Special Board of Education Meeting - February 19, 2026 (Spanish)

001Good afternoon everyone. The special meeting of the board of directors is being called to order at 5 o'clock. Miss Armstrong, Miss Stuart, Miss Citron, present. Miss Garza, present. Mr. Crefeld present. Ah, we don't have an agenda. Ah. At this time, the meeting will be closed and the open session will begin at 6:30 pm. Good night. We are now reconvening an open session at 6:33 pm to resume the normal work order. Sintron member will give us a summary of the topics in a closed session. Thank you, President Garza. Uh, the topics that were discussed in closed session were student affairs, uh, anticipated litigation, public employee discipline, and we did not take any action on dismissals or suspensions. Thank you for that. Tonight, Vice President Crisfield will lead the public in the oath to the truth, to

002the flag. Unwavering loyalty to the flag of the United States of America and to the Republic it represents, with liberty and justice for all. An indivisible nation. Thank you, Vice President Kchfield. Tonight we also have requests to discuss agenda items. 7.1, Master Plan of the facilities. We want the public to know that the Board of Education and Superintendent will listen very carefully to public comments. However, we will not answer during the meeting. A superintendent or a designated representative will contact the parent, guardian, or community member if they need additional information, and the governing board meetings are not open to the public. Individual members will be allowed 3 minutes to discuss addressing the board and the entire meeting 21 minutes according to state law, unless the board makes an exception at this time. Please, Adrián Medina,

003you may come to the podium. Sorry if I'm struggling with something now, or if my voice starts to crack. Good evening, President, members of the Board of Education, Superintendent and District Staff, my name is Adrian Avina, the wrestling coach at Belfower High School. I am petitioning for improvements to Bellflower High School, requesting that a wrestling team be a priority need in the facilities master plan , speaking of district values, supporting student success, providing a safe environment, and ensuring equity so that they feel welcome. This has to do with day-to-day experiences in the struggles. The training environment is important for safety and student participation. The program is adjusting to space limitations, sharing different levels of volleyball and basketball, baton twirling, cheerleading, and other school or district activities. As a result, practices change, they shift, they are

004cut back. We work hard, but the inconsistent approach makes it difficult to maintain student engagement and momentum, especially for new students who need structure to stay engaged. I also want to emphasize the overall student impact. It's a successful sport we offer where students can develop confidence and discipline, and when there aren't good schedules, we lose students. Not because they do n't like Bfower, but because they are looking for more consistent venues that support safety and sport. We also see competition in the CF environment in eight of the 10 teams, five of the eight teams placed in the top six of all schools in the northern section. They were really doing things very well and we fell short. The Mayfermana Sister School won the championship and they have the facilities to practice that sport. It is

005a point of pride for the Belfar district and is to show what can be achieved when they have the basics of training. I ask for two things tonight: one, a special place for wrestling as a priority in the facilities master plan; and two, direct staff to return with realistic options and timelines so we can move forward and secure these facilities for the wrestling program so that our programs give students a sense of belonging. welcoming and that they matter and that they have a place here. We cannot continue, we cannot keep asking students to compete at a championship level if they don't have a room to train in. Thank you. Thank you, Mrs. Vina. The board has any questions regarding tonight's briefing points . First reading of New Policy 1445 regarding the enforcement of migration laws.

006First 6.2 reading. Regulation 1545 response to the enforcement of immigration laws. Background information on the topic. to update S CBA update. Yes, it's a CSBA update and a new board policy; it replaces our existing one, one of the five laws in category 5. Any other questions, colleagues? Okay, thanks. We will now talk about the workshop. Right now we have three points to discuss tonight. Dr. Simon. Thank you, President Garsa. Welcome to everyone who is here for our workshop. Tonight we have three points to discuss. Tonight we will begin with the master plan for facilities, general process. And I'm going to ask Mrs. Vargas to introduce our speaker, our presenter tonight. Good evening everyone. It is my pleasure to introduce Joshua Jackson, the planning director and director of PBK, a consulting firm. We have been working

007very closely these past months and I am very excited to be able to share through it facilities on the master plan of the facilities. Many people in this room have been partners in helping us. I've obtained this information and I've seen Joshua in the past, you already know him. Welcome Joshua and I eagerly await what he has to share. Thank you very much and good night, President, Board Superintendent and staff. It is my pleasure to present an update on the plan, the Facilities Master Plan process . Tonight I'm going to show some slides, but I want to leave time at the end for questions and discussions, so I look forward to your questions then. As Mr. Vargas mentions, my name is George Jackson, planning director at PBK. My colleague Madison Stout, whom some of you

008already know, wanted to join us tonight, but something personal prevents him from doing so. I'll do my best to do everything myself tonight . Tonight we'll begin at a high level by sharing what a facilities master plan is , what it aims to achieve, what its purpose is, and how it will help Bellflower. Now I'm going to break down a bit the process we're going to apply here at Belf to develop this plan. We have done some engagement activities with interested people, what we have heard about engagement with interested people. We'll talk a little bit about trends and best practices in California and the nation, then let you know what's next in this process, and then open it up for debate, discussion, and questions. I know that some of you have already participated in these

009meetings. I apologize if something is repetitive, but I want to make sure everyone has the same level of information. So the highest level can think of the facilities master plan as a list of projects that a district like Bellflower wants to accomplish in the next 10 or 15 years. We categorize that type of project in three ways. The first group of projects that we anticipate defining in this master plan are modernizations and improvements to historic buildings or buildings that have systems that are reaching the end of their useful life, something that was fine 30, 40, or 50 years ago. There will be systems now that need replacement, modernization, a group of projects that will take those old buildings and bring them up to higher standards. Second type of projects, alignment of physical spaces. And this

010program can be understood by knowing, you can think about where the students are geographically and if we have the facilities to best serve them and the type of teaching we want to offer in the district and see if our physical facilities are configured for that type of project and make operations optimal. Um, any time we can identify a capital project that saves money, is more energy efficient, or in terms of transportation, we're going to recommend it because it's a good way to make another investment to have continuous savings. How did we develop this list of projects? Well, conceptually the process takes us from left to right, these three categories on the left and facility needs, demographic enrollments and what is educationally appropriate and community contributions and priorities and values. In the needs assessment we will

011send three teams of technical experts to each site to look at the roofs and building systems. and site conditions inside and outside. We are also working with a demographics expert to develop these enrollment demographics for the next 5 years, looking at past trends, birth rates, and reports that give us more confidence for future projections. And finally, he speaks for a moment about ensuring that our educational facilities are supporting the learning methods we want to see in this district. And these are the metrics for whether they are adequate. We are gathering this information and then putting it into a database that we share with the community so that they can give us input on priorities and values. That's important because Belfare, like most other districts in California, will have total needs that exceed the funding available

012to meet those needs. We need to know what is most important for the community, what will yield the best results for us. That will be very important in informing the values ​​and priorities that are in your master plan. When we complete this process and have the infrastructure master plan , a plan for future investments, this opens the door for the next steps. That includes a California grant obligation bond, strategic initiatives, other actions that take a strong database and we are expecting that the master plan will be like a new process for you and the end when we deliver it to you. In terms of the steps we apply to generate this, we have five stages that begin with data collection and extend to an integrated master plan with communication and community outreach throughout the process,

013and I'm going to explain how it works. At the beginning of the process is to gather data from people in the district who know the buildings. We are recovering the plans, the systems, different maintenance and operations reports, but also the geography and environmental data we have here in Belfower, the weather, ensuring that everything is integrated into a single database that helps us make recommendations and decisions in the future. Equipped with all this information, we evaluated the information in the context of the district's mission and vision. This table here shows us the historical inscriptions. We're still in the middle of the projections, but you can already see a narrative here. I don't need to explain that the context is that enrollment is decreasing. That is very important from a facility planning point of view when we

014think about capacity and use. Furthermore, we only need to look at the data we see in the enrollment projections. We also conduct research to gather additional information. Also, one of the things we do is engage with each principal in the district, asking them to complete a fairly detailed questionnaire. Tom takes 45 minutes to visit each director, and here in this district he has helped us a lot in sharing information. We also followed up with those questionnaires, with detailed interviews. We spent time talking. I think we're almost done with that process. We haven't spoken to all the directors yet, but we're almost there . We have a good understanding of what life is like in each school campus. Also, to participate with district leadership and focus groups with different people from education services, facility maintenance and

015operations, nutrition services, all those who were involved. We got more information from that part and then I mentioned earlier that we sent three teams to each site in Bellflower to be there and evaluate each building system that is there. We sent a team of engineers who focus on the roofs, the ceilings and the construction, everything that keeps the water out. The second team is looking at the mechanical aspects. I think I'm sorry these are going to start on March 2nd. We're going to send some teams that will look at the mechanical, electrical, plumbing, and technology systems. I want to clarify that when we talk about building system technology, we are not talking about the devices, projectors, and computers that students use, but the low-voltage technology they use for control. the lights to emotion detectors and

016the cables and infrastructure to support the technology used in classrooms. And finally, the third team we're going to send are the architects, and we'll look at the interior, whether we need to update and bring up to date if there's a secure entry point for each site, the fence, and the exterior conditions. We are conducting a very thorough investigation at each school campus with different disciplines. Once we have all this data from the facilities, we look at it all and, working with the teams here at Belfower, we develop what we do in terms of scope for future projects, and those projects are going to be packaged in ways that we think will be more cost-efficient for Bellflower, right? We would recommend replacing a roof, and next year we'll install an air and heating system that creates

017openings in the roof. We are looking at how to package to improve educational programs, security, technology, energy saving, sports, the gentleman who spoke about wrestling, this is also in this stage of the project, so we will address this. The other thing is that we work with people who assign a cost and give a budget for each project in the future. Yes, we generated the summary of the needs for the facilities here in Belfaro, but that total number is perhaps going to be overwhelming and you won't know where to start, but the integrated plan, the master plan, not only includes the budgets but also the recommendations for prioritizing the projects and understanding how the projects are going to start throughout the district to ensure that one school is not receiving all the projects. We're trying to

018think of an integrated way to balance things and have a roadmap for Bellflower as we move forward, what we need to do first and the next step and so on. That's the scheme. I want to take a minute and give a summary of what we heard in the meetings with the stakeholders at a high level regarding certain things. We had a great opportunity to meet with the students at Belflower Mayf Summerset. We had the opportunity to meet with the PTA council. We also had a meeting with the community this week. The results are not included in this presentation because we just did it , but the administrators and directors and also the focus groups and we also did an online survey with more like 250 responses. I'm going to tell you what we've heard. There

019are many passionate feelings in this district. Yes, we received a lot of input from these student sessions. As I mentioned, we did three sessions: Mayfir, Bellflower, and Summerset. I think this is the one from Mayfair. I'm not entirely sure, but this is an example of the data. It was fairly consistent across all groups, and certain things we heard, updates to the learning environments, were especially wanted for science classrooms. We hear about the bathrooms a lot, a lot, a lot. If you look at the student ratings, I know it's very small, but the bathrooms are in yellow and this was what the students rated the lowest. I also want to mention that we spoke with students about flowers. I wanted to assure you that we received incredible input from the students, specific to each school. I

020also believe that in this room we meet with the PTA council, another group of people who are very invested and passionate. We heard many similar comments from this group of students, comments on learning environments, and also more acute concerns about bathrooms and also strong opinions about resource equity throughout the district. I want to emphasize that this is a very good sign that we are listening to similar input from different stakeholders. We talk about it as a triangle to understand the key priorities, and when we are aligned with parents, teachers, and students, it's a good indicator that we are at the heart of the matter. We were very encouraged to hear the consistent priorities from all groups. When we spoke with the principals and site administrators, the information was very specific to each school. Much of

021this information will be used by the team as we develop the scope of work for each school, but it also serves to highlight many concerns about the need to update infrastructure at school sites, as well as the need for improvements to outdoor areas, lighting, and shade for students and structures. Ah. playground and air conditioning improvements. It was a topic that also came up in many of the places. There were more site-specific things than we got from these, but these were certain themes that came out strongly from these talks, and we also had a very productive day meeting with six different leadership groups here at Belfower. You can see the people we meet. I'm not going to mention them one by one, but again I would highlight certain things from the different groups, the bathrooms again

022another priority emerged here talking about the triangle. We hear that from all groups. We also hear that the extensive programs we offer here at Pelfower have different needs at each facility when we visit the various school campuses. We're not going to recommend the same thing for everyone. We need to recommend specific programs at each site and ensure that we are addressing those things. One interesting thing that arose was the anxiety for cable and utility upgrades; people asked us for quite a few things like card access and technology in the lounges, cameras. There are schools that do not have the technology or infrastructure to support these kinds of improvements in order to achieve these things, the things we can see and experience. There needs to be investment behind the scenes to ensure that school facilities are

023ready for that type of improvement. Speaking of infrastructure, it was highlighted that there is indeed a goal for the State requirement for the electrification of trucks. We also need to update the yard, the truck yard, and the essential laboratories in Pelfower; this is necessary for adjustments and improvements. I believe Mefer has a new STEM building that we have already partially addressed, but this was a concern that we did hear. And after the district leadership to the general public also, we started the online site of the facility master plan which is from the Beltar online site. We had a lot of support from the team in letting the public know that this is available. I don't know if anyone is online or if anyone here can use the QR code to access it right now. That

024site gives us much of the same information that I 'm sharing with you right now. And we're also going to publish the presentations, including this one, on this website. And more importantly, there's a link to a much shorter online survey than the one we asked directors to complete. Ah, it won't take 45 minutes, more like 5 , but we have important questions that we want the public to contribute to. I'm going to review a few things for you. As you can see, most of the people who answered were parents, some teachers, some classified staff, and some students. Most of the contributions came from parents, and we asked the question, " Which programs are most attractive to the community and would you be interested in supporting with improvements to the facilities?" Steam and CT were the

025top performers, and student services were the main ones. Looking at something like special education or athletics, it wasn't as high, but they do have quite a bit of support for those programs. And beyond the numbers and the people who were voting, we also gathered open-ended responses that we were able to collect for each school. We have details from someone who answered on behalf of Mayf that it would be nice to have a space for music and for musical performances and the choir. This was my first time watching the Brade parade, I know the music program is pretty strong. of the program. We also asked what kind of facility upgrades the district should prioritize , which are at high, medium, and low levels, right? Safety would be the first priority, as would indoor air quality, and

026also the other vote, but we also ask for open comments. We hear quite often that an update to the color can have a big impact because the color has a sad feeling. Many people asked us to paint the schools in the school colors so that they have color and energy. There are certain things that are very easy, perhaps different paintings that will please people. We're going to recommend more investment, but that's an interesting thing. And well, that brings us to the next steps. As I mentioned, we started assessing the conditions of the facilities a week and a half ago. We appreciate the coordination with the team, which has been a tough exercise with the engineers, getting them to the right places. The team has worked very hard and I eagerly await that information from them,

027working with demographic experts and other state experts who will give us projections on enrollments to look at their eligibility for state grants. Hopefully, we will soon be able to find out which sites are eligible for state grants and funding. Looking at the maturity plans for each squad will also provide more robust plans and comparisons. If someone wants to know how much space there is for arts in each school versus another. Everything will be clearly documented. We will also generate concept plans to look to the future, visual representations of that scope of work that we have done. They will also see another category on educational specifications, designs for renovated, modernized, or possibly new buildings. We may recommend quite a few new constructions, but the specifications will give us standards and guidelines to follow in the district,

028and that helps a lot to ensure equity and high- quality spaces throughout the district. Essentially, the largest part of what we can deliver is writing the proposed projects that we recommend, giving you a menu of possible projects that you can choose from with a capital plan when the funds are available. That's an introduction to what we've been doing, our process, and the preliminary findings. I am happy to answer any questions, debates, or discussions about anything that comes up. Thank you very much. Thank you, Mr. Jackson. Board members, does anyone have a question or comment? Yes, I have a few. My first one was 228 in total. These are the number of students and parents who took the survey. I ask, why don't we do something in the classrooms? I know we don't want to take

029up instruction time, but if we do it right there in the classroom, we get 9,000 or more. Well, something like that, but it's not at least 228,228 students from across the district. I think it's a sad way and we must find a different way. Feedback and input are not enough . Will there be prices for the projects when you give us the list? Yes. Uh, we try to give every possible cost, not just construction costs, but scalability costs. If prices then rise until we finish the project. But let's say something like this, uh, that one didn't list at random, how are we going to know those prices? Our goal is to include every possible project in the master facilities plan. We'll use the wrestling room. It's not the first time we've heard that. It will

030be on the list, whether it's a room dedicated solely to wrestling, or improvements to the existing venue. Our goal is to include every possible project, including the cost, and if there are projects you want to carry out that aren't in the master plan, well, we missed them, but our promise is to include every possible project. And if we want to paint a school, will there be a price tag as well ? Uh, yes, two more questions. My next question is, we hear a lot from the community about wrestling, volleyball, and painting in schools. As a board member, I've been told that when you're listing this on a bond, it has to be very broad and general. But if you're doing small projects—last time we had one big one, the Steam building—but if we want to

031do 10 projects that cost 100,000, how can you put this on a list for the bond or the law? Um, I don't know if we receive money for music installations for fighting, how can they be listed so that people understand that those projects they want will be fulfilled instead of something general, because the community doesn't really believe it . They want to hear about your project in particular. Well, I have to tell you, uh, with a warning, the master plan of facilities and a possible obligation of a bond of possible projects are different. The master plan should address the bonds, but I won't be the consultant who makes the recommendations. Well, I can talk to my staff then so I don't have to answer anymore, but can you give us information when we get to

032that point and how we're going to deal with it? It would be cooperation with the board of the bond, the law, and as for the language, they are responsible, and you can discuss any concerns you have with them. Okay, one last question. Why didn't we at the Board receive a survey, like a special group, about what we want to see ? Well, I think we have a meeting with the School Board soon. It was difficult to schedule it, we had a date, it was cancelled. We'll come back another day. I'm sorry this is the first time you're seeing this, but I don't understand. I just wanted to know why we have strong opinions about things and want to make sure that we also have our input. You will never be excluded. Uh, the board will

033never exclude itself from these conversations. Okay, thanks. Those are great questions. Anyone else? I have one. Thank you, Madam President. Well, I know that in 2022 the district participated in a long-term facilities plan, and unlike this facilities master plan, what was there and what they did because the execution of that master plan, I think, was very disappointing. Hopefully this will be the case, and thank you for the work you are doing now, but there is a long-range master plan; there are different names for the same thing. Yes, I'll tell you that a couple of years ago, Proposition Two, Bill Two, was passed in the state and allowed a resource of funds that were set aside for eligible projects to be able to access those funds. It was a master plan with a 5-year update, so

0342022 may seem recent, but it's about to expire. Regarding the quality of that project, it is reaching the end of its duration, so you would have to update or produce a new one. Anyway, I think the document was deficient, and many of us think so, but in the long- term aspect, 5 years on demographic reports, I think it was a 10-year demographic study at the time, and in reviewing it again I think we should have done it right; we failed in this one. You are more accurate with your demographic studies. Well, uh, you can see, look at this as a long-term master plan. We are looking at projects 10 years into the future. In projecting inscriptions, they would like to have a crystal ball to predict the future, but as the future progresses, they become

035less accurate. My experience is that with a 10-year master plan or enrollment projection, we're already starting to guess. Many things change, and we generally do 5 years because that's where we have the most confidence. Um, we work with a demographic program called Schoolworks that does these services statewide. Five years is what they recommend and what they have confidence in, but you still have to take it as if it's not known whether it will be after COVID, COVID-19, I mean, many factors, but it's something we use as a guide, but you can't be sure, but in terms of statistics, the company you work with has a good track record, an excellent track record with demographic work. I think the last one wasn't in a bad place; they were wrong with their reports and thought that on

036the 28th we were going to be able to have better projects, but as for the plans we had for facilities previously, well, no, that will come maybe after the whole report is finished, right? Yes, that will be part of what we're going to share. Uh, we'll provide a draft of that enrollment projection when the team is ready, ensuring that the inputs to the model are correct. New development programs , uh, can they find out the birth rates by working with the team. We'll try to make it as accurate as possible, but I've never seen one that's perfect. Yes. I understand regarding the facilities; he's currently looking at all the district's facilities . Yes, including the district office here , the playing fields, and operating facilities. If you are the owners, we are looking at it.

037I know there are a couple of buildings that are sometimes not included, the data storage building in London. Yes, that's part of it. Okay, very good. Cristian won't let me forget, he won't let me forget. I have one more question about identifying projects. Perhaps something more working with your staff very closely, I don't know if this question is for you, but in identifying projects that will no longer cost us money, but some that can save us money. I imagine there are some collaborations in view of the operating costs for certain things. One that comes to mind is, if we transport a beach volleyball team and it costs us so much and for the facilities, maybe we could save it if we had that offer here locally. Uh, we're looking at those operating costs as well.

038That's a good point. I don't know if we're including that transportation cost factor for facilities that aren't available, but I do know that it comes up when we talk about aquatic programs that have to travel to use those spaces. Yes, we can incorporate that, that's a good point. Yes, we can do that too. Well, very good, great. Thank you. Well, I also wanted to make sure that you're finished. Well, the only thing left for me to do, and I'm not sure if this question is for you or for the cabinet, is to say thank you very much. This was an incredibly informative piece, and the way it was presented made perfect sense . It eliminated the need to ask questions, but one is the timelines, the guidelines, it's a two-part question. So, will we get

039another update regarding a presentation like tonight's in the future, or are we already expecting the final presentation? And when would that be? Great question. We will definitely be going back to present this to the board again, and I think it's an open point of discussion whether we come back with a draft Master Plan and receive input and make changes after your participation and then come back with a final plan. We are open to your guidance. Uh, we do it, we'll do it the way Bellfower prefers, but we do have a plan to return and the duration of this project is 6 months. Uh, it's been 2 months, 3 months already. Time flies when you're having fun, but you can anticipate that in two or three months, depending on how we schedule this, we can return

040to share what we have found in these processes that I explained to you, that we are currently carrying out. That's the sequence, member Cint Trump, but the board wants an additional update based on new information found before the final document is submitted to the education board, but the board always has the discretion to request any report. At the moment I don't want to interfere, but we're halfway through the process and I want to assure the community that they can expect something in the next three months. I don't know if I should ask here, but I'd like to announce when this master plan for the facilities will be released. I want to make sure we announce it in multiple ways so the community can access it and have it published so they don't have to dig

041around to find it and wait. I mean, communication, you understand? Yes, I understand. Communication must be clear. I have an additional question, and I think it's more for the staff because since the survey, I know we've always had people from the survey, collaborating on buildings, on programs with our community, things we can save or add money to, we're doing all those things, all those things we're mentioning, and it was a conversation with Jessica in Belfower that helped me invite the YMC to that meeting for their input because there's absolute collaboration in the community that we're trying to bring to the whole process. If we can save money, form partnerships, and get more programs like this, that would be amazing. First of all, I wanted to thank you for all of this. I believe we have

042heard the master plan for the facilities. I've heard it, but I didn't know what it was. Thank you for this presentation because it clarified several things for me. Another thing I liked was that there were direct contributions from the students. That was a fear of mine, that they were going to talk to members of the community, but I like that the students were involved. Going back to what member Stewart said about the questionnaires and results, he was also disappointed that there were only 220 results in such a large community. It reminded me of something a teacher in Mayfer told me at our coalition guidance meeting with questionnaires: should there be due dates or deadlines for community members, staff, and students to finish, to complete those questionnaires? I know that, as the member mentioned, they don't

043want to take the time for instruction, so those things aren't going to affect their site, but the entire district needs to take those things seriously. I have a few questions, one is, how long is each evaluation team? How long will they be in each place? It depends on the size of the school, but for an elementary school it usually takes about half a morning or a quarter of the day per team. We try to do three or four primaries in one day. Secondary school takes half a day, and high school takes a full day. They have a mix of middle and high school. I would say that Mayfir and Belfower are going to take a full day of evaluations, and each team will be there for a whole day at those sites. Maybe I didn't

044hear it, but there's a team that's going to be testing technology like projectors or computers, right?, as part of this process. People always ask us about the technology, the weight; the challenge is that technology changes so fast that by the time we finish the master plan for the facilities, the technology we recommend may already be obsolete. So, that's why we're approaching it as an effort, but not as part of the master plan. I believe there are people in the district who are working on that as a separate initiative. When they're talking about the questionnaire for female principals that exclusively stated that it was detailed, how detailed were the other questionnaires, especially the questionnaire for students compared to the one for principals? They have a very different purpose. The questionnaire for principals has about 62 questions

045and addresses areas on their campus where there are puddles of water, facilities that need updates, and we provided a list of air conditioning and heating, conditions, and outdoor conditions , specifically details of different spaces for the public survey that students can answer, which you wanted to have more responses to. It is a higher level . What do you think the priorities are? Aren't we naming 17 different spaces and classifying them? What are your priorities? Which programs need more support? And there are open questions about what else they want to share with the team, and they give us a lot of good input and information through those open questions. It's a very different survey. The directors have a list, and the public survey is more open. What are your priorities? Here you can tell us what

046you think is important. If that one is very detailed. If we ask people a lot how they get tired after 5 minutes. And my final question is, when will the final facility master plan demonstrate all of this to the public? Because obviously the people who come here attend the board meetings, but the public is going to receive something like this because there are many people who do not attend these meetings and are not aware. I definitely hope so. Her member mentioned the bonds, but that's outside my area of ​​expertise. But the master plan for facilities, the first step in the bond campaign, I do n't think would be great. Share it with people, but it is extremely important that people understand what the district wants to do with any money they receive, what the objectives

047are, and what results we can expect. I completely agree, it should be published and we're going to try to do it in a way that allows them to use other tools and the online site to achieve that. In terms of that goal, we are completely aligned. A few more accounts. I think we talked about a master technology plan a year ago . It's something we're all doing because it's a separate thing, as he mentioned, that we're working on. We've made many improvements, which you as the school board have voted for to improve the technology, but we're working on a multi-year plan to see what we're going to need and how we're going to achieve it and how we're going to pay for it. And one of the shortcomings, I think we heard stories about the

048last time we had the plan. I think that perhaps Patrick, during the site visits, I think they only came without many contributions from the district or the site when they do these when they go to the sites and our staff is with you and someone who knows the school campus. We have companions and there is another step in the process that we call the tabletop meetings and the two engineering teams, one that looks at the electrical, plumbing and roofing, have a session with the operations and maintenance team. Let's go site by site. They tell us where they are, what we need to see when we're on site, what we might not be able to see from a visible point of view of infection, but frankly we're talking to the people who know the school campus

049best and that's where we start, we have those meetings, we have a companion when we're on site and that way we have a more detailed observation because that's where all the skeletons are. One more question from the ADA (Academic Development Association) in many schools. I think we only brought it together with the number one priority, the one in the security column, but there are specific things that our facilities need to improve. When they see ada for their church in English, they see the aspect of compliance or replacing things and identifying things that are out of compliance. I 'm not sure I understand. We are definitely pointing out the things that are not being fulfilled. For example, in building steam, certain ADA issues that can be improved are being pointed out to any point of ADA

050non-compliance in the facility. You can say that, but we haven't done it. We're going to look at certain ramps that are efficient, those that are older. We have n't done the evaluation, but that 's normal, certain things that we point out are doors that are too small and there is limited mobility and also problems with compliance with A, especially when we look at special education facilities. And I want to be direct that when ADA evaluations there is an evaluation called CASP. It's more detailed down to the inch, showing that these railings are too wide or too narrow. We 're not doing the cap, but we're not saying where the deficiencies are, but the architects are going to indicate where the deficiencies are. It's not a complete cask assessment, that's something more like a more detailed

051evaluation. Have we ever done that? That's not usually typical. One does it when they are being sued. We should do it before they sue us. One of the little things when they're making plans and making recommendations, like our CCK reports , I already read, I know that Bellf High School has bad things with the flowers and Mayf is fine. There is something we see in our CCK reports. Do we consider those in the needs or in the relevance of how we do the projects? We're thinking about that, we're using all aspects, but is that exactly what they're going to do? They are looking at every site and trying to be fair to all sites in the district. We're going to use those pieces to figure out what the priority is. 1 2 3 and cu.

052And that will be a component of the floors or the ceiling. I'm going to talk about the ceiling first, and then we'll discuss the floor elsewhere. I know that many people read the reports and when they see that a school has a bad interior, it's a bad sign. We had our visit from Lel and we had excellent reports on four of the reports for all four of our schools. I think we're on the right track, but this is what will get us there. Thank you members. Yes, I have some questions. As we are currently in the middle of this process, if there are any major adjustments we need to make, such as addressing the central members' question, we will be able to see that update here publicly. For example, they have this comprehensive plan that

053they presented to us, but this is what's on my wish list, like solar panels, but I didn't hear about that. But if I put it on my wish list, when we give our input as members of the school board, this is a change, but I didn't hear about it specifically here, but something like that would come back to the school board and they would present it to us, or we would have to wait until the end. If there are key priorities, I would recommend that you indicate them to the staff and they can mention them to us, although they mentioned solar panels, it has emerged from the truck electrification project. Yes, we've mentioned solar panels, but we're trying to avoid significant changes in the future. If there is something that someone on the school board

054thinks is a priority and important to include, I prefer that they communicate it beforehand. We are trying to avoid surprises or big changes and we want to be very transparent with this whole process. If there is anything they think is essential to include solar panels or if they want to communicate it beforehand so that we don't have to make any changes later. Another question I had was about matching funds. What is the process? This is an issue that has always existed since the proposal was passed on to us, basically from the public construction project, which is like a reimbursement program; they don't give you the money to do the project. A particular district will have to generate the funds, do the project, and if it meets certain requirements, there are many things that one has

055to do to make that project eligible. districts do it all the time. When you meet those criteria, complete and submit that project to the public school construction office and then get them put in line for the reimbursement program. It's the $12 billion from Proposition 12, and there are many districts with eligible projects that have been completed over the last 7 years, and they are receiving those grants as a reimbursement for completed projects. Hypothetically, they will have enough funds to complete some projects, carry out the projects, submit them to OPSC, and wait. It might be several years before he gets a refund. He will receive this refund and put it into his capital plan for additional projects. He does the project, submits the documentation, waits a long time, receives the money again, and starts all over

056again. Again, you Belf district have to put up the money upfront to carry out the project, and if it's modernization, it has a 60% repayment rate, or if it's renovation, it's different and you receive the money in the future. It's not fast, but if you're thinking long-term, it's important to stretch your funds as far as possible. I answered his question. Absolutely. So I'm going to ask a follow-up question . It 's not a 100% refund. So, he said something about 60%, right? From 40 to 60. And it depends, there are certain subtle differences. Sometimes we use a special consultant to talk about these subtle differences, but at a high level of modernization projects you can expect around a 60% refund. If you paid a million dollars for a project, you submit the paperwork and can

057expect to receive a reimbursement from the State of 600,000 in a 60-40 modernization program. Well, it's more than 50. Yes, and there are quite a few caveats and subtle things that are perhaps beyond my understanding. This whole state reimbursement process is a whole new world . We have an expert on our team. If you have more specific questions, we can include you in the participation. Um, can you explain that process to us? Do we have someone on our staff who can do that for us, or do we need to go back to Jackson? I have done the application process in previous districts. I have an idea, but I'll get an expert to consult. It will be a combination of me and my team and a consultant; I don't know what the program was called, but

058we will make sure that we submit the application properly, and it is very correct that there is a time limit to receive those funds. This, and yes, it lasts a while, we will make the request and that's why we use an expert builder to ensure that if the project is important, say floors and ceilings for example , I'm going to invent that. If the floor is 60% complete and the roof is not, we can now make completing it a priority. If we complete it early, we will deliver, present, and generate additional funds. A complex process, as he indicated. So there are quite a few pieces and the report will help us break them down, but we can use additional funds to get as much as we can. the districts that do this very well. How

059lucky they are to have someone who has already done this before. Districts that do this well can use money and to get these counterpart funds in a good way, like a chess game, and we will do our best to help you win the chess game of funds. Uh, I expressed my ideas in this survey and to our staff, but I still want to know, because I've been listening to my colleagues, how soon will we receive a survey? Do you want the survey? Well, I was going to ask that question because you said that you said, but let's tell them, let's share our projects because you say that we are going to do any project that we can imagine or the priorities for projects. I want to clarify that. That echoes what you shared. Well, I

060did the survey because I have children in the district, and I listened to the community, community members, and community leaders who had ideas, and I shared those ideas with our staff. I've heard what I've heard, but if you do n't think we need a survey, well, for me, I want to see the prices because if I can do 10 things for a million or one thing for 800 million, maybe I'll do it differently. For me, it's important to have numbers behind the projects. For me personally, we can't even talk about it until they finish and start prioritizing things or showing us the results so we can prioritize the projects. That's where the money comes in. The report itself will prioritize things based on all the information we've discussed tonight. What we ask of the members

061of the educational board and what we will know in the future, the projects for the profore. If solar panels weren't mentioned before today, it's good that you brought it up, because it's something we're going to include in the report, but the report is what determines the priorities and the money associated with the project. These are two different steps to reach a conclusion. Well, just to clarify what I'm hearing, I know you said you're thinking about every imaginable project, but as a board member and community member, I want to tell you what I've heard and I also want to share what I would like. We're going to schedule one committee meeting, a committee meeting about the schools, and we have two members of the education board at that meeting, and we want the other two at

062the other two meetings so that all five of them participate. But as a school board, can we discuss this as a school board, or am I saying something wrong? The point is that if the entire school board wants to talk about their ideas, projects they would like to see and receive input from their meetings, it has to be an open meeting. We can do it at a discussion point, in a future meeting, but I recommend that each member of the educational board receive an individual survey and that the input of that member be taken into account, and in an open meeting we can talk and deliberate about what the priorities are. Once we receive the report and they receive the numbers, we will have time to complete our survey. It's important to me. I don't

063know if my colleagues think the same. We want to know how much things cost before deciding what is a priority. If something is going to cost 800 million, I can say yes for a swimming pool, but if you tell me 200,000, I can decide yes. That weighs heavily in the decision, but we have to see what happens when the survey is completed so we can assign a cost. Once that's finished, the board can meet again to discuss their priorities . But why didn't he say that there would be price lists for the projects I inquired about? Yes, there will be one, but it sounds like it seems like an avenue is needed where there is direct contribution from the school board. I will schedule it as soon as possible, as soon as possible, but it

064will take several months to receive the costs. Uh, I'm telling you in a master plan that there's a menu equipped with the master plan. All of this is what you can order, like a menu, along with the costs and what we recommend. There is a sequence that we will recommend regarding the projects, but when you can design your master plan, you will take what we contribute. If you want to do something, first you as a board decide if it's a priority: three of us and one of you. You are the ones who decide as the governing body. Based on our observations, we recommend that once you are in the master plan, there is a subsequent process to determine if you have the money and how you can spend it. If it helps you, it does

065help us, but I'd like to have some time before the bonus, before we start the bonus process. I'd like to know if we've started soon enough to see the prices so we can decide and think about what we want to do. I don't know if that will happen, but hopefully there will be optimism. Thank you. Board members also added the point that was made. That's the issue with bonds, listing specific projects within those desired bonds. At this point it might be problematic due to time constraints and deadlines, but to answer your original question, so that the consultant can know what specific projects they want from the school board, they would not have to share them. Individual communication with board members would be very helpful in ensuring that your project appears on the facilities master plan

066list. That said, it can't be a way for the board to address the issue outside of an open meeting. They give us their suggestions first, and then the issue is debated long enough to put it in the bond measure or the bill measure, but in the bond bill measure so that the board can then decide which projects they want to improvise. I understand that, but I learned my lesson the last time we went after a bond law, a bond. The board thought there wasn't enough specificity and they need four votes, so hopefully this will work out. I'm not going to make a recommendation about bonds, but I will say that other districts where we have master plans that have later had successful bond campaigns generally don't list specific projects; they provide descriptions of the types

067of projects. This one, however, is specific enough that the public knows the money will be spent as they want, but the district's hands aren't tied in case something like COVID happens again. Well, in our conversations about these bonds, uh, the legal advisor meeting, this is just the beginning, uh, but we will have extensive discussions with the legal advisors about this bond issue, and those are good questions you're asking; you're getting to the heart of the matter. So, colleagues, any other questions? Thank you for your questions and thank you for your time, Mr. Jackson. Thank you very much. Dr. Simon, your projections continue. Yes, thank you, President Garcia. We have multi-year projections made by our own chief executive, René Vargas. Good evening, members of the staff board, and the community that accompanies us. I'm here for

068another important topic: budget and multi-year projections. I was very excited about the fact that we have the opportunity to have a workshop where I could talk to you about multi-year projections, a very important topic that people use to look and see and plan for our future. So I chose this image; I know that young people were distancing themselves from the topic and I was a little worried about this. These are messages from the countryside. I found these by searching in critical areas regarding multi-year projections. It is the most critical document work that the business office can produce. That comes from Frontline Education. I believe it is one of the most important documents, and that is why I wanted to highlight it tonight. The fiscal message is clear: budgets in California are not about expected annual

069projections, but rather anticipated volatility. That's what Dr. Elio Brasil shared with us. Districts must create budgets that extend beyond one year using conservative assumptions about revenues and enrollments. These are things that can guide us on why a multi-year plan is so important in general. Why do we project? Uh, well, I want to talk about what a multi-year plan does. It is a living document. The school budget. These are plans not just for today, but for every 3 years, for 3 years at a time. The legal reason why we do this is that the law requires it. The education office needs to ensure that we are fiscally solvent for the next 3 years. What we do in a 3- year projection is that we investigate the information we have about California, but we have to see

070what Belfower is doing. We make a combination of what's happening in California, what we think will impact us, and we create a 3-year roadmap that we can rely on, which is the goal of a multi-year projection to ensure that students have the necessary resources, not just this year, but until they graduate. If we see a hole in the future, we need to start looking at it now so that this path remains ready for students to do some activity. This includes everyone. I have some trivia questions and some friends are going to answer them for me. How many years does the multi-year projection show? I see my friends from BTA back there. We need to find out if you said three on behalf of her. You were right. The state of California requires projections that demonstrate

071this for the current year and the next two years. Here at Belfower we also project an additional year internally so that we can have more resources for our process when we make decisions. Thanks to Laura, she's from my finance department. I did n't bribe any of these people, but I appreciate their support. Where are we? In the multi-year projection. The document is super small. We have a rather large document. This document is over 125 pages long. I want to direct everyone to where they can find the M and P in the first provisional period, second or the actual budget in June. But now I have another trivia question. Can anyone in the audience name one of the three documents that will see an MP for its acronym in English? John already saved me from two

072kisses. Thank you, John. We need to see if you're right. If he said the first provisional deadline, the second one, or in the budget. You're correct. It is an opportunity for the community and the school board to see updates on the projections every 3 years. That's Stephanie from Accounts Payable in the department. She's been in the apartment for 4 weeks and she said no, then she changed her mind. So, ah, I was very happy that he did it . I promised them I would do it in more pieces. Here it is in two pieces. The multi-year one, which talks a lot about, is the unrestricted income ; we have fewer restrictions on how we can spend that money. At the top we have the four different parts that receive unrestricted income from the local control

073formula as well as the state, lottery funds, transportations and mandates. They are also on the unrestricted side of the local scene. The interest also lies in the use of facilities and any other miscellaneous use of the money we receive; we also put it on the side without restrictions. Contributions for restricted programs such as special education and maintenance requirements are also presented in this part of the MYP . Here's what's being circulated about us: we're looking at the first provisional deadline. La Frecha is teaching him that there are three different columns that teach in the three years. This is the top part that talks about income and other sources of funds. And here at the bottom are the total revenues we had in the first provisional period. They can use this presentation as a guideline for

074all multi-year ahs. We also have unrestricted expenses. Here we can see in different places that we can spend funds without restrictions. There are some parts we review, and this includes certificate salaries, classified salaries, employee benefits, books and supplies, services and operations, capital, and other things. To give you an idea, the salaries for certified staff are like those of teachers, and certified staff classified as custodians, prosecutors, and human resources personnel. in the provision of jobs. That's right, all personnel, health and welfare costs, retirement, social security, unemployment insurance, workers' compensation for all the employees mentioned above, for books and supplies we have books, programs, materials in services to suppliers, utilities, conferences and travel. We have construction projects at Capital Rally and for any construction or site improvement expenses . And finally we have the indirect costs that

075we have talked about here, which the restricted programs help us to cover indirect costs such as for lights or payroll and human resources. I will show you again in this document. The arrow is pointing to 3 years. We have the expenses and at the bottom for the first provisional period we have the total expenses for the fiscal year. But it's time for another Tribea question. Which expense section includes employee retirement? Yes, it's in the one that's not restricted. In the benefits section we have the cost of employees. If you said the benefits, are you correct? In this section of the MYP, the cost beyond salaries is discussed. It includes retirement, wellness, and health benefits. in labor administration and unemployment insurance to name a few, and it's payroll. And the last part of the MP for

076the nrjido is the final amount when I am reviewing the first provisional period and the second, where is the amount? If it covers the same 3 years. Ultimately, it's about the increase or decrease. I show them the income, how many expenses we have, and that shows us how much income minus expenses it will be. What we have here is an original amount from last year, and they take the amount from the fund and the difference in the increase and they have the final amount. If you look at the first provisional period, you'll see the three arrows. Those three end up with the final balance. Then we have the rest, we have what ca n't be spent, which I already bought inventory for, which I put in the warehouse that the schools can order, I already

077bought it, but I haven't distributed it to the schools, so I have to save those funds for when the schools start taking out those inventories. We still have that inventory. Ah, that money is saved and cannot be spent, and another is tied up in commitments. Each time we reach the budget, we tell the school board and they have commitments for that balance. And then here at the bottom we have a reserve which is a 3% requirement and we have the final balance which is not designated or restricted. They're going to think I'm repeating that there's a section with restrictions at the bottom. Here is the source and the funds and where it comes from. On the restricted side, there are very specific things that give us funding. Local control mechanisms are also available, but we

078also have federal programs. Listen carefully, we have federal programs like Title One, Title Two, Title Three, Title Four, Special Education, CTE, through your Church in English. Those are our federal programs. Our state revenue includes after- school education. We have effective educators and we have the lottery. There are certain things we receive from state and federal governments that are restricted for very specific purposes. We also place restrictions on local income. If we receive a grant from a local donor, if we receive a donation, we only place restrictions on that money if that donation is earmarked for a specific site or purpose. Then we receive cooperation from the other side to support special education and routine programs. It's very similar, I'll review it. It's the revenue for the restricted side , the three columns, and also the

079total for the restricted side . Here is our question. Here is our program that you can find as part of restricted income. Thank you. If you said title 1, 2, 3 or 4, special education or C perks in CT, you are correct. Currently, the General Fund receives 3% or 7.8 million of its funds from the federal government. Thank you, Jenny. It's Janeie from the AP department. I 'm not going to spend much time on restricted expenses because they have the same labels, they are the same people. to salaries, benefits, books, what this section tells us. These are things that can be spent in those particular ways, in those ways federal and state revenues, and they are in the same way with the same expenses, and in the end we have the balance of expenses in

080the restricted program. Finally, on the restricted side it's a little more basic because if we have the same scheme, we have the 3 years, we have the net increase in the balance. We have the balance at the beginning and end, but there are no other categories, but it can only be in with restrictions because it has been restricted by local, state or federal regulations. All those remaining side funds must be restricted and used for those purposes. Here are some examples again indicated in different ways of the federal and state resources that you will be able to find, because the restricted resources are here by the General Fund, it categorizes them as restricted and unregistered to ensure that we are in compliance and we can fully track it. One of the programs we operate here at

081Bellflower is Expanded Learning Opportunities, which is a state resource and allows us to serve students outside of the school year, and LOP allows students to serve it only before and after school. EOP, the funds can be used during the school day. or outside of school hours, outside of school hours, cars, funds for can be any time outside of school hours. P UST offers a variety of programs for students before and after school. Ah, and there was no cost to the parents using these funds. Chris is also in our accounting department. These were my five guests and I see many of the children who are heading towards my multi-year plan . Well, I don't have a question, I have a comment. That was great. And again, as I said before, I'll say it again, especially since

082I'm constantly part of a community that doesn't understand what is restricted, not restricted. I asked most of the questions in order to be more transparent. What does this mean? I say, I've learned a lot since the workshops and presentations started, and this is the best one. I like trivia, I like it, I 'm a girl, I like trivial things, I like their efforts, the way they present the information is incredibly simplified, even though it's not easy. Uh, I just wanted to make sure I said it out loud, so thank you very much. Thank you, member. and I was looking for more answers from there. It seems they were allowing the public to answer, but I have this prize for those who just gave us their answers, right? I did n't say this during the presentation,

083but certain people are going to be fed. Okay, Stuart, I do like that we're educating the community; it's the best part of this presentation. Thank you. I also have a question; you don't know the answer, but if you find it out for me... He spoke about the reserve funds, the 3% we have and an additional amount; can you tell me the total percentage of reserve funds we have? Total bookings at this time. Okay, I'll give him that report, that figure, later in the future. That's my only question. Well, thanks, member Kfield. Thank you, Mr. President, thank you for the presentation. I am very grateful for this. I know we receive quite a few questions about this topic, and I appreciate that we are addressing it openly. Uh, the change between restricted and unrestricted funds, how

084much goes into the unrestricted. That's primarily for special education. Correct? Incredibly, we have their funding. No other entity in this state has the same level of support as we do. That's why there is a very low contribution for special education. How much money do we have in your financing? Hey, I'm not saying it, but Dr. Sim did. What are those figures regarding the impact of our budget? every year. Uh, there are a couple of components in the budget, and thank you for giving me the opportunity to perform this restrictive maintenance routinely. They receive $7,000,000 as required by law. We saw the facilities plan, we've done quite a bit with that money and we'll continue. That keeps the maintenance department running smoothly and everything in order. That's about 7-8 million dollars. The remaining amount of the

08539 million. Well, there are a couple of small programs, but mostly it's this special education thing that's not properly tuned. 39 31. And what percentage is that we spend on what percentage? Um, what percentage of our funding is for special education? How much? I was going to say a little more, but between 8 and 12% that the state of California and the federal government are giving us funding for the needs, and that's throughout the state. So maybe we have a different number, but when that information comes out, well, but I will say that the promise is 40%, that's why it 's a huge contribution to the general fund. Districts with a higher population of special education students then end up having to allocate more money from their budget. Yes, it depends on the number of

086students. Thank you for that. I didn't ask the question, why did we transfer money from one to the other? I know. Um, thanks. Well, thank you for giving me the opportunity to share this with you so we can continue with the question from the board members. Colleagues, I know I said we reserved 3%. It's a mandate, right?, from the state of California. That's how it is. For the size of district we have. We save or reserve more than the mandate dictates. We have committed more. The board has pledged to set aside more for future needs, but for that budget line we have a commitment of 3%. And I had a 3% commitment in mind; it's less than one of the total payroll expenses. When the State asks us to commit 3%, the percentage we maintain

087is less than enough to pay a payroll period in the district. If it makes sense, it's a very important aspect of the requirement. It's a number I hope you know firsthand, but what is it apart from the commitment that, well, sorry, including the commitment we've made, what percentage is it as a district? It's the same one. This is the same question that member Stuart asked. Well, to give you an idea, the required reserves are about 7.3 million and the payroll is about 9 million. The state of California requires that we have 7.3, but to pay a payroll in a period we are like 9 or 10 million. That will be in the memorandum this Friday regarding the percentage we will have in the next 3 years. I will return in March; we will have changes

088to this information. I'll give you the percentages today and I'll include them in the second interim presentation because Sado California has sent numbers and the tail numbers have gone down. We are going to have revenue losses in the year 2627 and beyond based on the changes in the State's CA. I want to thank you because the thing is, we talked about when we became board members that we have pretty high reserves, and there are other districts with high reserves, but it doesn't scare me that much. But I want to assure you that we are spending money on our students, using our funding correctly. People ask all the time and talk badly about other districts and mention that number as well. I don't want to be that district where they say, they are at 57% reservations.

089That's why I'm asking, because it's not that I want to draw your attention to anything. You do a great job, but a lot of people ask what that number is and talk about it quite a bit. That's why I'm clarifying. Well, I'd be happy to provide it to you. I also think it's important. Any other questions or comments? Members of the Board of Education, student member. Well, thank you, sir and madam, it was a phenomenal presentation. Hey, Ms. Garza, president of the school board . And finally, we have the advance regarding individual discrimination known as the AVID presentation, presented by Ms. Carter, who will introduce tonight's presenters , sorry. Well, tonight we are very pleased to share updates on AVIT implementations at our elementary school sites and elective offerings at our high school. to share

090tonight. Guil Castaneda, director of secondary education, Dr. Jill de Reyes, director of elementary education, Jessica Cumins, principal of Bellflower East High School, assistant principal, sir, this is with us. They will also be discussing opportunities for Bellflower in 2021. Patricia Díaz Arroyo from Bellflower Elementary School will present the perspective of elementary schools. And another slide at the heart of Avill's mission is to close the opportunity gap, to create healthy relationships to achieve global success. In this framework you can see that we work with relationships based on trust and with this commitment. In the district we have put in place the frameworks to achieve excellence in educational attainment for students in an affirmative way, celebrating successes and so on. At Bellflower High School , these guidelines for guiding students are designed to create a very successful student

091culture. Recognition, activities to build and create collaboration, highlighting special talents, clear communication, strengthens communication between students, staff and families. Intentionally assigning roles gives students leadership and cooperation, and these practices create a welcoming environment for students and support their sense of belonging, success, and achievement . In Washington, we are going above and beyond to create important connections with contemporaries and mentors. From the moment they enter the room, they start the day in a positive way, maintaining that energy throughout the day. They have created something positive by sharing their positive moments during the day, using signs and posters. This practice not only sends positive information and positive efforts to students, but it is also done through recognition of staff members regarding academic achievements and behavior. And the people involved feel that they have value and it gives

092them the encouragement to keep growing. They also have agreements in the classrooms that foster a sense of belonging and that they have an inclusive community. To help students have more positive feelings, they are given affirmations and reflections to end the day on a high note and to make them feel like they are valuable members of our community. Brilliant leaders serve with passion, purpose, and a plan, embedding the hearts of young people in the school culture to support students and make them believe they will be successful and committed to their work, giving them rigorous work, helping them get into universities, and providing information about possible careers. In 2021, Bellflower High School shared with students in training sessions in grades seven through nine. At Williams, Romona, and Woodro schools, students participated in Abit capitalizations and returned with

093purpose and confidence. In Washington and Mefer, students participated in IT training and offered the elective course in grades 7 and 8 at Belfower Middle and High School. In 2025, the first graduation ceremony was held. Uh, 12 sections are offered in grades seven through twelve, increasing student access to the program. In 2025, the remaining six primary school sites attended the institute in the summer with their teams and began implementation in August of that year. Also, all primary schools and the two comprehensive schools are investing in AIT development, supported by the district and Institute leaders. This timeline reflects the district's commitment to implementing Habit, ensuring that every student leaves the district ready for college and their careers. Habit implementation is achieved by a team. Each school has a team of teachers, counselors, and administrators who support the

094principal at Summer Institute. The teams set goals and steps to follow and collaborate with other sites. And throughout the year, the teams at incitu provide implementation by monitoring progress, planning strategies, and analyzing student outcomes. In the district, we have meetings where all the schools come together to strengthen and share achievements and to have consistency throughout the district regarding the project. This teamwork sustains our team and ensures that all students are ready for their careers and universities. Washington Elementary School is proud to share its journey to becoming an exemplary school, which we attribute to teamwork, vertical alignment, and creating a coherent program for our students. Look, it's the bridge that ensures rigor and support as a whole, not in isolation. It provides the structure that gives balance and well, that rather uh gives attribution to the

095questions that direct the objectives of the ah I'm sorry ah mentoring conversations and how we continue to the growth trajectory. Finally, our focus is on achieving and sustaining high levels of implementation so that Aer's practices are embedded in daily instruction, student culture, and student experiences. This ensures that we will have a long-term impact and not just isolated successes. AELT strategies are used by all four grade levels, including special education at Wicker, which focuses on writing, collaboration, organization, and reading. Ah, it encourages student instruction and involvement. PLC collaborations help teachers conduct rigorous lessons and daily classroom practices, including different levels, structured collaborations, and student speeches using methods such as philosophical chairs, fostering critical thinking and active participation. The data reflects an increase and consistency in Wicker's strategies across all rooms. Teachers are moving beyond knowledge to

096implementation, ensuring that students regularly experience Aber-aligned practices that support academic success. University students are displayed in the classrooms and these visual cues highlight conversations about future goals, university, and having a culture of attending university makes the path accessible to all students. The goal is to intentionally implement Aber's practices from Pre-Kindergarten through second grade next year, focusing on building habits, routines, and language rather than formal structure. We took stock of what our teachers are currently doing that aligns with AED strategies. What they ended up doing is drawing, labeling and using basic sentences, animating curiosities with indications of I suppose to collaboration using visual schedules and color-coded systems and domain a with reading. This establishes a foundation for AER education. In the second and third grades, the focus is on making students more independent. Writing is more

097about structure and graphic organizers. Students ask questions about Wonderwalls and level one and two questions. Collaboration is more responsible and with assigned roles, and organization is for planning and labeling. The reading strategies involve interactive books and annotation. In the fourth and fifth grades, Aber's practices deepen to support critical thinking and student mastery. Students write using tests and strategies such as race and have higher level questions for cost thinking levels and have debate such as Socratic seminars and literature circles in organization. During reading, they write in their diaries. Finally, in the sixth, Abit focuses on Capstone's skills to prepare them for secondary success. They have argumentative writing using evidence and reasoning, answer questions through Socratic seminars, color through project-based learning, and manage long- term planning. Reading strategies, analyzing the author's purpose, and becoming independent prepare students

098for the expectations of high school and Aer's optional subjects . As we move forward, our focus is clear and intentional. First, we will evaluate ourselves, self-assess using the CCI rubric to identify areas for growth. Next, we will choose an instructional change to increase rigor. And finally, we will apply Wicker strategies to the specific level of the grade. This work empowers educators and unlocks the potential of each and every student. Incorporate AIT strategies and build a community and relationships by using the Excel model in every interaction. It gives Washington students a foundation to succeed in high school and beyond. Thank you. At Bellflower High School, a key avenue of our work since 2021 has grown from a small program to a school system that supports academic skills, student agency, and rigorous work. Today I'm going to

099share how we implemented AIT at Belfower and the impact it has on student success. Our growth began with intentional staff training. Currently 61% are trained in Aber methodology; there is a decrease from last year that reflects retirements, and we hired 14 new staff. Everyone is scheduled for Aer training by fall 2026, ensuring our growth and implementation. Last year we celebrated our first class that was degraded. 87% of high school seniors completed their AAG requirements compared to 46% of seniors across Bellflower and 3% statewide. This demonstrates Aber's impact on student outcomes. A key metric is that they enroll in rigorous courses. They are from advanced placement, dual enrollment programs or CTE 70% are in a rigorous course with coverage of 71 in all AER students and 75 of the AER who are in their final year

100of high school that demonstrates a culture of academic challenges by our school staff. In 2024-2025 the average score was 2.68 for Bellflower students and 3.15 for Aved students. This information demonstrates that when rigor is combined with incidental support, student achievement improves. Each year our site in tien mentorship for the optional subject of Aber at the Summer Institute. We set our annual goals. This year our focus was on systems and culture, specifically on improving data-driven placement and fostering university awareness. To process our data, students in grades 10 and 11 took the PSIT and eighth-grade students took a practice test. The counselors reviewed the reports to guide which courses to take and increase access to AP classes. Our second method is to have a university-attending environment. Every student at Aber is encouraged to at least apply to

101a university, and we also have visuals from different universities visiting all schools to raise awareness of post-secondary options. We also want to highlight the agency and service. Students support events on school grounds. As part of our curriculum, students volunteer at various BMH events to accumulate these volunteer service hours. This year they attended Calstate Long Beach, Cal State LA, UCLA, USC, Asuso Pacific and Concordia, Cal State Fullerton and RER College. These opportunities in the field help to make post-secondary education possible. What can be achieved and we are also encouraging students to visit different universities outside the local area. Visiting universities outside the area amplifies the prospective studies and also reinforces a university growth to show students that higher education is beyond their immediate community. The myopic aspect of the optional subject is tutorials, which are led

102by students who ask questions, collaborate, and think critically. Each class is supported by four university tutors who provide tutoring and monitor scores and check folders and assignments. Looking at the strategic timeline, we managed our feet in the fall and early college exploration. We currently use AP data during course registration and Aver applications are open and we're having an Aer night next week, on February 25. In the spring, staff will be demonstrating AED displays, having quicker walks, and getting certifications. In May we also attended the Summer Institute in order to plan for the 2026-2027 school year . Our team on the Aber site to gather evidence and implement this team are the Aber teachers and Aber coordinators, the teachers, a counselor, an administrator and tutors from Aber; our benchmark is quite strong. 67% of Aven students

103have been accepted to 4-year universities. 93% of the seniors have completed 3 years of mathematics with a C or higher and 57% are enrolled in an advanced placement course. 33% of our students plan to attend a 4-year university compared to 21% for school. Since 2021, the A in Bel has increased academic rigor and student success while closing opportunity gaps. 100% of Aber students are enrolled in the Aug sequence. 81% are taking rigorous courses and students benefit from a 7 to a tutor-to-student ratio. This teaches rigorously, and with support it works for all students. While we look to the future, the next steps to see its viability, co-existence, impact. First, we are excited to expand into the primary schools, having an early foundation in the students' education journey . At the secondary level, we will continue

104to implement strategies across all schools. This broad implementation is extremely important for consistency and success across all schools. We will maintain momentum with AER reviews with the district to ensure that the implementation is on track and effective. We believe that collaboration is key to consistent implementation and therefore we will continue to support these efforts. They are coordinators and directors of AER to have a rigorous environment and that ensuring that AER practices are embedded throughout the school and not isolated to individual classes. Finally, we will schedule Aer reviews with the implementation strategies to refine our practices. These reviews will be a vital part of the improvement. This ensures that it will be a framework that increases university awareness for all students. Today we heard where we currently stand. This slide shares our goals for raising the

105AER in the coming years. This year he is attending Washington Elementary School and Belfower Middle High School. We want to have it for Washington and Belfire High School. This will be a significant milestone demonstrating the effectiveness of our efforts. As we begin in the 2026-2027 school year, we are focused on weaker strategies for all grades from Pre-Kindergarten to 12th grade to ensure that all students benefit from these proven methods, and from 2027 to 2029 we will be increasing the range of optional subjects offered in Mayfare and Belfy. Beyond this, we will achieve our goals of having exhibitions in schools and supporting additional schools to maintain the focus. We will increase these initiatives and achieve student success and create a good environment for all students. Thank you for your commitment and dedication to making Ávil successful

106throughout our district. Thank you for your presentation, it was wonderful. Board members. I have some questions, of course. My first question for René, how much does the IT program cost per year? I can help René with that answer. As for the required membership costs, they are about $ 50,000 for secondary sites and $3,300, which is higher in the first year and is the cost to participate in, and obviously we pay for summer institutes, professional training, and in total, how many is the Summer Institute? Last year there were about 129 participants at 12 different sites, about $400,000 for Summer Institute and membership. Everything adds up to a total cost. Membership for the last 3 years was about $1,000. I understand, but what is the total cost for everything we pay at HIL for a year? If

107you give me that number, we'll do our best to work out those numbers if you want it for a year, so for the school year 25, 25, 26. I want to know how much we pay for that in a year. And if you give me something specific, you can send it in the Friday memo. But yes, I did ask this days ago. I want to get an idea of ​​how much we spend on Abit. If you add it all up, it's 427 + 61, that is, it's like 500,000. And adding a couple of other additional training programs in general, like $600,000. In a general way, uh, about the tours, excursions 20 20 25 26, these are learning experience excursions. Yes, there are about 35 different excursions that will take place at different school campuses and

108sites. I have a list. Concordia, Pepperdine, USC, Asusa, UCLA, K State, Long Beach. Another one for CSU Fullerton, the University College of Long Beach, Cerritos. Yes, when I looked at this, the scheduled trips, I thought that was everyone. My next question is, why not local like Long Beach, Folderton, K State, Long Beach? Not all of them. Yes, that's just for Bellflower High School . I understand, understood. One more question I have is, obviously as a teacher, I know that when you put more responsibilities on teachers, there's the whole question of what different strategies we're adding. How are we going to ensure that we are not placing too many responsibilities on teachers, or that we are not going to remove some because capturing the hearts of young people reaches some of the places? What can we

109do to ensure that teachers don't feel like we're not going to take on more work and that they don't get frustrated? And well, the first goal is to see how things are going together, to capture the hearts of the children and Abid together, well yes , as the Lord said, the roll, they took stock of the strategies they are already using and how that connects with Abid, so in view of what they are doing and creating on top of that, trying to refine what they are doing to fulfill the strategies of Abid, but it is always our goal to refine what we do, not add so much. Additionally, it says that I have done habit for about 5 years at my school. It's a great program, I think. But my last question is, if we

110were to discuss or consider removing block scheduling in the future, how can we increase elective classes for Mayfare? That was one of the goals to increase electives for Mayfare middle and high school. If we change the block schedule, what will the schedule look like? She now has eight periods. Speaking in terms of periods, because I think it's a matter of moving from eight to six or fewer periods, we can increase the electives, but they would be in competition with other things. The possibility exists there, but to increase. Okay, thanks. Well, my colleagues know more about this than I do, but I was able to follow Dr. Morgan in Mayfir high school and I was impressed, I was impressed by certain classrooms. They have lower student-teacher ratios in some classes. Well, I already gave this Mr.

111Castan the title of doctor, but no, it's not a lower ratio. There are tutors in the classroom, and that lowers the ratio. It's still the regular ratio, like any other section in high school, 29 to 40, let's say, in that range. And as BNY mentioned, the tutor Abit provides with student lowers it to 7 to one. There are tutors who come twice a week, like today we were able to tour Belfare High School with the Abit strategist. There were four other groups, four or five students with each tutor, and the teacher was then able to accompany each group. Well, that's a ratio like 12. You see. We need to have numbers. Understood? Thank you, doctor. Doctor, uh, so to get into the program because it sounds like success metrics exist, why doesn't everyone do it?

112In other words, there is an eligibility that is how young people are selected, if these young students are already having better results in exams and evaluations, that kind of changes the statistics. Yes. Well, there is a criterion for defining a gifted student; it is an academically average student who has a CD average, but has the potential and the ability to go to post-secondary schools and universities, and there is an application process because an important part of being gifted is that the student has to be willing and, uh, within the program. For example, at Belfower, when we started in seventh and ninth grade, students applied from sixth grade to enter the seventh grade program and from eighth grade to enter the ninth grade program. They completed the application, went through the interview, we asked them why

113they wanted to be part of the program, if they were committed, and they were accepted. There is usually a waiting list for students who want to participate, and if there is space, some students leave or decide that it is not a good thing for them, they decide that they no longer want to continue, and that is minimal, but there is also a process for them to leave. They can't just leave it because we want to make sure we make contact with them because ultimately they initially committed, but the criteria for the student in the middle academic C and D, let's say, have problems with literature and math and need additional help, academic advising support and the student-teacher ratios under help. They are not students who receive A and B marks. So, normally no. The goal

114is for them to become that type of student and take these advanced courses. What Michael meant by students taking A, P, or dual enrollment classes for the first time was that they would not have taken AP or CT classes or dual enrollment because CT is considered a rigorous course in their academic experience. AV has given them the foundation to be able to enter that higher level and that is attributed to a higher number of students in Advanced Placement A classes and we're going to see that also in dual enrollment when the number grows at that school in Bellflower. 90% of students don't expect the students, sorry, to apply to enter a 4-year university, but it's no more than university and career, how much is being aligned towards universities and well, it's both things. Avir has

115done a lot of work to raise awareness and university students because two-year and four-year post-secondary institutions have expressed that students, even at the highest advanced levels, sometimes lack career awareness. Because they focus on their classes, on getting A and B scores, getting into Berkeley or USC, but they're not thinking about what program, what career, or what degree to get. So they want us to have more lessons and information and programs that help them become more aware of careers, but in habit classes you can have school initiatives that the whole school focuses on, physical education planning , ah, environmental requirements, uh, those are just the classes, but the initiatives where they decide to work on in the beginning, I wanted to add that. One more question. Regarding the costs, the tutors or advisors, who pays for

116that? The site using its funds originated in Belfower. The tutors are usually in Belfower. Mayf is trying to get some tutors or advisors, but there's a local cost. Those tutor costs, uh, uh, it has to be seen, well, it helps us to know the annual cost or how much it costs to expand this program. Do we know what those costs are? Well, we can investigate that information for you and provide it to you. I want to add what a member of the Start Board mentioned, one more thing about why we want to emphasize the importance of this in schools in general, because these Avir students are in math and literature courses, and Belf is launching this elementary school program as well. It's also about common language, common strategies. Common language is used in general, like

117in high school. In today's walk , you can see that the students took their notes that they wrote in math class, and they are similar to how it's shown in a habit program, and that helps because usually what happens is that each teacher, each department has its own system or its own way of doing things, and it's a framework of guidelines that helps us have more unanimity. Well, given the differences between two programs, there was a program called Gear Up. I don't know if Lis was there, Superintendent Acevedo was at the meeting; it's a partnership with Long Beach College. And as I understand it, that type of program would help with what we do with Abit as services. And helping with that cost, if we can do some research on that , because last year

118the optimal timings didn't help us in terms of applying for that type of grant. When we heard something from Gearp, when Cerritos contacted us at the end of last year, it was about the timing because the deadline was June 30th, and I think they told us that in mid-June. By the time we wanted to apply, it was too late. But if we have the opportunity to partner with a Gearp grant, it would be great because it complements one thing Gearp does: it focuses on a specific group and follows it. It would be great if those funds existed, but I think we would be a good candidate because they have to work with a middle and high school. We can use our existing structure; we would be more attractive to work with because of the type

119of program we have. Ah, I have a question because you mentioned the criteria for having been looking for academic merit, and to add to what Vice President Kchfield said, what about those students who get A's and BS's? Oh , is that an AIT rejection or are there different programs? Good question. It 's not final. I think that's the reason why there's an application process and an interview, because there are certain students whose grades don't tell the whole story, and that's why they have those interviews. There are potentially some students who are good students with high scores, but they struggle in certain subjects and need specific support. The coordinator of Avid and the teachers who are interviewing the students can see the data on how they can support them and how they can benefit from Aer,

120but the schools also have other programs that benefit them. In Belf we have Apex for students who may perform at a high level but obviously want to take the advanced level courses. Mayfer also has a similar program called MAP. Mayfare's academic program is similarly for those high-achieving students who want to take to higher levels, and both schools have early college academies . The students there is a new cohort that was in Mefer two nights ago for information night. Many people came. Students can take those dual-enrollment classes that are incorporated into the day. They can complete 43 units by the time they graduate. There are several opportunities with Aber to provide support to students who are academically in the middle of their studies and want to do something when they finish high school, but need that

121support. Thank you. I want to say that I can vouch for how efficient my child is. It was because of this, and yes, you gave her the support she needed. And yes, it's a little difficult because when she thought she was failing, and you gave her the support because she was performing at a higher level, the children who perform at a higher level don't think that they don't struggle, they struggle too, but I thank you all for the support you gave her, and you know where she is. I'm excited that it's even at the preschool level. What can I do? I'm especially excited if you can have a student in this program to see where they end up, what kind of legacy they started at this point, starting at Ernie Pile and ending up at

122Belfower. That's very exciting. Ah, thank you for all your efforts and support. Before we finish, I want to thank the team that came today. Thank you for the time you spent sharing your days with the educational board. It is important for you to see an exhibition of the schools that highlight what the trajectory of the school is, and I want to publicly thank them for sharing their experiences. Thank you so much for those presentations, they were amazing. Any other questions, board members? Now that we have finished with the presentations, if there are no protests, the session is adjourned at 8:47 until the next regular meeting on Thursday, February 26. Have a nice afternoon.