001where I am. Okay, everybody. Good evening. It's 7:02. I will be starting the meeting. Uh before we begin tonight's meeting, Trustee Linda Peno has requested to participate remotely pursuant to the Brown Act teleconferencing provisions under Government Code section 54953.8.3 due to a just cause circumstance. Under the Brown Act, Trusty Bennett is permitted to attend remotely so long as she publicly states the general nature of the qualifying reason and confirms whether any other individuals over the age of 18 are present in the room with her. Trustee Penna, would you please confirm your request and make the required disclosures? >> Thank you. I am participating remotely for reasons of illness. I also confirm that no other individuals over the age of 18 are present in the room with me. >> Okay. Thank you. Uh because a trustee
002is participating remotely under the Brownout teleconferencing provisions, members of the public may also observe and participate in the meeting remotely. Members of the public may access access the meeting by visiting GUSD YouTube page linked on the board agenda. Members of the public wishing to provide public comment remotely may do so by emailing the board executive assistant Lucy Werta during the meeting at lucy.hta gilroy ununifi.org. Okay. So um we will do we will start with item 3A the pledge of allegiance. Everyone please stand. to the flag of the United States of America. Republic for which it stands. One nation under God, indivisible, liberty and justice for all. go ahead and >> Yes, we're going to do um because we have a crowded room, we're going to do the recognitions first and then we'll go back to
003our regular agenda. Good evening, trustees, community members, parents, and students. Welcome. For the second board meeting in a row, the district and the board of education have the pleasure of honoring some of our very special members of the class of 2026, who earned the highest number of community service hours at three of our four high schools in the Gilroy Unified School District. during this during their high school careers. As the board will remember, we recognized the top community service students from GEKA at the May 18th meeting prior to their graduation. The district's community service requirement first began with the graduating class of 2014. The board instituted this requirement in an effort to instill in our students the value of community involvement and service to others. When students are given the opportunity to work on pressing
004community problems or addressing the needs of different segments of our population, they contribute positively to the quality of life in our community. High school students in the Gilroy Unified School District are required to perform a minimum of 80 hours of community service as a graduation requirement. Students who double this requirement, earning 160 hours or more, are honored at the graduation ceremonies with a special cord to wear along with a cap and gown. With the success of the program over the last several years, the district began honoring the top 5% of students who have earned the most community service hours from the graduating class of each school site at a special board meeting recognition. And this started in 2016. Tonight, we honor those students from Christopher High School, Gilroy High School, and Mount Madonna High School
005who have far exceeded the community service requirements set forth by our district. The hours they completed are the top 5% at each of their high schools. There are 23 students from Christopher, 18 from Gilroy High, and three from Mount Madonna. and their names are listed on the screen. There they are. I applaud the 44 students being recognized tonight who have completed over 13,594 service hours during their high school careers with hours ranging from 181 to 1,040 hours. That's incredible. In total, the class of 2026 completed 93,619 community service hours throughout their high school careers. This is a great example of how small acts of kindness and uh community service can make such a tremendous impact in our world. I would also like to thank the leaders from each side whose leadership and vision has provided
006the growth of the community service program and allowed it to flourish. Thank you also to our principles and community service coordinators who play a vital role in the success of this program. The top community service earners from each high school will have their names added to a perpetual plaque that is on display at their sites. But I do want to call special attention to these students. Congratulations to Christopher High School senior Gioma Okiki, who completed 566 hours of community service throughout her four years in high school. Congratulations also to Gilroy High SE senior Anna Newuen who completed 140 hours of community service throughout her four hours in high school. And congratulations to Mount Padana High School senior Sophie Sophia Dow, who's also our board representative, who completed 715 hours of community service throughout her four
007years of high school. The amount of time these students have dedicated to community service in addition to their studies and other extracurricular activities is a testament to their strong commitment to giving back to the community where they have grown up and where they have gone to school. We hope that this passion for service continues as they graduate and go on to college into the working world and beyond. Congratulations to all of you and many thanks for all your hard work on behalf of Gilroy Unified School District and for for our community. I would now like to invite Principal Jeremy Dirks, uh, principal of Christopher High School to read the names of your students being recognized this evening. >> Good evening everyone. All right, without further ado, as I said, we already recognized, but we'll say
008her name again. Chioma Okiki, Madison Dutra, Dearis Gonzalez, Adeline Mosher, Hannah McGee, Tyler Rimple, Madison Hutchkins, Pitcher, Joey Jen, Maline Timone, Arian Ganesh, Janelle Ward, Alyssa Compazano, Allesandre Oriana, Alexis Solis Korea, Jasmine Wong, Mia Melendres, and last but not least, Dominic Bozo. Thank you, Principal Dirks. Next, I'd like to invite Miss Bergen, principal of Gilroy High School, to please join me at the podium to read the names of your students being recognized this evening. All right. >> I forgot to do. >> Oh, okay. Just >> too. Thank you. All right, for Gilroy High, we have Anna Win, 140 hours. Kimberly Fernandez Orta, 484 hours. Evelyn Hall 474 and a half hours. Elizabeth Lubik 439.8 hours. Audrina Morales 274 hours. Judith Torres Rodriguez 258 hours. Michaela Chariss Makabo 230.5 hours. Wyatt Vanlar, 210 hours. Kathleen Belch,
009209 hours. Zanette Diaz, 205 hours. Kaden Sanchez, 190 hours. Javier Fuentes 183.75 hours. How are you doing with that? Oh, okay. Oh, you took all my notes. Somebody took my notes. Okay. All right. Sorry. >> All right. Miss Martin, principal of Mount Padana High School, please join me at the podium to read the names of your students being recognized tonight. >> Good evening. This evening we have Miss Sophia Dow. Oh, 715 hours. >> Yeah. >> Then we have Brada Diego Cruz 218.5 hours. All right. Good part. Okay. >> Thank you. Yes. >> Well, congratulations to all the students that were recognized here tonight on doing such a great job. We are so proud of you. Thank you. Okay. >> Community service families, if you'd like to exit, you may do so. Your students are out
010there in the lobby. Thank you so much for being here. We really appreciate it. Congratulations to your senior. No, you have two more recognitions. >> Oh. All right. Next on the agenda, we are going to recognize a very special group of students tonight. Tonight, the Gilroy Unified School District Board of Education and I are pleased to recognize six elementary school students who competed in the Future Chefs Competition held at Gilroy High School on April 29th. Participants were invited to submit their recipe for the theme passport to flavor, take your taste buds on a global adventure for this year's challenge. 32 fifth grade students throughout the district submitted their best dishes and six students participated in the finals. Before we recognize our participants, I'd like to thank James Ayelo and Nelani Baglia, our Sedexo consultants for
011organizing this annual event. We look forward to judging all of these delicious dishes every single year and they are really, really good. We try them all. Many thanks to our judges, Chef Carlos Pineda, Sam Bozo, and Jean Sakahara, who always make this special. So, uh, this event so special for us. Also, thanks to GUSD child nutrition staff and the Gilroy High School culinary arts students who were sue chefs for our contestants. So, our finalists were Charlotte Bankston from Luigi Prea Elementary, Marzine Morales from Glen View Elementary, Matilda McUade from Gleniew Elementary, Laya Sarosino from Rod Kelly Elementary, and she finished in third place, Shelley Buouie from Luigi Ara Elementary who finished in second place and our winner Delila Khan from Luigi Ara Elementary School. Please join me in giving a big round of applause to
012all of our future chefs and congratulations to all of you. I don't know. Next on our list, um tonight it is my honor to recognize the final student board representative to the board of education during the 25 202526 school year. Many thanks to our board representative from Mount Padana High School, Sophia Daud. As you saw, she's a rock star. She just got recognized earlier as well. Like her peers, Sophia has provided valuable insight from a student's perspective to the board throughout her reports about what is going on at not only Mount Madonna, but also what was happening at our elementary schools and other middle schools as well. I want to share a little bit more about Sophia with the board and the members of our community that are here tonight. Her favorite teachers were Mr.
013Gear and Mrs. Perry Pere Perry Perez. In addition to being focused on completing her schoolwork to meet graduation requirements and serving as a GUSD student board rep, Sophia also participated in Power Cafe. She will attend Gavlin College next year to obtain a nursing certification. When asked, "What have you learned by serving as a student board rep for your high school?" Sophia noted that she learned public speaking and presentation skills. Sophia, thank you for your professionalism and enthusiasm in sharing what is going on at your school with the board, with our staff members and the public. You are a wonderful representative of the class of 2026 and we are so happy that you shared part of your senior year with us. We wish you all the best as you move forward with your future pursuits and
014look forward to seeing you cross the stage in another week. So congratulations. I know, right? President, can you come back down please? Um good evening and tonight it is my pleasure um to recognize two very important parents. Um it's Grace Hernandez and Melissa Vasquez. So they have a very important job. They are our community advisory um representatives that um are a leazison between um our district and our special education and student services office and to um our social uh our special education local planning area. So what this is a very um busy job. So they um work to provide parents and my myself with information from our local planning area regarding um state issues and and changes with special education. And then they are a resource to our parents. So this includes being very um
015informative to our parents. But the most important is they have been such a support in creating um parent engagement opportunities where we work together and we have provided um parent engagement opportunities that have um had gettogethers. Um we've had special speakers um we've shared out information and we've continually I mean I think we've been doing this for two years and we've been trying all kinds of ways to support parents. So we now offer um these opportunities at night. We offer them in the mornings and we tried our latest at Zoom to try to be able to um support our parents on very important topics. So I really could not do it without them. They also keep me informed on what's going on in the community and let me know kind of the trends and things
016that people are interested in or any concerns they have and it really helps our department really try to meet the needs of parents. So this is opportunity to thank them and also to advertise. So we have these um engagement opportunities um at least once a month and there will be a calendar that we will be working on this summer that will be posted on our website. So please tell everybody. It's primarily for students that have special needs, but we welcome anybody because information is a good thing. So thank you all. Are we gonna put the slide? >> President Bayak, would you come back to me? One more recognition. >> And then I am looking for Amanda Pina. Oh, there you are. Okay. And Elizabeth Koreah. Um so again this is a great night for me.
017Um we do a very important um uh job. We actually work with our students who have special needs to give them opportunities to have real life experiences and job experiences. So these two ladies um support that program and they work with our local businesses and our students to be able to secure um opportunities for students to work in our district. I mentioned to work in our community. So we um we operate two different grants and a contract to provide funding for us to be able to have students work out in our community with the hopes that they are able to secure employment in some of these opportunities. But at the very um least they get these these opportunities to learn these skills. So it's our pleasure tonight to recognize the businesses posted on this screen.
018So, we had Las Queta's restaurant that worked with us for years, but unfortunately they are no longer with us here in Gilroy. Um, we have the uh our our local library. Uh, Grocery Outlet is a new one and one of the one of the faves. Um, Applebee's and Goodwill. So, I am going to turn it over to these two ladies to help recognize our businesses and present them with award of appreciation. >> Good evening. Thank you so much for being here. So, we'll see which partners are here. Um, but we have we definitely have Grocery Outlet. So, Cal and Eve, if you guys could please come up, we'd like to present you with an award. >> Yes. And then we have Gilroy Library. I'm not sure if Elizabeth is here. >> Applebee's, Goodwill, right? And
019then we will have our student workers come up so we can all get a photo together. We >> got one more, guys. >> One more. Awesome. Great. we do the public. >> Uh we'll do that after. Um, okay. So, we are back to item um Okay, we're back to item B. Uh, can I get an approval of the agenda with items 9D, 9E, and 9F removed? >> Move approval. >> It's 9 D, E, and F. I'll second. >> Uh, this is a roll call vote. Jennifer Delbono, >> yes. >> Twin Fak, >> yes. >> Gabriella Kim, >> yes. >> Kenny Moreno, >> yes. >> Michelle Nelson, >> yes. >> Linda Peno, >> yes. >> Honu Ye Baker, >> yes. >> Thank you. We are on to item 3D, general public comment. We do have uh
020let's see here. We do have six general public comments. I will have uh Julie Miller up first and then Kim Manzo. Oh, sorry. Oh, wow. Whenever you're ready. >> Hello, my name is Julie Miller and I'm speaking to you as a special needs para educator and a special needs mom. As an employee, I am someone on the front lines working directly with our most vulnerable students. And as a parent, I am able to see the direct and real outcome. Because of both of these perspectives, I am here tonight asking you that you do not approve the me too for management. The revised state budget includes additional monies for special education encroachment. However, this is not reflected in the GUSD multi-year projection. Where is that money being utilized if not for special education? It certainly sends
021the wrong message when there is no transparency with funds and when the board still hasn't negotiated a contract with their largest union. Not to mention 3% to management is not only grossly disproportionate to 3% average yard duty wages, it's grossly out of touch and grossly privileged. Again, where is the money being utilized? As employees, we are told that we qualify too many kids, that we ask for too many behavior intervention plans. But let me tell you about my experience as a parent. My son is autistic. When he was in general ed, it was not working. I wanted him in a sped class. The school, his teachers, my advocate, they all agreed with me. The entire IEP team, we were all in agreement. a sped class was the bed best fit for him. You would think
022that would be it, right? Nope. A program specialist from the district office who has never met my son, never attended one of my son's IEPs, made the unilateral decision that he was not approved for a sped class. Someone at the district office just looked at my son's records and made a life-changing decision for him. I obviously fought this, but I shouldn't have had to. his teachers, his IEP team, those people should have been the ones making that decision, not someone from the district office who does not know my son. And by the way, he's doing amazing. He has an amazing teacher and some awesome paras and classes like his that is where the funding should be going. So, in closing, I am asking that you do not approve the me too. Don't forget about these
023students. They are just as important and just as deserving. Thank you. him Manzo and then Sarah Fischer. Remember the first with management's budget priorities and how they continue to devalue educators. I want to share some numbers with the room. I encourage you to do your own research if this doesn't sound right to you. Here is where my research led me. $245,929. This is the annual salary of the governor of California. $213,617. This is the annual salary of the superintendent of public instruction in California. $289,563. This is the annual salary of the superintendent of Gilroy Unified School District. $251,697. This is the annual salary of the chief business officer. $238,377. This is the annual salary of the assistant superintendent of human resources. Later this evening, the CBO will seek board approval on a 3% off-schedule payment
024for management and yard duties. The same 3% off-schedule payment afforded to CSEA and GFP. The same 3% off schedule payment offered to GTA. Here's another number. $15,919. The average annual salary of a yard supervisor in GUSD, a 3% payment for them would be less than $500. A 3% payment for the superintendent would be over $8,600. A 3% payment for the CBO would be over $7,500. A 3% payment for the assistant superintendent of human resources would be over $7,100. Your unified has set a precedent of me too where the highest percentage of bargaining unit agrees to the other employee groups receive as well. However, it is clear that the same percentage on paper is not the same percentage in the bank and proposing a 3% bonus for management and yard duties as if they are similarly
025compensated is disingenuous. Educators need ongoing salary increases to afford to live where we do and to hope to have a life outside of our career. management is not willing to commit to ongoing salary increases despite receiving updates on the money that will come in from the government and the amount the district currently has saved. If there is no money for ongoing salary increases, there should be no excessive bonuses to management. I urge the board to tell management to go back to the drawing board on the budget and find the money to value your educators. Thank you. Sarah Fisher and then Evolet. Okay. Good evening. I'm speaking tonight because after an entire school year without a contract, it has become painfully clear that the relationship between the district and its teachers is broken. Every May during
026teacher appreciation week, I receive a letter that calls me professional. It says I'm compassionate. It says I'm dedicated. And it says that I'm essential to student success. But over the years, I have to be honest with you, the district's actions have told me a very different story. Teachers are being asked to take on more meetings, more responsibilities, greater demands, higher health care costs, while simultaneously I'm supposed to accept that the district can't afford meaningful improvements for the people working in the trenches, aka your teachers, the people who are with those students every day. Morale in this district is low. The respect is low. The trust is low. And honestly, I'm kind of tired of pretending that it isn't. I'm not advocating because I'm greedy. This is hard to say, but I'm advocating because I'm struggling.
027My husband and I are both teachers here, and I'm embarrassed. I'm embarrassed I don't have people at my home. I My kids can't invite people over because I can't afford to give them what would be a very average professional home life. That's embarrassing. I went to too much school. I'm too educated for that. I give too much for that. It's not fair. Meanwhile, the district leadership continues to benefit from the MeToo raises tied to the very negotiations that teachers fight tooth and nail for. Teachers battle for every inch, every management benefits alongside us, but for our fight. That's incredibly difficult to hear, but then I'm told every year that there's not enough for my students, there's not enough for class relief, there's not enough for supplies, there's not enough for the teachers. That seems ridiculous
028to me. When my family needs to prioritize something new in our budget, we literally sit down and we look at numbers and it's hard. And I'm asking you to do the same thing. I'm asking you to prioritize your teachers and your students because we're in the trench trenches with those kids. This isn't fair. And to be honest with you, I know that I'm a valuable educator in this district. I know my worth. In fact, two hours ago, I got a job offer in another district because they're trying to take me. And I have never out loud acknowledged that I am worth it and I deserve better. And two of you on this board, you know, the Fiser family and your children have told us that we are their favorite. And it's not because we're cute.
029It's because we're valuable, because we educate them, because we care about them. And I'm asking you to please restore the respect with the teachers. We need to go back to the drawing board, maybe like full erase because truthfully, if I'm being honest, I don't respect you and I know you don't respect me. I don't feel it and I want to. And that's what I'm here to ask you to do. Please come back to the drawing board. Please restore this. Please make this better. And yes, I know my time is up, but I do want um Trustee Paceno to know that I agree walking out in a mass hoorde is rude, but Trusty Peno, I am an hour and a half late to another child related community event and so I am walking out, but I
030am not doing that disrespectfully because I truthfully do want your respect. Thank you, >> Evoled. And then J Jessia >> um hi good morning every good morning everyone I mean good morning evenings um um east steam board my name is Evelet Selene I have school tomorrow and I can't stay to speak on agenda item #1 because it is important to me I go to Gilway High School and this is my junior year and today I'm partic participating in speaking about how immigrant families straightened gay. Tonight I want to talk about the immigrants families who are the vibrant threads and rich tres tapster of Gway. These families who have journeyed from afar bring with them not just their hopes and also their dreams and lastly incredible resilience. resilience, uh, cultural richness and unwavering dedication to profoundly
031strengthen our community community. Immigrants are actively involved in building stronger communities. They volunteer to participate in local organizations and contribute in to the civic life of Geri. They are dedicated parents raising their next generations of leaders and citizens and staying um in in them values of hard hard work. Sorry guys, I'm nervous recipients and community community responsibility. uh their uh commitment to creating a better life for their children's um echoes the inspirations of all families uni uniting us in our shared desire for our prosperious prosperious yeah and harmonious gay their umomic contribution cultural vibrancy Y and dedication to community building make our city a better um diamond. Oh my god. And welcoming play place. As we look to the future, we should always embrace and celebrate our inviable role in im that immigrant families play.
032Recognizing that our shared uni unity is the result of our my god and their enduring spirit. Thank you for consideration. Okay, I'm done guys. >> Jessia and then Joey. Good evening, esteemed board. My name is Jessica Garza and I am a student at Gary High School and also a youth member from Karas. I want to speak on the agenda item um 11.0 because it is important to me. I feel like a strong I feel like strong communities protect all families by making everyone feel included, respected, and supported. When schools promote kindness and dignity, they show that every student matters. Unity and trust help people feel safe and welcomed. By choosing to stand against the building of ICE facility here in Groy, we can create a stronger school and community for everybody. Together we can make
033Groy a place where every family feels valued and every student has the chance to succeed. Last up is Joey. Good evening, ex esteemed board. My name is Joey Boura. I am a student at Gilware High School. I have school tomorrow and I can't stay late. I want to speak on agenda item number 11 because it is important to me. All students have a constitutional right to attend public schools regardless of immigration status. Students have the constitutional right to protest and take a leave of absence to fight for communities that are being broken apart. I myself attended the student walk out for ICE awareness. I was marked absent for fighting what school teaches us. People shouldn't care if you're with them wherever they go. You board members should be able to advocate for the students who
034carry the burden of being impacted by immigration or those who have loved ones impacted. The news of ICE facilities being built here has instilled fear across entire communities in Gilroy. We fight these battles when they aren't ours to fight. They are yours. We have taken matters into our own hands and I stand here to say the board members of Gilroy Unified aren't doing enough. Thank you for your time. >> Okay, now we are on to item 3E, report of action taken in close session. >> Thank you, President Fyek. Uh, it is my pleasure to um share that during close session, the board approved two appointments tonight. the data and assessment program coordinator and the principal of Rod Kelly Elementary School with a vote of 6-0 with trustee Honu Ebaker being absent. Uh I wanted to
035share a little bit congratulate both of them. They're here tonight to join us. Uh welcome to uh Gilroy Unified School District. Uh Christine Alvarado is a coordinator data assessment and assessment programs. She will be joining Gilroy Unified School District uh and brings a strong background in educational data systems, assessment coordination, fiscal management, and program compliance. She's passionate about using data, technology, and collaboration to drive equitable student centered outcomes and support informed decision-making in education. She has comp she is completing her master's of science in data analytics from Southern New Hampshire University. uh and she will complete in June of 2026. She earned her bachelor of science in accountancy from National University in Manila, Philippines, where she was honored to receive a full scholarship. Uh as a first generation, as the first in her family to
036graduate from college, that opportunity holds a special place in her heart and instilled in her a lifelong commitment to paying it forward in everything she does. Christine comes to Gilroy Unified from the Santa Clara County Office of Education where she has served as a senior administrative data technician supporting multi-granted grant-f funded programs through data collection, reporting, fiscal management, and compliance. And prior to that, she served as a student information system specialist at Franklin Mck uh Franklin McKinley School District, where she coordinated state assessments, managed complex data sets, oversaw multiple data platforms, and supported district leadership and site administrators with data reports. And before entering education, she worked as an intercomp accountant and banking administration at a multinational information and analytics company where she de uh where she developed the analytical and organizational foundation that continues
037to inform her work today. Congratulations Christine and welcome. Next, I'd like to introduce uh Dr. Anthony Oscar Alvarado uh who will be the principal at Rod Kelly Elementary School. Dr. Oscar Alvarado has been um he joins Skilroy Unified with experience as an elementary teacher, assistant principal, principal, and university instructor. Most recently, he served as principal of Idroju Academy and Villa Vista Elementary in the Mount Pleasant Elementary School District, where he led initiatives focused on student achievement, school culture, civic engagement, and steam education. Under his leadership, the school earned numerous recognitions, including the 2025 California Civic Learning Award of Excellence and the 2026 YMCA Positive Cultural Identity Award. In recognition of his leadership, Dr. Alvarado was also named the 2025 Krauss Center for Innovation Empowered Leader of the Year. Congratulations. Dr. Alvarado began his career in
038education as a special education pareducator before becoming an elementary school teacher. He taught first, third, and fifth grades before transitioning into administration. In addition to his work as a school leader, he serves as an adjunct instructor at San Jose State University where he teaches future educators in the teaching credential and masters program. He was also recognized as a 2026 AXA region 8 professor of education of the year for his contributions to educa educator prepare uh educator preparation and mentorship. Congratulations and welcome to you as well. Thank you and welcome you both to our district. Up next we have item four, student board representative Sophia Dow from Mount Madonna. Good evening everybody and board. My name is Sophia Dod. I am Mount Madonna High School's board representative and this is my end of the year presentation.
039As a beautiful ending to such an amazing school year, we had our senior award night where students got to receive scholarships and awards. Students were noticed for their hard work and community service that they provided for our school. Power Cafe events. At Power Cafe, they've had many fun events that were planned. A big fan favorite was a very big smoothie contest where students picked a smoothie and they race for a prize. Power Cafe has held many fun events for the student body over the past few weeks. Thank you to the Rotary for the snack donations for our fun Fridays and for donating the snacks for our end of the year celebration after our finals. Congratulations to all Hovven uh graduates. Um they have endured a very long journey in this group and we congratulate them
040tonight. Graduation ceremony of class 2026. Please join us on June 5th for our graduation. Thank you and congratulations to all graduates of 2026. Hey, I am also representing GUSD preschool where bright futures begin. Our preschool locations are Antonio Delbono, the state preschool, uh SDC preschool and speech services, Glen View preschool, and Rod Kelly State Preschool. They have been learning about vision, hearing and dental screenings, learning about leaves and working together. Another past activity was they had the reading from across the world. Current activities they are learning about trees, developing fine and gross motor skills and practicing their social skills among their classmates. Upcoming events for the preschools are the end of the year celebration and enrollment for 2026 to 2027 is now open. Thank you. >> Thank you for your last report to us and
041congratulations and we look forward to seeing what you can do in the next coming years. Up next, we are on item five, the superintendent's report. >> Thank you and thank you Sophia. Um it's been a busy uh last few weeks. Um I I counted I think we had 15 events and celebrations just in uh by the time we finish on uh June 12th. So on May 11th we had our final SPACK meeting for this year uh and I met with our representative parent representatives from all the schools. On May 12th um I had the last coffee with the superintendent this year where I also uh gave an update we call it the state of the district. Uh it's a presentation I've shared with Rotary with at the chamber. Um we've shared it at some of
042our other meetings and it's just the highlights of all the things that have happened in our district this year. Uh including a budget update. On May 13th, Mount Madonna High School had their senior awards. Uh and in fact, there I am with Sophia. She's uh she just left. But um thank you. Uh on May 14th, we had GEKA senior awards. May 15th. Um I it it was just so much fun to walk around downtown Gilroy and see some of the artwork that our students had u prepared. Uh this was a walk through downtown and in fact at the art center there were also some pieces from Gavlin College and Cababrio College. Uh but again our students are just so talented. Um these are just some of the pictures that I I was able to take
043that night but um just a great show, art show, uh that our students had presented. Um May 18th, uh we had a retirement and employee appreciation dinner. This year we had 21 employees uh that are retiring from Gilroy Unified and we wanted to celebrate their uh service here in Gilroy Unified. We also recognized seven employees who have um worked for over 30 years in Gilroy Unified. Uh on May 19th we had this Gilroy High Senior Awards um at Gilroy High. May 20th was Christopher High School awards. May 21st we had uh our students at GEKA they graduated from their high school program. And then I know our GEKA students on May 22nd also graduated from Gavlin. And as it happens every year, it is just uh so inspiring to see that we have students who
044walk away with a high school diploma and some of them walk away with two or three AA degrees as well. Uh just a great program and uh tremendous these are some really bright students and hardworking students. Um we on May 26th I was able to attend the Christopher High choir performance with um Trusty Ebaker and Trustee Nelson. Uh amazing performance by our students and I will be attending the one for Gilroy High next week uh which is on uh I'm trying to look at the date. I think it's next week on Wednesday as well. I don't have the date but that's coming up. uh upcoming events. We just have a lot of uh graduations and promotions, so I'm hoping all of you will join me. June 3rd is our adult ed graduation. June 5th is
045Mount Madonna graduation. June 9th, we have South Valley 8th grade promotion at 6:30 at Gilroy High School. June 10th, Soloano and Brownell will have their promotion ceremonies again at Gilroy High School. Brownell Soloano at 3:30 and Brownell at 6:30. June 11th is Gilroy High School graduation and then June 12th uh our Christopher High School students will graduate and that's also the last day of school. June 18th we have the GUSD leadership retreat. Uh June 19th uh we are closed for Junth district office will be closed and believe it or not we are already looking at next year. August 3rd and 4th is our uh start of the year leadership retreat and August 19th is the first day of school. Thank you. Thank you, Dr. Munchi. Next up, we are on our consent agenda items. I
046am going to ask the board, seeing as items 6, 7, 8, and nine are all consent agenda items, would you like to vote all at once instead of separating them? >> Yes. >> Okay. Um, can we have a a motion to approve? >> Move approval for items six, seven, and eight. Um, I'll second. What about nine >> and none? >> I'll second. >> Okay. Roll call vote. Thank you. >> Jennifer Delbono, >> yes. >> Twin Fak, >> yes. >> Gabriella Kim, >> yes. >> Kenny Moreno, >> yes. >> Michelle Nelson, >> yes. >> Linda Peno, >> yes. >> Honchu Ye Baker. Thank you. Okay, we are on to item seven or I'm sorry, item 10, public hearing uh for the 2026 2027 G USD budget. >> Thank you, Madame President. Good evening, board. Good evening,
047superintendent and members of the public. Tonight's public hearing uh is on the budget and it's anformational item. The budget is aligned also to the local control accountability plan which is a subsequent item on the agenda. I'll cover the key elements of the governor's may revision and Nicole will provide an overview of the key revenue and expenditure assumptions. I'll jump back onto the multi-year projection and provide an overview of disclosure requirements that are um before you tonight. So, just for the benefit of the public, this is the budget development process. So, on May 14th, the governor released a May revision, which is a plan, not the end of the budget development process, but at the tail end of it. And so the legislature will uh present the governor on or before June 15th a legislative bill
048and then the governor will have typically until July 1st uh to enact a budget into law. This is the really the key takeaway from the May revision. A lot of us have heard $6.4 billion is higher in terms of revenues from the January budget proposal to the May. The next slide will detail and and explain a little bit what that really means. Um, there are some really positive elements in the May revision. Again, it's the plan. It's not the final budget enacted into law. It's a plan. This plan is promising in terms of finally getting some special ed relief. It's $2.4 billion at the state level that'll flow through the special ed uh bus. Um, another positive element is because the state continues to outperform its forecasts on the on the revenue side. The rainy
049day fund at the state level has increased to a total of 10.3 billion. Um, and there's also a quote unquote super cola that's not so super because the statutory cola is 2.87%. And why the cola is not so super is because the delta, the additional 1.44% uh is aiming at funding um a new 14week paid pregnancy leave that would be eligible for all employees TK12. Uh so it's effectively creating almost like a categorical within Prop 98 counting against the benchmark of Prop 98. Um and then a major one-time investment of $5 billion at the state level is also included in the budget. Um that's again one time um included in the May revise. Uh but the obvious thing that we all should care about is the elephant in the room is this big IOU. Um,
050Prop 98 is supposed to be a funding minimum guarantee pro protected by the Constitution of California. And he's shortch changing Prop 98, that means public schools, to the tune of $4 billion. That's roughly $6 million to GUSD annually. Annually $6 million. And so, remember this 6.4 that I started talking about? Um well the department of finance that works for the governor and the governor himself is tooting his horn saying that over January to the May uh there's $6.4 billion um in addition um that the Prop 98 is being funded on. Well technically true but disingenuous at best because he's not allocating that $6.4 billion. He's withholding nearly $4 billion in this current year 2526 from this year's budget. So the delta is really effectively the delta for the special ed um proposal that he has.
051So it's not allocating the entire minimum funding level. Again, I want to stress it's a minimum funding level for Prop 98. Um the board will recall he uh withdrew or withheld really $1.9 million in 2425 and he's paying that $ 1.9 billion back in the 2627 budget cycle. He's effectively doubling what he owes us way back in 2425. If somebody borrows $20 two years ago and says, "I'll pay you back 3 years later only to double the amount that they owe you," he's never paid you back. Um, and now Nicole will provide a overview of the revenue and expenditures in the general fund. >> Good evening. For the 2627 fiscal year, our total general fund revenues are projected to be approximately $180 million with a state cola of 2.887%. The majority of funding, 80% comes
052from the LCFF, which is made up of our state aid, Prop 55, and local property taxes, and the remaining 20% is made up of the federal, state, and local revenues. Our projected expenditures for 2627 show the district plans to invest 193.2 million. Approximately 75% of that budget is dedicated directly to staff to staffing which includes our certificated and classified salaries along with our benefits. The 25% goes towards essential services, our day-to-day operations, books, supplies, and capital projects. When we look specifically at our unrestricted general fund expenditures, about 87% of ongoing expenses are our salaries and benefits. And this highlights that the district's largest investment continues to be in staff. The remaining 13% supports everything else needed for operations. Moving over to Gilroy Unifi's enrollment history. This chart shows Gilroy Unifi's enrollment trends since the peak
053enrollment of 201617 with 11,483 students and our current enrollment is just around 10,100 students. The good news looking ahead is that our projection projections show that these numbers should begin to stabilize over the next few years. >> This slide shows the revenue and expenditure assumptions in the multi-year projection. Please expect that to change with the enacted budget. As re as assumptions change, the u mathematical output of the multi-year projection will change and the numbers will change. You should expect that to happen. Um the annual decline that we're anticipating for next year is 133. And as Nicole just mentioned, we expect based on our projections or 10-year forecast that the next 5 years will stabilize around 10,000 total enrollment. So that's a good news. Um the second thing I want to point out your attention to
054uh is that the May revision um super cola as I explained is 4.31%. Um the statutory cola is 2.87. The multi-year projection uh is based this version is on 2.87%. If I add the 4.31 I effectively have to add offsetting expenditures. It just means my relative percentage in terms of reserves will have to increase. Um it's almost like a categorical grant effectively uh additional expenses which is mean require additional reserves if I pumped that in. Uh and then the general fund contributions is what we know now. Again, the Selpa U proposal increasing the special ed uh relief is not in there because it's a proposal. We want to see what the legislature does. Uh we have an opportunity with the enacted budget to revise that of course should that materialize uh into law. Um but
055the general fund contributions for the underfunded program, special is the largest, routine restricted maintenance is following, and then transportation um are in excess of $32 million in the forecast. This is the multi-year projection. Um, of course, we are still I want to highlight we're still deficit spending uh in 26 27 and through the my um although gradually what that means is effectively we are using our reserves to draw down. So we're spending $7 million more next year than we take in already. That draws down the fund balance. Think of it as a checking account. Uh that gets depleted and it's depleted over time. So our 10% reserve is met. Um but there are some cuts that need to happen in 2728. Uh despite the flat enrollment, we still need to make that correction. It's been
056planned. It's been on the books. Uh with declining enrollment, you just can't shed enough cost because the revenue stream that we lose is based on average daily attendance. And this year and last year, our average daily attendance really were not over 93% and historically we were at 95%. and that has really hurt us in the short term. This is one of the required elements of the budget overview for parents. Uh it's similar to the pie chart that Nicole just provided on the revenue side. U and then the other one that's really similar, this is a bar except the other one was a pie chart is $193 million on the in the general fund side. Um the LCAP does a phenomenal job in terms of highlighting the contributions and actions that we spend and how we
057spend on supplemental and concentration funds. So this is one required element. And then whenever the state has reserves in excess of 3% we do have to provide the statement of economic excess reserves reserves for us. The piece that is important is every single fiscal year has to have this statement with it with this box here showing zero. That effectively board means that we are deficit spending that there is a reason for the excess quote unquote excess reserves in any given year because by that third year we're spending $7 million. We're withdrawing from the reserves and hitting our um absolute 10% uh minimum. And just by the way, um, payroll, uh, is about $8 million. Total expenses if you are a household is $10 million a month. So if you look at our budget, roughly 2
058months of operating expenses is what that represents. Uh, meaning that if the state has a crisis or don't pay their cash or don't pay their bills on time, we have about two months before we run out of cash. Um, and then the very next step is of course the board action on the LCAP and on budget uh on June 18th. Um I highlighted in black the key variables that I'm looking for in the enacted budget. Um obviously this takes time for the um trailer bills to develop, but the settle up funds is that $4 billion still there or um did the legislature go against the governor and prevail meaning fully fund Prop 98 as a minimum funding formula um as the Constitution of California is aiming to do? And then is this super cola still
059tied to those um to that new benefit? Um or is that new benefit um uh come with additional increased funding beyond those estimates that I think were a little on the low end from the department of finance. And then of course that one-time student support discretionary block grant. That's the $5 billion that I showed you. If that's still there, is it does it come with strings attached, etc. Um, so this is just anformational item on a public hearing on the budget. >> Order. Are there any questions, comments? Yes, trustee Baker. >> Thank you for the presentation. On the slide, um, the multi-year projection. Can you explain again how you reach um what what factors um are you looking at in reaching those enrollment numbers? >> Thank you, uh, Trissy Ebaker. That's an excellent question. So
060on every single year um we look at so the factors here in the in the next immediate fiscal year 2627 the 2.87% 87% coales factored in sebeds is enrollment. So we look at the first Wednesday of every October and we project out that seabeds is right above 10,000 enrollment. Critical to every projection is your assumption on average daily attendance. Average daily attendance is here at 93 and a half%. We have not been above 93% the last two fiscal years. It's been at best 92 and a half um at best. Um and so we are trying to look at our policies independent study attendance recovery etc. uh to increase those. We have our liaison we did phenomenal work there but we need to do better uh because we're funded on average daily attendance which is obviously
061correlated to enrollment. And then this version has no settle funds because we just don't know that until the enacted budget. So we can't count on that. Um and then the uh 2728 the assumptions vary because the colas vary but it's basically the same calling out the key variables that are known and then um this 687 has been there for several fiscal years always plan to do uh corrective measures as we lose revenue we have to keep up with the loss of revenue in order to accommodate or reach our 10% target in reserves but you can see the deficit spending uh is 7 million in one year 4.6 six and 1.2 million uh in that third year. >> Thank you. >> Are there any other questions, comments? Trustee Peno, do you have any questions or comments?
062>> I do not. Thank you for asking. >> Okay, thank you. Now we are on to item 10B, public hearing. This is a public disclosure of costs related to the tentative agreement between Gilroy Unified School District and the California School Employees Association chapter 69. Thank you, Madam President. Once again, um I am very pleased to present this um public disclosure of costs related to a tenative agreement between U California School Employees Association CSEA Chapter 69 and the district. Um, according to AB1200, we are supposed to publicly disclose all provisions of collective bargaining agreements before they become binding to the district. Uh, so there we go. Um, the terms of the agreement um are obviously important. Uh so the the uh one-time I'll call it cash payment um of 3% is retroactive to July 1st uh
063paid to all CSEA members on status as of the date of approval which is today. Additionally, and there's some conditional language that's important here. Uh if the enacted state budget for 2627 provides the ongoing settlement money um owed to Prop 98 uh which was at that point 5.6 6 billion for the state, roughly about $8.5 million to god. The provisions of the tenative agreement would make that an automatic trigger of 3%. So we wouldn't have to further negotiate. It would just be an automatic trigger. Our payroll will lock in that 3% and treat it as an ongoing um salary increase starting next July. Furthermore, effective January 1st, 2026, an increase to the district's medical contributions prrated uh based on full-time equivalency. So, if you're part-time, you get part-time benefits, etc. There's a table in there
064that um outlines uh the benefits, but the low range if you're a part-time employee and you're single that the district provides is a 10,354 to pay for the benefits. Medical coverage up to 32,590 annually if you're a family. 32,590 for a family is what the district pays. Um please note that this is anformational item disclosing the the costs associated with this agreement. A subsequent item on the agenda will ask the governing board to take action on the tentative agreement itself. >> Any questions? >> Are there any questions or comments? Yes, Trustee Nelson, >> could you pick up the um post the first page, the quick summary, abstract summary and so forth? Could you pull that up? that page >> for 10B. >> I believe she's asking for the briefing. >> Mhm. >> Language, >> the
065very first page. Okay. Um, it's online. >> Thanks for your patience, Trusty Nelson. We'll pulling it up. >> I'm sorry for Okay. If you scroll down to the bottom of that, keep going. Blah, blah. Okay. Okay. Wait, wait, wait, wait. Go back up a little bit. A little bit more. Okay. So, I've asked if well at least three times um to change the wording here, and it's a matter of semantics, but I'm a stickler for that. It says it's a salary increase. Yes, it does say it's a one time in, you know, but it's it's not a salary increase technically. And if you could pull up the AB1200 form, please. >> It's one of the attachments, Stephen. >> Yep. So go down. I go down to again AB1200 disclosure. Well, if you'll see what it
066says, salary schedule increases zero. Off schedule payments 3%. I just I just have an issue with this continuing to call it a salary increase when it is not. Thank you, Trusty Nelson. >> Are there any other comments or questions? Trusty Peno, do you have anything? >> I do not. Thank you. >> Okay. Then we are on to item >> Oh, sorry. Sorry. I just want to um make sure it's understood. So, if this hadn't been approved now at the end of the 2526 school year, um because the tenative agreement says that the 3% bonus um will be provided to people who are in active paid status upon approval. So if we approve this, it's for people who are on active paid status as of tonight and and as of June. >> So if this hadn't
067been done, this would not apply to anybody who is retiring or resigns for 2526 because we can't go backwards. Is that correct? >> That's correct. You we have to pay employees. Correct. >> Only the employees who status. >> Okay. Thank you. Okay, now we are on to item C, public hearing AB 1200, public disclosure of tentative agreement between Gilroy Unified School District and Gilroy Federation of PAR educators. >> Thank you, Madam President. Once again, and also very pleased to present to you with a very similar and structural um but this is a tenative agreement and a public disclosure with the Gilroy Federation of Pareducators, AFT Local 1921. Um I won't repeat all the background that I gave you. We're required to provide you the disclosure before it becomes binding to the board. Uh this isformational
068item etc etc. The cost of the proposal um is and the key elements are the same as described with CSEA at one time I'll call it a 3% cash payment u retracted to July 1st to all GFP members on paid status as of approval of this TA um by the governing board. It has the same exact identical uh conditions as the CSEA one. Uh if we have uh received settle up funds, the automatic trigger provision is still there at 3%. Effective January 1st, 2026, an increase to the district's medical contributions prrated as follows. And you have the same table that you saw there with the same uh proration. So, if you're a 4-hour single, the district contributes $10,354 to your medical coverage up to $32,590 if you're a family and a full-time hour employee. Um,
069the total cost of the agreement, uh, is also on your packet. Um, which let me just say it for the record here. I get my AB1200. um 422,270 for the base year of 2526. Any questions on that disclosure? >> Any questions or comments? Board. Yes, Trustee Baker and then Trusty Nelson. >> Uh the same as what I said before and thank you for saying it was a cash one time, but also thank you. You know, we've emphasized paying for health benefits and that's been a commitment of the board. It's a It's still a lot of money uh going towards the our people. Thank you. >> Thank you, Trusty Nelson. Thank you. >> Okay. A subsequent item will ask the board for take official action on those two. >> Okay. Then we are on to item
070D, public hearing of the local control accountability plan. We have to take action. >> Not yet. >> Okay. >> Good evening, President Fyak, trustees, and superintendent Munchie. This evening, we are happy to pres present in a public hearing our first reading of the LCAP. We are always excited to bring this to you annually. Just as a reminder, the LCAP is a three-year district level plan that is required by the state of California in order for us to distribute our LCFF funding, our local control funding formula. It outlines how our district will spend funds to achieve annual goals, improve student outcomes, and close our equity gaps. There are key components of the LCAP packet. It's the budget overview. Dr. Dr. Mesa, Mr. Mesa um gave you a little preview of that in his presentation on the
071budget. A plan summary, educating uh engaging educational partners, goals, action services, goal analysis, increase or improve services, action tables, and instructions. And this is just the detail of what you find in all of those sections. As a reminder, this is a three-year cycle. We are in the third year. So that means that next year will be the final cycle of our three-year cycle, at which time next year we'll plan for a new three-year cycle. The purpose of the annual LCAP is really to reflect on our progress and outcomes. We review overall progress toward towards achieving the district's LCAP goals and desired student outcomes. If you remember in January, February, we brought you a mid-year annual report where we reflected on the data that we had at that time and looked at the metrics of our
072LCAP at that time. This is a continuous improvement process through data analysis. We identify where adjustments are needed to strengthen future strategies and supports. We align our priorities and resources. And a really important component is this engaging our educational partners. As a reminder, we have five LCAP goals. Goal one is to create rigorous and innovative learning spaces that deepen students conceptual understanding so that students achieve successful post-secondary outcomes. So often we think about this globally as our college and career readiness. Goal two is all about maximizing resources that provide equitable student support. So this is where you'd find our English language learner supports, our intervention, our targeted student subgroups. Goal three is all about school climate and culture. Building inclusive and safe schools that prioritize mental health and social emotional well-being for all. Goal four
073is providing equitable and highquality basic services. So materials, staffing, facilities. And goal five is specifically for Mount Madonna High School with the equity multiplier. It's really important that our goals align to the eight state priorities. And this just shows you kind of where our goals align to each of those priorities. I know really important in our conversation this past year as we engaged in the strategic plan process was do these goals align and how can they align? So we just added this into the diagram to show that we already are in alignment with many of the elements or all of the elements that you outlined in the strategic plan over last year and the beginning of this year. and nicely they also align to the eight site priorities. So we're on a good path with
074all of this. The LCAP is an ongoing cycle of improvement, a continuous development and process. So we always start with our needs assessment. We've shared that information in our mid-year report with a comprehensive needs assessment. We've engaged our educational partners starting in November, December when we did our surveying that continued on into the spring when we had met with our specialized um groups, parent groups, um students, staff. We identify key goals and metrics. We monitor those results so that cycle continues throughout the year. As a reminder, these are educational partners that we must engage with. So at the site level, these are our school site council, our ELAC, our parent groups, our staff certificated and classified. The district level is our stu our superintendent parent advisory committee, our district English language learner committee, our migrant
075parent community, ed services, student services, business services, human resources, all of our administrators surveying our parents and families, our student groups, so our yak, our student councils, our ASBs, and then also our public agencies, SULPA and the Santa Clara County Office of Education. The Santa Clara County Office of Education is a critical partner. They read our LCAP thoroughly, probably as thoroughly as some of you sitting on the board, and then provide feedback to us. This year, we wanted to share some of those key areas and highlights from our educational partners, the inputs. So, this is sort of the rolled up highlevel um feedback that we got from our parents, from our staff, from our students, and our administrators, and our community groups. In goal one, remember that's sort of our college and career readiness that
076we anchor on. The priority areas that came out for us this year were again to have strong academic programs. College and career readiness opportunities were critical. Student engagement enrichment opportunities. Some things that were emerging or really maybe newer focus areas that came out of our data were around having increased student engagement opportunities, continue to expand college exposure opportunities, growth in our career pathway opportunities. These are many things that we've been talking about over the years. We're talking about CTE, we're talking about all of those extra things that we want and have to have access to for our students. Um how we've identified key supports. So already built into the LCAP and things that we're working on in in either LCAP are in our actions or through sitebased SIPs are the literacy and math intervention. Small
077group instruction is a key um support that we've identified as a need for. We'll continue with AVID strategies, the dual enrollment and CTA pathways, the expansion of electives and enrichment opportunities. Moving on to goal two priorities that areas that emerged from our survey and feedback from our educational partners were inclusive instructional practices, academic intervention and tutoring, the English learner support systems really rose to the top. Again, more emerging needs were continuing stronger ELD, which is English language development implementation, preventative intervention systems or academics, improved coordination of the intervention systems, and then supports that we've identified again as our action plans that are critical to maintain are small group or differentiated instruction, additional intervention staffing, and expanded intervention services. So you see this is families, teachers, our community are really asking for how are we providing
078those extra layers of support to our students. I'm going ask Miss Pledo to do goal three. So engaging our partners, our goal three, the input trends were priority our priority areas were student wellness and mental health, positive school climate, family engagement and attendance. Some of our emerging needs were focus areas that were um concentrated on addressing con chronic absenteeism, increasing student engagement, expanding family engagement and parent education. And key supports that were identified were wellness centers, our counseling and social emotional learning, positive behavior, multi-tered systems of support, and student leadership opportunities. gonna have Mr. Mesa come up and talk once more about our LCFF, our local control funding formulas. >> So the local control funding formula or LCFF is think of it as funding layers. So the base grant, every district in California looks the
079same. Same base grant, same funding per student, per grade level. And then additional services and support and additional revenue are for those districts serving um students that needing higher support. I'll call it a supplemental grant at 20% of the base grant. And if you're a district like GUSD serving higher uh students requiring higher services uh roughly about uh 60% of of those student population serves that. It generates concentration funding aiming to support beyond the local control funding formula which is right in the very first step in this kind of like staircase um graphic. Um we have federal funds and federal funds come in many layers with strings attached. The most being title one the uh least restrictive to the most restrictive which is title one part C. But we do have title one, title three
080uh funds in the district as well. And the local control funding formula accounts for that. This is a graph uh that's part of the my local control my local calculator LCFF calculator. Uh and it just depicts the funding layers, the supplemental and concentration funds giving you a a graphical view and an amount of $18 million. Again, those $18 million are not meant to just buy anything. their direct support for students with high needs. Uh and our unduplicated account just for the public, that's what we call and generates those funding buckets, but that's any uh student classified under those three categories, whether you're an English learner, low-income, foster youth. You could be all uh but generate only and counted only once uh for the state of California. and the total is 135 million. >> As we've
081shared before, the California dashboard data is a critical component of how we develop our goals and actions. I know that we have other local measures, whether it's our benchmark assessments, it's our survey data, but really the California dashboard drives a lot of the metrics. So, this is CASP, this is LPAC, these are our graduation rates, our suspension rates, um, rolled into one. And so we've talked before about differentiated assistance. So CT cts that's technical assistance, ATSIS assisted technical assistance. But we work with the county office of ed Santa Clair County Office of Ed around differentiate assistance. So, we are required to look at these areas for English language learners, our long-term English language learners, students who are experiencing homelessness, um academic math for all of those categories, um college and career readiness for our unhoused
082students, our students with disabilities, chronic absenteeism for English learners, our long-term English learners, students with disabilities, our foster youth, and suspension rate for our long-term English learners. This can change from year to year, but within the LCAP, you'll see certain actions that are called out specifically for those. Um, and those are things that the county does monitor to ensure that those are within our LCAP. When we reflect back on the 2526 LCAP, there's some successes that kind of came to the top as we were meeting with our um community partners and reflecting across of our departments. We really feel that we've done a good job supporting the expansion of electives at the secondary and middle school. Um, our VAPA pathways are strengthening every year with increased engagement in in our college and career readiness indicators.
083We've strengthened our community partnerships and CTE planning. We've improved some of our graduation rates and college and career readiness outcomes. We've expanded technology integration. Um, has continued to support our student learning and engagement in the classroom. We strengthen our curriculum alignment, PLC and datadriven instruction. This is something that we've really spent the last three years targeting around having common um alignment across our curricular areas. Um the PLC's for elementary have been in writing and mathematics. Secondary has sort of revamped their PLC's and we're really finding some strength and and power in terms of um engaging, you know, our teachers and our administrators in that work. We've increased um targeted student support. So thinking about our improvements to our our migrant students, to our English language learners, to our foster and Mckin Vento students. Um we
084continue to increase family engagement, community partnerships to support student success. So we have PK that was been very successful over the last year. Um our expanded learning team has done an amazing job having those um family engagement opportunities at every school site. um after school there's always work to do. So some of the things that we again are continuing to focus on as we prioritize funding um around elementary career exposure that continues to be a me a need. So how do our youngest students see themselves in the future? We continue to see limited progress for students with disabilities and our English language learners. So what does inclusion look like? What do those supports look like? We will continue to focus on EL and literacy TK12 continue focus on equity inclusion. So how are we providing
085more opportunities for students with special needs to move from maybe those self-contained classrooms when they're ready into inclusive environments. Continuing to strengthen multi-tered systems of support is still an identified need. We have more work to do there. Strengthen the implementation of our research-based instructional strategies. We're going to hope to continue our professional development around social emotional learning, restorative practices, positive behavior interventions, and support. I'm going to hand it over to Miss Flores who's going to talk about material differences. So, places where we've had to make adjustments and cuts to our LCF funding and how that might impact us. >> Good evening. So, the good news is is that we've spent out a lot of the funds that were meant to be spent out. Um the bad news is that that means that we need to
086really think about what cuts need to be made to some of the um services and and programming that we have for 2627. So because of the sunset of a lot of our one-time funds such as educator effectiveness grant, the A throughg grants and actually different grants that we've applied for um we had to make some tough decisions. Unfortunately, we cannot sustain the new teacher mentor program that was sitebased um with the uh mentor teachers assigned at the sites. We've had to consolidate our edtech licenses and actually have had some uh tough conversations with our principles and the principles with the edtech instructional specialists and within our own team. What is most critical? Um there's been a reduction or there will be a reduction in district-led teacher release days. This year we had many teacher release
087days that allowed us to align the curriculum maps to plan ahead with teachers to get the teachers um together to collaborate during the school day. Um and we're also critically looking at the credit recovery opportunities. On one hand, we're seeing not as great of a need for credit recovery, but at the same time, we know that the credit recovery options that we've had in place, such as summer school and seventh period and zero period, um have been very helpful. Um but we just are reducing it. We're not eliminating it, but we're just reducing um the offering. And then of course, we're um creative with our wellness center staffing given the fact that um grants were helping fund a lot of these positions. So with that in mind, looking at our 2627 LCAP goals, um Gan
088already read to you what our goals are and the actions are still remaining the same with the major expenditures the same. But in terms of focusing in on those in rigorous and innovative learning spaces, we're still focusing in on college and career readiness, educational technology, evidence-based instructional practices, dis district district professional learning and certificated coaching, mentorship, and support to the extent that we can. Um, and those major expenditures include professional development, which is through the inservice days, educational technology. We still do have edtech licenses but we're just narrowing down how many um edtech platforms we are um you know contracting with instructional specialists we're maintaining but over the past three years there has been a reduction in the instructional specialists that have been at each of the secondary sites. Um but we're still maintaining some
089of those uh important instructional specialist positions. Uh we have the district math coach for the elementary um staffing as well um is covered through our LCAP and then college and career readiness support through CTE CL soap and college board for the ME metrics as Gan had mentioned you've seen some of these already through the midyear update that we provided a few months back um and these are lagging indicators but our target for year three remains because again this is a three-year plan. Um, so we haven't quite hit that um third-year goal, but we still continue to see some growth in certain areas and uh I know that it's not the the tremendous growth that we want to see um right away, but we are working towards making those gains. Um you can see here as
090well that our parent um survey results with rigorous expectations in school um we're showing that we've actually exceeded the three-year goal. But again, we're leaving that three-year goal since that was what we had set for ourselves earlier on. Um, and again, we've reported out on these metrics. For goal two about maximizing resources that provide equitable student support, we uh continue focusing in on equity and inclusion. um focusing in on data systems through for example the PLC's language and literacy for English learners, expanded learning opportunities for our students after school um and uh summer school for example. Um and so those major expenditures include those English learner monitors, uh PLC implementation specialists, intervention par educators, credit recovery, professional development, assessment, accountability systems, library clerks, summer school um and district e uh teachers on special assignment both
091for secondary and for elementary. And for goal three, um I'll call up director Pledo. Oh, sorry. And the metrics, sorry. for goal two. Um, so for goal two metrics, again, these are some of the same things you saw in February. Um, and what we're still working to meet the goal that we had set out for ourselves for year three for each one of these areas. Uh, so for goal three, build inclusive and safe schools that prioritize mental health and social emotional well-being for all. So our actions have been in the areas of attendance, behavior, climate and culture, family engagement, wellness and sight specific support. So our major expenditures involve community layers at the elementary site, support for school climate and attendance, um continue with school link services, project cornerstone, wellness administrators, uh middle school counselors,
092and professional development in the area of social emotional learning, restorative practices, positive behavior interventions and support. And again with these metrics, we are continuing um to improve. But again, like the past other other goals, we still have some work to do. Um, so we've improved in our chronic absence to um overall 19%. So that is a huge drop from the 2023 baseline. Um, attendance, we made a little bit of growth, but we still have quite a ways to go. And then overall, we've increased in our suspension rate in those identified areas, but we still again have a little bit more work to do. Goal four is about providing the high quality basic services such as materials, staffing and facilities. And those remain the same such as making sure that our students have the textbooks they
093need that we keep our focus with staff recruitment and retention, hiring effective staff, um training and supporting staff and providing well-maintained facilities. And our major expenditures include textbook uh routine restricted and deferred maintenance salary and benefits embrace support for staff which is our wellness support for staff and induction support. So I do want to highlight that even though the new teacher mentor sitebased um mentorship that was funded with one-time dollars is being eliminated. The induction support through um our HR department is still intact for our teachers. Um and again you can see here the metrics um that we've had um in place and we've reported out on for goal four and the Mount Madonna high school equity multiplier goal five um which is provided to Mount Madonna because of the high mobility rate and the
094high percentage of socioeconomically disadvantaged students. uh Mount Madonna initially was identified for this as well for the graduation rate and we're seeing the need uh to raise the college and career readiness indicator. So um the actions have also remained the same which is expanding CTE opportunities at Mount Madonna instructional technology for differentiated instruction and the wellness center um expenditures. And so those include providing um the wellness center social worker, providing the educational tech licenses um for differentiated support for students, and then culinary academy uh with Chef Carlos and Rebecca Children's um services and then dual enrollment and CTE partnerships um with transportation being provided for students to access that. And uh you can see here the metrics for goal five um for Mount Madonna High School students. And again, uh, we continue to want to,
095um, you know, meet me or exceed that third-year target, but we are slowly making those gains. Um, but there is still continued work and continued focus um, on that. And I did want to highlight that for the target for year three, next year's year three. Um, what what is the final year outcome for that, what we do meet for that becomes the baseline for the following school year. SIPA should we choose to um maintain those same metrics. And with that, I will pass it over to Mr. Carman Rock. >> All right. Good evening. So, the next section of the LCAP, there's a a whole section that focuses on how are we increasing or improving services, right? So, in that in that model that uh uh Mr. Mr. Mesa showed where there's the $18 million that
096we have set aside to say those are to serve our low-income, our ELS, and our foster youth. Then with that $18 million, we have to specify action by action. What are we doing? What exactly is that doing to help? And so you'll see through all that section an explanation to say, well, the reason we're doing professional development is because we're specifically targeting PD to support English learners, for example. The reason we're spending money on edtech licenses is because we believe those programs will specifically support students who are who are socio economic disadvantage and are underperforming in school. So you'll just kind of see a series of the explanations which are required in the LCAP plan. And then the next section are a series of five um action tables with the corresponding dollar amounts um that
097are from the LCAP. So it takes all of us from the different sections of the LCA cap and puts them into these tables theoretically in a in a parentfriendly way to understand the the expenditures. Um that could be debated, but there you'll see the first two um tables are the 2627 school year total expenditures. So that's that kind of we we incorporate all of the salary benefits from the district with extra money towards facilities that are not just that 18 million, right? the whole we the the the dis the state expects us to include as much as appropriate of the district fund. So they're not saying you need to explain everything to spend in the district but explain the majority of funds like all the salaries and benefits the instructional materials title you'll see title
098three title one dollars in there. So they want to see how are all these other things supporting our LCAP actions and then the contributing action table really is the the meat of it. it's that$ 18 million to say and exactly that 18 million what's it being spent on in the plan and so that's how those two tables um distinguish themselves and then the the next three tables are an update from the previous year on both those things. So the annual update is an annual update on the total expenditures in the plan title funds general fund and then four is and the contributing actions the that 18 or 19 million from the previous year what did you do did you have any carryover because if there's carryover in there it must be applied it must stay
099with that group of at of at risk students and be you can't just say oh just put that carryover back in the general fund and so you'll you've seen in some previous years I think year before maybe we had about a million or 700,000 carryover that had to go straight back into that contributing action section of the plan for the for the next year. And that's what that final table is. Is there carryover? And actually in this year um one of I think we've had some comments from uh trusty in the past that what she hates most is that we have unspent monies right and um and actually this year we were very tight in the spending. You'll see we are predicting at this point almost zero carryover. if there is some over the summer
100as as the final purchases and things come in and final billing for for different um purposes, there could be a bit of carryover that we allocate in the fall. But at this point, we're looking very clean, which is why we're having to make some of those tight cuts this year. We've had we've had the luxury, you could say, of some carryover to allow us to keep some things going um that we've had to make some tight decisions on this past year for this next year. And that Oh, I should have gone to this table to kind of see you can see there how those funds are allocated. like there's the full um full base grant and then on the second line the uh LCFF funds of the 18 18,399,000. You can kind of see how
101that's laid out there in those tables. All right. And next steps. >> All right. Our next steps really um we've just received um quite a bit of feedback from the county office of event um some adjustments that they they would like us to make or clarifications within the LCAP. So, we'll be working on that over the next couple weeks. Um, this is an opportunity for you to provide input to us. The public has had the opportunity to provide input to us. Um, once we have finalized that, we will bring our final LCAP to you on June 18th asking for your approval. We will submit our LCAP as required to the county office of education by June 30th. And then we post it on to our website. And then we call that cycle done and we
102start all over again in September. Um, so just as a reminder, here's our timeline. April and April and June where we're finalizing adopting and then we are looking forward already, I know we're looking forward to celebrating the close out of this school year, but we are already planning for the implementation of the next school year. Thank you. And we're open to questions at this point. >> Lord, are there any questions? >> Trusty Delbono, >> questions or input or both? >> Anything. Yeah. Yes. Um go ahead. >> Thank you for the lovely presentation. It's very colorful. Uh uh I just have a question around um what are we doing specifically around teaching our uh kids kind of civic responsibility. I know that there were some key words like uh social emotional learning. Um uh I'm sorry
103I can't even read my own handwriting here. Um but really what are we doing to target soft skills? Because everything that I'm reading about how we're preparing our kids for um the real world, you know, industry, they need people that can um know how to, you know, manage conflict, know how to speak to people, know how to and and so I'm just curious where is that? I know it you touched on it but I'm just can you give me some concrete examples of how we're teaching that to our kids? >> Yeah. The first place we start, right, those tier one places are really important, right? What are we doing for all students? And so we start with that social emotional learning, right? And elementary second step, in secondary it's character strong. And so really, how
104are we teaching emotional regulation? How do we get along with each other? Those are really critical skills and we know especially in our youngest um we all we have TK at all of our sites now. So we've spent a lot of time in providing professional development around the new um PKT KLF foundations on what's developmentally appropriate. So that's really where we start. And then I think for elementary also are we providing student leadership opportunities? You know what is the school climate and culture pieces? And I'll let Sonia speak to secondary in terms of that civic engagement. >> Yes. >> Well, I'll speak first to also some of the social emotional and the soft skills and then I'll move into the civic engagement. But we have in middle school AVID for all sixth graders that's really
105taken off um with the electives. We also have um the CTE coursework in high school um and part of the 11 criteria for high quality CTE programs includes uh curriculum that this year was career launch. We did get some feedback from our CTE teachers that they weren't too thrilled with it. So, we're actually moving to the character strong CTE curriculum um to talk about the uh soft skills um since character strong is already in place with our school district um in the secondary level. And um the uh civic seal of engagement is also another way that the state of California has tried to encourage students to become more civically engaged. Um, we also have the 80 hours of community service requirement, which is a requirement that our board has for our graduates. And that's another
106avenue through which our students are, you know, attempting to learn some of those soft skills. And of course, we have rock the mock for our 11th and 12th graders, although we always look at ways to encourage more participation. But those are some of those avenues um that we have. And and one one other key area that we it's not in our LCAP per se because it's funded differently, but through our expanded learning opportunities, our afterchool programs are really meant to provide those rich opportunities. Both of our partner agencies YMC and youth alliance have asset skills that they they infuse within their program and those are their values and beliefs that they bring to the students in those programs. You know, as well as engaging our families, right, and the work that we've done with PK.
107So helping parents infusing those skills. So it's really that sort of holistic approach from that 9-hour day that we're working on those skills. >> Can I ask a followup to that? It sounds like these opportunities are um not required and and meaning like AVID and certain CTS and those are targeted to certain students or students who know. So are they it so are all students receiving some level of exposure and intentional I don't want to say instruction but opportunities for them to learn these interpersonal soft skills. >> So one of our high school requirements is that students must take a CTE class. That's already all students have to take a CTE class and in those CTE classes were required to cover the softsklls curriculum that I was mentioning. So that's already in place. um in
108middle school this year, the past few years, all sixth graders, unless they opted in for choir or music um had been taking AVID 6 and then they had the elective options in seventh and eighth grade. But in terms of the uh softsklls curriculum and CTE, that is a requirement that GUD has for its um high school students. And then just my last one um because this was brought up um earlier in our close session, the civic um seal, how is that um introduced? And then um because I honestly I didn't even know anything about it until I went to the graduation last year and then this year um and some of you know my daughter's graduating. I still didn't really understand it um because I don't think there was any um unless I missed it
109any kind of communication to parents like here's an opportunity. Um and I also noted that um there were no students from Gila High School as I understand it did not receive it. So >> not this year but last year we had Gil High School students and it is optional. It oh this year there was one from the records that I had received. >> Um the briefly talk about that and how that's um >> Yes. So the civic seal of engagement is optional for students. It's not a requirement and it's a way for that the state has tried to encourage civic engagement for our youth um as a way of engaging more with the social studies curriculum. It should be um incorporated with social studies in terms of civic participation, civic engagement. We have students who
110you've probably seen sit in on board meetings etc. But that's been kind of the extent of civic engagement in Gilroy Unified. However, when the civic seal of engagement came about, um the principles, the high school principles got together and they looked at all the criteria. We all looked at it and said, "Okay, how could our students here in Gilroy Unified attain the civic seal of engagement?" And there's six different criteria, six different things. And students have to submit a portfolio. And then they um uh the the counselors or AC's would be the ones who would be reviewing the work or some in some cases like at some of our smaller schools that's the principal who's reviewing all of the portfolio work that's submitted. And it's about connecting the students to the opportunities in the community.
111And so um it's challenging to get more information out there if you don't have the personnel or the infrastructure for it. And so some school districts have looked at field trips. They've looked at all sorts of different ways of trying to get more students to attain that civic seal of engagement and we've participated in some of those field trips that we organize. But again, it's really about having that person who is building the infrastructure and our ED services team has done that. But unfortunately, it still is not enough to push it all out at the sites. >> I did want to make a clarif uh clarifying statement regarding your uh statement about discussing the civic seal in close session. We did not discuss that. We Yeah. >> Yes. Yes. Okay. Any other questions or comments
112from the board? Yes. Trusty Delano. >> Um I do. Okay. So, I think um well, my clarifying question was in the tables and it said the mid 2025 midyear update or what is that? What's the give me a date. Is that 12 12:25 or is it >> So in I think it was January or February not just a feels like just a few months ago we brought you the data for the midyear update kind of these are the local um metrics that we chose to share kind of where we were in the process we had started to um we didn't have all of our panorama data our stu our survey data yet we still had to go out to our engagement partners so every year we're required sort of January February to bring you a
113midyear update as how are we doing have We done our comprehensive needs assessment. >> Okay. So that's that's like 12 12 2025. >> It it was probably January of 2026. >> Okay. >> We could re we could reshare the presentation. >> I'm just trying to whenever we see this, it's always try to we try to find out like when is it when are we getting this information? What's the the the stopping point or the target we're just hitting to give a snapshot? and it said year 2 midyear update 2025 and I'm also thinking school year 2526. I'm just trying to figure it out. So I'm think in my head I'm thinking it's 1225 snapshot that was given to us in January. >> Yeah. So it's our data. It's our data that we would have gone
114from semester 1 or trimester trimester. >> Here's my input. Um so I have input and I try to collect it here. Um, when I see equity and inclusion, I still don't really think I know what it means to you when you or to the district when we say that and what specifically those actions are. I think I'd love to see that in our LCAP really >> more spelled out somehow. They just seem they're just words. They're just words and I would love to um be more specific around it so that I even know what that is. Um, when I look at um Mount Madonna, I have concerns. I have concerns about Mount Madonna. Um, I would love us to really focus on people over programs. When we think of Mount Madonna, we lost two of
115our strongest teachers last year and we didn't replace them with anyone. So when I think about, you know, what what um when I think about student success or like, you know, students ability to achieve this year, I I'm thinking I it can't be higher or great without great teachers, right? Like just really focusing on great teachers at Mount Madonna. Um when I think of um when I think of PBIS at Mount Madon in particular um it was really really strong program really strong program led by one of the teachers who left and so I just want to make sure that that's emphasized and really supported there because it it works right and it also supports with just a positive climate that needs to exist. Um, when I'm also thinking about the access to um, Gavlin
116College, I love that and how was formalized. I'm also really wanting to make sure that the students who have access to Gav are completing those classes that they are taking at GAV. And if they're not completing those classes, are they supported with how they exit out of those classes so it doesn't damage their, you know, their school record? Um, because I know it's difficult to kind of really get that going and going well. Um, and I'm also thinking that I want to make sure that when we're thinking about chronic absenteeism, we got a small update in a um I think like a Sunday memo or something about action steps towards chronic absenteeism in our district and it left me feeling like that's a lot of steps and work, but in my opinion um from my
117experience, it it's not going to get us there. It just felt like it was lacking so much. And so what I mean by that is I would love to see when we talk about PBIS systems, it's in our LCAP, right? And we talk about it, we invested, Alvaro is here probably at a quarter of a million dollars or more, you know, in all the teams that went through all the three years of training. Um there's fidelity measures that we have to make sure that we're saying. If we're saying PBIS, they have to have fidelity to it or it's not PBIS. It's just a lot of stuff, but it's not PBIS if they're not using the fidelity measures. So, when Glen View and Elliott get their awards, they've completed fidelity measures. They've applied and they can
118demonstrate that they're doing it with fidelity, but we trained at least at least seven schools in our district in this. And so, that was an investment I would hate to see go to waste without it done properly. Um, I'm still concerned about our wellness centers, how we're going to fund that. how how will we fund that moving forward? But um and then when I see MTSS, I've mentioned this before. I think it's important to to mention when we say multi-ter systems of support, it's a system. It's one system. And it's important because if we have multi-tered systems of support, that means lots of systems that are tiered out, but it's supposed to be one. And that's the hard part. How do you bring everything into one system? Right? So I think I would love to
119see that moving forward. Even just the semantics like you've said it's important because it means we understand the foundation that it's one system. Um and when I'm thinking about chronic absent oh these are pieces that I think will support chronic absentism by the way u PBIS wellness centers equity inclusion MTSS and then also um creating greater access to athletics. I think that's a chronic absenteeism um step that we can do. Really lowhanging fruit doesn't cost us anything and I think it could really support more kids wanting to come to school and staying in school. Um and then I also two more things. Um the reduction of class size in grades one through three. I think that's a chronic absenteeism um effort that I would love for us to capture as a chronic absenteeism um effort.
120We know that if students are reading or engaging in math at grade level by the end of third grade, we know that they're more likely to graduate. So, it affects right um attendance moving forward if you don't have those core skills. So, having smaller class sizes to me is not only setting students up academically, but it's setting them up um with greater success in um coming to school. The last one I wanted to bring up around um chronic absenteeism is that we know that transition grades fifth to sixth, right, 8th to 9th are critical for students and can be highly um I don't I can't think of a better word right now, but traumatic for a lot of students. We also know substance use increases during those those transition years. So, if there's anything that
121we can do through the benefit of being a unified school district to address those gaps, not the gaps, the transition years, but also the articulation of our elementary schools to our middle schools to our high schools around chronic absenteeism would be critical. We're unified. We can do that. We had started that. And so, the idea that we also know the greatest predictor of chronic absenteeism next year is chronic absenteeism this year. We already know who those students are. A lot of times they're in families, right? Multiple grades. And there's a way that we can use our data looking at Kermit to um assess like who are those kids? Work with our outside agencies, work with the feeder school to the next school to identify we already know who they are. Um I just think that
122that's going to be our way to be able to provide greater salaries, more increases. You know, I think I've heard 1% of attendance is a million dollars, right? And if we're at 93%, that's $2 million that we're missing if we're not at 95, which is more historical. Um, and then the last thing I would love, and I don't know if it's possible, but I would love for the equity multiplier efforts not to be focused on Mount Madonna. And this is why. Well, if I could, I'm just going to say it. I'm put a wish out there. I always felt when I was principal at Mount Madonna, the goal was to put ourselves out of a job, right? And I would love for us to have there always will be a reason for continuation high school,
123but what if students didn't have to go to continuation high school? So, I would love to see the equity multiplier efforts be at, you know, third grade, fourth grade. I don't want students to get to a point where they have to go to a continuation high school. And so I see our equity multiplier being served at the tier three versus at prevention in tier one. So those are my that's my input. Oh, okay. >> Um, I'm going to take a small pause because it is 9:13 and um, our regular board meetings are supposed to be adjourned by 9:30 based on our newly adopted board policy unless extended to a spec specific time determined by the majority of the board. So, it as we have a lot more items to go, we're not going to end
124at 9:30. So, I'm going to ask the board uh when would you like to ex or how long would you like to extend this board meeting to? >> Shall we just do like an additional hour and then >> does it get do we vote again in an hour? >> Yes. If Yes. >> I like what you're thinking. One hour. Sure. Okay. So, we can't extend it no more than once. Yes. >> Well, I have a question. >> So, >> for item 11, can we bundle that or No, we have to go through every single one. Oh my goodness. Okay. >> So, >> yeah, this is Can I have a mo a recommendation or a motion? >> Oh, how about that? >> You need to extend it. Let me know or make a recommendation of how
125long you want to extend it. >> To be safe, how about we extend it to 11:00 >> because we can only do this one time. >> Yes. Yes. >> I will second 11. >> Okay. Does this need to be a roll call vote? >> Yes. >> We ask for a small break. We just take it. >> Jennifer Delbono. Yes. >> Twin FAK. >> Yes. >> Gabriella Kim. Yes, >> Kenny Moreno. >> Yes, >> Michelle Nelson. >> Yes, >> Linda Peno. >> Yes, >> Honu Yi Baker. >> Yes. Can we ask for a small break though? Somewhere in between? Just a five minute one? >> Yes. Can we do it after the LCAP? >> All right. So, are there any other questions or comments regarding the LCAP? uh trustee Baker and then trust >> one minor
126um and this is more uh just um um a suggestion I guess but the words behavior and discipline those connotate very negative things for me and so I don't know if it's if we could use other words to place that you know something around like personal responsibility or personal growth and responsibility it just you know when I hear the word behavior and discipline it just rings negative um connotation. So, it's not a big deal. Um but I do think language and terminology matters. Um so that's it. >> Hey Trusty Nelson, >> I like behavior and discipline. >> Was that your comment? >> No, I'm just commenting to the comment. So um I want to thank Gan and Kermit for meeting me with me yesterday to go over my couple of questions and the rest of
127the board. You're welcome. Yeah. >> Is that it? >> Yeah. >> Okay. Trusty Peno, did you have any uh comments or questions? >> I do not. >> Um I did have a question regarding um was there anything major that uh when when you when that skew recommended for changes? >> No, not yet. So they're usually minor changes in terms of just clarifying our data or explanations. So, what we will do when we bring this back for your approval vote is we will give you an annotated list of things that we actually made changes to. So, um we know that Trusty Nelson had found some data that she would like corrected. So, we will note that. Um and so we will give you an annotated list so you do not have to reread the entire I
128don't know 79page document again to find those. >> All right. Thank you. All right. So, um can we take a really short break like a three minute break? We want to tell the time. >> Yes. 9:20. It's 9:17 right now. You have three minutes. >> Okay. >> I don't want to stay here till midnight. Okay, we are on to item 11A. Approve the tentative agreement between the California School Employees Association Local 69 and the Gilroy Unified School District for the 2025 2026 contract year. And this is an action item. >> Thank you, President Fak, members of the board, Superintendent Munchchi. Today I'm here to present and request that the board approve the tenative agreement that has been publicly presented as well to the public um and the board as well. Um and so you have
129all of the terms of the condition for the tenative agreement. The cost of the tenative agreement was presented to the board during the um the public hearing component provided by Mr. Messa. So we're requesting action and approval on this tenative agreement for CSEA. Can I have a motion? Move to approve. Second. >> Okay. Roll call vote. >> Jennifer Delbono. >> Yes. >> Twinfak. >> Yes. >> Gabriella Kim. >> Yes. >> Kenny Moreno. >> Yes. >> Michelle Nelson. >> Yes. >> Linda Peno. >> Yes. >> Honu Ye Baker. >> Yes. >> Thank you. >> Okay. Now we're on to item 11B. approved the tentative agreement between the Gilroy Federation of PAR educators local 1921 and GUSD for the 2025 2026 contract year. Thank you again President Fak. I'm here to present the tenative agreement struck between
130the district and the Gilroy Federation of PAR educators uh with various with the identical conditions in terms of salary and benefits. Um as the CSEA agreement Mr. Mezza already provided the public during the public hearing the actual cost of the proposal and in front of you, you have the entire tenative agreement that has been signed and ratified by both parties and we request that the board take action to approve this. >> And I have a motion. >> Move approval. Second. >> Uh roll call vote. >> Jennifer Delbono, >> yes. >> Twin Fak, >> yes. >> Gabriella Kim, >> yes. >> Kenny Moreno, >> yes. >> Michelle Nelson, >> yes. Linda Peno, >> yes. >> Honchu Yi Baker, >> yes. Thank you. >> We are on to item 11 C, the declaration of need for fully
131qualified educators for the 2026 2027 school year. >> Thank you, President Fak. The declaration of need for fully qualified educators for those of you who are new to the board is a statutory requirement by the state of California and the California Commission on Teacher Credentiing. Um, every single year we're required to bring to the board this declaration. What this declaration does is provides the district the ability, should we need it, to hire what's called an emergency credential teacher. While we always attempt to find fully credentialed teachers, there are times where we look to hire an emergency credential teacher. The majority of the emergency credential teachers in Gilway Unified are actually our own employees, PAR educators that are looking for what's called lateral entry points into education. So, the ability to work full-time, earn a teacher
132salary, but also learn and earn a credential at the same time. So again, this is a statutory requirement for the district to be able to apply for subsequent potential emergency credential teachers for the 2627 school year. We're asking for the board to approve this so we can file this with the commission should we need it. >> Can I have a motion or are there any questions, comments? Seeing none, can I have a motion? >> I'll make a motion to approve. >> Second. >> Oh, you can have it. >> I'll second. Roll call vote. >> Jennifer Delbono, >> yes. Twin Fak, >> yes. >> Gabriella Kim, >> yes. >> Kenny Moreno, >> yes. >> Michelle Nelson, >> yes. >> Linda Peno, >> yes. >> Honchu Yaker, >> yes. Okay, we are on to item 11D, approval
133of a temporary program administrator of civic learning engagement for uh and this is a job description and action item. >> Thank you, President Fiak. I I in the last presentation by our amazing cabinet members about the LCAP, there was a lot of conversation about civic learning and engagement. Um, in 2017, uh, then Governor Jerry Brown signed AB24, a law that required the state of California to engage, um, in recognizing students who are providing service to the community. In 2022 or sorry 2020, the state seal um state seal of service of uh civic learning and engagement was established and requested that districts voluntarily participate in pushing students into part into uh giving civ civic learning and engagement to our community. Very recently, the school district applied for a grant. And in that grant, we um petitioned
134to be able to provide supports to the school sites in particular principles to provide direction to principles, to consult with principles um and to also work with our community um to in order to to further enhance the district's ability to increase the number of students who are able to get this specific seal um on their diploma. It's a very different type of seal. does require a lot more um labor and work on behalf of the district to work with students to submit portfolios and and able to uh to actually qualify for that. This grant is temporary funding and on the job description very specifically it states that this is a temporary position does not gain tenure in the district does not acrue permanency in the district because the funds are temporary. Once the funds are
135gone within two years, this position would disappear. As director Flores mentioned earlier, this type of position's goal would be in order be to increase the site's ability to take on some of these responsibilities, develop the infrastructure needed, the community partnerships, and a lot of the work and the systems um that would allow the district to continue the efforts of this seal of the seal of civic learning and engagement. Um, so for that the district is requesting that the board approve the job description as is. Again, this is a temporary position paid for with grant funds, no exposure to the general fund, and no proposal to make this a permanent position within the Gilery Unified School District. >> Are there any questions or comments? Yes, Trusty Delono. >> Just a quick question. Is this um person
136going to be working closely with the existing community service coordinators? >> Um I'll actually let director Flores um talk about the composition of the actual position and how they would interface uh with those components. >> You know what I'm thinking and in the interest of saving time maybe that could be sent out sent out to us in a memo or Okay. Thank you. >> Thank you, Trusty Talbono. Yes, Trusty Baker. >> Yeah. Um I'm in full support of it, but um one question I had was it looks like just based on the job description, they're only working with the high schools. Um is there any interest or is it because of capacity? Because when we talk about civic engagement, the younger uh a student is exposed, uh more likelihood that they will um you know
137um um they'll be engaged into adulthood. So just wondering if you can speak on why just the high schools. >> So the grant specifically is looking for the actual seal and so the seal components are done within that level. But of course, any position that's looking for the end goal would backwards plan um over time. And so obviously we would want students to engage in civic learning at an early level. And so by the time they get to high school, very much like the seal of biiteracy where we're working from the bottom up, eventually when they get to high school, they can earn that. >> Any other questions, comments? Seeing none, can I have a motion? Move to approve. >> Second. >> Roll call vote. >> Jennifer Delbono, >> yes. >> Twin Fak, >> yes.
138>> Gabriella Kim, >> yes. >> Kenny Moreno, >> yes. >> Michelle Nelson, >> yes. >> Linda Peno, >> yes. >> Honu Y Baker, >> yes. Thank you. >> Okay, now we're Thank you. Now we're on to item 11E. We do have five public comment speakers. So we are going to have Manuel Allaran up first and then Sia Sasba. >> Good evening board. My name is Manuel Alon a student at Christopher High School on my fourth year. I'm here and upset about the current manipulation of spending in Proposition 11E on the agenda. I'm speaking on behalf for our student community. Teachers deserve enough pay to live in Gilroy. As I see it, there are raises for certified management, classified management, superintendent, and two assistant superintendent for salary increase. Where are our teachers? The ones who directly
139mold and shape the next generation coming from our community of Gilroy. When I'm in a classroom with a teacher, they don't simply just teach me. I don't just learn about random stuff. I build a connection. The teachers influence learning and growth directly in our community. My question is where is the financial support for them to actually build a positive connection and growth for our environment in school? We still don't have smaller class sizes. Teachers don't get paid enough to live in our community. And we expend our money on resources that don't positively even influence our system. I can name I can't name, but I've been told many times I can't name off the top of my head, right? I've been told many times by teachers there have been programs that we fund that don't do
140anything that we don't even use. I ask of you to assist our teachers with living cost, smaller class sizes, and create actual programs that we can use with resources that are beneficial to our system in schools. Thank you for your time. >> Thanks. And then I'm sorry, is it >> Zoua? Oh. Uh, good evening members of the board or good night. Uh, uh, my name is, uh, Siavi. I go to Christopher High and I'm standing here as a student who sees struggles of teachers. When people talk about teachers wages, some only think of money, but it's bigger than that. It's about the respect and appreciation and making sure the people shaping our future are supported. Every day, students come to school ready to learn and teachers come ready to work just as hard. They wake
141up early and stay late, grade assignments, plan lessons, answer emails, and still make time to help students who are struggling. A lot of that work happens outside of school hours during time they could be spending with their families. As a student, we notice these things. We notice the teachers who stay after school to help us. We notice the effort they put into this program making sure we succeed. So when you ask for teachers to receive a raise, we are asking you to value the people that who dedicate their lives to helping students succeed every single day. They are a resource to our community. I'm here because of my teachers and for what they have done with for me. I have multiple college offers for football and it wouldn't be possible without them. I am ranked
142top 105 top top 500 in the nation and colleges will come see the success of this school because of because of the dedication of these teachers. Thank you >> Z and then Christian Cruz. >> Good evening board members and thank you for allowing me to speak. My name is Zach Souza and I am a senior at Christopher High School. The what the thing that I'm going to be talking about is 11. I feel that the teachers are not being treated with the same amount of respect that a lot of this a lot of our US students treat them. Like my like my uh colleagues have said before, they are the cornerstone of our nation. They help mold the kids like me to be able to become like uh law-abiding citizens and to shape our and
143to help our country reach global status of how like our culture for me especially from when I was a very young kid. I I suffer with ADD and there there have been countless teachers that have helped me learn how to control it, how to express myself in well in a better ways than just lashing out in class in class. And I would not have been here in the position I am right here right now speaking to you guys without these teachers. Now when I see that the the wages that they make and then the support that they lack it it pains me deeply because they have inspired me to maybe after I become a after my the career in law enforcement when I retire to become a teacher and I always put myself in their
144shoes because of that and when I see that the morale is low I to me like because of the lack of support sometimes that the education lacks. I see that in classes when the teacher is not motivated to teach and to bring energy to the classroom for the students that the class that that class doesn't really feel like a class. It feels more like a the like a chore. School shouldn't feel like a chore. School should be a place where we learn how to be great people, how to acknowledge ourselves to be to make new careers in the future, to make new technologies, to learn about the past, to make friends and if that we are not and if the teachers are not supported, the students are not supported. Thank you very much. Christian Cruz.
145Good night. Um, good night. Um, super superintendent and members of the board. My name is Christian Cruz and I'm a senior in Christopher High School. My sister Cinda Duran is a teacher in this district. She cannot be here tonight because she's at home grading that's due tomorrow 8:00 a.m. She's a kindergart kindergarten teacher and working hard. I live with her and I see her struggles every single day. Cindy has a has a 2-year-old daughter and a 10-year-old one. Because she has no free time on the weekends due to grading and lesson planning, I have to take my niece out so my sister can focus on her work. She is missing out on the family time and with our baby and with our and with her baby missing out of her mom. It breaks my heart
146because I have friends from here Morgan Hill and San Jose, Santa Rosa and Selenas who say they want to take the easy route for the fast money because teachers get paid so low they ask teachers why are you still here? But our teachers are still here because they know that kids need education. Without teachers, we have nothing. It is not fair that jobs with no college degree, like plumbers or contractors, can easily make 8,000 to over a,000 a year, while our teachers who went to college are struggling to get by. When your teachers are underpaid and giving up time with their own kids and giving a bonus to management sends a terrible message, please vote no on the management bonet tonight. Use that money to give a fair contract to teachers like Cynthia who sacrificed
147so much for us students. Thank you. >> Hey, Mr. Mesa. All right. Good evening board. Good evening board. Once again, um this is a public disclosure and unlike the other items is also an action item. Um because the district's management, confidential, yard duty are not represented by our bargaining unit. And so we're not covered under the AB1200 disclosure formats. However, we've always filled out the same disclosure requirements to bring an action item to the board for transparency reasons and for the benefit of the public. So, to be clear, the same one-time 3% cash payment um that has just been applied uh and approved by the board for CSEA GFP has also been extended to our GTA teachers. The same 3% um cash payment will be retroactive to July 1st. uh the same conditions would apply,
148the same automatic triggers. If the settle funds come in in the enacted budget, it will be effectively turned into an ongoing salary increase with Trusty Nelson's comments being noted. Uh effective January 1st, 2026, increases to the district's medical contribution sufficient to cover the increase in Kaiser identical caps as I just mentioned before um for the management as well. This action item will apply to certificated management, classified management, confidential employees, yard duty, superintendent, and two assistant superintendent, including approval required on any written amendments to the superintendent and assistant superintendent contracts that may be necessary to effectuate these increases. The total costs of the 3% cash payment will cost 461,518. and the total cost increased to medical benefits. Uh this is the ongoing element 3 $33,582. The total cost of all management confidential yard duty employees will
149be $495,100 for the current fiscal year. This unlike the other items is not just a public hearing is a disclosure and an action item. >> Hey board, any questions or comments? Anybody want to go before Trusty Nelson? >> Okay, Trusty Davono, >> mine might be quicker. Um, I guess I I and I'm so I apologize if this has already been shared. Um, but I don't understand why all of those groups are in the same category. Like I'm still trying to understand that part. >> Yep. No, excellent question, Trusty Leono. They're simply under not represented by our bargaining unit. So, it's natural for all employees that are not represented by a bargaining unit to be grouped together. >> Thank you. >> Anyone else? >> Could they be separated? I'm not I'm not saying tonight, but in
150the future, could those be separate? Um, yeah. Could they be separated? >> That's the will of the board. Absolutely. Hey, Trusty Nelson. >> Okay, might have to pause because I This is messy writing. This is my least favorite item tonight. It's my least favorite item every year when this comes up. Very conflicted about what I want to do here. Um, everybody knows I was very involved with GTA, advocated constantly to get to the average in the county. I remember a board member years and years ago said, "Well, we need to, you know, when we attract a superintendent, we'll have to have the salary average in the county." I said, "Hold on. That's what we've been saying all along for the teachers." Um, people have mentioned, you know, it's it's not equivalent. 3% for somebody who
151makes $200,000 is not the same as 3% for somebody who makes 60. It's just not. I've received many emails um urging me to say no and to wait until the GTA negotiation's over. We have no idea when that will happen because of what happened recently. Um I'll say something more about that in a second. I I get, you know, that we need to push for everybody having a living wage. That's probably not going to happen for classified. You take a look at what they make. Um, my sacrifice when the beginning of my career pales in comparison to some other people I was able to use family um, and I mentioned it before. So, you know, I work summer school. I I worked extra jobs. It's the nature of the beast that teachers just don't make
152the money that's measured with their education or their or their experience. It's very sad that other people make more money. My nephew became an electrician and right out the gate he made what I was making after 39 years. What? He thought that was funny. I did not. Okay. Okay. Um, even those that the hiring may have trouble making ends meet. There was a teacher recently who I happen to know pretty well. She got a divorce, had to sell her house and move a new apartment. She's a single mom. um GTA has made a point, you know, comparison, you know, the superintendent ranking in the county versus what the teachers rank in the county. And um what I'd like everybody to recognize also is we have to look at total compensation in some respects. The so
153the health benefits, we've made a concerted effort in GSD to cover health benefits. There's u what was it for family? $32,000 contribution from GUSD. I mean that's significant. Um people have come here from Morgan Hill and they said you know it's better here so you don't just look at the salary. On the other hand, you know the the flip side with with respect to um the me too. A teacher told me a few years ago he was very upset with me and he said well other districts don't do me too. So I asked him please see please do some homework for me. Send me a list. I never heard back. Um this week another teacher who I highly respect, just talked to her this evening, said the same thing. Um there are other districts that
154don't do the me too. I said, "Well, what are they?" So she's really busy. So I said, "Okay, I'll just do it myself." So I sent an email to 13 different districts. And the districts I sent the email to the board president were LCFF districts. I did not contact basic aid districts and people still get confused. You know, they look at the entire county. There two categories. You have your basic aid which are like they got money coming out of their ears. It's a misnomer. Basic aid and then this LCFF and we are an LCF district. So other uh districts, Mountain View, Wisman Elementary, Campbell Union, Certino, I won't go through the list, but anyway, we have we need to compare apples to apples and stop doing apples to oranges. Um uh I've asked I've
155asked, you know, maybe we can have a conversation and and you know, I might be pushing up here against, you know, talking negotiations. I'm trying not to, but um you know, Mountain View, the beginning teacher makes $106,000. we're never going to get there. So, maybe we can agree on let's let's look at these let's look at these districts. Let's look at these. Um, now there was something that that the district put out recently on the website. And I don't know how many people actually take a look at the the updates. Let me get here and pull it up for a second. So, this was a comparability study that we did a couple years ago. Come on. Come on. Come on. Come on. Okay. So, this shows, but you can see green, right? You can see
156green. So, there's a chart. And so, we came up with LCFF districts and surrounding districts that people could commute from. And so, we were kind of in the middle. We weren't doing that bad that badly. But, see, that's that. So, that's the that's one set of data. And then we have the other set of data including the really rich district. So if we're never going to have the same set of facts, then we're going to have problems. So I'm I'm just hoping that we can stop having different narratives and maybe um agree on what we're looking at. Uh the argument for a living wage does apply. Personally, I promise to continue to push. The board has made a commitment to increase salaries. the board has committed to um the health benefits. We're not there. I
157know we're not there. We know we're not there. Um we need to try harder. That's true. But um anyway, going back to the 13 districts for the Me Too provision, out of the 13 so far, I've heard from five or and they're saying we do the Me Too. It's a standard thing to do the Me Too. Um that does that doesn't mean that it's right right or wrong but so far of five yes and one one maybe I think she was confused about my um my question. I do want to point out that managers have a longer work year and they have longer hours. Do teachers work long hours? Of course they do. I would regularly put in 60 hours a week and go in on the weekends. Um, but in order to compare the
158apples to apples, we would have to take a deep dive into the pdium. And the pdeium is how much people make per day. So there was a principal one time who was upset because when he became a principal, he said he was making less money as a principal because of the health benefits than he was as a teacher. I said, "Well, okay, sorry. Um, teachers can work extra. They can pick up an extra period. in middle school they can make 17% more of their salary. At the high school they can make 20% extra. I never opted for that but there are um opportunities for that. Um time claims. If you're overage uh you have an overage you can submit a time claim for special education. If you have over the required amount class size if
159you're over you can submit a time claim. So teachers can actually make more than some managers. So, that's a little bit off. I do have an issue with lumping in yard duty with the superintendent. It makes no sense. And I should I'm kicking myself for not dealing with this earlier. Um, yet they're not represented by a union, but I would like to ask the board down the road, take out yard duty, maybe take out middle management and maybe and confidential and then just look at the the top the top earners. um maybe do another study, but be transparent about it. Make it obvious what we're doing. These are the districts we're looking at. We agree on comps. Um anyway, and but we do need quality administrators also. And we know we have a shallow pool.
160People aren't going into the profession partly because it doesn't pay that well. It is hard. It is much harder now than it used to be when I started. I'm we're almost done and uh just want to acknowledge um yes we have a 10% reserve which is enough to cover two months. >> Yes, >> two months. Um in general people are advised to have six months of reserve in case a catastrophe happens. Just want to acknowledge we have had no layoffs. We are fiscally solvent. Other districts who have said yes, we're going to give um high increases are going to be having some issues. They've already had to make cuts or they will have to make cuts. I'm really torn. So, I want to hear if anybody else has something to say. >> Thanks, >> Trusty
161Peno. >> Yes, thank you. And I'm even awake. Um, so I did a little research. I really wanted to get into this and as trustee Nelson said management works a few days more and really it's more than a few days more certificated except for probably counselors and academic um advisors. So most of the certificated unit get paid for, they don't work, they get paid for 183 professional days. The elementary assistant principal, I'm sorry, middle school assistant principal works 200 days, 17 days more. That's three and a half weeks. High school principal and the superintendent work 220 days. That's 37 days. That's seven and a half weeks more than a certificated person. So then I I got to think I've spent my entire adult life in education. So I Googled what is the average work days
162for a Californian with a college degree? 225 days a year. So if you're looking at that kind of thing, it's comparable. The problem is, of course, we live in southern Silicon Valley. It's hard for everybody to make it here. And this has been this is not new, unfortunately. And a 3% yes for somebody who works 220 days is going to be higher than for somebody who works 183 days. But again, as Trusty Nelson and Mr. Messa have said, all employees were offered the 3% bonus and the increase in health benefits. I'm sad that not all employees chose to take advantage of that. Um, and here we are at the end of the year and it now it can't happen. That's really the sad part. We have worked diligently to increase um teacher pay in Gilroy
163Unified and we're I believe in the middle if I'm not mistaken. But you know we everyone still says well we're in the bottom of the county. Well, not really. We aren't, but it sounds better to say we're in the bottom. Um, and we have worked and have had a real real um value and effort with medical benefits. And I think that really helped out during CO and people found that out. um medical benefits are really really important to you and your family. Well, to me and my family. So 3% as a as a me too, I don't have a problem with it at all. Um I think it it says the same thing to the um management people. Doesn't matter how much you make, you work longer year, but it means the same to them
164as it does to the CSCA unit and to the GFP unit. All employees want to be recognized. I get that. I understand that. Um I'm disappointed that some have chosen not to take it, but that is their choice. And I hope we can come to a resolution where we feel both sides can feel uh respected and deal with this with some dignity because bottom line is we all have to work together and continue to work together. That relationship is still going to be there. So yeah, I'm in favor of it. I don't have any qualms. Thank you. Thank you, Trusty Peno. Any other comments from board? Trusty Delbono. >> I'll be brief. I I agree with everything that everyone shared tonight. This is a very difficult decision. I do like the idea of moving forward,
165separating out. So, it is really just um you know that the the job descriptions are more is it commensurate, right? more like like right and moving forward um because the impact is so um different for each of those you know categories within the um within that um I'm also very much disappointed that we weren't able to come to a conclusion with um with with GTA I was really hoping that we would right um and um but I'm also so conflicted um because with leadership. The way I see it is, you know, leaders don't eat first. And so I'm the the order of it is really hard for me. The order of it is really hard for me right now. I just wish it hadn't been like this. Um meaning that if I'm leader in my
166family, I feed my my family first because I'm the leader and that's what I do and that's what sits right with me. If I'm leading a school, I don't feel good going to work the next day knowing that, you know, that the people I serve aren't going to have what they need. That's difficult for me. That's really difficult for me. So, that's where I'm struggling with it right now. But that's what I wanted to say. >> Uh, yes, Trusty Moreno. >> Yeah. I just want to piggyback a little bit on Trusty Dono. I I also agree with you a little bit on the the order and and the management and and where they they are, but I want to be clear on this. Everyone had a chance to eat. We all everyone did. And some
167said, "No, thank you." And that's not management's fault. That's not the yard duty's fault. That's not anyone else's fault. It only if you want to say fault, it relies on those who said no thank you. Um because when it's offered and you say no um then no one else should be held up um if they have the opportunity to say yes. So it is very tough. I understand there's great conflict. Um a lot of the people here on this board that serve with me are former uh educators and they they understand it. Um it's like the ugliness of sausage making. Um but but we have to move on. We have to keep moving. We we can't stop. The end of the year is approaching and the new year's coming and we have to have some
168resolution and if there are people who are willing to to take what's um what what we can agree on then um good for them. So that's it. >> Yes. Trusty Baker. I just also want to just mention that I know the optics of this is um it just doesn't sit well right and and as you know others have stated um and the real culprit here is not each other it's the state it's the federal government we that's who we need to be going after we need to get more money you know because we're fighting for the same piece of pie and um you know some of this is is really out of our control and so I mean if we're going to place blame or responsibility. I think we have to go after the real
169culprits. And so I just wanted to make that observation. Um but it is very difficult. But um uh uh and you know I won't repeat myself but I do agree with what my fellow trustees have said. >> Yes. Trusty Kim. >> Yeah. Um, again, just to point out, this is this would be the same agreement that we did for um two other unions. It's a 3% >> one-time fund, onetime bonus, if you will. Um, and this proposal was offered to another bargaining unit and they declined. And that's I echo sentiments from my colleagues here. It's it's very frustrating. I've been sitting here wrestling with this. >> Um it's I ideally I would like to um have all the bargaining units first and then management in an ideal world. But unfortunately that's not what is um
170in front of us this evening tonight. Um that's all. >> Yeah. I I also agree with um all of my colleagues and I want to highlight we just attended or a lot of us attended a retirement dinner. The consequences let's say we we say no to this for management. So all the managers that retired, they're not going to get that 3%. they're not going to get any reimbursement for the uh additional out-of- pocket expenses they had to pay for that increase in health care. So, they retire and they lose out and they work just as hard as our cse, our GTA, our our GFPs, right? Everyone works hard in this district. Everyone has heart for their kids. So, I'm also extremely disappointed that one of our bargaining units declined and are not we're not going
171to be able to reach an agreement this uh school year. But that's their choice and we can't penalize another group because of that that choice cuz historically we have done that where all once all the bargaining units have settled then we go to management. But this has real uh ramifications for people that are retiring this year. Right. >> Everyone. >> Yeah. >> For everyone that's retiring this year. They're going to lose out. it. Yeah. If if we can't reach an agreement and we have since I've been here, this is my eighth year. I I believe we've increased uh it's been like a over almost over 50%. Increase year over year over year. And the years that we have windfalls, we are giving you guys like 7% raises, right? years that are really tight like this
172year, I'm sorry, it's 3% off schedule with the promise that once that we get the our $6 million back that the state is withholding, we're going to automatically do that as ongoing funds, right? So, we are we are trying our best because we believe teachers should make living wages. I don't think any of us disagree with that. But the majority of that is out of our control. Like there's only so much we can do with our little pie. Just like Trusty E. Baker said, we need a bigger pie, right? And in order to do that, we have to advocate and talk to the state and federal government because they're the ones that are holding the purse strings. So unfortunately, it is what it is. Um, but I I in good conscious cannot like penalize a
173a group of really dedicated staff and again everyone is dedicated because one group decides no thank you. So yes, I think we're ready for a vote. >> I would like to uh say two things. One, I'm really proud to serve with all of you. Two, I move approval. >> Do I have a second? >> I second. Okay, this is a roll call vote. >> Jennifer Delbono. >> I abstain. So, um, for extensions, you have to explain why. Well, do I state the same reasons that I I I abstain because I am conflicted and not ready to make a full decision. Okay. Twin Fak, >> yes. >> Gabriella Kim, >> yes. >> Kenny Moreno, >> yes. Michelle Nelson, >> you you were elected to make tough decisions. >> I know >> to end by 11. >>
174Okay. >> Yeah, please. >> Okay. >> Can't wait for the um >> the emails and I'm going to vote yes. >> Linda Peno, >> yes. >> Honu Y Baker, >> yes. Thank you. Okay, now we are on to item 11F, resolution of the board of education of the Euro Unified School District ordering a school bond election and authorizing necessary actions in connection therewith. >> Thank you, Madam President. Uh this resolution being presented to the board a is after completion of a master plan process which had its own outreach indicating that we would have over 958 million worth of facility needs in our district. That's 958 million over a 10-year period. John is conducted a bomb visibility survey which conveyed the the majority of likely borders recognized that good schools increase property values and would indeed
175support schools um that should the board approve a bond measure in the November ballot. As Dr. Munchchi mentioned her her and I presented um the results of the survey to the daytime Rotary as well as the chamber and she presented it the same results to her parent advisory council. The consensus is that the needs of the district um are far greater than the $332,000 that the state of California provides for major maintenance repairs. Um while the state does have a school facilities program, it heavily relies on school districts to then provide a match out of the general fund or other sources, meaning general obligation bonds to take advantage of such matches. Um by approving this resolution, the board will call for an election within the district for the purpose of approving a school bond to
176request the register of voters to conduct an election on our behalf. And finally, authorize the submission of other election materials, including tax information statement to be included in the border guide. Assuming the tax rate of $59 per $100,000 of assessed value, uh the G general obligation bond would yield approximately $295 million uh to our district. Now, while the project list does specify all schools, including South Valley Brown, clearly the bond priority will be other campuses and any health and safety issues at any of our schools, including those two campuses. The statement is so important. I want to read it verbatim. Um, this is what will appear on the ballot language. To improve the quality of education, construct, upgrade, and modernize classrooms, restrooms, school facilities, make safety and security improvements, renovate or construct career technical education
177classrooms, and replace leaky roofs. Shall Gilroy Unified School District's measure authorizing $295 million in bonds at legal rates and levying approximately $59 per $100,000 of assessed value raising 8.3 million annually. While bonds are outstanding be adopted with annual audits, independent oversight, and no money for teacher/administrator salaries and all money spent locally. It's posted as a run-on question. It's typically what you see in the ballot language. This is an action item requiring a roll call. >> Are there any questions? Uh, no, not at this hour. Okay, seeing none, can I have a motion? Oh, I'm sorry, Trusty Nelson. >> I can't get on right now. I had some questions. I don't know if they were answered, but some of the dates for the schools were wrong. >> Yeah, that's what bond council has that matches DSA.
178So, we do not want that process to be any different. If it matches DSA, it's what we go with. >> Oh, Rucker was built in 1962. >> Well, elements of the DSA, it would it's depending on project cost. It's it's not exact, but uh >> no, that's far from exact. >> Okay. Thank you. >> Actually, I did have one question. Um, I know our facilities master plan said that we would need 950 million, but we're only asking for 250 or >> 295. So, how did we come up with that number? >> It's really on the highest level of priority based on the facility's master plan. realizing that there is no um district or approach that would lump $985 million into a feasible bond measure. It would almost absolutely fail uh if we asked for the
179borders of that support. >> Okay, thank you. Um do you any other questions? Tracy Peno, do you have a question? >> Oh, I think we might have lost >> I do not. No, I'm still here. >> Okay. >> Having trouble unmuting. No, no questions. >> Okay, seeing that there are no further questions, this is an action item, can I have a motion? >> Motion to approve. >> I second. >> Roll call vote. >> Jennifer Delbono, >> yes. >> Twin Fak, >> yes. >> Gabriella Kim, >> yes. >> Kenny Moreno, >> yes. >> Michelle Nelson, >> yes. >> Linda Peno, >> yes. >> Honchu Yub Baker, >> yes. >> Thank you. >> All righty. We are on to item G, the GSD student services a year at a glance and this is anformational item. Can I
180ask the presenters I know I'm I apologize but can you we move as soon as possible because we have less than an hour to finish everything. >> We will. Thank you. >> I promise. >> So good evening trustees and Dr. Munchchi. We are here. We promise to be quick and efficient. Um we are providing um some updates on the Gilroy student services department and it will target or discuss the targeted areas that we brought up in the LCAP family engagement attendance and mental health. >> Oh and I want to introduce and hand it over to Adelina Sjo and um Diane Padilla because they directly oversee and implement this work. Thank you. Good evening. There we are. Good evening, trustees. Thank you so much. So, we're going to go ahead and jump right into it. Um,
181so our family engagement initiatives. I want to just highlight and just say that this is in collaboration with um ed stu ed services stu student services and obviously um other departments within gil within the district office. So this is a collaborative approach and we're really proud of the work that we've done thus far. So first we just wanted to highlight uh this is our second year working with PE that's how we say that particular acronym which is parent institute for quality education and so this was really how we wanted to launch how we're going to involve our parents and get them more um participating in any type of workshops and any type of pro-social um engagements that we wanted to highlight for this year. So in particular, we wanted to work on our elementary level
182uh families and also our middle school families. So for this year, we wanted to highlight that we had over 300 parents participate in the four different programs under PE. These ones in particular for the elementary level, as you can see there, highlighted and really worked with our parents for social emotional learning and with STEM. And then this year we actually integrated and included our middle school parents. And so with that, we are currently in our family engagement and our leadership programming which will end on June 10th. So we've really been working really hard. Over to the right you can see one of those sample flyers and how we tried to promote and really try to engage our families. Um and it has been very successful. All of these programs and or the programming with BK
183is actually online. So what we are noticing is when we are having very poor participation and poor attendance in our in-person workshops, we really wanted to say could we do something with online and so we're very happy to see that those numbers are uh very high in again 300. And so we wanted we want to go ahead and pursue this for the future. Next is a new initiative that just started this year, but started the the development started last year called Cafeito with the counselors. And so this really um was a collaborative working with our middle school um counseling departments and our high school counseling department. And so we offered four workshops, many of which that I know you attended along with Dr. Munchchi. And so you can see the dates and the different locations
184where those workshops were held. Uh the magic number, how many parents did we actually have participate this year? Over 200. 210 parents participated. This was in person, so again a different variety versus PK which was online. Um and everything was really based on a needs assessment that we did with the families. So, we did this early on and some of those topics that we discussed um that were very popular were how to navigate, how our parents can navigate through student services again through the middle school and the high school levels, mental health and SEAL which is social emotional learning. Uh growth mindset. So, that was a really interesting one where we really discussed uh career choices. We discussed interest survey. So, that was a really popular one. And then we finished off with college and
185career readiness where we had a talk show style panel uh where Dr. Munchie, Dr. uh Avala from Gavlin College also participated. So we're really excited about that. We also had an erraic safety night. We actually had two events, one in the late fall and one in the spring. You can see the dates where we held those and the locations. This was a strong collaboration with the city of Gilroy where a Gilroy PD actually presented to our parents. Again, very uh well attended. I think we had a huge turnout because we actually collaborated with nonprofit agencies through the county where they actually provided free helmets to the children. So, um, obviously that's a big ticket item and so we really we were really proud to just have that event, collaborate with the city of Gilroy and
186really have Gilroy PD um, support our families in talking about ebike and escooter safety. We also just uh wanted to highlight the fact that we had another successful year. How many years is this with gifted games? >> Well, before me. >> Oh boy. So um many many years with gifted games. So the date there April 24th is when it was held. You can see some photos there. Again we see that a lot of our trustees also participated that particular day. And so um that is just a wonderful event and we had multiple schools participate. So it's Gilroy Unified um and San Bonito. So we had a lot a lot of participants. another wonderful event. And the very next day, we put on Run for Fitness, our annual Run for Fitness and Pathways to Wellness Expo.
187This was the second year where we incorporated the wellness expo. Again, very well attended uh by our parents and our families and um lot of fun events early in the morning and then we were off and so families could enjoy the rest of their weekend that particular day. And now we'll talk a little bit more about our attendance focus which we all know is uh one of our top priorities. >> Good evening. So um although all prior programs and interventions activities that have been explained um re-engage families with being part of the school community and the school being part of their community. We are all one. I'm going to focus on what we do specifically with attendance stuff. And um we have two um teams that intervene with student groups and with best practices. One
188is the attendance collaborative. We meet monthly with all attendance staff from all the schools, the attendance clerks and the attendance and community leaison from all our sites. We also meet just with the leaison. Elementaryaries have community leaons and secondaries have attendance leaons. um and we empower them in being part of the leadership teams at their sites on best practices. We do a lot of trainings and we do um calendared actions. So we meet a lot more often. We met initially weekly, now we meet every other week. Um and we make sure that not only we follow through on um our student lists and our data on attendance that is ongoing but we also depending on the month of the year there are different um different actions that we need to take as far as attendance
189and as far as also mentally and emotionally where our students are in their engagement with school. So, one of the things for example that we did last week and I'm glad that um Trusted Albono mentioned is our attendance um staff from feeder schools. So, the fifth grade student lists and students of concern students to watch. Um the attendance staff completed information on those students and families so that next year's school is able to transition students who are struggling most with school engagement and with attendance. Um so that is one of the things for example th those students lists and those information that information was shared last week between schools. Um so depending on where we are now we're preparing for the end of the the year. Those are the actions we take. We're already also
190planning what we're doing through the summer and what we're doing as students start the school year because again like Trusty Delono mentioned we already know what students are going to struggle because the biggest indicator is the prior year prior year's attendance. Um, so what communications and what meetings we are having with what families and students so that we can facilitate a smooth transition and restart to a new school year. And also planning for September being attendance awareness month, but also we're planning a March Madness so that second semester we don't see a slump. um and all that we're doing in collaboration with a program called RAWI that we started implementing in February of this year and that mainstreams how we can communicate with families a lot more timely because we're receiving the attendance data data
191a lot more timely. Um so those are the actions we're directly taking um with our attendance staff even though um all campus culture and climate actions and family engagement actions do affect school attendance and engagement. >> Then as far as parent engagement, I'm just going to briefly cover again what I talked about a little bit when we did our recognitions. So we really over the last few years have really made intentional efforts to engage our parents. So primarily the gatherings have been for parents in um students with IEPs or 504 plans, but we've also extended it out to all parents. Um and we have had parentled opportunities where you've met two of my parents that help lead some of these um trainings and supports meet and greets. Um some of our topics we had alternative
192dispute resolution. We we also engaged parents to have their own LCAP um input session that was really focused on their own their own students because they have some different and um unique needs. Um, and then we've done one, we've partnered with parent helping parents. And so they help offer some of the trainings including um, helping do what we call kind of like the elevator speech on their student where they fill out and it's something that when they have a new IEP or a new teacher, they just kind of pro provide this little sheet that's um, introduces their student and their family. And then we've done a meet and greet with our team and how the IEP process works and um in in the in and that it allows them to engage with us um you
193know outside of the IEP process um and be able to talk to us. And what I'd like to introduce right now is um for our mental health needs, right? We partner with our community agencies. Um we partner with community solutions, discovery health, um Rebecca's um and we all and Pacific Clinics and then we also partner with Effective School Solutions that um provide our tier 2 and tier three services. So they are going to give us a quick update on what that looks like. And I'm proud to say this is our sixth year. We're completing our sixth year in our partnership. Thank you Anna and team and uh thank you for having us every year do a presentation. It is really our honor and privilege to serve this community. Uh we're very very passionate and I
194just want to take a quick moment to acknowledge the board. Um, I just really want to thank you for being here and choosing to be here and the decisions that you make for the community and for the teachers. Like, I'm always so moved to come to these meetings and listen and witness what you're contributing. So, thank you. Um, but without further ado, I wanted to just open up and introduce our MTSS, our system of support, noted Miss Delono. Um, and really where we're focusing our supports. So really, like Anna mentioned, we support tier three, tier 2, and our tier one is really around professional learning. So that is also available to the district at any school site. Um, we're keeping it short and sweet. This is an a snapshot and overview of the services and
195this is of course a very high-level view of all the things that we're doing and we did that just to kind of summarize things. But what you'll see in the left hand side is the different types of services. Of course, this not does not capture everything. There are still some things missing, right? because there's things that are not quantifiable such as connection, fostering belonging for the students, re-engaging with them if they're not coming to school, etc. So, we really just wanted to highlight that our clinicians this past year provided over 15,000 total services, which amounts to a little over 72,000 hours. Uh, so we just thought those were fun numbers that you might enjoy. uh looking at uh and without further ado, I'm going to hand it over to Debbie Leone. Debbie Leone has been
196the regional director overseeing the implementations, providing the clinical support and care and developing relationships across the district. And I really want to acknowledge her and her commitment and passion for doing that. And she's been here from the beginning. So she's been here since 2020 2020 >> 2020. So handing it over. >> Good evening. Um so I'm trying to go over this as quickly as I can. Um we do data for our tier three and our long tier tier 2. So this first one is impact on grades. So you'll see on the left side intervention is for students that had less than a 2.0. Um and they were able to improve 53% improved. Um 34 um stayed the same. So total of 87% The right side is prevention. So that means they already had over a
1972.0. And so sometimes with those students, it might be harder to get their GPA up a little higher. So it's a little lower, but 65% either improved or maintained their GPA. The other thing that affects GPA, and I'll talk about a little bit later, is we've worked really hard with the teachers with our therapeutic classrooms to get kids more in mainstream. And when kids go into mainstream, sometimes those grades drop until you could get them used to the um level of academics. This one is attendance. This is more for our tier three programs. These are the three therapeutic classrooms that we have. Um and this is how we help um get kids to be in the classrooms is we work with the parents, we work with the teachers, we work with the kids, we make
198sure that they have coping skills, they feel supported, and we're helping parents get kids to school. So on the right side kids who had more than five absences um approve um improved by 73%. And the other side prevention is they already had fewer than four impact on discipline 100% of students improved or maintained their discipline and 90% improve their discipline um for the prevention common diagnosis. I won't go through this, but these are the diagnosis that we treat. Most of it is adjustment disorder because most of our program is a brief tier two. And so you're just helping them adjust to some trigger that has happened or event that has happened in their life. We do parent surveys. So you'll see that 95% of parents reported improvement in their student. Here are some comments. I'll
199just read one. um my child's attendance has drastically improved and seems better to initiate and maintain healthy relationships. So we don't just focus on academics. We will focus on social everything because you know you want to make these kids grow into functioning as adults as some of you had mentioned. It's not just about academics. It's being about to advocate for yourself, making friendships. This is the cost savings slide. And this one is always hard because it's hard to predict prevention, but we do have two kids that were in NPS that we've been able to retain. Um, so that's about 300,000 that we're believing that we're saving the district. And then I always am on the side of caution of how many we're preventing, but we're saying about five. And so that's a cost savings of
200over a million dollars. This last one is I'll quickly go over what I've really tried really hard with myself and my staff is really making sure we have strong relationships with the sites with the district. Um this year we did a survey with um school staff and I was able to get five principles, one assistant principal and one teacher to complete it and they rated us an 847 out of 10. Um I mentioned earlier about the mainstream. Our tier three programs have 18 students in one to three mainstream classes and 11 in four to six mainstream classes. That's for the middle and high school. And I feel like that's higher than it has been in the past. And then elementary is this is also something that I think has been newer this year is we
201have two students that are mainstreaming every day for 45 minutes to an hour. And then the last two things I just kind of wanted to point out is how we try really hard to integrate ourselves. So anytime Anna Pledo or someone from the district says Debbie we need your help I say what can we do? So when I think it was in March when a school psychologist went on leave the therapist at Los Anamus stepped up and was like I'll take the IEP kids she was seeing. And I was talking to her today and she said, "The school uh speech uh speech um therapist said,"I can tell the kids that you see. I see the changes and when they come in to see me, how they socialize, I can see it." And I thought that
202was really nice that someone's been able to to say, "We see the difference that you're making." And then this past year, we have a position called floaters. They're substitute um therapists. And when the school social worker at Brownell went out, we were able to cover 50% of the days that she was out in order to help with crisis, in order to help with the check-ins at the wellness center. And we've been honored to continue and serve the Gilroy community for the last six years. And we're privileged to continue to do our work with staff, students, and families. Thank you. >> Thank you. >> Are there any questions or comments? >> Yes, Trusty Delbono. >> Yes. Thank you for the presentation. I um even last year I really appreciated the way you demonstrate your data that
203you are reflective, you measure your work, you share it. I really appreciate that and how it shows up. Um so thank you for working with us and I appreciate the integration >> and um >> um just the slide prior just a semantics an issue too just um it says um second to last paragraph the therapist at Los Anonymous took on six IEP students. It would be students with IEPs and um and um but thank you for everything you do. >> Did you used to be an English teacher? >> No. >> Special education. >> I love it. Thank you. >> Thank you for the presentation. And then for the for previous presentation, I think I'm just wondering where the information is on PBIS and restorative practices. Who who's supporting that? Who's the lead for that? Um
204so PBIS and MTSS are being integrated in secondary. So we are working on MTSS systems and supervising the MTSS um between Diane and I. Um, we also have PBIS being supported in elementaryaries and that would be program administrator Ellia Kodigga and myself >> and restorative practices. restorative practices are within my purview and they're also being integrated because like um I believe it was trusty Baker mentioned we want to make sure that we address positive behaviors and discipline accountability at the same time. So it is within MTSS and secondary ed services and student services have been collaborating in creating the behavior expectations flowcharts and the accountability flowcharts um integrated within the MTSS. >> Sorry last question. Are we utilizing um measurement tools to to for fidelity on on each of those? >> Yes. So we are
205using the TFI for PBIS and in MTSS we're using similar fidelity um I don't want to say fidelity inventory because it's not purely the PBIS fidelity TFI right um but we are we are looking at that and we're looking at our current data on be at students behaving and students using our positive supports such as our wellness centers and and what um what available resources they have um our SLS services and we're also comparing that with a decrease in our um disciplinary action and that data is shown in our student information system and we have data cycles to look at that. I've asked um in the past and I'm just hoping that we can get something in the future about what that implementation plan looks like, the integration of that and what it looks like
206because I just don't know. >> Um yeah, you don't have to answer that now. >> Yes. But it is it is a suggestion and >> um and and my question and you could probably put it in a Sunday report is I'm interested in knowing how many unduplicated students that um ESS is working with like the total number but yeah but don't count one student like multiple times. >> Thank you. So um uh I am going to move up um item O because our we do have speakers and they have been extremely patient. Um so I am going to move that up and allow our speakers to talk and I don't know if all of them are here. I do not see Rebecca um Erin O'Brien and then Oh sheesh. Uh Julianne signs signs. Yes. >>
207Good evening. First, thank you for your dedication. I can't believe you guys do this. It is so far past my bedtime. Um, my name is Erin O'Brien and I am preaching to the choir a little bit here tonight. But, you know, our schools are supposed to be a safe place, a place where every child walks through the door ready to learn, not scared of what might be happening to their family while they're at school, on the way to school. We already have enough of that. But if an ICE facility is built in this community, it will make all of that exponentially worse. We know what these facilities mean. They mean children coming to school not knowing if their parents will be there when they get home. They mean teachers trying to educate kids who are
208traumatized and terrified. It creates fear. It tears families apart. And it sends a message to so many of our kids and our families that they don't belong here. But of course, they do belong here. This is their community and this is their home. And I am very grateful to all of you for acting so swiftly to bring forward a re resolution in opposition to creating an ICE facility in our community. And so tonight, I'm here to thank you and to ask you to make clear and state loudly our opposition because our children and our neighbors are watching what we do and they need to see us fight for them. They need to see us stand up for them. Thank you, >> Julianne. and then Tatiana. >> Good evening board of trustees. My name is Julianne
209SCS and I'm here representing Gddas here in South County. But I'm not only representing the org that I work with, but the Katus youth as well. I work as an immigration advocate, but I am also a facilitator facilitator for our youth adv advisory council. As someone who works closely with youth and immigrant families here in Gilroy, I have seen firsthand the fear and uncertainty that immigration enforcement can create. Many of our youth come from mixed status families. This new center gives them fear. Fear for their families, for their own stability, for their parents every time they leave the house. When detention centers are expanded, that fear does not stay behind the walls of the facility. It follows children into their classrooms, affects their mental health, and impacts their ability to learn and succeed. This is
210not just an immigration issue. I'd like to hold hold the board of members here before me accountable. Many of our youth claim that they feel no support from their schools and that the resources for imig immigrant families aren't easily accessible. In a city like Gilray where more than half of the population is Latino is not just disappointing, it is unacceptable. Yesterday I went on to Morgan Hill Unified School District's website and not only was it easy to navigate, but they offered resources in an easier to find manner, including a huge resources that I found that you guys lacked, the rapid response network. That is what support looks like. That is what effort looks like. This isn't a lack of account of ability. It's a lack of priority. I'm sure many of you will acknowledge your
211stance against this new ICE facility. Um, and I think that matters. And I truly want to thank you guys for this amazing first step that you are taking. However, a statement alone does not create change. Change comes from the work you do within your schools every day to ensure that every student feels supported, informed, and valued. You have an opportunity to set the tone for what kind of supporters you want to be for these students. What kind of community do you want to build? What message do you want to send to families who trust you with their children every day? Thank you. Hello, my name is Tatiana Via Seenor. Apologize. And I come from a family with deep roots and a long-standing commitment to Gilward Unified School District and immigrant families in this community. Former
212principal Luis Cario, teacher Rafa Kario, and current educator Biario have all dedicated years of service to Gilway students. I was raised with the belief that every child deserves to feel safe, supported, and able to learn without fear. Thank you for your leadership and for bringing forward this resolution in support of immigrant students and families. Statements of value matter, especially during moments of fear and uncertainty. But our families need more, and this is not the time to leave any opportunity on the table. Gilward Unified serves a large Latino and immigrant community, and many students come from mixed status households. Across California, nearly one in two children have at least one immigrant parent, and this is reflective of here in Gilroy. When families live in fear, students carry that fear into the classroom. It impacts attendance, mental
213health, learning, and a child's sense of safety. I urge this board to move beyond statements and develop a strong policy prohibiting the use of school property for civil immigration enforcement. This is necessary to protect the safety and well-being of students, families, staff, and the broader community. Gilroy Unified should join Campbell, Sunnyville, Santa Clara, San Jose, Santa Clara County, and VTA in adopting clear protections. With the threat of proposed ICE facilities near our community and in Dublin, families are looking for local leadership to take action and for reassurance. There are already strong models available. Policies developed by the county of Santa Clara and the city of San Jose have undergone legal review and provide a solid foundation that minimizes risk while protecting communities. Gilroy families deserve those protections. I also want to read a statement on
214behalf of Janet Ortega who works alongside Miaas. We support immigrant families through legal education, emergency preparedness, and community resources. We're requesting permission to table or canvas during school drop off and pickup times to help families create emergency plans, share know your rights information, and connect them to trusted support services. We'd also welcome the opportunity to meet with your team to discuss collaboration and support for Gilroy families. Please act with urgency to ensure students and families, employees, all h and all who visit our schools know that Gily Unified is committed to safety, dignity, and well-being for our community. Thank you. >> Okay. Um Dr. Mchi, would you like to >> uh go over tonight? I am bringing forward a resolution for the board to consider. Uh this is a resolution uh I am trying to log
215on a resolution uh basically opposing the construction or operation of an immigration and customs enforcement ICE detention center in Gilroy. Uh and just to clarify, this was brought uh to the this was added to the agenda uh at the request of a board member and um it was reviewed by the executive team as well. So I bring it forward tonight for the board's review. >> Uh are there any questions or comments? >> Yes, Trustee Baker. I'm just really proud of our board and our district for um uh writing this resolution. Um, I also sit on the Santa Clara County Human Rights uh Commission as a commissioner and we've had regular updates from the rapid response team and I would welcome us to invite them at a future meeting perhaps um because it's still very ICE
216is still very active and and I'll just say that um I'm very proud of our community. I've seen a lot of stuff on social media, even my own neighborhood. Um, I've even reached out to our city council members asking for updates. They are very responsive. We are all against this detention center. So, I um strongly approve it and I'm just very proud that we're doing this tonight. >> Any other uh questions or concerns? Yes, Trusty Moreno. >> Well, this is going to be a twist. Um, well, first, I've never read a statement, but I'm going to do it today. It'll help clarify my thoughts and it'll be a better way of being concise. Um, I'll be voting no on this particular thing and I want a chance to explain why. My opposition to this resolution
217is not because I support an ICE detention center in our area. I do not. My opposition is primarily rooted in the process by which this resolution was brought before the board and the polarizing nature of such a resolution. I believe board resolutions like this, particularly those that lean political, controversial, or driven by current social issues, should move through a multi-step system. They should first be placed on the agenda as an information or discussion item and allow for staff and trustees uh to write input and then return it in the future for a final debate and a vote. A yes vote tonight does not simply express opposition to the facility. It also signals agreement with the tone, language, and overall framing of the resolution. I do not share that agreement, and for those reasons, I will
218be voting no. >> Any other questions or comments? Yes, trustee Delbono. >> Um, thank you for sharing that. So, it's interesting because I I guess I have an issue with process, too. process. Um because when we have a resolution like this, it I was surprised, you know, I was surprised to see it on the agenda. I learn about it being on the agenda with everybody else. And I think I too with something as important as this. I would like to be involved in or maybe even involve the community in the process of creating the language. um making sure that the language isn't just words, right? But has some a even actionable steps that hold us accountable to our beliefs and um yeah, what we're going to do. When we passed the resolution um against um
219ICE last year, we had at the very bottom, we said that, you know, DAC would inform the board regularly on the implementation of the efforts and how we're doing. But I haven't seen an update, you know. So, I want it to be real. I want it to be real. I want it to be actionable. I want to feel invested in more than just the words or the sentiment. And I also felt when I'm surprised to see it, I felt like in this case, I'm lucky. I feel lucky that it says what I believe. Um, I don't know if I would have chosen all the words. I think I would have maybe gone a different direction in some areas, but what if it didn't? You know, and I was surprised by this. Um I think that
220could happen. I think we need to be careful, you know, that um to say that we're all in agreement, that's an assumption, right? It's an assumption. So, I guess I'm I'm I have an issue with process only. And I would like to improve the process so that we can have greater collaboration being you know on the same page bring others into the conversation and then feel very firm and convicted that this resolution is means more than just a feeling. >> Any other comments? >> Yes. Yes, I have some comments. I think because we only meet twice a month and our next meeting is June 18th, we lose a sense of um urgency, if you will, and the ability to show families that we are supportive. Um I think this is a really important resolution. Um
221the only difference changes I would suggest is that in the sixth whereas um I would add and I don't have it up in front of me. Sorry. in the six whereas I would add um financial or economic impact and the same for the uh to now therefore and the reason I would add that is when parents are too family members are too afraid to go to work that means things they don't have money for the for the basics in a family they don't have money to go to to the laundromat. They don't go to the laundromat because they're afraid. Many of them live in um areas where they don't have a washer and dryer. That means kids don't have clean clothes to get to school. So, the impact on families can be really great. And
222um I'm sorry I this is one of those areas what I prefer action over process. I don't want to pass something on June 18th. I think that's too long and it loses the urgency. So, I'm in favor of it. >> Any other comments? Yes, Tristy. >> Yeah, I just want to make a comment. I I don't know um why this process is any different than the other resolutions that have come before us. And so, why are we having this conversation out? This is not to discredit what my um colleagues have said up here. This is very timely. There have been recent articles about this detention center and that's why it's come forward. Um this is our opportunity to um bring up concerns. Yes. But as uh Trustee um uh Peno just said um this is
223something that's very timely and sensitive and something that our community is um not only just talking about but very much in fear as we heard here tonight. And all you have to do is look at any kind of social media out there in Gilroy and people are talking about this. So for me, I have no issue with the process. I think um I thank our superintendent and our board uh uh president for moving forward and putting together this draft and I will be supporting this tonight. I just want to address a question about process because it's come up a few times now. This process is not any different than any of the resolutions we brought forward. Few months ago, there was a request to bring a resolution about recognizing arts education. This is exactly the
224process we followed. There was a request to bring a resolution about raising uh taxes a few months ago. This is exactly the process we followed. Uh so if the board desires to change the process, we we can the staff we are absolutely happy to do that. But the other thing I want to also remind the board is it would be a Brown Act violation for the board to engage with community and talk about school business without having it on the agenda. So if you're doing a listening session, that's one thing, but if you are drafting language about something that's going to be a resolution with seven of you, you're discussing a school matter. It it's not on the agenda. So the board is the board. You still have if you don't like something on the
225language like Trusty Passano, she just made some recommendations and I've said this many times before. Your vote decides whether you agree with a resolution or anything that we bring to the board. You can say yes, you can say no. Some sometimes you abstain. So how how you react to anything that we bring to the board speaks about how you believe about that item on the board agenda. So u I'm I'm happy to change the process if the board can make a recommendation on what how they would like staff to bring resolutions to the board. But in terms of I think we also saw this when we were doing the strategic plan. We sat here for 60 minutes trying to words smmith the strategic plan and ultimately I think this board said why are we doing
226this staff should be doing this and you bring us something that we can approve or not approve so just a couple of thoughts that I had about process what we've done today is not any different from any of the other resolutions we've passed >> yes trusty jalono I'd like to make the distinction between um recognizing the arts, recognizing teacher apprec Oh, were you going to say that? I'm sorry. Recognizing teacher appreciation. Those are things that pretty pretty not standard, but like everyone can get on board with. We've had a couple things and we're probably going to have more things that are going to be highly political. Um we are elected officials. I think we instead of just having something brought before me and um I think we should have we should engage in things that
227are more important that really um are warranting more comprehensive effort and actions. I think we should engage in more discussion. So maybe a process could be that it was on the agenda for today for discussion and we could hear more about rapid response and other things that are happening, other people who are engaged in work to support this effort because I just don't feel after we make the resolution. I'm just not sure >> what we're going to do to a reminder we only have six. >> Yeah. Well, I I do want to make a comment in terms of like I mean we had a meeting where we're talking about the norms. This board cannot write a resolution, right? Something is being presented to you. You can either say no, yes, or I want to make
228these changes before I say yes. That's it. >> And no, no, no. I just want to I'm just going to make my statement because everyone had a chance to talk. I did not. And I just want to say this. We did the exact same thing with measure A. That was political. >> It was timely. We had to do it in a certain amount of time or or else it would be too late. So we're we're not doing anything different than our previous resolutions. So the process, if you had issues with the process, this is our 26th resolution for the year. So it should have been raised earlier. >> Um, but that being said, >> that's unfair. >> That that's being that being said, >> that's unfair. >> That that being said, I want to call
229a vote. I move to approve um with the um addition uh uh to the words that trusted Presento suggested. >> I'll second. >> Roll call vote, please. >> Jennifer Delbono, >> yes. >> Twin Fak, >> yes. >> Gabriella Kim, >> yes. >> Kenny Moreno, >> no. >> Michelle Nelson, >> yes. >> Linda Peno, >> yes. >> Honchu Yi Baker, >> yes. >> Thank you. >> All right. So we are not going to be able to get through much more. Um the rest of the >> meeting that's really short. >> Okay. Is there any item that needs to be done today? >> Our textbook adoptions must be done this evening because we have contracts waiting and orders to be placed for the school year >> And the seminar courses >> and the financial literacy >> and
230financial literacy courses. >> Okay. So instead of making a presentation, we've all had an opportunity to review it. Do we have any questions? >> Yeah. Do we want to call out which items? So item um I item J, item K, item L, item M. >> Are there any questions on those items? Seeing none, can I have one vote for all or one motion for all? I move to approve 11 I, J, K, L, and M. >> I second. >> Okay. Roll call vote, please. >> Jennifer Delbono, >> yes. Twin Fak, >> yes. >> Gabriella Kim, >> yes. >> Kenny Moreno, >> yes. >> Michelle Nelson, >> yes. >> Linda Peno, >> yes. >> Honu Yi Baker, >> yes. >> Thank you. Just to confirm. So for the next board meeting, we are bringing uh H
231and N. Is that true? >> Item H, the local indicators and N the cell phone policy. >> We'll place that on the next board agenda. Thank you. >> Yes. Thank you. Meeting adjourned. Oh, wait. Oh, sorry. Sorry. Darn it. Darn it. Okay. Sorry. Any board member reports? No board member reports are >> No. >> Are there any other Are there any other um requests from the board? >> Oh, >> um >> upcoming new referral agenda items. >> Okay. I would like to make a request that um yard duty be separated as a an agenda item, middle management be separated as an agenda item and the top three wage earners be separated. Thank you. >> How would you define middle management? >> So anybody except the top three. >> So okay, please send that request. I
232would like to see um a item for discussion or present informational item around rapid response and what the district can do to support the efforts for the community. >> Can that be in a Sunday report or would you like it? >> A community presentation. >> Okay. >> All right. So, item 14, announcements. The next regular meeting of the board of education will be held on Thursday, June 18th, 2026. Close session will begin at 5:30 followed by regular meeting at 7:00. The agenda will be available on the district's website by 5:00 p.m. on Friday, June 12th. We do not have to adjourn to close session. I am closing it.