Board Meeting - February 12, 2026

001Call to order. Welcome to the meeting of the South Bay Union School District Board of Trustees. As a courtesy to others, we ask that you silence your cell phones during the meeting. Your cooperation is appreciated. >> Roll call. >> Esparza >> here. >> Liker. >> Yes. Here. >> Pezagino. >> Medina >> here. >> Kinyon >> here. >> We have one absent. Thank you. >> Thank you. Can I have the Berry students Patricia Breed and Emilio Katano Corporan will lead the pledge of allegiance. >> Good evening. I am Emilio. >> Good evening. And I am Patricia. Please stand for the pledge of allegiance. Please put your right hand on your heart. Ready? Begin. I pledge allegiance to the >> States of America. Thank you. Good. Okay. Now, let's help me recognize Principal Joseph Proio for the

002presentation on Barry School. Good evening everyone. Thank you. My name is Joe Papio. I'm principal of Barry Elementary School. I'd like to begin by thanking my team members that postponed their 4-day weekend that came to support us. So, thank you. Clicker clicker. All right. Our theme this year was believe. Believe at Barry we could build a stronger community through our community school grant. believe we could build a cohesive program for our students and believe in the power of our team. We embraced what this quote says, which we understood that sometimes when you're trying to do things, it's not always the most comfortable, but you're probably doing the right thing. Who we serve at Barry currently is 289. That number has changed every day since I submitted this and we've gone up and down a couple,

003but we are currently 289 today. Um 75.8% 8% of our students socioeconomically disadvantaged subgroups with half our students as English language learners and point4% foster youth. But I don't really like talking about numbers because we are not a whole group of numbers. We're a community of people and people have a name and people have desires and people have dreams and people have potential. At Barry, we don't serve numbers. We serve a community of people that look like this. We're excited to share our dashboard results tonight. We had a lot of very encouraging results. Our chronic absenteeism continues to drop. As you can see, a four-year drop last year dropped to 31%. If the school year ended right now, we would end at 24.1%. So again, it's a great improvement. However, 24.1% is still one of

004every four Barry students is chronically absent. So still have work to do despite the encouraging results. We're also excited about our suspension results on the dashboard. We lowered from the orange category to the green category and suspension rate, which mean we declined the number of students that are getting suspended from Barry this past school year. Our English language arts dashboard results maintain as a schoolwide. However, we had very encouraging results for our English language learners and our Hispanic Latino subgroups. and we had a increase significantly in our students with IEPs. So, that's pretty exciting that at least we're moving that needle and moving that needle over increasing, but schoolwide we fall into the maintain range. For math, pretty much the same. We maintained, we went up teeny tiny slightly in math, maintained schoolwide, but again,

005our English language learner population subgroup increased. And again, our students with disabilities, uh, students with IEPs increase significantly. So, it would be remiss of me not to take a quick pause and give our special education department a big congratulations if anyone is there. Especially to Miss Galliano and Mr. Stanser and their teams for all their work they're doing in the classroom to have increased significantly results in those things. I included this slide, however, because it's really easy for data to lie to you if you don't take a good look at it. I mean, data often can tell us pretty much anything we want to say. If we look back, Wow, what did I do there? Couldn't I go backwards? I could go backwards. There we go. All right. If we go back here, it might

006tell us that our English language learners have increased, which is fantastic. And right here it would show that our English language learners have increased. When you dig into the data, you realize technically it's not our current English language learners that increased in English language and math. They declined ever so slightly but still a decline. And then you look at the reclassified English language learners who increased significant amount creating that increase to the entire group of English language learners. So at Barry, we really like to dig into the data. And as much as it would be great to go back and say, "Look how great we're doing," we really do need to dig in and and understand how this data operates and then figure out, "Wow, all these things we're doing to reclassify our English language

007learners is really creating another uh another step in the right direction for our English and math." However, with our English language learner progress dashboard, super excited to show Barry is in the blue, which means we have significant progress for English language learners progressing through the levels of English language. And we currently have nine students this school year that have already been reclassified. We're pretty excited about those results. As far as a focus for Barry this year, we watched a video early on uh by Dr. Doug Fischer who talks about there's 28,000 schools where students that take the statewide exams fall one year or more behind the very first time they take the test. 28,000 schools and only 5% of those schools are actually making more than one year of gain in a year. At Barry,

008we thought that's the kind of school we want to be. We want to be the kind of school that's actually making gains. So we should look at the data and figure out what are they doing and what they're basically doing is doing these three things. They're creating a sense of belonging. They're building a cohesive system and they're building consistency. Belonging being more than welcoming. Belonging is a place where you feel like you can contribute. Cohesion is a set of unified ideas that cross the whole system. And consistency isn't just about two or three fantastic teachers. It's about consistently good teaching all the way across. And you will see um we'll see that in a couple slides. Um I really only want to be the only principal ever to put a bowl of soup on their

009board presentation ever, probably in the history of the United States. Um but that bowl of soup represents something to me and it's probably my favorite picture. We do food distribution twice a month in our community. And one day we gave away potatoes and a lady showed up about three hours later with a giant pot of potato cheese soup for our team and said, "Here, I want to thank you for everything you do for the community." And that's the kind of belonging we're talking about that we're building for Bay. Our first LCAP align goal, goal number one is effective organizational systems. So again, we're building culture, morale, knowledge, and relationships with all educational partners. We have continued ongoing events and I events and things we're doing with our with our community. And we had a bunch

010of new ones this year. Uh lunch with a loved one. We did a trunk or treats and a movie night. We did a winter spaghetti bingo dinner. We brought in volunteers. We got Denny's to help sponsor. A lot of really great events. Um unfortunately, this family's here, so I get the microphone. I get to say, but I had to include the slide of the family at the trunk or treats that decorated all in Dodgers because really it's the it's the most scary car there is. Absolutely scary and horrible. So, I just had to include Barry was recognized by the California State Assembly and the city of San Diego this past year for our participation in the National Night Out. We're very proud of that. Um, and we participate in Operation School Bell for our families.

011And we are sending eight members of the Berry community to the Cape Conference in San Francisco next month to bring those learning back to our community. We're excited about those things. We had our first ever tree of life and we continue our partnership with Feeding San Diego. Those are both links to videos if you did want to click on those later. Uh, we are doing so much with our community in Feeding San Diego. They came out and uh videoed me to kind of do a day in the life of a principal during a distribution and then they interviewed one of our family members and how the food impacts her in our community. So, they're fantastic videos if you get a chance. Uh yes, I will be signing autographs after if you guys want to stick

012around. Our second LCAP align goal is district and school climate culture and connectedness. Basically centers around a welcoming safe environment for all educational partners. We continue to talk to our students. We continue to talk to our parents. We are expanding what we're doing in our work for PBIS the last couple years. So far this year, we've rolled out our PBIS expectations in every single area. If you walk around Barry, there's expectations for our library, for our cafeteria, for our classrooms, for our hallways, for our blacktop. And every Tuesday there's a lesson by the Barry teachers during the morning meeting time to talk specifically about those expectations. We also started a Friday rise and roar. Thanks to our amazing community school supervisor, Miss Stephanie Ortega, who's right there. Rise and Roar is just a great way

013to greet our families on a Friday morning when they're coming to school. The students even like it and they dress up as Care Bears and we blow bubbles and we scream and holler and welcome everybody to school. If you didn't catch the news in the fall, Barry students were able to make a bat for Manny Machado which was used. That's an amazing thing we got to experience. Our parents continue to decorate and help us create a nice environment. We're excited. And our crew is a group of Barry leaders that may not be into sports or student council, but they want to participate and help Barry. So, they do things like set up for assemblies, clean the school, do things. And this year, we expanded it. So, they actually help with the food distribution. Again, creating

014a sense of belonging. I'm going to skip this video because Amy will look at me if I don't play the video. But, it's one minute. You got to click. It's really cute. Two years in a row, we did a elf arrives at Barry the whole week before winter break to promote the attendance incentives. And if the kids come early and find the elf somewhere around school, they get to have a ticket. Well, this year, because we had already did it, we created a couple little trailers of Elf and started playing them throughout the weeks heading into that week. So, again, it's available on YouTube. There's actually three of them. Um, I can get you those links. and we started a VIP lunch table. Our third aligned goal from the LCAP is academic excellence. We continue

015to use two general education IAS. One is split 5050 in their time supporting our multilingual learners half of their time and supporting the all students the other 50% of the time. Um they have been trained in our phonics and our interventions. So they also help us support small groups. Um and that's been really really helpful. They've been super flexible and both are amazing uh additions to the team. One thing I'm really proud of of the work the Barry team did this summer is several teachers and I got together and we pretty much wiped out our whole schedule, complete master schedule down to a blank piece of paper to build a cohesive system of schedule to meet kids that needed interventions. So basically our entire I don't have time for clapping. Sorry. Anyway, I'm just kidding.

016I love it. All right. So, basically, we have aligned every grade level with the intervention specialist, Miss Dwarte, and the special ed ed specialist as much as we could. Okay. And so, that way when those students are pulled for their interventions, the teacher in the class has actually less kids in the class. So, then she can do small group teaching in class. So, every kid's getting the level that they need. And that's across all grade levels. So, we even had to move lunches. We had to move recesses because there was a point where we said, "We can't do that. it's upper grade recess. And then we're like, well then let's move upper grade recess. Like there's no reason not to do those things. So we I'm really proud of that work that the team did

017and and it was all voluntary over the summer. And we also built kind of a cohesive system of quality indicators and a walkthrough tool. We went through the whole school. I would walk in with a teacher. We'd watch the TOSA teach that teacher's class and calibrated what those quality indicators uh would look like in a classroom so we knew what next steps to take. We had a family STEM night which is super exciting. Last spring um students showed different projects, teachers open their classrooms and we did finally hire a Prop 28 theater teacher. Super excited about that. So she's bringing kind of a whole new level of arts to our students but also helping with EL intervention groups and crossing over with our ELOP theater program. So I usually like to end in a quote

018and this one seemed to fit really well. I mean, us at Barry, we've sat around, we've talked about the great things we're doing. We're we're encouraged about the work we're doing, but we also know there's work. So, this is kind of one of my favorite quotes. Even if you're on the right track, you'll get run over if you just sit there. So, we kind of understand that and we're working hard despite the challenges in our district or in our culture or in our society today. I just need to give it up one more time for my team. They do amazing job. Thank you. THAT WASN'T BAD, was it? >> Can we play the video? No. Any questions? Okay, great. >> Yay, Berry Bears. Thank you for coming. Thank you. Thank you. and thank you so

019much for the work you do on behalf of the community and students. Uh it shows here in our presentation. Thank you so much for sharing uh the community school uh uh initiative. Um I don't know if it was last year, but I did the turkey giveaway. Uh so I look forward to that invitation again uh because it does bring our parents and community together and uh the fact that uh they don't have students there but they come and enjoy uh in the festivities was really important for me to see and talk to those people. So uh again congratulations um regarding your attendance. Thank you so much for highlighting that tonight. uh it it it continues to be a a subject uh statewide and um and we're not quite back to precoid. So know that I

020see that in your struggles there and um but I just had a quick question about that um in your IAM team. Um so when the students are absent so I know you have to be for chronic absent pe you have to miss so many school days. So, how about the students that are transferring in and out? Okay. So, they transfer in and so they come with miss days and so they're calculated here. >> Uh yes, they would be calculated each week. Our I can team recalculates all the percentages and so we're consistently looking at a different target group. And granted, it's mostly the same. Kids don't change that much in five school days, but we have a target group of about 7% absentee rate to about 15% absentee rate. That kind of slides up and

021down from week to week. And then we choose the different levels of interventions based on, well, if they're at 15%, they're already chronic absent. Here's some of the things we need to do to address that. If they're 7%, here's some things we would like to do to try to prevent that situation from getting worse. So, we constantly revisit at our meetings, what's the new target group? What are we doing with those kids? And if a new kid comes in that already has that, they'll pop up on that list. >> Oh, good. That's good to hear. Thank you so much for coming. Thank you for the presentation. Thank you. >> Thank you. You always do a great job representing uh what a fun and lively group uh Barry is and how you do so much to

022bring in the community and the families. Thank you. Thank you. Thank you. >> Thank you so much, um, Principal Pro. It's the community engagement. It's one of the best things ever happened for any schools. Getting the parents involved, it's it's amazing. So, you're doing a wonderful job. Thank you so much. >> Thank you. >> Okay. uh report action taken in close session. >> Yes, thank you, President Esparza. Um, in close session, the board took action to release a non-reelect 17 temporary certifi certificated teachers pursuant to education code section 44 effective at the end of the 2025 2026 school year and ratified the legal notices to be issued to these employees. The roll call vote was as follows, four yeses, one absent. Thank you. Right. We have changes in the agenda. At this time, trustee of

023executive team members may recommend changing the order of the agenda items and or request that an item from the consent calendar be placed within the discussion action section of the board meeting. The secretary will keep track of any recommendations. Please note, no new items may be added without advanced public notice. Do we have any public comments? No. No. All right. We go for that. We need to approve the agenda. >> Okay. >> Mr. President, >> go ahead. >> Can I be acknowledged here? I move to approve the February 12th, 2026 regular board meeting agenda. We did not make any changes and so therefore I move forward as presented tonight. >> Second. >> Okay. Go with the vote, please. Motion passes. Four with one absent. >> Thank Thank you. I we didn't get the >> All

024right. Communications to the board of trustees. Five minutes limit for group. We have the Sbay PTA Council. Thank you. Okay, we have the California School Employee Association, Chapter 59, CSEA. should turn that on. Good evening, Superintendent Espinosa and board of trustees. CSEA has reviewed the list of classified positions that the district would like to cut. In fact, we had to have an emergency labor relations meeting last night via Zoom to discuss all the positions. It has always been the district's past practice in good faith working together with CSA to share this information with our executive team in advance. That did not happen this time. We were taken back this month when we received the list without explanation only a few hours before it was made public on the board meeting agenda. Last month, we were

025given a number and it was a bit jarring to see that that number of positions on the list were almost double what we were expecting. However, we did have a chance in the meeting to um get a breakdown on exactly what is happening. I have to figure that maybe the school board hadn't really had a chance to review it either because if you do, there's a few discrepancies. Rather than just telling you about it, Rather than just telling you about the issues we found, I have made you all a copy with detailed notes so you can know firsthand exactly what it is that you're looking at and voting for. I've also included a couple of snippets about our contract language that's not easy to find because we're still waiting for the successor contract to be

026printed. Let me read the very last section of theou we signed in November about layoffs. As a reminder, you cannot just hire subs to fill our positions directly from theou. Short-term employees performing classified duties. B. A unit member shall not be laid off if a short-term employee is retained to render a service that classified employee is qualified to render. This does not apply to the retention of short-term employees as defined in section 45103 who is hired for a period not exceeding 60 days after which the short-term service may not be extended or renewed. If the district is going to need to put a sub in any position for 60 days or more, you cannot lay off the employee if you know that that position is going to need long-term coverage. I've also included the entire

027layoff at the back of the packet so you can refresh yourselves on the language. If you need to take a short recess to review the notes that I'm sharing with you, I encourage you. Thank you. >> Thank you. >> The Southwest Teacher Association, Sara. Um, good evening trustees, executive team, colleagues, parents, and community members. My name is Sonia Hernandez. I am a kindergarten teacher at Onian and vice president of Southwest Teachers Association. After more than 20 months of bargaining and a two-day factf finding hearing, our team has reached a tentative agreement with South Bay Uni School District. While the delay in reaching a fair deal deal was frustrating, the process ultimately revealed our greatest strength, our unity. Our members voted to authorize the strike which sent an undeniable message that we were willing to do

028whatever it took to priorit prioritize our students. We stood up, we fought back, and we secured a contract we can be proud of. With our members having ratified the agreement, we urge you to finalize this chapter with an affirmative vote next month. Let's finalize this process quickly and turn our collective focus back to what matters the most, supporting our students. We look forward to a future where students and staff are a priority to this board. Furthermore, I would like to address resolution 260007 and resolution 260009, which you will be voting on tonight. We believe this board needs to exercise more independence from district administration and decision making on the proposed reduction of force. While the district has stated that this is a preliminary step to pres preserve their legal ability to lay off staff, the

029numbers being presented are not significant are significant and alarming. The proposed reduction list targets 32.5 full-time equivalent FTE positions in our unit. We were not consulted about these cuts. Rather than protecting the instructional space, this proposal hollows our classrooms and dismantles our student support systems. We cannot accept cuts that destabilize our schools. Our message is clear. Prioritize stability for our students and keep cuts as far away from the classroom as possible. It is imperative that you recognize the profound human cost behind these proposals. These aren't just preliminary figures. They represent the livelihoods of our educators and the future of our students. Removing 22 classroom positions and critically needed support staff, psychologists, counselors, nurses is the opposite of supporting student success. RIFs throw employees, our families, and our students into a cruel period of uncertainty, stress,

030and panic. Did you know South Bay Uni School District is expected to receive approximately 6.3 million beyond the cola? State revenues for December and January have far exceeded projections in the governor's draft budget. Even physic fiscally conservative LAOS came out this week recommending the governor look at alternatives to the 5.6 6 million settle up. He planned to take from education funding because of the revised revenue outlook. If necessary, and to be clear, it is not, the board should schedule a standalone meeting in early March prior to the statutory deadline so that you will have the most complete picture of Prop 98 funding at that time. This will give the community time to engage and understand these devastating proposed cuts. The notion that these are dark times for education requiring harmful cuts when there are record

031high state revenues is fear-mongering. Out of respect for South Bay Uni School District students and families, the board should not proceed with this vote like just any other agenda item. Therefore, we urge the board not to vote on RFS over a month over a month before the deadline during a time of record tax revenues. not just not yet incorporated into the state budget and not to support any layoffs. Thank you. >> Thank you, >> Superintendent. >> No report. President Sparza, thank you. >> Okay, we got public comments on nonaggenda items. The board will take no action discussion on any item not appearing on the posted agenda except as authorized by law. Individual speakers are allowed three minutes to address the board on each non-aggenda item. Speakers are not permitted to yield their time to another

032person. The board limits the total time for public input on each item to 20 minutes. And I believe the yellow ballots are there. If you fill one out, um, do it now because we just going to count how many people we we're going to blue cards. I'm sorry, the blue cards. See how many people we're going to have. >> We have two. >> Thank you. >> Veronica Dwarte followed by Frank Cherry. Good evening, South Bay Union board members. Tonight, you are voting on two big decisions. Staff reductions and the amendment to the superintendent's contract. Both will affect this district for years to come. As you well aware, you have been elected to represent the community. Later this year, some of your seats will be up for reelection or vacated for other community members to fulfill.

033I mention this because the decision you make tonight will limit what future boards can and cannot do. Please remember that the board's obligation is to the community it serves. Therefore, I am asking that you please do not approve the amendment to employment agreement of the superintendent. This amendment makes it harder and more expensive for future boards to make a leadership change that they might be called to do by the community. It means board members would either have to keep the superintendent or pay him a significant amount of money to end his contract. Approval of this amendment ties the hands of the current board and any future board for the length of the superintendent's contract. If there is a strong if there is strong confidence in his leadership, then extra protections like this should not be

034necessary necessary. I looked at other superintendent contracts in California and did not find any clauses like the one our superintendent is requesting. that should matter and make you question why is it needed and his motivation in asking for such a modification. Many community members have spoken publicly about concerns with performance and about feelings feeling that this superintendent is not invested in this community. Whether you agree or not, those concerns are real. This amendment protects his financial future more than it protects our district's future. Next, I'm asking the board to direct the superintendent and interim superintendent to prioritize reductions at the district office before eliminating positions that directly serve students. If the school board hires consultants and forms committees, their recommendations should matter. Otherwise, it looks like decisions are being based solely on what the superintendent

035wants. These votes affect students both and will have lasting implications. If cuts must be made, they should be absorbed away from the school campuses and not by staffs who directly serve students. As the work that most directly impacts students lives happens off campus, as you saw by principal ProPio's presentation, please think long term. Do not limit future board's ability to act by expanding the superintendent's contract protection. And please do not reduce staff that directly serve students before making cuts within the district office which school services recommended. You represent the community. Please act in their best interest. Thank you. Frank Cherry. Good evening to everybody. I'd like to say congratulations on the settlement that still leaves you with an insanely huge reserve, but sadly I can't because it hasn't been finalized by you. And it's something

036that could have been done 20 months ago and more importantly should have been done 20 months ago. Instead, you've got 20 months of animosity. You've got 20 months of bitterness. You've got 20 months of contention. And you have 20 months of division in the very fabric of our South Bay family. Geez, there was a 98% vote to go on strike here. Now, my four decades in this district have given me experience, and it's taught me a few things. Those feelings, they're going to fade away. But they will never ever be forgotten and all of you are going to be tied to this very dark time in the South Bay. Now, all of this just brings me to my one question. Was it worth it? Your silence is kind of like pleading the fifth. Thank you.

037For California School Boards Association delegates Assembly Seats. Recognize Superintendent Jose Espinosa for discussion on filing CSBA delegates assembly seats. Thank you, President Esparza. Uh, each year the California School Boards Association conducts an election to fill open positions for the delegate assembly. It is respectfully requested that the board cast the ballot for no more than nine candidates to fill the vacant region 17 CSBA delegate assembly seats. I would also remind the board that you received an email with a list of candidates, many from the South Bay, that seem to have been left off the ballot. >> Do we have any names? >> Thank you, Mr. President. Um this is very troublesome for um our incumbents to the California School Board Association delegate group in that um several of our people here in region 17 were left

038off. So um dedicated dedicated board members to their work here in the region as well as the California School Board Association. Uh, with that, I would like to, uh, this is, if anybody's out there listening, uh, I would like to put Maria Bent Castana up. It's going to be really hard, so we're going to have to, you know, go out there and speak it out. Uh, also Eddie Jones of Fbrook and um John Per perfect of Ramona and I think uh Rudy Rudy, what was Rudy's last name? Lopez. Yes, Rudy Lopez. Thank you. It's a shame that their names are not on there. Sh. And our Jose should be on there, too. So, just put Jose on there. >> Trusty Gyonzes, just for clarification, did you add uh Trusty Lopez? Well, I don't I I'm

039only the recipient of this document and with people's names on on there. I don't know. Although he did say he was going to put in for it. That's all I know. >> Well, we could do a a write in. I mean, he's not here to verify, but >> I think those blank spots are writeins. Not enough nominations were received. However, Do we have any other candidates? >> So we do have right in superintendent >> which would be Maria. >> Great. So we have five. Oh together. >> Is it Michelle Gates on CSBA delegate? Is she in the house? Michelle Gates, are you are you still there? Put her name on there. Michelle Gates. >> Okay. >> Yep. >> Make the sixth one. >> National National. Thank you for your work. >> Okay. Um is any

040other candidates? If not, I'm going to make a motion. Okay, so this is the names that I have. Maria Castinetta, Eddie Jones, John Perfect, Rudy Lopez as a right in Jose Lopez Aino and Michelle Gates. >> Mr. Super I mean Mr. President, I move that slate forward. Thank you. >> Second. >> Okay, great. Go with the vote, please. >> Great. The motion pass 401. Okay, moving right along. We have the local control and accountability plans recognize assistant superintendent Pamela Richard Montiel for a presentation on I Ready results in a midyear update on the district. Good evening, President Esparsa, Superintendent Espinosa, and trustees, our community, and visitors. Tonight, um, I bring before you the midyear update to the local control and accountability plan. As you are aware, our local control and accountability plan is based on

041our district mission, vision, and values. The LCAP is our three-year plan that describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. Tonight's update will include a a midyear report for SBUSD, so for the district, for IBCS, and for NET as they have their own separate MCAPS. And then we will embed the student progress monitoring um the I Ready data from the second diagnostic into the the district's midyear update. So just a reminder of the midyear update. I think last year I shared with you that I came up because it was a requirement last year but it had not been a requirement in previous years. It is now an annual requirement um that we come up before February 28th and present to you where we are at

042at this point in time in the LCAP. So we shall present a report on the annual update of the LCAP and the funding formula budget overview for parents on or before February 28th of each year at a regularly scheduled meeting. The report shall include all available mid-year outcome data related to metrics identified in the current year's LCAP and all available midyear expenditure and implementation data on all actions identified in the LCAP. So those are the documents that you received as an exhibit attachment to this board item this this evening. You should have three midyear full reports um one for each of the LEAs. We do use a DTS template. So, it is the same template for all. So, I'm going to go ahead and start with the SBUSD updates. And as I mentioned, um this

043is just a brief overview of what you have in that bigger packet. Of course, we're not going to go page by page through the midyear report, but we'll highlight a few items and then we will have our student monitoring uh progress monitoring report on I Ready and then I will call up the principles from our two charter schools. so that they can share an update with you as well. Goal one is effective organizational systems which is our basic services, our credentialed staff, digital safety, communication and connectivity resources, educational partner engagement and cycles of continuous improvement. So for um one example of what you'll find in the update is action 1.5 which is educational partner engagement. So what you see on the left hand side and I know the font's very small. It's hard to like

044snippet all these things into a slide but you see the action title and description. And so this is really about our opportunities for parents and the community to be engaged in committees. So whether it's DAC, ELAC, PTA, school site council, um any of the different opportunities. So down below you see a photo of a DAC meeting from this past year. And then what you see is the midyear data. So we go in at this point in time and share sorry share where we're at in each committee and then we'll do this again at the end of the year. So we have to have a cut off point. I'll come before you in June. And so the cut off point might be May 31st. It might be May 15th, but we'll share that data again. But

045as of December 31st, 2025, it shows you how many members of the LCAP advisory committee. So we had 16 parents that attended and provided input during the December meeting. So we just had a meeting not too long ago, about a week and a half, two weeks ago. This is the cutoff is December. So it does not include any parents that showed up to the last meeting. Again, we just have to have a cut off point so that we can compare um data across the system. In DAC, on average, we have 13 parent representatives. The SAC is the superintendent's advisory committee and that was discontinued after the completion of the work. But what I did add in the midyear report is that we have the pack. The superintendent's parent advisory committee was created and meets four

046times per year and there are 24 parent representatives. So we won't see the pack in our baseline because we didn't have that committee at the time. Um but you will see it moving forward or going forward. And then the CAC, which is our South County Special Education Planning Area SULPA um committee, the co the community advisory committee. And so we have staff and parents, but this is reporting just the parents, which we have two parent representatives. And typically, we'll have one maybe two teachers as well. On the right hand side, you see the goal. So that goal is at the end of all three years. So at the end of 202728 we um set the goal of having on average 11 parent or community members attending the LCAP committee on average 12 parents attending DAC.

047Um with the SAC again that has been discontinued and then on the CAC we want to make sure that we always have two parent positions filled. Our next goal is the district and school climate, culture and connectedness. Um through this we have our our specialized program social emotional supports, our district level social emotional learning support staff, school connectedness, attendance and our ELOP or extan expanded learning opportunities. Here the sample that you'll find in the report is around our student attendance. And so you can see what the baseline was and then you can also see um where we were at as of December and or this may be where we were at on the dashboard. And just remembering that sometimes we're a year behind on the dashboard, but it will show you like at the bottom,

048the metric at the bottom shows as of December 31st the percentage and that's ADA. And so we're tracking chronic absenteeism and we are tracking ADA um both forms of attendance. And this is a different snapshot because there's lots of different sections in this report. This is actually showing the expenditure side. So, I know you're squinting, right? It's it's the expenditure side. Um, so you can see what was budgeted and then what has been expended thus far. So, that's that second part of the requirement that the report includes not only where we are in our metrics, but where we are in the budget. Goal three is academic excellence for all students. And so this is where we have our standardsbased instruction intervention, our student progress monitoring, professional development, as well as those last two which are

049meeting the needs of multilingual learners and meeting the needs of long-term English learners, which I know that we've been highlighting in our board presentations to show you how our English learners are progressing. So this is a sample from the midyear, which is actions 3.1 and 3.2, to student achievement. Um so these are the metrics. We have the metrics of the the California school dashboard for ELA and we have the California um school dashboard for math. So the midyear outcome data is going to be the 2425 data. Um so that's the midyear and then we have our desired outcome is on the right hand side. So again it's just meant to show that progression. We had our baseline in ELA of 30.17. Our midyear is 35.35 and our goal is 45. And then when you look

050at math, our baseline was 21.71. Our midyear is 24.61 and our goal is 37. At this point, we're going to go ahead and and have our um directors come up. Director Chavez and sorry oh sorry I didn't it's okay it's okay um this is I think on your slides you'll see this is the metric for the student progress monitoring yes so that where it states that we will be using I ready um for student progress monitoring Amy's too fast for me So here will present the second trimester district-wide diagnostic results. So overall, we're going to start with reading. Overall, our reading performance improved from fall to winter with a higher proportion of students moving into mid or above grade level and fewer students performing at three or more grade level below. Most grade levels showed

051positive movement toward early on grade level. Though our third through 8th grade continue to have larger concentration of students that are below grade level despite the diff percentage decrease from fall to winter. Therefore, continued differentiation to support students based on their need and based on the diagnostic data is essential for students to show continued growth. Compared to last winter, our district reading achievement remained largely stable with modest increases in early on or above grade level and consistent distributions across our performance bands since last school year. This shows incremental gains in our primary grades while our upper grades continue to require our targeted supports in order to accelerate progress for our students. Moving on to math. So, our math performance showed notable reductions in students performing two or more grade levels below and increased proficiency overall.

052All grades demonstrated positive shifts toward early on and mid or above grade level performance. Our performance bands of students two grade levels below and three or more grade levels below also showed a decrease emphasizing the work that our staff does in receiving diagnostic results and providing focused instruction in the specific areas that our students need. Since last school year, our results indicate steady improvement with more students meeting early on and mid or above grade level and fewer students in our the lowest performance band. There is sustained growth. It's evident across our grade levels. Though our achievement gaps still signal a need for continued intervention for our students to continue to show growth as they progress through the grade levels. And now Director Flores will present to you the reading data for our DI programs in

053Spanish. Good evening. Yes, I'm so excited that for the first time we get to talk about eval diagnostica which provides us data about our how our students are performing in our dual language programs in Spanish. So for the first time we have some data. Um it's a little different. We don't have growth data because it's the first time that I ready launches eval diagnostica which is uh the adaptive program for the Spanish program for our DOI program. So in this data chart you are going to see that about a third of our students scored early in the mid above grade level at the beginning of the year which is the fall and then whereas 55% of our students scored early or mid or above grade level which is a great a huge jump. looking at

054students who scored two or more grade levels below which is about 34% of our students. Uh that was around um the fall whereas in the mid year there was only about 20% of our students who scored um two two or more grade levels below. So that was a great success. So great gains. There were great gains from the fall to the winter. Excuse me. This data shows us um we can look at our grades across K through six. You don't see seventh through 8th grade there. Again, unfortunately in the dual language world, Spanish is always delayed and it's something that our dual language programs are always advocating for. Um so in the seventh and eighth grade um they currently have a diagnostic that is in fixed form. So I ready is currently piloting the adaptive

055form um for middle school. So that is pending to come. So you are not going to see their results here because they are not adaptive. Their results are fixed form. So you're not going to see them here. Okay. So, back to this um K6. Um you'll see here that our K3 scholars made significant more progress than our fourth through sixth grade scholars. That could be for significant factors. In K3, there's a higher focus on decoding basic compre uh comprehension and different fundamental uh fundamental skills and grammar. Whereas in fourth grade, four through six, there are more abstract concepts, complex Spanish um syntax, advanced Spanish academic proficiencies, skills along with other uh other rigorous skills. So there is a shift um and some some work to to be done around here, but overall there are some

056large celebrations to be um looked at here and address um acknowledged. And then lastly, our last piece of data is a comparison of SBUSD in comparison to national data and California data. And you'll see that um SPUSD has 55% of our students scoring in the early and mid above grade level which is higher than the national uh year to date and also higher than the California. So what does this say that you know having a bilingual brain is absolutely fabulous. SBUSD affirms and values the bilingual brilliance. Um we are so excited that we finally have a local measure that helps us track right now it's tracking u the indicator measures the Spanish grade level placement. Uh but as I Ready is developing the growth um measure that's coming um later in the year as as

057well as the my path um my path lessons instructional levels for our teachers. Uh we're going to be able to collect more data and be able to see how our students are are doing. So with that it's a huge celebration that we have this local measure and also seeing how our students are doing in our DI uh program. So thank you >> director Flores. I just want to clarify is this Nester Nicolof Sunny Slope >> all three programs. >> Thank you. >> Collectively. Yes. >> All right. Wonderful. Thank you. At this point, I am going to go ahead and invite our principles from our two charter schools up to join me so that they can share their um updates, their midyear updates. I know Imperial Beach Charter School, Dr. Vargas, is coming up and she

058will go first and then we will have um Principal Gonzalez go next with Nester. He will share not only his midyear report but some facility updates for you and then we'll take all of your questions at the end. Hi, good evening and happy February. Good to see you. So, I'm going to do a brief overview of where we are so far in our LCAP so that you could kind of see where we are. So our goals are similar to the uh districts and so what really does change are the action steps and that is really based off of the data and the information that we have taken from not just our staff but the data from our listening campaign and um dashboard data in order to kind of inform our decisions of where we move

059forward. So the three we had were parent family involvement and community building onampus activities in conjunction with PT and community partners and then the salary supplies and other basic services. So for action steps that we have here, our first one was actually one of the ones I'm most proud of. Our steering committee members, which is where we have our uh community school and our families and our staff and u administrators and community partners come to make decisions really based off the data to inform how we move forward with our community school. We have several conferences and workshops that they have attended and really to inform how we move forward and what's best for students and staff and the community. That center picture is actually with our classified staff members and our students at the CI

060conference really working together to inform how we move uh move not just the community school but the needs of our school as well. So that is continuous and ongoing. Uh the next conference is actually based here in San Diego. they will be attending. We will be attending in March and then this is our last cycle. So the last conference is actually in May in Anaheim. We work very closely with PTA and we have wonderful events um that are hosted by our PTA and we work together in order to really not only send out information but gather information as well and to provide opportunities for our families to participate on campus in different ways. So our fun run obviously is always a huge hit. lots of bubbles, lots of families, lots of kids running, uh lots

061of tired little legs, but we also have other events like uh we had a lotia night, we had a bingo night, we have a sock hop at the end of this month. So everything really is to just bring them as another arm of how we become so successful at IBCS and those are continuous. Um and then also working with our community and our partners. We work closely with Marv Vista High School and their JOTC. Um we work together in regards to providing resources. They are also a community school and so we do share a lot of the those resources and communicate with them and work with them quite often. Um the San Diego Food Bank is on campus twice a month where we also have our community closet open. We have we serve over 200

062families every single uh time that we have that open. Um our community closet gets emptied and filled up. We have resources. We have uh live well come and provide that. We have San Die uh Santo Health Center come and provide resources during those times as well. So it is a constant stream of really community outreach and support all in order to really help um our school community, our staff um and especially our students. With goal two, we are talking about schoolwide equity work to improve school culture and climate restorative practices and PPIs, trauma-informed care, attendance improvement, and middle school athletics and activities. So, the ones highlighted here, um it really does have to do with the events of bringing people in with uh the steering committee where students participate and are actually able to lead

063in different ways across campus. Part of that has to do with our student leadership which has to do with our dolphin pod friendship grants just ended today and we have great participation and leadership with all different kinds of students who want to either be in elected positions or commissioners and just want to really participate in a different way that maybe athletics isn't the way for them to go. We have really expanded our PBIS and our swim goals. Stay safe, work hard, include others and make good choices. That is across campus. Um, it is implemented schoolwide. You can see the posters all around campus. You can see the students saying that. You can see them being highlighted for that and recognized for all of that. Our data so far up to this point, not just with

064our listening campaign, but really looking at our ITAP data shows that students are feeling much much more supported um while at school and safe. Our attendance committee has actually worked together. where they meet weekly to go over data and to create activities and events for students in order to beat their attendance from previous. Um, so currently our attendance is better than it was last year at the same time and we've improved every single year and so that's something that we're also very proud of. And then our middle school athletics which we are very proud of. Soccer just ended and our teams did not make the playoffs this year but they did last year. But this year um our softball girls fourth year in a row banner winners amazing. We're hoping to repeat again with flag

065football which is just triyouts just started today. So we have that on a reading basis. We have our cheerleaders who had their Gallentine's event that but again to support really middle school growth and middle school um interest. It's just another way to get students connected to school. And then obviously our last goal, our learning acceleration tutor who still does wonderful work. um our equity and PBIS committee, steering committee, staff collaboration, and emerging multilingual supports. So, our learning acceleration tutor currently has math and reading groups with elementary students. She has full days every single day. half the day is um ELA and the half the day is math and that data is uh disagregated every six weeks and in collaboration with teachers recommendations are made in order to support them in order to really improve um

066the students that are kind of our bubble students that are almost there or very close to grade level. um with our steering committee and uh equity committee and PBIS committee they do actually meet monthly and the information that they go over uh is dependent based off of the goals of those committees. So PBIS committee looks at the data in regards to behaviors. Um our Swiss which is PBIS centered and um our steering committee really does look at how are we being equitable across campus and really providing resources to everybody that actually needs them and giving them what they need. um not necessarily just making it a blanket statement across campus. Um this is why we have morning hellos every sing the first Friday of every single month to make sure that we have that welcoming

067piece. Um but the other piece with staff collaboration with learning walkthroughs and working through our PLC's uh staff walkthroughs similar what we did with family walkthroughs is we take teachers and we have them look at best practices and really learn from each other and provide that feedback and support. So they truly truly love that. Um, and so up to this point, that's kind of where we are, our emerging multilingual supports. We do have before and after school tutoring currently in place with the help of uh, director Flores to ensure that our students improve um, in ELPAC. And so our scores from last year's ELPAC showed that there was a dramatic improvement in our ELELS and our emerging multilingual. And so we're hoping that is repeated again for this year. Good evening trustees, superintendent. Thank you

068for having me represent Nester Language Academy. Proud principal Haime Gonzaleades of Nester Language Academy. Uh so we'll get started on our LCAP as well. Um very similar to the district and as what you heard from Bilad. Um we start off with E effect effective organizational systems very short just family education and engagement and then the the staffing. Correct. Um, so we're looking at the family education piece. Um, and that could be coffee with the principal. It could be Elac, literacy nights, uh, talent show, fun run as as as mentioned as well or for Glorico showcase, mariachi. Um, my favorite is always the studentled ones. Um, because they're able to showcase and show pride in what they're doing and it's in addition to that, it's the the school spirit of what they're doing it and also

069the multicultural events that they do. um it ties into their heritage at times. It ties into who they are. So once they find out really truly who they are, it just makes them proud and they're proud students and if they're proud students, they're going to perform really well. Um and then also the the smaller pieces where we communicate a lot with families. You know, I think it's very important to communicate as much as we can. I send out a lot of messages on Sunday nights, Sunday mornings, Mondays, and and over and over about attendance. Um so we focus a lot on that. And if we focus a lot on the students coming to school, parents are going to want to come take their kids to school and all of a sudden you have parent more

070parent engagement. So very important piece. But one of the proud pieces that we have and it kind of aligns with our staffing too is sending uh nine parents and staff to the Mini Cave Conference here in San Diego. So it's very local. parents can go there and get an immersed um immersed program or event on the three pillars of dual immersion which is what our school is all about and that's what we follow ever since I started there this is the this is the template you know in addition to our LCAP but this is the template in order to move the ball forward and in order to move the needle forward for growth you have to have the three pillars of dual emerging which is the biliteracy bilingualism the academic achievement and social cultural competence

071if you have all those three in place you know your school's going to do well. Now, is is aligning it with the LCAP and making sure that it's the the foundation is there um and it's not empty like an empty vessel. Um but one of the proud ones is that is sending those parents and then having them come back and share with other parents the the the amazingness of meeting other parents from other schools and other dual emergence. There's so many especially in Chila Vista National uh so many schools and they're able to be with like-minded people with their kids in similar programs no matter if it's 50/50 or 9010. It's really nice to to just collaborate with with like-minded people, staff, superintendent um and other parents. And then this is the the next one

072for us as well is the district and school climate culture and connectedness. This is my favorite one because if you don't have positive school climate, I don't think you're going to have anything else. If kids don't come to school and feel welcome there, then they're not going to perform for you. So, we really try to stack this up with a bunch of initiatives or or action steps that we really want to implement as much as we can. Sometimes in the year there's so much going on, you can't implement everything, but you can take you could take an analysis of what you need that school year and maybe next year you need this. Um, so we stacked it up with social emotional learning. That's an everyday piece. Uh, in the mornings, teachers embedded into their daily

073schedule to make sure that they're um having those small circles with students, greeting them at the door. And then we do our best as principal and assistant principal to meet them in the front and welcome them. So, it's just a welcoming environment from the the bell to bell. Um, and then attendance intervention and support, which I'll get into in a little bit. Uh, we've seen a lot of improvement there. Schoolwide positive behavior and image support. That's the template. That's the framework that we utilize in order to create the the the welcoming environment. Uh equity and inclusion, professional learning around equity and inclusion. After school enrichment, seventh and eighth grade, very similar to what Bilara just talked about. This is uh for us uh an an a magnet for students to stay at Nester through 8th

074grade in addition to the academics, the three pillars of dual immersion. But athletics is is is highly engaging and also for parents. parents want to go to the sporting games and watch their kids sit in the stands um cheer them on and and yell go Nester, right? It's really nice to hear that that school spirit and and it was nice to now have it at the fifth and sixth grade level, too. And it just kind of carries. They're going to want to stay make it really difficult for their parents. I don't want to go anywhere else. I want to stay at Nester. I want to play on the soccer team. I want to play on the baseball team. I want to play on the flag football team. Things like that. So really nice magnet to

075have and and and being able to participate with Sweet Water in the big schools too. So it's it's really nice um competition wise and then also culturally relevant materials and supplies very important for students to see themselves and feel represented within the literature that they read. So those are are um goals for district and school uh climate culture and connectedness. And then some of the the highlights within those action steps data driven is our chronically absentee rate. When we started the IEN program, we were at 24% chronic absenteeism rate. Then we uh um improved to 14%. Last year we took a little bit of an increase to 15%. And then this year we're at 11.9%. So always improving, getting better. Um, even in the midst of what happens in the world and and things like

076kids can't come to school for whatever reason, even in the midst of all that, our our chronic absenteeism is decreasing. Again, that just shows that kids want to come to school. That that's a good sign. And then you have your subgroups there. Uh, improvement there as well. Another proud piece for us is the schoolwide positive behavior intervention and support. Um, this is something from day one when I got there. Actually, my first day on the job was a PBIS meeting with the staff. It was already there. So now it's just building on that on that framework partnering with San Diego County Office of Ed um to analyze what we have in place and where do we need to get to and have go through that evaluation process very important because it gives you a lot

077of checks and balances of what you need to implement and not only just implement but also have data like is it working? You don't want to just implement something and then you have all these suspensions and kids don't want to come to school so something's wrong. Um, so you want to make sure that our suspension rate continues to be low as you see there, very low and improving this year, decreasing from what we had last year. And then this last year or two years ago in 2023, we were recognized for our tier one to uh system of support with the silver level. And then last school year, this yeah, last school year, we were recognized for the gold for our tier one, tier two. Um, and that's manpower as well because that's our school counselors

078who do an amazing job with tier one lessons. um where they do um and also reactive work. Sometimes there's an emergency counselors are there, school psychologists are there, but you have to have that framework in place for them to respond. So that's what PBIS is able to to provide. Attendance secretaries u play a big role with our data sends our data every week um to see where we're at, who what students are creeping up to the chronic absenteeism. Um, so all data driven and being able to utilize all the the manpower and our expertise within our team to be able to get to uh silver then gold. And then our final one again stacked it up a lot compared to uh goal one and two. Again academic success is very important because if you don't

079have that then um parents are not going to want to come to Nester. uh if you have the welcoming environment and you have the sports but you don't have the academics then something's wrong there too. So we want to make sure that's uh one of the pillars that we're achieving at all times. So 3.1 learning acceleration tutors. We are blessed to have three. Such a big school. So we're able to utilize them at the lower primary, mid, and then upper. Um literacy development and math impact teacher, bilingual instructional assistance at the lower primary levels, kinder and first they support there. Professional development, language development, project glad, half of our school, over 500 are English learners. So we want to make sure that teachers are equipped with the strategies that they need to serve those students.

080Um 3.5 is establish dedicated release time for educators to engage in data analysis specific to multilingual learners, professional development, literacy, extended learning, school services, student progress monitoring, and so forth. So I won't read through them, but I'll show um the next highlights uh for for our school. And then 3.5 is something we've been establishing this school year. Again, half of our school are English learners, so we want to make sure we release teachers to be able to regroup their students. first group, regroup whenever they need it. Go through that data. Uh have common assessments because you want to have a common assessment that you can look at um within the grade level. What's working for you? What's not working for you? How do we come together to do what's best for students? And then um

081student progress monitoring. U Ready has been a great piece in implementation. It just gives you so much um user friendly data for students, for parents, for teachers, for admin. And now it's that trickle down effect to make sure everybody has access to that data so they can feel motivated and want to grow. And then the last one is the student success team release time is the SST release time. That's one big ask from teachers. I need more time to be able to develop these SSTs, write these SSTs, uh set up these SSTs. So this is what we've had uh for the past couple years. It was guided last year by one of our teachers. This year I'm guiding a lot of those and sitting in those SSTs as well just to support with that. And

082then just a highlight for us it's a nine-point gain with all this plan in place a 9-point gain in our academics and ELA and mathematics from the year before to to last year. And hopefully with this year our already data showing really great growth that we could achieve even higher um and and pass the 52% past the 51 41% in mathematics. And that's our goal as a staff. And that is it on the LCAP. Do I continue with the facility as well? Okay. So, the Nester uh facility just a quick uh smooth transition to facilities. So, as you know, Nester is is portable city. We have tons of portables um over 30 years uh of age and or more um and they're in rough shape. So, we want to make sure we have a plan

083in place to improve them. So very similar to the sack committee that they that we had at the district level, we have one within Nester uh with teachers as I shared before in the past is teachers, myself, assistant principal, resource teacher, um and a couple teachers as well, a primary and upper um just to have a lot of feedback and ideas and input. So we've met August 26, October 30th, November 4th, December 9th, January 14th. So try to meet at least once every month um just to get that input and get the ball rolling because it's a heavy lift but a little by little you'll see that it's starting to move and tonight's will be very simple but uh and within as we go through the progress of of these meetings is going to get

084a little more complex. You're going to have cost and timelines and I'll need the support of the maintenance team and what's doable, what's not, the architects um because those are the expertise we'll need. But again what's the background? The school is exploring the replacement of aging portable classrooms with new modular facilities through a phase implemented approach implementation approach very similar to the buildings you see at VIP. Um so they gave me a template of what they will look like and then I aed it and made it ours with red and our logo. So that's why you see that there. So I had to personalize it. Um so the the proposed solution includes the construction of one single story. So a set of three. So the first phase and I'll talk about it a little bit.

085They gave me uh just a picture of what they will look like and the idea is to start with Kinder and it'll be three classrooms within the campus in the area that they they found that we can probably build. Um and so it'll start with that. So that's the solution getting there. And then also in addition to that, a two-story building. So three kinders and a two-story building in addition. Um, so I'll talk about those in in a bit the next next slide. So option number one, so we have three design options that they proposed. Option number one is to construct kindergarten building first. So that'll be three classrooms within the kinder area. Um, so that'll be a total in that little area of five kinder classrooms, which is what we currently have at the

086moment. Or we could have a TK and then four kinders and we'll still have another kinder unless we downsize. Um so that's the idea there start there phase one it's not a lot of impact on the current students there will be a little bit a little where you have to move students to another portable so we'll have to look at options there option number two is everything uh all together approach is to construct the kindergarten building and the twotory building at the same time but with that you would have to move uh certain grade levels to another site so that would be Like for example, if we were to move seventh and eighth grade students or middle school to a different site um temporarily while they rebuild. Um so that'll be option number two. Option

087number three is also the same thing. Construct the kindergarten building, the two-story classroom building while in implementing interim housing plan to temporarily relocate seventh and eighth grade students. So instead of offsite, it'll be onsite. However, that will be very difficult. It can be done, but it's going to take up a lot of our playground area because you're that's the only spot that you can really relocate uh four or five portables at a time. Move them from maybe the middle school, put them on the playground. It's just going to cut off a lot of access to to student play. So th those are the three options that we've talked about um for now. As as I said, it'll get a little bit more complex as we go, but that's the general aerial view. Um, and what's

088the impact on student achievement? Replacing the aging portables with modern purpose-built modular classrooms will create stable future ready learning environment that increases student engagement, supports high quality instruction, expands intervention and enrichment. Uh, we as you know right now we don't have a lot of space for support teachers and that'll provide that. It'll strengthen the school culture and it will maximize uninterrupted learning time. So, those are just the benefits of a new building. Um, new furniture, new classrooms, things like that. And that's what the twostory building would look like. Um, very similar to what you see next door at Southwest High School if you're ever in that area. Very similar. And that is it. Questions? All right. So, that is it for our big midyear report on the SBUSD, the IBCS, and the Nester LCAPS. Um,

089and if we will open it up to any questions or comments at this point in time. >> Thank you, Mr. President. Thank you so much for your report tonight, everyone. um everyone because it's a it's a it's a team game here. Everybody has input um and I can attest to that by going to the uh district level advisory committees. So, thank you very much for um increasing those numbers, both our charters and our non-charter schools. Um it's really important that parents are there and and understand and guide the work and that's that's what I've been seeing there. So, thank you for all the parents that are are coming to those meetings. Um, I do have a lot of notes on the actual LCAP on our on our tablet here, but um, I'm going to really

090just cruise real quick here about the multitude screening. Could you give us a little bit more information there? >> So, we are currently administering multitudes. um were sort of at different places in starting. So, some schools we've gotten pretty far. I think at IV they've gotten pretty far. They started uh they were one of the first schools to start. Um I've been assisting with the administration or the implementation at Bayside. We have completed second grade and we're about halfway through for first grade. Um so again, we're just um assessing our students, having a lot of conversations. Um but we haven't made any determination about what the data necessarily means. Um in some cases students will require a second assessment like a few little subsets. Um but I can I I can tell you it's very

091interactive and um just today I was assessing a student who um did the assessment in English, not really fluent in Spanish. they're in an SEI setting, but um when I looked at their score after assessing them, because you get the results automatically, the only area that he scored poorly in was the AC the vocabulary. Um and so I went back in. >> Just give me a second here. We have a speaker is trying to give a presentation. Just keep it down, please. Um, and so I went ahead and I gave the student the Spanish just sub test on the recognition of pictures, vocabulary, expressive vocabulary is really what it was and he knocked it out of the park. So again, the test in English might have said that he required some assistance, but knowing that

092he was a Spanish speaker determined, nope, in Spanish he knows all the vocabulary. It's just now learning the words in in English. So, it's it's been actually quite we're all saying it's been very informative and and fun. Um, and neat to to do the assessment for the first time. So, our goal is by spring break we will be done. Uh, I don't know if we're going to meet that goal. It's it just depends. Every team is in slightly a different place and as you can imagine, it requires, you know, freeing up blocks of time to go in and and do the assessments. because I've been noticing that district level support there. So, is it not our teachers TK through second that are doing this? >> So, currently that is um a negotiated item and so

093that is um I I I'll say like sort of when we say at the table, we're going to be negotiating for next year's implementation. But we agreed we wanted to move forward, do it, learn about it. How long does it really take? you know, if it says it takes 10 minutes, does it really take 10 minutes? Does it take 12 minutes? Depending on the students, if you're assessing two languages. So, I think we're just gathering as much information as possible. We also have a side letter of agreement with SWAT for Artosis to participate in the assessment. Um, and so that's in the works. It's not fully gone through the process of being approved and would come before you. Um but that is just to include four additional four certificated members um in in doing the

094assessment as well so that they can they can experience it firsthand also. >> Perfect. I thought something was in the works so maybe I was getting ahead of myself. I'm sorry. Um but real quick may I Thank you. Um about the um committees um we really really need our principles to support at least minimum minimum uh two parents at these committees. Um the LCAP that you LCAP advisory committee that you had in December was packed. Okay. Packed. Um I was real impressed. Um and as we move forward um the decisions that we make are are shared down there at our advisory committees both parent and u staff. Thank you superintendent and uh so being part of that committee and and and hearing um the information that's shared uh one thing I would like to share

095with you if I may uh is that when we in uh engage with our parents that are in the committees with you that we not talk at them we invite conversation because most time we're just you know we're moving so fast the district is moving so fast. We're providing this information, but I think the key part is is like we need to stand back and hear what the parent has to say. I just offer that as a suggestion. Um, let's see. I wish I could read this. It's just so small. Um, so let me go back here. Maybe I should just make an appointment. Yeah. Okay. Thank you. Um, so before we move on, okay, before we want to move on to the charters, >> any other just a quick question. Um, Dr. Vargas, you

096say you have the before and after school program. Do you have any current students still on the waiting list or it's everything that you guys every student has been covered? So I I mentioned the the LTEL and RTEL uh club before and after school which is the tutoring. There is no waiting list for that. Every student that was on that is being met by those needs. Um our before and after school clubs as well are for uh ELOP through the grant. So that's a slightly different um focus but there are no students on that either on that waiting list. there have been several other opportunities for them to participate in several different ways and that has been communicated with them so that that they are participating actively in those as well. >> Good. That's that's

097good to hear. Thank you. And uh I can't wait for the see the ELCAP report for next next year I guess. No, wait a minute at the end of this school year. Is that that >> So in April I will come before you for an educational partner input um presentation. So sharing what our educational partners what information what their input was in both the survey in some cases in person and the California healthy kids survey. So that'll come before you in April and then in June I'll come back with the public hearing at the beginning of June and the annual LCAP approval uh mid June and um Nester and Imperial Beach Charter School will be with me for the public hearing and the first read of the annual LCAPS as well. Thank you. And of

098course, I can't wait to hear the I Ready Diagnostic Report. That's good. Congratulations. Thank you so much for your presentation. >> I have a quick question for uh our Imperial Beach Charter Group, if I may. Uh I was looking at um 2.1 and um it indicates that we really need um some work in that area where uh year one outcome and the midyear outcome indicates that we need a lot of work there. Um for instance, a yellow indicator in 2324 indicates all students 38.3 points below standards and that would be 2.1. Um and the midyear indicates 2425 ELA orange indicators all students 43.3 points below. And when we, you know, I just share that with you because when we extended your charter for two years, that was one of the things I brought forward in

099that um our the charter needed to improve their academic performance. So I just share that with you that that's highlighted in my work here and that um the decline I don't want to say the word I'm thinking. So, good luck tonight. I expect some uh really good things that are come come. Thank you. >> Thank you. >> And who is the oversight person that comes to your school >> for what exactly? >> Oversight the charter over. >> So, I would be the >> You're the designate. >> Yes. >> Okay. Yeah. >> Okay. So, thank you. >> And for Mr. I mean, I mean, um, thank you for the renderings of, uh, our dreams come true. And, uh, those buildings over there next door to you are beautiful. Um, but are they hardscaped like this or

100are they um, prefab? >> That would be I don't know if Franco's here, but I think they are prefab. >> Preab. Yeah. Yeah. So, they have a life expectancy of what 20 30 years like. Yeah, I heard 50 when we were at uh in our last meeting around there. A little bit longer. They they they're made better as well and it's a different company that what was chosen at VIP. >> Yeah. >> Um so yeah, they they've lasted longer um based on their what they've implemented in the past. >> So do you have agendas and minutes of your committee meetings? >> Yes. >> Could we get a copy to the superintendent share with us? That'd be great. That way we can, you know, And your and Pamela, you you do the oversight on this chart

101charter as well. >> Yeah. And so um in looking at your um path forward and the enrollment, I didn't hear anything about drawing down the enrollment, but expanding perhaps maybe on the playground that you don't have and uh knowing that you're getting a new playground right now. So, um, you didn't speak to that, >> the downsizing. Well, that's an option that will be reflected in the minutes. Uh, this was more of the facilities um and how we're going to um improve those aging portables, but definitely the downsizing is on the on the agenda. Uh, something we've talked about um and what that looks like. And we do have a graph that shows what the end enrollment will be if we do were to downsize one grade level at a time. >> Okay. So, >> and

102the cost >> and the revenue. Correct. Yeah. Johnny helped us with that. What that looks like um as we decrease what how the revenue decreases as well. Um and and then obviously staffing would go down too. So the cost would go down there. Um, but yeah, that's something Johnny's helping me with as well. >> Well, it's a very impressive program. It's over $10 million a year. Very impressive. Um, so that is your operating uh expenses for the year. So, the money that you're looking at to improve the facilities are um estimated I mean I mean where's this money coming from? So, we're looking at bond money. We're looking at grants, uh, matching funds. Uh, so other sources. Um, nothing's approved yet. Um, but those are what we're looking at and how we can finance. But

103right now, we're trying to see is it even doable with finance as well in corporate that. But, um, is it doable within um, our landscape, our our acreage? Is it something can we do? Can we relocate students? Can we do it without relocating students? So, they provided some options for that. What is doable? Is it feasible? >> Because I've been looking working on this for like what three years now? Three years. You know, my concern has always been safety and uh and so and looking at our safety plans and um what's required. I'm really concerned that we haven't drawn down that enrollment and um so I wait to read your agendas and your minutes and if we could get that to the superintendent on a regular basis that would be great. >> Okay. >> Thank

104you. Thank you. >> And trust Kenyon, can I just remind the board that Nester had this year as a planning year. So they nothing would be happening this year. This is Nester's planning year and they're working out all the details and so once they start to you know solidify some of the plan then that would be coming to the board. Okay. >> But superintendent it's been three years so I understand the process but I also understand the urgency. Thank you. >> All right. Thank you so much. Appreciate it. All right. Now, let's move on to the resolution 26-005. Recognize Assistant Superintendent Regalada for the presentation of the resolution. >> Good evening, President Esparza, board of trustees, superintendent Espinosa, staff and community. >> I'm going to >> I'm sorry, Rio. We do have a public comment.

105Just let me know when you want to hear it. Okay, thank you. I'm going to start by providing a brief budget review. We're all aware of the impact that declining enrollment and rising costs are having on our budget. Our 2425 audited actuals uh showed a deficit in the amount of almost $3.5 million. You not a projection. This was a an actual data point. Our current NYP, our first intern report shows uh projected uh deficits in the tens of millions of dollars over the three-year period. This does not include this projection does not include the uh current TA that we have with SWAT staffing um accounts for over 90% of our district's unrestricted expenditures dur during their presentation a few weeks ago. School Services of California's study found that our current staffing levels are not in

106alignment with our declining enrollment and our available funding. Uh their study found that in comparison to the uh other districts in the study, our staffing levels are actually the highest across u most of the areas and departments. The district has already taken some measures, some signi significant measures to reduce ongoing costs. There you see um around the staffing efficiencies. We have worked to ensure that vacant positions um that have remained unfilled have um either been um eliminated or are up for elimination. We've done some uh operational measures we've taken as well include the OPIP trust uh the early retirement incentive that was offered a few years ago. Uh the energy project that the board took action on uh in 2025. All those are also measures that uh help um the general fund and reduce ongoing

107expenditures. We have a estimated yearly savings of about $2 million with just these measures here that you see. These are just some of them, not all of them. So, the district's responsibility is to remain fiscally solvent. We've talked about this now for several years, uh, that we've we face a deficit and and we need to rightsize the budget and, you know, failure to take this action will push the district toward a negative certification, meaning that uh we cannot meet our financial obligations, which will then lead to county oversight. And if we continue to remain insolvent. Uh somewhere where we don't want to head to is state oversight, state intervention. Resolution 26-005 is a commitment to reduce um expenditures in the amount of $2 million in 2728 and $ 1.5 million in 2829 in order to

108remain fiscally solvent. The district will continue to assess vacant positions that remained unfilled and we will review positions left due to attrition. This practice will continue. It's the practice we've had for last several years. Uh but in order to reduce the um impact on on on our staff and in our in our revenues, our expenditures, I'm sorry. We'll continue that practice. Any questions before you take action? And I believe there's also public comment. Before we go to questions, um, let's have the public comments, please. >> Michelle Gates. >> Hi, I'll remind you that I'm here as teacher and SWAT secretary. With regard to the proposed cuts, I will quickly say this 32.5 full-time equivalent certificated role layoff resolution is retributive, not necessary. It is punishment for daring to hold our line. I will also warn

109you, they'll tell you to think about these layoffs as positions, not particular not particular people. And while this is true, the loss of those positions will classrooms and impact students. Two things to note. One, Mr. sent an email this week addressing the $ 1.9 million budgeted for field trips for the year. We have to prove a financial need on the part of particular students. So, this is not actually money available to students and teachers to cover trips. Also, of that designated 1.9 million, I told you this was a lie. Last year, South Bay spent $ 104,7174745 from the money and only $438,000 for the last three years. So that's almost $1.8 million over budgeted in just that one area in one year. Two, a budget reduction task force. Where is South Bays? Where is the

110team looking through ways to address the budget? ways that don't equal closing the schools and laying off 32 and a half teachers plus other classified staff. You did notice the only management or admin level reduction is the central principal because the school is being closed, didn't you? A budget reduction task force should be led by the assistant superintendent of finance. Have principal reps, SWAT reps, CSEA reps, unrepresented staff and parents. They should be looking into contracts, especially for redundancies, identifying unnecessary consultants, which we have plenty of, pointing out our waste of money on outside providers when our own staff would cost less to pay and have better training. name increases in district level personnel and pay while reducing force in studentf facing employees and reviewing outside agencies and how to better use our subs. This

111independent of the superintendent task force then reports back to the board on their findings. How do I know about all this? because I'm on one now and I was previously in 2020 with meeting budgets and no layoffs and definitely not closing schools. A while back, I believe the superintendent held some kind of budget review committee which said we don't need to close schools as we now have three schools closing. Obviously, he chooses not to listen. Now, there is also a reduction in the district's community schools coord coordinator. Don't we have to legally have one to meet the community school's grant requirements to get the money to wrap up? If you aren't being given reduction office options besides layoffs of almost only certificated and classified staff and closing schools, you need to fire the superintendent because

112he's not doing his job. And he has and he has no vision for this place. No vision for here. Start reductions there. >> Is that is that all the public speak? Yes. Thank you. >> Um I don't have any questions, but I do appreciate that we have had the Sandy C San San Diego County Office of Education come in and confirm that our deficit spending prior to NETAs. I appreciate having people come and give presentations that are outside of our district so that people can hear the numbers, not just something that's created internally. So, thank you for providing that information for us and for the public. >> Thank Thank you, Mr. President. It's interesting um to hear >> trust. Can I do we have a first and a second? >> No. >> Okay. So, we

113would need that before Any discussion? Okay. I I believe they just asked. Okay. Let's go for that. See if we can get a motion. >> Motion. I move to adopt resolution 260005 and identify the amount amount of budget reductions needed for 2728 and 2829 and to require that the list of budget reductions for 2728 be included in the 2627 in first interim report. >> Second. >> Okay, let's go with that discussion. >> Yes. Thank you. Um, I just have a quick uh piece of information that the district does have committees and they do talk about the budget. I'm sitting right there. So, I I ask for you to come. Don't wait for your principal to invite you. It's on the district calendar. It's held three times a year. Six times a year. more. So, uh,

114be invested and come and be part of the conversation. Thank you. >> Okay, let's go for the vote, please. motion passes four with one absence. >> Thank you. Okay, it's uh CESBI grant award recognize director Jason Flores for presentation of the grant. Good evening, board president Esparza, board of trustees, superintendent Espinosa, community members, and my fellow colleagues. My name is Jason Flores, and I'm the director of transportation for South Bay Union. We are here tonight to ask the board to accept the ZESBY award amount and authorization to sign the ZESBY contract agreement. The zero emission school bus and infrastructure incentive project pairs zero emission school buses through the California Air Resources Board and charging infrastructure incentives through the California Energy Commission. In the fiscal year of 2324, Senate Bill14 earmarked $500 million, $375 million towards

115zero emission school buses and 125 million for infrastructure. This project is replacement of internal combustion engines, school buses with zero emission, school buses for improvement of the community and health and progress towards California climate goals. What did South Bay uh what was South Bay awarded? South Bay was awarded 1,250,000. So, I'm going to break it down for you. The for the school buses, we'll be putting $1,65,000 towards that bill. The infrastructure, which would be uh $60,000 for the Chargers, and the maximum school transportation program incentives, we have $125,000. So the buses that I quoted out are $417,000 and 417936,000 times three. So that gives you 1,253 and800 88.24 minus the grant money. So out of pocket expense for South Bay is $188,000 uh around there. and infrastructure equipment and software total is 90,150 and the

116grand award is 60,000. So out of pocket would be just a little over 30,000. Also we will maximize and use the $125,000 we received to offset some of these costs. Okay. The next page is showing you the framework of the grant of where we're at right now. If you look in the middle, we are in application part C. Uh applicant signed the grant agreement and applicants submit binding purchase orders. As soon as we do that, then we'll go ahead and order the buses. The buses will take roughly 18 months to receive them, get plus or minus. And then also we'll be working with the infrastructure in that time while the buses are getting built. Okay. Uh you're probably going to ask me what are we going to do with our old buses? There's a requirement

117in the grant that they must be crushed. I will send them to a dismantler. They'll give me uh some paperwork. I will turn that into uh the Zesby uh grant people and then they'll go ahead and reimburse us that money. The picture on the left is a type C school bus. I ordered that uh that type with a wheelchair. We do have some of those buses in our yard at this at this time. Uh the range the range of these particular buses are from 100 miles to 150 miles depending on the driver. Picture on the right is a level two charger uh dual port. We ordered three of those. Those are $20,000 each. So, we'll have room for additional three more buses later in the future. We also submitted a grant with San Diego Gas

118and Electric, which is the Enderite Energize Grant Award. That is unknown at this time. We haven't received any word from them. We also are working with San Diego Gas and Electric. If you can see the yellow uh marking on the left top corner, San Diego Gas and Electric is going to tap into that transformer that is on Barry and they're going to run along the line to our property. Hence is that and that's going to be at no cost. San Diego Gas and Electric is going to pick that up. But from that transformer or a new panel, if you see the orange line that comes onto the transportation property, the district will be responsible for that cost. So, we're going to have to go out to competitive bid. And the last slide, I would like

119to thank you, the board of trustees, superintendent Espinosa for allowing South Bay Union to participate in the ZESBY grants. Also, I would like to make a shout out to my fellow colleagues, Jen in IT, Vicki in purchasing, Jonathan in fiscal, uh Franco and James and maintenance, uh Barbie and Mr. Lada in business services uh for collecting a lot of this data. Thank you. Hello group. Someone want to go first? >> Thank you. >> You're very welcome. >> Thank you to the team that put this together. I mean, it's been a couple of years now, right? >> Yes. So, thank you for your work and everybody that's that has contributed to this and the San Diego Gas and Electric Company. I think we need to send them a thank you card. >> Absolutely. Um the um

120the miles 100 to 150 miles. I mean what are we 15 miles >> square square miles. So I think we're we're a perfect fit. >> So we wouldn't be taking a field trip. >> we could like to the zoo or something. >> Absolutely. >> Yeah. Oh well that's good. And so maintenance what? Tires and wash. >> Correct. >> That's it. >> No brakes. There's no engine. But our our uh mechanics will need to be trained on how to service the vehicles and also the drivers will need to be trained on how to drive them. It's a it's a different beast. >> Perfect. So, what happens to our mechanic? Does he take it into the bay and service the tires and stuff? >> Yes. >> Oh, okay. >> Yes. >> Perfect. >> But they'll learn a

121lot more as they go to school and and learn how to service those vehicles. >> So, we send them to school. >> Yes. >> Good. Good to know. Thank you. You're very welcome. >> Thank you so much. It's always exciting to see the nice shiny buses. >> Oh, yes. >> When we're driving around like that's one of ours. So, thank you for all you do. >> Thank you, Director Flores, for your presentation. It's actually really good. I'm really excited and just like trusty um Kelly said, every time I see those South Bay school district buses, you know, it it means a lot because they're really really taken care of and they look pretty shiny. So, um just got a question in regards to are there any other uh school districts that already received this grant

122and already got those electric school buses? They're they're in the same uh application process as I am. There's they're all over the state right now. >> So, it's nothing that it's just in the past few years. This is something new. >> This process, no, this is new, but the process has taken a long time. We barely started uh right at the beginning of of 24 and we're already in 26. So, it's been a long time now. Process is really slow, >> but the monies are there. >> Okay. And also what size buses will be receiving and do they meet the transportation needs for our community? Meaning I know you're talking about the type C. Yes. >> Right. That's all the ones we're getting. Are there any other sizes? Plus we we could have went to

123more of the bigger transit uh vehicles but uh we wanted uh wheelchair to be added to these because we have a large uh sped students that we we transport. So I want to be have both. >> Great. Thank you so much. You're very welcome. All right. All right. So is there any other questions? >> No. Thank you. I accept this ZV grant and authorize a procur of and buses charging structure and related software through piggyback corporate purchasing contract and authorizes or design to execute all related documents. I second. >> Great. Let's go with the vote, please. >> Okay. The motion the motion pass 40 and one. Thank you everybody. Thank you. Thank you, Superintendent Okay. Resolution 26-007 recognize intern assistant superintendent Felix Abila for presentations of the resolution. Good evening, uh, President Esparza, board members,

124superintendent, staff, and guest. Um, I'm here today to, um, present resolution 260007. Um, education code requires the board of trustees to take formal action when it becomes necessary to reduce or eliminate particular kinds of services performed by certificated employees. This action authorizes the district to provide preliminary preliminary notices to certificated employees whose services may not be required for the ensuing school year. This resolution is the requirement to meet statutory timelines and does not represent a final determination regarding layoffs. It is respectfully requested that the superintendent recommend adoption of resolution 26007 regarding the elimination release of certificated positions and direction to notify affected employees. >> Do we have any public comments? Yes, we have one. Susan Connors. Good evening, President Esparza, board members, Superintendent Espinosa, admin team, and community members. I'm here this evening to plead

125for a position listed as a potential layoff or elimination. that is the coordinator of par parental engagement and community school support. Many of you have been around long enough to have seen the slow, deliberate death of this program and the renewal of the program when Superintendent Espinosa came to our district. I was thrilled when I heard schools would once again have community volunteer coordinators. I know they don't call them that, but I'm old school. I know they have a much more impressive name, but I'm old school. This position is the glue that holds this program together and provides continuity among the sites. I realize every site is different and unique in their demographic and needs. This position has brought partnership with Feeding San Diego to many of our sites to help our families access food

126in their in these tenuous times when families are working hard sharing space across generations to care for our students and provide stability. the recreation of a clothing room. I'm sorry. The recreation of a clothing room where parents can obtain gently used clothing for so our students don't stay home because they have tattered clothing or shoes with holes in them. And having been a coordinator in my past life, I had made home visits where students didn't come to school because they didn't have any clean clothes or they had, you know, they were so tattered. Please take a look around our campuses and see the changes in our families who are just starting to feel welcome to return to campus. Our students who seem happier and better supported. This can all be traced back to the coordinator

127of parent engagement community school support who provides resources and support to our liaison as well as families. It gives our liaison connectivity through meetings to collaborate on various situations our families are facing and to connect with one another who may have already helped with a similar situation. The team visits other schools to support with large programs such as lunch with a loved one, a program to help parents connect with the school and feel welcome. Since parental engagement is such an integral part of our district's LCAP, I was very surprised to see this position being eliminated. Look how far we've come in such a short time. Imagine how far we could go with the continued support of our coordinator of of parent engagement and community school support. Please consider pulling this position from the resolution and

128keep this person coordinating the social workers, psychologists, liaison for the betterment of our school communities. Thank you. >> Thank you. >> Okay, let's uh go for the motion. >> Mr. President, >> I move to adopt resolution 2607 regarding the elimination release of the certificate of positions and direct to notify affected employees. >> We have a second. >> Is there any discussion? >> Um I just I appreciate the clarification that there's still more. It's just You had said that these are positions that might not be here next year and this is just an official notification of the possibility not of so there'll be further discussions um to prioritize. >> Right. That's correct. So this gives the district the opportunity to provide notice as required by law. >> So these can be rescended. Yes, they can through

129the process and because a final layoff notice is not provided until um May 15th. That's the deadline for the final notice. >> Thank you. >> Okay, let's go with the vote, please. Okay. Resolution 26-008 pass 4 Z and one option. Okay. Now, uh let's move on to resolution 2609. Recognize intern assistant superintendent Phelix AA for presentation of the resolution. Good evening. Um here again to uh for resolution 26008 uh due to ongoing fiscal constraints and programmatic changes. >> I'm sorry. Was that 009? >> Wait a minute. >> Correction 008. >> Yeah. Thank you. Uh due to ongoing fiscal constraints and programmatic changes, the district has determined that it is necessary to reduce or discontinued certain classified services. Pursuant to education code, the board of trustees may reduce classified positions when there is a lack of

130work andor lack of funds. This resolution represents the district's preliminary action to identify classified positions that may be reduced or eliminated at the conclusion of the 2526 school year. It is respectfully requested that the superintendent recommend adoption of resolution 260008 regarding the elimination and or reduction of classified positions and direct and direction to notify affected employees of elimination reductions of the classified positions. >> Do we have any public comments? >> We have 11 which exceeds the 20 minute limit. is still there with two minutes each, please. >> Katrina Reynolds followed by Marcela Mora Robles. Hello. I have a question about the resolution that will lead to my recommendation to the board. Uh but first, uh formalities aside, I want to acknowledge that we asked for you guys to get us an idea of what layoffs

131would look like and it seems like that's what's going on here. So, thank you for putting it out there so we can see the start of the process. Formalities aside, um my specific question is this. Why are we recommending three IMRT positions to be eliminated by the end of this school year if only one school is closing by the end of this school year? That's a funny mix of coincidence and timing. Guys, anyone else here think that maybe it's time that someone over on the other side of the line takes a little for our declining enrollment? Turn the finger around. Anyway, who will fill those two empty libraries? This is immediately concerning because we already have a critical problem with having plenty of subs to fill our classified positions, but none able to actually perform

132our jobs. So, I really hope that that's not the plan for libraries next school year. But if the plan is to have one IMRT running two libraries as opposed to them assisting each other with larger loads, building and growing the type of community that we already need more of at school or school to school, then I need to point out that that is just an inequitable decision. I'll leave the other uh upsetting parts like the number of school psychologist positions suggested for elimination to my friends and colleagues to raise. So, please hear them, but I recommend that the board please review these resolutions thoroughly and do not approve them tonight. These are our livelihoods. I urge you to please think of my friends at Central because for them, and I can't stress this enough, it's

133not just a about job security and a uh site change. So, please consider involving more of our own community, maybe like committees or some of our executive union members in this decision-making process, whatever makes sense. Thank you. >> Thank you, >> Marcela Robles, followed by Susan Connors. Good evening members of the board. My name is Marcela. >> Testing. >> Good evening members of the board. My name is Marcela Mora and I'm here today because I'm truly love what I do. Uh being a school bus driver wasn't uh just a job I found is a career I choose. Uh actually went out and got all my cert certifications by myself because I want to be behind the wheels for this um district. I believe I often create things that makes me burial for part of this

134uh uh terms future. First I reliable in my um time here. I have always been present and on time. You can count on my past being uh where it needs to be every morning every day. Second, in the long team investment, I'm not just looking to get through the next year. I want to be the driver uh driver who see today's uh kindergarters all the way through the sixth grade. I'm a long team investment for this district. Uh third in my focus, I stay out of the noise and the politics. My only purity in this uh is the safety of the children's whether I'm working with our special needs students who I care for uh deeply and handle with the most professional during uh difficult moments or just uh navigating in the traffic. My boss

135is a neutral and safe uh space. And uh I'm here because I'm want to be here. I'm here because I'm uh dependable and I hope to be here to for a very long time. Thank you for you. >> Thank you. Hi, it's me again. Um, I'm gonna I get rid of some of my speech. I'm trying to figure out the rationale for cutting three IMRTs when you're closing only one school. If the plan is to reassign IMRTs from different sites to cover the vacant sites, I can tell you from experience, it does not work. At one point we were reduced to four hours a day and the teachers had a fit because they could not get access to the library. I recently helped at a book fair and watch the IMRT loan out Chromebooks for

136students who forgot theirs, troubleshoot, fix Chromebooks, go to classrooms to help with Prometheium boards. When they were reclassed, a large chunk of technology helped help was assigned as a responsibility of the IMRT who will help with those daily needs when the sites are not at the the M IMRT is not at the site. If the idea to cut library hours that has been done and did not go well, the district cut library hours. I already talked about that um needed and again assets were lost because parents could not return things when they were moving because there was nobody there to return them to. Troubleshooting technology is part of what they do. Libraries provide a safe place for students who don't go to recess because they're having issues on the playground and sometimes being bullied. So

137they're in the library to as a safe space. Libraries are where students learn to love reading and discover different genres they might not be aware of. Please consider pulling the two positions from resolution 26008 under consideration for reduction or discontinuation. Show that you value literacy and your libraries. Martha Rodriguez followed by Tammy Flores Alakon followed by Leo Good. Good evening. Do you want our schools to fail? keep school librarians in our schools. My name is Martha Rodriguez and I'm here to speak in a strong support of protecting school librarian positions in our district. This is not just a staffing issue. It is about ensuring that every student has equitable access to literacy, research skills, digital skills, and the academic support required for success. I am one of those librarians. I am from Pence on cutting

138board and so are Elizabeth and Netor. and Marielle at Central. Librarians directly improve student achievement. Research confirms that full-time librarians are strongly linked to higher reading and math achievement. When school librarians are removed, the responsibilities they carry, literacy instruction, digital skills, research support do not disappear. They simply go unadressed and our students will pay the price. Districts that have eliminated library positions have already seen students struggling with basic research skills, students unable to get help with technology or devices, and teachers losing vital instruction support. This will directly harm students learning. Cutting librarians doesn't save money, but it will cost our students. In fact, some districts found no actual cost savings after cutting librarians because those employees were simply moved into other roles. Meanwhile, the loss of digital access, research support, and academic guidance has been

139severe. So, who suffers? Not the budget, it's the students. Some key facts you need to know. Librarians boost achievement. Students with full-time librarians librarians score higher on standardized test. Statewide studies consistently show higher reading and writing scores when librarians are present. Over 60 national studies prove library staffing improves achievement. >> Thank you. Tammy Flores, Alakon, followed by Leo Good. Good evening, board of trustees, Superintendent Ohana. Thanks for being here. We're all here from transportation. My name is Tammy Flores Audon. I've been in this specific district for a little over a year. I've been working with children for over 20. Our department has been operating with two dispatchers when we really needed three. We've barely gotten by with two because often drivers will step in to cover the third position that doesn't really exist by the

140simple task of answering phones and on the radio. The official titles of the dispatchers are transportation operations technician and transportation operations lead. Normally the lead comes in and opens up the yard at 5:30 a.m. Still dark outside. Moon's out, everything. By the way, side note, thank you for appreciating our yellow buses that are so beautiful. We wash them and take care of them. With that, I'm going to go ahead and continue. Um, we must recognize that our routes for the day because there's nothing ever nothing ever goes as planned. I can underline and bold in as planned. As people call out sick daily, they only have about 35 minutes to do it. It takes focus and common sense. No automated program can do what the dispatchers do. Some things are still needed to be done

141by hand. Right now, our transportation office operations lead is out. So, right now, we have one dispatcher who's working over 12 hours per day. We need a minimum of two dispatchers. Two, not one. Those positions are supposed to be overlapped in the middle of the day, and there's always crap coverage. One of those positions is on the layoff list. Please vote no. It's not going to work. It only works temporarily, but not long term. If you're going to pay a person to be there for 12 hours, you might as well reevaluate. Keep both positions intact. It says if the direct if the director or dispatcher are call out sick. There will be no one qualified to cover dispatch. We have no substitutes. So guess what that means? Our driver ends up having to be one

142of our dispatchers or our director. That's not okay. They help out behind the wheel because that's what we need to do. We need to maintain qualified coverage at all times. There are hundreds of other tasks, hundreds and hundreds dispatchers performed not outlined on their job description. They both applied for re reclassification earlier this year. We need two dispatchers, not one. Please vote no and keep our kids safe on the school buses. Thank you. >> Thank you, >> Leo. Good followed by Claudia Gomez. Good evening, school board. I am the labor rep for the South Bay Union chapter of CSEA. Standing here today to talk about the layoffs because CSEA does not believe that the school has really thought this through. We believe that the school has been looking at spreadsheets full of positions and not

143thinking about what is best for our staff and our students. Labor has had no voice in this decision. Labor was not consulted prior. As you heard your chapter president say, we got two hours notice about this resolution. We are confused why the district is going to lay off librarians at two schools that are not closing. We're confused why the district plans to eliminate the transportation operations technician. For last for over the last year, CSA has been trying to convey that that department needs more support and the district is going to give it less. The district is proposing layoffs for positions that will still exist when Central closes and they're asking you to do it. We are disheartened by the district's lack of transparency and collaboration and their apparent lack of concern about the union perspective.

144Cheryl Kyone, you are a current member of CSEA and you are a former president of this chapter. We are asking you to be the voice of the union. We're asking you to support us. We are asking you to set the example. We are asking you and the rest of the board to vote no. You do not work for the superintendent. The superintendent works for you. We are asking you to send the superintendent back and tell him that he needs to consult labor. We are asking you to tell him that union voices are important and that he needs to be asking for them. We're asking you, Cheryl, and we're asking the rest of you here present today. >> Thank you, Claudia Gomez, followed by Melli Flores. I provide a safe space for all to be creators,

145critical thinkers, collaborators, and communicators. I am one of your emers, Glia Gomez. I proudly work at Barry. Emers create our libraries to be a safe place and a reflection of our population where we celebrate the uniqueness of us, our differences and culture. We foster collaboration, cultural awareness, 21st century research skills, digital citizenship, and strive to be lifelong learners. We encourage joy and curiosity in literacy materials of all appropriate types while empowering students to become discriminating and ethical users and producers of ideas and information. We maintain a library collection with its purpose being information access and literacy development. We provide access to materials in different formats including digital to help increase students interest in reading, viewing, and using information and ideas. We teach usage of online card catalog. Our library collections consider equity and reflect the

146diversity of our community using the windows and mirrors concept. Studies show that school libraries with good staffing, funding, full-time hours, and a rich collection of books and materials have a positive impact on students and community. Emirates ensure equitable digital access to our students with one-to-one devices, hotspots available for all those who need them. We also provide loaner devices to students and subs. We provide tech support identifying and resolving tech issues with students and staff devices, printers, prometheians, etc. as well as placing work orders and entering them into our system. I have a lot more to say. Thank you. Morelli Flores, followed by Vanessa Velasquez. Good evening, board of trustees, superintendent, and everybody in attendance. I would like to introduce our team. Claudia Gomez from Barry, Maria Lori from Central, Adrien Castro from Mendoza, Elizabeth Ria

147from Nester, Martha from Penn, Vanessa Velasquez from Nicolof, and I am Melli Flores from Sunny Slope. We are your instructional media resource technicians or IMRTs. And for those who may not understand our title, we are your elementary school librarians and the heart and soul of each of our campuses because we create an environment that is not only creative and filled with amazing stories that our students love, but it is also diverse and inclusively filled with love and understanding for individual individual needs of all of our students and all of our campuses. Today we are here to speak to you about resolution 26-008 regarding the elimination and reduction of classified positions. Currently the list states that three IMRT positions will be eliminated by the end of the year 2526. Now we understand that with this with

148the closures of central there was a possibility of seeing one IMRT listed but to have three positions eliminated at the end of this school year now that doesn't make sense to any of us. We are an essential component to each of our schools and to take away two martis from site from sites that will be opened for the next school year seems like the biggest biggest mistake ever. Our job is so much more than checking books out to students. We not only manage the library but we also have technology devices and their apps along with the different type of curriculum and their supplemental materials which depend on the school and its programs it has elected to use that elected to use that part that are not part of the core curriculum. So our team would

149like to speak tonight and to tell you a little bit about what we do for our schools. We're also providing each of you with a list that we have written with all our responsibilities that we have. >> Thank you. >> All right. So, first off, we'd like to mention that um we are the only classified position in this district that has to submit a detailed schedule at the beginning of each school year with the breakdown of the classes we see each week. um the time they will come in and what we are doing during the times that we do not have a class schedule to justify those blocks of times that may seem empty. During these times, we are busy with processing books, reshelving books back to their designated locations, repairing books that students bring

150back damaged in hopes of saving said book and not having to charge the families with that for that damage. We also troubleshoot any technology devices for students or staff when they stop working or they simply just can't sign it. We also have to investigate any lost or misplaced devices and find out exactly what happened so we can follow the necessary steps to report to the de tech department to either shut it down or help us possibly locate it. We are also prepping materials during this time that teachers have requested from us or gathering materials that we may need for the day. We are also helping students who are absent or missed the library time so they can come in during our open time slots. There are so many other duties that we have that unfortunately

151time will not let me list. Um, at the end of it all, as you can tell, being an IMAR RT by that list is a lot of work. By eliminating some of us from our sites, we have not that have not been shut down just doesn't make any sense. We are a vital component of our sites and we hold valuable knowledge about our work that no one will be able to answer as well as we can. We love our job and we know what it takes to complete the work we do in the 8 hours we have to complete it. If I'm being completely honest, eight hours isn't enough on most days when so many issues arise only that we can help with. We are one of the most essential components to the day-to-day operations

152of our school. We much so so much that our students and staff would suffer greatly if we are not there to serve them. At the end of the day, our students are our main priority. Right? This is what you tell us at every board meeting and school function. Removing us from our positions or sites or even reducing our hours would be the biggest disservice you could ever do to our students and to our community. We would like to ask you to revise the section of this resolution and amend the part and take out the other two IMRTs from that list. Our students deserve better and eliminating two IMRTs from their position or even reducing their hours is that huge mistake. The factf finding process didn't say to eliminate three IMRTs, but it did say that

153this district is topheavy, but yet we don't see those positions being eliminated. Don't eliminate the positions at the bottom who serve your students the most. >> Thank you. Gregory Sims, followed by Nancy Chavez. >> Hello. Thank you. Um, my name is Gregory Sims and my wife is Cheryl Sims. We uh were both school bus drivers here for 20 years and she was more with the district. very smart woman and who knows um much work and stress the dispatcher has to do. That's why she didn't want to do it and a lot of people don't want to do it because this is really a lot of work. You have you have a you get a bargain there. You got one person doing the job for two. So, and uh I just like to ask you to

154reconsider also reconsider the uh the bus drivers that uh you know this is very tough place to live and you I'm surprised we have bus drivers here to come to work and the uh they do the job. We try not to do any overtime. We try to keep respectful and we we don't get any accidents. That's for sure. because it's like a there's a lot of people out there that should be driving and um let's see. We need bus drivers. That's one you're going to close a school. You're going to be switching people around. You're going to need bus drivers to do that. And buses are drivers are the more safer transportation than driving car. Thank you. >> Thank you. Good afternoon. My name is Nancy Chavez and I've been working for the district for

15525 years, driving for 22. I know how my department works by this time. We've always had two dispatchers with their own job titles and tasks. Both of them working together as a team for our department for to function most efficiently. Dispatches Dispatchers are also also drive when in need and one is needed to attend the office for calls from schools, parents and drivers in case of an emergency. We confront on the road. Who will notify the authorities? Authorities, CHP, the ambulance, schools, parents. Laying off a dispatcher will affect our department greatly. New ideas are good, but this one is a big mistake. Letting go of our drivers will be another mistake. We have a we have great drivers who love to attend our children to and from school. We have drivers out on workers comp

156like me in like duty. Now I'm helping in the office department and other drivers are sick personal reasons. Our mechanics have to drive also when in need like they are doing now. who is going to do their job if they are out driving. Our buses need to be kept safe. Only they can do it. Let's keep our mechanics. Let's keep our mechanics doing their job. They love. Please don't let them Please don't let our dispatchers and our drivers go. It will hurt our department and our children. Thank you. >> Thank you. Okay, I need a motion, please. For the purposes of discussion, I move the adoption of resolution 260008 regarding the elimination and reduction of classified positions and direction to notify affected employees of elimination reduction of classified position. >> I second. >> All right.

157Any discussion? >> Yes, please. Thank you. Yes, I'm a proud member of CSEA, California School Employees Association for over 45 years. Yes, I was president I don't know how many times, but right now I'm an elected official serving the community that voted me in. That's my job. But I also have a blue jacket on tonight because I appreciate every one of you. Every one of you is valuable. Every one of you are essential. I don't want to be up here with no speech, but I want to talk about the library ladies. I've been there. In fact, I was at Bayside visiting and Kim was in her library. I had no idea how much your job had changed until I stood there and listened to her um engage with her principal about what to do about

158a substitute. It was 10:00 in the morning. So that job has changed. Um in fact, we're going to have a presentation, I hope, in April, right, Mr. president about this particular position at my request. Um I lived through a time where the library ladies were cut to six hours. I lived through that four hours and we dragged them back here to six hours, didn't we? So, we've been there and and whoever spoke about the teacher, you're right because absent you, the teacher was sitting in that chair and me, who I was, said, "Get out." Okay? And we had a problem, okay? Because no certificated person, no other person shall sit in your seat and do your job absent you. And I will hold firm on that. Okay? No, no, no, no, no, no. I know

159that contract upside down. Um the the this came as a surprise but school services came and and did all this chunk down. Okay. So this this come at a surprise. Uh but based on our enrollment we have to look at that. We have small schools. We have big schools. Okay. We have some schools at over 500 and then we have school at 273. Same hours of labor, different kind of job. I go visit Barry. It's all spank and clean. I go visit Nicolof. She's got books on the ground. She doesn't have time. Okay. We go visit Nester. She's piled up here with Chromebooks. She don't know which way is up. So, uh um I'm really torn superintendent about this. Um I I know Central, you know, we've made that that uh move trustees. We've made

160that move. So um actually we're looking at two and uh you're right. Other schools have other districts have cut these positions and they come right back crawling back. Um you are essential and what that looks like at eight hours again the distribution of labor hours is is wrong. Okay. Where one has five over 500 and a thousand staff or whatever the staff is uh compared to a small school. That has to be looked at. Superintendent that really has to be looked at. It's not when the district has brought this forward. I'm thinking okay, you know, it's it's it's the enrollment. It's the enrollment. So, you know, I don't I believe the district has put their best foot forward and it saddens me that our labor rep would share that they weren't included. It saddens me.

161Okay. Uh um and that I'll follow up on. Uh but uh the fact that is the you know things that are on the table right now is the uh the library ladies. Uh two I would like to uh uh uh remove that from the resolution for further discussion. Further discussion. Hey, we got a timeline. Okay, I'll I'll sit in that room. Okay, but we have a timeline. And so if if not if the district has has determined that two more library ladies, library positions needs to go. Well, I want to have a discussion about what that looks like. Okay. And so, and let's go to the bus. Okay. 86 and a tech. Okay. The tech was never there. They had extra hours. A classified would come in. Her name was Melanie. Who knows Melanie? She

162would come in and help Dorene. Okay. A couple hours a day. Okay. And then it bloomed into a part-time. Then it bloomed into an eight hour. Okay. So, but we have less kids now. doesn't mean that the the responsibility level has, you know, lessened any. Um, you know, I came in at 4:30 with Dorene in the morning, 8 a.m. to see what Dorene did and her husband. So, uh, you know, I I know the importance of the dispatch, but I also know that we have a great program up there that we didn't have 20 years ago when we had pencil and paper. So, I don't know what that looks like. I just have to to depend on uh the uh super visor in the in transportation department and our superintendent and HR when they're determining

163what we need in drivers. So, you know, I I I I can't support that at this time, but I do support removing the two library uh uh positions uh to um and have a discussion with the superintendent because we still have time. Trist, can you can I can I um clarify? >> Today is for notification. We can still have a discussion and then if it's determined that it needs to be pulled off, the board can still do that. I want to remind the board today is for notification. We have a timeline that we have to meet for notification. So, you could notify and then have the discussion. But you cannot not notify and then have the discussion and realize that you have to do that because of whatever it means. >> Today is notification. Okay.

164All right. Thank you. So, so we already Excuse me. So, we motioned and we got second. So, let's go with the vote, please. >> No, no, no, no, no. We're not calling for the vote right now. We're going to respond to what the superintendent just shared. The superintendent just shared this is a notification only. Uh now if if this resolution passes then the negotiation starts right Mr. Labor Rep. That's right. And so uh so that's right. And so that's what I expect true negotiations through this. Okay. And I'm going to be watching really carefully if we have to notify these people. uh now which we do uh we're going to have a really uh close togetherness the next couple of weeks. So that's my intention >> and again I I just have to clarify um

165I I just want to be careful the language with that we're using it's it's not uh negotiations in terms of contract. This is there'd be discussions right but it's not negotiations. The district gets to determine the need and then impacts and effects absolutely but the district gets to determine the need. So I just want to make sure that we're being clear on on language. >> Well, I think we're really clear about uh students and putting students first. So based on the uh based on the uh based on the timeline and the necessity uh I will push this forward but uh my eye is on this and uh and I would hope that uh uh the negotiation for impacts and effects takes place really soon. Thank you superintendent. >> Okay, any other discussion? Okay, let's go

166with the vote, please. motion passes 4 Z with one absent. >> Thank you. So now let's move to resolution 26-009 recognizing intern assistant superintendent Phelix Abula for presentation of the resolution. >> Thank you uh President Esparza. Um I'm here for resolution 26009. Uh the district operates an early childhood education program within the VIP village preschool program. positions within this program require employees to hold appropriate child development permits. The the administration has determined that the elimination of certain preschool teacher services is necessary. Is respectfully requested that the superintendent recommend adoption of resolution 26009 regarding the elimination of three vacant teaching preschool teaching positions. Do we have any public comments? >> We do. Katrina Williams or excuse me, Katrina Reynolds. >> Thank you for listening to me again. Um, I really just have some thoughts on the

167top of my head to share when preschool is on the agenda here. Uh, because it's typically not a part of our conversation. It's kind of like its own entity. So, if we um are putting No, I I really think we need more preschool everything, not less. But I'll just leave that there. Uh if we're putting preschool on the table, then I want to see the resolution for admin reductions slash eliminations. >> Okay. Okay. Can we get a motion, please? >> I motion to adopt resolution >> right 2609 regarding the elimination of three vacant preschool teaching positions. Second. >> Okay. Any discussion? All right. Let's go with the ro, please. Motion passes 40 with one absent. >> Okay. Consent calendar. Let me refphrase that. Hold on a second. >> Recognize director Jennifer. Sorry. Recognize director Jennifer

168Olivera for a report on the technology department. I almost missed her there. Right there. >> All right. Oh, I'm already on. Okay. Um, just so you know, it's me. I have two jokes for tonight. Um, what do you call a hen who counts her own eggs? A mathematician. Thank you. I'll be here all week. Um, I'll leave the other one for later. Uh, good evening, President Esparsa, Superintendent Espinosa, trustees, colleagues, and guests. I am Jennifer Olive, proud director of the technology department. Tonight, I'm going to talk about our mission, vision, and values, uh, review the structure of the department, provide some data about our department and the services we provide, and the impact we have on our kids. I'm supposed to be clicking and I'm not clicking. No. Okay. Um, our vision is to use

169technology as a tool and have a really safe and robust infrastructure. I have two main goals. Our kids safe and our kids creating. We have a mission as a department to provide strong service to everyone we serve in support of learning. And we have two values. one is teamwork and one is security. Uh we of course serve the entire school district, all 10 departments, three divisions and our students and staff. Um we have in essence three mini teams within the department. Our network team handles things like our infrastructure, the Wi-Fi, phones, um endpoint detection, our backup, account provisioning when new employees are hired or new students are onboarded. Um we have an information systems team. They are responsible for all of the data requests that we get from the state, the county, and um neighboring

170school districts. We have a lot of administrative software that they support and they support our attendant secretaries. Our technician team are our tier 2 support. They run our help desk. They do variety of projects. They're the face out at the school sites uh for everything that we're doing. And our IMRTs are also our on-site support and their role is to also focus on the California library standards and digital literacy. We have a lovely administrative assistant who takes care of all of us and helps with the asset tracking that we have. I wanted to highlight um the work of each mini department. Looking at our uh cyber security and infrastructure team that they have a high level of expertise. In the last six months, we've managed 24 high alert incidences and those alerts require human monitoring.

171They require connecting with the uh employee who is affected um and mitigating that those circumstances. Um luckily nothing has really gone too wrong but you know there there we definitely get those high alerts. We get alerts coming from all over the place. A lot of them are just credential fishing. Uh just last week the county was issuing a lot of reports uh that we had to mitigate around uh peopleoft fishing emails that were going around. Um so we work very closely with the county office on uh on mitigating those threats as well. Um as part of our LCAP metrics um we are performing several fishing campaigns throughout the year. Uh those are run by one of our technicians and she's doing an amazing job with that. Um we do an all staff campaign at the

172beginning of the year and at the end of the year and then throughout the year we target uh different sites and departments. Um thankfully in se 16 different fishing campaigns we've done already this year we've only had 58 clickers and we've also done a fishing campaign with you guys. So good job. uh fishing training is an important part of maintaining our cyber security insurance. So there's a lot of expertise that goes into that our uh network team. Um there's some uh the network team also deploys the technicians out to to work on our network network infrastructure out at the sites. Um, our telecommunications is also part of the network team and those are things like our Wi-Fi access points, our phones, our um, we have some large use hot hotspots when we have outages and

173we have student use hotspots for um, families who request one. Um, the technicians go out, like I said, and troubleshoot a lot of these things. So, we work very closely as a whole team managing these these devices. Um, additional work for this team includes working with various departments. We have a very great relationship with our maintenance and facilities department. Um, working on the HVAC project, working on the security cameras as well. Um, we try and track all of the assets that we have, all of those inventory of all those things. When a phone moves from one room to another room, we know it because it doesn't work because the port is uh coded for a specific tool. And if it's moved, sometimes it won't work in that port. So, we've got to touch it on

174the back end. Our information systems team is always getting data requests. We have LCAP data. We provide all of the ICAN data. We work closely with Sweetwater couple times a year providing them data. We have civil rights data, medical data, and of course, our CalPADS data. Each request requires attention to detail and validation. Sometimes stringing together multiple sources of data. We talk a lot with our attendance secretary about the integrity of the data that they um put in the system in in our student information system because that really has a great deal of impact downstream. Since COVID closures, CalPADS has really demanded a lot more. Um, we will be adding things like preschool reporting and ELAP ELOP reporting to Calpad soon. So, it's just a really complex that that job has really gotten very complex

175and and there's a lot of data. Even just tonight, one of our information systems team was running attendance for report cards while she was rolling over kids in synergy for the um, you know, trying to align the new boundaries that are happening. So there's a lot of manual uh work that goes into that. We have 62 administrative platforms and 34 academic platforms. Things like I visions connected where our phone uh phone calls go out to parents and of course our student information system. All of that requires their expertise, a lot of vendor interaction, uh data preparation, collaboration with other departments. We try and automate things. We have to keep an eye on data privacy and making sure the users have access um every platform like I Ready or Benchmark or anything that's out there for

176kids to use or even for staff to use. We've worked with transportation on their software. We've worked with um uh a lot you know of course our our big collaboration is with the ED leadership department um division. everything that we touch. Of course, no data file looks the same. So, every data file requires a lot of um interaction with the vendor going back and forth making sure the data is right and making sure the file specifications are followed. Um, our classrooms, this is the data from our classrooms. Our technicians are really the face out there when they go out to a campus. They're popular people. Um they support and the IMRTs and the IMRTs of course support every classroom on their campus. Um our technicians really repair what they can inhouse and we send a

177lot of that uh a lot of the Chromebooks out when that we can't support that. Um and we always make sure that our classrooms are prioritized in our work order system. Uh, I wanted to show you, oh yeah, all of our inventory. We need to track our inventory. Make sure that we've collect things. Um, you know, making sure that we collect a onetoone device from every every person who has a device. We've added a lot of staff devices in the last few years, especially since CO. Um, I wanted to show you a little bit our January work orders. I thought this was interesting. We had about 274 work orders in January. Um our bigger biggest customers there are our charters and our departments. Our most popular work order type is Chromebooks which is very interesting.

178Uh finally I wanted to show you sort of the impact that we have from the beginning when a student is first enrolled in our system. Even before they get um enrolled, my department has configured the online registration platform so that families can register. Um once they get into our system, they get put into our digital platform. So within a day, they get a a login account and within two or three days, they get access to the digital platforms. um they get a device when they come on the first day of school and we take care and repair that device. Um we of course manage the network that they automatically uh connect to and we provide the web filter for all student devices to make sure they are protected. Their families are added to our connected

179system um so that they can get phone calls and important information from the school site and the district. Um, like I said, we provide the web filter to make sure they're not going anywhere they shouldn't be and being protected from um the internet. Um, once they are uploaded into CowPads, they're put into our TOM system, which is the management system for testing. if they need to be um tested for ELPAC or Cal or CASP. Of course, if they're in our student information system, they're they will also receive a report card from that system which we've configured. Um their teachers, of course, after hiring and onboarding um through our frontline system, which we support, teachers and staff will all get devices and the classroom equipment they need to do their jobs. And then when their students

180get ready to leave us, they go into Sweetwater, we've provided some preliminary data for them so that they know who those students are who come to them. And the cycle starts all over again when we take their device and hand it over to somebody new. And any questions or do you are you ready for the second joke? Me? Sorry. Thank you. Just real quick about the inventory. >> Yeah. >> So when you reconcile your inventory uh end of June, is that when you reconcile your inventory? >> So our IMRTs are responsible for the inventory at their sites and then we do Vicki in purchasing does a more formal inventory. We're just tracking our inventory in Destiny throughout the year. So, if there's lost assets, how do you know? >> Um, we do do some reports

181at the end of the year. So, yeah, we do do some reconciliation at the end of the year to find out what's missing and then we shut those things down. >> And so, that would be in your department. >> Yes. >> And so, uh, where do you get that information? Who provides that information to you? Um the the IMRTs will collect devices at the end of the year and so we can pull those reports in Destiny which is the Destiny flet uh system that the libraries use and we use for all of our assets. So we can pull reports from there and make sure everything is um that's still checked out can be shut down. >> What's your plan uh going forward if two MRPs are eliminated? >> That's a great question. I I I'm

182not sure yet. So, you have not talked with anyone about the impacts and effects of losing those three jobs? >> I have not. >> Trusty Kon. >> Thank you. So, thank you so much for the information. >> Thank you so much for information. is actually pretty informational and and very important because a lot of people that you know they disregard and of course you know uh there's there's a lot of cyber security threats out there. So that being said, have you had any cyber any credible cyber threat other than just a potential threat? They've luckily all been potential threats and our software will kind of pull somebody into a holding zone so that that uh that doesn't disrupt any other systems. So, um once we get somebody who's got a potential virus or some kind

183of malware or some kind of malicious event happening on their computer, our our endpoint detection will actually move it to a silo so that it can't really talk to anything else. So, we've been um we've been working a lot on that the last five years and really trying to tight tighten up those systems. Um but again it takes a lot of expertise from my team to be able to understand that and we get we get a lot of uh information from federal uh which aren't funded anymore federal systems like MSAC um we get you know a lot of alerts from them to let us know about what kinds of threats are out there and how to mitigate them. >> Great. Thank you so much for the presentation. >> Thank you. >> All right. So now

184let's go to the consent calendar. All matters listed on the consent calendar will be enacted in one motion in the form listed below. Prior to the approval of the meeting agenda, there was an opportunity to request placing consent calendar items in the discussion action section of the board meeting. There will be no discussion on this items prior to the board vote. I move to approve all items on the consent calendar as listed including the superintendent's recommendations for denial or approval of leaves of absence. Second. >> Okay, great. Let's go with the vote, please. Okay, it passed. 401 absent. >> Thank you. All right, now let's move into the future agenda items. >> Yes, Mr. President, I'd like to request a um a discussion action item in regards to our charter schools and the Rubik's uh

185that govern the oversight and how the district has implemented their oversight since our um study session. Okay. All right. Anything else? Anybody else? All right. So, communications from the board of trustees. Three minute limit for trustee. >> Thank you, Mr. President. I just have to go back a couple of days to share with you that I went to coffee with the principal at Onian And you're right, the bus shines bright. Okay, two buses in front of me. It and it was quite an experience uh for me because usually we go into a room. This time we didn't at Oniata. They were right there in front of the office. Okay. They have a a coffee resto cabinet and the hot water and the coffee and and I think it was cookies or something. And uh they

186met we met the the parents right there at the gate. And so uh as the as the children and parents walked them to the classroom or the playground, they came out and they they stopped and had coffee with us. And it was just like a really good togetherness. I I would hope that you know you would sign up for a couple of these because you really get down with with parents there and and um on being my neighborhood school uh I was surprised at these people that remembered me from my days at Bayside. Okay. So it was like their grandchildren were going to Onian. And then a few uh remembered my mother-in-law who uh is 94 now and she worked 32 years at Bayside as the only bilingual instructional assistant in the 60s. And here

187we have mom standing in front of me sharing her story about my mother-in-law teaching her how to speak English. She did not have an accent. Clear. Okay. There's many of those children out there that uh are supported by instructional assistance in their language acquisition or their academic uh performance. Um it was beautiful to visit Oniata. Uh also I went to uh um staff advisory committee. Okay. Uh we had a um mostly principles there but uh as I remember there were six parents there. So, uh I encourage everyone that's out there that's listening to, uh talk to your school site secretaries. They have the calendars uh and put it on your calendar and I'll be looking for you um there at the conference room. Thank you. >> Great. Let me wrap this up quickly. So, thank

188you everyone for being here at our public board meeting. First, I just want to express my appreciation to everyone involved in SWAT negotiations. Thank you so much. Uh, this agreement brings tremendous relief not only to our teachers but our district as a whole. We are committed to moving forward together, creating a stronger working environment that supports the continued success of our students. And on behalf of the entire board, thank you. That being said, okay, so this meeting is ajourned at 9:15.