test shows. Here, you can see that both for English and math English language arts and math, 82.6% of our students improved their scores from the prior year. 64% improved their score from the prior year. So, this is what growth data measures. It
028focuses on the overall gains of the test, not individual gains. Uh So, while achievement shows how well students did that particular year, growth shows how much progress the students make over time. Now, I'm sharing with you that all across for English language arts, all the subgroups, English learners, Hispanic, they shown growth, 79% for the English learners, 83% improving, you know, the the their score from the previous year, and so on. Same story for math. Every single one of the areas showing growth from year to year. Now, attendance has increased slightly, also showing some growth in comparison to last year by a small, you know, fraction of a percentage. We know that our goal is to increase, you know, attendance to 95% rate of attendance. We are so far at 91.5. And we have done a
029lot of work around, you know, improving student attendance through sending, you know, A to A letters, having meetings, you know, scheduled throughout the year. This has been a year of transition for Central Elementary, but we continue to be focused in making sure that our students are getting the best education possible. Once again, going back to the over the years, uh the English language arts proficiency assessment for California, the ELPAC shows how the latest scores is one of the biggest, uh, growth areas that we had over the last 5 years. So, we you can see last year we [singing] made a total of 65.1% of students making progress. Now, I like to share with you, um, our SPSA goals, which are in alignment with our LCAP goals. The first one being, you know, the effective organizational
030system. Uh, so, our SPSA goal focuses on effective systems, family engagements, and connecting with local community resources. This year, we went way out to make sure that our students, our community was connected with outside resources to provide basic services. You know, we have some examples. You know, we work with Operation School Bell. We had, you know, parent engagement through lunch with a loved one, uh, the family backpack program, and then definitely, uh, work, uh, closely with the Salvation Community uh, services for mental health services support for our families. Uh, we had a lot of participation. That's something that our our teachers work really hard to make and give access to our students through life hands-on experiences. We had partnerships with the San Diego Zoo, you know, uh, some of their educators came to our classes
031and they did some, uh, some work around science and then they took as a compliment, you know, a trip to the zoo. Uh, we work with the USS Midway Museum and the Living Coast Discovery Center. So, we just make sure that we took advantage of all the resources that that out there, you know, to work with our community. Of course, you know, our wonderful and heroic um fire department, you know, was a great partner. You know, we held assemblies, a couple of them throughout the year. Uh and then we had a great great response from our students, from our staff. Um and it was this, you know, great experience for our students. Now, our goal number two, our SIPSA goal, centers on school climate, culture, and connectedness through uh PBIS, student voice, social emotional supports,
032and family leadership. Definitely, our PBIS committee worked really really hard this year to ensure that students are having a great experience. We implemented this year our PBIS store, where students use smart tickets to have uh events, special events like baseball tournaments. Through these tickets, they can purchase, you know, a ticket to participate in these events. Uh we also work on empowering our students. Here you have, you know, some students working the PBIS store themselves, giving them agency and, you know, uh rotating through the different grade levels so that the students can purchase and, you know, get some rewards for making the right choices. We also had our weekly assem- our our trimesterly assemblies and our weekly smart expectations lessons uh throughout the year. Our social workers, counselors, uh BIAs have been working very closely uh
033with our students, you know, having restorative conversations, like I said, especially during this year of transition. Uh we just had a great event, you know, just yesterday, a new school connection event, which I'm, you know, very grateful for uh everybody's participation and involvement, principals, social workers, all the whole community [snorts] came to make this event possible. It was a great event. Uh and the students, you know, they eased their anxiety, like I said, in this year of transition. Uh they got to meet and greet with the student ambassadors, the principals of the school that they will be attending next year. So, thank you everybody. Thank you team for the great support. Yes, please. Give it up for Yes, definitely. Yeah, Central definitely uh received a lot of love yesterday, so appreciate that. Uh we conducted
034empathy interviews with equity walks. You know, this year we also created our student our student council and they led, you know, a few initiatives. They conducted some student surveys to, you know, uh in which, you know, students participated. They They conducted surveys to hear their voices. Uh we have our wonderful president, uh um Jayce, and uh the students initiated one of the students' initiatives to uh to lead a canned food collection, which in collaboration with the food bank, you know, we donated all the items that were, you know, uh collected during this uh drive. Okay? Definitely, our school is not complete without parent participation through coffee with the principal, uh support with registration, uh always reaching out to the community as much as possible, making them feel welcome and embrace uh to make this goal
035number two, you know, one of our priorities. Uh Now, our goal number three has to do with academic excellence through data-driven instruction, targeted professional learning, and strong English learner supports. And that definitely has been, you know, part of our our focus in the last couple of years. Uh I think, you know, the data speaks for itself when it comes to the English language supports. Uh we've had cycles of improvement, you know, every teacher being released, uh every single teacher to discuss data, review uh data, set clear goals. That's something that we had this year to ensure that we get to know every single one of our students and then also have the teachers uh work at a specific goal to ensure that our students are getting what they deserve to make sure that we improve.
036We work along with our instructional aid LAT to support all the small group interactions and instruction and also have phonics intervention for our upper graders in place as well. I am very proud to say that we exited through the supports we exited about 15 17 students from the phonics intervention program. So, thank you to this interventions. Thanks to this interventions. And then also we offered at the beginning of the year targeted PD along you know principles one and two of the California English road map. We released our teachers with the support of the ME department and then we also you know found found out during the year. We had already you know had an intention to start some of the work around this, but we were very fortunate to be on the right track. You
037know the series of professional development that were given provided throughout the school district for every single teacher. You know part of it was focused on this principles and then you know we're very proud of that work. So, our hope is that our teachers continue on the right place. So, you know whatever they go throughout the district you know they will be seeing this kind of work. So, it's not going to be different anywhere that they go within the district. So, we're very happy to have you know gone in that direction. Then also we had our LTEL one of our teachers participated in the LTEL language academy which targets supports for students that are at risk risk or you know that are LTELs. I think we had great success. We did a lot of learning. Uh
038our teacher was very enthusiastic. Uh I think this year alone we uh were able to reclassify a total of 18 students. If I am not uh mistaken, I think I have my numbers are right. So, we got one of the most uh uh group of students reclassified uh this year. So, we're very proud of the work. Uh so, thank you. I know Miss Ashley is out here. So, thank you for being here tonight. I know some of you might be, you know, watching. So, thank you for being here. Thank you. Uh In closing, I want to thank, you know, President Esparza, the Board of Trustees, Superintendent Espinosa, the district leadership once again, staff, families, and community partners for the support that you've thrown behind Central. Uh I am very proud of being with Central for
039the last 3 years. Uh thank you, and I am happy to answer any questions that you may have. >> Um Thank you so much for your presentation. And it sounds like you've done amazing work with your team to make um this last year at Central's memorable and meaningful, as well as um hearing about the transition of having the ambassadors from other schools come to welcome them. So, as our district is changing, um that there is this welcoming, working together feeling for everybody. Um I went to Central, and I remember that kindergarten class seeming to be like the biggest thing in the world, and then going back as an adult just realizing it's not much bigger than a regular classroom. So, these memories um will be big for them and meaningful. So, thank you to and
040to your team. >> Thank you. >> Um congratulations [clears throat] on the English learner progress uh from going from red to blue. Is there anything that you did differently this year? Why Why do you think such uh such growth this year? >> I think uh you know, early or actually late in the year last year, you know, ran into I had the privilege, you know, of running into the EL road map. You know, thank you uh Director Flores, uh Brenda Robles, our coordinator. Uh and I said I want to jump on it right away. Our students deserve that. So, we started, you know, last year. We welcomed them into our site. Uh we piloted it in a way. Um Like I said, we released teachers, you know, early in the year with you know, to
041go over principal one. Um and then we continued and then we went into principal two, which is part of the hard work that has been put together, you know, throughout this year. We've invested a lot of money. I do strongly believe that it's in the right direction. So, I hope that we do continue the work. Like I said, my staff has been very responsive responsive and you know, have worked along with this crazy old man. Uh and then I am very proud to say that we have put a lot of work and then, you know, there's always room for growth. But as we continue to learn and grow, then we hope that our students are the winners in this. >> Cool. Great job. Thank you. >> I salute you and your staff. Incredible work. Thank
042you. On behalf of the community of Central School, thank you. It's the hardest year. As Kelly said, looking back at our years of growth here in our community, Central was central. And what breaks my heart this year is that bulletin board. Never in my lifetime would I thought that this would happen. But it has. And it's sad for our community to lose so many children. It's sad. We go to movie at the park. We see a couple of Central kids there. My husband says, "Where's the kids? It's just adults." And I said, "The kids are right there." Our community is shrinking. But I do want to recognize you, your staff. Uh my visit the whole you hosted the board visit there. I appreciate everyone that welcomed us into the room and and and uh smile
043and sharing uh uh your craft with me and the students uh smiling even the upper grade welcomed us in in the seating arrangement there. I saw something new. So, uh congratulations on thinking out of the box. Uh the uh attendance uh I'm sure that the attendance played a large part in your growth and uh the work behind that and your I can team that uh worked very hard to you know, keep your numbers up. So, uh in a year that um some illnesses were affecting both our children, our staff, and our principals this year, uh um I just want to commend uh Central for uh at least coming out of the pandemic as strong as you have in the in the sixth year going out of that. So, congratulations to all and uh the 21st,
044right? It's the 21st. I'm going to recheck my calendar cuz I can't miss that. Thank you. Thank you. >> Thank you. >> That's that. Thank you, Mr. Salazar and your team, and congratulations. >> Principal Salazar, uh you know, I I don't have any words, but the the only thing I can say is thank you for your dedication. Your staff, amazing staff. Uh it it's just brings touch a lot of families, and that's all about the community. It's all about the students that you have in in your classroom, and you know that you were able to, you know, bring them up, you know, uh touch those the family that really makes something, and I noticed in your presentation um talking about empower empower parents as a active participants in their children's education. That is the most
045important part other than the teaching aspect, but thank you so much for your presentation, and thank you so much for your time. >> Thank you, President Esparza. I do want to acknowledge, you know, my staff, um I appreciate every single one of them for their resiliency, for their hard work, for being there as a family, as a team. For serving with purpose, empowering with heart, and closing with pride. Thank you. >> Okay, next. Do we have any report of action taken in closed session? >> No report. >> Thank you. Yeah. Changes in the agenda. At this time, trustees or executive team members may recommend changing of the order of the agenda items and or request that an item from the consent calendar be placed with in the discussion action section of the board meeting. The
046secretary will keep track of any recommendations. Please note, no new items may be added without advanced public notice. Can we get a a motion, please? >> I move to approve the April 23rd, 2026 regular board meeting agenda after determining any changes to the order of business. >> I second. >> Great. Okay, we go for the vote. >> If I could just make a quick request of the board. Um, we have a special presentation happening during public comments on non-agenda items and one of the people I'm waiting on is not quite here yet. So, if we get to that point in the agenda, I'd we just ask we maybe bring it back up um after the first agenda item when the person's arrived. If I could, please. It's not a change to the agenda, it's just
047a request. >> I'm okay with that. >> I'm waiting for someone to arrive and if they're here, we'll do it during the regular posted time, but if not, I was asked the board's um approval to just push it, do a agenda item, and then if he arrives, then do it after that, so that everyone that's here for it doesn't have to come back to another meeting. >> I do not have a problem with that. >> Thank you very much. >> Yes. >> No problem. >> [clears throat] >> Okay. Do we uh we're going for the vote, right? Approval of the media agenda was passed 5-0. Okay. Um communications to the Board of Trustees, 5 minutes limit per group. We have uh South Bay PTA Council. No. No one here? Okay. All right. So, moving right
048along. >> Forgive me. I'm sorry. I'm got a little too much going on tonight. Um I was asked to read a statement from the PTA Council. Forgive me. Our district PTA units are planning events such as spring festivals and book fairs, while also preparing for next year's officer elections. Thank you. >> Thank you, Amy. All right. Now, we have the California School Employees Association Chapter 59, CSEA. >> Good evening, members of the board. I'm here because it's on this evening's agenda to cut several positions. Tonight, I would like to address two of the most important support systems who rarely get recognition. The I M R T's, also known as our library technicians, and the transportation operations technician, commonly referred to as our dispatcher. These positions are being treated as if they are optional, when in
049reality, they are foundational. Let me start with the library techs. They don't simply shelve books or run story time. That's the old days, because everything is technologically advanced, their positions evolved, too. They are the first line of IT support for their sites. They troubleshoot Chromebooks, manage device checkouts, reset accounts, support testing platforms, and keep classrooms running when technology fails. Without them, teachers lose instructional time waiting for help. Is that what we want? They also deserve Excuse me, they also serve as a warehouse and supply managers for their sites. They order, track, organize, and distribute all essential materials throughout the year. Everything teachers need to keep instruction moving. Without them, site operations halt. On top of that, they create a safe, welcoming space for students. Some children do not feel comfortable on the playground, so they
050go to the library because it's a safe space. The proposal to eliminate two I M R T's force the remaining library techs to split their time to cover these sites is not a cost-saving measure. It is a cost-shifting measure. The cost will fail teachers, office staff, administrators, and ultimately this move will fail the students. It will impact every school. Imagine seeking immediate help only to find the library is locked because they aren't there. We often talk about preparing students for the digital world, supporting literacy, and running efficient campuses. Library techs make those goals possible. One of our board members talked about how the smaller school sites don't really need a full-time library tech because they only do story time and shelve books for less than 20 hours a week. I'm sorry, but that figure is
051incorrect. You were not seeing the full picture. There's only one board member sitting here tonight who took the time to actually visit school sites to see for themselves the work actually being performed. Only hearing it from one source is simply listening to a convincing sales pitch. Not visiting those sites isn't proactive research. I and many others expect more from a school board who is sworn to serve the best interests of our staff and students. Whoever heard of a school without a library? It's absurd. Now let me address the proposal to eliminate the much-needed dispatcher position in transportation. It's not just a staffing decision. It's a safety decision, an operational decision, and a student well-being decision. The dispatcher arrives at 5:30 a.m. They're the first person on duty in the entire district, and they don't leave
052until after 4:00. When is their break? Who's covering them? Who's doing the job when they're out sick or both the dispatcher and the director are out? Let me tell you. Last month, the director stated that the person currently serving in this position has been covering both jobs. What they didn't say and what absolutely must be said is that this is not being done alone. It was only possible because drivers and other staff have been stepping in doing dispatch work without receiving out of class pay and without the training or support that job requires. Why have the mechanics been dispatching when they need to be servicing all school vehicles, not just buses? If we truly didn't need two dispatchers, then why do we have photos of multiple people, but not all mind you, of >> [snorts]
053>> drivers, office staff, and a mechanic all doing dispatch work just to keep the system running. The reality is simple. We need two qualified dispatchers because one person cannot safely and effectively run the entire transportation hub. Let me be clear. No routing software can replace the dispatchers. That's only the smallest portion of what they do. Just scratching the surface, they coordinate emergency responses, track every bus and student, communicate with schools, parents, and administrators, build build trips, CHP, order and track supplies, answering phones, supporting drivers, and make real-time decisions that no computer can make. Just last week we had to call an ambulance for a student who couldn't breathe. That call didn't go through a computer, it went through a trained human being who knew exactly what to do and how to coordinate the response while
054keeping every other bus moving safely. That is not a job you can stretch or automate. And yet, despite the weight of these responsibilities, not one member of the board has come to see our current operation in action. We've only seen management or board members during our break times or when it's driver appreciation day and there's a taco truck. That's next week, by the way. No one has stood in dispatch when the phones are ringing off the hook, radios are active, buses [clears throat] are rolling, and decisions are being made that directly affect student safety. If you had, you would know immediately that one dispatcher is not enough. It is a safety critical position. Cutting them doesn't save money, it shifts risk. We cannot afford that risk. In a labor relations meeting today, we discussed the
055appointment of Tom B taking over as the HR director. That's on tonight's agenda. He will still be covering his old department. There is no plan to fill his old position, yet there is still a budget item to pay for both an HR director and his current position. The district will be saving approximately $180,000. The money is there. I urge you to protect both the dispatchers positions and the two library techs, not for convenience, not for comfort, but for safety, efficiency, and for the students who depend on us every single day. I have put two petitions here that we only had circulating for about 24 hours last month in support of saving the dispatcher position and in support of saving the I M R T's. And we have more coming in tonight. I can get you
056copies of the rest. Thank you. >> Thank you for your comment. We have a Southwest Teacher Association, Swata. >> Good evening, trustees, members of the executive team, colleagues, parents, and community members. I'm here to address the current layoffs. While I recognize the necessity of fiscal responsibility, I must ask you, why does this district consistently choose to right-size the budget by targeting those who work most directly with our students? We are cutting essential personnel, including We are cutting essential personnel, including psychologists, counselors, IMRT's, and staff with specialized certifications in UTK and bilingual education, who are vital to our students' success. I urge you to reconsider these reductions and rescind these layoff notices. Let us avoid repeating the recruitment struggles we faced this past year by retaining the qualified, dedicated professionals we already have. Secondly, I want
057to express my deep concern regarding the proposed school closures. The absence of a finalized memorandum of understanding is creating unnecessary stress and leaving our staff in a state of uncertainty. It is time for the district to acknowledge that these closures create a domino effect that impacts our entire district system. This is not an issue isolated to Central. I am calling you, the board, to direct your bargaining team to prioritize this matter and to reach a fair agreement with SWATA immediately. Our staff and our students deserve that. Thank you. >> THANK YOU FOR YOUR COMMENT. NOW WE HAVE A DISTRICT SUPERINTENDENT. >> Thank you, President Esparza. Um I just wanted to take a quick minute to welcome everybody, thank everybody for being here, and then acknowledge our distinguished scholars. Um I continuously um am amazed by
058the great work that's happening um at our schools, with our students. Um couple of those students um are part of the superintendent's uh student leadership. Um and you know, they they are just amazing. Um we will be presenting to the board uh what the student leadership uh what they discuss and how they lead at their schools. Um and so we we we look forward to that. Thank you. >> Thank you, Superintendent. All right, public comments on non-agenda items. The board would take no action and discussion on any items not appearing on the posted agenda, except as authorized by law. Individual speakers are not allowed Excuse me. Individual speakers are allowed 3 minutes to address the board on each non-agenda item. Speakers are not permitted to yield their time to another person. The board limits the
059total time for public input for on each item to 20 minutes. How many uh comments speakers we have? Any? >> We have one, which is me. And the gentleman we're waiting for is not yet arrived. Why don't we proceed with the first presentation, and then if he arrives, we can do it after that, if that's okay. >> Okay, that's fine. >> Thank you so much. Point of order, please. Mr. President >> Yes, go ahead. >> Can you share um why we're not having public comment and why we're moving forward? >> So, my understanding is the person is not here, but we're going to proceed with the presentation. Is that So, what are we doing? >> So, Mr. President, we don't have any public comments on non-agenda items? >> That is right. Go ahead, Amy. >>
060Proceed. Thank you. I would proceed with the dual language master plan, and then if he arrives, um I beg your patience to let us do it after the conclusion of that presentation. Thank you. >> Okay, let's see recognize Director Paula Flores for presentation of dual language master plan. >> Good evening, and at this time I want to call the dual language task force to join me at the podium. Good evening, President Esparza, trustee, Superintendent Espinosa, executive team, parents, and community. I'm so happy everyone's here to hear this. Tonight marks uh, an important milestone for SPUSD. We, the Dual Language Task Force, are honored to bring forward for you for your consideration and approval SPUSD's first-ever Dual Language Master Plan, a comprehensive, intentional road map that reflects years of learning, listening, and collaboration. You have a
061copy of the master plan before you, and this presentation that we bring you guides you through its purpose, its design, and a vision as outlined in the table of contents. More than a document, this plan tells you a story, our story of who we serve, what we believe about bilingualism and biliteracy, and how we are committing to long-term excellence for our students and our community. This work has been a journey, one marked by steady progress, reflection, and growth. And yes, it's taken a couple years, but the Chinese proverb reminds us to not be afraid of growing slowly, but instead be afraid of only standing still. Tonight, this Dual Language Task Force stands proudly before you, bringing forward bring not moving forward, sharing with you the good work for our students and our community. We You
062are going going to hear all of the voices of our task force because every voice, every mind is represented in this work. >> Since 2023, our dedicated Dual Language Task Force has been collaborating Oh. All right, I'll start over. Since 2023, our dedicated dual language task force has been collaborating to enhance and support bilingual education in SPUSD. Led by Director Flores and myself, President of the Southwest Teachers Association, this team has representation from the three dual language schools, Nestor, Nicholas and Sunnyside. Unfortunately, not everyone was able to be here tonight, but I would like to recognize the numbers that are here. Tonight from Nestor, Miss Sandra Alvarez. Jaime Gonzalez Carolina Rubalcaba From Nicholas, Norma Sandoval And from Sunnyside, Estela Corrales >> Over the past three years, our task force invested more than 75 hours in
063deep collaboration, healing conversations, camaraderie and relationship building. Work that ultimately formed the foundation for the plan that we're about to introduce to you. >> In South Bay, we believe bilingualism is a superpower. Our goal is to honor the diverse backgrounds of our students while giving them the tools for global success. To keep our programs robust and sustainable, SWATA and SPUSD partnered through an MOU to formalize a specialized task force. This group evaluates what our programs need to thrive both now and in the future. What you'll see today is driven by the vision and mission we built from from ground up. >> Known as the Edge Initiative, Proposition 58 is the legal statute that affirms parents' rights to request and advocate for the implementation of global language programs in their children's schools. Prop 58 guided our
064task force to establish a formal process to request a program and serves as a cornerstone of our dual language master plan. The infograph of the process is inside the master plan. >> As Director Flores and Vanessa mentioned, the dual language master plan is the body of work we have worked on for the past few years and seek your approval on that plan tonight. The plan is also in alignment with the district's mission, vision, and goals. As you see there, a dual language master plan serves as a strategic long-term road map that guides the design, implementation, alignment, and sustainability of dual language programs across the district. It's a primary purpose to ensure equitable and high-quality bilingual education while promoting academic excellence, biliteracy, and cross-cultural competence for all students, which are the the three pillars of dual
065immersion. To support the new program process and request, we created a Google Form that parents, teachers, administrators can use to help us keep organized and also track for every submission that we receive. Looks like And we have seven strands that we're going to present tonight. I'll present the first three. The first is the program structure. So, we have a 90/10, for example, at Nestor Language Academy. Dual immersion begins with most instruction in the target language, about 90%, and gradually increases English over time, prioritizing strong early development of bilingualism bilingualism and biliteracy. The 50/50 model, as you the C and Nikolov and the Sunny Slope provides equal instruction in English and partner language from the start, offering balanced exposure to both languages throughout the program. And then the curriculum, South Bay Union School District is committed
066to providing equitable, high-quality resources for all dual language immersion programs. DLI instruction is aligned with California state content standards including including California Spanish language arts, common core in Espanol. Uh, the district ensures DLI programs are supported with core curricular materials in both Spanish and in English uh, across language arts, mathematics, social studies, and science. And then the bottom one you'll see, um, the bottom strand the number three, you'll see instruction. So we created all schools created a language of instruction matrix, which you'll see there, which has the instructional minutes by subject language. A language instruction matrix is a planning tool that clearly clearly outlines which language is used to teach each subject by grade level in a bilingual or dual immersion program. It ensures the consistency, alignment, fidelity across all classrooms by protecting designated instructional
067language over over time. Um, DLI schools maintain high academic expectations by aligning instruction with the California common state standards. Um, dual language learning K through 8 grade level teams create annual schedules to ensure instructional consistency, intentional planning, effective use of time, and clear language of instruction. >> Strand number four, assessment and accountability. Dual language immersion programs require the use of multiple measures in both languages to assess programs towards bilingualism, biliteracy, and academic achievement. Assessments are aligned to program goals and evaluate both content mastery and literacy development in the partner language. All students in dual language programs are assessed throughout the year in both English and Spanish using district approved assessments and benchmarks. Strand number five, staff quality and professional development. Dual language teachers implement district approved curriculum that supports the three pillars of dual language
068education. Bilingualism and biliteracy, social cultural competence, and academic achievement. High quality dual language immersion programs require educators to engage in continuous professional development. Professional development ensures teachers remain informed about current research in dual language education, instructional best practices, updated curriculum, tools, and instructional technologies. Strand number six is family and community. South Bay Union School District recognizes families as essential partners in developing and sustaining a thriving dual language immersion program. To ensure its growth and longevity, we are committed to fostering strong, ongoing engagement and collaboration. By prioritizing family partnership and providing comprehensive comprehensive education. South Bay Union School District will build robust and successful dual language programs. >> The seventh strand focuses on support and resources. A successful dual language program is built upon three core principles for support and resources. Principle one states that the
069program is supported by all educational partners. Principle two states that the program is equitably and adequately funded to meet program goals. And the last and third principle states that the programs advocate for support. Our programs also promote and encourage our students to participate in the pathway to biliteracy. We have two recognitions. The biliteracy program participation recognition is provided to all the students that are enrolled in programs and they're not based on students' proficiency. This is a recognition and an entry to the pathway to biliteracy. The biliteracy attainment recognition is available to students at the end of elementary or middle school. This recognition is based on proficiency in in English and in the partner language. This recognition is aligned with the state seal of biliteracy requirements is an and is an indicator that if a student
070continues in the path as in this program in high school, they will be prepared to meet the requirements to attain the California seal of biliteracy. >> Is it here? I'm going to change it. >> This year we created a comprehensive brochure designed to to clearly communicate our dual language programs across the district. Uh and this brochure is for parents. The brochure outlines the mission, vision, and programs program goals for each site and provides an overview of the two program models we offer. Our 90/10 model at Nestor and our 50/50 model at Nickoloff and Sunny Slope. It highlights many of the benefits of dual language education including academic achievement, bilingualism, and biliteracy, and social cultural competence. Importantly, the brochure also introduces the families to the pathway to biliteracy awards, helping them understand the long-term opportunities available
071to their children as they progress through our programs. As a side note and something we're especially proud of, this year we recognized 1,790 students along the participation pathway award, and we will award 130 students with the attainment pathway award during promotion in sixth and eighth grade promotion. These milestones not only reflect our student commitment, but also the strength and continuity of our programs. The brochure will be available in all South Bay School offices and posted on the district website, and it will include live links for information for families interested in requesting a transfer to one of the dual language programs. >> So, the dual language task force is a committee that comes together to do heavy lifting. But, we also have a dual language collaboration that also includes other voices of other teachers and educators
072that are not able to be part of the dual language task force, and it's also anchored on the guiding principles of dual language education. This dual language collaboration was intentionally created to unite voices across SBUSD to address fragmentation and create shared direction for our dual language programs. This work emphasize building coherence, continuing to strengthen camaraderie, celebrating the collective brilliance that exist in South Bay Union School District, and exploring and uplifting the bilingual brilliance that of our bilingual programs, and exploring how they cultivate joy, purpose, and meaningful impact. So, what's next? Upon your approval this evening, our team will initiate the strategic rollout of the dual language master plan. Our primary objective is to ensure that all stakeholders, from staff to families, are fully informed and engaged with our vision. Professional development. Tailored training sessions for
073both certificated and classified staff to ensure cohesive instructional practices. Parent workshops. Comprehensive parent workshops designed to build community understanding and support for the program. And continue sustaining the vital ongoing collaboration work of the dual language task force. Through these steps, we will transform this plan into a living framework that drives dual language across our district. Thank you, and again, we respectfully request your approval of the dual language master plan. Um, I want to leave you with a quote. It says, "The benefits of bilingual go beyond The benefits of being bilingual go beyond the ability to communicate in another language. Bilingualism gives kids a broader perspective of the world." And at this time, we're happy to answer any questions you may have. >> Director Paula Flores, can you please um share with the community the difference
074between the programs at Sunny Slope and Nikolov, the 50/50? How are they different? >> Sure. Absolutely. They're both 50/50 programs. The difference between both is that Sunny Slope is self-contained, meaning the teacher is teaching It's one teacher teaching both English and Spanish. And at Nikolov, they have a teacher that teaches English, and they have a partner teacher that teaches Spanish. So, that's the difference between the two programs, but they're both 50/50, um but Sunny Slope is a self-contained program. >> Um would you mind sharing about like the pros and cons of those two different models? Like why have one that's self-contained versus the one at Nikeloff? >> Well, the the con about and I'll invite Principal Corrales to talk a little bit more about her program, but the con about having a self-contained is that
075the teacher is teaching both English and Spanish, so she has to, you know, flip the English and the Spanish, so that's more workload on the the self-contained teacher, whereas at Nikeloff, I'm solely teaching Spanish, and I have a partner teacher who's doing all of English. So, it's still a hard work at Nikeloff, it's still a heavy lift teaching dual language, it's never easy, so I'm not going to take that hard load off of Nikeloff, but it is it is a a daunting task to teach be one person teaching um two languages at at Sunny Slope. Does that answer your question? >> I agree with everything Ms. Flores said. The only thing I would add is being self-contained does give the teacher the benefit of knowing her students cuz he or she is with them all
076day, so you do have the benefit of knowing how they're performing in both languages. When you um when they go to another teacher, you may not know exactly how they're doing in the other language, but other than that, I mean, I agree with everything that Director Flores just mentioned. >> I think the other piece is that for Nikeloff, you also have to be mindful that although teachers are only planning in one language, they are seeing twice as many students. So, they both equally have workload. It's just different type of workload. >> Is there one that we see that has better results? Um Would there like would we ever want to move to have both of them be the same? >> Well, Nickoloff is a newer program. It's their score They're a new They're a new
077program. Sunny Slope has been successful. Um It's all based on the needs of the community. Um and program evaluation is going to tell us how the program is doing. Through the dual language collaboration, principals are learning to evaluate their program, and that's going to tell us if the program is working and thriving. Um Does that answer your question? We also can invite um partners from the county to help us review our programs in addition to the self-evaluation that the principals are doing in our programs um to help us dig deeper into our pro- programs to see if the self-contained is working um or if one program is better than the other. But um right now, Sunny Slope is thriving. Nickoloff is growing. It's a new program. So, it would be too early to say you
078know to see We need to see more data. Did you say you wanted to ask something? >> Yeah. I mean, they're both research-based, and it really is about what the community wants and what the community needs. Um so, we can't we can't say that one is better than the other because they're both research-based and function in their own ways. >> Cool. Thank you. >> You're welcome. >> Superintendent, I think we should take a big step forward tonight with this dual language committee task force. Thank you. A huge step for South Bay. Thank you. For students in our community, thank you. For parents, thank you. I've been here I don't I'm going to tell you how many years and how many how many committees that we've sat through to get to where we are today. Thank
079you everyone for collaborating and working to this end. I read the whole thing, okay? So, it's I'm sorry. The first part kind of goes with uh the process that we had in place. And then you go into the development of the program that you're speaking on tonight. Okay, so I just want you to know I I read that. And and and for schools that are starting a bilingual wanting to start a bilingual program, it outlines how to get to that space, okay? So, I've worked at Nickoloff and they tried to do that back in the day and it's all right, Vanessa. It's it's community-driven, okay? So, parents will come and tell the secretary, okay? Or the parent will come and say, "No." to the secretary. So, you know, the evaluation is going constantly, constantly. And
080so, but to that end, I applaud you for all this work and the work that's going forward on behalf of students and families and in regards to the to the brochure, is is there going to be any links or scan that parents can do to find out more about the program without having to call the principal or teacher? >> Yes, there are live links on the digital version of the brochure, so that'll be available to families once all of this is approved, that will go live. We'll print copies for all of the sites to have a paper copy. We'll ask principals to have the link to the digital version of the brochure on their websites, have them included in their Smore, we'll have it on our website, and we'll publicize it as we shared in
081our last slide, there's a a plan to roll this out to ensure that this goes out to our community. We'll use DELAC and ensure that our DELAC reps get it out through their ELAC and ensure that our principals also advertise it and communicate through their copy with the principal to so we get it out to the masses. >> That is excellent. What if a child from Oneonta says I you know, a parent wants them to be enrolled in a program, dual language program, and they don't offer it at that particular school, what should a parent do? >> Again, they follow the the request process. If the program is not at Oneonta, they could also request if 20 parents in a grade level at Oneonta are interested in that program at Oneonta or 30 parents at
082Oneonta are interested in that program at Oneonta, they can follow that process. If that's not the case, then they can put in for a transfer to one of our existing programs already in South Bay. And depending on availability, then you know, they would go through that process through our student services department. >> Thank you for that information. When when parents go and enroll their students in March, starting in March, I don't know what that looks like, but I'm I'm assuming it looks like the same thing it always had, the schools, you pick your school, you do your residency, etc. Is there any way that we can think about putting the program on that school name? So if I want my child go to say the Nikolaev and I live over here, I I would I
083would enroll in my home school as a parent and then ask for a transfer to a program that I would like for my child. Is that how it works? >> Well, that's something I would work with with the director of student services to see what that would look like since they oversee enrollment. So, that would be something that I would get back to you in regards enrollment. If that's okay. >> That's fine. You know, it's you know, with this this is you know, work in progress. It's a working document, a breathing document. I just want you know, the availability of all children to have access to dual language if the parents so request it even if we drive them to another school out of our school you know, school community. It should be open to
084all children. >> Yes. >> And it is a live document just like the English master plan is reviewed and updated every year. This is the same applies to this document. >> So, my next My next thought when I was reading this, where's the money? So, Pamela is going to come up here in a minute. Okay, but this costs money and I want everybody to recognize that the district is investing in this in this programs. Thank you, superintendent. Because it addresses our students and their students' needs um right now. And so, in the developing this plan, the purpose of professional develop ongoing professional development to include classified in this work, it's going to have to well, it's going to have to uh I would think in our next LCAP um be somewhere designated a budget. So,
085now that I'm thinking about that. Thank you. >> You're welcome. >> Thank you so much. This is so exciting. I totally agree that being bilingual is a superpower. Um, so [clears throat] it's exciting to see the collaboration that went to work here so that we can have this and available to all of our at all of our schools. I love I saw how powerful with Prop 58 when Arnie Collazo um trustees and principal and yourself went to Carver and shared that this was even a possibility. So, I think um we're putting the word out there and our community is shrinking as far as um children and families go, but I think this is a way that we're going to be able to keep kids here. And um you know, based on birth rates and whatnot,
086I I don't think anyone's like coming back. But, what we can do we can build a strong foundation to keep the kids that we have in this community here in this community. And I think this is a beautiful first step. So, thank you so much. I so agree with you. >> Thank you very much for your presentation. It's amazing. It's uh I don't know if I told you my kids went through the dual immersion program at Sunnyslope. They're doing superb. They're doing excellent. And it's it's I mean, I see it. So, um got a question. Uh our students on the dual language program spend more screen time than the ones that are not in the program? How does that screen time? It's It's on the >> The I-Ready Well, the screen The I-Ready minutes, if
087you're talking about in regards to I-Ready usage, or can you tell me Can you ask that? Tell me a little bit more of what you you by that. >> so does Okay, so the dual language program, normally kids they are I'm not sure if they spend more time on the computer or they're just a regular child like >> Because of the English and the Spanish. >> Yes. >> Correct. So, that's something that we're talk we talk about in our dual language task force. For example, i-Ready is one example. There's a 30 to 49 minutes that are required in English. So, what does that look like in Spanish? Do our students have to spend 30 to 49 minutes in Spanish? That's impossible, right? That's going to take up all of their day. So, those are conversations
088that we have in the dual language task force committee. What does that really look like? What So, that's actually something that we're talking about right now. We don't have a decision. No one person makes that decision right now. And we're actually talking to i-Ready about like what is your recommendation and how do we make adjustments so that our students are not spending all day on the screen time. So, that's the beauty of having this task force that we engage in those conversations. We have our teachers. We have our principals that are at the site providing that feedback. And then we talk about that and then we go to consultation. And then we also bring that we bring those topics to consultation and say, "Hey, the dual language task force has these concerns. And i-Ready and
089you know, that screen time with the 30 to 49 minutes in English and Spanish is a concern because we don't want our students spending 2 hours a day on the computer." So, that's something that we we're having conversations about. You want to add something? >> So, I think to add to that Paula pointed out that we are a sub committee to the consultation committee. We don't make any decisions and that goes back to the consultation team. But we are currently in the process of serving our staff. So, we're serving our teachers to see what are they doing because part of the discussion was that we're not seeing consistency and in order to make a decision on what is best we're kind of seeking their input to see what they are doing and then that way
090then the consultation committee can make an informed decision. >> It's yeah so it's because I mean I ready spend in for a year and a half perhaps so I know when my kids went through it we didn't have I ready and they were not locked in the screen time so that was my concern but thank you guys answered. How the parents on a dual language students are engaged on this program? >> That's a great question. I know there's a high engagement at Nestor but I would invite principal principal Sandoval and principal Corrales to speak on that because they are the leaders of that site and I would be out of place to be speaking on that but what I would say is that they do have representation at D lack we have representation from our
091site so I'm very proud to have them at our D lack each school has a member at D lack so I can speak from that but I can have each principal speak from their school because I don't want to speak for them. >> So at Nicola we do have a good representation of our families in our site ELAC and our coffee with the principal to say that there is a representation only of dual language would be misrepresented because we also have our special education families that do engage as well as our shelter families that do engage so I would say it's just balanced across parent perspective and then actually on another day I could speak to you more about my dissertation that's tapping into that so hopefully in a year, I could present that data
092to you. >> Thank you. >> I mean, similar to Principal Sandoval, we are a strand within a school, so it's our parents that are engaged are not just the dual immersion parents, but all parents. Nestor is all dual immersion, so it's a little bit different. Um, but I would say that we do have strong engagement at Sunny Slope, and it's gotten stronger this year, not only through ELAC and DELAC, um, I mean, ELAC and School Site Council, but also through just some intentional efforts on our part to create more student-based activities, where we're bringing in families during the day and after school. Um, so I would say that we do have strong community engagement. >> Thank you. >> Uh, excuse me, I mean, um, >> Yeah. >> President Esparza, I would add that overall, um,
093what what the research shows on parent engagement is when parents are choosing the program, they're a lot more engaged. So, generally, when parents choose a specific program, you're generally going to see those parents a lot more engaged in school. >> Yeah, same for us. You know, we, um, create a lot of opportunities through ELAC, School Site Council, coffee with the principal, and a lot of events that we've brought back to Nestor. We just had our spring festival, and and the parents were able to engage and have fun with their kids. We had the mini cafe, uh, back in October, where parents were able to attend the the mini version of the big cafe that I call it, uh, and able to not only, um, pair up with Nestor community, uh, teachers and parents, but also
094other communities, because there's so many dual immersions in the South Bay, and just kind of learn from each other to the different models, and also educating parents and the community through our S'mores newsletters, uh, the buy-in at Nestor, that we're a TK to eighth grade school. We want your kids to go through that pathway to biliteracy. What does that mean? When they're in eighth grade, they receive a biliteracy stole. What does that mean? How do I get that? We start them since kinder or even at when they start middle school, we want all of the students to be recognized. So, it's just educating them on how to do that. And when we do that, parents buy in, students buy in, and now you have a bunch of students promoting with the biliteracy stole. So, it's
095just that communication and education to not hoard the education of biliteracy in the dual immersion program, but also give it to parents so they could teach their kids at home, too. >> Thank you. It's a My final question is that and this is an amazing that you got three schools. Is there any plans and any collaborations with other school sites that might be interested in the dual language program in the near future? >> Well, that's the hope, right? We hope that First of all, we don't need the dual the master plan for families to request. Proposition 58 is a law, right? But, what's beautiful about this master plan is that we can take the the Proposition 58, use it as our foundation, and implement it in our master plan, and then use use this to
096communicate as another way to communicate with our families and like, "Hey, we formalized in another way this process so that you can make these requests." But, ultimately the the families and the communities have to request these programs. So, it is our hope that after we Or they can do that they can do it now, right? But, they they request. So, it's based on as our team shared, it's based on community need and request. Our master plan, something unique about it is that our staff can also request. So, the master plan also outlines that our our staff can also request a dual language master plan. So, that's also something very unique about SBUSD's plan. >> Thank you. All right. Any other questions, Scott? >> Um So, I know that like myself, I had never heard I
097did not know about dual language programs until my son went to Nicolas and thankfully we met several very passionate teachers that have been advocating for this program for for a while. Um [snorts] once my wife and I learned about this program, we thought it's a no-brainer. I think the big question was why are we Why do we have other programs still operating if this is like the program that we've seen have the best results? Um so, I'm fairly confident that, you know, if enough if we can get this information out to the parents, more schools will want to have this program. Um because I mean, 20 um parents in one classroom or 30 in the entire school seems like a very low >> Absolutely. >> Yep. >> Um but I I know that if this
098was put on the website or um at the office, I probably would have never seen like the information, right? Um is there a way that we're tracking the outreach that is being done? Like do we have a plan to make sure that like every principal um has shared it at the coffee with the principal? Um or like a way to assess like how many parents at the school um feel like they have the information and have either opted in or out? Is is there some sort of mechanism to start to track that? >> Well, for sure, you know, I'm going to work We're going to work together to have a plan to how we're going to roll this out to get the information to our community, but I will absolutely work with our principal team
099to ensure that all of our ELACs are getting this information and that the information is getting shared out at coffee with the principal. So, that's something that I will work with um with our principal team to ensure that the information is getting out there. So, yes. >> And let's say that for we we do this and all of a sudden every school at in this district wants a dual language immersion program. Do we have the staffing that we need to be able to do that? >> Well, that's that's part of the parent That's part of the process request that once we have requests and we meet those thresholds, then we have 10 days to let's say at a school that requests it or two schools that request it, whether it's a 30 threshold or the
10020 parent threshold, then we have 10 days to communicate to that group of parents, like, "Hey, we we received that you're interested." Then the district has to engage in an analysis. Is it feasible to launch that program, whether it's the request of whatever language they're requesting, if it's Mandarin or if it's sign language or if it's Tagalog, and then do we have the staffing? Do we have the resources? So, that's the analysis then that the district has to engage in to see if it's feasible and sustainable because we also don't want to launch a program that we can't keep, you know, maintain and sustain. We want programs that are going to thrive like Nestor, Sunny Slope, and like Nickeloff is doing. So, that's part of the analysis that the district has to uphold and that's
101outlined in the master plan. I hope that answers your question. >> You're welcome. So, with that, I if there's Are there any other questions? >> No, I think we're we're good. All right. So, can we get a motion, please? >> I'm motion to adopt the dual language task force master plan. >> Second. Okay, great. Let's go for the vote. The motion has passed, 5-0. Thank you. Congratulations. >> [applause] >> And some of the committee members asked if there are teachers in dual language schools here or all teachers, if you can join us in standing and celebrating this accomplishment for us, we would ask you to stand. Please. >> Please. Thank you. >> Thank you so much. Thank you. Thank you so much. >> All right, so we're going back to public comments. >> He can't
102He cannot show up tonight. We With your permission, we will move that presentation to the meeting on May 14th. >> No problem. >> Thank you. Thank you for your patience. >> Thank you. >> Would you mind sharing with us what this presentation was about? We're all really just dying to know. >> We'll share it the Friday update. >> Okay. So, let's Can we get local control and accountability plans recognize Assistant Superintendent Homero Richard Montiel for presentation of educational partner input and the California Healthy Kids Survey. >> Thank you. Good evening, President Esparza, Superintendent Espinosa, trustees, and the community that's still with us this evening. >> This evening I bring the LCAP update. Um just a reminder that the LCAP is a three-year plan that describes the goals, actions, services, and expenditures to support positive student
103outcomes. Um it is a way for us to communicate our our programs, our supports. It's the how, what, and why of the district. Just a little bit of background. Um we are required to produce an LCAP. We are required to show how we utilize our LCFF funds. In South Bay, we include all funds in our LCAP. We must address eight state priorities. We also um work with our educational partners in order to receive input into the goals and the action steps. And that educational partner review and input is imperative to this process. So tonight I bring to you an update on the educational partner input. We are in year two of our three-year LCAP. It is based on the district mission, vision, and values that we're becoming more and more familiar with, and it's so
104nice to see this in so many places. Goal one is effective organizational systems, and this evening when you heard Central's presentation, you heard how school plans align their goals to the goals of the LCAP because this really is our driving document or strategic plan. Goal two is district and school climate, culture, and connectedness. And goal three, academic excellence for all students. So as I mentioned tonight's update will include um the in-person protocol and district survey that was done by our educational partners as well as the California healthy kids survey. When I presented this at L Cap at the our L Cap advisory committee, I believe that was just last week. Um, we did not have all of our California healthy kids survey data in and we do have it now. So, that's good news. So,
105why gather L Cap input? Well, we really do want to identify what's working well, identify what's challenging or what needs improvement. And while we're not writing a whole new L Cap, that will be next year, we are um, we do take the input in order to guide the work. And then, as I mentioned, this is going into year three, next year will be year three of the L Cap and then they'll be writing a whole new three-year L Cap after that. So, this was the in-person protocol. So, we asked that people read the mission, vision, and values that were adopted by the board in December of 20 um, 2023. And then they we asked that they review the three L Cap goals and all of the action steps and provide input using the following prompts.
106Since we are in the second half of the second year of the current three-year L Cap, please identify the successes and challenges for the actions within the L Cap. And then, another question was, how might we better implement the goals and action steps in year three, next year, of the three-year cycle? And as the district faces budgetary challenges, what programs, services, supports would you like to see prioritized? So, there's a lot of pictures in here and I don't expect you to be able to see them all, but it's just a culmination of the input that we received and there is a I am a visual person, so it helps me visually to see colors and shapes and know that the different um groups are represented. So, in this case, this is our in-person protocol. Um
107and the key shows that all schools submitted their their um their information from the protocol, from the process, their input. And then we have DLT, we have department, student leadership, D-Lac, E-Lac, coffee with the principal, school site council, and the LCAP coming. So, once I do all of that, then I identify the um either top five, three to four, it just depends on where the data falls. In this case, um the top five areas under goal one are successes were parent [snorts] communication, parent engagement, digital safety, highly qualified teachers, and then facilities and playgrounds. And so, that was sort of like a There was a combination of things that were facilities and playgrounds and then community schools. As far as challenges under goal one, highly qualified teachers for special education, facilities, even though there were
108positives about facilities, some mentioned the age of our facilities and the need for improvements, inconsistent forms of communication, so although there was successes in communication, there was some clarification that maybe it's gotten better in the last year, the different formats we're using, Class Dojo across the system, but that sometimes it is still inconsistent. Class size is was listed as a challenge and committee participation. For goal two, the successes were the SEL staff, and that included counselors and social workers, E-Lac, which is our expanded learning program, so there was a lot of energy around our intersession programs and clubs, and athletics. the welcoming environment in the schools, specialized programs, which we heard about this evening um related to dual immersion, but this is also um referring to um music and VAPA STEM or our our VAPA
109STEM um teachers that push into the classroom, and attendance. Some of the challenges were parent engagement, itinerant and support staff. So, this came up in two different ways. It's really around the SEL support and staff and the fact that some have to serve two schools or a desire to see more. So, it might have been we want more counselors or we want more time with a counselor. Chronic absenteeism came up as a challenge even though attendance has improved and we've been hearing that throughout the year, right? That we have a lot of improvement in daily attendance, but we still have those students who are chronically absent. Challenges um for ELOP club options, again, the word challenge makes it sound sort of like a bad thing, but it was really about we'd like more choice, we'd
110like more options for ELOP clubs. And just a reminder that most of that is driven by student um interest and the surveys that they complete. And then behaviors. For goal three, the successes were intervention. The LAT position popped up many, many times and that is our learning acceleration tutor that leads intervention at most of our campuses or at all of our campuses as well as working with the SST process. Professional development was a positive. i-Ready was listed as a positive as well. Our focus on ELs and supplemental resources that we've now had in place for over a year. And then we've purchased some additional supplemental resources. Some of the challenges, need for additional intervention, so again it's that that wish list. Um core curriculum, and we know that we're coming up on our math um
111work soon, where we are going to be piloting math programs and adopting math next year. Job specific PD, so professional development was listed as a success, but there's a desire for more job specific um to target the focus area of different employees. Spanish resources popped up, so that's an interesting one that we'll have to dig into a little bit because that came from predominantly our DLI um schools, but also some of our schools that do not have DLI or DL on their campus. So I'm wondering, we do provide Spanish resources for our students even if they're not in dual language. So if a child is in an SCI program and their instruction is in English, but they want to have a Spanish text to take home to support in the primary language, we do that.
112So we need to dig a little bit into that. And then the ELD block, um and or at sometimes it was mentioned as the resource because we know there's a lot of energy around that the age of that resource, and the hopes that when we are looking at ELA curriculum, we will have new designated ELD as well. All right, now the surveys. So we did staff and oh, I'm sorry, staff and parent surveys. Um the the survey was sent out to all staff and parents, and we provided background information regarding the LCAP goals, actions, and the desire to hear from all of our educational partners. For staff, we asked them to prioritize actions under each of the three LCAP goals. We asked um for them to provide examples of successes and challenges at the site,
113district, or department level. And then that question about the budgetary challenges, what program services supports would you like to see prioritized? And to provide feedback as we conclude the school year. For parents in both Spanish and English, we also asked them to prioritize the actions, to provide examples of successes and challenges, and then we did ask a question if their child has an IEP to share any related successes or challenges. And as well as if their child spoke a language other than English to share any supports that they believe students learning more than one language need in order to be successful. And finally the or the second to the last question about budgetary challenges and what they would like to see prioritized and any general feedback was the final question as we conclude the year.
114So again, you're going to see the pictures of as I was breaking down all of the data. So this was 161 staff surveys completed by all schools. In the staff surveys, there are about three to four per goal that surfaced heavier than others. So um under successes, parent communication, parent engagement, and credentialed staff. Under goal two was welcoming environments, SEL supports and staff, and ELOP as well as attendance. And then when we go to goal three, it was intervention, the LAT position, professional development, supplemental resources, and i-Ready. As far as the challenges, again, credentialed staff for sped for special education, inconsistent forms of communication, district tone, morale, and just to remind you that um a lot of the surveys were done during the time that we were still at impasse and um going through fact-finding.
115We also um saw chronic the mention of itinerant staff again. There was a bit on staff fragmentation and that was both at site and district level. Need for more intervention surfaced. Curriculum was challenging um and in some cases was it might have been specific about math curriculum or needing new curriculum, ELD curriculum. And again, more job-specific PD. So, I remind you that these are survey results and the other was the in-person protocol. So, you start to see the same data um sort of bubble to the top. In the parent surveys, you can see that they shared their successes or positives and challenges. This is both Spanish and English. Um English is check mark in blue, Spanish is in the red orange. And again, you can see staff um positives at their school sites, a lot
116of positive things about the staff and feeling welcomed. Communication was a positive. And then you can see school closures um was a challenge for them and declining enrollments on there. It doesn't have a a lot, but programs and that was really a wish list. So, at that point I started to see that that a wish list was surfacing. And I'll get to that as well. Survey results for priority ranking. Um when you see the green is staff, parents blue, and parents red or or that orangey red and that again is in the English and the Spanish in completing the surveys. Um the commonalities really were around um goal 1.5, educational partner engagement. Um as a priority, goal two the expanded learning opportunities, and goal three academic intervention. So, you can see the other areas, but
117these were the ones that were common for all three. For staff and parent priorities in the survey, um English and Spanish surveys, you can see um the top three were specialized programs, expanded learning opportunities, and SEL staff and support. There's more on there, but those are the top three. And then we have the wish list, the those trends that surfaced. So, math curriculum and intervention, there was a lot of energy around more intervention, and then specifically the need for math intervention. So, we have our learning acceleration tutors at all of our schools, but it the majority are focused on English language arts or Spanish language arts, depending on the program, and that desire to have more math intervention. Um earlier we we saw the presentation about the DL task force and more DLI programs different
118definitely surfaced as a wish list. Um so, again, getting that word out of how do how does that take place? And and in some cases it were it was parents already at um schools that have DL, and their child might be in DL, but that belief that we need to offer even more. Primary athletics surfaced on the wish list. A lot of energy around ELOP as positives and the athletics programs being really positive, but wanting to see it start to go down to the lower grades. Enhanced playgrounds and equipment, and that specifically came from the students that are working with um Superintendent Espinosa and his student council advisory council. Less itinerant staff, and again, I put that on the wish list because they kept coming up on as a challenge. We want someone here all
119week, but it really is more of that wish list. And then more job-specific professional development as well. All right. So now the California Healthy Kids Survey. Just a reminder that we give the surveys to all students third through sixth grade. There is a one survey and then the seventh and eighth grade is the middle school survey. We do parent surveys and we do staff surveys and these were administered in February and March of 2026. Just a reminder for our third through sixth grade students, they do have to have permission to complete the surveys, whereas seventh and eighth grade parents opt them out if they do not want to do the surveys. So this is our student surveys for third through sixth grade and I just want to point out the structure so that you can
120take a look at the scores. We on the left-hand side you have the different years that the survey has been given. So we just really want to celebrate that 1,244 students took the survey. So we had permission for that number of third through sixth graders, which was higher than last year and closer to the 23-24 school year. So we want to keep that keep that trend going. And the answer to these questions is yes most of the time or yes all of the time. So that's what we're looking for when they answer the questions related to school connectedness or academic motivation, school boredom. So when you look over on the right-hand column then you're going to see that we're comparing to last year, but it's also nice to look across the five years and see
121was there a little dip, an increase, back up. And so you can see that students school connectedness sort of stays around the same. In the academic motivation, it's kind of around the same. There was a little dip there in 23 24. Um, school boredom has increased. So, it was 43, went down to 38, is back up to 46. So, that that's concerning. Um, [snorts] caring adults is increasing. So, little little increasing, but getting back to where it was before. Um, the expectations, high expectations from the adults in the school is staying steady. Meaningful participation, a slight increase. Facilities upkeep, a slight decrease. Parent involvement staying steady. Social and emotional learning supports, looks like a little decrease. And anti-bullying climate, um, is a little decrease in that. In our seventh and eighth graders, the questions may
122be a little bit different, but there are some commonalities. So, school connectedness actually increased, and that's a pretty good with 5% um, for our middle schoolers, as well as their academic motivation increased. School is really boring and and looking down it says they agree or strongly agree. Pretty much true, very much true. That's those are what they're saying. So, school is really boring actually went down to 36%. So, that's that's they're not they're saying they don't agree school is really boring. So, so that's a positive. So, it went up a little bit with our little guys or with our third through sixth graders, but it dropped with our middle schoolers. So, that's that's good news. Um, school is worthless and a waste of time. That's stayed around that same. And again, we're happy to see
123it's at 10% going down from the 18% in 21 22. Monthly absences, so they're self-reporting, right? So, [snorts] they're self-reporting lower. So, we're hoping that this is accurate, right? 12%. Maintaining focus on school work is an increase. Our caring adult relationships is a 5% increase and you can see that's a really nice increase over the course of the years. High expectations is an increase and meaningful participation. And I didn't note the number so we're at about 485 responses. Again, it's an opt-out not a permission slip needed but middle school's looking pretty good. And then facilities upkeep keep actually improved with the middle schoolers. Promotion of parental involvement in school. They feel that their parents are encouraged to participate. School perceived as very safe or safe was was stayed the same and then experienced any harassment
124or bullying stayed the same. For our parent surveys then the questions are similar but but poised to the parents about whether or not they feel that there are the student learning environment is is that they appreciate the student learning environment that it's strong, that school is a safe place for their child. So you can see increases. School motivates them. So again, it's neat to be able to look and see does the child feel that way? Does the parent feel that way? Are they in sync? School has adults who really care about them. We have the meaningful opportunities for student participation. Communication with parents about school. So everything right there is where we just have a 1% dip but everything else has been increasing. And then we have teachers responsiveness to child social and emotional needs.
12591% which is great. And then school provides parents with advice and resources. That took a little dip but it is it has been increasing over the years. >> [snorts] >> And harassment or bullying whether it's a large problem. So you see a a increase. So with students it stayed about the same, but from the parent perspective, it looks like it's a little bit um higher. And then the staff surveys. So, lastly, again, similar questions, are there caring adult relationships? Um that's a slight increase. High expectations, an increase. Student meaningful participation as well. Promotion of parental involvement. Um student learning environment, facilities upkeep is an increase with the staff. Support for social emotional learning is an increase of 5% and we're glad to see that because we do know that that is valued and that comes
126up throughout all of the educational partner input about the social emotional supports. And staff, again, doesn't mean that there isn't that on the wish list for more, but it did increase. Provides adequate counseling and support system or services, that's a 10% increase. So, again, we we want to see um these numbers increase um across the board. And anti-bullying climate increased. So, at this point in time, um it is the opportunity for the Board of Trustees to provide any input into the 2026-2027 LCAP or input into any of the um data that I just shared with you. Thoughts, questions, or direction. >> Thank you, Mr. President. Thank you, Paula. Uh and thank you for the um LCAP advisory committee meetings. Uh what is it we have three or four or more than that a year? >>
127The last meeting was a little bit low with four four parents. >> No, no, no. Over the year. >> Oh, meeting. Um, yes, we have four. I believe it's four. >> Four a year. Four a year. >> So, we just had our last one for the year. >> No, we have another one in May. >> Oh, okay. >> Uh, we have another one in May, so, uh, check your calendars. Uh, we're always open for more parents. We did have a new one uh, last week, so, uh, I I personally welcomed him and he was from Sunny Slope. So, thank you, Sunny Slope. Uh, Uh, honestly, it it it really makes a difference when parents come to these meetings. I can't tell you I I'm sitting in the back. I can't tell you then, but I'm
128going to tell you right now right now, uh, that, uh, um, honestly, your input makes a difference. Mhm. At any level. Okay. So, uh, I'm going to quickly go to, uh, my homework and, uh, thank you for last week's meeting and the paper that you provided the group and, uh, and so, I was doing my homework this last week and and tracking that El Cap book. Thank you very much for giving that to me and it was really helpful when, uh, you take us forward in in the work. So, thank you for for sharing that book with me. Um, so, in reading this and reading that Uh, first thing I noticed is that the California Healthy Kids Survey, it was a staff survey and I wrote down here for my notes, it was a system.
129It's about the system, school supports for for students. And so, this was staff. And so, uh, the highest one was, um, in 23-24 was 415 as opposed to 299 this year. Okay. So, you know, I was measuring our our growth here. If it it stayed the same or if we came up and then I looked at the book and say say you know what outcome we were looking for at the end of this year and so and looking at that we're you know like the bullying you know it's just it's just right there. I mean you can't ignore it okay. So I looked at you know our goals and our action plan for that particular thing and then I went to the metrics and the metrics told me to go to the dashboard so click
130click click click and so I really dug deep into this data and so I think we really need to I myself have witnessed the support staff doing a bullying um lesson for children in classrooms. I was very impressed. I was at Emery and I think it was a two or three third grade classroom and the psychologist I believe came in and did a whole bully bully lesson with the children with children from the classrooms and other special programming joining in on that class and it just happened to be my third grade classroom when I was at Emery. So children were dancing to the song. It was a bully song. I I can't remember what it was but they were the psychologist was just he was dressed in this outfit costume and he had everybody looking
131at him while he was teaching this you know how to be nice okay. And so I'd like to see more of that. And I know that the LCAP doesn't go in it doesn't drill down okay it doesn't drill down to to um you know you know it just goes to the dashboard it doesn't tell us how to do it. So that's I guess your job okay. And so all I can say is I'd like to have more support in that area not only for students uh but for our culture and our in our school district. Because I have witnessed that as well in adults. And uh so some professional development regarding you know shiny example here was our road map for dual language task force. Uh that was a leap and bounds. Okay, that that
132that was beautiful. I'd like to see that come together as a strategy for the district to not only for our students but for the culture of the district. So we can right size this attitude and work towards a goal of improvement and collaboration. Uh so let's see here. I'm really concerned that the parents are the parents are uh um somewhere in the the surveys that you have are ongoing. Okay? So we could have it in the parking lot. That's a survey. Okay? With a parent. So when parents come and talk to me, I'm surveying. I'm listening. Okay? And so as a good board member I hear them when they say you know uh um they don't have access to a device or you know or I'm having problems with this or that. And so I'm
133able to say you know just go talk to your teacher. Okay? That's your first support. And so I like to see more parents feel comfortable. Because this doesn't tell me that they're comfortable. The data doesn't show that. So increase that expectation I guess at that level. Uh let's see here. >> I'm really pleased about everybody liking, you know, our our sports clubs. And um I think that's really going to be uh a real uh plus for our district because we're the only one in the in the region, I think. Right? In the region? Uh-huh. And if there's a CIF for elementary schools, we should develop one here because I would really like our other surrounding districts, our elementary to join us at the at the Westview We haven't named our our stadium yet, but our
134stadium there and have some, you know, district-wide district challenges. Um in our region, that would be cool. Let's see here. So, just ensuring that all staff has access to the uh survey, uh either, you know, at a staff meeting, um in a classroom with a teacher and an aide, uh food service, uh bus drivers, transportation. Everybody should have access to this this survey, and I know you put it out several times. So, I don't know what the number is uh that has responded or who. And so, I would really like to see um you know, how many certificated, how many classified, maybe if I don't even know what the survey asked if if they, you know, what position they hold, so I don't know. So, they So, the next question for you is uh we've
135got the dual language task force coming online. And so, uh would we address that uh funding in in the third year out coming up. So, um as far as funding, the LCAP identifies all funding resources and it would fall under specialized programs. >> Okay. >> So, the funding that is put towards, let's say, the instrumental music program at Mendoza or the VAPA STEM teachers, um DLI teachers, that is identified in the LCAP. Um when you talk about resources, though, that's something that, um as mentioned, we talk about at consultation, review the needs of the different programs, and then make recommendations there. We use um different funding sources, so that could be textbooks if it's purchasing the curriculum for a dual immersion classroom, then it would come out of the same fund that we would use
136for textbooks for everyone. Um same thing with supplemental resources. So, right now we're using an example would be a supplemental resource that we use in an SCI classroom is UFLI, and we've heard a lot about UFLI, right? Heggerty's another one. A supplemental resource that is used in dual immersion is Estrellitas. Well, we purchase that as well. So, it's not an issue that we don't, it comes out of the same fund. So, we don't have a separate line item for that, that would be supplemental resources or core curriculum or textbook adoption. Okay. Well, thank you, Pamela. I've got a lot of work here, and I thank you for the uh the walk and uh and the education behind your work, and I appreciate that. So, with that, um I know you're going to come back to
137us with with a complete three-year Well, second-year outcome that'll include the healthy kids survey on the form, correct? There it is. >> So, I'll be back in May with the annual update and then in June for the public hearing and later approval of the LCAP for next year. >> And so this information that we have tonight is just for our non-charter schools? >> No, it's for all. >> For all? >> Mhm. >> And so when the surveys come back as they have um identified the grade levels 3 through 6 and 7 and 8. So, do you look at in in the charter schools, do you look at 6 7 8 as a as a reference tool for surveying the children? >> In the charter schools, we would look at all of the surveys, the third
138through eighth grade. It's it's broken down the same way, third through sixth grade and then seventh and eighth grade is a separate survey. >> Well, I'm just saying because sixth grade goes into seventh grade, so they have a different lens, they have a different view when you when the kids survey at sixth grade, it'd be great to see what they said in sixth grade and now they're in seventh, so we can we can adjust, you know, >> Yeah, in the California Healthy Kids Survey, we don't receive that information. It is it is a I want to say anonymous in that respect. We don't receive individual student information. >> And not by >> We receive it by grade level and by school. >> But as a system, could you look at that 6 7 8 in
139the charter to see where where we can target services such as bullying, how we can support that program so children by the graduate eighth grade, they're ready to be young adults over there. So, I I'm what I might suggest is that in one of your meetings with Superintendent Espinosa, you could explain what you'd like us to do and he can share that with us as far as we see if it matches the way that they do the the data because we just we don't receive it combined 6, 7, and 8. We receive it Yeah. So, if we're pulling out 6th grade, pulling out 7th grade, pulling out 8th grade, but I'm not quite sure what it is that you want us to look for. So, if you want to share that, we're we're happy to
140look at it and from different angles, absolutely. >> Well, that would be great because when the charters come to provide us information, that would be something I would like to hear about. >> Yeah, and the charters uh-huh, the charters will receive their data separately and it will be in their LCAP. And their LCAPs will come before you in June when I bring the districts, they will bring forward theirs. >> Okay. Thank you, Pamela. Thank you. >> Pamela, I got a quick question. I mean, it's it's a lot of work. It's a lot of work. I can see the board it's it's filled with different colors and everything. So, inputs, when you do the parent survey and staff survey, are those are formulated questions that you already have planned out? Or is there a place where
141you can put a write in? >> Oh, no, that they're they're open-ended. So, we create the questions and that it's a Google survey and then they can type whatever they want in there. So, when we ask, "What are successes?" they can write in write in. "What are challenges?" The only time that it's a sort of a closed question is when they're prioritizing them and moving the actions around just to put them in priority order. All the other questions are open-ended. So, we have paragraphs and paragraphs that people have written and we've read every word. >> Yeah, that was definitely what I wanted to, you know, to do an input, but seems you were explained. Thank you so much. And you know, it's good to see you so on the parent survey the positives, secure campuses,
142you know, it's on the positive. It's it makes you know, makes me feel like hey, we're doing the right thing. Parents are feel safe dropping off their their kids at schools. That's that's wonderful. Um I don't think any other questions. Thank you so much for your presentation, Pam. >> Just one more question. Sorry. I recently saw a survey online from the California Department of Education, which questioned um um districts about um including their library staff, their whatever title they have uh in the LCAP. And um checking around, I noticed that they answered no. Like the library didn't have input to the LCAP. So, um do we have any information about that? I mean, they they should be included in the LCAP. And if they're if they're not >> I do not have any information about
143that. I think I think there's two different things. Are they in the LCAP? They would be under basic services. So, that would be our action 1.1 that includes office staff, basic services at every school, and or department. So, that's where you would find um all employees that fit that category. Um as far as input into the LCAP, they would have the same input that I've been mentioning this evening, whether it's an in-person protocol on their campus, a survey. So, that's why we hit it from different angles to make sure that if I didn't do the in-person protocol, I can do the survey. >> Perfect answer. Thank you. >> All right. So, um Business Services, National Language Academy Facilities Improvement Plan update. Recognize Assistant Superintendent Rigoberto Landa for the presentation of the plan update. >> Good
144evening, President Esparza, Board of Trustees, Superintendent Espinosa, Board um staff, and community. Uh before I ask the team to present, I do want to start by saying that although the board will not be taking formal action on this item tonight, uh we will be we will be asking you to prefer to provide us direction on our next steps. Uh the team does have a recommendation on what to do next and your feedback will be valuable in in allowing us to move forward with that. >> Good evening again, board uh superintendent. Thank you again for the time and the the ability to explore these opportunities for uh Nestor. Uh so, just starting off um I've shared this before, but I wanted to share it again. Just the purpose, background, and uh Nestor Facilities Committee meeting dates
145and things like that. Um so, we are presenting an overview of the Nestor Facility Improvement Plan developed through a collaborative process with Nestor Facilities Committee and also the district maintenance team. The committee met multiple times throughout the year, August 26th, uh October 30th, November 4th, December 9th, and January 14th to review site needs, long-term growth, and facility conditions. And we had agendas and minutes that we kept for for all those meetings as well. The primary goal is to replace the the aging portables uh classrooms with modern long-term instructional facilities that better support student learning and the the day-to-day school operations. Uh what is the identified need? The identified need is many of our existing portable classrooms are aging and no longer meet the instructional safety and sustainability standards we want for our students. Um these
146portables limit flexibility, continuity of learning, and long-range planning. Um as a growing TK through 8 dual immersion school, Nestor requires facilities that support early learning instruction, intervention, and enrichment, program stability, and site security. Um how do we change? Is it this one? >> So slide two, what is the solution to that? So we'll talk a little bit about that. Get to that page. So what is the proposed solution? The proposed solution includes one single story kindergarten classroom building, a set of three classrooms, and one two-story instructional classroom building to meet long-term site needs. These facilities are designed to replace portables, not expand enrollment beyond current projections. And then also we partnered with Dahlin, d a h l i n architecture. It's a multi-disciplinary design firm specializing in architecture, planning, and interior design. They are supporting
147and guiding the facilities committee through planning, design, and feasibility analysis. And slide three. Oh, went too far. There you go. All right. So here are the three options that we're presenting tonight, three design options. So if you These are the the implementation options that we explored. Option one, construct kindergarten building first. This allows for immediate improvement for early learners while planning the second phase. In the next slide you'll see a presentation of like an overview, an aerial view of Nestor, just to kind of visualize what what we're talking about. Option two is to construct the kindergarten building and a two-story instructional building concurrently, so at the same time. This will be more efficient timeline, but higher up-front coordination to understand where we can place students while we're building in construction. Option three is to construct
148both buildings while implementing an interim housing plan, temporarily relocating 7th and 8th grade students to another location or within our site. Um in an evaluation, each option was evaluated for cost, disruption, timeline, and instructional impact. And then here's where you'll see the aerial view and I'll pass it on to Mr. Francisco Franco, Director Franco, and just to kind of talk about those images there. >> Excuse me. Good evening, President Esparza, Board of Trustees, Superintendent Espinosa. I'm just going to give you guys kind of a brief down a breakdown of how this is supposed to work. Um let me use the pointer. I guess the pointer doesn't work. Nope. Doesn't. Anyways, um So, what you see on the left is what we currently have as a school site. Um those are all our portables. So, that's
149existing. Everything is there. So, once you look to the right, starting on the very top, uh it's difficult to see, but the orange, those are the brand new buildings. These buildings will be constructed offsite. These are modular type buildings. So, that kind of expedites the work to be done. As you can see on the bottom, it states it duration roughly about 10 months. So, those buildings will be being constructed per D- per DSA pre- pre- uh construction plan. So, these things have been pre-approved from DSA, which makes it easier and faster for the construction portion of it to happen. Um the second line, which is on the light orange, is site construction, which means points of connection when these buildings come into school sites. They need to be connected to electricity, our internet, firearm, all
150our infrastructure. So, the cost you see up there, that's pretty much what what it would cost to to have that that put in. I'm sorry about that. Um so the estimated cost for that would be $4,950,000. Those That's just construction portion of Contingency is built into these type of projects. So, if there's any unknowns that happen while we're doing the construction, we have capital to be able to respond and and and take care of this. Um without going with that change orders. So, when it comes to the soft cost, which is basically our architecture, inspection, permits, all those those things that soils testing, we need labs. That is the cost which you're seeing up there, which is 1.485 million. Um furniture, obviously the to to put everything back in into the classroom. The estimated kinder
151the cost the estimated cost for this is 8.2 million dollars. Okay, so that's that's just the first phase. What you see kind of on the right of this building, that is is not really related to the first part, but it somewhat is. And the portion of it right now and uh room 45 is not being used as a classroom. So, we have that as marked out. Excuse me, does Does this have a pointer? No, doesn't, right? No, no pointer, sorry. Anyways, um so that is going to be is going to be it's not going to that's not going to be moved that building. So, let's see where I'm all right. Option two, option two is a is a little different. It's kind of constructing both portions of it at the same time, which is which
152is the kindergarten up on top and also the portables on the on the bottom. As as uh as Jaime had mentioned, this roughly would take 16 months to to do. Which would implicate as well as in logistics and how to move our kids around and putting them in. So, we would might be able to have the space to do first day first phase and then do this as a second phase of the work. Um the cost would is on the on the left of the Excuse me, on the right on the bottom portion of it is the is the cost for this project would be 57 million 85 thousand dollars. Uh again, where what you see is the furniture, all that all that stuff that still needs to be part of this this project. Oh,
153sorry about that. Wait, wait, wait. Okay. Option three, that would be very difficult. That's relocating some of our portables, existing portables, into our our playground. Which means kids will lose playing space. And that would bring the cost a little bit up quite a bit to be honest with you. It would be almost 59 almost 60 million dollars. So, yeah. Yes, ma'am. So, um James will explain a little bit of that later on on this presentation, but yeah, this this would would definitely put a burden on the on the district. So, um But, uh but yeah, so this is pretty much um my apologies they're not blown up, but yeah, this is what what it would look like. So, um but yeah, it's uh Let me see. Uh improvement plan. So, basically this is what it
154would look at the end of the project. So, no portables, permanent buildings. Um on your bottom right, on the upper left, your new kindergarten and open space. So, uh So, Jaime, would you uh do the quick summary, please? >> I know they're pretty small, hard to see. Um I do have larger ones that we can provide the board just so you guys can have, you know, more uh visibly friendly data that you can look at. Uh so, we'll definitely provide that. So, just in summary, um the big picture approach that you see up there, option one, the estimated cost 8.2 million. Uh the phased approach of one kinder TK construction, that's option one. So, just isolating kinder, that's all we're building, three kinder classrooms. That's it, that's option one. Option two, estimated cost 57.1 million,
155that's TK uh kinder three classrooms plus a two-story building on the middle school side and built at the same time. Um you would still build kinder first. So, once that's built, students would be able to go into those classrooms, that will free up other classrooms, and now you're able to have space to build the middle school, and that's the idea. And then option three, the estimated cost 59.8 million. Uh kinder TK two-story classroom building with on-site interim housing, which Franco just uh mentioned, which will be very difficult cuz it'll cut off a lot of our playground, and we have a lot of students, so it'd be very difficult um option, but we wanted to explore all of them and just kind of showcase that. So at this point we are recommending option number one, the
156simple TK Kinder. And and here's some rationale behind it. Performing phase one or option one, the TK Kinder building install ASAP will allow for early district bond success. Permanent district facilities for use during future phases. Public excitement given the location of Hollister Road. Very similar if you go to next door Southwest High School that have a poster board of their football field that they're rebuilding. It just brings excitement, kids are excited. You know, I went to Castle Park High School, right now they're rebuilding a lot of those facilities and their football program and it's nice to see, you know, it's exciting as a former student there you're it's nice to see that a school's getting something brand new. It'll be the same thing for Nestor, you know, a lot of lot of history there. For
157families and community to see something brand new being built for Nestor. Continue that trajectory for another 30 years and and and more. Project some of the project unknowns exist within utilities, infrastructure, and the aging campus, you know, like SDGE, SDGE switch gear for example, water sewer systems, fire lanes, storm drain, bioswales, soil conditions, hazmat, things like that. So these figures are prepared at a very high level with contingencies healthy to ensure accuracy. So they're a little bit blown up to just to make up for any contingencies that might occur as you're building and things like that. So dollars today versus dollars in 2027 and beyond, getting work going is more important now than ever. Tariff impacts, supply chain issues, long lead times, and the volatility within the economy and the construction market make it important
158to move projects forward quickly and ensure the best value for the district. Early engagement from the DLRN company that architecture that I mentioned earlier will be critical to ensure the best value for district dollars and bond money at for Nestor Language Academy. The longer the investigations coordination wait, the more the dollars potentially grow on these projects. And then just the impact on students which I mentioned last time as well. Just replacing the aging portables with modern modular classrooms will create a stable future ready learning environment and increase student engagement and attention, support high quality instruction and intervention, expand enrichment opportunities, strengthen the school culture, maximize on uninterrupted instructional time. These improvements directly support academic excellence, the equity and the student wellness. And then in that last picture you saw how much space would clear up
159with that project. Now I'll pass it on to James. >> Hi. President Esparza, Board of Trustees, Superintendent Espinoza. Um, we talked a little bit about the costs. Um, now let's talk about financing. Um, so state matching funds really has been at the core of our strategy. Um, at a very high level, let me just explain how the um some of you may have been familiar with Prop 2, um, the state bond, how that sort of works. Um, currently there is a segment of the safe state bond that is reserved for charter applications only. Um, we actually applied in October um and we're hoping to hear back. That one is a 50/50 match and uh that'll be amazing if we were able to get funding through that. Um, there also is the standard state bond which
160uh currently is almost expended already from the previous election, the Prop 2. Um, however, Nestor does have $3 million of eligibility there and that could be credited on the next bond. So let's say in 3 to 5 years they pass another bond, we would already be in line and we would be able to get the funding at that point. Um it's also relevant that, you know, let's say we don't get the charter funding right away, we're still in line. So, if uh a project falls through, if they scope down, some of that funding becomes available. The urban section that we're in is very competitive, but we are in line. And so, potentially we could get that as well. Uh one sort of uh you know, uh bias towards the first plan is if we were
161to do that, we could focus on that 3 million initial, have a second set of plans so that if the, you know, state matching comes through, then we can, you know, go for phase two. So, that's sort of how we've been thinking through that strategy at a very high level. Um of course, the other side of state matching is the district match. Um this is some of the ways that the district would you know, cover our portion, whether it's the 50/50 or the 60/40. Um is the charter fund from Nester, um developer fees, uh bond dollars from our PP and QQ bond, and uh RDA funds or some combination of a COP that is financed through RDA. >> All right. So, that is our our proposal there. Um like I said, I'll I'll send uh
162definitely some larger um shots of those plans. That way you guys can review those as a board. Um but that is another example there of what the second uh two-story um building would look like. Uh super nice, nice and red for Nester. Um so, yeah, it's just exciting to see that, you know, right now you see portables and you see something like that, it's just going to bring a lot of engagement and excitement to the community. And I think they they deserve it for sure. Well, thank you thank you everyone for your time. Open for any questions. >> Okay, let's open up the floor for any anybody have some any questions. >> Thank you, Mr. President. Um developer fees, are you talking about the developer fees that the district collects or do you want the
163district to strike the developer fees? >> Um so, it is the developer fees that the district collects. Um basically, we do a study where we talk about the construction projects that that developer uh impact fee will go towards. That's part of how we justify collecting them in the first place is uh we basically say we need that money to build our facilities and the development has an impact on us. Um so, that's sort of why the fee exists and then we're, you know, using it in this case uh for some of this project. >> So, how do you determine how much developer fees goes to this project if it's a district developer fees fund? >> Um the specifics of what, you know, what funding we were going to use and what percentage and and the
164amounts, really that that will come next. Once we're given provided with direction on on proceeding, and again, our recommendation is to proceed with the first option, obviously, uh due to the fact that the state has not uh let us know if we were um were approved for the for the match. Um all those specifics will come back to the board as far as the the dollars and and the amounts and the funding. >> Thank you, Hugo. Uh one last question, I hope, here. Um we have five kinders at Nestor and a TK, right? So, option one, it's beautiful. Um that provides for three classrooms. So, in the interim, we have five kinders and a TK, um where would they where would you what class would they go to? >> Yeah, good question. Um the TK,
165so we looked at one of the rooms in the brand new rooms, so it's three of them. We would send one TK and two kinders. And now the other and we're also downsizing um in the beginning of the 27-28 year, if I'm correct if I'm correct. And we'll have plenty of space with the permanent buildings that we have now for kinder, which is two. So that'll be a total of five. So one one TK for kinder. >> And four kinders. So but the buildings that in option one are only for three classrooms, >> Yeah, correct. >> Three classrooms. And that would include bathrooms, water, everything that teacher needs, that students need. And it would face east instead of west. >> I believe so. >> I think that was the issue with you know because everything
166west and it's we need to reverse that. >> Yes. >> So that would be a plan. >> Yeah, and then after you move those into those three classrooms, now it creates a domino effect where you start moving more classes to like permanent buildings and that'll create space for building the the middle school area. >> So what about the playground for the kinder TK? Would that be included with the option one? >> Yes. >> It is? >> Yes. >> Cuz they need their own space. >> Yeah, right. >> Okay, thank you. I like option one. >> Yeah. Anybody else? >> Questions. Um if you were to happen to go with option one and it says that it takes 10 months, um during what time would you guys be working so it would not disturb students learning?
167>> So and they could probably take this as well, but um from my understanding those those uh buildings will be built offsite um and then brought in like in an 18 wheeler but then I don't know the time frame from that maybe Franco can >> So yeah the contractors will be working on site obviously less noise we will put temporary fence that's that's occurred before when we did VIP as well so that way there's still that barrier buffer that that now if if you were to look at the drawings there there away cuz you got the kindergarten playground in between the existing buildings to the back portables will not be there no more which is room 19 through 21 give or take. So that's how the construction portion of it but this alleviates a lot
168of the noise happening built offsite. So the infrastructure which is all the utilities the sewer the water the electrical the fire alarm internet all that stuff will be doing ahead of time to get that in. It's to be honest with you it's a little more difficult when it's a stick built something like what you see here cuz then then now you're you're you're making that noise you need to hammer you need to do all that jackhammering instead of bringing them in on a truck and it it does take time it does take time but it doesn't the job is a lot faster 10 months than instead of a year and a half an example I don't know how long it's been but look at Mar Vista middle. They've been at it for a little bit
169and it and it's give or take we are square footage will be a little bit smaller but I mean 10 months is it's a little bit faster so Yes ma'am. Ooh what It should be roughly 10 months the whole construction of the project of phase one. >> We would time it so that most of the 10 months happens during the school year and then during our summer break. >> try to make sure that we we use our summers correctly. Majority of the work, obviously, that's not 10 months, but but then accordingly do the project as they it goes on. So, but again, the infrastructure portion of it can be done while these things are being built offsite. So, we have to have a foundation >> and all of that. >> So, foundations, running all utilities,
170having everything ready. So, that's that's the way projects can work. Some not always, and the reason being you find unknowns. That's where we also have contingency in these things in case an unknown happens, which is you find something where you got to go around something. It doesn't seem that way, but again, we don't know what's underground. >> Right. But, would it be possible like just to lessen the um disruptions for workers to be on site in the evening, like afternoon evening hours type of thing? >> It could it could it might it might take fluctuate on our cost cuz now we're paying after hours. Okay, so it can. There is definitely ways of doing that. Um the other thing is working on weekends, you know, sometimes. The good thing is these build the buildings themselves
171will be put together. It's pretty much just fine-tuning them. And by that, I mean doing interior caseworks or little things that, you know, flat work, which is concrete, stuff of that nature to get it get it squared away. >> And another question, um can you please remind me where will students be placed while our portables are being removed and all that? >> Okay, so for that school site itself, they stay in place. That's why we we try to get get everything prepped up during the summertime so everything's ready. Temp fences, points of entry have to be in a different area, plus we have to make sure we have a a plan in place for for dispersal in case of fire alarms, in case of a disaster. So, we have to have that in place before
172we can start construction. Again, this is just a simple a simple just a brief drawing what can happen. We have to still get in detail. That's the purpose of why we have different costs, which is soft cost. That's what you're talking about. It's part of our soft cost, which is labs, engineering, and kind of getting everything squared away. Um the buildings themselves, obviously, our inspector of record has to be at at their site where they're manufacturing these these things to make sure that it's in the best interest of the school district that these things are being put together like they're supposed to and they were promised. So, um that's the reason why their drawings already pre-approved by DSA, Division of State Architect. So, which means that that their drawings have already been approved. They don't
173have to sit there for another few months or so reviewing all their all their drawings cuz they've never seen such an animal. This way it's like, "Oh, we know what it is." And then you can reconfigure how you're going to use them. So, that's the reason why the 10 months helps out quite a bit instead of maybe a year and 10 months, 2 years. So, but that's the reason of prefab. And to be honest with you, too, the cost cuz they're not being being built on site helps out a lot. Yeah. >> Just to let you know if I can add that is also those specific questions will also be will have more specific answers for you next time we come with the actual proposal and final approval from the board to move forward as
174well. >> So, real quick, Rigo, um the school they um preschool are the buildings going to be like the preschool have? >> They're They're to be similar. It's a different manufacturer. So, but not necessarily the same way. We can get a brochure for you guys, so you can can see what it the exteriors look like. Some of what you see right now is exactly what they look like. And you can't even tell it's a prefab building. You know, they look they look just like your typical building. The single story, it's a little different. We can always share our I'll ask Rick what I'll send him a brochure so he can share with you guys so what it they look like from the outside, maybe a little bit from the from the inside as well. Typically,
175we as a as a district's needs, we change around what what they're going to look like. So, what are we need a TK for instance and a kinder, maybe both. So, you're not going to have a full-size toilet. Now, these classrooms can be be done to whatever the the needs are. Okay. >> Well, absent our president, is there any other words of wisdom share? Well, I think they're looking for direction. Now, option one, two, three, is that correct? >> Correct. So, >> recommendation our recommend the next step is to proceed with option one, which is the the kinder classrooms. That is not to say we will not be continuing to work on future buildings and the future options, but at this time we would like to get started again to for the reasons of you
176know, the need and cost rising as any other delays that we may have with moving forward. >> So, the recommendation is from the district trustees to um support option one. And with that, do we have a thumbs up cuz we're not taking a vote, we're just taking information? Thumbs up there. >> And um as as I could see that there were some questions, um, you know, we could give that direction now, but then work through work through some of these questions with the board, um, to make sure that that we all understand what the option is and what that's going to look like. Um, so, we could the board could do that now, work through the the direction, um, that way we are all sure that we know what it's going to look like. >>
177So, this is just surface understanding. Plan one. Plan two is, uh, they're going to come back and share what option one looks like, cost, that stuff. >> Drawings, everything, the specifics. >> Yeah. >> Timeline, a more specific timeline of when it would we plan to begin and when we the estimated ending as well. Conclusion of the project. >> Okay. >> So, let's let's do that. Let's let's work through a couple of the questions that the board had and then, uh, we'll give direction after that. >> Oh, so you don't want us to give it >> No. >> a recommendation at this point? >> No. >> Okay. So, we'll take that recommendation back. We'll take it under consideration. >> Okay. >> Thank you, Mr. President. Go ahead. >> All right, so, um, real quick. So, I
178know it's I know one of my colleagues already covered, uh, disruption of instructional class time. That's, you know, that's taken care of and the So, you also mentioned it, the building permit that will cover construction of the entire project within the building envelope. So, everything is already been approved. It's just going to be on phases. Is that correct? So, option one, option two, and >> If you can repeat the question, I just want to make sure we're understanding. >> So, on the building permit, you will have the entire, uh, campus. >> So, So, what I'm what I'm understanding from you is is So, if we go and ask our architect to do the drawings for the whole project, which is a soft cost, it can be done. So, when we work on it on phases,
179it could be phase one, we can hold off on phase two, but and and maybe James can provide a little more information, the cost [clears throat] might go up cuz of inflation. Does that make sense? But, we'll have those drawings that are already pre-approved. Okay. So, So, to your question, I'm I'm saying yes, if we have the whole project drawn like the way we want it, it's going to be already there on paper, already stamped, it's ready to go. Now, the the construction portions, that'll be up to the district to to get to get like say we first phase, we accomplish, we finish, we want to start, let's say, the next day, it's just pure speech, we can. But, but, um, if we have to hold back for whatever reasons or purposes, we can't, but
180just a reminder, the cost of materials and and labor are going to go up. And James can probably provide a a better number on that, but it's they're going to go up. So, but the drawings will be there. >> Yeah, absolutely. So, the just just to get the permits is it's just uh >> Exactly. >> it's it's just the uh time consuming on that paper. But, yeah, so, now that you explained it and it's cost-effective, you know, in the long run, so, absolutely. And are we going to have the eventually the developer come up here and just, you know, just give me a presentation? I don't know, just throwing it out. >> Oh, yeah. Just come up presentation. >> We can move forward with that that request. Whatever the board would like, as soon as,
181again, when we come with the actual final plan, we can have more of that informa- type of presentation for you, yes. >> Okay. >> Mr. President, Uh, I think you were out of your chair when the superintendent recommended um um proceeding forward with. So, superintendent, if you could >> Yeah, so um you know, it was obvious that the board still has some some questions um and so I wanted to make sure that uh we had an opportunity to work through those questions and then bring it back for uh for next steps. >> Absolutely. Thank you. All right, it seems we have no other questions. Thank you so much for your presentation. Human Resources Resolution 26-012 recognizing interim assistant superintendent Felix Avila for presentation of the resolution. >> Good evening, uh board president Esparza, superintendent Espinosa,
182trustees, guest. I'm here to uh present resolution 26-012. On February 12th, 2026, the board adopted resolution 26-008 authorizing the reduction or discontinue discontinue discontinuation of certain classified services resulting in the layoff of 22.53 FTE classified positions by the end of the 25-26 school year. Education Code Section 45117 C3A requires final board action and notification to affected employees no later than May 14, 2026. Adoption of resolution 26-012 will formally terminate the services of the affected classified employees um affected classified employees effective at the close of the 25-26 work year following completion of all required statutory procedures. While staff reductions are difficult, the recommend the recommended action supports the district's long-term fiscal stability, which is essential to sustaining instructional programs and services for students. It is best It is respectfully requested that superintendent recommend adopting resolution 26012
183regarding the final termination of services of identified classified employees due to a reduction or discontinuation of particular kinds of service. Um and as you can see in the uh board resolution, there are seven employees for a total of uh 5.0625 FTE. >> Okay, do we have a motion? >> Yes. Please. >> Okay. >> I move with the following >> I'm I'm sorry. Let's Let's have a motion and then second and we'll go for discussion. >> I move. I am moving forward. I move. Resolution 26-012 with the following amendment. Rescind the M Let me get it right. I M R T 8-hour 40 hours a week 8-hour day position held by uh M. Rodriguez for discussion purposes. For the purpose of discussion. I move that forward. The only amendment to it would be the would be
184the IMRT position that's listed here for Martha Rodriguez. Move everything else forward except for that position. That is my motion. I would like a second for discussion. >> Okay, we don't have a second. >> clarity regarding what Trustee Quinones is asking for. Do you mean if you get a second then we discuss? >> For clarity, if there's not a second then we would require a motion to approve the original >> There's no original motion. I am the original motion. >> Okay, but if just to clarify what Trustee Quinones is asking is to amend the motion on the what we're recommending. She's asking to have one position taken off. If there's not a second then that motion dies. Her motion dies and then we would need another motion. If there is a second then the board
185would discuss that motion and then take a vote after that motion. So you would either vote to approve it with her amendment if there is a second or it would you would vote to not approve that. So at this point there either needs to be a second >> for discussion. >> The for Trustee Quinones' motion with an amendment. And if there's not a second, then it will die [snorts] and we need a new motion. >> I'm open to I'll second it to open it up for discussion. >> Okay, any discussion? >> We also have public comments on this item. >> Okay, let's have the public comments then. >> Susan Connors >> [applause] >> Good evening President Esparza, board members, Superintendent Espinosa, admin team, and community. I'm here tonight to speak from a unique perspective of
186having had to split my time between campuses. When Westview and IB first merged and the kinder and first grade remained at Westview, I was at Westview one day a week and the main campus the other four days. If heaven forbid I was sick or had to take an appointment, that entire campus was without services for two weeks before I was back on campus. Inevitably, whenever I was at Westview, I would receive emails from teachers needing something from the library or tech help at the main campus and I wasn't available. Splitting IMRTs between schools does not work. IMRTs build a relationship with their students and staff over time. Consistency is important. The teachers have come to depend on the the tech help from the IMRTs because that is how it has been set up. Students rely
187on I IMRTs to troubleshoot their Chromebooks when they are having difficulties. And what if a student should forget their Chromebook at home? How are they going to check it out from the library if it's closed? IMRTs also do asset management and provide curriculum. Sorry. I realized the need to lay off one IMRT because of school closure. I realized another will go when another school is closed in 2 years. If you are truly trying to keep cuts away from students, this seems like a direct hit. Libraries are places for students to be during testing, for those who are late or have special accommodations. They are where students go if they need a quiet, calm place during recess. I always had the students that were in-house suspensions with me in the library because they would behave for
188me. Our students or students who are being bullied would come to the library when issues were being worked out so that they could safely return to the playground. Parents would come in after school to help their students resolve a missing book book issue. They won't know which day they can catch the IMRT there. Please reconsider the shared IMRT plan. >> Thank you. >> [applause] >> Leslie Tostado. Leslie Tostado. Vanessa Velasquez. >> [applause] >> Good evening, board of trustees, superintendent, and everyone in attendance. I am here once again to ask the board to amend the resolution 26012. By laying off two of the 10 librarians that will be left after the closure of Central, you are asking the other eight to decide who would like to split their week between two or more sites. Tonight, I
189won't even begin to talk about the stress that it will place on us as your IMRT's, but I will talk about the impact it will make on our students, who in my opinion are not being put at the center of many of the decisions that have gone on recently. I'm going to start by quoting once again your mission statement that is posted on our website. It says, "South Bay Union School District, in partnership with our community, educates and empowers students to develop a love of learning by providing a safe, equitable environment that are that celebrate diversity and affirm language, culture, and identity by promoting excellence, social responsibility, and well-being." Your vision states that South Bay is the foundation for the community in which students grow academically and socially into responsible members of society. Your values
190include academic achievement, child-centered, community, equity, high expectations, leadership, and most of all, safety. Now, after reviewing this, help your community make sense of the decision to take away an IMRT from a site that students know and trust, who's available 5 days a week and 8 hours a day, and go along that go along with our core purpose of this district. How does it make sense that a director proposed the elimination of two IMRTs, let alone is having to come up with ideas to have several of us split our times or days between sites? Now, help us make sense how our students at these sites are supposed to build a solid and safe relationship with their librarian, who will be on their campus only a few days a week. How are students expected to achieve academically
191when they are having tech issues and there isn't a librarian on site that day? How is removing the one person on site that students go to the most is providing equity amongst our schools? How is this decision keeping our students child-centered when you are taking away the experience of having a full-time and available librarian on their campus, who they know, who they trust, and who makes the library feel like home, and who most importantly makes our students feel loved? By having one librarian at each site, it gives us the ability to form a bond that is so important and needed for our students to succeed. Just like they deserve to have one permanent full-time teacher, they also deserve to have one full-time librarian on site. Thank you. >> [applause] >> Thank you for your comment.
192>> Jennifer Carol or Caron? >> Good evening board, superintendent, and the community. I'm here today to speak about being against getting rid of two of the I M R T positions, our our librarians. As a community [clears throat] member, if we say that the district is about academic achievement, we shouldn't be reducing students' access to our libraries and our books. If we say that we're having budget issues within our district, I M R T's are making sure that the Chromebooks We're a one-to-one uh device district. And our I M R T's are making sure that those Chromebooks are being taken care of, if they're damaged, if they're broken, if they're getting returned at the end of the year. I just can't imagine the things that begin to fall through the cracks when you're not having
193an I M R T at your school full-time. We just heard about the L cap, and there were one of the reoccurring challenges was the itinerant staff, not having someone there full-time. So, why are we doing more of that if our community, if our staff, if our students, if our parents are saying that's a problem? We shouldn't be doing more of that. As a teacher, state testing is coming up. I can't imagine having a kid that has a problem with their technology during testing and there's no one there at that campus because the IMRT is being split and it's not their day. As a parent at Nestor, I don't want to lose our our IMRT, Elizabeth Rivera, because she has made such an impact in my child's life. She's helped inspired a love of learning,
194a love of books, and a passion for reading. Please reconsider cutting two IMRT positions. Thank you. >> [applause] >> Okay, so we're open for discussion. >> Thank you, Mr. President. I amended this item for several reasons. One, the district has taken uh decisive steps forward in equalizing and promoting um district resources through our non-charter schools. We have taken steps to equalize and promote those non-charter schools uh the best way we can in a declining enrollment environment. So, with that declining enrollment, also comes the challenge of um having adequate staff at our non-charter schools. And that is why we moved forward to equalize our non-charter schools in regards to the administrative and um certificate check cap classified support. In doing so, it will support those non-charter schools in the way they they need to based on
195enrollment. Staffing for enrollment uh has been and and continues to be the board's focus, staff for enrollment. So, the purpose of my amendment this today is because in my review and my study, I know we do not have money to support a program in our non-charter schools with children as our non-charter enrollment has spread out and we don't know what that looks like right now, but the enrollment numbers you can rest assured that we'll at least be 100 or so down more. And so you look at the labor hours that are that are available. I'm not um you know, measuring anything except for the enrollment and the abilities to uh uh staff by enrollment. And through that through that work, I have realized that our charter schools um from conception have always staffed for enrollment.
196And we have not addressed their enrollment. They staff in the office for the administration, principal, vice principal. They staff for clerical. 750 gets you an extra office assistant till you have three. Uh Nester has uh 1,067. They have two office assistants. That's four secretaries, a a principal and a vice principal. Uh you have them staff for um food service based on enrollment. They also We also staff for noon time supervisors based on enrollment. The only thing that's not based on enrollment is the library in either of our charters. The charters have enrollment. The charters have the money. The charters have the ADA. Uh we as a system have not looked at that. staffing or enrollment as far as the library goes and the equal access to students to the library. My suggestion is that the
197that the we pull back that position that I mentioned in the amendment and that uh the superintendent look forward in in allocating those labor hours where they are needed, which is at the charters. That is my argument. >> Yeah. And can I just clarify um point that you're making, Trustee Quinones? You're saying that as a system we haven't looked at staffing for enrollment in those situations. And I have discussed with the board that we have done that. So, to say that we haven't is not accurate. That's the work that we have done. That's the work that our staff is doing right now. That is why you're getting the recommendation that you are that that you are getting. Okay? So, I just want to make sure everybody understands that we have done that analysis. >> Well,
198all the recommendations right now tonight is based on our non-charter schools. We have not addressed the charter schools, nor have we addressed the enrollment or staffing for enrollment for our charter schools. So, that is why I pulled that position. Uh yes, the district is um moving forward with what we need to do in the non-charter schools. So, until such time that we come back as a board to uh speak and learn and do about the charter schools it is what it is today and they are under manned in the library. I would like those labor hours to go to the charter schools that do not have equal access for 1,100 students in that library. >> Trustee Quinones and I and I can appreciate that that is your perception but it is it is not accurate
199to say that we haven't looked at the labor hours at the charter schools. >> Okay, so >> We have done please let me finish because what you're doing right now is you're putting out inaccurate information. What I have shared with the board is that when we have looked at the labor hours at all our schools it is including the charter schools. Now >> [clears throat] >> it is up to the board to do whatever they want but you cannot put out inaccurate information. You cannot say we haven't done something that we have already done and that the board knows we have done because I have shared it with you. >> Superintendent I appreciate your words and I'm not trying to pick a fight with you but the bottom line is is that the libraries at
200the charters are not supported per per enrollment and that is our thrust through the next coming years in our non-charter schools. >> And again Trustee Quinones I can appreciate your perception that is your perception. The analysis that we have done as a staff is that they are the recommendation is that they will be staffed for what they need. >> Who will staff for they need? Who? >> all schools including the charters. We're not doing an analysis just based on non-charter schools Because whether they're charter or not, those services are still needed. >> Absolutely. And that's what I say. >> Our analysis is for all schools. And so to say that it's not, it is just inaccurate. And the board needs to make sure that they are making a decision based on accurate information. >> Well,
201please remind me please please remind me where we talked about uh staffing for enrollment for charters. Please remind me >> We're not voting, Kristen for this. >> I'm not understanding >> Just a second. We got to pull the order. Okay. So uh we we heard both uh sides, but we need to go with the vote. Uh >> Well, no not everybody has spoken. I'll I'll stand down. Let's hear some >> anybody else have discussion? >> Nope. Okay. >> Okay. Assuming you're any other discussion, uh let's go with the vote, please. >> So well >> I'll call the order. >> Well, I mean just for clarification also, if we are while we are staffing for enrollment, if you're asking specifically about charter schools and charter schools, they have their own funds to a lot for differences.
202That doesn't seem to be our our space to like the charter schools decide on their own their their own staffing with their charter funds. Not what we're talking about here today is my understanding. Like if there was something to exceed what we already have across the board for our schools, if charter schools choose to spend those funds differently, that is their specific choice, not what we're looking at for the whole district. >> Yes. So, let me make sure I understand what you're saying as well. So, when we when we have done the analysis of labor hours at each school for the IMRTs, what we are recommending, we believe, based on our analysis, that it is enough labor hours to cover the services of students. That's what we believe. Now, if Nestor, for example, if they
203looked at that and said, "Okay, whatever amount of time that they have with their IMRT, if they decided we need additional time, then they could make that decision to hire an additional IMRT. That's that's their prerogative. That's that's their funds. They can do that. But, it is not what we're recommending here tonight. Is that what you're asking, Trustee Laker? Yeah. Yes. >> May I respond? >> Go ahead. >> Thank you. Um in doing our oversight, we've had several study sessions about our oversight on dependent charters. And the oversight includes equity for all students across the district. It doesn't matter if you're in a charter or in a non-charter school. That the services that are provided are provided to each and every student. And so, with a with a population and enrollment of over a thousand
204students, with a uh library person that works eight hours there, she's not seeing 43 classrooms, she's seeing 21 classrooms. They're not getting the equal services that our non-charter schools even get today. So, that is why I'm bringing forward they have the money, they have the work and we need to recognize that these children that go to this charter school is is lacking in this department and our thrust is literacy. We said it on the onset. How how is it that that we're not looking at our our dependent charters in the same way that we're not that we're looking at our non-charter schools. How is that different? >> All right. Go ahead. Just so I understand, what Trustee Quinones is saying is that the charter schools need another librarian. And Trustee Laker is saying that that
205they need another librarian, they can choose to hire one from using >> their own funds. >> And going back to your um motion, your motion is just to cut two a cut one out of the two IMRTs. >> The one that's on the bottom of the >> In order to keep the one that we're not cutting at one of the charter schools. >> No, we allocate it. hours to a charter school. The greatest need is Nestor. >> Got it. Just want to >> And can you make sure and on your mic so that conversation can be heard. >> allocate those labor hours to the school of that has the greatest need, which is Nestor. >> So, to answer your question, yes, Trustee Quinones is arguing not to cut the one IMRT that's on there now
206and instead assign her to Nestor and have Nestor pay for her her position. So, Nestor would have two IMRTs. >> Okay, so any other comments, arguments, discussion? All right. So, now let's go with the vote, please. Okay, the amended resolution 26-012 has failed. Four votes no, one vote yes. Okay, so now can we get a motion for the initial resolution 26-012? >> I move to amend them the resolution to include uh the charter schools in the recognition of uh our our library people and the support that's necessary for our children at a charter school in the library program. By keeping the last uh position for the library that's listed on the paper here for Martha Rodriguez. >> Trustee Quiñones, that's the same motion you already made. >> I can get a second, that'd be great.
207>> It's already been voted down. So, I do not believe that you can just make the same motion again. All right. So, there's no second. Okay, let's try it again. Do anybody have some motion to adopt the resolution 26-012? >> I move to adopt the motion as is the amend the resolution as is. >> Second. >> Discussion? >> So, I had I had a question about like when at one school site there isn't a librarian and the student needs help with their tablet, then what happens there? So, let's say this is happening at Berry. And somebody doesn't needs help with their tablet. The the IMRTs not there. Then what do we do? >> So, we will have to create a process for doing that just like everything else, right? When you know, when I need
208help with my laptop in my office, then there's a process for that, right? I request a help and then somebody comes over and and does that. So, we'll just create that process. >> Mr. President, if I could have a conversation with Jose about um the devices. Um we had a presentation a month or so ago by technology indicating the work orders and by school and alone behold she stood here in front of us and said, "Look at the charters and their and their work orders compared to the non-charter schools." And why? The why is because there's so many children at the charter schools that the library person cannot keep up on the work orders. So, that means a 48-hour turnover, 48 working hours a turnover. So, we're talking a week and some days for a
209student to get a device corrected by a click of a thing. So, that child's going to have to wait a week. The parent that needs to change the Chromebook because it doesn't work anymore, 2 weeks. A teacher that can't turn on her Promethean board, 2 weeks. So, we're talking 10 instructional days missing because of the lack of support in the IRST. >> Okay. Anybody >> So, what you're saying trusty Quinones is that there's already a process for when a student needs help with a device, which that's already there. So, to answer your question, trusty Lopez Aguinaldo, there's already a process for when a student needs help. They put in a work order. Or when a teacher needs help, they put in a work order. Um but the point is well taken about Nestor and we
210can give that task to the principal and if they decide they need another IMRT, then they can choose to hire another IMRT. >> So, what you just said will have a recall of Martha. Is that what you're saying? Because the workload and you're going to look at that? What? >> No, that's not what I'm saying. What I'm saying is we will give that to Nestor and let them decide whether they need another IMRT or not. >> Okay. Do we have anybody else who wants to discuss? >> I just want to share that I did I did go down to the library by invitation. Okay. And it was also stressed to me three times to go to other sites. I had done other work. Plus, I worked there. Uh, and it has changed. Uh, and I
211spent several hours in this library and not only were uh was the uh person that's in charge of that library, but she was also sharing the skills of of the library with students. It was a clear uh career path for these students. They were working. They knew where the books go. Like, the whole literacy piece that these people provide our classified provide in this space is so important. Okay? Minus uh I'm telling you, 10 days out of a child's school year means 170 instructional days, not 180. So, uh I'm fighting for this for the children. Okay? It's not going to cost us anything out of our general fund. Not one ti- dime. So, uh you know, I'm I'm just really perplexed that you can sit here and and make these kinds of thinking process. I
212don't know where you get them from, but you're not participating in the levels that I am and I'm suggesting to you that this is a greatest need in our charter schools and you're ignoring those children. >> Okay, let's go for the vote, please. >> Can you please restate the motion? >> Were you going for the vote? >> Mr. President, please restate the motion, uh who made the motion and who seconded it for me, please. For the record, >> Motion by Trustee Lycurgus, seconded by Trustee Medina. Okay. Uh now can we go for the vote? >> And the motion was I'm sorry, you gave me who gave, but what was the motion? >> Let's go with the vote, please. >> The motion was to follow the recommendations of eliminating two IMRT positions, correct? >> Based on
213the fact that we have made a commitment to make a certain dollar amount of cuts based on enrollment over the next two years, and these discussions have been made that we're looking at moving forward with the motion as or the resolution as given. >> Thank you, [clears throat] Kelly. So, the motion is to approve the recommendation of the superintendent to um approve this resolution. >> Yes, that's the motion to approve the resolution. >> Okay. Um let's do >> Esparza. >> Yes. >> Lycurgus. >> Yes. >> Lopez-Eguino. >> No. >> Medina. >> Yes. >> Cano-Nesbitt. >> No. >> Motion passes 3-2. >> Okay. Okay. Declaration of Need. Is recognized internal assistant to Superintendent Felix Avila for the presentation of Declaration of Need. >> Thank you, President Esparza. Board of Trustees and Superintendent Ms. Mendoza. In cases
214where the district has exhausted all means to recruit fully credentialed applicants for a specific area or specified area. For example, special education, bilingual, English learner. We may recruit individuals who are working towards a particular credential and apply for an internship credential waiver of certain sections of the California Code of Regulations. Limited assignment permits or emergency permit. The legislature has authorized the California Commission on Teacher Credentialing to approve requests to waive laws or regulations governing educator preparation preparation and licensing provided the district's can establish need to do so. The district's requests for internship credentials and waivers are submitted individually to the C the California Commission on Teaching Credentialing via the San Diego County Office of Education. As a result of the Declaration of Need is necessary to identify the anticipated number of emergency permits needed by
215the district for the 26-27 school year. It is respectfully requested that Superintendent recommend the approval of the Declaration of Need for qualified educators for the 26-27 school year. >> Okay. We're good. Can we get a motion, please? >> moved. >> Second. >> Okay, let's go for the But, are we going to be able to do it electronically or Okay. The motion passed 5-0. Okay, we went right along. Job description, recognizing some assistant superintendent Felix Ayala for presentation of job description. >> Thank you, uh President Esparza, board trustee, superintendent. The assistant superintendent of human resources, student systems, and organizational development position is designed to serve as the district's chief human resources officer and a member of the superintendent's executive team. The This role integrates strategic leadership for human resources, student systems, and organizational development to ensure
216alignment with district goals, board policies, and state and federal requirements. The purpose The proposed job description for the assistant superintendent of human resources, student systems, and organizational development has been aligned with current district needs. Executive team members are dedicated to the district's mission, goals, and the highest possible measures of academic achievement for all students. It is respectfully requested that the superintendent recommend approval for the job description for the assistant superintendent of human resources, student systems, and organizational development. >> I Thank you. I Let's go with the motion. >> I move to approve. >> Second. >> Okay. Let's go for the vote. Okay, the motion passed 5-0. And uh now let's talk about the employment agreement. Recognize interim assistant superintendent Felix Avila for the presentation of the employment agreement. >> Thank you, President Esparza, board of
217trustees, and superintendent. This is an oral report summary. This matter is held in open session at a regular meeting of this board in accordance with the Brown Act. Government Code Section 54953, Subdivision C3, states that prior to taking final action on executive compensation, the board must orally summarize the recommendation for final action on the salary, compensation, and/or fringe benefits that will be considered. On behalf of the board, I will provide a summary of the compensation provisions in the proposed interim assistant superintendent agreement at agenda item G. After public comment, this board would consider and take action on the item. The proposed contract provides the following provisions regarding compensation. The interim assistant superintendent's annual salary will be 215,500. Payable in 12 monthly installments and prorated as needed to account for shorter work years or incomplete incomplete
218work months. The interim assistant superintendent may accrue up to 25 vacation days per year and such accrual is capped at 25 days. The interim assistant superintendent shall receive health and welfare benefits, sick leave, holidays, and reimbursement on the same terms and conditions as other certificated administrators in the district. The above concludes the oral summary of proposed actions in the area of compensation for the interim assistant superintendent. >> Okay, let's go for the motion, please. >> I move. >> I second. >> Okay, let's go for the vote. >> Motion passes 5-0. >> Congratulations, assistant superintendent Tom Molly Whalen. >> May I say something really quick? >> Sure, go ahead, Vice President Yunis. >> I just want to let I is all always I admire your work. The work that you do with the staff and students.
219I I admire that ever since I met you. So congratulations on on your promotion. I know you'll do well. And I know you'll do well with our staff and in trying to support a positive culture. Cuz that's what I feel from you. So thank you again for stepping up. >> Okay, consent calendar. All matters listed on the consent calendar will be enacted in one motion in the form listed below. Prior to all approvals of the meeting agenda, there there was an opportunity to request placing consent calendar items in the discussion action section of the board meeting. There will be no discussion on these items prior to the board vote. >> I move to approval items on the consent calendar as listed including the superintendent's recommendations for denial or approval of leaves of absence. >> Second.
220>> Okay, let's go for the vote, please. Did it die? Okay, so the motion passed. 5-0. We're almost there. >> [clears throat] >> Okay, we have future agenda items. At this time each trustee may suggest one topic for a future board meeting uh board meeting. Okay. Future agenda items follow up recognize Superintendent Jose Espinoza and provide a on direction on the next steps on the future agenda items from the previous board meeting. >> Thank you President Esparza. Uh at our last board meeting Trustee Liker requested additional information on the transportation eligibility guidelines um and we did send those guidelines through the Friday update so hopefully that that was enough. >> [clears throat] >> Great. >> One more thing Mr. President. >> Sure. >> Um I asked for a presentation on the library and uh I
221just want to put it on the record that the Superintendent and I did speak about the library presentation and he elected not to do it this month um and so it's still on the calendar. Okay. Thank you. >> Yeah, for a moment I believe that was going to be in a future um eventual eventually will come up. Okay, great. All right. Um communications from the Board of Trustees 3-minute limit per trustee. >> I'll go ahead. Um thank you all for those who came and who have stayed. Um I've been reading a lot about what's going on throughout the state with budget cuts and the uncertainty of things. I see how we have our neighboring districts that are um have the state oversight being implemented um and and budget insecurity and I These decisions that we
222make are very difficult and these are our homes and our people that we know and have worked with. Um And I just want everyone to know it's not something that's taken lightly by any means, but our intention is to um be fiscally solvent for uh the future of our our district and our students and hopefully we can come together and build our build stronger schools and communities. Right now, things are very separated, but there's still time for us to come together and work together through these difficult times. Thank you. >> I just want to thank everybody for all of your hard work. Every month when we come here, we get to see the progress and it was very nice to see all the successes um that our team or like the teachers, the parents, the
223students, how they feel about the district. I know that there are also several challenges and we're working to address those also. Um I know none of the work that any of us do is easy um and I know that we all do it because we care about our children, we care about our community and I just wanted to share my appreciation with all of you. Um I don't have much to report when it comes to my board activities. Um I was busy last month welcoming a new member of our family. Um that's why I wasn't at the last special board meeting. Um, but, you know, I'm excited to continue to fight for a better world for for all of us. Thank you. >> Thank you, Mr. President. Congratulations on the new baby. So, uh, that
224would be 5 more years. To kinder? >> Yeah. >> Okay. Um, so my board report tonight is that one, um, I can be a a you know, a real stick in the mud. A- and uh, but for a purpose. And I don't want anybody to feel uh, that I pointed at any of you, okay? So, uh, please don't think that way. I have strong feelings about the school district and the work that we do. So, with that, um, I'm going to go ahead and give my board report. Um, I need my glasses for this. Um, and I had to write it down cuz I had so many things I did. And I missed every one of you. Uh, March 12th, I was at the Nicolaus Library by invitation. I stayed 3 or 4 hours, actually.
225On 3/13, uh, we had Nicolaus, um, hosted a board side visit, which I attended. On 3/17 through the 19th, I was a participant in the ledge week where we uh, allocated uh, uh, promoted our our our our legislative action for 98 prop 98 and uh, to reduce uh, reports that are due from the district. On 3/18, I attended the city meeting in in in the recognizing of a Pence teacher with students who had a uh, community um, outreach in the VFW up here where they packed um, backpacks with with uh, hygiene supplies. And so, she was honored at our Imperial Beach City meeting on the 18th. So, congratulations to Pence and the students who did that. Um on 3/24, we had our budget meeting. Thank you for that uh session. On 3/26, I again attended
226the City Hall meeting Imperial Beach City Hall meeting uh here at our Vista Auditorium, who everyone said was beautiful. So, thank you to maintenance and our custodians who keep our room clean and safe. Everybody said uh they you know, they went to school here, uh but never had they seen our auditorium as so beautiful as it was that night. So, thank you. And please tell everyone thank you for their work there. In addition to that, uh let's see here. On uh April 8th, um uh through the month I had sev- several webinars, but I'm going to tell you about one. CSBA County uh uh governance handbook. And the topic for that discussion, which lasted like 40 minutes, and I don't know who's on there uh because it doesn't give me the attendance, okay? I just
227see the presenters. And this particular topic, and it's going to be a series offered to all of us for free, it this particular one was perspective on shared governance. So, in in participating in all these things, this is why I get really well well strong about things that I bring to the to the floor to discuss with you because I I'm just not uh not doing anything. Uh April 14th, I attended the the El Cap Advisory Committee. I also attended the uh Superintendent's uh Advisory Committee uh for staff. And for 4/16, uh the special board meeting with a workforce housing. Uh yeah, we did miss you. A- And uh we did after that, April 17th, uh Mendoza hosted a uh board site visit. So, uh in in conjunction with that, I was uh we were
228due. I don't know who else was supposed to go with me, but I was going to go and have a board site visit at One Otay. And One Otay uh principal was ill, so we're going to be rescheduled for the new year. And uh again, I I want to highlight that it is library month, and I appreciate the work in the library, what you do for students and literacy across the board. Um congratulations on the new baby. Um again, I'm asking for participation. We're going to go through some hard times coming up and making uh decisions that impact students and student achievement. And in in doing so, I hope to see you at some of these committee meetings. I hope to see you at anything. So, thank you. >> Thank you, Vice Vice President Quinones.
229All right, I'm going to be very very brief. So, I finally completed the Masters in Governance program. I have the opportunity to learn about the being an effective board member, to serve our students, and of course, serve the community as well. Uh Trustee Medina and I had a meeting with a few teachers. Um very interesting. I think it was very when we very well. Vice President Quinones and I, we went and attended the Imperial Beach State of the City address. As well, the uh school site at Mendoza. Uh we as a board members had a workforce housing study session. Also, we had a budget meeting. Uh see, also, I had coffee with the principal at Sandy Slope and Pants. And I attended Nestor Spring Festival near trustee Lejcar was there. A lot of people had
230a lot of fun and I really enjoyed. Thank you Jaime. So that being said is on behalf of the entire board thank you for coming and this concludes this this meeting adjourned. Thank you.