Board Meeting - October 21 2025

001Good evening. I'd like to call this meeting to order at 5:00 PM and announce that the board will meet in close session to address items one through five. Uh, Mr. Superintendent, do we have any public comment on items one through five? >> We do not. >> Thank you very much. Then I'll close public comment and recess into close session. [Music] Good evening, everybody. Thank you. All right. I'd like to call this meeting back to order at 6:04 p.m. and announce that the board met in close session and no action was taken. Good evening and welcome to the Elkrove Unified School District board meeting. Live streaming of full in-person board meetings is available to the public by using the link located on the district's website. Today's meeting is being video recorded and will be available on

002the district's YouTube channel. We encourage you to attend meetings and share your feedback with the board. Your active participation is valued and contributes to the decision-making process. Some information on public comments. During regular board meetings, the public may make public comments on items on the agenda or items not on the agenda. Requests to make public comment will be accepted for an item up until the board president introduces the item. Generally, members of the public will have three minutes to address the board. If there are 15 or more comments on a specific item, the board will reduce individual comment time to two minutes each. If there are that there are 30 or more comments on a specific item, the board will reduce individual comments to one minute each. Individuals may not defer their time to another

003individual speaker to increase their total speaking time. Please be mindful that district students may be watching. You are encouraged to address the board and the public in a respectful manner such that all those observing from children to adults are made to feel safe, welcomed, and valued. The board shall not permit any disturbance or willful interruption of board meetings. Persistent disruptions by an individual or group shall be grounds for the board president to provide a warning and then to terminate the individual's privilege of addressing the board. All right. Uh for our land acknowledgement, Mr. Jung occupy the unseated territory of the Miwok, the original people of the skies, land, and waters where we work and learn. The Miwok have cared for these lands since time immemorial. They continue to teach their traditional knowledge that comes from

004and responds to the needs of the land and people who share it. May our daily lives and work, teaching, learning, leadership, and community engagement support the evolving vision of the Miwok for their community and these lands. May we strive to acknowledge the past for the betterment of our future generations. May we look to our tribal partners, the Wilton Rancheria, the descendants of the original people of this land, to assist with the successful education of our community. >> Thank you very much. And for our pledge, I'd like to call up Elana Schwarz and uh Mr. Benson. And I'll hand it off to uh Miss Bowwin, who has some words for you. >> Thank you. All right. So, I just have a some nice things here that we want to read about u Miss Alana Schwarz today.

005So, Laguna Creek High School is a proud is proud to recognize Elana Schwarz, an outstanding parent leader who has given countless hours of service to Laguna Creek High School. Elana and her family moved to Elkrove in July 2020 with her son Joshua Lagona Creek High School class of 2024 and her daughter Talia class of 2026. Attending both Harriet Eddie Middle School and Laguna Creek High School, Elana has been a driving force in parent leadership. She has served six years with the Laguna Creek High School PTSO, serving as membership coordinator, vice president, and now her third year as president. She is also active with boosters, football, theater programs, and contributes her voice to the superintendent's parent advisory. Elana serves uh Elana's service reflects her deep belief in the power of schools and families working together. Having

006experienced many districts across the country, she has expressed gratitude that her children's education culminated at Laguna Creek High School in Elkrove Unified School District where she has felt a true commitment to students, parents, and community. Tonight we honor Elana her for her dedication, leadership, and lasting contributions to the Lagona Creek High School. [Applause] Please stand if you're comfortable doing so and join me for the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. [Applause] All right, thank you very much. And we're jumping right into resolutions. National School Psychology Week. Mr. thing >> Gambi. [Applause] All right. Good evening, board president, Mr. Vargas, members of the board, Superintendent Hoffman, colleagues, uh, and community.

007Uh, as you see, we have Gumby here, and we have school psychologist qualities up on our screen. Uh it is my honor today to uh ask the board to adopt resolution number 28 uh 2526 which will recognize November 3rd through the 7th as national school psychology week. And I have a bunch of psychologists. If you all want to stand up, please remain standing as I read uh about all the amazing work they do every day. Throughout the week of November 3rd through the 7th, 2025, Elgroveve Unified School District will join thousands of other communities in celebrating National School Psychology Week is an annual opportunity to recognize school psychologist work helping children and youth thrive. Throughout the week, school communities across the United States will participate in activities and initiatives designed to celebrate these essential professionals.

008School psychologists partner with families, teachers, school administrators, and others to create a safe, healthy, and supporting learning environment that strengthen connections between homes, school, and the community. They apply expertise in mental health, learning, and behavior to help children and youth succeed socially, behaviorally, emotionally, and academically. This year's theme, finding your path, recognizes the way that school psychologists take an active role in helping everyone in their communities determine paths to learning, growth, and overall well-being that meet their unique needs. Through their deep expertise and training in consultation, collaboration, and evidence-based practices, school psychologists empower others to set their destination and find a route that fits their needs, all while sharing tools to help them thrive along the way. Shauna Raa Kelly, the president of the National Association of School Psychologists, notes that National School Psychology Week

009is a wonderful opportunity to recognize school psychologists for the transformative impact that they have on school communities. School psychologists are indispensable leaders in their communities who, as suggested by this year's theme, ensure that all children and youth find their unique path to success in school and throughout life. With that, I'm going to have my colleague uh Miss Jones say a few words as well. >> Good evening, members of the board, colleagues, and community members. As president of PSWA, it is truly a joy and yes, a privilege to be here tonight as we shine a well-deserved spotlight on National School Psychologist Week. Now, I know what you're all thinking. Wait, is that Gumby? Why, yes, yes it is. and you have not timetraveled back to Saturday morning cartoons. Gumby, that charming green clay fellow with a

010heart of gold, is actually the unofficial mascot of the National Association of School Psychologists. So, in honor of this special week, we thought what a better way to celebrate than by bringing a little Gumby magic to EGUSD. So, let's take a moment to appreciate what makes Gumby so lovable and why he's the perfect standin for school psychologists everywhere. First, Gumby is all about helping others. Whether it's his pals in his zany world or someone in a tight spot. Likewise, school psychologists are always stepping in to help students navigate life's twists and turns. Second, Gumby is the definition of flexible. I mean, the guy can literally bend himself into a pretzel. But our school psychologists, their flexibility is legendary, too. Emotionally, intellectually, and professionally, they stretch their skills to meet every student where they're at. And

011third, Gumby is a problem solver. Sometimes with a sprinkle of cartoon logic, sure, but he gets the job done. School psychologists, on the other hand, bring in research-based realorld strategies to help students soar academically, socially, and emotionally. And finally, Gumby leads with empathy. He listens, he cares, and he always tries to make the world a better place. Sound familiar? That's the heart of every school psychologist. So tonight, as we recognize the incredible work of our school psychies psychologists, let's also embrace a little of that Gumby spirit, kindness, curiosity, creativity, and of course, a lot of flexibility. [Laughter] With that, it's my pleasure to ask the board to adopt the resolution number 28, which will recognize November 3rd through the 7th as National School Psychology Week. >> Thank you very much, Miss Ballerini. Do we have

012any blue cards on this item? >> We do not have any blue cards on this item. >> Very well. Then I will entertain a motion to approve resolution number 28 recognizing November 3rd through the 7th, 2025 as National School Psychology Week. >> So moved. >> Moved by Miss Bowwin. Second >> seconded by Miss Moore. All those in favor, please say I. I. >> Any opposed? Motion carries unanimously. Thank you very much. >> Thank you. >> If we can have the board come down and take a picture with Gumby and the school psychologist, please. Thank you. [Music] But my Thanksgiving Okay. In the front. In the front. >> How are we going to do this? We're almost there. [Applause] Uh, I think we're going that way. That way. Yeah. All right, everybody. Thank you. Let's get

013settled again. Next up, we have Native American Heritage Month. Dr. Collier. Thank you. Good evening, President Vargas, members of the board, Superintendent Hoffman, Miss Avalos, and community members, and colleagues. Uh, the board of education is requested to adopt resolution number 30 designated in November 2025 as Native American Heritage Month. As part of the board of education's legacy of advocacy for equity and the value of diversity within our school district, members of the board of education have an opportunity to recognize November 2025 as Native American Heritage Month. The efforts to gain recognition for the significant contrib contributions of the indigenous people of the United States can be traced back more than 100 years. These efforts were further solidified in 1990 when ju President George HW Bush approved a joint resolution designated November 1990 National American Indian

014Heritage Month. Similar proclamations under variations of the name including Native American Heritage Month and Native American Indian and Alaskan Native American Heritage Month have been issued since 1994. The month of November is a time to celebrate rich and diverse cultures, traditions, and histories, and to acknowledge the important contributions of Native people. Native American Heritage Month is also an opportune time to raise general awareness about the unique challenges Native American people have faced both historically and in the present. Throughout the year, the contributions of Native Americans are presented in the regular curriculum. However, this special focus for one month serves as a reminder of the combined contributions of Native Americans. During the month of November, school-based administration and staff are encouraged to thoughtfully plan culturally sensitive schoolwide activities and lessons for students that further support and

015explore the history and cultures of Native Americans. This time can be used to celebrate the considerable role the indigenous people of the United States played in the establishment and the growth of the nation. Schools should consider engaging with their local tribal communities to connect students with current Native American contributions and cultural heritage. It is important to honor the ongoing contributions and achievements as well as the cultural and historical legacy of the Native Americans. In support of this resolution, the curriculum and professional learning department will provide resources to teachers. Additionally, the Educational Equity Department will post anformational slide deck on the department website for district personnel. The board of education is requested to adopt resolution number 30 designating November 2025 as Native American Heritage Month. >> Thank you very much, Miss Ballerini. Do we have any

016blue cards on this item, >> Mr. President? Yes, we do. We have one blue card on this item and that is Brin Lum. Thank you. Uh my purpose for speaking to this item today is to honor and uplift Joshua Hogland, our district's Native American education program educator, um and a colleague in the educational equity department. Um, I count being in community with Josh as one of the many joys of joining the educational equity department and his work with and advocacy for native students in our district is invaluable. Um, tonight is the uh native ed program's fall gathering. Um, a special event for the district's native students and families. Josh's hard work has created a thriving program and I hope you find an opportunity to meet Josh and hear more about his work. Thank you. Thank

017you very much. All right. Um, with that, I will entertain a motion to approve resolution number 30 designating November 2025 as Native American Heritage Month. >> So moved. >> Moved by Miss Baldwin. >> Seconded by Miss Moore. All those in favor, please say I. >> I. >> Any opposed? Motion carries unanimously. Thank you very much. [Applause] >> Next up, we have Seek American Awareness and Appreciation Month. Dr. Collier, again, >> the board of education has requested to adopt resolution number 29 designated November 2025 as seek American awareness and appreciation month. As part of the board of education's legacy of advocacy for equity and the value of diversity within our school district, members of the board of education have an opportunity to adopt this resolution that recognizes and acknowledges the significant contributions made by Californians of

018seek heritage to the state and affords the opportunity for its students to understand, recognize and appreciate the rich history and the shared principles of seek Americans. The California Department of Education has designated the month of November 2025 as California seek American Awareness and Appreciation Month. In doing so, the note that this observant permits the society at large and the schools in particular to celebrate the achievements of seek Americans and also to re-examine society's role in preserving the civil rights of all of its citizens. In support of this resolution, the curriculum and professional learning department will provide resources to teachers. Additionally, the educational equity department will post anformational slide deck on the department website for district personnel. The board of education is requested to adopt resolution number 29 designating November 2025 as a seek American awareness

019and appreciation month. >> Thank you very much. Miss Ballerini, are there any blue cards on this item? >> Mr. President, there are no blue cards on this item. >> Very well. Then I will entertain a motion to approve resolution number 29 designating November 2025 as seek American awareness and appreciation month. >> So moved. >> Moved by Miss Baldwin, >> seconded by Miss Davis. All those in favor, please say I. >> I. Any opposed? Motion carries unanimously. Thank you very much. [Applause] Next up, we have Ruby Bridges Walk to School Day. Uh, Mr. Corey Jones. Good evening, board members, Superintendent Hoffman, Miss Avalos, colleagues, and community. The board of education is requested to adopt resolution number 20 which endorses November 14th, 2025 as Ruby Bridg's walk to school day. As part of the board of education's

020legacy of advoc advocacy for equity and the value of diversity within our school district, members of the board of education have an opportunity to recognize November 14th, 2025 as Ruby Bridges Walk to School Day. Ruby Bridges became a symbol for student activism and the civil rights movement at age six when she was the youngest of a group of African-American students designated to integrate schools in the American South. On November 14th, 1960, Ruby arrived for her first day of school in New Orleans to an angry crowd of people who wanted to maintain a segregated school system. Her courageous act of showing up for school each day and ongoing advocacy continue to inspire efforts for equity, diversity, inclusion, and student activism. In adopting this resolution, EGUSD joins other California districts and the California legislature in celebrating the

021legacy of Ruby Bridges for student involvement and empowerment for an inclusive, diverse, validating, and equitable educational environment. Thank you very much. Uh, Miss Ballerini, are there any blue cards on this item? >> Mr. President, yes, there are two blue cards on this item. I have Bin Lum will be first and then Beatatric Anguano would be second. She wants to go ahead and wait on the side. She'll be ready to go. Thank you. >> Thank you. Um, I'd like to honor our district's black excellence program educator, Zo Bayon, for her tireless work in supporting black student unions throughout the district. Last year, I attended the Ruby Bridges Walk to School event at Ednab Batty Elementary School. And through Zo, I learned that Ruby Bridges thought the protesters were actually a parade for her. And so, Zo

022created a celebratory event um at Batty which included a band and lively music. Um, Zo is a cherished colleague in the educational equity department and her work builds confidence and leadership skills for our district's black students. I hope you are also able to meet with Zo and hear the ways black excellence uplifts students and families and the entire EGSD community. Thank you. [Applause] Um, I just wanted to quickly add in addition to the work that Zoe has done with black excellence and to support BSU programs throughout the district, uh, she has also put on a professional development for educators in our district around Ruby Bridges so that they can bring her story into the classroom. So, I just wanted to take a moment to recognize that. Additionally, I just wanted to point out that uh

023the work that we do in ed equity has worked to support the Native American Heritage Month, the Seek American Awareness and Appreciation Month, as well as Ruby Bridges in terms of providing resources for teachers. Resolutions are great, but if there are not resources that support teachers bringing that into that classroom, it creates an additional challenge, an additional barrier. And that's something that we have worked diligently in our department to make sure that we're providing those resources so that they are readily available to teachers and therefore in front of students so that they are receiving culturally responsive curriculum. Thank you. [Applause] Hey, I'm here to talk about uh agenda item 46. >> Excuse me. >> Okay, I'm sorry. >> Thank you. Uh with that, I will entertain a motion to approve a resolution number 20, which

024endorses November 14th, 2025 as Ruby Bridges Walk to School Day. >> So moved. >> Moved by Miss Boore, Miss Moore, seconded by Miss Bowwin. All those in favor, please say I. >> I. >> Any opposed? Motion carries unanimously. Thank you very much. [Applause] Next up, we have Red Ribbon Week Resolution. Good evening, board president Vargas, members of the board, Superintendent Hoffman, and Miss Avalos. The board of education is requested to adopt resolution number 19 recognizing October 23rd to 31st, 2025 as Red Ribbon Week. The board of education is requested to recognize the efforts of teachers, staff, and administrators in support of Red Ribbon Week, October 23rd to the 31st, as part of a district-wide prevention program that encompasses education and positive youth development. This year's theme is life is a puzzle. Solve it drug-free. Red

025Ribbon Week is the oldest and largest proactive drug prevention program in the country. It is an awareness campaign designed to warn students about the dangers of alcohol, tobacco, and other drug use so they will choose to be free of these barriers to success and wellness. Throughout Red Ribbon Week, messages are delivered to students in various creative and positive ways. Whenever possible, student leaders are involved in planning the Red Ribbon Week activities at their schools. This recognition will declare district support of this campaign to create awareness of substance abuse problems through Red Ribbon Week and other researchbased prevention programs. Currently, the district receives competitive grant funds that support a district-wide research-based prevention program that is implemented throughout the school year. Youth development staff provide oversight of these grants. The goal of prevention initiatives at elementary schools

026is to help students understand the harm that can be caused by alcohol, tobacco, and drug abuse, and to equip students with the necessary life skills to resist negative pressure through Red Ribbon Week activities. Secondary schools participate in the district-wide prevention education program by supporting Club Live, Friday Night Live, peer-to-peer leadership, link crew, and project success, standing for schools using coordinated community effort to strengthen students at each uh continuation high school. In addition, youth development staff offers parent and school staff trainings on various subjects upon request, including the development of those personal assets in students that will help them resist involvement with alcohol, tobacco, and other drugs and lay the groundwork for enhanced student achievement as well as other specific drugreion subjects. This recognition is intended to lend support to substance abuse prevention efforts within Elgre

027Unified School District. And the board of education is requested to adopt resolution number 19 recognizing October 23rd to 31st as Red Ribbon Week. >> Thank you very much. Miss Ballerini, are there any blue cards on this item >> there? Mr. President, there are no blue cards on this item. >> Thank you. Then I will entertain a motion to approve resolution number 19 recognizing October 23rd through 31st, 2025 as red ribbon week. >> So moved. >> Moved by Miss Moore. >> Seconded by Miss Bowwin. All those in favor, please say I. >> Any opposed? Motion carries unanimously. Thank you very much. >> Next up, we have student expulsion involuntary transfer recommendations. Uh, would anybody in the audience like to address the board in close session regarding a student expulsion? >> Very well. Then I will entertain

028a motion to approve the recommendation for student expulsion. >> So moved. >> Moved by Miss Ballerini, seconded by Miss Moore. All those in favor, please say I. >> I. >> Any opposed? Motion carries unanimously. Very much. Next up, we are at public comment for items not on the agenda. Uh, Miss Ballerini, how many blue cards do we have? >> Mr. President, we have 21 blue cards on items not on the agenda. >> And pursuant to our rules, the amount of time for each public comment will be two minutes. It's up to you. >> Okay. All righty. I'm going to start with Jensy Ferraro. And second up is Yang Zong. if you want to go ahead and get ready. [Music] Good evening. I wasn't ready to cut it down, but I'm really happy to hear so

029many people willing to use their voices tonight. So, thank you. Um, tonight I am coming to you with a little bit of whimsy. I would like to take you back to what my kids call the 1900s when we read a newspaper and there was a help wanted ad. and I am here as the mom of a disabled child and the director of advocacy with EG speaks with a help wanted ad for the superintendent. We are looking for someone rare, part visionary, part listener, part lionheartedhearted protector of kids. The right candidate will begin and end each day thinking of the most vulnerable among us. The disabled students, the parents and caregivers who tirelessly try to meet every need and who often feel dismissed. The staff who have been stretched too thin. You may not know all

030of their names, but their future depends on your choices. The ideal candidate will surround themsel themselves with a cabinet who do more than talk about inclusion. They live it. This leadership circle will be filled with people who challenge the candidate and inspire them. The candidate candidate understands that belonging is not a buzzword. It's the air our students breathe when they finally feel seen, supported, and safe. They must be fluent in accountability when mistakes happen, and they will. This leader does not deflect. They dig in. They own it. They get the work turn get to work turning apologies into action items and lessons into systemic change. Because progress doesn't come from perfection. It comes from courage. We're not looking for the loudest voice in the room. We're looking for the one who listens really listens to

031the quiet stories behind the data. To the families who have been waiting to be heard. They'll have they'll see strength when others see struggle. We're see searching for someone who chooses dignity over dollars. who understands that the measure of a school district isn't in the test scores or the ranking. It's in the hope we nurture, the equity we build, and the humanity that we protect. So, if someone is out there and the leader believes that empathy is strength, and accountability is love and action, consider this in your invitation. The disability community is ready for a leader who sees us, stands with us, and leads with us toward a future where every child belongs. Thank you. Okay, we have Yang Zong and next up is Courtney Erazena. Okay, good evening members of the board and superintendent.

032My name is Yang Xang. I am the father of Caleb, my totally blind 5-year-old son who is also autistic and has global developmental delay in a language disorder. Last week, we were told without discussion that changes were being made to how my son will be supported. Then without warning, this his one-on-one par educator who provides his IEP mandate continuous support stopped showing up. It has now been three school days without this essential service. For a child like my son, that continuous one-on-one support is what keeps him safe and allows him to learn with confidence. When his parent was suddenly kept from working with him, he ended up crying, confused, and upset. We've had to continually press for answers before finally being told that his par has been reassigned and will be replaced. We're simply asking

033how a critical IEP mandated 101 continuous support could be removed without notice, explanation, or a plan in place. Please ensure that when staffing changes affect a child's IEP services, parents in the IEP team are included before decisions are made. Thank you for your time and your care for students like my son. All right, we have Courtney Arzena and then after that, Amanda Scott. Okay, I'm going to just jump right in. Um, I am the mother of a ninth grader with multiple disabilities who receives special education services here in EUSD. I wear many hats, but that's the most important one. I have the privilege of seeing every student on my elementary school campus from TK through sixth grade in both general ed and self-contained classrooms. This year, it has become clear to me that if my

034son were to enter this district today as a kindergartener, he would not be placed in the same general education classroom. He would not receive the same level of support, the same level of support. He would never be given the chance to reach his potential or true opportunities for success. These placements are more than academic placements. These placements determine the trajectory of our students lives and they are being robbed of of the lives and futures that they deserve to save money. That reality should break all of our hearts. Across the district, students and staff are struggling under a system that is no longer sustainable. The very people who make inclusion and equity possible are being stretched to their limits. The PAR educator shortage has reached a crisis point. Classrooms are left without adequate support. Teachers are

035stretched to their limits. And our most vulnerable students are the ones paying the price. Cutting supports and services to save money is not just short shortsighted, it's morally rep reprehensible. We are denying children the education, dignity, and future they deserve. Budgets should not lead services. Services should lead budgets. Assessment, schools, and IEP should drive funding decisions, not the other way around. My son is doing well today, not because of chance, but because 10 years ago, we had the supports, staff, and leadership to make inclusion possible. He learned alongside his peers, had the right accommodations, pair educators, and people that believed he belonged. Please protect and preserve special education in our district. Our children cannot afford to lose anything else. Thank you. Okay, we have Amanda Scott and after that Hian Kuan. Hi everybody. I'm here

036today to urge this board to protect and preserve the integrity of our special education services. Uh much like what we've heard here already tonight. I'm going to cut mine a little shorter because I think they've really said it all and have sent a very clear message. Um, but at the end of the day, our students with disabilities deserve more than inclusion on paper. They deserve belonging and practice. Belonging means feeling valued or being valued, supported, and seen as full members of our school communities. It means ensuring that every child has access to the resources, relationships, and professionals who help them thrive, not just survive in our schools. school psychologists who were here tonight being honored. They are vital to this um system as well as all of our other service providers and their c their

037positions need to be protected and we are asking that we that we are going to put that forward especially in the climate that we're in right now. Um you have over 11,000 IEPs in this district. That means that there are potentially over 11,000 families that are in fear because our federal government is threatening our special education services. We are hopeful that as we plan for the future of special education, we must commit to leadership that is deeply engaged in anti-abbleist work. We need leaders who will actively challenge abbleist attitudes and practices and who will build a culture of equity, empathy, and accountability. This means centering the voices of disabled students and families in decision-making, providing ongoing staff training and disability justice, and prioritizing belonging as a core value across all of our schools. Um, with

038the resolutions that we hear at most of these meetings, I also want to repeat that um, I would love to see a resolution for disability history month for other disability culture um, that there are positions that are committed to equity and disability education. um we absolutely can achieve these gaps um through that work. And so I just ask you to please consider that and um really hear the voices of the families that are coming to you because it is hard for us to come to these meetings. And if we're here, it means our children are actually doing well enough that we can be here, but there's so many families that cannot and their voices are not heard. Thank you. [Applause] Okay, we have Hian Chan and Karen Garcia is next. Good evening all. My name

039is Hian Chan. I'm a co-lead counselor at Monterey Trail High School. I am here not to tout what we've done but to share on possibilities. Hold this frame of possibilities starting where you are. Two years ago, the addition of our ESRE counselor Baen with our college and career counselor completed a dream team roster of eight school counselors. We've been able to bridge opportunity gaps with our students achieving the second highest A throughG completion rate in EUSD. Our kids can go to college if they want to. Two years ago, Principal Ricks has dedicated L dedicated LCAP dollars to our chronic absenteeism task force aka the CAT team of two school counselors working in partnership with our phenomenal rate, Mr. Lamar Jackson at the face department. With a full team, we we have also been able to

040curb chronic absenteeism rates. As we analyze attendance patterns to identify students for porch visits, we got to the root cause, the heart of the why our students were not able to attend school. Grief, mental health needs, families experiencing homelessness, transportation, hardships, changes, and uncertainty beyond their control. This came with a confluence of factors. It all started with a dream. I was a student who was chronically absent. Our our school vision that is finding a way. We are now in year three of the CAT team. Our budget shortfall with a sunset of Esser funding is known. An investment of school counselors will always bring an invest a return on investment. All data available is evident of this truth. Imagine the possibility of students being able to arrive to school ready to learn. If we have compassionrich

041ways to learn what is impacting our students attendance in a timely and intentional way. If and when school counseling teams are sustained and invested in. Thank you. [Applause] >> Okay, I have Karen Garcia and next Jamie King. Thank you. Good evening. I'm here to address the need to continue funding our AVID coaches um in our district. Before you make your decisions in the next couple of weeks, I want to remind you of what's truly at stake. Our AVID coaches are not extra. They are essential. They're an essential part of our student success. They are the ones who equip our teachers with proven strategies that reach every learner, not just the ones who already know how to succeed. They guide our coordinators, including myself, in keeping the AVID system strong and consistent across our campuses. Jamie

042King and Alyssa Reggonovich are the heartbeat of EGUSD's mission to ensure every student is to pro is provided a learning opportunity that challenges them to realize their greatest potential. I've seen the difference they make because of our AVID coaches. Students who once doubted their potential are enrolling in advanced courses, applying for college, and believing really believing that they belong there. If we lose our AVID coaches, we don't just lose a position. We lose the mentorship, the consistency, and the momentum that have helped transform school culture across the district. Avid coaches turn possibility into progress and progress into opportunity. Let's continue investing in what works for our students and our teachers. The coaches who make both stronger. Thank you. [Applause] Okay. Um, all right. Let's see. I have Jamie King and then Alyssa Reganovich. I hope

043I got that right. >> Hi. Um, thank you for having us tonight. Good evening, members of the board. Thank you, Curran. That's always nice to have someone come and speak on your behalf, especially a teacher. Uh, my name is Jamie King and I'm here tonight to advocate for continued robust support of our district's two AVID coaches and one coordinator. This is not about a program. This really is about investing in the instructional backbone of our district and maximizing the potential of every teacher. The AVID instructional framework which emphasizes Wicker which is writing, inquiry, collaboration, organization and reading uh strategies provide a powerful proven common language for teaching and learning across all subjects and grade levels. When effectively implemented, it closes opportunity gaps and prepares all students to be college and career ready and really life

044ready. We're really trying to prepare students to be global citizens um in our society. Our work as avid coaches and our coordinator are the essential engine driving the framework success. We are the master practi practitioners who deliver highquality professional development, model best practices and provide real time constructive feedback. We ensure AVID strategies move beyond the elective class in the secondary space and become standard practice in every classroom. The consistency is the key to creating collective teacher agency. It is a shared belief among staff that though that through their collective actions they can positively influence student outcomes and it is one of the single most impactful factors in student achievement. By equipping teachers with shared effective tools like Wicker, our AVID team fosters a culture where teachers are confident, collaborative and effective. They move from isolated

045practitioners to a powerful unified team with a common goal. Investing in AVID coaches and coordinator is an investment in our teachers. [Applause] Okay, we have Alyssa Roganovich and Cedric Baron is next. >> Good evening, President Vargas, board members and superintendent Hoffman. My name is Alyssa Organovich and I am one of two AVID instructional coaches. So far at prior board meetings, you've heard from some of our AVID teachers and some of our AVID students, but we wanted to speak tonight and give you a little bit of background about what we do and some data to show the impact that we've had. Our team was created for the 2022 school year with six coaches to support AVID's expansion into all elementary schools. We are now down to two, myself and Jamie King, who you just heard from.

046We know that you face difficult cuts. We are asking that you protect the program and instructional leadership team that drives your college readiness goals for over 18,000 students. The AVID coach position is a high lever investment, not overhead. First, the results. The instructional fidelity we coach results in AVID students achieving a 90% A throughg completion rate. This success is built directly from the elementary foundation where our coaches support 46% of all elementary students and their teachers by providing quality professional learning tied to the instructional framework. So far this year, we've done 27 professional development sessions and 10 demo lessons. That is already almost half of the support we were able to provide last year in only the first three months of the school year. Second, the efficiency. Our team has changed from six coaches to

047two, a 66% reduction. Despite this, we are maintaining support across all 61 schools. This means each remaining coach now carries the workload of three prior positions, and we have done so without a drop in service quality. At a cost of about $150,000 per position, these two coaches deliver an extraordinary return on your investment and ensure the district's high-quality instruction framework is consistently implemented. Finally, the impact. We are the mechanism for collective educator efficacy, which Dr. John Hadtie identifies as the single greatest factor in student learning with an effect size of 1.39. Eliminating this role dismantles the system that gives over 1,000 AVID trained teachers the shared belief and practice they need to succeed. Thank you. [Applause] Okay, we have Cedric Baron and after that, Britney Delgado. All right. Hello members of the board. My name

048is Cedric Baron and I'm a project implementer at youth development in ed equity. In our position, we serve all schools in the school district providing tobacco use prevention education services for our students. These services not only support students academic and emotional well-being, but also play a key role in enabling our teachers to focus on instruction. As you know, educators are already carrying a full load, expecting them to also manage the complex social and emotional issues students bring into the classroom is unsustainable. Without proper support systems in place, we will continue to see these issues manifest as lower academic performance, behavioral disruptions, and broader concerns around school climate and safety. In my work, I also provide services to the alternative ed high school, Calvine High School. In working with this high school, I've noticed a gap

049in resources provided to this population by the district. This is our population of students who need extra support but are often the ones who are forgotten about. Having support support staff like school counselors, education, equity staff, and project impleers put in place makes a difference in these students success. In a team full of project impleers, the removal of staff who are block grant funded, it would mean a 50% reduction of our services across EUSD. Retaining these positions is not just about maintaining staffing levels. It's about keeping the people who are designing and delivering innovative student centered in interventions that address the very gaps in our district. Thank you. >> Okay, we have Britney Delgado and after that China Moslin. >> Hello, my name is Britney. I also serve as a project implementer for the youth

050development team within the educational equity department. I'm here to discuss the critical roles mine and my colleagues positions and how they may be impacted after this academic school year and to highlight how the impactful work funded through esser and block grants has produced meaningful social outcomes across our district. As project implementers in youth development, our team provides brief intervention, which is a tier tier three support for students referred for substance use concerns within our district. During the 2024 2025 school year, we serve 233 students in grades 6 through eight, helping them explore the biocschosocial factors contributing to their substance use and connecting them with supportive staff and school supports. This intervention not only reduces student suspensions but also provides tangible restorative support that helps students stay engaged in school. Ultimately, this work helps disrupt the

051schoolto prison pipeline, straighten school culture, and builds access to referral systems for continued support. Notably, we are only two months into this current school year and have already served 111 students. Our team is stationed at all three alternative high schools and the district office and provide services that reach all nine regions of the district. Meaning all meaning students in each of your areas are directly impacted and supported by our work. This is alongside all of the additional site supports and programs we implement for youth development that purposely consider our EGUS EGUSD learning vision and strategic goals. This includes our LGBTQ plus services and GSA club supports. The disparities and inequities that existed long before the pandemic were only exasperated by CO 19 and our students continue to experience those effects today. The original intent of

052ESER and block grant funded uh funding was to address those inequities. To assume that these challenges have been fully resolved would be a disservice to our students. The continued presence of school counselors, educational equity, and project implementers is essential. >> All right, we have China Moslin. And after that, Amber Elm. >> Good evening. My name is China Moslin. I am a prek12 um teacher teacher educator on special assignment, and I'm here to urge you to prioritize the educational equity department. Last time I was here, I I said nothing. I said that I believe that I want nothing more than every student to feel free to be exactly who they are, that they belong, and that their voice matters. And uh my colleagues are going to share some things as well as my colleagues before me

053did. And I so I want to share a story with you. Um so since the last time you saw me, I did a demo lesson for sixth graders. And we're doing these um demo lessons, these community building circles with the idea that they will um come to they will be seventh graders with a stronger community. Um, and we talked about what community means. After the lesson, I asked the teacher, you know, what was different? What did you notice? And the teacher said, um, actually I noticed and he mentioned this particular student who he said he had not heard her voice the entire school year. And he and he told me that, um, the fifth grade teacher also said that, um, she didn't say anything. She would go the that the students would go as far

054as letting her mouth worth um, mouth words and they would just let her go. And he said for the first time he heard her voice. And um I tell I share this story not to highlight myself but to share with you that our work is exponential because we work with educators as coaches. We work one-on-one with educators. We work um as a pro project implementers and as program um program educators. We work with advisors. We work with the folks in our district who also believe that students that they also want nothing more than to that for every student to feel free to be who exactly who they are. They want nothing more than um for all students feel like they belong and their voice matters. And and because our work is exponential, we have no

055choice but to continue to prioritize educational equity. Thank you. [Applause] Oops. All right. We have Amber Elam and Bin Lum. Good evening, President Vargas, members of the board, Superintendent Hoffman and Miss Appalos. Hopefully I'm pronouncing that correctly. The need of all school districts, including ours, will only increase as we accept more students and as things change in the world around us. Secondary sites have the highest enrollment rates and therefore such high needs. If our students do not get the support they need, at least by high school, hopefully by middle school, um they likely never will. It is our last chance to help them graduate and hopefully be healthy functioning adults. What I worry about the most right now is how the rest of my colleagues are going to manage once the numerous support staff are

056no longer present. I do not see how they could manage their already taxing job jobs while taking on more and more which then means our students will be affected the most. Taking educationbased counseling as an example which is just one of the many ways school social workers support our secondary sites. It is a vital part of helping our students be successful in school. Most of our families choose to consent to the counseling because there are numerous barriers to accessing any mental health support outside of school. They are often not only grateful for the opportunity, but some of our families actively seek this type of help in schools because they would not get it otherwise. Again, I worry about the outcome if this is essentially ripped away, and I truly hope some resolution can be made.

057Thank you very much for your consideration and time. [Applause] >> Okay, I have Bin Lum and after her Christine Duzman. Good evening. Um I am here as a TK12 instructional coach in the educational equity department. And I'd like to first express my appreciation for board member Bowwin um for attending the restorative practices workshop at Laguna Creek High School so she could experience firsthand some of the work that my colleagues and I do as well as the ways in which our educators engage. So we invite all of you to attend any of the upcoming workshops. I wanted to quickly address um what board president Vargas illuminated at the last meeting on October 7th. The survey indicates that bullying is of high importance for students and satisfaction in that area is going down. And this data is

058something to consider when determining what will be funded. There are many folks who address bullying in a variety of ways in this district, but I want to call attention to how the educational equity department's work can and does decrease bullying in schools. The work we do focuses on humanization of everyone in our system. When teachers engage students in lessons on identity, utilize circles for community building and content, and foster a positive classroom culture throughout the school year, students build their empathy muscles, find commonalities with each other, and are able to honor and respect differences. Equity work through restorative practices deepens connections between and among students and teachers, and the ripple effect of this work is a lessening of conflicts and bullying. Superintendent Hoffman always says that outcomes for students um will improve when adults continue

059to get better. Um our workshops are e experiential for the adults so that they have a space to grow as a school community, improve professional relationships and know what it feels like to be seen, heard, and respected. This is all in an effort to change mindsets, which Arbinger tells us is the way to change behaviors and get different results. If we want different results for our students and families, we need to continue to shift the mindsets of the adults in our system. And although much of our work is also in classrooms and with individual teachers and teams, we know our work can have an exponential effect throughout the district and um all departments. Thank you. Okay, we have Christine Duzman and after her Aurora Paris. I hope I didn't but butcher that. >> Good evening,

060President Vargas, members of the board, Superintendent Hoffman, Miss Avalos, and the community. Um, as she said, my name is Christine Duzman, and I'm the school social worker at Franklin High School and Toby Johnson Middle School. I'm here tonight because I've seen every single school day what happens when students get the support they need and what happens when they don't. School social workers are not an extra. We are a vital essential part of our schools. We help create safe schools, provide mental health, and help students develop the life skills they need to thrive. We support teachers in understanding their their students and families, and we make sure families receive regular communication from the school. Secondary sites, as my colleague Amber mentioned, where student enrollment is highest, have the greatest needs. Removing social workers from these sites

061would mean losing individual and group counseling for general education students, on-site crisis response, which I've had many in the last few weeks, and a coordinator for PBIS, tier 2, and tier three supports. It would mean losing credentialed professionals trained in both mental health and school family systems, professionals who are uniquely positioned to intervene before a crisis escalates. I've witnessed firsthand how school social worker services make a difference. Students struggling with trauma come to us and learn strategies to stay engaged in school, manage stress, and even rebuild trust. Many of these students would have nowhere else to turn. Families actively seek our support because barriers outside of school can prevent them from accessing counseling. When social workers are present, students stay in school, feel supported, and have a real chance to succeed. I urge the board

062to continue funding social worker positions in the district and to commit to making those positions permanent. The stakes are too high to remove these supports and the benefits our services provide ripple far beyond the individual students into classrooms, families, and in the entire school community. Thank you very much for your time and consideration and for supporting the students who need us the most. Okay, I have Aurora and Cynthia Rios is after her. Good evening members of the board and superintendent. My name is Aurora Paredes and I'm one of the 15 elementary counselors proudly serving Herman Limebach and Ellen Fer Elementary. I became a school counselor to support students and families by fostering a safe and welcoming space for learning while building a sense of belonging among students. Since joining Elgrove Unified, I have been teaching

063bullying prevention lessons for first through sixth grade each academic year. These lessons focus on helping students to understand the definition of bullying, how to recognize it, how to report it, and refuse it. We explore real life scenarios and the power of being a bystander. Through activities, we highlight kindness, respect, and the impact of our words and actions to others. My colleagues and I work hard to build awareness and prevent bullying our campuses. As you make a decision about funding funding funding, I kindly ask that you consider a the comprehensive work that we do which extends beyond counseling. Thank you for your time. [Applause] >> Okay, I have Cynthia Rios and Beatatric Anguano next. Good evening board members. I'm here to advocate to continue funding for our elementary school counselors. My name is Cynthia Rios and

064I am the school counselor at Robert J. Maccgarvey and Sunrise Elementary. I am honored to be one of 15 amazing school counselors serving 30 elementary schools supporting the social, emotional, and academic development of more than 23,000 students across our district. Part of our work includes organizing small groups of students to help build social emotional learning, teaching skills such as managing emotion, boosting their confidence, and fostering their resilience. We are passionate about creating safe spaces where students seen feel seen, valued, and empowered. Beyond supporting students, we partner with teachers, assist administration during crisis response, collaborate with mental health teams, and engage with families to build strong, connected, and culturally responsive school communities. Elementary school counselors are not just invaluable. We are essential. Every day, alongside my colleagues, I see the impact we make. Investing in elementary

065school counselors means investing in mental health, safe schools, and students future success. Please, we ask and we urge to invest in elementary school counselors. Thank you for your time and consideration. [Applause] Okay, I have Beatric Anguano and after that, Julie Roxer. >> Hello. Uh again, my name Saniano and I work for the Department of Educational Equity as an instructional coach. Um and so I just wanted to take a moment to talk a little bit more about the work that we do. Um and I want to start off first by talking a little bit about my values. So my values are community, authenticity, and justice. Um and at pres-ervice this year our department had an opportunity to present a workshop or a breakout session for teachers to come to um which was focused on community responsive

066work and the work that we do in educational equity is community responsive. Uh the work that we are doing is intended to create an environment in which all students have an equitable opportunity to learn in a culturally responsive, physically, emotionally healthy, and safe environment. And in doing the restorative practices work that we've been working on, as you all know, we're in year two of the roll out. Um a lot of what we did in year one was really focused on the mindset. A lot of what we've been doing this year is the actual practical applications in the classroom. So, I've had much more of an opportunity this year to be in classrooms with students, with teachers working on bringing in restorative practices and what that actually looks like. Um, and if we take a look

067at different, uh, research pieces, uh, including something that was published by the Learning Policy Institute, um, they have cited restorative practices as something that is critical for all students to thrive in schools. However, in order for restorative practices to work, we do have to make sure that we are investing so that we are able to train teachers so that they have buyin, they have the skills and are able to show up in restorative ways with their students. You have some difficult decisions ahead and my question to you is to really consider what truly are our priorities as a district. What are our values? Who do we consider worthy of investment and how will our dollars show that right? Our actions speak louder than words. Thank you. [Applause] Okay, we have Julie Roxer and then Felicia

068>> Sweeney. Thank you members of the board. My name is Julie Roxer and for the last 12 years TK has been my passion. For the first eight years I did this job all on my own. Some years I had a partner support. Some years it was just me and 24 tiny humans. Three years ago we were blessed with statemandated TK ratio para profofessionals. I can say in all honesty I can no longer imagine doing this job without the assistance of my ratio parah. TK classes have grown exponentially in EGUSD over the last four years. Of our 115 TK classes, many seasoned teachers are teaching TK for the first time. Approximately 20 are in the induction program and more who are working on internship credentials as teacher of record. These are the teachers that need paraprofessional

069support the most. And sadly, many of these teachers and their students are not getting the Paris support that they need. At my school, we have six TK classes. Three of those classes have no permanent ratio parah assigned to them. This means these teachers get a random substitute parah in their classroom every day. When no one picks up the job, Paris support comes in the form of an administrator who's working in the back of the room or the school secretary who's being taken away from the front office. The Paris support is inconsistent and becomes more of a hindrance hindrance than a help. As teachers have to train a new person every day on routines and procedures, our students and our teachers deserve better. In early September, administrators were surveyed on how many TK classes and assigned

070paras are at their site. As a school board, I implore you to review the stats from the survey and find out what the app what the updated stats are for today. We are a third of the way into the school year and we still have three teachers without an assigned ratio parah. My principal has done everything in her power from community outreach to posting the job in our weekly newsletter for the f last 14 weeks with no luck. This is a problem at all of our district, not just my school. There are very few people who want to work a 4-hour job that pays roughly $900 a month. We need to make this a full-time position. We need to obtain and retain 115 ratio paras. Thank you for your time. [Applause] Okay. I have Felicia

071Sweeney and MSA Pearson. Mishka. Okay. Good evening board members and superintendent Hoffman. My name is Felicia Sweeney and I've been a teacher for Elkrove Unified School District since the 1900s. I'm here tonight to speak with you about TK. Uh TK is now the new foundation for Elkrove Unified School District. Building foundations aren't often seen, but they bear the load of the entire structure. They're where it all starts. And if you have a weak foundation, your structure may crumble. So you want to plan and invest in your foundation to make it the strongest it can possibly be. We do not feel the Elgrove Unified has done this, especially related to facilities. For as long as TK has been in this district, TK classes have been partnered with kindergarten classes, which need a whole class setup rather

072than a playing to-learn setup, or in rooms across campus from the kindergarten area, or in rooms that are made for primary and intermediate grades with sinks that are unreachable and no bathrooms, which means that four-year-olds and sometimes three-year-olds have to leave their classroom to find a bathroom elsewhere. We were told by district to send our parah educator with them. But with 20 students needing to use a restroom at various times during the day, this would mean we would be out of ratio a good amount of the time and unable to use our parah for group instruction or supervision. The district has known about the expansion of and beginning of this entire new grade level for years. And rather than working to provide age appropriate environments for educating our very first students, they have mixed numbers

073around with different pairings of grades, even moving families to different schools in order to make the numbers work. The numbers might look okay on a whiteboard in someone's office, but in the real world, they are making our foundation weak. I would ask you to consider Elgrove doing better by its very first students. drop portables with restrooms, retrofit or remodel existing schools to expand the TK and kindergarten facilities, and or consider moving sixth grade to junior high as San Juan Unifi did years ago. So, elementary schools will have seven grades instead of the eight they currently have. It's time to take care better care of our educational foundation. Thank you. [Applause] Okay, I have Mishka Pearson and Kirk Thompson is our last public comment. >> Good evening, members of the board and community members. My name

074is Mishka Pearson and I have also been teaching in this district since the 1900s. This is my seventh year teaching TK and I could speak to any of the things that have been spoken about tonight. the PAR shortage, the shortness of staffing for our most needy students that need par educator support, the lack of bathrooms, facilities, etc. But tonight, I'm here to speak to you about the need for funding and how we can get funding for professional development for our certificated TK teachers as well as our our classified paraprofessional staff. First, I want to share that we are so pleased and appreciative of the recent TK training that we were provided by the CPL department regarding the speech and language needs of our youngest learners. It was amazing, but a half-day training is not enough.

075We need so much more. With the development of the new PTKF preschool learning foundations, which are the guidepost for our teaching, we need time to meet as a grade level to discuss and plan for how we will implement this continuum of skills and calibrate it to our current standardsbased report card. We never get a chance to meet as a staff to talk about how we're going to address those needs of our students. This year with the elimination of a special education paris support in our classrooms for students who were previously in levels preschool classrooms our ratio paras and TK teachers need training more than ever so that we can attain the skills needed to support the diverse needs of these students. This is my seventh year teaching TK and with the addition of very young

076children four-year-olds and sometimes three-year-olds the way I teach and the way my classroom functions has completely changed. Although I have a degree in child development and many years of experience teaching young children, I still need refresher courses on the latest methodology in the education of our youngest learners. The question before you tonight is, how can we allocate funds to support roughly 115 TK educators and PAR educators who desperately need professional development? Thank you. [Applause] All right. And our last public comment is Kirk Thompson. Let's see him. Do you I saw him earlier. We move on. Kurt Thompson, are you out there? I've never had a no-show. I don't know what to do. >> All right, that concludes our public comment. Um, thank you everyone. We appreciate the feedback as always. Uh, and where appropriate appropriate

077staff will follow up with concerns presented during public comment. Next up is the consent agenda. Um, Miss Balerini, are there any blue cards on this item? >> Yes, there is one blue card on the consent agenda. >> Very well. It's and he's over there, but he's got his earbuds in. So, we'll see. Um, the blue card is for Dr. Wes Dumley. There you are. This uh agenda item is about theatrical festival trips for two uh school systems going to Atlanta and I believe Washington and I support it harderly because um in my journey in life it's about you know love arts expression and things of life and so I want to also say in my cheed up journey in life is about love and lo love overcomes all things and I'm so blessed to say

078it's about eating and using a certain secret sauce and you can have the passion of life itself within you. That's all I'm here to say. Thank you. >> Thank you very much. Uh would any board members like to pull an item from the consent agenda? Seeing none, I will entertain a motion to approve items 1 through 47 on the consent agenda. >> So moved. >> Moved by Miss Ballerini. >> Seconded by Miss Baldwin. All those in favor, please say I. >> I. >> Any opposed? Motion carries unanimously. Next up, uh would any of of would any of our bargaining units wish to address the board at this time? >> Oh, look at >> come on up. Good evening, President Vargas, members of the board, uh, Superintendent Hoffman, and Miss Avalos. My name is Tori Sie,

079and this is my fifth year as a school social worker at Cassumna Oaks High School in Pinkerton Middle School. I'm also the social work representative for the psychologist and social work association. My position is one of the 14 secondary social work positions currently funded by the learning recovery block grant and you will all be voting soon on whether to fund or eliminate these positions. Secondary social workers were originally hired in 2019 prior to COVID relief funding. And we have a history in the district before many of the other positions on the budget priorities list were ever created because the district saw the need for school social work services. Social workers serve some of the highest needs and highest risk students in our secondary schools. We provide crisis intervention and often are intervening with students who

080are contemplating suicide, self harm, and serious harm to others. This includes students who have made serious attempts, including attempts on our school campuses. We provide individual and group counseling to students at our sites, which helps this helps to reduce the barriers many Elkrove families face in accessing mental health care. School counselors are often the ones who refer students to our services because their already impacted case loads and schedules don't allow them the time to offer regular and ongoing counseling which our position allows. If the secondary school social work position is cut next year, I fear that these mental health services will disappear in secondary schools. The secondary schools are in a very different position than many of the district elementary schools which have a duplicate service with elementary school counselors and mental health therapists and

081significantly smaller enrollment numbers. From the latest student perspective surveys, a safe school and mental health supports for students were ranked in the top five priorities of 34 priorities. Social workers have a role in maintaining a safe school by conducting crisis risk assessments, creating safety plans, serving on our sites and districts crisis response team, facilitating conflict mediation, and making mandated reports. From the latest parent perspective survey, bullying prevention ranked in the top three priorities and mental health supports for students ranked in the top eight. Social workers have a role in bullying prevention by teaching students anger management skills, facilitating friendship groups, lunch bunch meetings, welcome clubs, and coordinating peer mentoring programs. From the latest staff perspective survey, mental health supports for students and welcoming schools were ranked in the top five priorities. Social workers can contribute

082to welcoming schools by offering their services to all students, general and special education alike. These services or these survey results show how important it is to students, parents, and staff that the services social workers provide continue. In addition to being service providers, the secondary social workers are the PBIS tier 2 and three coordinators at each of our sites. Each year, tier 2 teams across the district complete the tiered fidelity inventory to assess how each of our sites are doing in applying PBIS with fidelity. Since the secondary social workers have been in the tier 2 coord have been the tier 2 coordinators at their sites, the fidelity inventory scores have increased at each site. There is a new fidelity inventory which districts will begin implementing in the 2627 school year if they want to continue meeting

083criteria for PBIS recognition. This new fidelity inventory expands the focus to include more social emotional needs of students. Also, the team compositions will expand to include mental health providers. The services secondary social workers provide are essential in being able to maintain and improve our PBIS implementation with Fidelity, which has been a prior a priority of EGUSD for years. We recognize that the district is in a difficult financial position, which is why the social workers recently agreed to participate in the children and youth behavioral health initiative, CYBHI, which will allow us to bill medical and private insurance for our services. This will require additional job duties outside of our job description and contracts, but we have agreed to take on this new challenge in order to ensure continuity of care for our students. Based upon my

084calculations, the 14 secondary social workers could bill roughly 36,800 per month for the district. This means the district will be able to get the social workers at a discounted rate. There's work to be done in elim in educating EGUSD families on the benefits of providing schools their child's health insurance information, but I'm confident that in partnership with the social workers, the district could be recouping significant amounts of money for the mental health services provided on our campus. I'm not aware of other positions on the budget priority list who have identified a potential funding source for their positions. As social workers, we are trained to be problem solvers for our students. And we are a group that is ready to be a part of the solution to the funding problems our district is facing. We have

085even been in conversations with our superiors about how we could adjust our roles in order to accommodate the needs of the district and remain in our positions next year. Social workers are in the best position to provide mental health and case management services in our schools because we have the education experience and a pupil personnel services credential to work in the schools. Unlike other service providers on the budget priorities list, social workers are also better positioned to provide these services because we are sight-based providers and sitebased services are more effective. We have confidential office spaces at each site already established which many of the positions on the budget priority list do not have due to their itinerant status. We are also better positioned to provide these services to our students because we have knowledge of

086our schools our school site systems and have relationships with campus staff. Social workers also cost the district less than other wellness providers. Our positions are vital to students, their families, and our schools. And we have the capacity to recoup funds for the district if you all vote to continue funding our positions. I know my fellow social workers and I have participated in life-saving work. So, I urge you that when you are voting on budget priorities that you vote to fund the direct service, sitebased service providers that the secondary sites that or which at the secondary sites are your school-based social workers. Thank you. >> Other bargaining units. >> One. >> Hello. Once again, my name is Diane Cample. I am the president of ASME Local 258. So, I appreciate the time that we have for

087bargaining units. So, um, thank you, President Vargas, Superintendent Hoffman, Miss Avalos, schoolboard members, cabinet, and everybody else that is joining us tonight in person and via Zoom. Um, I just wanted to first of all say thank you for the negotiations team. Later on, the school board is uh will be taking action on the tentative agreement between the Elqua Unified School District and ASME Local 258. So I just wanted to say my appreciation to I have Jeremiah Miller who is our union representative from council 57. The team members were Richard Padilla, Eric Tiffany, Xavier Galvan Jr. Akira Akira Bailey and Janine Dug Gay. And also standing up here with me I have one of our executive board members Danny Kaine a campus supervisor from Sheldon High School. And I know he's super excited to be on

088negotiations next time. Um but so I am very proud of the hard work of the team, the long hours, many Zoom meetings, inerson meetings, trying to decide what we're having for dinner during the meetings, all that kind of good stuff. So um thank you to everybody the district side as well in coming up with this tentative agreement. Although I am a little concerned about some of the contingencies, particularly one uh it's been quite a while since I've ever had a contract with contingencies. I only remember one time uh that there was conting contingency language um in the contracts that I've negotiated and that was under our past president uh for that contract cycle. I also want to say um we have all on everybody's mind is the SR funded positions and that is uh suns

089setting. So, as the social workers just came up and eloquently spoke, we had our school psychologists here in the past. We've had um the AVID teachers as well advocating for all that. Ask me president who easily the easiest way to say it is classified staff that is not PAR educators and bus drivers. We we entail primarily everybody else. That's the easiest way to explain it with all of our job descriptions. It's very hard to eloquently argue a case because we do not have direct contact, direct instruction with the students. We are the ones that are behind the scenes, the vital behind closed doors doing the work, making sure the schools are safe, making sure that vendors are getting paid. Not just the employees, but the vendors uh contractors uh um you know, uh the schools

090are adequate uh safe classrooms, the lighting's working, the grounds look nice and all that. So, it's very very hard for me to really express what we mean to the school district because we are not that direct direct instruction and everybody focuses on the students as we should. But the students wouldn't be getting the care that they have or the safe school environment or the technology that they want or um furniture or anything like that if it wasn't for the classified staff in this district as well. Um so with that um part of the surveys that we have had from the parents and staff and students with our LCAP survey which is really what we've been focusing on during our LCAP meetings as we're talking about these positions and programs funded by the SR funds one

091of within the top five is always a um welcoming clean environment. So for me, my way to advocate for my members is going to be our S SOAs. Uh the extra S SOA positions at the elementary schools. For a lot of our families in the school district, the elementary school is that first introduction to Elkrove Unified. So to have proper staff, friendly staff that are not stressed, that are not hurried, that are not frustrated is key and and essential as well as those timely registrations to be able to make sure that we can get those students enrolled in school right away. That we're not overwhelmed with stacks of registrations because it happens to be a new school who's only been open for two to three years and is already past capacity over offloading students. And

092yes, in a perfect storm of a situation only has one full-time experienced S SOA2 that is currently at the school of working with substitutes. So to be able to have a fully staffed with the three SOAs plus your secretary can make a big difference in how you we are greeting that family and how fast we are enrolling the students in the classes. This one particular is maybe an exception to the rule but it happens throughout the district at various times. Also, we are talking about that clean environment. That's our maintenance and operations department. That's our grounds department. Um to make sure that the school temperature or the classroom temperature is the the right temperature for the teachers without the heat light over there by the thermostats. Um or that the grounds when you're walking up

093the trees are cut back, the shrubs are um nice so that you have clean walkways. So then again, that's that first impression to the school district. As well in the LCAP surveys, there's talk about the safe campuses. That's the elementary campus supervisors that I'm going to try to advocate for that are on the ESR funds. Again, making sure that their students are safe, that our staff is sa are safe, and that they are also another face to greet the families as they approach uh the school to welcome them, to be excited to see them, to let the students know that they've been seen and that they exist. We talk about the investing in the bright bright and best and brightest in the retention within the district of our employees. Um, you know, for me that's

094also talking about making sure that our employees have the time off that they the availability to take the time off that they need. Um, so when we are talking about the students mental health, it's extremely important. We're doing the whole child education here, but what about the whole staff? Our staff is feeling just as much of the mental health challenges as our students are. So there's always an opportunity if there were more opportunities for them to take their time off. I understand that a lot of our my staff is 10-month employees or 11month employees. My my ask me members, sorry I'm very personal. They're I always say they're mine. Um but to be able to help them, help accommodate them with being able to take time off. Um because mental health crisises or family crisises

095don't always happen on winter break or spring break. And honestly, we have a lot of staff that are 12-month employees that a lot of people don't understand or they forget about that we are 12-month employees. Even at the school sites, there are 12-month employees. So, not just the LCAP positions that we are thinking about sunsetting, but transitioning once again to let's be forward thinking. What do we have coming down the road? if we can increase some site the school site budgets so that way the district can help or the site can pay for substitutes for less than 21 days so somebody can call in sick so somebody can go on a three-day vacation take that mental health break that they need that would be fabulous. Um also talking about investing in our staff is the

096training for classified. We've been having the universal class online platform for the past couple years. It's a huge improvement. I appreciate it. I know a lot of the abst members that have taken advantage of that and have been working quickly down the salary schedule and help give themselves a raise, but we need something more. Not everybody is computer savvy and has the availability to fill out the forms required through universal class. So, um, more training is always one of my platforms. And even talking about that in an example could be was maybe, um, adding an extra day or two for training for our campus supervisors. They do have training, but it's not mandatory, but we could look at adding a day or two of training to their calendar. I know some of the stuff I'm

097talking about is negotiations based, but just because ask me brings us brings it up does not mean that the school district or the school board or the negotiations team can't bring it up. It's something I think that we need to keep on our radar as we move forward because we're looking to save jobs. We're looking because we're opening up schools in the future. We want to invest in retain the employees that we have so that we can provide that best ed educational experience for our students in Elkrove Unified because not only are we the fourth largest, we are the best. You know, we there's a lot of pride in being an Elkrove Unified School employee. Um, let me see. Uh, so I think that's just really my main points that I wanted to hit tonight.

098Um, is that I know that we're that everybody's up here representing their own their own employees from the bargaining units as we are facing ESSER. It's a big conversation. I know that nobody um involved with this decision is happy about it. It's very scary, but we're going to try to do our best as we continue to move forward. I look forward to the ne the next conversations we could have in um LCAP. But I just wanted once again to advocate for ask me. We are behind the scenes. You don't always see us. You don't always think about us unless it's Tuesday night. And here Diane is in her green once again at the podium. But um I just I look for the opportunities to have conversations with everybody. I am not the best at reaching

099out and having to invite everybody to have a one-on-one conversation, but I am always available. I would look forward to having one-on-one conversations with the school board or small group, you know, depending upon the comfort of it. And also, um, an open invitation, our next executive board meeting is actually going to be next Monday, October 27th at um, 5:30. And we do provide dinner. Um, so if there is anybody is interested um, you're more than welcome to join us. and I do look forward to having conversations in the future. So, thank you. >> Thank you very much. Any other bargaining units? All right, seeing none, uh let's take a brief comfort break and then we'll be back for our public hearings. Uh let's be back in five minutes. All right, board members, let's make our

100way back up. And members of the public, let's find our seats. I don't think All right, board members, back to the deis, please. Folks, let's find our seats. >> Okay, >> thank you very much. All right, getting into our public hearings for the night. First up, we have Gateway Community Charter, uh, Sacramento Academic and Vocational Academy Charter renewal presentation and public hearing. Miss Hubard. Hi, good evening, President Vargas, members of the board, Superintendent Hoffman, and Miss Avalos. Tonight, we are having an initial public hearing for the Sacramento Academic Vocational Academy Charter School Renewal, also known as Sava Elgrove. This is the initial public hearing per ED code 47605, which must occur within 60 days of the receipt of the renewal petition. Before I turn it over to Mory Elliott and Summer Ash, um I'd like

101to share a little bit about the process. Sava became part of the Elkrove community on July 1st of 2018 with their current authorization expiring on June 30th, 2026. Elkrove Unified received the renewal petition on August 29th, 2025, which per ED code gives the authorizing district 90 days to review the petition. This includes a public hearing which is tonight, a published staff report which will be available on November 3rd and the school board vote which will be November 18th. As a note, SAVA is a dashboard alternative school status known as DAS or DOSS school. A DOS school uses alternative metrics and renewal is determined by showing progress in the agreed upon student outcomes outlined in the school charter. The agreed upon metrics are one-year graduation rate, college and career readiness, nationally normed assessment data, and retention

102data. This differs from the traditional classroombased charter schools which utilize state and local achievement indicators. I will now turn it over to my Elliot and Summer Ash to talk more about Sava. >> Thank you, Sue, and good evening, Superintendent Hoffman, President Vargas, and members of the board. My name is Mory Elliot. I'm the assistant superintendent for Gateway Community Charters and Sava Charter School. And we're excited to be here tonight to share with you the impact that Sava has on our Elgrove community. And I'll learn how to switch a slide here. There we go. Sava Elgrove was first established in 2017 and currently serves over 350 students through a flexible hybrid educational model. We're a dashboard alternative status school as Sue mentioned focusing on re-engaging students at risk of dropping out and providing highly personalized education

103plans to prepare students for both college and a career. A key strength of our of SAVA is our CTE program. We currently offer multiple pathways including patient care, fashion design, public safety, and fire science. These pathways are funded by K12 strong workforce, CIG, and Golden State pathways grants, enabling students to graduate with both a diploma and hands-on career skills. At Sava, we blend rigorous academics with real world preparation. Students have access to A throughG coursework for college eligibility and can participate in dual enrollment through our partnership with the Los Rios Community College District. Partnerships with organizations such as SMUD and the Sacramento Air District create opportunities for job shadows, internships, and workforce development. A recent highlight is our electric glow rider project. Students proudly showcased this project at the Smithsonian Folk Life Festival in Washington

104DC this summer. And in the months ahead, you'll be able to see our students around town with this car at elementary schools, car shows, and community events, highlighting sustainability, and demonstrating how Sava integrates academics, history, culture, and career training into powerful community-based learning projects. SABA is operated by Gateway Community Charters, which is a charter management organization operating nine schools across two counties and serving over 5,800 students. Since 2003, GCC has been a pillar in our region and has built a strong reputation for program quality and fiscal responsibility, consistently reflected in clean audits and balanced budgets. At Sava and across our GCC network, our work is guided by Gateway's portrait of a graduate, which serves as our northstar for everything that we design from curriculum and class schedules to extracurricular opportunities and community partnerships. The portrait

105defines what we want every student to become. academically ready, life ready, and career ready. It also calls for students who are global citizens, productive citizens, and reflective thinkers. At Saba, these characteristics are embedded throughout all aspects of our program. Our project-based learning model challenges students to solve real world problems that integrate multiple core subjects into learning experiences. In our CTE pathways, students develop technical competencies alongside communication, critical thinking, and civic engagement. By embedding the portrait into every program and opportunity, we prepare students not just to graduate, but to thrive in college, career, and life. And for our next few slides, I'd like to introduce Saba's director, Miss Summer Ash, to dive deeper into our academic programs, student data, and student supports. >> Hello, thank you for having us tonight. SAVA's measurable success for students rest

106on a strong foundation of innovative program design. In middle school, students engage in project-based learning that builds critical thinking and collaboration. In high school, our dual enrollment partnership with Los Rios allows students to earn transferable college credit before graduation. Last year, Sava achieved a 93.1% one-year graduation rate with particularly strong results for African-American students. We also saw a 13.93% increase in students meeting or exceeding standards in English on the CASP. SAVA is a WASA accredited school through June of 2028 and was named a capturing kids heart showcase school for positive school culture. Family and and community engagement is the heart of SA's mission with a central pillar of our community schools work. Through strong partnerships with community organizations and industry leaders, we provide not only wraparound supports but also authentic hands-on learning experiences that connect

107students to their communities. Our CTE pathways drive this approach. Students learn alongside professionals, work on real world projects, and see a direct line from education to career. Whether exploring careers in health care through clinical simulations, earning CPR and first aid certifications, or partnering in medical field trips and internships, our students engage deeply with the community and prepare to enter high demand health fields. Enrollment and retention have shown steady growth, signaling that families trust the SA model and choose to stay with us once enrolled. This stability strengthens long-term relationships with students and families and supports improved outcomes. Financially, we continue to operate from a positive strength. SAVA consistently exceeds the 3% reserves requirement and multi-year projections reflect a healthy sustainable outlook that allows strategic investment in staff, facilities, and innovation without compromising stability. As Mr. Elliott

108mentioned earlier, Sava qualifies as a DOS school because over 70% of our students meet criteria such as being credit deficient, previously truent, or homeless or foster youth. Working closely with Elkrove Unified School District, we have co-developed DOSS performance goals tailored to student populations, ensuring alignment, support, and accountability. Our one-year graduation rate continues to be a point of pride. In 2324, SAVA's rate was 93.1% significantly higher than other DOS schools in the region. These results show that SA is not only re-engaging students who may have fallen off track, but also helping them succeeds a priority at Saba. While overall numbers still have room for improvement, our approaching prepare rate rose five and a half percentages in 2324 from 12% to 17.1% and SA also match or exceeded the rates of comparable DOS schools within the district

109and county. This year we are concentrating on two of the strongest CCR levers, CT pathway completion and dual enrollment. We have added capstone sections for CT pathways. We have our we are expanding our loss Rios dual dual enrollment opportunities through our CCAP agreements including onboarding students, tutoring and progress monitoring. On local assessments, participation fell slightly short of our 90% goal. However, among students who tested at both the beginning and end of the year, we saw meaningful gains with most subgroups exceeding our 5% growth target. Overall, 16.91% of students advanced at least one performance level in English and about 10% in math. Subgroup highlights include Asian students with a 31% jump in English and a 18% jump in math. Our Hispanic students with a 17% jump in English and a 9% jump in math. And our

110socioeconomically disadvantaged, a 17 point jump in English and a 10-point jump in math. Our focus this year is twofold. raise um participation to above 90% and accelerate growth through clearer test calendars with reminders, family reminders, makeups, and targeted tier 2 small groupoup academic instruction tied to diagnostic data. From 23 to 24 and 24 to 25, our 7th through 12th grade retention rate was 80% above our 75% goal. These results reflect front-loaded onboarding for new students, individualized schedules, and regular check-ins with teachers of record. This year, we are strengthening early warning signs for system attendance, expanding live class author offerings and time on campus, and providing flexible scheduling support to sustain and improve retention. Support starts the moment students arrive at Sava. All new students complete a three-week in-person onboarding program. They learn the SAVA SAVA

111hybrid routine, build relationships, set goals, and complete diagnostics for accurate placements. From there, every student receives an individualized weekly schedule. Some are on campus multiple days for classes other and for their one-on-one appointments. Others receive more frequent touch points. We use an RTI approach to SAVA tutoring, smallroup instruction, counseling, academic intervention, and added lab time as needed. The results is a flexible system that meets students where they are and adapts to where they grow. CTE is a graduation expectation at Sava. Students complete at least 25 credits or five semesters of pathway coursework. So, every student leaves with a markable realorld skill. Each pathway connects academics with hands-on application, allowing students to explore careers while mastering core content. We pair this with a strong multi-tered system of support to ensure every student has what they need

112to succeed. Students collaborate with students to set goals. Teachers collaborate with students to set goals, monitor progress, and provide targeted academic and social emotional intervention when needed. Together, CTE and MTSS create a personalized learning pathway for every student, which brings our portrait of a graduate to life. And as you can see, um, the photos that are up on the TV and the screens, these photos capture what defines Sava, engaging CT pathways with academics, technical skills, and community- based learning when they all come together. This is guided by a portrait of a graduate. And we would love to invite you all and some of you have already come to our campuses for tours to see the pathways in action and speak with our students and instructors. In closing, SA has demonstrated success in student outcomes as

113a DOS school and meets the standards for a 5-year charter renewal. Thank you for this opportunity to present this evening. And if you are here in support of Sava, would you please stand? [Applause] We are happy to take any questions at this time and thank you. >> Thank you. And uh thank you to everybody who stuck around for this long during the meeting. Um all right. Uh at this time I'd like to open the public hearing. Miss Ballerini, are there any blue cards on this item? >> Mr. President, yes, there are four Whoops. Yes, four blue cards on this item. So, we're back to three minutes because there's only four of you. Um, we're going to start with Moren Bionis and after Moren comes Joselyn Garcia. It's okay. We don't bite. To the most honored

114members of the board, fellow students, teachers, and staff, and supportive parents, a pleasant evening to all of you. I am Marine Bionis, and as a new international student at Sacramento Academic and Vocational Academy, Outgrow. Stepping into a whole new learning environment that's filled with unfamiliarity was truly nerve-wracking. Encountering new faces, new surroundings and new challenges and a whole lot more made me super anxious about how I would manage to adapt to these changes. Studying at Sava Outgrove has helped me in discovering a hidden excellence that even I was not aware of being capable of. Learning in the schools taught me that having a supportive educational setting will mold me as a new student. My mind was enlightened with abundant knowledge without the constant distractions and interruptions of a regular school and the anxiety that comes

115with social pressures to conform and fit in. I learned the essence of studying at my own pace and I discovered a learning strategy of time management. I believe that the accomplishments I have achieved in my studies come from the underlying root of superb and hardworking teachers and staff. Learning my new skills is less pressuring because of my exceptional teachers together with the rest of our lovely school staff. They're beyond wonderful. From greeting us students with bright smiles to never hesitating in guiding us with extra help whenever we need it. Knowing that my teachers are with me and this learning journey made it possible for me to reach my personal and academic goals and become successful without feeling a draining echo of pressure. Learning for me is not a race where you need to finish every

116task as fast as possible. For me, learning is like walking to a whole new pathway that is overflowing with obscurity, something that is beyond my own knowledge. In every little step I take, this obscurity slowly fills my journey with new lessons. My school created this new pathway where I can study at my own pace to slowly grasp knowledge of the unknown and reach my dreams. This opened my eyes to seeing the true essence of taking small breaks for this will be a powerful tool in restoring my mind's energy. I am also privileged enough to take part in a dual enrollment program Sava outgrowth has granted me in despite the change challenges that occurred in the process. Studying my own pace is beyond wonderful and balancing my college classes together with my high school studies. Through

117this, I can confidently achieve my desired learning outcomes with the help of the flexibility of my school schedule. My school taught me to never rush things out. For every accomplishment does not come from how fast you reach it. It's about achieving it with the thought of fulfilling a life-changing purpose along the way. Throughout this entire learning journey of mine, studying in this school, we were enlightened on how to properly balance our studies along with our personal responsibilities. It taught us to gracefully stand in every fall, value personal growth, and continue moving forwards toward our goals. My little sisters, Kelsey and Ziren, also attended Sava Outgrove as freshmen. They have been constantly getting so much support from their respective teachers. Seville served as a light in entering a dim path that guided me in recognizing that

118every uncertainty will shift into an opportunity with your missourage. >> Thank you. >> Okay, we have Joselyn Garcia and after Joselyn comes Sam Smith. >> Good morning everyone. My name is Josyn Garcia. I am new at SA this year. I wanted to take a moment to share with you a little bit about my experience so far and what makes SA different from my previous schools. One of the biggest things I've noticed, sorry. One of the biggest things I've noticed um when I first arrived is how student based it is. At other schools I've attended, everything seems to be following a strict curriculum with little. Here it's clear that the students are the focus. The staff and teachers really pay attention to what we as individuals and what and that makes a huge shift for me.

119When I first came here, I was honest and nervous. By the way, the staff um and the students welcoming make me feel like I belonged right away. That support really helped me adjust and start to feel at home. Before coming to SA, I was feeling half more than half of my classes. Sorry. I felt like I was feeling falling behind and I didn't know how to catch up. Since joining SA, I am now on track to graduate, which is something I wasn't sure was even possible a year ago. I appreciate the flexibility that Sava offers and the hybrid nature of the program. I am doing some credits online following the independent study model. My teacher record helps me keep on track and making sure that I finish those credits by the end of the fall

120semester. I am also taking live classes. I'm enrolled in a live ELA course in my CTE, career, technical, educational, and career. My CT class is public safety. We recently got to visit a forensics lab on a field trip. Was pretty amazing actually. This pathway aligns with my future aspirations to attend law school and become a prosecutor. Al SA also offers opportunities I've never had before, such as dual enrollment, which allows students to get a head start on college while I'm still in high school. I am currently taking advantage of this program and I am also enjoying my classes at CRC. It is giving me a glimpse of what my future as a college student might be like. I am really grateful for this opportunity has given me new goals to work towards. Ultimately, I want

121to emphasize that I am more involved in school now than I ever was in my previous schools. I have I have even had the opportunity to be a student representative on the Gateway Community Charter Superintendent Council with Mr. Sample. Being a part of the school community has motivated me to participate and try new things. Thank you for your time today. Salv is an excellent place to learn and grow. Thank you. Okay, we have Sam Smith and after Sam we have Linda Cortez. Good evening members of the board. My name is Samuel Smith and I am a parent of a student currently attending Sava Elro. I appreciate the opportunity to share with you why I strongly believe that Sava should remain open for many years to come. Since enrolling my daughter at Sava, I have seen

122remarkable improvement in her academic performance and her overall confidence. The smaller classroom sizes have allowed her to receive the individual attention and support she needs to excel. The teachers at Saba are not only highly professional, but they also very personable and genu genuinely invested in their student success. What sets Sabas a what sets Saba apart is the level of care and accessibility it pres it provides not only to students but also to the parents. The school offers a wide range of resources and programs that strengthen both academic development and family involvement. This supportive environment has played a major role in my daughter's progress and the motivation for her motivation to learn. Salva El Grove is making a meaningful difference in the community and it provides a safe structure and nurturing place for students to reach

123their potential. Students who might otherwise fall behind in larger larger and less personal settings. For these reasons, I respectfully urge you to keep Sava Grove open. The positive impact this school has on the students and families is clear and is in its continued presence is essential to success in our of our community. Thank you for your consideration, your time. Thank you. [Applause] >> All right. And last up, we have Linda Cortez. >> Hello. Thank you all board members. When Mrs. Warbertton asked me to say a few words here today, my first thought was, of course. And second, I thought how I can possibly express what Sava has done for our son in just a few words. Our son has grown so much in the short time he has been with SA. Before joining, he was

124overworked and had little to show for it. But Sava educators truly nourished Frankie's appetite for learning and inspired his confidence to grow. Sava offers a true community of dedicated educators from Jovial Antex from Mr. Mike to advanced educational guidance from Mrs. Montesum and Mrs. McBedron and a core instruction from Mr. Orin and Mrs. Sadik. And of course, there is Mrs. Borbertton and Mr. Mendoza, who always make themselves available and keep the Sava train running. Sava has provided our son with the tools and the opportunity needed to thrive, not just academically, but for his future. Now he has his sight set on his career. Without Sava, he might never have met Captain Stein or discover his passion for firefighting. Through the student superintendent council, Sava has given our son a voice, an opportunity that will benefit

125him far beyond his school years. This council has helped him build leadership skills, confidence in public speaking, and a sense of responsibility towards his peers and the school community. It's teaching him to be it's teaching him what it means to be a part of something bigger than himself, to listen to advocate, and take initiative. The experience has opened his eyes how a leadership can serve make a can make a difference in both in school and in life. It goes without saying but our family could not be more satisfied with Sava. Sava truly offers a community of care, guidance and opportunity. And for that we are deeply grateful for Sava Elro. Thank you. Thank you very much. And with that, I will close the public hearing and uh turn it over to board members. Board members,

126do we have any questions? Start at that. >> No questions, but comments. >> Sure. >> So, I just want to um thank you all that came out. My I got a chance to meet his team. Um it was great. You guys like right down the street from me, too, so it was super easy. Um, and I just want to thank the kids, the students, and the families for coming out tonight to really share a little bit about Saba. Um, I you're like a little gem right tucked away back there. And I think uh the work you're doing is really amazing uh for some of our kiddos here that, you know, the bigger system is just not where it's at for them. And here to find success and to see the very impressive um programs that

127you have for the CTE. Um, I'm really looking forward to that fashion show. So, please don't forget my invite. Um, loving uh that you have a fire truck and getting to meet the kids that you know are really excited. Uh, walked into a class and, you know, I think he's here today. He stood up and shook his shook my hand, introduced himself, and I was like, "Oh, you're definitely firefighter material." So, it's really exciting to see you here today and to see all of you here in support of this wonderful small school that's doing really big things in our community and the communities um that you have sites at. So, again, thank you for all that you do. Um you're doing tremendous work. Uh and I'm really happy to see uh this presentation tonight. Thank

128you. I do not have any questions, but I did want to say thank you for the presentation and I also had an opportunity to visit your campus a few months ago and it was it was a lovely visit and it was uh really it was neat to see um the unique learning environments that you have and the hybrid opportunity that the kids have and the hands-on learning. I love that they have the opportunity um to, you know, receive um to be dually enrolled and to have all those opportunities and to see the opportunities for hands-on learning and um the, you know, your model that you have to um help kids be college or career ready, which I think is really important. So, um again, thank you for the presentation and keep up the good work.

129Mr. Jeang, anything? >> Um, I would also like to um say thank you for the presentation. I would also like to say thank you for the students that presented and basically advocated for Sava as a whole. And I really think that it was I'm sorry. It was very awesome to see how students w were able to speak up about a program that I was not actually previously aware of. And through this presentation, I was actually very impressed on how um students are able to not only work at their own pace, but also do enroll in college courses and in CT um programs that help prepare them after high school. and just the overall environment and from the uh blue cards from the parents and the students. It just sounds like a wonderful environment. >> Thank

130you, Miss Ballerini. >> Well, you're going to see me tomorrow morning. We we have that already set up. Sorry we didn't get there before um the presentation, but I'm I'm holding my breath, excited to see what you guys have to offer. Thank you. >> Thank you, Miss Davis. >> As Miss Ballerin said, we're we're coming to visit you tomorrow. So, I'm looking forward to that now. Um especially getting the preview of it tonight. And I think it's a good reminder to us that not all kids learn the same way and that there has to be opportunities. So, thank you for your presentation. and and my colleagues about covered it. So, I appreciate it and I also had the opportunity to visit and really enjoyed it. So, thank you very much. Um, with that, uh, I

131would like to announce that this item will be brought back for approval at the November 18th, 2025 regular board meeting. Very much. [Applause] Next up, we have the tentative agreement between Elkrove Unified School District and the American Federation of State, County, and Municipal Employees 202425 and 2526. >> Don't take it personal. They're all leaving, Mr. Riley. >> Thank you for pointing that out. Uh, good evening, President Vargas, members of the board, Superintendent Hoffman, and Miss Avalos. I am pleased to present the tentative agreement between the Elkrove Unified School District and the American Federation of State, County, and Municipal Employees Local 258 for the 2425 and 2526 school years. Uh that has been ratified by a vote of the ask me uh members. In addition, education code section 3540.2 two stipulates a fiscal review by the

132Sacramento County of Office of Education of negotiated agreements to determine the financial impact of the agreement on the district budget. Therefore, a the AB1200 report which provides the financial analysis of the tentative agreement is attached and was submitted to Skoey for their review and approval. The EGUSD board is now asked to approve or ratify the attached 2425 and 2526 tentative agreement. Thank you very much. With that, I'd like to open the public hearing. Uh, Miss Ballerini, are there any blue cards on this item? >> Mr. President, there are no blue cards on this item. >> Very well. I will close the public hearing and entertain a motion to approve the 2024, 2025, and 202526 tentative agreement between the Elkrove Unified School District and ASME. >> So moved. >> Moved by Miss Ballerini. >> Seconded by

133Miss Moore. All those in favor, please say I. >> I. >> Any opposed? Motion carries unanimously. Very much. Next up, consideration of public notice of the Elkrove administrative team's initial initial proposal to the Elkrove Unified School District regarding a memorandum of understanding. Mr. Riley again. >> Yes. These items are fun to read, aren't they? Uh, so I'm uh so we just finished one round of negotiations and here we go with another one. That's that's how it works, right? Uh so pursuant to government code section 3547, the following are stipulated for negotiations between a bargaining unit and the district. Uh the Elkrove administrative team's initial proposal is officially presented at a public meeting of the governing board for public notice and a public hearing is conducted to receive public input regarding the Elkrove Administrative team's initial

134proposal. The Elkrove administrative team's initial proposal is attached Thank you very much. I'd like to open the public hearing. Miss Berini, do we have any blue cards on this item? >> Mr. President, there are no blue cards on this item. >> Very well. Then I will close the public hearing and entertain a motion to accept Elkrove administrative team's initial proposal to the Elkrove Unified School District regarding a memorandum of understanding. >> So moved. >> Moved by Miss Baldwin. >> Seconded by Miss Davis. All those in favor, please say I. >> I. >> Any opposed? Motion carries unanimously. Thank you very much. >> Thank you. >> Next up, consideration and public notice of Elkrove Unified School District's initial proposal to the Elkrove Administrative Team regarding a memorandum of understanding. Mr. Riley, >> it's our turn. So,

135pursuant to Government Code section 3547, the following are stipulated for negotiations between a bargaining unit and the school district. Elkrove Unified School District's initial proposal is officially presented at a public meeting of the governing board for public notice and a public hearing is conducted to receive public input regarding the school district's initial proposal and Oakrove Unified School District's initial proposal is adopted by the board. Our initial proposal is attached. Thank you very much. I'd like to open the public hearing. Miss Ballerini, do we have any blue cards? >> Mr. President, there are no blue cards on this item. >> Very well. Then I will close the public hearing and entertain a motion to accept Elkrove Unified School District's initial proposal to the Elkrove Administrative team regarding a memorandum of understanding. >> So motion >> moved

136by Miss Davis. >> seconded by Miss Baldwin. All those in favor please say I. >> I. >> Any opposed? Motion carries unanimously. Very much. >> Thank you. >> All right. Uh last item is board member and superintendent reports. Mr. Superintendent, anything? >> I do not. Okay. Board members, anything? All right, seeing none, and having no further business, we are adjourned at 8:15 p.m.