001Testing >> testing. You would say Good evening everyone. Thank you. I'm going to call this meeting to order. It is 602. >> Roll call, please. >> Esparza, [Music] >> here. >> Liker here. Lopezino. >> Medina >> here. Kenyoness >> here. Thank you. >> Uh, point of order, please, Madam President. Point of order. >> Yes. I cannot hear. >> Can we please find our seats in the auditorium so we can move forward with our meeting? We need quiet in the auditorium, please. So, Sunny Slope student Noah Pendleton and Santiago Perez Oay will lead the pledge of allegiance. [Music] I'd like to introduce two sixth graders at our model students. Noah Pendleton, who proudly serves on our safety patrol and represents Sunny Slope on the soccer team. And joining him is Santiago Perez, who exemplifies true bilingualism
002and biliteracy, and who also shines as an athlete playing on our soccer team. [Applause] Please stand up. >> Place your right hand over your heart. >> Ready, begin. I aliance to the flag of United States of America and to the republic for which it stands. One nation under God, indivisible, for liberty and justice for all. >> You may be seated. At this time, I would like to call for a moment of silence for those who were killed and injured at the Catholic school in Minnesota. And also today we had another school shooting in Colorado. >> Thank you Trusty Espa. Next we have our school report. Um Sunny Slope. We recognize principal Estella Corales for a presentation. Thank you. Good evening, President Liker, Trustee, Superintendent Espinosa, and community members. It is my pleasure to highlight Sunny
003Slope this evening to move forward and make progress across our schools. As I highlight one initiative, any one initiative tonight, you'll notice that it connects back to all three goals in meaningful ways. Each goal supports the others, creating a cohesive vision and ensuring we are all moving forward together. As you from our demographic, Sunny Slip serves a diverse student population. To meet the needs of all of our students, we must first understand who they are, what they need, and then be responsive and intentional in our practices. Our staff strives to ensure equity by using culturally and linguistic responsive practices that support the diversity of our learners. The first initiative I'd like to highlight is our participation in the community engagement initiative or CI. The goal of CI is to strengthen family engagement in schools and
004currently over 44 LEAs across California are involved. Thanks to the leadership of district social worker Maria Osborne, a team was formed and Sunnis Slope was selected to represent South Bay in this work. I want to take a moment to recognize the team members especially our students Ariana and Maya and Sunnis slow parent Miss Gasillas who participated last year and Naa and her mother Miss Bescia who will be participating this year and we get to travel to three conferences across the state. So it's a lot of fun. One of the first tasks of the CI team was to define what meaningful family engagement means. We asked ourselves, is meaningful engagement measured by the number of parents who attend a meeting? For example, if you have a school of 400 students and 50 parents attend, does that
005mean they have stronger engagement than if 10 parents had attended? And what about the other 350 families who did not attend due to work or other commitments? So through these discussions, we realized that while the numbers do matter to some extent, they don't tell the full story. Family engagement is not defined by a single event or a meeting or a strategy. Instead, it is built through implementation of many and many intentional opportunities um that we get to make with our parents. These strategies create opportunities to connect in families in ways where we meet them where they are. At Sunny Slope, you can see this in many forms. uh for for example offering Zoom meetings and in-person meetings, having a staff member greet students and families at the main gate and being available to provide information
006or our social worker and family liaison reaching out with supportive phone calls or our Wednesday morning squad welcoming families with music and our school mascot bringing joy to students as they arrive. Recently, I began hosting coffee chats in front of the school alongside our social worker and family liaison. So, instead of a formal meeting, um, families can just stop by, grab a pastry, and share a conversation. They can ask questions, but most importantly, build relationships. This is a time that I get to connect with families that only can stay for five minutes or 10 minutes. So, our work this year is really about creating multiple entry points for families to feel connected, not just for those that can attend a meeting, but for every family in our school. We absolutely cannot do this work without
007including our families and students in the conversation. This year we are asking parents and students to complete a survey at the beginning and end of the year um asking them about their feelings of belonging and connectedness. We are also gathering data through the California Healthy Kit survey and twice this year our teachers will be released to conduct empathy interviews with students. This slide shows a few of the strategies that we have planned for this year. One of them is that every teacher will provide an opportunity for parents to come on campus to see their child's learning. It could be a presentation, a writing celebration, a performance, or a project. This will not only strengthen the homeschool connection, but it will give families a chance to celebrate their child's achievement. another team that I want to
008highlight. Oh, let me go back. Another team that I want to highlight is our attendance support team. This year we rejoined I can and will be attending four virtual meetings. Um this opportunity was offered to past participants that attended in person. Our team uh continues to meet. We've been meeting this is our second full year. We meet every week. We've never cancelled a meeting. And our team's goals really is to reduce chronic absenteeism and increase your our average daily attendance by implementing a tiered system of support. Our tier one strategies focus on all students. We plan schoolwide incentives, events to promote daily attendance. Examples include monthly attendance incentives, family events, spirit days, and we're strategic on the days that we plan them to motivate students to come to school on those days where we expect
009to have maybe a higher absence rate. Our tier 2 strategies are designed for students that are at risk of becoming chronically absent. An example would be to have students set an attendance goal for themselves and then invite them to a special event if they meet their goal. And then finally, our tier three. Um, this is for students that are already chronically absent. At this level, we focus on identifying barriers to attendance through phone calls, home visits, and connecting with families and offering any type of support that we can such as food, clothing, transportation, or maybe you know information about the extended day program. So in terms of this layered approach that we are using, we have seen a steady um increase in our ADA uh in the last several years in the last four years
010from we went from 89.4 to 93.1. Uh as of August we're at 94.6. So our goal really is to maintain or increase that to 95%. In terms of chronic absenteeism, um it it is on the decline as well. We were at at 2122 school year 41% and as you can see uh last year we ended with 19.59. Uh in August we were at 15% and we hope to hold it there um or or even decrease that number this year. Right. Our academic focus this year is on delivering effective standardsbased lessons that include integrated EL strategies to support our English learners and students performing below benchmark. Considering the students we are serving, the use of integrated ELD is essential throughout the content areas to both develop language and give access to content. In terms of intervention,
011we identify students that need additional support and provide targeted intervention through guided reading, small groupoup instruction, and afterchool tutoring. I want to give a special shout out to our learning and acceleration tutor, Mariel Lopez, who also serves [Music] [Applause] who also serves as the SS teacher and who along with two instructional assistants have been consistently providing six to eightweek intervention cycles for our students. Our dual immersion program continues to be a cornerstone of our work. This program is designed to to help develop students who are um to develop students that are bilingual and biliterate while also achieving ac academic achievement in two languages. But beyond uh language and academics, we place an emphasis on developing social cultural competence by helping them build connections with others and deepen their understanding of equity and social justice issues.
012Uh, and by the way, I'm happy to share that we added a TK class and dual immersion this year. Uh, in terms of our results, I'm going to share with you um I Ready and ESPback data. Uh, the I Ready, this was the very first time the students took the assessment last year. So, we started the year with only 6% students meeting um at or above grade level. But I attribute that to it being the very first time they ever took this assessment. Um, by the end of the year, we were at 30%. Um, the students that were nearly meeting stayed consistent at about 45% and then the students that scored two years or more below went down from 48 to 23. Um, the CASP data, the ESPback data, um, as you can see, there's
013been a steady increase from 2122 17.25 25 to our preliminary data last year. We ended at 26.25. Um I did revise my chart so I hope you're looking at the latest copy of it. Um but we have seen some steady increase in math across. >> Pardon me one moment. Audience can we um please so that we can hear the principal's presentation. >> Thanks. Um I I'm also showing you the data across grade levels because I wanted to see you know if the kids became stronger over time and I did plot the data. So by sixth grade we do see instead of the 25 we see 34% of the kids leaving us um meeting or exceeding the standards. Um I ready reading same trend um beginning of the year you know 11 at or above ending
014with 36. um the kids nearly meeting stayed consistent at 37 and then the kids scoring two or more years below decreased significantly to from 51 to to to 28. Um again, we've seen a trend upward in our reading data on the ESPback test. Um for the last few years, we were at 21 four years ago. Our preliminary data shows us at 33.75 for the last year. Um and then I I wanted to look at the data again by grade level. Um so you can see here that um 51% of the students met or exceeded the standards by the time they left us in sixth grade. And this trend is really common with dual immersion programs or with schools that have strands of dual immersion programs. And it is because what we know about language acquisition
015is that it takes time. And uh learning a second language takes time. And the benefits, you begin to see them over time, especially through the upper grades. Our English language learner progress, I want to break it down into two parts. One part is the reclassification rate that we expect to have this year. Um, because we have 12 students that are currently at a level four. Um, and it's, you know, 12 out of the total number of English learners puts us at 8%. So that would be the highest reclassification rate we can have this year. Um we have a large group of level 3es. We have about 52. So if they all move on to four, so next year we would see a much higher reclassification rate for our students. But in terms of the English
016language learner progress on the dashboard, uh as you can see on the graph, we were uh uh our rank was low in at the end of 2024 and this year we are ranked as high. Uh and I we are one of the one of two schools in the district ranked as high in making progress with our English learners. Okay. And so to continue this work, we are going to continue to work hard, collaborate. I do have PLC meetings planned every other week for two hours. So teachers will be released uh to work with Artosa and myself. and we're really focused on standardsbased instruction and providing those uh integrated ELD supports for all of our students that are either below benchmark or learning English as a second language or in our case learning Spanish as a
017second language. So we we will continue to do that work consistently throughout the school year. And then I want to close I want to close by recognizing all of our classified and certificated staff just for their dedication, collaboration. And I'd like to recognize the important contributions of our specialist, but especially especially our classroom teachers who work directly with students every day. It truly takes really strong teams and collaboration to make a positive impact on our students. Thank you. [Applause] Thank you, Miss Horales, for your presentation. It's actually really, really nice to hear. It's a lot of progress. Um, so let's let's Where's the Sunny Slope staff at? Please stand up. Please stand up. Thank you. Uh it is always it's always good to see the staff the teachers that I you know I normally admired
018for your dedication and your hard work. Thank you so much. Um the community engagement initiative that's such a a success and I like to see that I like to see that happening more. I like I like when the parents get engaged, you know, involved and the kids education is is one of my priorities, you know, get the parents involved. Uh that's what I'm here for, right? So, and also I would like to see if I can get Miss Lo's Roma to stand up for me, please. [Applause] I would like to recognize Mrs. losses Romo because when I came on the board she asked me about the garden garden garden garden handbook and now we have the district garden handbook. Thank to you. Thank you for your dedication miss lo. Thank you. >> So thank you
019so much Miss Miss Cor. >> Thank you. Thank you for your presentation and and adding on the reclassifications. Um we'll continue to look forward for the increase of those students reclassifying. Thank you. >> Thank you for coming. Your presentation was awesome. The growth um that you have shared with the board tonight is uh awesome. I don't have another word except for wow. Uh because uh I know how hard your school is working. I see you on social media and uh and I and I praise your staff for going out there on that uh sidewalk. It's not a very big sidewalk. And then you have your safety patrol down here. Your safety patrol is right there, too. And you're meeting parents right there where they're they're empty. So, uh know that I recognize that spot and
020the beautiful patio that you have for that for that few minutes that you have to say hello. It really does make a difference. So, Thank you. I applaud you and your staff for doing that. >> Thank you. >> Um I applaud you for for your attendance. I've been watching that this year. Well, last year too, but this year too. Now we're really kicking up our attendance and 95 is a minimum. So uh you know Pence, I don't know where Pence is, but Pence uh they're your neighbors. So uh keep up the good work. I'm glad that you have a large team of I can team and a pretty diverse group of people that are working with you. So I I applaud that. I just have a real quick question about those that are absent. Uh
021are they offered an independent study contract on that first day of absence? >> Yes, because that policy did change. So they they are able to ask for an independent study contract and they are taking advantage of it. that our attendance secretary is amazing and um yeah we are using them consistently. >> Okay. So that's really important this year because parents don't know. So I would hope that uh this is shared probably with the principal sometime I come and visit and so uh that with um the intercession programs because that uh will also help with the tenants recovery but parents need to know and to opt in uh to um to remedy the absence or the early out or release. Absolutely. >> I I appreciate your time and your staff's attention and on behalf of children
022in the community that you serve. Thank you. >> Thank you so much for the presentation. Congratulations to you and your staff and your families for the tremendous growth. Um you're doing amazing. Thank you so much. >> Thank you. [Applause] Next we have a report of action taken in close session. >> Nothing to report. >> Thank you. Changes in the agenda. >> President Laker. We do have a change. Uh staff would like to pull consent calendar item S, job description from the agenda. This item will be resubmitted at a later date. >> Thank you. >> Sorry, superintendent. What item was that? Item S >> on the consent calendar. >> Yes. All right. Thank you. And I would like to move the um unodudited actuals the budget presentation to before public comment. Right. Are we good to
023move forward next? We um do I have approval of the meeting agenda as amended? Do I have a second? I second that motion. >> Call for the vote. Do you have anything? You got it. Excuse us for a minute as we try to work out these technical difficulties. >> Kenyoness, >> yes. >> Liker, >> yes. >> Lopez, sorry. Esparza, >> yes. >> Medina, >> yes. >> Motion passes 40. Thank you. Thank you all for your patience. Next we have communications to the board of trustees. We have a five minute limit per group. First we have South Bay PTA council. California School Employees Association chapter 59 CSEA. Southwest Teachers Association. Suada. >> Good evening, trustees, executive team, colleagues, parents, and community members. I stand here tonight to speak on behalf of the Educator Southwest Teachers Association.
024For almost 16 months, we have been negotiating with the district and the lack of a fair contract is a crisis that must be addressed. I am here once again to ask you to do a one simple thing. Respect us as professionals. Show us that you value us not with words but with a fair contract. [Music] [Applause] When upper management received raises, we were told it was what they deserve for their hard work. When you as a board received raises, we were told it was a sign of the board's dedication. So now, the dedicated and hardworking professionals who work directly with our students every single day have earned our races, too. The teachers who guide students through their academic and personal struggles every day have earned a fair wage increase. The staff members who put in
025countless hours outside of the classroom to ensure student success and the success of this district. This district wouldn't be anything without these people and all the people that are in classrooms are on the playgrounds every day in the cafeteria. It would be nothing without that staff. This is not a game and it's not a matter of a simple disagreement. We have been negotiating for almost 16 months. The district has spent tens of thousands of dollars on lawyers and yet the state of California has affirmed an unfair labor practice against South Bay for bad faith bargaining. Your lawyer, the one you pay thousands of dollars, disregarded the state law and Perb agreed with us. The lack of an agreement of our contract is not a passive issue. It is actively harming our students. The long process
026has caused employees to leave our district in search of stability and it has made it impossible to attract new talent we so desperately need. We have unfilled positions and classrooms that are being covered by people who are not credentialed. This is unacceptable and it is a direct consequence of your inaction and even negligence on a fair settlement. Tomorrow we have mediation. I ask you to direct your team to do the right thing. Settle a fair contract that shows our educators they are valued and respected as professionals. settle a fair contract that honors the needs of our students. If we do not settle tomorrow, we might be heading for factf finding and after that a possible strike. Is that what you want for our district? Is that what you want for our students? You were elected
027to oversee this district and right now you are failing us. Do the right thing. [Music] Thank you, Sara. District Superintendent. >> Thank you, President Liker. Um, I do not have a statement tonight, but I do want to call up uh Miss Maya Leisure, who did not hear the call earlier. [Applause] Sorry about that. Thank you for letting me come up. Anyway, good evening. Good evening, board of trustees, superintendent Espinosa, and Amy. Uh, this hasn't been a very busy three months. My apologies for not being present at the last two board meetings. Our chapter leaders were at the annual conference at the end of July, and last month I was sick. Over the summer, the members on our negotiations team came in during our break, and we estimate we spent somewhere in the neighborhood of 80
028hours discussing and settling our successor contract and new job descriptions for ELOP. We'll be buil uh we will be back to bargaining again soon. Our priority at this time is making sure that we protect our members. In addition, we hope to see the successor contract come together for our brothers and sisters with Southwest Teachers Association. They have been fighting for a very long time and we stand in solidarity with them tonight. Thank you. >> Thank you CSCA. Okay. So as we have amended we are going to move forward with the 2024 2025 annual statement of unudited actuals. We recognize assistant superintendent Vigilara. >> Good evening, President Good evening, President Ler, board of trustees, Superintendent Espinosa, staff, community members. Did I start it early? Oh, did it go ahead? All right, here. Uh tonight we are
029starting phase three of our annual budget cycle. Uh back in June at the end of the phase two we adopted the 2526 budget. Uh but at this time we will be looking back at the 2425 fiscal year and providing actual data from that fiscal year. >> Can can you get a little bit closer to the microphone? >> Yes. Is that better? So in simplest terms, the honored actuals um it's a a summary of our actual revenues, uh expenditures and ending balance for the prior fiscal year, the 2425 fiscal year. When we adopted the budget in June, we estimated our actuals. Uh but at this point, at this time, we are going to give you our our actual data from the previous year. And just to differentiate between a multi-year projection and and the mult and
030the unodated actuals when we're talking about an we're we're looking ahead. We're estimating our revenues and expenditures um over the next three years. So that's the multi-year projection. We update the MYP at the first interim report, second interim report, and when we adopt the budget, we also provide a multi-year projection. But on added actuals, we're we're looking back at what actually happened in 2425. So just differentiating there, reminding everybody the differences between the two. >> Good evening everyone. We're going to be looking at 2425 and like assistant superintendent Lada explained during our June 11th board meeting we adopted a budget for 2526 but you guys actually also um looked at our estimated actuals and our estimated actuals is what where the district believes we're going to end up when we close the books. Actuals is
031where we actually ended up. So what the real numbers look like there's gonna there there's always variances like in budget um we try to keep those variances as low as possible and that's what you're going to be look seeing here tonight. So at estimated actuals our total revenues were estimated to and um revenues and transfers in were estimated to be about 16 $63.5 million. Our actuals ended up being at 62.7 million, a variance of about $800,000. Our expenditures and transfers out were estimated to be at $66.9 million, our actual expenditures and transfers out are at $66.2 million, a variance of about $600,000. the change or deficit spending at estimated actuals. So the change in fund balance from beginning balance to ending balance at estimated actuals was $3.34 million and our estimated actual I mean actual
032our actual uh deficit spending ended up being at $3.48 48 million, a variance of $138,000. Uh if you forgive the typo, there is fiscal year 2425 on the bottom line. You can see our ending fund balance balance for unrestricted at estimated actuals at $39.35 million and our actuals our actual ending balance being at 39.21 million. Um I know Mr. A lot of didn't touch on this. This unodudited actuals means that our numbers have not been audited yet. You will see the audited actuals in u winter December of fiscal year 2526. There might be some slight changes some uh but usually there's it's minimal changes that we see at that time. >> Director Mes, can you talk a little bit about the audited actuals? Who actually does that? What's that process? So we have we work
033with an ind independent auditor. Um they are actually a they actually audit us throughout the year. Right now we're wrapping up our uh 2425 interimm audit. Um and we are about and we're actually preparing for our year-end audit. So, the team has been working on this project here and also our year- end audit with our with our auditors and they look at everything, our processes, um, accounts receivable, accounts payable, how we're tracking bond expenditures, things like that. And our year in audit is scheduled to start October 27th. uh the fis phys fiscally physically they're going to be in the office looking at paper sometimes online but the team has actually been working on that all year that's our audit process as I mentioned earlier budgets are are fluid they the numbers change but we try
034to limit the changes as much as possible you will see uh assistant superintendent speak about variances and percentages in a future slide. Like we already spoke, one of the main things here is our variance in estimated revenues and transfer send was $800,000 for a $63 million budget. That's a very that's a normal variance. It could vary a million $2 million $500,000. So we we've kept our variances very low from estimated to actuals. A couple of the variances that add up to the numbers I gave you earlier is certificate uh certificate expenditures about $400,000. Those are just changes in positions possibly not ex no extra time or overtime for classified employees or out of contract time for certificated staff books and supplies. There's a variance about 700 $700,000 in unrestricted. Again, that's a normal variances is
035POS that purchase orders that maybe were not realized at the year in closing. Another one is services. Sometimes we contract for services, but for any given reason, we're not they're not able to complete those complete those services mostly in maintenance in the facilities, but it could be other areas. Um, and that's where you see a variance of $2.4 million in that money. So we spoke of variances and working really uh hard to ensure that the numbers that we're providing at the estimating at the adopted budget uh they were as close as possible when we come here and present the unoditated actuals. Um this is a practice that we started looking at uh back in 2122 when we were closing the books. There's a little bit of historical data, a little bit, not not a little
036bit, five years of historical data of the large variances uh prior to the work in 21-22. You can see in 1617, there was a percent change from estimated actuals to unodited actuals of 20% in the amount of $10 million. Jumping to 1920, it's a variance of seven.5 million, 13.3%. We're really looking to be in that 2% range. Um, again, it's never going to be exactly what we estimate, but we we do want to be as close as possible. And starting in 2122 all the way to this current year, you see the slight the variances the percentages in variance have have really uh decreased since the prior years. um the really um 5% under 1% in 2223 and jumping to this past 20 uh fiscal year variance of 0.26 and there are the amounts uh there
037at $138,000. So again our goal of getting to the 2% range or better uh we did meet that goal. The unfortunate part here is that negative under 2425 um I'm sorry the unfortunate part is that that variance when we estimated that we would be deficit spending it we are let's say we're are proud that we're we're close in the variance um but you know this we would have seen a variance of $10 million or five we we wouldn't have been deficit spending. So unfortunately uh their variance was pretty spot-on and and we are deficit spending we were deficit spending in 2425. >> So just some next steps uh uh in October the work will begin with audited actuals. Uh these are the unodudited actuals. Uh an auditor will come in and verify our information. That
038check mark means that it's in progress not that it's completed just yet. uh we have spoken about looking at reducing expenditures and a budget reduction plan that is in progress at this time and as we move forward and look ahead we'll provide updates uh in December the first intro report that's an update from July to the end of October and then we'll continue looking at our budget making adjustments uh taking in new data new information and making adjustments as needed uh to our 2526 budget and soon after the first entry report we actually will be start we'll start looking at the 26 27 um fiscal year. So just a lot of things happening from um now until then. >> So there's any questions before the board takes action. >> So this is just the actuals
039are now projecting 2526. Is that correct? >> Correct. This is looking back if you the slide where we showed the MYP looking forward on it actually are looking back at what actually happened in 2425. >> Can you elaborate a little bit about the services? I noticed it on page four. >> So there's uh this slide here trustee I'm sorry Sparza. >> Yes. >> The variance in the services. >> Yes. So those are generally there's just like in books and supplies there's we contract out with vendors or we plan to have a contract completed during the fiscal year and I don't know the specifics or a specific contract but what happens is either time restraints uh scheduling whatever the reason is some of those contracts did not come to fruition and that estimated amount then drops
040and changes there's a fluctuation maybe there's a plan to move that forward to the next year if they weren't completed. Um, and that's where there's variances. Initially, the teams uh plan to have those services realized and they just didn't realize in time. >> Another example is many times when we sign contracts uh as an example, let's just say with an architectural firm, uh the amount in the contract may may say not to exceed a certain amount. And sometimes we just make that an amount a little bit higher just to make sure uh in case other expenses um that are unknown to us uh come our way during the year rather than signing a new contract and bringing it back for approval. Uh that not to exceed amount may be higher. Usually it's higher. You can
041tell that there's about $2.5 million less that we contracted for. Um that knock to exceed amount. Usually we do not get to that amount. Um so that that would be many of the reasons why you see the the difference there. >> Thank you so much for coming this evening and thank you for your report and your work and um your office staff that support you. Thank you and let them know that I recognize their work. Thank you. >> Thank you. >> Um on our last page, I want to go to the last page. Page six it says budget reduction plan. Um can you share a little bit about that plan? >> The the the preliminary work is looking at our district as a whole and looking at our entire budget where our revenues are coming
042from unrestricted and restricted. looking at our expenditures, looking at various programs, our our contracts, our staffing, and just looking at ways um of how we looking at ways looking at how we have served kids in the past and looking ahead of how we move forward serving our our our kids in the future. Um and that looking deficit spending means we would look at reducing expenditures because we are deficit spending and there's just a different needs that we have with revenue loss and the deficit spending uh losing kids. We had projected a drop of about 106 kids from last year to this year. We are we are even higher than that. Um the all of the kids that we project estimated to be back that we thought would be back have not shown up yet. Um,
043we are doing work to see where they're at, if they're coming. Um, if they chose to not inform us that they're not coming. Um, but as you know, kids and seats, not necessarily just enrollment, but kids coming to school is how we receive our revenues. Uh, because that continues to decrease. Uh, we really have to look at a a a plan that that reduces our expenditures. Uh, the specifics of the plan will be communicated in the next few months. >> Okay. Um, really quick, uh, last month we were given the un audited actuals. >> I'm sorry, what was the question? >> Last month we were given the unodudited actual book. >> Is that what we were given last month? >> Uh, we the last budget uh report, the official report that we provided was the
044the adopted budget. >> Yeah. >> Okay. So the carryover money from the 2425 year, the carryover, you know, correct me if I'm wrong, uh, was approximately 26 million. >> I don't have >> Can you ask that again? I just want to make sure I understand the number and where you're getting it from. >> Okay. So, uh, we closed our budget. We're closing our budget, >> the 2425 fiscal year. Right. >> And so when we got that budget book last month, um I read in the book um and it indicated and correct me if I'm wrong, but the um out of the general fund there was listed items there um for the county office to approve that we were carrying over approximately $26 million from that year to this year. And this is how we're going
045to spend it. and to to make it zero. >> So looking at our ending fund balance after setting aside for the 5% reserve and other other items that may be the 26 u million dollar starting fund balance to give you an exact number. I would just have to revisit that. Um I I know you're referencing a specific page. I would have to take a look at it to give you the the right answer. >> Okay. So really quick um trustes I have made an appointment to meet with him next week. Um really quick regal. So when this came out we got a new book got a new book to read. Uh so looking at the uh carryover going down to zero then I got new information. I know you're going to help me when I
046need me. But I want the public to know that we do do our work. Um that um in this particular area where it identifies like um technology, books, curriculum, that list. Okay. The um >> the committed line items. >> What? >> Committed line items. >> Yes. >> Gotcha. >> That list. Okay. So we carried over the 26 mil approximately and you indicated these line items to bring it down to zero for the county office to say okay we approve your car right it's not in excess not in excess so moving forward now I see the numbers that you guesstimated in the last report and these numbers here for the same line items have increased like technology from 2.5 25. I just I just need to understand um why we need to move 5 million over
047and uh maybe that is a conversation we can have when I meet with you. >> Yes, but allow our director to just give a little bit of background on that. We'll be happy to answer any specific questions or we can reference the actual report. >> Perfect. Thank you. >> I can actually answer this very easily right now. So in June on June 11th when you were looking at those commitments, you were looking at adopted budget. So that's why there's a reduction in the amount. So those were for 2526 commitments. The commitments you're looking at now are for 2425 the ending fund balance beginning fund balance. It there's two numbers. One how we're going to end the year in 2526 those commitments which is a and we're I don't have the exact number because I wasn't
048prepared for the question but I believe we're expecting to def spend anywhere between seven and nine million. So that's where you see the reduction, but that's why the number is lower in the book you saw in June 11 compared to this number where we have a much larger number as we're beginning the year for beginning fund balance. So the very that's that's the variance there. So we have less amount to as we well let me get into this because I'm very passionate about this. When we're deficit spending that means that those commitments they go down. So as we deficit spend throughout the next the NYP, you will see the commitment amounts lower. So that's a difference. It's a very as we're talking here, it's a very good number to look at because that's why we
049need to control deficit spending. With deficit spending, the commitments really mean less for our students. So we really need to get that under control. And that's the variance you see. One, you're looking at 2526. The ones you have in front of you today are for 2425. And you found balance. And so because they're in the general fund, this list can be transferred in and transferred out as needed. So yeah, that part I'm not sure I understand. Maybe we can I can answer that at a later time. The transfer in and transfer out part. But those are the commitments that the district has decided to commit for the students. >> Thank you. Thank you again. >> When two different reports are being referenced, kind of hard to differentiate between the questions. So, we'll be happy to
050sit down with you and really look at the the reports. >> So, what I'm imagining is things that were planned to be spent in that that didn't bill didn't come in yet because we didn't have that upgrade or technology refresh or we didn't the negotiations didn't go through or whatever was planned to happen in 2425 didn't happen in 2024 25. So then all that spending moves to the next year. >> Some commit the many of the commitments are not a one-time expense. Uh the technology refresh is a great example where the refresh doesn't all happen in one year. It happens over several years. Our our director Jennifer Ala she she creates that plan ensures that um you know first of all to try to do a full all staff refresh of technology in one year
051is pretty challenging. Um but it's also a hard uh financial hit impact. So, it's something you plan over several years. So, when you see a commitment there, several million dollars, it's really meant over several um years, not for that year alone. Another example being when you see that line item a line item of field trips and sixth grade camp. Um that's not intended to be all spent at once. Um that's just intended to support families in need uh during this during this the current year and and future years. So that's why you see certain amounts that decrease by a little sometimes um some decrease by more but really the intent is that they're spent their expenses that are um um over the the several years over the NYP or longer sometimes. >> I'm also curious
052I know that at one point I feel like I should know this so I apologize we were um being funded based on like after COVID we were given a grace period for our ADA and we weren't getting funds for the current year but it was based on held harmless when we were held harmless. Is that >> I'm sorry. I'll let you finish. Go ahead. Go ahead. >> Um, so are we are we like back up to speed of like we're getting funded based on our current ADA versus >> when we had that something I ask all the time. Uh, we are funded through the three-year average. >> Okay. Um, the unfortunate part with that is you're, you know, the three-year average just a couple years ago, we still had a high ADA number that we
053could use. Uh, but as we lose our, um, you know, as our enrollment drops, um, and our attendance is still not, uh, increasing to what it was pre-COVID, um, that three-year average now is is is not as um it's not helping us as much. >> Um, you know, as you saw earlier today, um, Principal Corales see her attendance go up. um you know we may not have full control over kids not showing up but we do have a lot of control around kids wanting to come to school and providing those environments for them to not want to miss. So you can see some of the work that our school search are doing to increase that that is a big help to the budget. >> Thank you. And so what I see is that like this
054ending fund balance that stems from the one-time co funds that like primarily right that we have like >> because of what we got at one time >> all the monies we received um you know during COVID and the one time uh restricted funding it allowed us to allowed expenditures to be funded by those funds um where Typically, we would use unrestricted funds to um to to fund as that money goes away. We still are looking at receiving a possible grant this year. We're still waiting for that amount, but it's not anything close to what we were receiving in CO. So, as we as you know, the CO funds are gone. We've spent them all uh $36 million. You know, once those are gone, then our expense our expenditures now have to go back many of
055them back to the unrestricted funds. >> Got it. I see. >> Okay. >> I hope I explained that. Okay, >> I So we were using money that would usually come from the general fund. We used the co dollars. So then that >> that money to be not touched, but now that the co funds are done, now it's going to go back to being spent on by >> right and and a lot a majority a lot a high number of the expenses. So there's still some restricted funds that we were able to also use the co funds for that allowed us to not use them at the time. And yes, it definitely uh supported our unrestricted cycle over the last few years. >> Thank you. And nicely done on the close to 2% um variant. >>
056Yes, the fiscal team really works hard when we're looking at um closing the uh the end of the uh when we're getting the adopted budget ready, I'm sorry, for the following year. We we really meet with sites and departments to ensure that what they projected to spend. Um if they're going to spend it, let's get that done. If for whatever reasons, and you can see a lot of them are the contracts, if we believe that work will not happen in the last couple of months, then we we don't count that as an expenditure as we're as we're as we're um adopting the budget. I'm sorry. >> Okay. I would like to motion to approve that. >> Excuse me. We have two public comments on this item. >> Stand back. >> Vanessa Barrera. [Applause] >> I
057wasn't going to speak about this, but I'm amazed that at the way that they're answering those questions to fool you. Um, so just to be clear, your um, reserves continue to be there. They didn't go away. They didn't spend them. They're not zeroed out because they're not planning on spending them. There's new line items and the monies were moved around. So for technology refresher, yes, you don't see 2.5, but do you want to know where that money went? It's because your budget contingency went from from 7.4 to 9.1. Okay. So, all they did was move monies around in that same account. Okay. The other thing to point out is that the state requires you to have your reserves. That's for budget contingencies. That's what it's for, right? It's called for economic uncertainties. So why is
058it that you have your 5% plus you have another line item that is called budget contingencies for $9.1 million. So if you add up the two, it is way over the 5%. The money is there. They're just moving it around. Look at each line item. The other thing it would be great if in their presentation they showed you right when we look at the expenditures for certificated you do see a spending of $413,000 over what you had budgeted. But it would be nice if they told you or if they told the public if they separated to tell you that that includes management, that includes the superintendent's raise, that includes the $15,000 that you gave to each of the upper the assistant superintendent. Why not separate it so that you can see that yes there was
059an increase of expenditures but the increase was for management. The increase wasn't for the staff that is working directly with the students. I invite you guys to sit with me so that we can go through it with the budget specialist so that they you can open up your eyes and stop believing the lies they are telling you. They are going around in circles to fool you. Look at those numbers. It's clear the money is still there. The same thing with field trips. Why is it that year after year we keep saying that we're going to spend approximately $2 million on field trips and yet it continues to roll over and be in your reserves? money. >> Why? >> Today we found out or this week we found out that when fiscal is budgeting is showing
060how much the sixth graders have to pay for camp. They include the comp days that our teachers get. That's your responsibility. It's not the responsibility of the students to pay for the comp days that our teachers get. Look at each item carefully. [Applause] Rosea. >> Good evening. I was also not planning to speak like I usually am not when I come here and end up feeling the need once I'm here. Um, I appreciate that we have this opportunity to go over the budget at these meetings, but I feel like a lot gets missed when we summarize a 133page document into 11 slides and half of them just have big visuals on them. Um, I know I appreciate you, Cheryl Kones, for looking through and trying to find all those discrepancies from one period to another
061because that's what I do when I look through it. I don't have time to look through 133 pages, but I always try to find out where are the big differences between what we planned and what we actually spent or what we spent this year versus what we're spending next year. Um, I think that that would be so helpful compared to just looking at unrestricted here we go, unrestricted this year, last year. Um, one of the things that Vanessa just shared is that we do have a budget contingency that went from 7.4 4 million last year to 9 million this year. I would love it in if in this meetings we had some explanation for all those chunks where we have a huge difference between one year to the next because I don't feel like this
062information that we do get is the most helpful necessarily. Another example is on page five where it shows that in and that's of the 133 page document, not on not on this one. Um where it shows that this upcoming school year we're expected to budget nine uh almost $9 million less on certificated teacher salaries than we spent this past school year. Uh this past school year we've spent 26,232 in some other dollars. Um, and this upcoming school year, the current school year, we're looking at spending 17 million. Um, a difference of 8,500 something. I didn't do the math. Uh, but I can estimate pretty well. Um, I also want to remind you all that when we teachers are coming here and asking for a fair raise and we see these numbers and we see that
063you're paying 9 million less dollars on teacher salaries but saying you don't have money. Um, it's frustrating. None of us is here because we're trying to become millionaires. We know teaching is not the field for that. you know, we just want to be able to replace our 25-year-old Toyota Corollas. That's based on a true story. Um, not mine, but I have a colleague who, you know, she's pushing her car around anyway. Um, and to be able to continue covering our children on our health insurance because I cannot afford to do that anymore. And I like my kids. Um, I like their doctors and I don't like having to switch everything up because I also like being able to feed them. Thank you. [Applause] >> Madam President, super through the president to the superintendent. Um this
064co time keeps coming back. It is my thoughts that the cost of camp as my children went through and my grandchildren went through the cost is offset and um of course in my day it was I only had to pay $70 and I was on reduced lunch. Okay, my kids were on reduced lunch so I only had to pay like $70. So now the price is you know fast forward I don't want to tell you how many years but fast forward the kids families are expected to pay 150. So when the negotiation uh period took uh and recognizing the teacher that is there at the camp um that it was a comp day. So where is that budgeted out of? >> Are you are you able to answer that? answer. >> Yeah, >> we're getting
065an answer. >> So, that generally is budgeted within the school side budget. Just generally the school side pays for it and there's every school site has different plans on how they plan to pay for the for sixth grade camp. If there's a school site that needs help or they reach out to the fiscal team or to the assistant superintendent, then that's when we the team goes and looks at the commitment for sixth grade camp or field trips and then we pull from that amount to help the school sites. >> That's not very nice. We're getting to the question. The question was posed here at the podium by your own president. I'm asking the question, please respect our presenters tonight and respect our work. We're trying to help everybody. Okay. Our families, our teachers, our school
066sites. Okay. They have school site council. Is this not true? >> School. Yeah. Every school has a school site council. >> And in the Sukai council, the majority people are teachers. >> I can't speak for that, ma'am. >> And then there's parents and there's an occasional classified. Those are the group of people because they are local control are making their budget uh um work within their parameters. >> Correct. >> And if they have a sixth grade class one that's in the school site council's preview, how they're going to pay for that compet. >> I I I'm sorry I can't answer that because I don't have firsthand knowledge of that. I don't know. Well, I've sat on many school site councils and that would be part of the purview of the school site council. And so
067the board where I'm getting at here is the board uh uh because of local control, we are left with the school site plans as they are proposed by the school site council. >> Yes, ma'am. >> Uh yes, ma'am. So, uh, let's get back to the comp day >> to answer my the question is if a school site has a need, they're able to reach the fiscal team and and reach out for help and there's numeral numerous sites that reached out throughout the year um for help and we do that. We provide the help that's needed to get all the kids to camp or whatever or a field trip, not just camp. Yeah, we do that. >> And I've seen and I've I've seen evidence on that. I I beg of you uh public to come
068every month uh and stay like you did today. This is fantastic. Thank you for moving that up, President. Uh because it lays the way for an avenue of communication where our community, school community, community of parents, community of teachers, community of staff are able to hear uh what the role of the board is. Okay, we're up here. You guys work hard, okay? Your school site council works hard. Don't shake your head because I've been there, okay? They work hard. Your the people at your site work hard. And uh if you don't recognize that, uh clean your glasses because I do. Uh um the comp comes out of the sixth grade budget for the school site. Okay. So, that was negotiated. It's negotiated. We were recommended to approve it. We approved it. So there we have
069it. Now if we need to change something, Superintendent, if we need to change, then we have to go through the right channels. Correct. >> Yes. Um and I think this is a a good time just to remind the board of what the board's direction was on that field trip fund. Number one, it was to pay for half of sixth grade camp for each student. So I believe that that's what what what we're using to pay. Number two, it was if any student is not able to afford a field trip, then they reach out to our business office and we use some of that fund to help students that cannot afford it to attend. The board never gave the directive or did not have the intention of just paying for field trips. All field trips. Okay.
070So, I just want to clarify that that is the direction that we have been working on >> and and superintendent thank you for saying that because uh I don't know before you came 10 years our kids weren't going to sixth grade camp and through the work of the board I don't know if you were here or not but the work of the board we allocated that 2 mill to that uh account for that reason and and and because of public comment about our kids not going to school uh sixth grade camp. We answered that call and we did that and some child that needs to go to sixth grade camp and doesn't have 150 bucks uh let your principal know. Okay, let your principal know. Thank you so much. Thank you, Madam President. >> You're
071welcome. Thank you. Thank you for that clarification and thank you all for being here so that we can further ask questions and that there's an understanding of how the field trip funds works. There's a set aside amount. If need more needs to ha be contributed then it's a request and it has been replenished year after year to maintain that amount. So it's not that it's been sitting there and transferred each year fully. It's that parts of it have been used and as long as possible it's then replenished so that it can continue as long as possible. So that is how >> for students. >> Okay. Um thank you and I have one question and then uh I just also have an acknowledgement. Um, so as we look at our unodudited actuals, right, this is when
072we closed the books, when we look back at the 2425 school year and we projected we're going to spend this much in 2425 and this is actually what we spent. We projected a 3.3 million deficit and the unodited actuals came back at 3.4 >> 3.4 48 approximately >> thinking of the big numbers. So my question is what is there anything that's still going to change that number? Is there anything outstanding that would still change that number? >> The only thing that could change that number is that audit actual if there's any revisions during our audit and there that's possible. It's happened in previous years but usually it stays around that number. Okay. So we'll after our audit we'll see if there's any revisions or any adjustments that we need to make. Generally it's if there
073is any they're minimal we'll see at uh the end of our audit in December. >> Okay. >> So we just um we just approved our contract with CSEA. Is that already in that number? The cost of that is that in that number already? Uh that is not in the number sir because this is 2425 and the contract we just approved is for 2526. The unodited actuals are for 2425 expenditures and the contract that we the district just signed with CSCA starts on July 1st uh the 2526 school year. Okay. So if there is an expenditure that becomes approved and it looks back at 2425 will it affect that number? >> Yes sir. Will there be an increase for 2526? So if we're estimating uh classified expenditures 2425 there'll be a difference uh in the 2526
074budget and you'll see that at first interim. >> Okay. So if for some reason we go back and say you know we go back to back to and CSEA receives you know another whatever percent. Then that cost is going to affect 3.4. Uh no sir it will not longer affect 3.4. We're going to be past the time where we can go back to 2425. will affect current year just as if anything um it will be part of that but we can't change that number anywhere unless there's not an adjustment any future ne settlements or uh negotiations that we do with our labor partners will now be part of the 2526 budget and we'll hit 2526 budget >> but that 2425 expenditure you'll see it in the future years >> future years so it does impact
075it it's just you won't see the 2425 five actuals change then it will impact future. >> Okay. So just on the reporting part you won't see a change in the reporting but as we're going forward when we start to report it then you're going to see a diff so that number will change. >> Yeah. The cost of any agreement that goes back to 2425 we'll see that impact in future years current and future years. >> All right. Can we can we go back to the variance slide? Can I add something before we superintendent adding to what super assistant superintendent superintendent mentioned is so keep in mind as we negotiate for we're going back a year another year so you will see the double impact hitting current year double impact so yeah we do have to
076keep an eye on that but absolutely you will see that >> okay thank you I just wanted to make sure I understood where I'm going to see that um and then my acknowledgement um if we look at this variance and uh assistant superintendent Lara went over this pretty quickly. Um, and I really want to acknowledge the business office because to have a variance, I mean, if we just look before 21-22 and we look at those variances there and then to have a variance, so to project a budget that says in the future, this year, this projected year, we're going to spend so much money, this given money, and then to come back with actuals with the variances that are that So that is a great job that is happening in the business office. So I
077want to thank you. I want to thank your team for the job that they're doing. Thank you. >> Thank you. Yeah. I would like to also thank my team uh dedicated work long hours. So it does take a lot of work. And like I told you guys when I got hired here, I truly believe in giving to the students. And that's what I that's that's where I come from and that's what the team uh works towards to so benefit of the students >> and board one one last thing when we come back with the audited actuals um you know because the board's going to hear a lot of a lot of information a lot of different information right but when we come back with the audited actuals that have to be submitted that's when the
078board should really look at those bottom numbers So if the board feels that the business office is lying about numbers, when an auditor, an outside auditor comes back and gives you that report, that's a good time to look at that. Okay? So just just so you know when to when to look at that >> before we move to approve the unodudited actuals. Um I would again like to thank our community for coming out and making comment and understanding along with us the budget and the funding and how things are done. So please I hope that you're every month but December will be the first interim. So, please continue to come and hear about our budget because it really it really is the context in which which decisions are made. Um, so thank you again. >>
079All right, let's try this again. I would like to motion to approve the 2024 2025 annual statement of unaddited actions. Second. Call for the vote. >> Kenyon, >> yes. Esparza, >> yes. >> Medina, >> yes. >> Mer, >> yes. >> Motion passes 40 with one absent. >> Thank you. Thank you so much. Next, we have public comments on non-aggenda items. The board will take no action or discussion on any item not appearing on the posted agenda except 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 person. The board limits the total time for public input on each item to 20 minutes. How many public comments do we have? Nine. And that's all on the same topic.
080It's all uh not non-aggenda items. >> So in going to go for >> so if we have nine I think about two minutes each speaker. Okay. So, in order to have all like sticking to policy and our 20 minute um limit on non-aggenda items, we will do two minutes so that we can hear all speakers. Emily Porus [Applause] Good evening, board of trustees and superintendent Espinosa. My name is Emily Porz and I'm the ASB president of Imperial Beach Middle School. I'm here tonight to show my support for our teachers. I truly appreciate everything our teachers do for us and I want you to know that students stand with them. Board members, superintendent, and the negotiation team, I want to remind you that the longer this takes, the more students are affected. For example, our annual
081ASBA fall festival has been postponed. This event is very important to our school because it helps rebuild and strengthen community trust. If we're not able to keep this tradition going, we we're at risk losing the support of our sponsors in our community. Our teachers deserve everything they're asking for and even more. Some of you are or once were teachers yourself. So, please don't forget the changes you once hoped for. And if you haven't been a teacher, I challenge you to step into the shoes of a middle school student just for one day. I promise you would gain a new appreciation for what our teachers do every day. I want to remind you that during co every parent saw firsthand how much teachers do and how hard their job really is. And last school year I
082challenged the superintendent to switch roles with me for a day. I'm still waiting for that challenge to happen. I want to share something on something important on behalf of my students. Some of my friends who attend other schools, they have told me their count they have counselors. Those counselors are always available to guide them through middle school and prepare them for high school and even help them with scholarships. That support makes a big difference. Here in South Bay Union uh school district, we don't have the same opportunity our we don't have the same opportunity. Our student survey show that the number one need is social emotional support. Middle school students like us need a dedicated dedicated counselor who can focus on our emotional well-being, guide us through our grades, and help us prepare for high
083school success. Right now, our counselor is responsible for grades third through Ath and has to handle every issue. We are we also have a social worker one day a week and a primary counselor one day a week. But here's the real question. When will our counselor actually have the time for us? Once again, one counselor has to cover grades 3rd through 8th, deal with every issue, and is pulled in many different directions. With so much responsibilities, it's almost impossible for our middle school students to get the attention and guidance we need. We're asking for the same kind of support other schools already have. the dedicated middle school that the that dedicated middle school counselor who can truly focus on the needs of a middle school students. This will not only support us emotionally, but it
084also sets us up for academic success and a brighter. [Music] >> Thank you. [Applause] Ruth Bejo Smith. >> Thank you. Again, as a reminder, in order to hear everyone there, the limit has been changed from three minutes to two minutes. >> The hard thing is I prepared a three minute speech, so it's hard to cut it right with a lot. And we know that there's a 20 minute limit. >> I know I there's I'll do my best, but I don't know what to cut at the last second. So, um, good evening, Superintendent Espinosa, members of the board, and members of our community. My name is Ruth Bejo, and I've been a proud and dedicated teacher in this district for 30 years. Um, in fact, Rose Sana was in my second grade classroom. I speak to
085you tonight not as an just as an educator, but as a voice for every teacher who shows up each day under the weight of growing challenges, often in silence. In that time, I've seen a lot of changes. Some that brought real progress and others that brought challenges. But I have to say with all honesty that the current state of things is the worst I've seen in my career. 15 years ago, it truly felt like we were all on the same team. The board, the district leadership, and the teachers. We work together even when it was hard because we share a common goal doing what's best for students. But now it feels like that partnership is broken more and more. It feels like us versus them. And that's heartbreaking. We didn't get into this profession to
086fight battles. We became educators because we believe in children, in learning, and in the future. But we are treated like we don't matter. Like our experience, our dedication, and even our basic needs are negotiable. I've always believed in quietly doing the work, showing up early, staying late, putting students first, and doing my part without needing recognition. But today, I feel that staying silent is no longer an option. This is my first time ever in 30 years coming up here to speak. And far too often, I feel like what we say, community members come here and I've listened to the speeches and it just falls on deaf ears. I would like to believe that that's not the case, but right now it's hard to feel otherwise. So tonight, I'm pleading with you to truly listen. Since
0872023, the last time we received a raise, the cost of living has increased about 14%. Just to stay even, that would be fair. But we're not asking for that, and we're not being offered any anything close to that. We're not asking for excess. We're asking for equity to keep up, to stay afloat, to be treated with respect. And let me be very clear, it's not just about money. It's about dignity and fairness. And there's more, but [Applause] [Music] Mary Beth Sapati. Good evening, Superintendent Espinosa and members of the board. I too, like Ruth Bejo, has been have been in this district more than 30 years, and this is my very first time speaking at a board meeting. I stand before you tonight as a teacher who is deeply concerned about the direction of our negotiations.
088Over the past few years, teachers have gone without meaningful raises as the cost of health care, housing, and basic living expenses have continued to rise. Meanwhile, the superintendent's contract guarantees 4% every year, a monthly car allowance of $500, and full family benefits paid by the district. Health benefits, teachers, the people who serve these students every single day have not received a raise since 2023. Health insurance for my family to put my daughter on Kaiser, the cheapest of all, is $1,000 a month. $10,000 off my base salary per year. We are not here asking for special treatment. We're asking for fairness. When you fight with teachers, no one wins. Our students lose. You were elected to serve the community, the schools, the parents, and most importantly, the students. It's time to start listening, really listening to
089the students and parents here tonight. We are the backbone of this district. Please honor the responsibility you were voted to uphold. Work with us, not against us. Show our community that you value teachers and in turn value students. Thank you. [Applause] >> Kimberly Delgado [Music] Where do I go? Go. All right. Good evening. My name is Kimberly Delgado. I accepted a position here in South Bay in October of 1990 at Nester Elementary in a 56 combo position. That was 36 years ago. During that time, I have taught at most of the schools in our district, but have happily spent the last 20 at teaching at Oniata. I've seen the coming and going of more than 10 different superintendents and have gone through the years when SWAT was in bargaining and negotiations for our contract. During
090those years of contract negotiations, discussions and meetings have often become contentious and emotions have run high. But each time, the negotiating teams have worked hard to come to timely agreements. In my memory, this is the first time where bargaining negotiations have gone past one year and moved into a second year. On September 2nd, the negotiating teams reached agreement on an early retirement notification incentive. At first, I was pleased to see this as I am someone who is seriously considering retirement at the end of the school year. But then the reality of the situation hit me. I do not want to sign a document due by December 19th of this year when no agreement has been reached regarding wages and benefits. As we say at our leader in me school at Oniata, habit number three, put
091first things first. Enough is enough. How long is this going to drag on? Show us that you value our commitment and our experience and our daily work with the students and the families of this district. not by a continental breakfast during teacher appreciation week, but by negotiating a fair and respectful contract that includes competitive wages and benefits for each of the dedicated and hardworking teachers and staff members of South Bay Union School District. Thank you and good night. [Applause] Liz Bera, who I believe requires translation. [Applause] See, so [Music] translation, I have two minutes, right? >> She knows her rights. She has two minutes, but this also is additional time because there's interpretation happening. >> Is that right? >> Okay. I am here as a mother of a family and I am worried taking my
092time to be here to see if this is going to move forward. [Music] It's been more than 12 months and we're still in the same place to say the truth, but we're really worse. Now I hear uh parents and guardians who are upset, educators who are upset and students who are also upset. Tight rope. The most important thing for us as uh parents of our of our families and our students is the responsibility of our kids. And for us to realize that our educators are not receiving their the salary that they deserve that is dignified is ridiculous. How is it that something that simple is not logic for you? >> Don't you understand that for our to in order to have students who are successful, we need educators that are satisfied? How is that? Please
093explain that to me because I don't understand. You pay assessors to come and resolve problems that are local that are local problems. You pay lawyers um to give us answers um that we should already know. It is your responsibility to know what you can or can't do. It is your job to know what to do with the schools. and not with external people but with us the people within the community with the teachers with the families with the parents. >> You keep going in circles and circles at the problem. ating with the situation that needs to be resolved. Now, our children and our teachers pay the salary at of some of you, some of your salaries. your luxurious cars and be comfortable in them. Well, what do you know? Our teachers also deserve to ride
094in great vehicles, too. And also having a great house. >> I'm not talking about luxury. I'm just talking about dignity. Parents and educators, we want salaries that are dignified for our educators without excuses. >> Your bureaucracy, autonomy, and leadership are in question. And if you if you cannot do your job the way that you need to do it, please give the opportunity to other people to come and represent the the schools the way they're supposed to be represented. [Applause] What does it s for us to wear a beautiful tie if we're just going to get upset and when um we come up to be heard? Thank you. [Applause] Hannah Molina Good evening, Superintendent Jose Spinosa and board members. I'm Anna Molina, one of the full day VIP village preschool teachers. I am here to briefly
095inform you about the program and how you can help us make it a successful program. It's been seven very challenging weeks that four teachers took upon with excitement and motivation. We understood that any new program comes with its pros and cons. I will not discuss in depth the cons since we are still in negotiations. However, I am here to advise that in order to maintain this full day preschool program a good quality program and a successful program, we can't be overworked and underpaid. And this goes for not only the program, but all your South Bay Union School District teachers. [Music] Evaladas. Board members, negotiations must come to an end. The teachers of South Bay Union School District and their work need to be respected and valued. [Applause] Anna Aras. My name is Anna, proud mother
096of a student from Mendoza. And today I take the liberty of addressing you on behalf of many parents who share the same concern about the situation of our teachers and our educational staff. We know that a teacher's work goes far beyond impart imparting knowledge. With their dedication, love and commitment, they not only educate our children, >> but also strengthen their emotional and social well-being. [Music] Through the school and extracurricular activities, our teachers create memorable experiences that foster create creativity, teamwork, communication, and a positive community atmosphere. [Music] They even achieve something invaluable involving parents in the educational process and offering children fun and proactive ways to apply what they learn. That is why as parents we want these activi activities to continue to be carried out with the support of our staff. However, we cannot ignore
097a painful reality. The little support and recognition our teachers receive. Today I raise my voice to demand what is fair. Decent compensation and the support of our teach and the support our teachers deserve. They are the heart of our children's education and their efforts must be reflected in fair conditions. I would like to leave you with a thought. >> How do you want to be remembered? The administration that had the vision and courage to recognize teachers fairly seen in this a reflection of more fulfilled and prepared children. depriving our children of better opportunities to grow and develop. >> The decision is in your hands and so is the impact on our children's future. Thank you, [Applause] >> Teresa Aosta. Before I get into anything, let me tell you about the budget and about the sixth
098grade um trips. I personally have sent students to sixth grade camp. Mrs. Flores can attest to that. There was no money. I had to pay so that some students could go not this the year not just the year that she was there but another year for another student because there's no money. Now for the SSC committee which is the school site council we never we're ne I'm a member. We're never asked uh what do you want to ask of the um committee? What do you want to ask of the district or from the district? They never ask us. They always show these slides and they say that's what we have. That's what they give us. We have to work with that. They never mention, oh, we can ask for more or we can ask for
099what we need. That's a lie. Okay. Thank you. I just needed to make that a um clarification. Okay. Good evening, community members, colleagues, board of trustees, and Mr. Espinosa. I'm here today to remind you the board that you took an oath to impartially perform your duties. Um uh an oath to sorry let me to an oath to impartially perform those duties. Your oath was your commitment to serve, protect and represent the community. Your promise to faithfully and impartially advocate for the schools in the community. As a member, your responsibility is to act in the best interest of students, the community, the staff, and lastly, the district. Instead, you have inverted the list and you formed an alliance with the previous administration and the current administration, leaving us out. As a result, you have made detrimental
100decisions for our students and the educators who stretch thin so we can do more with less. In the history of this district, we have never seen such a large number of directors, coordinators, executive assistants, and assistance to the assistants. A direct result of the outrageous contract that you awarded the one person who was delegated their has delegated their duties so he can be a part-time superintendent. I ask you to correct your erroneous belief that Mr. Spinosa respects you because he doesn't Vanessa Barrera [Music] Unfortunately, here I am not planning to speak um but uh to address the field trip issue, we had multiple teachers who reached out to um get their field trip funded or for those few students who couldn't afford it. And the answer was no. We actually have um an email from
101a teacher asking for I believe it was $24 to pay for the four or five kids that couldn't afford to pay. And while the answer wasn't no to the teacher, super assistant superintendent La uh told the principal, "Can't you just pay for it? you need to pay for it out of school site funds, but you have money allocated for field trips. So why are we putting the burden on the site who already have small budgets, right? Last year it um we learned that the zoo reimbures the district for the transportation for second graders who go to the zoo. Where is that money going to? It doesn't go back to the kids. It doesn't go back to the teachers. So, where is that money going to? I ask you to ask them where they're putting that
102money because multiple second grade classes go to the zoo and the zoo reimbures you and we never see that money. I'm going to ask those members to forward those emails to you so that you can see that multiple people asked for money for field trips and they didn't get it. The last thing I want to address is shame on you for changing the agenda and moving public comments. These people have to work at 7:30 in the morning. Some of them have to leave their house at 6:00 6:30 to make it here on time. And here they are. Our bargaining team starts early tomorrow and here we are. Do your job. Stop start respecting us. Again, [Applause] thank you all for coming and thank you for sharing and thank you for staying for the budget. [Music]
103Well, wait a moment. We'll do a two-minute recess. >> All right. Thank you everyone. All right, welcome back. Next, we have educational leadership uh 2024 to 2027 local control and accountability plan. Nope. B I I apologize. Thank you so much for helping me. All right. General functions. Beayshore bikeway resiliency and Bayside Community Resiliency Project. We recognize assistant superintendent Regalara for an update on the Bayshore Bikeway Resiliency Bayside Community Resiliency Project. >> I just say beh. Good evening. Uh, President Liker, board of trustees, superintendent Espinosa, staff and committee. At this time, I'd like to ask the city of IB team to come up. Uh, as you know, they started um they had already presented to the board the idea of the upgrades uh that we um are possible at Bayside. Um they've done some work, a
104lot of outreach, and they and have come up with some possible designs and and they're going to present that update right now to the board. Thank you and good evening president and board trustees. I'm Chris Helmer the environmental director for the city of Imper Beach and like we're very happy to be back here to present the Baser bikeway resilency project. One component of this is actually looking at joint use park at the Bayside STEM Academy. Um we're happy to be partnering with the school, happy partnering with you guys and sharing the update on this project, but also um specifically on the improvements that hopefully we do together at the Bayside School. Um first and foremost, this is a flood improvement project. That is how it's being funded by um for the city to to be
105able to do this work. And we're looking at doing improvements along the whole bike way with a number of of other improvements. This all kind of started from looking at our sea level rise assessment. The state wants the city and our agencies to be planning for three and a half feet of sea level rise. Um when we apply that overlay over onto our bayfront, we have to do some infrastructure improvements. And this is creates an opportunity for us to reinvision what we can do for this bayfront and what area is at this bayside school. to highlight kind of the components of this project is we're looking at a long-term vision of our city is to have a large linear park along the bayfront. So that's what we're looking to do here where essentially elevating the
106bikeway to create what we're calling eco tone slope. It's a basically transition habitat that's able to adapt to sea level rise. We're doing public access note specifically at the end of Seventh Street. We're going to do a whole lot of habitat improvements on the bayfront. um opening up title flushing into pond 10A. That's that's in partnership with Fish and Wildlife Service. And then we're also doing um a bridge that's going over to pond. So, it's really nice. But another important is is we're doing um flood improvements along Bayside School where we do a joint use park. Um this is well I guess look at living this is living levy uh component of it. But what's really exciting is a multi-purpose detention basin and a joint use park at Bayside School. uh the area right now
107at the king tides, you know, we get our king tides. It happen November, December, and January. That's when tidal water actually flows up the city storm drain system and floods into the existing ball fields over there. We're reconfiguring um that area to flow better to better treat the storm water of the neighborhoods, but also um how can you reinvision area to add more park space? And we started first going to school talking with you guys of if we're going to be doing improvements here, what does the school want first? And we went and we talked to we had very successful outreach. Then we went and we talked to the residents I outreach there. And what we're presenting to you today are the updates from our outreach. So an example of what a detention basic kind
108of looks like. This is Catas Park. Uh this is one right here. So, we're looking at something that like this that would be collecting storm water is not a basin. It's not a pool. It's something that really blends seamlessly into the park. So, with that, I'm going to turn this over to JT. He's going to talk about the really exciting part of this, which is potential park improvements. >> Perfect. Thank you, Chris. Good evening, board president, trustees. My name is JT Bar. I am a partner and landscape architect with Schmidt Design Group. And uh we are thrilled to be back to talking about the next evolution of this park. As Chris said, you know, this picture is a great represent representation of really nature-based solutions. And you know, that's that's the the belief that we
109bring to this project and how can we improve our our environment through these types of nature-based improvements. This is an exhibit that we had shared in our last meeting which really uh in as I'll reorient you north is to the right so the bay and and the beayhore bikeway is to the right um and all the graphics that you see as we move forward that will be the the condition but this was just an initial exploration of you know where and how can we locate active use amenities and experiences where are we locating the flood channel as it moves through the the project in the dark blue the bio retention basins and then looking at circulation. So very high level programmatic and what we're excited to share is the evolution of this plan as it
110has progressed uh in our working with the district and the community. So we've had a series of nine outreach events with over 200 participants and uh we've gotten a really great broad cross-section of feedback and they're really twofold. We we engaged uh outwardly with the community on multiple occasions, but Principal Griffith was also nice enough to open his doors to us and we were able to engage with the students. So, uh through a hands-on workshop with uh about 20 students, we were able to uh hear their hopes and dreams for this space. They used imagery, stickers, cutouts, markers, really any medium they could to communicate with us. And then they all presented their ideas and we got some really great feedback through that process. We have really sort of three segments of feedback from the
111students that we'll talk about. The first is those those elements that are already on campus. What are those amenities that they currently have? And so they'd like to see a new play structure, new dedicated play courts, new hard courts, new black, uh black top line stripe games, uh and community garden. And then we we we dug in and and really heard what are those experiences they don't have that they would like to see in the future of their campus. And some of the things that we heard are butterfly gardens and wild flowers, outdoor learning opportunities, nature-based play, swings, uh climbing opportunities, a crafting or maker space, nature viewing areas, trees, a scooter path, and spaces to relax and sit. And then we got some additional feedback which was a lot of fun. They really were
112dreaming big with zip lines, gymnasiums and fitness areas. So you you have to love the imagination of children. It was it was really incredible experience. And as I mentioned, we also engaged with with the community at multiple events. And the list that you see is is a prioritization uh from top to bottom of interests that we heard throughout the community, including active play, nature-based play, a dog park, walking and jogging, scooter paths, educational panels, community garden, music play, flexible grass areas, shaded picnic, bike repair stations, outdoor classrooms, nature viewing areas, informal seating areas, and areas for soccer. And so through the process of analyzing all of the feedback, we heard really great correlary between the students and the community, this interest in a highly activated place, but one that's also really grounded in nature that
113allows for those opportunities to connect with nature. As we looked at some additional written feedback we received from the community, uh we heard the desire for reservable gathering space, art that could be located within the park, drinking fountains, large trees for shade. Uh there were questions about security and access uh through the joint use park, questions about security lighting of the park, and also questions about the restroom building and how it would be ultimately managed and operated. Which brings us to the plan as we see it today. And as designers, you know, we first start with place and we want to explore and discover what is special about that place. And Bayside has this incredible connection to uh to the bay to the ecology that is around it. So the overall structure of the park
114uh as it is the design has evolved really expresses the movement of water. how we start to see how water carves away earth and you get really soft flowing and serpentine forms. And that's first expressed in a series of pathways that will lead uh the students out into the campus, but also the community in and through the park uh through a range of of trails from smaller decomposed granite trails to larger uh pathways that that can be used uh throughout the day. As Chris mentioned earlier, uh, flood management is is a core component of this project and it can be done in a really elegant and beautiful way. And so, uh, what we have here, the darker dash blue line represents, uh, that primary channel that will move water and then based upon the severity
115of different storm events, there will be a series of lower landscape areas that will capture water short term. Uh, and those will capture water in sort of the the hierarchy that's shown here with basin two in the upper left. basin three in the middle and then lastly basin four and within this area we have an opportunity to introduce a series of native gardens, bridges and overlooks. It's a place where uh the the community the students can come and connect with nature. Directly below that there is a community garden and adjacent to the community garden is a small restroom. That restroom is also directly adjacent to blacktop. So we'll have our foursquare, our tether ball, those those fun games that we see on on school hard courts. Uh that will uh allow the students to also
116use that restroom when when they're in session. Nature play was a big theme in all of the feedback. So, we have a centrally focused nature play and exploration area, and that's located directly adjacent to the gardens and overlooks that that I had previously mentioned, reinforcing the relationship of nature-based play with the nature that surrounds it. We also have a more structured playground which is located generally in the same location that it is today. And we also heard the interest in uh outdoor classrooms. And uh if you've been to the site or seen the site, there's that large uh solar array structure that's there. And we want to leverage that as an opportunity. It's an opportunity for shade. So we could have an outdoor classroom where the teachers and students can sit in the shade but
117still learn in an outdoor environment. We're also leveraging that shade for a series of picnic areas. uh one under the shade array and the other one that is directly adjacent to the playground and turf area. And this is a picnic opportunity for the community. It's also a great maker space for the students. So, it's it's another environment where students can be outdoors and learn and discover. And just to the north or to the right of the structured playground is an interpretive garden. And this is a place where we really see the nexus of education and nature. It's an opportunity to have interpretive elements, educational components that are woven through a series of small pathways. And there's an opportunity to introduce something that might be quite whimsical and interesting. The the picture in the upper right
118is a solar clock that that students could engage with and learn about uh the cycles of time. Central to the park is a large 1acre turf area uh which will accommodate a wide range of of games and activities uh for the students during recess and during PE as well as for the community. And we also heard the interest in having smaller quieter spaces. So there are series of smaller nodes or or bench locations throughout the park where students or community members can come and just sit in the quiet and be within the space. off of Emory is a fitness node and small grass area. Uh, and a thought we have here is that by managing the fencing and pulling the fencing back, this could be a small area that is open to the community throughout
119the day for use. Another larger area to the far northwest, uh, which is circled is, uh, basin number four that we had numbered. And this is an interesting portion of the site that is currently fenced and completely unused by the school. And so there's an opportunity here to have that as additional common open space that the community might be able to use. It could be independently fenced, have an access way directly off of the Beayhore bikeway. Uh but it creates additional usable space for the community. Lighting will be throughout the primary path pathways for safety and security and we understand how paramount it is for the security and safety of the students in the campus. So the entirety of the campus will be fenced and there will be strategic locations to enter and exit for
120the students. There will be multiple opportunities from the south or from page bottom uh from Bayside Academy and then opportunities for the community off of Emory 9th cherry and and ultimately the beayhore bikeway itself. So, collectively all of these pieces work together in harmony to solve a really challenging storm water condition, but also create an incredible opportunity for the students of Bayside and for the community. So, we're very excited about uh the progress uh of the plan and eager to to get your feedback. But, we have a few more slides that I believe Dennis will be speaking to. I'll turn it over to him. Thank you. >> Thank you, JT. Hi, my name is Dennis Flores. I'm a principal with Nexus Planning and Research. Um, we're partnering with the city of Imperial Beach and Long
121Beach Design Group to lead this effort. Um, so we'll come we'll we'll have time for questions about the design. So, I'm going to go into just the schedule or kind of next steps to understand where we're at. So, this is the project that started in 2021. Any kind of effort like this is you're generally looking at about a seven or eight year effort. So, we're really like halfway through that process. But we're really key point because we finished so much of the public outreach um and gotten a lot of really good feedback for the design of the park along with other features along the bike way. So I kind of want to point out where we're at to see where we're going so you understand kind of the relationship the feedback we get from you
122we go from here. So number one on the top line is that you'll see it says seea that's essentially the environmental compliance that any large project in California has to do. It's a case where it's the city of Imperial Beach partnering with US Fish and Wildlife Service for this project. There's what's called the notice of intent, notice of preparation, which is basically happened in January. That's basically not letting the public know that there is a project going on. There'll be opportunities for the public to weigh in on the design. And this is a place where we're really evaluating the environmental impacts of the project. Um, that's something that'll run through uh kind of generally end of 2026. At the same time, we're going forward the engineering design documents where it's considered 30% design right now.
123We want to get your feedback on some of the primary features of the park. We we're not really necessarily looking to dive into the kinds of playground sets things you have really the feedback today is more of like do you kind of like a thumbs up on the detention channel on the different features that um that JT was talking about at the same time other things which are less exciting but I like is actually the permitting aspect of this so we have to go through multiple agencies city of beach we're partner with Port of San Diego we go through the California coastal commission um last thing on here on the public engagement you'll see that we've done quite a bit of outreach We've done about 35 events, met with about 1500 people in the last
124few years. Um, after we meet with you, we're going to go to the city of Imperial Beach has a design review board, a Thailand's advisory committee, and then city council. So, we're coming to you first to get your feedback, then we'll take these designs to them to get their feedback. But because it's your park, we come to you first. And then what will happen is that we'll then kind of take your feedback, refine some of the concepts that we have and go back out to the public to show them in kind of uh early November and early December. Then from there, we'll actually start in on the designs. But what will happen is we've had really good and great coordination with um Superintendent Lara and also principal Griffith. So like we are in kind of
125constant contact with that. So just understand that while you provide feedback today, we'll still be kind of refining as we go. Then we'll come back to present the designs. But it is an important milestone today in terms of what getting your feedback in terms of how we move forward. Um because what'll be is we were in we're kind of wrapping up the last of all our technical studies. Then by say like early January, we really begin to run with all the engineering design documents uh with the goal of trying to get to construction of late 2027. Um so actually what's actually shown here is what I just spoke about. So the next steps here um is we're going to present exactly what we just showed you here um to the design review board to the
126Thailand's advisory board and to the Pearl Beach City Council. So anyone here you can also come to those other meetings if you want to provide comment like I said then we'll do other presentations kind of maybe late October early November but maybe right through December as well. So, I'll hand over to public comment. If you have questions, I would say it's if you have schedule questions, I'll answer. If you have questions that are general, how the relationship of how the city works with the school, we'll turn those over to Chris. Then, if you have design questions, it'll Okay. >> Thank you so much for your presentation. It's it looks amazing. It looks really, really nice. I think it's Imperial Beach. We're actually looking forward to see something like this magnitude. It's a lot of work.
127I know you guys been doing amazing job just, you know, communicating um meeting with the students, parents, you know, Imperial Beach residences. This is really good. Um I don't know if you guys were here at the beginning of board meeting, but uh there was was packed. So, uh, one of my main concerns as a, um, board member is, and I guess, um, superintendents, teachers, everybody is the security, right? Security for schools. Unfortunately, we have too many school shootings, you know, something that we, I just can't bear, you know, hopefully will never happen here or anywhere. So, I know you talked about briefly talked about that safe and security. So um I know you said the whole perimeter because of the school grounds it will have fenced up correct. >> So my my input will be
128just to high enough so it will be kind of difficult for someone to climb up the the fence. It's a great point and and traditional fencing standards at schoolyards are anywhere between eight and 10 feet tall and so that would certainly be a consideration and a detail that that we want to flesh out with the district as we go forward. >> Absolutely. And also I know in the environmental you know and permitting it's it might take a long time. So I don't know what is their uh contacts with the city officials but you know hopefully that you guys will get you know uh sooner than than later because I I know it's it's one of the toughest things to get. Thank you so much for your presentation. >> Thank you so much. This is my
129neighborhood. So, um it's exciting to see new beautiful things happen and as with anyone and anything change is scary as well. Um so, but on the design point like in some of the pictures it kind of remind the pathways and whatnot reminded me of the new park and pathways behind the gaylord. Is that your design as well? like it. >> Yeah. That that not is not specifically designed by our firm, but that is the intention. >> It's beautiful. >> Yeah. Is that it would it would have that same similar character. I think the the landscape of that project also would speak to the landscape here. It's it's native. It's ecologically appropriate. So, we would we would bring those same strategies to this project. >> Wonderful for riding scooters or bicycles, walking. Um my friends and
130family, we we enjoy that space. So, it'd be even more nice to not have to drive there. Um, but again, safety is one of my main concerns. Um, having that space that is also not a place where people can just drive by and check on. Um, did you say there's going to be a restroom that is for the public, but that the students could also use during Did I hear that correct? >> That is correct. Yeah. the the plan currently proposes a restroom which would be located here. >> Yeah, I make one comment here. This we don't know the exact place but actually there was a um and actually I might ask for help with this but actually there was a residential structure that was located closer to the opening substrate that it actually was
131recently demolished that already has the basically the foundation and the plumbing >> where the water the water building We actually may be located there. >> It's the area where the security resident was. Uh so that area is obviously open for um it's accessible for utilities. >> Oh, but that's on the south side. That's not on the bay side of >> Okay. >> I'm double checking. Yes. I really wanted to stand up there and be like, is this this part and this this part? But it didn't seem appropriate. Um um the maintenance and the upkeep when we look at like the restrooms of some of our other being at Veterans Park and when we have a movie night there, last time there was a public movie night there, we actually left because the bathrooms were not
132well maintained and um um my little ones had to use the bathroom. And so if we're talking about students using those facilities and then having a place where anyone can hang out. I mean, I've I've had some questionable thing questionable, dangerous, scary things since there's now a bike trail in my neighborhood in a space that did not used to have people in it. There have been um I don't want I don't want to be I don't want to focus on the negative but there has been okay there was there were drugs thrown into my neighbor's yard fentanyl where they had animals and children. Thank god they didn't touch them themselves, but because now there's a bike path where people can walk through and possibly worried about getting in trouble for something, they threw stuff in
133my neighbor's yard. So, how are we going to really really keep our students safe when we have people having access that is not just like walking down the street access? It's more hidden. who's going to maintain that that level of safety for our our students. >> Yeah, that's I mean safety is a key consideration that the city has been looking at as well and and part of the enhancements along the bike path is to activate the whole bike path as an official park area for the city that we're going to be patrolling and actually maintaining. Right now it's kind of no man's zone. It's not our responsibility. It's kind of shared between us and fish and wildlife. city moves forward with this project. This officially becomes a park in front of the a linear large
134linear park we always talk about along the bayfront and a joint use park that we're be working with the school district to talk about access shared use and and security along the park. So we're not at that point yet. We're actually talking about what are the hours of operations but we're considering everything just from like dawn to dusk to different hours the limited use and and depending on how much use that's where we actually start talking about you know remains and share responsibilities of the restroom facility um the restroom is know optional piece of this it was obviously a key component I think of kind of the administrator side of the of the of the school there because it's a it is a rather large park area and and even as it is existing when
135kids are out there playing there's issues with not having enough restrooms and and the other restroom is behind existing security fences of the school. So it's very limited use area. So there is a need to to consider the use of a restroom or have a restroom and we actually have utilities already in place so that some extent you know there's cost savings there at the same time. So these are all like things that we're noting in the designs now but we're not there at that moment actually to decide operations maintenance shared use hours lighting all these things are these are all discussions that give us the input today we'll come back later at a later time >> like to add the idea of the bathroom is to limit um using the bathrooms on the actual
136Bayside site it's the entire all of Bayside but the actual buildings like where the class are um it's to limit access of the public there. So, that was the idea of the bathroom there. And again, it's just an idea. Um ultimately, there'll be decisions to be made about whether or not there'll be a bathroom there. >> And I I'm all for it. I just want to know who's responsible because when there is something fishy going on on the bike trail and and somebody has called, it's not this jurisdiction. it's not under our p, you know, there's they're not really, you know, so it just kind of gets thrown around like until someone's on my property, >> then it becomes an issue. So I I just wanted to be clear of who is going to >>
137point noted and it's an important item to really refine before we ever forward anything. We don't have an answer today. >> Okay, thank you so much for listening. Thank you, Madam President. Thank you again for coming. Um, I'm so excited about this. I'm like eight years old again. Okay. I've walked that park uh since I was eight. Uh, so um I'm just so excited for that area of town. Um, it's a long time coming. Thank you, Tyler. Thank you, Superintendent Rico. This is going to be an awesome uh project for our whole town. And uh I'm I'm really excited about seeing, you know, the natural vegetation there. The city's been doing that all around, keeping the vegetation, you know, um will grow. And so, uh that little that little part up there on the top
138right, that is a that is a troublesome area. and uh Kelly shared a little bit about that area, but it is been a problem for the district as well as the um IP sheriffs and uh IB police all the way back. So when you look at that, you know, please look at it from uh where the um playground equipment is up on top and look that way. It's f right now. But um imagine you know me doing yard duty. Okay, I'm standing there and I' millions of hours on that yard. That line of sight is difficult. Okay. And so yeah, we put the fence up, but it's still there. It's an inviting entrance, if you will. And so if we're developing our well we are developing our uh bikeway pathway and uh encouraging people to
139bike more um we're going to um see that reflected there in the neighborhood. Uh if in fact uh people do take the bike way and enjoy the park but that area there is you know I just want to put the red flag on that. Um, >> if I may, I think >> we all saw that area as a challenging area. And so the thought is by creating a space that people can actually use, we can activate it and and get the types of activities that we want within that space. Something through this project that will also benefit that area is currently it's pretty dense and overgrown with vegetation and hard to see. And so through the improvements of this project, we will completely change the landscape type to be much lower. So, it'll create a
140lot more visibility and address some of those challenges. >> That'd be perfect. You know, if we could just use that space, open it up. You know, I'm I'm I'm thrilled that we're going to uh the wastewater pipes. I'm thrilled that we're going to do something about that because every year we sink and so now we're going to address that. So, I'm really I'm I'm really glad that you brought that map to us as well. One of your pictures does have lighting in it. And you know, I had to get my magnifying glass to see it, but uh it is the same lights that we have on our pier. So, I just share that with you. Uh dog park. That's interesting concept because they thought it was a dog park in the first place. Uh people
141do bring their dog and that became a problem. Custodians had to go clean it up, you know, every morning. So, uh I just put that on your radar. Um, I just love the solar clock idea. I thought it was for skateboarding. So, we're gonna have to put no skateboarding. Okay. But that solar clock idea is uh I never seen that before. So, you know, put that on your, you know, on your top five. Okay. Uh, I like the benches in the tabletop area sitting round tables. We kind of did that up there by the estuary. That's beautiful. So something like that would be very very very nice. I agree with Kelly about the bathroom. Um the kids are used to coming up to the bathroom. Um the upper grades where they are, but the playground
142is so big. It's so big and underutilized. So I think that uh a bathroom kind of like what we have at the sports park, we just redid it, right? It was cheap. Well, not cheap, but it was better than, you know, building from uh wood. But something like that would be great, you know. And as far as the mechanics go and who does what, I'm sure you're going to come back and share that with us. And um I'm just excited. I hope I'm sitting here when you bring back. Thank you. >> Thank you for taking the time. I did want to point out that the I I we really appreciate the comments and I do want to say that the everything you've brought up has been very consistent with what we've heard from the public.
143It's a balance of from the very beginning safety was the number one thing that that drove this process not just for this park but everywhere along the bike way. So I think one thing I do want to point out for the general bike way this goes back to the Sweetwater Park that's over by Gaylord. We're actually following that same design for the new bike. Part of it is to have continuity, but it's also the Port of San Diego manages that they've actually had good success in terms of it's it's relatively open as JC JT mentioned. We're also working with them and identifying the the landscape pallet they have like the the plants that are there. So, some of those that are taller, we're not going to do those. So, for the most part along the
144bike way, it's going to be relatively low. The other thing is that um there's areas where like just north of Bayside Elementary School. It's kind of like a grassy area. We're actually lowering that. So that becomes wetland area. What happens? You actually we're doing design so you're actually going to limit access for people adjacent to Bayside Elementary School by actually lowering that to make that water. So that's kind of purposeful. Number one, it's good for the environment, but also does mean you have areas where people just not go into. So that's part of the design process we're going through because that is that is the number one concern of everyone whether you're living right there, you're living in the neighborhood or you passing through. So, I just want to be clear to everyone that that's
145the number one thing. We're well aware of that. Um, that drives that's that comes in every decision we make. And also like when when we're looking at the levy at parts that are like right behind the homes where right now there's I mean it appears to be that well right now there's there's gate access that is is locked and and neighbors have their choice of how they create privacy borders and whatnot. But I imagine that then if there was a levy then people are like I don't know looking down on the backyards or is that water now getting flooded into their backyards and that's more of like not school stuff but neighborhood stuff but accessibility to the neighborhood and um the safety for them as well. >> Yeah know that makes sense and I will
146say that's not part of Bay Elementary School. something we've worked with the residents very closely especially along seven street. So we've come up with a design that they we've gone back and forth for quite a long time until they were accepting of a design and really so we'll present that to city council. The short of that is that we do elevate the pathway there but we're actually pushing it away from their properties. They still get public access. So what happened was generally for most people the pathway is right next to the property. So they have access but when looking now it gets pushed away then being elevated actually while it's a little bit higher they actually get a little bit more privacy but what it does is it addresses all the current flooding that happens
147for them. So or they're getting flooding along seventh street from the back. You have a stronger backs up. We're taking care of all that. So I think everyone there is benefiting right benefit from the very beginning along seventh street and they still yeah that's one thing that they asked. They had they were that was one of the requirements they still want to ask. So everyone still gets access to like >> Thank you. Thank you. That's very exciting. I'm sure it's going to be absolutely gorgeous. Um and it'll be cool to see all the kids coming and families coming to play and be outside. So, that'll be awesome. Thank you again. All right. Next we have our LCAP. Thank you, Assistant Superintendent Pamela Reer Montiel for our LCAP revisions, welcoming environments and safety security updates. Good
148evening, President Lyer, Superintendent Espinosa, members or trustees um and those that are still with us this evening. We have an an LCAP update for you. Just a reminder that the LCAP is a three-year plan and it does describe our goals, actions, services, and expenditures. We are required to have an LCAP. We cover the eight state priorities and we do work very closely with our educational partners. We are in year two of a three-year LCAP. Again, that LCAP was written on the foundation of the mission, vision, and values that the board adopted. We have three goals and so we will have three short updates for you this evening. But goal one is effective organizational systems, which you will hear more about this evening are some items from goal one. Goal two, district and school climate, culture,
149and connectedness, and you will also hear a bit about that this evening. and goal three is academic excellence for all students. So again, tonight's update will include a little bit about the LCAP revisions and the final um San Diego County Office of Education approval that we received and then short updates on effective organizational systems and goal to the district um and school climate culture and connectedness. And those presentations will be done by our assistant superintendent Lara and Griffith. So quickly, I'm just going to share with you there were not any huge LCAP revisions, but the county always recommends that we come forward and share them with you so that if you see something that's different than what you adopted, you are aware of what was changed. So they provided their um their review and their
150information to us on July 24th of 2025. So again, you adopted the LCAP in June, so it's after the fact. And this is the table that they provided us about the four criteria for determining LCAP approval. So you can see that initially we had not met the first one, we met the second, we had not met the third, but we met the fourth. So that simply means that there was an area in or something in each of those areas that just needed some final revision. And so when they provided that to us, we went ahead and made the revisions. And then as of August 1st, we met the first one, the adherence to state board of education template. And then um the last one we had to work on were the expenditure regulations. And there
151was additional information see expenditure expenditure table below. I know it's hard to see and I tried my best to kind of cut and paste it all together, but I wanted you to see what we they were talking about because they actually shared with us the page number, the action, and then they just gave us that information um that we needed that or was missing. And so some things are very simple like there was a check mark. And if you don't check a box on the LCAP, then it might have that domino effect of not filling other sections in the LCAP. So you can see my comments in there as well, like on the 31st where I say completed or on the 31st I say I added uh $1 because in 3.8 all of the expenditures
152are reflected for 3.8 eight and 3.9, but 3.9 could not go through approval if it had a zero in it. It couldn't have a zero. It just wouldn't allow it. So, all of those little details are in that table. And then, um, lastly, in the expenditure table, it was that some of the LCF funding was marked contributing and some was not. And that's where it gets a little bit um difficult in in the template is that if you check that it's contributing meaning increasing or improving services for students then you have to provide a narrative and more information. So that was where we had to just do some slight changes in there and you can see it says action 2.6 six has been changed to no because I had initially said yes because it's hard
153to say that ELOP before after school clubs tutoring how does that not improve and um improve and increase services to our students but it was like okay take that out because it it doesn't it's not out of LCF that's supplemental and concentration so there's just these little nuances that we had to go back and So, we did that and then uh amounts were verified by Amanda Davis on August 7th and at that point we were done. Um she's from the county office of the fiscal department. So then we received our approval and this is the letter that the superintendent um received indicating that um it had been approved and that it's determined that it meets the four bullets that you see there as far as the criteria and therefore the county office of education approved
154our district's 2526 LCAP and this was a letter from Dr. Gloria Saresa um on August 22nd or dated August 22nd from 2025. All right. So at that point this point I'm going to go ahead and turn it over to our assistant superintendent for their updates. >> Hi again. Uh so I'm here to talk about the safety and security um alignment. Uh well, first let me start let me step back. I'll be presenting on the facility side, the infrastructure and the safety improvements as we've made there. Uh but before I do, I do want to talk about the the alignment to the LCAP. Talking about safety and security and it's not just the facility side, it's both staff and the facilities um are both work together uh to create safe learning environments. Um, so the connection
155to the LCAP with priority six school climate that really focuses on the safe and supportive learning environments for all students and that's the the the staff component, right? The staff supports the em emotional u well-being and safety of students. So there's that piece. Um, and then priority one, the basic services component. That's that focuses on the basic conditions conditions for learning and that includes the investments that we make on the facility side. Uh so tonight I'll be talking about the the phase one of the safety and security initiative and that's about the physical safety um and accessibility to the learning environment for kids. So again that connection really uh to the LCAP and and the connection to really it's a district-wide focus. So phase one, the I'm going to start with the security cameras and
156that was back in 2425 where we started. Well, the work started a little before that, but the installation um and upgrades started last school year. A total of 254 um were installed districtwide. $1.9 million were invested. And I'm going to show several things that we did around security. And that number is not just the security cameras, but the entire project from last year around safety and security measure X fund. So, bond dollars were used. Our bond language um part of the bond language is to make safety uh improvements, safety and security improvements. So, we are able to use our bond dollars to make these improvements. Some of the highlights of the cameras that that were installed, um we it included a professional monitoring service. So, you know, during after hours where there's no staff here,
157um it has night vision capabilities and if it detects anything, uh we are alerted. So, we are able to be alerted, uh and we have the access to the live footage to see if it's, you know, anything that we need to be concerned about and um you know, call uh first responders. Many times it may be an animal. Uh many times the cameras are capturing someone walking by. Um so that tells us that maybe the camera is is not in the right angle or location if it's capturing too much of that. Um, also if any if we're not able to respond or the MOF team who's receiving these alerts or sometimes it's also principles, um, if we're not able to respond for whatever reason, uh, then the monitoring service does call dispatch to then be
158in touch with them and see if they need to tend in the matter. It also has the capabilities of um, what it's what is called um, person of interest alerts. Um it uses facial recognition to alert us if there is for whatever reason someone who is a safety concern to the district. Um if it's someone that we have notified or we have been notified should not be on our sites. Um the cameras detect that person if if that person is coming some it can detect the license plate as well and we are alerted instantly if someone is approaching our school sites and then we can take the appropriate action or call the appropriate people to ensure um to address that matter. Um, so a a great safety feature. Uh, we have had to use it
159a couple of times uh in the past. So, it has already come in and talked about that sends a real-time notification uh via email. Um, I believe what we have is the SMS component. Um, and it sends a screenshot of the person in a leak so that we can then go directly to the live coach. Just a couple other pictures of the cameras that I'm sure you've seen districtwide. The other part of phase one is the access control and um 19 intercoms and 11 vehicle gates have been installed as of now districtwide. Again, a couple of the pictures there. It's a cloud-based solution. So, it really allows us to integrate everything, our hardware, our software. Um, then we're able to manage the credentials to manage site access. and it integrates with our security cameras. Um,
160it also has an emergency response capability and that's this is something that's in progress at this time and that we're looking to implement or have started to implement up but not fully. So it capability of a one tap to to lock down that door from the outside. So an example be let's just say there's a secure campus um needed type of lockdown. there is a potential emergency outside of our sites, something that may be harmful, we are alerted of that, um rather than having to have somebody come out and and lock that door, it can be automatically um locked from the outside. Now, usually it's should be already locked during the school day, uh but that need just for whatever reason if it's needed that we're able to do that remotely and and ensure that
161that it's locked and it's something we are working on right now to ensure that we have those capabilities. Um, I mentioned the vehicle gates. As of now, we have uh staff people piloting that and there's several ways that um we're we're we're having the gates open. Can be a badge that's hanging from the from the cars. It can also be the license plates that it reads and then it allows the gate to open. Um I believe that there's also a sticker that you can use. Um, so there's various ways that we can have the gates automated with, you know, for certain people only, but we're looking at what the best way is. Some people may not want a sticker on other cars. Now, if it's our vehicles, our our m our our fleet, then it
162shouldn't be a problem. But when it comes to any personal cars, um, we have not given that access just yet because we're trying to find the best way to to to manage them and to decide really who we provide that access to. see the the office monitoring system there from the outside from the inside. Another picture of a school site there and a closeup of what office staff sees um as they're monitoring throughout the site and also monitoring allowing someone to come into the office. So that was phase one 2425. Uh what we're considering now in phase two are additional security cameras and and access control areas. So what we've started to do with principal with site principles is ask them where do you see a need for additional cameras and to identify those in
163a current site map. Currently, our MOF team are are are collecting those and we plan to add those additional cameras this school year and also uh continue to increase our access control uh capabilities as well. Measure X funds are have be are accounted for. So now with our new bond dollars, measure PP funds would be used to to pay for this. U measure X was our last issuance of several years ago. Um it's it's accounted for what I mean that our energy project part of our our energy project is um you know the work is still being done. So as it's completed then we're we're paying that out. So yes it's it will be. So again these are current considerations uh ways to enhance our safety and security throughout the district. Something that we're exploring
164is the crisis alert system. And what that is, it's a wearable uh panic button that, you know, it's kind of the size of a badge. I don't have my badge with me, but I don't almost would fit with your badge. And it integrates with our current security system. And it's a it's a two level um there's two ways to activate it. If for some reason there's a matter that the principal needs to um be alerted about at the playground, someone is really hurt, um you know, an altercation between students, then the outside staff can press that button a couple times and then it's an immediate alert to the to the administrator. Um if for some reason, you know, the walkie-talkies or the direct contact is not available. Um the other one would be multiple presses
165to the button to the panic button and that would be an instant alert and more about a lockdown. There is a threat on site. I don't need to pick up my phone or my radio and try to contact anyone. It's an immediate alert. Um which also our police department would be alerted immediately to as well. Um so it's able to inform staff and also it's kind of like a 911 direct call. Um, and what is good about great about this system is that there's inter um integration with our cameras. So, you would quickly be able to click the link. Again, I'm we're exploring this. So, we're finding out this information and then have live footage from a dashboard to see where exactly the emergency is and what exactly is happening. any partnership with the police
166department obviously you know will require a partnership with the moou in order to provide that access but uh it would be something we we take care of uh another uh another feature that we're exploring uh is access control is a lockdown feature show the next picture there they are um these are more about classroom doors or you know doors here around Burus um and those would be instantly secured if there were to be an emergency um at a high level again a lockdown. So those button you know the buttons there's a lock down the doors would instantly lock. That saves time where staff does not have to go to their door. Sometimes it's already locked but they're probably going to check is the door locked? Let me close it. Let me make sure everything's good.
167These automatically lock. Then integration with the panic button. There is also a mobile app and um you know a partnership with the with our first responders. Another consideration is the the training. So with all these new potential enhancements to our infrastructure, uh training would be required for all staff. Um but training not only about the infrastructure but also looking at just training about um the the um best practices when there if there was to be a threat on site if there was to be an emergency um best practices for all staff to follow would be also a next step of training as well. So training for staff around best practices, what to do, um, and also training around the the different enhancements that we're considering. So if I answer questions now at the very end.
168Okay. So I'm gonna ask our assistant superintendent Griffith to come up and then we'll be happy to answer any questions that you may have. Good evening, President Leer, Superintendent Espinosa, board of trustees. Um, tonight I'm going to give you an update around welcoming environments um connected to LCAP goal 2. Um, when we started this work um a few years ago in 2324, we developed customer service standards based on best practices. Uh we really focused on face-toface etiquette as well as phone etiquette um and in our offices along with our parents that are connecting to our teachers and our classified staff. Uh we vetted these standards as recommendations through all of our stakeholders. Um so meaning our union partners along with our management team um in order for us to get those off the ground. Um
169and again they're best practices that are recommended um through the human resources department um through research related to customer service standards. Um in addition to that we started focusing on our parent and community volunteers um to try to increase the number of parents um that were volunteering at our school sites. Um and we've increased that number to roughly 1,200 at this time. Uh when we started this work we were well below 200 300 official um folks that were considered volunteers. Um that number is growing daily. Um if you're in the human resources department at any point in time uh throughout the week, you will see multiple parents that are coming in uh doing their fingerprinting process and moving forward through the onboarding that we offer for our community volunteers. Once they complete the onboarding process,
170which is very similar to what a new employee would go through, uh they are then deployed to the sites. Um, and so then the sites understand who has been cleared through the process. Um, they then have their community volunteer badge. Um, and they're able to be deployed to help and support um, students and staff based on the direction of the site administrator along with some of our um, support for community volunteers. Um, in addition to that, we are focused on staff recognition in our employee of the year committee. Um the employee of the year committee for our classified and certificated staff has been in play for many many years. Um and the process has not changed over those many many years. Um so right now we have formed the committee that we have a shared
171responsibility of really looking at the employee of the year committee process um and determining areas that might need to be approved or things that might need to change in order for us to move from an antiquated um document to something that is more relevant to our current practices and our current positions that are in our system. Um when we think about this for certificated staff as well as classified staff, uh the county office of education, they have guidelines in which we recommend um folks that are moving forward to the county level. Um so still making sure that we're keeping in the spirit of those guidelines. Um but also opening the opportunities to recognize multiple different types of employees um that may or may not participate at the county level. Um, in addition to that, our
172committee has talked a lot about recognizing administrators. Uh, they're currently not a part of the employee of the year process. Um, they are recognized in different ways throughout the year. Um, but really looking at that of how we can recognize all employee groups. Um, including administrators along with our classified and certificated staff. Um, in addition to that, um, really trying to look at ways to recognize, uh, staff members for their dedication and hard work throughout the year in a more informal way, um, but not just our formal time once a year. Um, we have lots of sites that recognize their staff, you know, all the time, um, at the site level. Um, but this is looking at it from a more district approach, um, in order for us to be able to recognize those individuals.
173At this point, we've had two meetings. Um, we will probably We are meeting again after fall break. Um and at that point, uh we have already completed the work related to the employee of the year process. We're going to be reviewing those final documents at that next meeting. Um and then also the committee members are out surveying their staff at this point to determine different types of things that um staff would be interested in for recognition um in a more informal way throughout the school year. Um in addition to the employee of the year, uh some of the areas that we're looking at in terms of uh deter to determine whether or not we are successful um as we look at the staff and community experience, uh we're looking at attendance rates for both staff
174and for students. Um we know that people that are um healthy and well and also enjoy the environments in which they're working and attending school, that tends to indicate that there's some success. So, we're looking at those attendant rates for both um along with student performance. Um if students are at school regularly and attending classes um then their chances of being academically successful are greater. Um along with the California climate health and learning survey, those surveys um which you're familiar with already um they include surveys for staff and parents um and also the parental involvement that I mentioned earlier connected to our community volunteers. Um, with that being said, we are looking at partnering with Keenan. They also provide different types of resources um, as one of our partnerships um, in order for us to
175really look at um, overall mental health and support for our staff members um, along with our community members. Um, as we think about goals for this year, uh, we are hopeful to continue strengthening climate and culture. um that we are really connecting our data and that is informing all of our action plans moving forward. Um and that you will see an increase in employee recognition opportunities, professional growth, um satisfied workplace environments, and also an increased family engagement and happy to answer any questions that you might have for the three of us. Thank you so much for the presentation um Pamela. It's it's actually really good to hear that we did have a recognition by the Gloria. Is that her name? Gloria. >> Yeah. >> County Superintendent. >> Yeah. Is that for certification for the uh
176LCAP? >> Yes. That's the official notification of the LCAP approval. >> Approval. >> Yes. Thank you very much. Um, I do have questions in regards to the safety and cameras and I know this is one of one of the things that I I did ask and thank you so much. Uh so I do understand that the uh as I'm looking at this um is a a professional monitoring services is that something that we have an a contract agreement with with this specific monitoring >> agency company. >> Yes. So the initial contract with um when we purchased all the the the devices, the cameras and access and the access device access control devices and the um labor, it included the the the overnight monitoring services. So it's it's part of the the initial agreement. So I
177understand the um is there like a hard drive that we as a district or each individual school site will have or just something that the company will have? >> Yeah. So there there's a dashboard that every administrator and that we have access to obviously administrators have access to their sites. So they're able to go back and review if I'm understanding the question correctly. They're they're able to go back and review any footage I believe up to 30 days. um anything that they find they're able to download and save. Um but it does we don't have unlimited access to all the recordings. So after 30 days we do we do lose access to that footage. >> Is that so is that like a hard drive? Is that the cloud that we >> It is cloud-based. >>
178Cloud based. >> Um now obviously if we were to download it then we save it we're able to save it into a different separately. >> So a cloud-based um yes. >> Okay. So, let's say that something happens at night, who has access to view the live uh footage or the messages they're being sent to? >> Yes. So, I'll give an example. Let's say after we all leave the epicenter um it's locked up, it's um and someone's on site and the camera catches that movement, we are alerted instantly. Uh so, phones, we have the app. We we receive a notice on the app and a text message, I'm sorry. and also an email. Um, it comes with a link and it show the link arrives, you're able to click it and then you're able to view
179the footage. Um, now usually our MOF team, they are the ones who are our first responders. They view the footage. Uh, so they're able they make a decision based off what they see. Uh, so if it is a something that requires um our police department to be contacted, then we take those steps. If like I mentioned before, it's something that was some movement that was captured by the camera, then um then we don't take any action. Now, the first the the service will also view the footage if we're unavailable and then they make a decision based off what they see and are able to contact the police department directly. >> Yeah, that was that was one of my questions, but thank you. >> Yeah. Um so I understand that the uh during the lockdown uh
180and I know that they have those the the device that they you know able to do a lock down on the door itself. So and I know that some teachers not saying all of them but sometimes they prop the doors open. Is that going to be some sort of uh training awareness of what's going to happen that could happen? Yeah, we we would all have to have the buy in and the knowledge and the practices in place to ensure that whatever we put in place work appropriately. Uh so how I mentioned training around not only what to do in case of something but also um how to how to manage and use our our upgrades would be part of the knowledge that we need to provide to everybody. Um but yes, uh we were talking
181about the door. Sometimes they have the door block there, right? Makes it easier access for kids to come in and out. Um usually the door is locked. So how I mentioned the immediate um buttons, the buttons would immediately lock all doors. Um this would then obviously the door's propped open, it's still open. So we would need to ensure that um there's other means to keep to to ensure that the doors are are closed. Otherwise, the teacher would still or any staff member would still have to go out there, take off the door block, and then close the door. So, um there isn't that immediate locking the door. >> And we if I can add just add something to that. Um I thought I heard you say we we have those yet. We do not have
182those yet. We don't have the automatic lock at this point. That's something that we're looking into. That would be an additional um and that is actually really, really, really expensive. So we're we're looking at that. Um but also above the buy in that is where we would start right we we want to make sure buyin and knowledge we want to make sure that all our staff understand the importance of these safety uh you know these safety additions. One of the things that we learned from Valde, they had a lot of safety measures throughout their schools, but what was happening was the practice of not following those safety measures. So, yes, the buyin education, that's number one, but also the follow, right? How are we going to follow up to ensure that if we if we
183add a safety measure, it's being followed, right? That is going to be the key. How do we follow up? How do we ensure that this is happening? Because when it doesn't happen, we have examples of what the outcomes are. Um, and one of the big things that I want to add, we have done a lot since, uh, you know, when I was the board gave me the directive to improve safety throughout our district. U, we have done a lot. We've added a lot of a lot to that. But one of the things that I've learned through all the work around safety and school safety specifically is that we cannot make fortresses at our school sites, right? We can it really is about time. How do you save time on response? So a lot of these
184things, the panic button, it's about time. The faster we can respond, the better it is going to be for the community. Okay? if we're able to lock down a lot faster, it's going to be better, right? And so that that is really the key. How do we mitigate how do we lower um the impact of you know an intruder or an emergency? >> And the final question is um do we have a completion date? And I know there's some other features that you know they can also be look at. >> So the additional uh cameras we hope to have done this year um that the sites request. Uh what I what else was under phase two? Those are current considerations that we still would have to make decisions on if the board chooses to want
185to move forward with. Uh so a timeline I could say that the timeline to make the decision would be this year but then we have to do the work around the contracts and setting up the timelines to get the work done and to receive the materials. But once we know what we're going to do next then we'll be able to provide another update around timelines. >> Thank you. And the final question is for um Nelisa the I see the uh I'm trying to um so do we still as a district are we still covering the background checks for our our parents and community for volunteers? >> Yes, we we still have uh funding for that. Um, so we're working with families that indicate that they need support in those areas. Um, and we work directly
186with school sites because they also provide us with that feedback. >> Great. Thank you. >> I have a couple of questions regarding um customer service. So I see that you added uh professional development growth. Um, How how is the staff being trained? Who is being trained? How are we following up on training? And I have a couple more if you want to answer those three. >> And that's just for our understanding just specific to customer service. Correct. >> Yes. >> Um so there's a variety of different ways in which that professional learning happens. Um so we can talk a little bit about our onboarding process um that we have recently revamped. Um so let's say you're hired as a new employee. We launched that this year. Customer service is an area that we heavily emphasize
187during that new employee orientation. Um for employees that are currently in play um and working at school sites or within departments, then we talk about this a lot at district leadership meetings um in which supervisors are then working with their sites directly. And again, as we rolled this out, we worked with our union partners on these areas of standards. Um how is that checked? I believe is the other part of your question in terms of how that's being implemented um and who's successful at implementing those uh best standards or best practices. Um a lot of that is working directly with supervisors and school sites um along with feedback that we're receiving from our community. Um so when I mentioned earlier about the survey component of things, um one of the parts of the surveys that
188we're launching this year is really around getting um customer service feedback from stakeholders outside of our district which would be our community partners. Um so I'm a parent, I walk into the office or I'm a parent and I walk into human resources really using that as data, live data on how families are feeling um based on these practices. So there's a variety of different ways um uh in order for us to see how well that's going and then providing feedback if and when um those areas of concern present. >> Okay. So I'll be looking into the future to see what um how is it going to be measured and if the plan will be um being successful or not and how are we going to fix it if it's not like what will be the
189next steps on that. I'll be looking for that information. Thank you. Melissa, >> thank you, Trusty Medina, for um sharing your thoughts about customer service. Um customer service uh has been on our radar. um in that um there's a lot of um say negative but negative noise out there that has uh spilled into the school sites and uh as a result um many of us here have um faced that negativity when we go visit school sites or or go to a school to pick up a child. Um so the professional development I'm I'm just sharing that it really needs to go across the board. >> Um not just the office staff, you know, um the culture of of this district. Um my goal, okay, my goal is that everybody gets along, everybody's nice to each
190other. You can't be nice, you know, say thank you and walk on by. Uh but the negative looks uh the um the body language um that we have had uh towards us is unacceptable. And if they're doing it to us, they're doing it to other staff and they're doing it to children. And uh that we cannot have. U parents need to feel uh valued and our students need to be feel safe. And so I would hope that customer service includes everyone superintendent um including uh all classified who are the immediate first uh connection with children and parents uh from the minute they step on on the bus or in the food line until they go home. Um, our families deserve no less than uh the respect from anyone. And certainly, um, I hate to say
191this, but they go behind our backs and they go like this. Okay, these are our staff. Um, I don't know what this means at my back, okay? But to me, uh, you're in my space, okay? Uh, nobody should be doing that. Professionals. These are professionals, you know. I don't know what you're going to do with that, but that shouldn't happen. Um, and I hope we never have that situation again. Um, the volunteer badge. Uh, thank you for bringing that up. The volunteer badge. The volunteer badge. Life touch comes in takes pictures, right? Not anymore. >> No. Um, so as I mentioned in the presentation, our volunteers are onboarded just like an employee. So the badges come from the human resources department as we are the only staff that can prove that they've been cleared and
192vetted. Um, so just like if you're a new employee, then you finished your onboarding, part of your onboarding process would be for you to come into the HR department or for you to have your badges. So the same thing happens for our volunteers. So the badge I've seen our volunteers wearing them might be changed but it says staff not volunteer. >> I I think you might be referring to an older badge. Uh this is a newer process. So again this is starting back in 232 24 when we became fingerprint rollers. We were not rollers before. Um and so that is now something that we have access to. So it says parent volunteer. >> It does. >> Good. that that kind of like mixed a lot of people up when when children don't know who to
193go to. >> Yeah. It's it's differentiated between staff members um and volunteers. >> Yeah. Especially when uh you're a volunteer and you're just walking around the school and um not, you know, going to a classroom or volunteering or whatever you're doing and you're just passing through the school like that and you have a badge that says you're a staff member. when we know you're a volunteer. >> Yeah. And so what I'll say about that is that we have principles and school site leaders um that are in charge of the volunteers along with the staff members that are on their campuses. And just like a staff member is required to check in using the Verlata system. Same thing happens for our volunteers. So they're entering through the office. um they are held to the same expectations
194in which the supervisors that are in charge of their group of volunteers that have been cleared um are upholding those components of safety because it is about safety. We need to make sure we understand who all is on campus. You know, it's the same thing for me. If I go out to a school site and um while everyone may know who I am, if that school site isn't expecting me, I still am required to check in through the office. So, if I am walking around campus, um, then I should be walking around campus because I have a task to complete as a volunteer and someone has directed me on what those tasks are. Maybe it's I'm making copies and I'm in the parent center or maybe it's I'm, you know, helping escort X, Y, and
195Z students with a certificated staff member, classified staff member within vision of me um to help support whatever those needs are based on the site leadership. Uh, one more question for you if I may. Um, several trustees, not our trustees, but other school districts have asked us about asked me about the check-in at schools. Um, what system we're using and if that system does a background check on the person that's coming on to our um, school site. Um, I'm going to defer to assistant superintendent Laura for that piece. We do use the verata system and some of those components run through our technology department which you're aware is under my division but the safety components of all of that and how that works. I'm going to defer to >> the question is if um visitors
196to our sites have get background checks when they check in. Is that the question? >> Yeah. as a system that >> so the from understanding that and we're implementing it this year. So the the new cotta system um as someone first signs in uh it requires the driver's license information or some form of ID. Uh the system does notify if it should be if it's for some reason a person of interest that um the we need to be aware of. So then the office staff is alerted and then the office staff would then contact the site principal and that person would then be asked to have a conversation with the site principal. So the site principal can follow. So there is some form of check. Um is it a full background check like we do
197with our fingerprints? I I don't think it's at that level. >> Yeah. So >> database check. >> So the system does do a red light or something where the secretary One moment, please. >> Or or anyone on the other side. Yeah. Who's checking? Yeah. That there is some type of alert. >> It's interesting to know. Um let's see. Uh professional development. I think that's a really strong thing that we really need. Uh you know, people say, why do you why do you keep doing the same professional development? Well, this year I've seen a lot of change in that professional development. Um but um complaining complaining about uh restorative justice professional development um I don't know maybe this is a question for Pamela Pamela professional development uh for now I'm brain dead um professional development for
198teachers this year have been really good. Okay. What I've seen on social media and the reports that you're uh releasing our teachers by grade level and they're coming in to learn uh new strategies and math. Um so that's a continuing piece that that you brought in last year when you when you looked at your your pathway forward with your uh uh consultation committee. Remember when you came we're going to start on July one. You told us last year. >> Yes. So is this part of your >> Yes. So this so what you're referring to is this year that we have been releasing grade level teams all teachers um to to work on the scope and sequence. So the standardsbased scope and sequence for ELA, SLA and EL. So we have um aligned the EL standards
199to the ELA standards and then they're coming in by grade level teams. We have four dates scheduled for the entire year. This what you've seen is a quick turnaround of several because we did unit the scope and sequence has four units for every grade level. So they've they're going through unit two right now. So unit one fell a little bit after unit one started because it was after the school year started. Unit two we're getting in now before the fall break so that teachers can plan for unit two before unit 2 starts. Unit three PD will happen in the same way before unit three starts and the same thing with unit four. So that yes that is what you're referring to. >> One more for our assistant. One more for when the company came and
200gave us a presentation about our security cameras and the like and what this system can do. He mentioned that it has a sensor for and I said for polluted air. He goes, "No, not yet, but it will pick up smoke like baking." >> Have we had any experience on that? >> So, I think what um you're referencing is there are um and these are very popular in high schools um where there are certain sensors that are placed throughout the uh campus that alert um administrators of of vaping and smoking. Um we do not have that. Um but I think there are those capabilities. I don't remember if Vericotta is the one that has that, but um I am aware of those units and and they are used throughout the um different school sites. Um what
201I did find out through that initial initial initial research is that what kids do is they end up just going somewhere else. They know what's in the bathrooms. Um so they end up doing their thing somewhere else, which makes sense. Yeah, >> thank you for that. >> Thank you so much. I just want to say the irony is not lost of me that we went from safety and security into welcoming environments one to the other. Um, and I appreciate what superintendent said regarding we do not build fortresses. We want to get the most bang for our buck when there's all these fancy things that we can get. What is the bang for our buck does not seem like the best term to use either. Um, but just because it looks fancy doesn't mean it's going
202to be we're going to have buyin from all of our teachers, even if it is just propping the door up. I love the little thing. Um, and that's all I have to say about that. So, thank you all for staying and have a good night. >> Yes, darn it. >> We're not done. >> I'm sorry. >> I have a Pam. Sit down. So, we have a few more things to say. >> All right. So, >> future updates are on the slide. >> Okay. I'm sorry. Next on the agenda. >> Okay. >> So, >> we have a future. Oh my gosh. I apologize. I'm so sorry. It is >> We're consent calendar. >> Consent calendar. >> Okay. Yes. >> Thank you. I move to approve all items on the consent calendar as listed, including the superintendent's
203recommendations for denial or approval of leave of absence. >> Second, call for the vote. >> Medina, >> yes. >> Ler, >> yes. >> Esparza, >> yes. >> Can motion passes four zero with one absent. >> Okay, so moving right along. I so apologize for that. I 11 future agenda items. This at this time each trustee must may suggest one topic for a future board meeting. Anybody? No. Lovely. Okay. Communications from the board of trustees. No communications from the board of trustees. >> All right. So >> yes, thank you. >> I would like to thank all the teachers that they took their time to come up here and, you know, public comments. Every single one was, you know, it's important for me to understand what what they're going through. I totally understand. I totally support support
204support you all the hard work that you put in for it and honestly we as a district we need to work together work as a team and I encourage the uh the district and the teachers and everybody staff just to work together and then come up with solutions will do it for the students. Thank you. Jesse can >> um I don't have too much to report this evening, but I don't know if I shared, but uh last time um after our meeting, I went to Bayside School. I don't know if I report that, but I went and visited Bayside School. Did I report that? I don't know, but I did. And tomorrow I go to Barry. So, um it's been a long week. Um, I did want to uh acknowledge our public speakers tonight, especially
205our ASB president. It's the first I think that our ASB has been in the house. So, I want to acknowledge I think her name is Emily. Acknowledge her presence tonight and thank her for coming and hope that she'll return and give us more about what her ASB program is all about. Um, let's see what else. Uh, I want to commend uh um the people that do our bulletin boards. They're beautiful. They're brand new. They're shiny. Um, so um kudos to all our schools and our and people that are responsible for that. Superintendent, please share that with our staff that uh it is beautiful. Um let's see here. um have some other asks, but I'll just talk to the superintendent about that. But, uh the the committees, I think it's real important about the committees, Madam
206President. The committees, the parent advisory committees and the staff advisory committees. Okay. Um I attended the PA parent one. I attended the staff one the other day. Um, both these for the new year, both of these were the room was full. The room was full. So, but the parents that came tonight were not in that room. I invite them to come to our next parent advisory, a district parent advisory uh committee. And I would hope that our principles put that out there that um we encourage all parents to come not just to this podium but to our conference room and share their thoughts because that's where the magic happens. Uh and on that note, I think that would be it. >> Thank you and and thank you to everyone. >> Thank you. It's been a
207long evening. I'm gonna >> Can I one quick word? If Emily is still listening, thank you for bringing that up, Cheryl. If Emily is still listening, what I remember is that she was going to reach out to come and shadow me for the day. So, it sounds like she was waiting for us to reach out. So, we will reach out to her to see when she's available to shadow for the day. Again, being a student, we don't want to take her out of class, but I am happy to shadow her as well. Thank you. >> Thank you. Okay, for real this time. Have a good night everyone.