001Test test Good evening everyone. I'm calling the meeting to order and I think it's 6 0 8 or 6 0 7 Thank you so much for joining us. We have some important things to discuss in closed session today, but there's nothing to report out So we're so grateful to have you all here this evening and welcome to our YouTube audience that also is with us And so we thank you so much for joining us and taking time out of your busy evening to be here this evening The first item on our agenda is the election of our vice president for 2026. This is an action item. Can I get a motion? I move to elect Mr. Carlos Aparicio for vice president. I'll second. Okay, great. It's been moved by Mrs. Carrera and seconded by Mrs.
002Kennedy. Is there any comment? All right. Mrs. Valenzuela, would you please call for the vote? Mr. Aparicio? Yes. Miss Carrera see see no I'm kidding. Yes. Sorry miss Christine miss Chuck on Kennedy. Yes Miss Dabbs. Yes Motion passes. All right motion passes and mr. Baird. Yes. Oh All right motion passes. So congratulations to mr. Aparicio. He will now be our VP on the board. So grateful for that All right. Once again, we had some important things to discuss in our closed session, but there's no report to be made at this time. So our next item is our flag salute. No. No. Oh, I apologize. And my eagerness to move forward. All right. Election of our clerk. And this is an action item. So may I get a motion to approve? I know my name, Mrs.
003Carrera, as the Board of Education clerk. I second. It's been moved by Mr. Aparicio and second by Mrs. Kennedy. Are there any questions? All right, seeing none, Mrs. Valenzuela, would you please call for the vote? Mr. Aparicio? Yes. Ms. Carrera? Yes. Ms. Chacon-Kennedy? Yes. Ms. Dabbs? Yes. Mr. Baird? Yes. Motion passes. All right, great. Congratulations to our new clerk on the board, Mrs. Carrera. Thank you. All right, thank you so much. All right. Once again, there was nothing to report out in closed session, but we are going to move to our flag salute. And we would like to welcome and recognize Murphy Ranch Elementary School students, Lucas Caron, I hope I'm pronouncing that correctly, Millie Navarro, Zoe Arthur, and Aaron Sanchez. Would you please come up to lead us in the flag salute? Of the
004United States of America, and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. All right, friends, can you introduce yourselves? Wait, wait, wait. We'll start here. Introduce yourselves. Okay, thank you so much. The parents that are in the audience, do you want to stand up so we can, or just wave to us so we know you're here? Yay, thank you. Thank you so much for coming and bringing your amazing students with you. Thank you. All right, the next item on the agenda is going to be our Employee of the Year recognition from Murphy Ranch, and we're going to welcome their principal. Thank you, Mr. Maronick, for joining us this evening. Good evening board cabinet superintendent. I I love doing these meetings because I get to Tell
005all the amazing things that are happening in Murphy Ranch I get to talk about the amazing staff that we have and today especially celebrating two very amazing staff that were recognized by their colleagues as our teacher and certified employees of the year one of the great things about working at a school like Murphy Ranch is because I'm the one that runs the elections for the selection process for these positions and when we have nominations we have that that vote the Google form and I get to see the the votes come in and Doesn't I've realized it doesn't matter who is selected. I'm like, oh my goodness. They so deserve that Oh my goodness. So every year for the last Wow six years now every year. I'm like That is a good choice. Good job, you
006guys. And this year is no different. So I'd like to welcome up Mrs. Andrea Carlson. So I've known Mrs. Carlson for many, many years and have had the privilege of working with her for the past six years. You will not find a more dedicated teacher, a kinder human being. You know, from the moment you walk into her classroom, You just you you feel what it is to the kindness and the joy that she brings to her students The care that she shows for every single one of them And what we learned when she took on the intervention specialist role for a while the math and is role The care that she showed for all of her colleagues she really did take a the amount of Effort she put into supporting every single one of them
007every day The amount of care that she put into supporting all of the kids that were sent to her each and every day for those that don't know the intervention specialists typically work with the students that are most struggling in their classrooms and in the classes and Seeing her work with those kids seeing her work with their kinders now is is awe-inspiring And it is a pleasure to watch. It's a pleasure to be a fly on the wall as the principal and get to walk into the room and stand back there and watch her do her thing. So on behalf of all the students that have come before and all the students that are yet to come, thank you for everything that you have done and thank you for everything you will do. Thank you.
008All right. Oh, what? Good job. I had help. I had help. She says that because normally she's the one that buys the flowers. Anytime there's some, did you get flowers yet? Did you go? Do you need me to go? All right. So I just want to say. Hold on, I might cry today. I don't know. I'm feeling it today. I just want to say thank you again for inviting me to stand here tonight, not as only the Teacher of the Year for East Whittier School District, but for my school, Murphy Ranch Elementary. I've been thinking a lot about life lately, and tonight I would like to dedicate this award to someone who never failed to show up for me or anything that was important in my life since I was a little girl, my beloved
009Uncle Phil, who just died last week. So it's been heavy on my heart this week. Everyone needs someone who believes in them. And that person was him for me. As you know, I will tell you every day, I have a wonderful family. I'm married to Carlson. I have the best family. And they pour into my cup so freely that they fill it so much that I'm often. It's easy for me to give to others because my family is so wonderful. But my Uncle Phil, he just didn't have to show up. He married my beloved Aunt Joan when I was only eight years old, and I was a flower girl in their wedding. And from that moment on, he chose to love me like I was his own. He chose to show up, and he never,
010ever stopped. So this one's for you, Uncle Phil. I love you so much. But I would also like to give this award to the people that I work with at Murphy Ranch. I spend as much time with you as I do my own family, and there's not one of you that I don't love. Like any family, we can be very grumpy and very happy and silly and very overwhelmed and everything and in between. And I can also visit Shawnee with a very special scarf I made this week out of trash bags. I went to go get some trash bags, and anyway, I put them around my neck. because I was out of hands. And I come and talk to Shawnee and she looks at me and I go, oh yeah, you might be wondering about
011that. Anyway. So anyway, but I just want to say at the end of the day, I'm so grateful that these people stand by my side. We bring something unique to the table, each and every one of us, and I admire all of you. So here's to us, the ones that show up and put on our best face, even when our own hearts hurt, the ones whose lives may feel like you're falling apart. But the minute you step over that classroom threshold, you become Mrs. Carlson. or whoever else you are. Almost like an alter ego some days. And some days I walk in feeling frustrated or tired because the morning didn't go just right or I missed the light. I spilled coffee on my shirt for the millionth time. But... I become that joyful human, the
012one-size-step on campus, the one that children deserve. And most of the time, the joy is real. But sometimes it takes everything inside of you to be the light that day. So here's to us, the ones in the classroom, the ones in the hall, the ones behind the scenes, and the ones who show up, and the ones who love hard, the ones who love hard and keep going with grit and determination. And that's all of us who fill the classroom every day. So it goes to all of us. So congratulations to everybody. All right, now I'd like to recognize Mrs. Gabby Aguayo. So first, Mrs. Sanford should probably be the one up here talking about Mrs. Aguayo because they work shoulder to shoulder constantly and have for years. And it is an amazing thing to watch
013the two of them work together. Think as I didn't recognize it as much as a teacher unless I had an aide in my room the impact that classified staff have on our kids and Especially mrs. Aguayo She is essentially like having another teacher, not as she is, having another teacher in the room. The impact that she has day in and day out on kids is absolutely phenomenal. I know Mrs. Sanford would agree when I say that when you see Gabby working with kids, you see the joy in her eyes, you see the joy in their eyes. I love watching her walk down the hall when she's gathered her little kids, like the little ducklings following her along to the room to work in Mrs. Sanford's room. But she has made a true impact on kids.
014She's made a true impact on our campus. Her quiet composure, I will say, is amazing to watch. I don't think the parents get to see that much of our classified employees. But if you were to ask their kids, who are your favorite people on campus? I'm sure there are kids that would say Mrs. Aguayo because, you know, the impact you have on them. So I thank you on behalf of all those families for everything you do. And on my behalf and Mrs. Sanford and the entire staff who send you their kids and they come back better every time. Thank you. Thank you. Thank you. I didn't know I was going to have to do a speech, but I didn't prepare one. But I just want to say thank you. I enjoy what I do. I've
015been working with kids only, this is my fourth year, and I come from an accounting background. But I love working with them, and I enjoy it, and I feel very supported at Murphy Ranch. So thank you, everybody. All right, so here is the portion where I talk up my school. But for anyone that's been on the Murphy Ranch campus, I've been up here for a number of years. And we have this portion of the meeting where I talk about all the amazing programs that we do. And I could do that again, but I'm not going to. Because it is very difficult to explain what Murphy Ranch is to people. It's very difficult to put into words what Murphy Ranch is. I had one of our program specialists visit our campus. This was near the end
016of last year. It was for a PBIS visit. She was accrediting or verifying whether we've met all the criteria for PBIS. And at the end of that visit, she walked over and she goes... This is an amazing campus and I said you're absolutely right. She was no seriously like I was out at lunch What happens out at your lunch is not typical as to what happens out at lunches at the other campuses I said I know right As I got nothing to do with that. I really don't we have amazing families We have amazing kids. You saw four of them up here today. We have amazing teachers and staff. It really is, I'm afraid of using amazing too many times. It really is amazing in the truest sense of the word to walk around our
017campus, to walk into the classrooms, to see what these folks do day in and day out with our kids. It is difficult to describe to anyone that hasn't been on our campus and walked around. But anyone that has knows what it feels like when you walk on there for the first time. One of the things that is fun for me to do is prospective parents, we give tours. So any parent that calls and said hey, I'm considering sending my child to your kindergarten to your first grade TK fourth grade do you do tours sure have them come and Walking prospective families around our campus. You know having them go out to the lunch tables having them walk through the halls Not once have I ever finished one of those visits without the family making a
018very similar comment to what Jaina made when she came and did that that PBIS visit. Wow you have such an amazing campus here and it is 100% because of the people that are there day in and day out. It is the teachers that are having those conversations by the copier like it's and some yes sometimes they are mundane conversations but a lot of the time they're talking about students. They're talking about progress. They're talking about how to best impact kids. Sometimes they're a pain in my rear. And that's though because they're very, very passionate about what's happening on their campus, on their campus, because they take ownership of what's happening there. Every single one of them. Our custodian, Matt. Our, you know, our office staff, the teachers, Knight, Custode, and Diego, everyone takes such ownership
019of what's happening on our campus. It is amazing. And the parents as well. You know, we have our musical coming up and seeing parents, you know, pulling up at the end of the day, unloading four by eight sheets of plywood that they've painted to decorate and look like Dr. Seuss. You know, watching them struggle to get these things out of their car and dragging them under NPR. Everyone is pulling and rowing in the same direction. And it is just it's a pleasure to be there as an as a principal. It's a pleasure to be there working with these amazing people. And anyone that wants to come and visit, I encourage you to do that because you will see a school that is moving in the right direction. You will see a staff that truly, truly
020care about the kids and their families. So I would encourage you to do that. I will say we're going to recognize even more people, one with dubious merit. You'll understand the joke if you see when you see the slide deck in a minute all of the people were recognizing this evening are amazing people one with Dubious merit, but the rest are you don't get the joke But you know oh you're gonna scoop forward now never mind so that that's all I have to say about Murphy Ranch It it's an amazing place to be Thank you, Mr. Maranek, and thank you for celebrating your first two classified and certificated employees of the year. And now it's my pleasure to welcome Dr. Lilia Vargas, and she's going to continue with the celebrations. Good evening, everyone. So I'm
021Lilia Vargas, and I'm the proud assistant superintendent of human resources. And this really has become my favorite portion of our monthly activities here at the board meeting is really just honoring and recognizing our amazing employees. So I am going to continue. I don't have the inside joke quite yet, so I hope that I figure it out once I look at the slide deck. But for now, we're going to start off with our longevity pin. acknowledgments. And so a couple years ago, we really started just realizing it when we were visiting schools that we have a lot of employees who have been with us for many, many years, many of who started here as their first job and have not left and have no intention of leaving. And we just thought that was really amazing and
022really made us unique here at East Whittier. So today I am going to try not to butcher last names. I'm going to try. But I do have some special recognitions. And with 30 years of service, let's start off with Ms. Dorian Kokenauer. Kokenauer. Oh, I was close. I had three possibilities, but thank you. Congratulations. 30 years of service. Congratulations. And I'm not going to ruin this last name, but Mr. Justin Mayernick with 25 years of service. This is the one with dubious merit I was laughing about. I figured, but I was like, could it be another possibility? No, I'm the one with dubious merit. Next up, with 25 years of service, let's give a big round of applause to Ms. Catherine Webb. And she could not be here today, but we'll make sure she gets
023her pin. Wonderful. And I'm looking forward to that musical. I will be attending. Thank you for the invitation. We also want to recognize we have some employees that are not meeting the benchmark this year, but we really want to recognize them. And that is with Miss Debbie Waters for 20 years of service. Angela Gomez, Karen Mendes, Krista Martinez, who celebrated 15 years of service. Let's give them all a big round of applause. Our next recognition goes to our employees who not only have dedicated most of their entire life to giving service to our students, but they were also once students here at East Whittier City School District. This has become also a very fun recognition to give out since we do have some fun facts to share. So let's get started with Ms. Shannon Evans.
024And her fun fact story is I was a Laurel Lyon cheerleader. I wonder if you still remember a cheer or two. So you can come up and we'll give you your pin. We have these special oversized pins with our East Whittier logo and all the little apples hanging from the tree. So congratulations. Thank you so much for your service. Next up, we have Ms. Carol Sanford. Let's give her a big round of applause. And let's see. Her favorite story, my favorite teacher ever was my fifth grade teacher, Mrs. Songer. I also had the pleasure of working alongside my first and second grade teachers, Ms. Gottschall and Ms. Montoya, before they retired recently here at Murphy Ranch. I was also a student teacher in Mrs. Montoya's classroom right out of college and learned so much from
025her as my mentor and master teacher. Another fun fact, I attended both Murphy Ranch and Leffingwell. I attended Murphy Ranch Kinder through second grade, and at the time, Leffy Wall was closed, only functioning as a special education campus. They reopened it as a public school in 1990, and I switched over there for grades third through fifth. I had the best teachers and experiences in my elementary and middle school years. I love being able to give back to the community and schools where I attended. Let's give her a big round of applause. And now I would like to welcome is Bobbi Cook-Rowe and her fun fact story. I teach where I went to school as an elementary student. My mom, now retired, also taught at Murphy Ranch and was a student at Laurel and East Whittier.
026We are proud to give back to the district that provided us with love for learning. Let's give her a big round of applause. And now, oh, here's a second for Ms. Catherine Webb, who attended Mulberry and Hillview Middle School, third grade through eighth grade. We'll make sure she gets her homegrown pin as well. Let's give her a big round of applause. And now we're going to move on to another special recognition. So every year, all of our elementary schools have the privilege of being able to select one of their many fantastic community service volunteers. And every year we do kind of a competition and recognition where we honor one as our EWCSD Community Service Award recipient. But tonight we are very excited to welcome back Mr. Mayernick. And I am going to call up Murphy
027Ranch's Community Service Award recipient, Ms. Janine Montoya. Please come up. Yeah. Want me to read it? Okay, perfect. So Janine Montoya exemplifies exceptional dedication, service, and positive impact within our school community. Since retiring, she has continued to generously give her time by volunteering consistently in our STEAM lab. Janine supports students and staff for three hours each week, providing hands-on assistance. assistance that enhances student engagement, creativity, and problem solving. Her commitment allows students to fully access enriching STEAM experiences that might not otherwise be possible. In addition to her weekly volunteer service, Janine played a key role in bringing back the Young Readers Literature Award to our school. Through her efforts, this meaningful program was revived, encouraging a love of reading, thoughtful discussion, and student voice. The return of the award has strengthened our literacy culture and
028inspired students to see themselves as readers and critical thinkers. Janine's impact goes beyond specific programs. She models lifelong learning, service, and community involvement, showing students that learning and giving back do not end with retirement. Her reliability, kindness, and genuine care for students have made her a valued and trusted presence on campus. Janine Montoya's ongoing contributions continue to enrich our school, support student success, and strengthen our greater school community. Thank you so much and congratulations. Oh my goodness. I'm truly touched. Thank you. When I left Murphy Ranch, when I retired from my beloved Murphy Ranch, I knew that I wasn't leaving. I knew because my granddaughters are there. So I said, okay, here we go. I get to keep my toes in the water. I get to keep going. And that has been truly a blessing.
029to be able to continue to share the joy on those children's faces when I'm there on campus, to continue to see my friends and colleagues when I'm there, to continue to share my passion of children's literature when I'm in the STEAM lab with the students at Murphy Ranch. It's truly my joy and my pleasure and my honor to continue to do what I do. And so thank you. Thank you all for sharing that joy with me. Thank you. Thank you so much, Dr. Vargas. And thank you again, Mr. Maranek, and to all your wonderful employees for everything they've done to not only earn those awards, but to breathe life and joy into all the children that they impact every single day. The next item on our agenda is the approval of our February 2nd minutes.
030Before I open up for discussion, can I get a motion to approve? I move the recommendation that the Board of Education approve the February 2nd, 2026 Board of Education meeting minutes. Thank you. Can I get a second? It's been moved by Mr. Aparicio and seconded by Mrs. Kennedy. Any discussion board? Any items that need correction? No? Are we good? All right. Hearing none, Mrs. Valenzuela, would you please call for the vote? Mr. Aparicio? Yes. Ms. Carrera? Yeah. Mrs. Chacon-Kennedy? Yes. Ms. Jabs? Yes. Mr. Baird? Yes. Motion passes. All right. Thank you so much. Next item on our agenda are our board member comments. And I'm going to see if Mrs. Carrera, would you like to share something tonight? Sure. I just want to say thank you, Lucas, Millie, Zoe. Is it Aaron or Aaron? Either
031one. For the pledge, Ms. Carlson, Ms. Ahwayo, what can I say? That's why I didn't get to meet you while at Murphy Ranch. I'm really biased when it comes to Murphy Ranch. Both of my children went there. So it just holds a really special place in my heart. I've seen that school grow. My son is now 19. He knew Ms. Webb, Ms. Montoya. I'm very familiar with Ms. Montoya. I know her daughter. I'm missing the frog, though. I was expecting to see the frog today, but I didn't. I do want to say that Murphy Ranch is indeed a special place. I won't take up a lot of time because Mr. Maranek already said all the great things about the school. But I will just reiterate what Nelson Mandela said. It always seems impossible until it's
032done. And that is just the epitome of Murphy Ranch. That's what it stands for. There is nothing impossible at that school that cannot be done. It gets done. So, I mean, and that also starts with the principal. So kudos to Mr. Mayernick for that and everyone who assists him. Now, I did want to say that I attended East Whittier Middle School Awards today, the ceremony. It was quite fun. I wish I could dance, but I can't. Soon, hopefully. And I'll be at the speech on March 12th. I'll be there. I don't know if you got that. I wanted to be one of the judges. Again, I don't know if you guys got my memo, my message. You know, things get lost in translation. But other than that, I do want to... I WOULD LIKE TO
033GIVE YOU MY DEEPEST SYMPATHIES TO YOU AND YOUR FAMILY, MS. CARLSON, ON YOUR LOSS. AND WITH THAT, I YIELD MY COMMENTS. THANK YOU, MS. GARRETA. MR. BEARD? I always want to, you know, give, like, congratulations to all of the awarded recipients, like the Certificated Award and Classified Award. I forgot your names. I really wish I had my notes pad right now so I could, like, write it down and say, but I forgot your names, and my voice is kind of gone. But I always like to give congratulations, and we have a little ASB Leadership Summit that's going on tomorrow for... all the kids that might still be here. I'm not sure if you're here still. If you're here, then you'll go there tomorrow, I think. But it's going to be a pretty cool thing for
034all of the ASBs that are going to be there at the thing. I'm not sure how many there's going to be. Maybe like 70, 80? I don't know really what much to say, so I'm going to end my comments here. But congratulations. I don't know how much to say, but congratulations to all the award-winning recipients. Thank you, Mr.. Baird mrs. Chucklin Kennedy Thank you. Thank you. I also want to congratulate everybody I won't say your names cuz like Oliver I forgot but congratulations to everybody and I don't have very many comments to say that I also attended the academic awards at Eastwood middle school is this afternoon and And like Ms. Carrera said, yeah, I can dance, but I'm not going to. But I have to tell you, I was only there for the 6th
035and 7th graders because they had 6th, 7th, and 8th graders. I was only there for those two. And for just one section, which was the 3, 5 to the 4.0, for 6th and 7th, there were over 100 kids. And that was just for that one segment because they had honor roll. I just thought that was so impressive. I was like, I did want to get up there and dance when I heard that. But it was very impressive. And I do also want to encourage the kids for the speech contest because I think they do such an outstanding job. And it's not easy to get up there in front of everybody and do this speech. But I really encourage the kids to do it. It's a great, great thing for them to do. So encourage your
036kids to do that. That's all I have. Thank you. Thank you, Mrs. Chacon-Kennedy. Mr. Aparicio? Yes, I just want to say welcome everyone. Thank you to Lucas, Millie, Zoe, and Erin for leading us in the pledge and for being good leaders at your school. And like I said, hopefully you guys continue being at the middle school and high school and beyond. So just thank you for leading us in the pledge. Congrats to Mrs. Carlson and Mrs. Aguayo for being the Murphy Ranch Chiefs of the Year. I know my daughter had Mrs. Carlson many, many moons ago and it was at Orchardale, right? So kindergarten. So we had the pleasure of having her as a teacher. So definitely kudos to you for continued success and for... though being a really great teacher. I know my wife
037talks about you all the time still, so thank you for that. Congrats to all the other award recipients from Murphree Ranch and the WASA, especially the WASA ones. That's always a big one just because you volunteer time, so you're not getting paid for it. You're there because of the kindness of your heart. You want to help out, whether it's the kids, the teachers, the community, whatever it is, so just kudos to all the WASA award recipients, and that's it. Thank you, Mr. Aparicio. I also want to congratulate everybody. I want to thank our students from Murphy Ranch for leading us in the flag salute. I want to also congratulate Mrs. Aguayo and Mrs. Carlson. I want to give a special thank you to Mrs. Carlson when I first joined the board. I walked into her
038classroom and she was very warm and welcoming to me because I was a former kindergarten teacher and she was a kindergarten teacher and it was so lovely to make that connection with her at Murphy Ranch. And Murphy Ranch is a beautiful place to be and it's just a beautiful area too. But aside from that, thank you so much for everything you all do at Murphy Ranch. And Mr. Maranick, you know how I always like to comment on the themes as a former principal, forgive me. Saddle Up for Success, it's hysterical, it's funny, but it's great. And it really helps to connect the kids with the logo and with your... Your theme and yours in your school, and I just really love it I think it's a lot of fun, and I also want to also
039congratulate everybody who got their tenure, which is a really really big deal Longevity homegrown. I was a homegrown person in my district many many years ago when I became a coordinator and it was always so lovely to be able to have that and then of course to Janine Montoya for your work in the STEAM lab. Thank you for mentioning that it's a STEAM lab not a STEM lab meaning that we're keeping the arts alive in the STEAM lab. So thank you. Thank you so so very much for that. I also want to mention that we have many wonderful events now bubbling and occurring in our district and it's so beautiful to see and one of them that happened most recently if I can take a minute. Dr. Patterson was our first ever, I believe, first
040ever EWCSD perennial math tournament. And although I was unable to attend, I do want to recognize, if it's all right, Dr. Patterson, and correct me if I get anything wrong here, there were 263 students, 55 teams, 12 schools representing grades three through eight. So there were students from all across the district. And there were some wonderful things that went on at the math tourney, but I especially want to mention some of the winners by grade level. Mulberry Elementary School won for grade three, Murphy Ranch for grade four, Levenewell Elementary School for grade five, Granada Middle School for grade six and seven, and East Wader Middle School for grade eight. And of course there were individual students that won as well. But I really think that it's something that is so beautiful that we've begun to
041do that and hopefully in discussions it will be something that we will take a look at and the superintendent will look at with his team to see if it's something that we continue. But I just want to thank all of our schools for participating and for really valuing the importance that math can bring into our lives. And I know that sometimes it's hard, especially when you get into middle school and high school and you take algebra and you're wondering when am I ever going to use this again. But Having that foundation is so important, and that really starts in kindergarten. And I remember having that discussion with Mrs. Carlson many, many years ago. But it's really important for our children to see the value of math in their lives because math is just a part
042of so much of what we do every day, including music. So a big part of music is mathematical. So I was really excited to see that. I also want to recognize the Student Leadership Summit that is coming on Wednesday. I hope to drop in. I can't make a commitment to stay all day, but I'm really excited to see that. It's always such a beautiful event. The team that presents it does an amazing job and Dr. Patterson kicks it off with a lot of energy and vitality and so it was a lot of fun to see so we're excited for that. Also for the speech contest, I love doing that. I will do that again this year and be a judge and it's really beautiful to see the kinds of work that our students are doing
043in the area of speech and their commitment and the way that they move through the words and their their poems that they write, and their statements that they write based on a theme that's picked every year is just absolutely incredible, so I'm looking forward to that. And I also want to say that, one last thing, we are not a wintry area here, but the Winter Olympics are going on, and I really, really just want to urge you to take a minute to watch them. I know we're huge, you know, summer, L.A., and we'll have to see how all of that goes, but the Winter Olympics are very... very important in the lives of our children because I was listening to the story of the biography of a skater, this young woman who's actually from the
044Los Angeles area. And she started watching ice skating at three and determined that she was going to be an ice skater and she was going to skate in the Olympics. And I believe she's 21 tomorrow. So you never know when... the foundations for that are because one of our children saw something incredible and even though we're not a snowy area, they say to you, hey mom and dad, I want to skate, I want to snowboard, I want to ski, I want to curl, which is a very interesting sport. But please take a moment to watch. The times are a little bit different for us because it is in Milan, but you can watch rebroadcast, you can watch. some of the beautiful events that are taking place, even though we're all busy in our lives, but
045just wanted to make that pitch there. And then lastly, for our community that celebrates, I wanted to wish them a happy Chinese New Year. This is the first day of Chinese New Year. It's the year of the fire horse. It's supposed to be a year of abundance. The year of the snake was to shed. The year of the horse is to grow in abundance in all kinds of ways. So I think it's really beautiful that we recognize our Asian American community that celebrates the Chinese New Year. And having said that, we're going to take a quick break. We're going to take a quick break for pictures. Anything else? I did. All right. Give us a few minutes. Have you received any of our awards? Yes. So please stay for pictures. We need you up here
046at the step and repeat. And then we'll get right back to our meeting. Thank you. Thank you so much. Our next agenda item is CSCA comments. Do we have a rep this evening? Thank you, thank you. Thank you, thank you. Thank you. Do we have a rep from CSCA tonight? Yes, no? Okay, oh yeah, there he is. He's the president. Check, check, check. Good evening, members of the board. My name is Joseph Riley. I work in the IT department, and I am the president of our CSCA chapter. So first off, I want to congratulate everyone who was recognized tonight. Lots of good stuff going on at Murphy Ranch and a special shout out to employees of the year, Ms. Carlson and Ms. Aguayo. Also, from time to time, I like to keep the board informed
047of things going on with our local CSCA chapter. So after having a successful Blitz Day this last week, I believe for the first time in our chapter's history, we have over 500 members. So that's pretty good. Also continuing on just a quick update from last meeting CSEA was able to reach an agreement with the district for the instructional assistant to bilingual aid physicians in order to shift their schedule to the afternoon under the district's new intervention plan This agreement gives the district the flexibility needed to take advantage of ELOP funds While giving our members that can't work the new schedule additional rights for securing a new role with the district. So it's a win all around However, where does that leave us? That leaves us with 10 folks still on the classified layoff list, right?
048These are 10 hardworking folks, 10 folks that directly support our students and people in the community, and 10 folks who are 10 talented individuals who are not going to have a home in our district in the fall. So let's continue to work together until everyone has a position to return to. Thank you. Thank you. Next on our agenda are EWI comments. Good evening, everybody. Just want to congratulate Certificate Employee Andrea Carlson, Classified Employee Gabby Aguayo, and the Launchativity and Homegrown people for the recognition. Congratulations. I want to start by thank you for readjusting the copy limits. When it got changed about a month ago, it sent a sort of shock to the system. And we appreciate the business department working with us and making those adjustments. So we have... higher number of copy limits per
049month and also that scans don't count towards our copy counts. So I think that's helped and having publications back and getting used to it again since it was a big deal when it went away, but now that we have it back that has been beneficial to us. We're looking forward to the LCAP consultations with the district later this month. I think we have one this month and one in a couple months. So we're looking forward to talking about the LCAP and hoping we can allocate funds to positions to make. students as successful as possible. Currently there is voting open for a recent tentative agreement with the district. This closes on Thursday so we should have results by Friday and that'll be up for if it passes it'll be up for approval next board meeting. Last
050board meeting, 29 teachers were released, 13 temps. We understand that because they take the positions of the leaves, but something that we don't understand is why some of those temps have been previously rehired as temps for multiple years, sometimes up to five years, but can never find a probationary position. So these temps kept coming back, but were never offered a probationary position when it opened up. But if they're being asked back, that means they're doing something good. And so them being released and not being in probationary positions in the past is a curious question that we have. And so the basic question is, why couldn't we find a place if we're willing to hire them? There are also 16 non-reelects, and that raises some questions. Some of those questions are, what does this say about
051our hiring practices if we're not keeping people? What does this say about our training practices? How are we supporting our new teachers? What does this say about our ESN program because several of them were ESN teachers? How do you think the remaining teachers feel? I think that's a big question because there are the teachers that are still here and we're trying to help them do the best they can and now they're released because if it's a non-real act that's saying that they couldn't cut the mustard. But if we improve our hiring practices and we improve our training practices, we think that that wouldn't have to be the case. And finally, there have been some learning walks by the ESS department. And I was not the only one, or my site was not the only one
052that received an email that talked about the following things. Tier one instruction, learning objectives, student engagement, including Kagan strategies, accountable talk, anchor charts, tier three academic vocabulary, and critical thinking. So this is what we were told was being looked for on those ESS walks. And I understand those things being looked for, but like... One walk that they're gonna come to our classroom for three to five minutes to see all of these things seems like a lot and I say that because I Don't care who comes into my room. I got no problem come over and check it out. Enjoy But a lot of teachers get really, really nervous when people they don't know come in to observe them. And I think seeing a list with about seven things on there is going to freak them
053out a little bit. So I think maybe reducing the number of things that you're looking for to make them feel comfortable. When teachers ask, I always tell them, Amy Swanson, who's here, she would say, you know, when people come in to observe you, you look at it as an opportunity to show how good you are at your job. sort of paraphrasing a little bit. And that helps alleviate it, but when you see this long list of things, it's really hard to make sure you're hitting everything. From my vantage point and a lot of middle school teachers, I don't know what an anchor chart is. I have an idea because I've been told by people, but I've never been trained on it. So some of these things that are being looked for, we haven't all been
054trained on everything here. So our ask sort of is, can we reduce what we're looking for to the most essential things? Because this is a long list. It's going to freak out a lot of teachers. Appreciate your time. Thank you. Next up, we have comments from Dr. Patterson. I just wanted to, you know, point out that we have a wonderful event coming up that we look forward to each and every year. Tomorrow is our Student Leadership Summit. As Oliver mentioned, this is an opportunity where we bring 350 of our student leaders from across the district to learn about a variety of leadership skills. And our team does such a phenomenal job because it really mimics what a professional conference looks like that our teachers and our classified staff and our administrators go to. So I
055just want to thank all of the hard work and all of the dedication that goes to that. Thank you, Dr. Patterson. Alright this next item also is under your purview and I think we have some public comments tonight So I'm gonna ask the first five candid on speakers to come over to the podium and then you will have three minutes each Laura Sullivan Julia Gleick Paul Robeson Lillia didn't Nikola and Kim Flores and if you wouldn't mind in that order, please and please introduce yourself Hello, my name is Laura Sullivan and I'm a teacher at ocean view The true measure of any society can be found in how it treats its most vulnerable members. This quote is most often attributed to Mahatma Gandhi, and I think it applies to how this district treats our most
056vulnerable teachers, our temps. Our temps are our utility players. Many of them are rehired year after year, up to five years at my site. They are the first to change grade levels, the first to change classrooms, and the first to change schools. Yet they have zero job security as they continue to be offered only one-year contracts. They are our most vulnerable employees, and how they are treated really tells us a lot about our district as a whole. At the last school board meeting, 13 temps, four of whom are at my site, were unnecessarily officially let go in a vote that didn't need to happen because they are already employed under one-year contracts. They did not know that this was happening because this was the first time it had been done this way. The temps were
057not given official notice by the district that they were being let go for almost 48 hours after the public board meeting. Then late last week they received emails from the district explaining what had happened and explaining that there might still possibly be openings for them in the coming months. This letter should have been sent to them prior to the last school board meeting and not almost two weeks later. Adding insult to injury, the new intervention and coach positions were flown and hired before this vote, and those hired from out of district for these positions were given probationary contracts. I'm really struggling to see how the temps have been treated over the last few weeks as an example of every interaction matters. Finally, I would like to let you know that my administrator has shared with
058my grade level that we will each be starting the next school year with 37 students. Well, I'm sure there will be a way to show that our school district still maintains an average class size of 30 students to a classroom. Classrooms that serve as outliers are becoming more than the norm than the exception. I've taught for 25 years, and I've had classes as small as 18 and as large as 37. And I can tell you that no student, whether classified as an EL, GATE, SPED, or no designation at all, benefits from such a large class size. It is absolutely unfair to do this to our students and to pretend otherwise is disingenuous. Thank you. Good evening. I'm Julia Gleick. I'm a 25-year employee and special education aide currently at La Colima. I'm here to talk
059about my extreme concern about the decision of the board on February 2nd to initially eliminate 24 classified positions. Two of them were vacant, so that dropped us down to 22. I'm also very gratified and would like to thank our CSEA negotiation team and the district for working things out with the bilingual aides and saving those 12 positions. But I am very concerned about the remaining 10. as well as the one- and two-year teachers who didn't receive tenure yet who were also let go. These cuts are not only devastating to the employees losing their jobs. It's very personal. It's not just positions. It is people. But all these cuts directly affect the classrooms and the school site operations, thereby affecting our students, their learning, their engagement, as well as community and parent engagement. And the classified
060employees affected, all these positions provide vital services to our students and families, including some of our most... marginalized, and most vulnerable populations. Now, for the classified employees, the remaining people who are affected are three intervention aides for our most struggling students, an LVN who provides health services and emergency care sometimes, an opportunity roommate, two bilingual parent educators that work with our ESL parents, a community liaison, and two step aides that work with our population that has emotional disabilities. So, of those 10 people left, Quite a few of them are low our positions some of them are only 15 17 hours They don't get paid into CalPERS district doesn't that doesn't pay into their benefits. They don't they're not eligible for medical they are the least costly employees to Employ for the district and yet they
061have a huge impact they also do so much and getting rid of them at this time does very little to make us fiscally stable. I know we're on fiscal stabilization. I also understand the reporting requirement that you had to notify people by March 15th. I understand why that is done now. But that all being said, I'm a data nerd, so I kind of hang out on the legislative analyst's office. And according to the projections that are current as of today, They are projecting a 6% increase to funding for 26-27. There's even some pages on the Senate Commission that are saying that the increase could be as much as 10.1%. So under Prop 98 that guarantees minimum funding, we're averaging about... 18,500 per pupil per year right now. That's proposed to bump up to 20,400 for
062next year. Obviously proposals, it's early. We haven't hit May revise yet. Lots can change. But based on the robust economy, the tax returns, the tax, I'm sorry, the tax revenue and the market, which has been quite powerful lately, California expects to have the money to support. K-12 education. So based on that, there's also an additional possible $5.9 million being proposed for SPED alone. ELOT money is holding steady. The Learning Recovery Block Grants are proposed to include extra funds for each student. So based on that, I ask you to consider rescinding these layoffs. Thank you. Good evening members of the board and superintendent. My name is Paul Rebson Worker on grounds for 18 years in the East Whittier City School District I'm standing here tonight to talk about the hard-working men and women who keep our
063school running the same people currently facing the uncertainty of layoffs We've all heard the talk of budget gaps nuclear solutions, but as a community we need to be very clear Our teachers and staff are not line items on a spreadsheet They are the heartbeat of our students' success. Laying off the very people who provide stability and education to our children is a short-term fix that will cause long-term damage. There have been several raises and bonuses issued to the superintendent and other administrators while in the same breath layoffs are being discussed. We're here to ensure that every seniority right is strictly honored. and that every March 15th notice is legally justified and that the board explores every possible alternative before even considering cutting a single job. We aren't just here to watch the clock. We're here
064to protect the future of this district. We are asking you to prioritize people over paperwork. Let's work together to find a way to keep our educators in the classroom where they belong, rather than leaving them out in the cold. The eyes of the members, the parents, and the community are on this board. We expect a shield of protection for our workers, not a pink slip. Together stronger, and stronger together. Good evening, members of the board. My name is Lilia DeNicola, and I currently serve as a roving LVN for the school district. I began in the 23-24 school year as a one-on-one nurse supporting a medically complex student. When that student was adopted earlier this school year, I transitioned into the roving school nurse position so I can continue serving students wherever the need was greatest.
065In this position, I support multiple campuses by assisting with IEPs and AEPs, or EAPs, excuse me, implementation conducting vision and color vision screenings for special education students. I support health clerks and fellow LVNs assisting with medical procedures and stepping in when staffing gaps arise. When coverage is unavailable, I ensure students continue receiving safe and consistent care. I currently provide coverage for a medically fragile student during IAA's breaks, and when the IAA resigned earlier last week, I have been asked to continue supporting that student moving forward. This reflects an ongoing and essential need for skilled nursing and support. The roving nurse role provides continuity of care across the district. It allows campuses to respond immediately to student health needs, supports compliance with care plans, and helps students remain safely in school and ready to learn. I
066have always wanted a full-time position because I care deeply about serving this community and its students. I am committed, dependable, and already meeting ongoing district needs through this role. Maintaining this role is not just about a position. It is about preserving consistent care and safely for students across our district. I really hope you can reconsider your thoughts for this layoff of the position. Thank you. And Ms. Lee and Ms. Fregosa, could you make your way over to the podium? Hi, my name is Kim Flores. I am a mother of three children that went to East Whittier Middle School and East Whittier City School District. I am in here. I'm supporting the teachers that are being laid off. There is one in particular that I really felt compelled to share. my experience with. Now, when I
067had my, this teacher as my child's teacher, she was at St. Bruno's. She was my children's second grade teacher. She helped us through a very difficult time. Okay, she was very compassionate. She was very supportive. She was non-judgmental. I have to say, I sent my child to school that day with strange bruises on his body and was afraid to bring him somewhere. And she compassionately went up to me and said I should be taking him to the hospital. Okay, she didn't judge me. She, that night, I brought him to the emergency. I, he was admitted. He was there for transfusions. This teacher in particular, Nancy Royal, was there for us. She would come to the hospital. She would be reading with my son. She was there for us. She shows. So much love for her
068families, for her students. This is a teacher that loves her job. And I would hate for her to lose this because this is her passion. I feel you've won the lottery when you got her. Please try not to lose her. My name is Lisa Fragoso, and I teach third grade at Ceres Elementary School. I'm speaking on behalf of our fourth and fifth grade general education English classes regarding class size. They wish they could be here, but honestly, they're exhausted. And with the extra time and effort of grading and everything, they have to be home with their families. Our fourth and fifth grade classes that shared that they calculated, and over the past seven years, have averaged... over 35 students in their classes. So this year, our fourth grade teacher, Mrs. Orozco, shared that she has
06932 students, and her class is the product of a combination class being created in grades four or five. And she shared that she has five students on IEPs and seven students on 504 plans, mainly for behavior and attention needs. And then I asked, well, how are they doing? And she shared that seven are at grade level and 25 below grade level. And our combo class has 30 this year, and Mrs. Silva shared that with her 30 students, which is a little large for a class size with two grade levels going on, she has two IEPs and has had a very severe behavior issue in her class, as well as a student on a check-in, check-out behavior plan, you could say. But she also shared that since 2021, she's had 35 students when teaching fifth grade.
070And our current fifth grade. teacher, Mr. Brewer, also his class is the product of a combo class being created, has 33 students. And with that, seven students on IEPs, a student on a 504 plan, and also a student on a check-in, check-out behavior plan. And he also shared that since 2019, he's had 36 students. And so these large classes are just a lot. And I know that CERES has some interesting dynamics with the DLI program and distribution of grade levels, but it isn't just CERES. At every grade site or every school site, there's these same issues. And it's just, it's almost impossible. It's increasingly difficult to implement the Tier 1 and Tier 2 instruction with just so many bodies with so many needs in the class. So I appreciate your time and your consideration when
071discussing class size for next year. Thank you. Good evening, Jennifer Lee. I've been teaching 23 years, 10 years in EWCSD. I come with respect for the responsibility you carry as legal, the dissuaries, and with the urgency about the direction we're taking. The California School Board Association reminds boards that all stakeholders must be able to trust the engagement process if they're to continue providing feedback and support. That trust increases when the board clearly communicates how stakeholder input was considered and incorporated into final LCAP decisions. I've read the agendas, attended meetings, and listened online. I'm concerned. I've seen major costly decisions approved before the LCAP stakeholder feedback process has been fully completed. Respectfully, that raises an important question. What is the purpose of stakeholder engagement if key financial decisions are made before that input is fully gathered
072and analyzed? One example is the hiring of instructional coaches. Teachers, the very people this initiative is intended to support, were not meaningfully included in identifying this as a priority. What I consistently hear from teachers who speak at the board meeting just right tonight is not a call for coaching and tier one instruction. I hear concerns about student safety, increasing behavioral needs, and class sizes that make it difficult to meet the diverse needs in front of us each day. Many teachers are in survival mode. It's also troubling to hear that budget limitations required us to release teachers who have served this district for six or seven years while simultaneously funding new coaching positions. at a higher expense point, many filled from outside the district, despite qualified internal applicants being turned away. I would prioritize smaller class
073sizes and retaining experienced teachers that our students already know and trust. I believe many stakeholders feel the same way. I understand the district has referenced the research of John Hattie to support its strategy. Research is important. However, it is also important to acknowledge that Hattie's methodology and statistical approach, particularly his use of meta-analysis and effect sizes, have been questioned by multiple researchers in the field. In addition, much of his research predates the dramatic changes in classrooms over the past five years. Our current reality is different. The lived experience of educators working in today's classrooms must be weighed alongside any research base. This is not about resisting improvement. It is about alignment between process and practice, between engagement and action. If we ask staff, families, and community members to participate in LCAP discussions, their voices must
074meaningfully shape decisions. I urge the board to increase transparency about how these financial priorities were determined and to ensure that decisions truly reflect current stakeholder input. Thank you. Thank you so much. Our next item is a presentation item, and it is my pleasure to... To begin to see that our presentation regarding the local controlling and accountability plan is that correct? No, we're actually going to start with the evidence of student learning presentation. Oh Okay Good evening, Board President Dabbs, members of the board, fellow cabinet members, and members of our community. I'm Dr. Trina Gonzalez, the Assistant Superintendent of Educational Services, and tonight I have the pleasure of presenting our mid-year LCAP update. Dr. Andrea Roman will provide a mid-year update on the Local Control and Accountability Plan, or LCAP. We are required to present a
075progress update on the current year's LCAP and budget overview. This update includes available mid-year outcome data tied to the LCAP, as well as mid-year expenditures and implementation data for actions identified in the plan. Together, this information helps us monitor progress and ensure alignment between goals, actions, and resources. At this time, I would like to invite Dr. Andrea Roman to present the mid-year LCAP data. Good evening board. Good evening community members and all present tonight. Thank you so much for the opportunity So as dr. Gonzalez has just mentioned we are required to share with our board in our community any Updates that we have with regards to our current 25 26 el cap Included in our presentation is our current expenditures as of December and the only reason why we have them until December is because
076we are working with our budget our business department to make sure that we keep all our budget expenditures up to date so they provided this information as of December and in this document it will state what is our allocation per action item in each goal and how much has been spent thus far. The next slide you'll be able, I'm sorry, there is the link if interested in seeing the actuals. You can click on the link and you'll be able to see those there. On our next slide you will notice here that we have, we are required to explain or to share with you actions that have been completed, those that are in progress, and those that have not just been started. I do want to some attention to the not yet started. Those items might
077not be that they have not been started. It could also be that we're using other funds to purchase or to pay for those services or those materials. So for example, sorry just really quickly just for here supplemental math intervention materials, it could be that those sites might be using either their discretionary or they could be using their Title I funds to purchase those materials. For action, I'm sorry for goal two, we have no actions not yet started. We do have in progress our special education and general education collaboration. So anytime that our special ed teachers or general ed teachers would like to collaborate and need some release time to do that. Right now I know some of our teachers are doing universal design for learning. Some of those funds are being used for that. To
078provide that time so that is still in progress the other items have been completed in our goal goal to in goal three We can see there that we have not yet started the social emotional programs supplemental materials. We had second step and those are materials that have already been purchased. So there is no need to purchase any supplemental materials since those were already purchased. In progress we have our parent engagement activities and materials, student academic events such as perennial math that we were just hearing about that wonderful experience, the speech context contest. Those are all things that are in progress so they haven't been completed. Other than that everything else has been completed in our actions. Part of the mid-year LCAP presentation we also are required to share with you any updated metrics are included
079in our LCAP. So here you see all the metrics that are available up to today and all the how we've been able to meet those metrics as of today. So this is for goal one. For goal two, you'll see the same. The only difference between goal one and goal two is goal two has a lot to do with student data. And you'll notice here that there is information with regards to the California dashboard. That is public information. So I know it's hard to see here, but you're able to see that on our California dashboard, it is public information. In goal three, this has to do with student engagement. So you'll notice here again the California dashboard. We have a metrics around chronic absenteeism, suspension rates, reclassification rates for our students, suspension rates, expulsion rates, and
080then again our district attendance rates. So those are all tied to engagement. And as of now, this is the data that we have available to our public. So our next steps where we are right now with our LCAP, we are currently in the process. We just finished all the surveys. They have now closed. We did have our first LCAP community meeting on February 11th. Our next one will be on March 11th, 2026. And this is open to any member who's interested in learning more about the LCAP. We did have our first one. As well attended I know some sites to delegate a site rep classified parent and certificated but any any person's interested in Attending those meetings are welcome to come and learn more along the process Learn more about how the expenditures are used
081and obviously provide feedback So we welcome you on February 11th for our next meeting I apologize, March 11th for our next meeting. And with that, again, we continue to work closely with all our educational partners trying to get information, feedback around our LCAP. We look closely at our data to make sure that what's written in our LCAP is really meeting the needs of our students. So thank you. Thank you, Ms. Odomon. Before we let Ms. Odomon go, are there any questions? No? Okay, thank you. Looks like I'm back up again. Our next presentation is a presentation on student achievement data for the 25-26 school year. You could skip to the end. There we go. The measures you will see help us understand how our systems are supporting students in reaching grade-level standards, developing English language
082proficiency for our multi-language learners, and meeting the needs of all of our students across the district. This presentation includes CASP results in English language arts and mathematics for students in third through eighth grade, summative ELPAC data results for our English language learners, and a review of middle school course grades. At this time, I would like to invite Sean Jaramillo, our Interim Director of Curriculum and Instruction, to walk us through this data. Following his presentation, I will return to share our next steps and how this data is informing our instructional priorities moving forward. Good evening President Dabbs and members of the board. Thank you, Dr. Gonzalez. Tonight I'd like to briefly walk you through what our student learning data is telling us, where we're seeing positive momentum, what's working well, and where we're focusing next to
083continue increasing achievement for all students. In grades three through five, elementary ELA performance remains steady overall. While some grade levels show small shifts from year to year, results are largely consistent with opportunities to strengthen outcome in specific grades. For grades six through eight, middle school ELA shows encouraging growth, particularly in grades six and seven, with grade eight rebounding in the most recent year, and these trends reflect forward movement at the secondary level. In district-wide math, Grades three through five elementary math results show variation by grade level with some increases followed by recent dips. Overall performance remains stable with continued focus on building stronger foundations in the earlier grades. For grades six through eight middle school math demonstrates gradual improvement with earlier declines. Gains in sixth and seventh grade signal positive momentum while eighth grade shows
084some recent recovery. In elementary ELA at the elementary level altogether, several schools continue to demonstrate strong and consistent ELA outcomes over multiple years. Other campuses are showing signs of stabilization or recent improvements after some prior dips. Overall, results highlight both sustained success and opportunities to narrow gaps between schools. In elementary math overall district-wide elementary math performance varies across campuses. Some schools maintain solid steady results while others are working to rebuild that momentum. District-wide math outcomes remain consistent with continued attention on strengthening instruction where some trends may have softened. In middle school ELA specifically, middle school ELA remains stable overall with one campus posting notable recent gains and others continuing steady growth over time. Collectively, results indicate positive movement at the secondary level. And with regards to middle school math, those results are holding steady district-wide.
085One campus shows a strong upward shift, another demonstrates gradual progress, and these patterns help guide targeted supports where they're most needed. For our subgroups, we have ELA and math. Performance across these student subgroups varies between campuses. Several schools consistently achieve strong outcomes, while others show a lower or fluctuating result. These differences help identify where additional focus and alignment can support more equitable outcomes. With regards to our ELs and their ELPAC, more than half of English learners advanced at least one proficiency level this year, and fewer students moved backwards. While academic performance in ELA and math remains somewhat below district levels, growth trends are moving upwards. And to continue this progress and to support our EL students, the district is strengthening designated ELD, sharing ongoing instructional guidance through the ELD newsletter, and providing professional learning centered
086on practical strategies that build language development in every classroom. Now moving on to quarter one students with a D and an F. Mid-quarter progress reporting to comply with the revision of AR 5121. Mid-quarter progress reports have been added to the grading schedule. Mid-quarter progress reports do increase parent communication from four notifications to a total of eight. All middle school families will be emailed their students' mid-quarter progress report via ParentSquare, which just happened last week. And additionally, teachers will communicate with families of students in danger of failing. Now having said all of that, here's the quarter one students with D and F grades. In quarter one, about one in four middle school students earned at least one D or F. Rates differed across campuses, highlighting where early academic supports can be strengthened. Moving on to semester
087one. By semester one, the number of students earning Ds or Fs decreased. Most schools showed improvement, reflecting progress as the semester advanced, as well as the effects of the mid-quarter progress reports. When we look at a longitudinal trend across the district, students with Ds and Fs over multiple years, quarter one DNF rates have steadily declined. While small fluctuations occur, the overall pattern shows sustained improvement in middle school course outcomes. Now looking at quarter one distribution of D's and F's. In quarter one, most students with academic concerns earned only one D or F, with far fewer students earning multiple failing grades. This pattern shows that challenges are typically concentrated in a single course or class. Moving on to semester one distribution of D's and F's. By the end of semester one, fewer students had D's or
088F's overall, particularly among those with just one failing grade. While some higher risk cases may remain, the overall distribution improved compared to quarter one. When we look at quarter one, the subgroup distribution of D's and F's, students with disabilities and English learners represent a larger portion of those earning D's or F's in quarter one. And finally, semester one subgroup distribution of Ds and Fs. By the end of semester one, the subgroup counts declined compared to quarter one. Although these groups remain an area of focus, the reduction reflects improvements as supports continue to take effect. I'll pass it back to Dr. Gonzalez. Thank you. Now that you've had the opportunity to see our data, I'd like to highlight our next steps that our Educational Support Services team has identified to continue improving outcomes for our students
089in East Whittier City School District. We have come to this with a growth mindset. We know that we have great, stable scores. We also know that there's growth for us when we put our mindset to it and collaborate as a team. So through a careful review of our data, our systems, and our current practices, we've intentionally defined clear actions that will strengthen instruction, increase teacher support, and improve collaboration to positively impact our student learning. Our first step was looking at our mission to make sure that it was clear and consistent. You'll see that in our image posted above. We do have a focus on Tier 1 instruction that looks at both... instructional excellence and a positive school culture that permeates every single classroom across our district. We've also identified other areas of growth that we
090feel will contribute to a positive student impact. The first area that I wanted to focus on was in order to approve our assessments and data collection, we're competing assessment committee to ensure that we are using the best assessments to measure learning. Our goal of that committee is going to be to align our local assessments to the CAASPP. This will help our team strengthen our ability to anticipate and respond to student needs as well as make informed data decisions in a timely manner throughout the school year rather than waiting for the end of the year to see that result. These data will also help us with in-school and after-school interventions. Our goal here is to extend meaningful learning opportunities beyond the core instructional day and make it equitable across all school sites. By continuing to support
091intervention specialists and instructional aides, we are providing targeted academic support during and after school particularly for those students already participating in our after school programs this will help provide consistency and availability of after school intervention for all students at each school site across the district and impact school school our student scores We will also move our current professional development model to focus on embedded professional development. We know that this has the biggest impact on teacher improvement. So we are preparing for a site-based coaching model that provides embedded teacher-led professional learning focused on lesson design and high leverage practice. practices in the classroom. This directly impacts students through stronger instruction, greater consistency across the classrooms, and a clearer learning expectations that support mastery across our district. To focus our efforts in middle school more acutely, we
092would like to establish department level leadership and collaborative opportunities. This will ensure that we are strengthening department based collaboration. in core content areas to elevate teacher voice and to build our strong department-centered contents and instructional practices at all middle schools. Lastly, we are focusing on district leadership support. We have committed to providing professional development to our own administrative team. This year, we have worked with site administrators to lead with their why, to increase their presence in the classrooms, and to provide instructional feedback to improve instruction in the classrooms. We have also worked together with principals and site teams to develop 90-day action plans that focus on data, a culture of learning and growth mindset across the campus, and high leverage practices for all teachers to implement in their classrooms. We believe that these steps will
093help capitalize on the hard work and dedication that our whole district has shown continuously year after year and lead us toward even greater success. When we have our team working toward a common goal with common structures and systems, it will improve and impact student leadership. Thank you. Thank you, Dr. Gonzalez. Before I let you go, I want to ask, I have some questions, but I want to see if any of my board has any questions. Yeah, I have questions. Go ahead, Ms. Gara. What are the plans that you have for math, especially those that are below 50%? So currently right now we're working on a math adoption committee that we outlined in our board memo policy that will our board memo update this week. We are looking at making sure that we have a new
094adoption set for the 2027 school year. We've also looked at working with outside consultants in the area of cognitive CGI to improve strategies in that area as well. And I know that you you are all notifying parents and. with their Ds and their Fs and helping students. And there's a lot more notifications going out. I am a middle school parent, and I do know that those notifications do go out. However, a D and an F grade, they are not synonymous. There are two different grades. If a student gets a D in a class, they pass it. If they fail it, they have to retake it. In the future, can we please see the data that shows us how many Ds? specifically we're speaking about and how many Fs we have in the schools. That way
095we can then differentiate and see, oh, we have, let's say, 1D and 10Fs, or we have 10Ds and 1F. And then that gives us a different perspective as to how our approach, if it's working or not. Absolutely. We can do that for you. Thank you. We can actually do it for you earlier. But I did want to point out, though, the reason why we do do DNFs combined, and your question is perfect, and we can definitely provide that data, but we also want our families, as they transition to Whittier Union or whatever high school they go, to realize that even though a D is a passing grade, a D precludes them from college. And I understand that it's not accepted. I'm just explaining why, yeah. Just, yeah. Yeah. Thank you. Of course. No problem. Anyone
096else before I ask some questions? Okay. Thank you, Dr. Gonzalez. Okay, Dr. Gonzalez, I have a question, a couple questions. In some of the things that I read, I'm continuing to read that COVID is still impacting our students. So 2020, now we're in 2026, but not completely through with the year. So children that were in kinder, now they're in, what, fifth grade. As you're looking at the data, I mean, I'm not suggesting that you're always looking at that aspect, but do you find that that is impacting some of the reasons why our students are not progressing in the way that, as Mr. Jaramillo said, somewhat below our levels that we normally expect? It could be a factor. We can't rule that out. What I will tell you is that what we have done, and just
097because I've had the luxury of coming over from student services into instructional piece, for the last four years, we've really toiled away on our systems to really focus on student behavior. attendance and all of the other aspects that really impact positive school culture. We've emphasized PBIS and you'll see that in our data. If you look at our attendance data, if you look at our suspension data, if you look at all of those other factors that play into a student's learning and ability to want to come to school, we've really concentrated on that for the past four years and have seen that growth and progress. We've even seen from the point of this school year till now how much suspension has decreased on our middle school campuses. So we've seen a lot of progress in that
098area in regards to student environment. It is a part of our goal still when we look at positive school culture and we built that slide that you see together It was a marrying of two parts of our ESS department. So we brought in What we call expanded ESS so we brought in our special education team along with our student services team and our instructional team to develop these goals that will really work on tier one and as you see it emphasizes both positive school culture and an instructional excellence So that's one of our ways of remembering that both of those are combined to create an educational opportunity for the whole child. Okay, my next question is metrics. When Mrs. Rahman mentioned in those three slides, level one, two, and three, and she had all the
099list of items, and she says we use these as metrics. What exactly are the metrics? In other words, are they surveys that are sent out? Are teachers submitting things? I mean, I see the list of the items. It says metrics are you going back to El cap? Yes, okay. This is that was a different presentation. Yeah, so okay I'm saying that it's a there's a long list so I'm not sure which part you're referring to but if you're saying like how we measure what we put into the LCAP or are you saying that how we got that list of things so from my understanding I haven't necessarily had full experience with the LCAP gathering information but I can tell you there is a parent survey thank you Dr. Patterson that Oh, yeah. So those are
100different measurement tools that we use in order to determine where we're at. So if you just maybe do we want to pick one like TK enrollment or. Okay, like DLI, like what exactly in dual language immersion is the metric that's used? Is it a spreadsheet? Is it a. So it looks like here she's saying it's the actual enrollment of DLI who is interested in that program and how it maintains over the years. So a good metric now might be like how many of our students are moving on to sixth grade programs. So that might be a metric that we look at. Or currently are we able to fill over these years two kindergarten classes with dual immersion? Okay. Okay. Thank you. Thank you. The last thing is, I like the comment that you made about,
101quote, we want to elevate teacher voice, unquote. And just for transparency, we've heard that that's a concern. So can you tell me a little bit more how? Your department and you and your team and the coaches that are coming perhaps are going to elevate that teacher voice in other words Do you have? Systems that you're going to discuss our teachers going to be a part of how their voice is going to be Elevated at they're looking as they're looking at concerns, progress, et cetera? Yes, I have worked with coaches in the past. And so that's one thing I think when you bring in a new initiative or something that people haven't been exposed to and kind of what they've experienced in their learning, I can tell you that the coaching model is definitely going to
102be something that helps out all teachers. When we have coaching cycles, it really, the focus, whether or not it's a grade level standard or a strategy or skill that they want to work on is developed by the teacher or the team. And that is what they develop all the work on when they're. helping at the school sites. The other thing that a coach allows us to do is to be able to make site-based decisions on what... professional development is. So as you know, our school sites are very different in needs. You have schools who are performing above average, and then you have schools that are at 39% in meeting grade level standards. And when we think about that, we really have to differentiate our approach the way that teachers are asked to differentiate their approach
103in the classroom. And so that's what I've attempted to do in my start day since July now, to take in the opportunity to really uplift and move forward schools like Murphy Ranch, and then help others that really need more support. in regards to making sure that all of our students increase overall the 60%, that's looking at all different levels. And I think that's the main way that we'll be able to help is when we get teacher input and principal input from what their site needs are. Some of the other elements that we've added on there is making sure that we have 90 day plans. At that time, we have MTSS teams that are coming in. It is not a silo of principals who are coming in. It's actually a team that they've enlisted to help
104support and looking at our goals and making sure that they have input in those action plans and carrying it forth with the teams. We have teacher leaders across the district that are on MTSS PBIS teams that are also influencing how we respond and provide professional development and support to the school sites. I also have an opportunity to sit on roundtable with EWI, and they also share, and I'm actively listening during that time what their needs are in an informal way. We also have negotiations committees that I sit on where we also discuss with them some of the next directions that we'll have. Taking backing off of what you just said, Dr. Gonzalez, on the... The different how you're going to adjust. The best way I can ask is, what's your standard deviation or your mean,
105like your baseline in elementary? So I know you said some are 60% while others land at 30, 30 something. What is currently right now the district's mean? the low end. So I guess I would say overall, what we have is a 60% in ELA. I can't refer back to math, but we did go over that where we have our district percentage of met or exceeds. And then we have our site percentage of met or exceeds. And so that's what we use to calibrate our need and differentiation for the sites. So are they the same? We don't really look at it in that much of a statistical perspective. What we do is look at overall trends. We look at grade level trends. We break it down into subgroups. I know where your mind goes when it
106comes to that particular piece of it. But what I will give you as point of context, when I started 10 years ago, our numbers are exactly the same. But we are still at that 60-40 clip of 60% of our students being at or above grade level, and we still have 40% of our students who are not meeting grade level standards. So part of that conversation is, like you said, what are we doing specifically with mathematics? Right. That's exactly what Dr. Gonzales said. And the thinking is, just like you pointed out, Mrs. Dabb, is that coaching is a very intimate... endeavor that gives us the flexibility to be able to meet the very needs of each one of our sites because our sites are 14 different unique sites. So as we talk about going into classrooms,
107ESS going into classrooms, superintendent going into classrooms. the reflective learning walks, principals going in the classrooms, we're gathering all of that anecdotal information to be able to say, okay, this would be a great kindergarten training and support and principals have those conversations with leadership teams and things like that. So there's a recursive element to that, but we don't really have like a statistical mean, median that we actually look at to say, this is what we're doing. It's also at times a false narrative to look at, well, if they were 40% in third grade and 42% in fourth grade, but 35% in fifth grade, that there are dangerous assumptions to be made in that type of analysis because grade level standards change. The complexity of what students have to do engaging changes. I would love to
108kind of talk to you offline about how you look at that. Yeah, so I just want to, I don't mean to interrupt you, but the coaching piece that is coming in, it is, it's, I may be thinking different, but. Does this mean that those numbers will then change? Well, the hope is we are hoping as the more specific we can provide detailed feedback, find out for individual teachers, areas that they are struggling in department departments that are struggling. You know, so if you were to, you know, you know, these are all slide decks that are shared with the public and share with the board. So as you kind of go through that, I would love to be able to take the time to walk through. We'll sit and talk. We can make. Thank you. I
109think that's a good that's an excellent question. Thank you. You said that was your last one? Just joking. Dr. Gonzalez, with regard to the coaching, I'm going to say this again. I was a teacher for many years and a principal for many years, and I've seen many coaches. And so I know there's pros and cons about coaches. I do believe in the power of coaching. And I talked about this months ago when I said, if we're going to do coaching, it needs to be... something that teachers can feel comfortable maybe not fully embracing but partially embracing. So my question is what kind of measurement are we going to use for the coaches? In other words, are we going to pre and post test? This is where our kids are. This is where, you know, et
110cetera is. Sorry. And then post, oh, this is where they are now. And so what kind of measurement for what the coaches are doing? And I say this because I was a coach for two years. So that. coaches are held accountable for what it is that they're doing in our classroom. So I don't mean to put you on the spot. No, that's okay. Can you share a little bit with us about how that's going to work? So that is part of our focus on assessments, and that's why we really do want to take a deep dive in that. I can tell you easily right now we have some of the set. assessment pieces we have right now are something similar to our star three our star reading area and mathematics so we can took the
111current assessments we have if we do decide to work on our local assessments to better align them with casp we'd be able to use those as well as indicators for their performance and direct impact on the classroom one may be hard to make that jump because they are one removed rights because it is still the teacher that handles instruction on a daily daily basis but we would be able to see that movement we could do anecdotal data where we look at principals and how they respond. We can collect how many lessons they do in a classroom. We can collect their schedules to be able to hold them accountable to the work that they do in the classroom. I can tell you I had the opportunity to interview and there's going to be great people coming
112our way to help support. Again, it is difficult when we make changes and adjustment in the district. It's with good faith that we move forward with this model. to move forward with tier one instruction in all classrooms to really make it equitable in every single classroom across our school district to be able to have a positive school culture. And we purposely focus on instructional excellence in the classroom. That's great. Thank you so much. Anybody else? Thank you again so very much. I appreciate it. All right. Thank you so much again for that very detailed, very extensive presentation. It's so helpful. All right, we're now on item three board under discussion items. This is an action item. Can I get a motion to approve? I move the recommendation the Board of Education and vote for up
113to six candidates for the 2026 California School Boards Association Delegate Assembly. Thank you. Can I get a second? I'll second. Okay, it's been moved by Mr. Apatisio, seconded by Mrs. Kennedy. Are there any questions board? So it says we vote for up to six. So there's more than six. Okay. Okay. And for clarification, it does say up to six, but in the past we have always sent forward the number that was allowable. So, Dr. Patterson, how do you want us to proceed since we could be here all night? What was that? I'm like, can I move to nominate the six and then you guys just decide? That would be the most efficient way. That's what I was looking for, efficiency. Is that okay with everybody? Are you guys okay with that? I would go with
114Esther Mejia. Jaime Lopez Alicia McDonough Irma Rodrigo Moisa Linda Salomon Saldana and Ann Phillips is that six mrs. Carrera? Yes. Yeah, right. So does she need to make a motion? That was the motion All right, that's so the motion is to approve those I know them all there. That's okay. All right any discussion mr. Aparicio So seeing none we are going to vote to approve those six so mr. Bones fellow would you call for the vote? Mr. Aparicio yes Mrs. Carrera yes, this is Chuck on Kennedy. Yes. This is dabs. Yes Mr. Baird yes motion passes Thank you. I'm sorry was a little awkward, but we got it done. All right Number four request To adopt resolution. This is an action item. Can I get a motion to approve? I'm with the recommendation at the
115Board of Education dot resolution number 11 dash 25 slash 26 regarding reduction or discontinuance of Particular kinds of service. Thank you. Can I get a second? I'll second. Thank you. It's been moved by mr. Aparicio seconded by mrs. Chacon Kennedy dr Patterson is there any need for discussion on this dr. Vargas. Could you just give us a little synopsis of this item, please? One of the things that's just important to understand and really reiterate is the fact that we really have been working really hard in aligning our staff to our declining enrollment. So that is really primarily the reason why we are seeing these planned reductions in services is because we are meeting with our principals. We are meeting with business services to really look at our enrollment. And as we all know, our enrollment
116has declined. One of the things that we have also been working really closely with our middle school principals is really looking at their master schedules and really making sure that we are staffing based on student needs. One of the deep dives for the last two years has really been focusing on electives, really surveying our students to see where their interests are and then staffing appropriately to the sections that we need to respond to student needs. So what you see up here is really a product of really looking to make sure that we are aligning our staffing to our enrollment. So this is kind of what we have so far and it really has to do with the fact that we are making adjustments to our electives at the middle school at this time. Thank you
117so much. Any questions, board? Any discussion? Yeah, I have a question. So just to be clear, these positions were also recommended by the principals. No. So there are two different pieces to this piece. Opportunity room, we are closing the opportunity room. So that's the reason why that is up there. The two, the science and the social science pieces were two mid-year, one mid-year resignation and one mid-year retirement. So that takes care of those two. And then we had recommended previously to reduce one nurse. The agreement was to push that one more year, which is why that is on there. And then like Dr. Vargas mentioned, the Spanish position is just because of lack of student interest at that particular school to take Spanish. Thank you very much. Okay, any other discussion board? All right, hearing
118none, Mrs. Valenzuela, would you call for the vote, please? Mr. Aparicio? Yes. Mrs. Carrera? Yes. Is this Chuckle and Kennedy? Yes. Is this Dabbs? Yes. Mr. Bayard? Yes. Motion passes. Thank you. Item five, correct? Correct. This is an action item. I move the recommendation of the Board of Education to adopt resolution number 15-25-26, determination of seniority among certificate employees with the same first date of paid probation service. Tie-break resolution. I'll second. Thank you. It's been moved by Mr. Aparicio, seconded by Mrs. Chacon-Kennedy. Any questions for Dr. Patterson? Can you just explain this? Dr. Vargas, could you give another? No, I just want a clear explanation, like what exactly the tiebreaker is. So anytime that we are working on a reduction of services, we do need to take... to the board a list of priorities. So
119if we do in fact have two teachers that pretty much all things being similar, they have everything the same, we need to have an order of how we're gonna break that tie. So this is something that is in. really trying to be transparent so that everybody is aware that if it does come to that point, that we all are very clear as to what are the things that we're going to look as far as criteria to determine that. And if you see all the way to the bottom, it rarely happens. And again, these... These reductions in force have been planned. The only newer ones have to have to do with the electives. We are not having a massive layoff, so we don't anticipate this being something that we're going to look at. However, it is
120something that we need to do every time that we're going to have a reduction in force so that everybody is on board. We share this with our associations as well. And when there is a situation, we actually get in a room and we make sure that all of this is verified. And I did want to point out for both this resolution and the previous resolution, these items are sent because of the Brown Act and having to publish things 72 hours in advance, that they currently show Mr. Aparicio as the clerk and a vacant vice president. So when we do make this... We will note in the minutes that those positions, the VP is now Mr. Aparicio and the clerk is Mrs. Carrera. But if you look at these documents, the person who's responsible for signing
121them was the person who was responsible at the time that we published the agenda. So we will be making that notation just for legal purposes. Thank you, Dr. Patterson. Any other questions? I just want to say that I was a part of that a long time ago when I was a teacher. My girlfriend has most recently been a part of it, so it's nothing new. It's a system that, unfortunately, we just have to keep updating and making sure we're doing it fairly and squarely, if you will. Hearing no more discussion, Mrs. Valenzuela, would you please call for the vote? Mr. Aparicio? Yes. Mrs. Carrera? Yes. Mrs. Chuckle-Kennedy? Yes. Mrs. Dabbs? Yes. Mr. Bayard? Yes. Motion passes. Thank you item six. This is an action item. Can I get a motion to approve? I move the
122recommendation the Board of Education approved by our 25-23 installation of portable restrooms project at ocean view and Scott Avenue elementary schools as Complete and authorized staff to file the notice of completion for DC integrate incorporation. Thank you. Can I get a second second? It's been moved by Mr. Aparicio and seconded by Mrs. Carrera. Is there any discussion or anything you want to share, Dr. Patterson? No, we're just excited to be able to mark this project as complete, and we continue on with our potty projects, you know, moving forward to the other sites that we have scheduled. We have added Ceres Elementary School to that list with that DLI and fifth grade kind of group that's down there in the bottom gully, but that's going to take some time to get through DSA, but that is
123another group that... is gonna be on that list as well. Okay, that's great. Any other questions, board? All right, hearing none, Mrs. Bonasvelde, would you please call for the vote? Mr. Aparicio? Yes. Mrs. Carrera? Yes. Mrs. Chacon-Kennedy? Yes. Mrs. Dabbs? Yes. And Mr. Bayard? Yes. Motion passes. Thank you on to consent items Number one is there anyone that would like to remove an item to vote it on separately any board member? No Hearing none we move on to item two. Can I get a motion to approve? I'm the recommendation at the Board of Education approve the consent agenda items k3 through k12 Thank you. Can I get a second? I'll second It's been moved by Mr. Alparicio, seconded by Mrs. Kennedy. Any questions on any of these items? Any discussion? I do. I have a
124question on, it's just a simple, it's a simple question. So we call this sabbatical when someone. Are we on a staffing? Yeah. So certificated or classified? Classified. So when someone is on unpaid leave, is that considered like they're taking sabbatical? Dr. Vargas not necessarily so an unpaid leave it just doesn't fit any of the current leaves that they have so they are just selecting they're asking for a Personal paid unpaid leave so it doesn't fall under FMLA doesn't fall under a benefit that they currently have it's just their Their request to have a leave and it's an unpaid one and it's teacher led, right? Or person led or? Certificated or classified? Yes, yeah, person led, sorry. All right, perfect, thank you. Ms. Cutter, did you say classified or certificated? You certificated, right? Yeah, I saw.
125I had that question. Any other questions? No, I couldn't open the administrative file attachment exceeding the attached for all purchases for work orders exceeding 10,000. I'm not sure if you can I couldn't either okay Please oh, okay. Well, I'm gonna vote on it. I just we don't vote on that one That one's just a ratification. Okay. Okay. Thank you Thank You mrs. Good. Any other questions? Okay hearing none Miss Bonas well, would you please call for the vote? Mr. Aparicio? Yes Mrs. Carrera? Yes. Mrs. Chacon-Kennedy? Yes. Mrs. Dabbs? Yes. And Mr. Bayard? Yes. Motion passes. Thank you. We're now on to our adjournment item before we... Before we adjourn is there any board member that would like to make a comment may I make a comment before the board I just wanted to let everybody
126know that on March 9th This is going to be a very unique situation in our district that has not happened for over two decades With mr. Urtiaga's resignation. We will be going through the appointment process of a trustee in order to fill his vacant seat in area for That currently is posted on our website. It's been in the Whittier Daily News. We actually sent home an Aries parent notification to all families across our district, notifying them of that opening. In order to apply, they need to contact Belinda, who will then send out the application. Those applications are due by 4 p.m. on February 27th. But our board meeting will begin at 3 p.m. on that date in order to interview the candidates that we have who submit. Physical applications to our office by 4 p.m.
127On that date Following that we will actually install That board member at that six o'clock typical meeting that we have and then the following meeting in April will do a little shindig to welcome them Officially, but they will have voting rights beginning March 9th once they are sworn in. Thank you any other questions No, I just want to make a comment. I just want to make a public comment To all the parents that are watching to all the parents that have contacted me Regarding life touch and the whole Epstein files and things that are going on Can you please contact the superintendent at mpatterson at ewcsd.org? I'm not dismissing you. I just think that that is out of my pay grade. That's above my pay grade. And I think Dr. Patterson would have better answers
128for you than I can provide. And that is all I have. Thank you, Ms. Conn. Kennedy. One little thing, just a tidbit. You know, I always throw tidbits out, like, you know, shop secondhand. But anyway, I know we live where we live. We live in, like, we have everything, floods, fires, and we have earthquakes. So I urge you all to have, if you don't already, have a little earthquake kit. I always have it right by my bed, by my nightstand, and it has, you know, our medication. We have, you know, sterno to heat things. We have matches, candles, batteries, flashlight, all that stuff that it's not that hard to gather up and put in a little, you know, plastic container or whatever you have in there. Have it by your bed. So you can always
129have, I always have a pair of slippers there and my glasses because I can't see without my glasses. Just because, you know, if you get up. and things break, you have to have your slippers or shoes to wear. So just be aware of where we live. And it's not that hard to get a little earthquake kit, you know, for your family. We have snacks in there. You have to, you know, every couple of months, you have to recycle and, you know, use old pills and take out the old snacks and the water and stuff. But it's so worth it to do that. I know we, I think we do that at our schools. I don't know if we do now, but we have, but just, I urge you all to do that. That's it. Thank
130you. Thank you. Ms. Rapadishu? All right, I just want to also thank everybody for being here this evening Thank you for your your time your energy and for your attentiveness to our meeting. We are now going to take a vote, too Oh, I'm sorry. I'm mr. Baird All right. Thank you. I move to adjourn. I was gonna say can I get a motion to adjourn? Okay, let's remove my sister's got it a seconded by mr. Aparicio any other further discussion board? All right, mrs. Bonswell. I would you please call for the vote? Mr. Aparicio. Yes Mrs. Carrera. Yes Mrs.. Chuck on Kennedy yes, is this dabs yes, mr.. Baird yes motion passes Thank you. Thank you again. We will see you on March the 9th. Thank you so so very much