001Mhm. >> Good evening. I'm going to be calling this meeting to order at 5:30 p.m. Moving on to item 1B, roll call and introductions. Miss Anso, would you please take roll? >> Yes. President Guadalupe Gilpas Barrera, trustee area four. Vice President Beatriz Guerres, trustee area one. Clerk Leticia Garcia, trustee area three. >> Present. >> Trustee Robert Ocampo, area two. >> Uh present. >> Trustee Jesus Velasquez, area five. So, we have two uh trustees that are absent, uh three present, and then with us today in cabinet is Mr. Abassi, Dr. Fernandez, Mr. Diaz, and then our senior executive assistant, uh Miss Sofia Ramirez. >> Thank you. Moving on to item 1C, the Pledge of Allegiance. Mr. Velasquez, can you please read us uh uh say the Pledge of Allegiance for lead us in the pledge? >>
002I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, and with liberty and justice for all. >> Thank you. Thank you. Okay, moving on to item 1D, spotlight. This is an opportunity to feature up to 3-minute presentation on the positive things that are taking place throughout the district. Do we have any spotlights? Okay. We have no spotlights today. Thank you. We're moving on to item 1E, action item, adoption of the agenda. Can I get a motion to adopt the agenda? >> I so move. >> Mr. Ocampo, seconded by Mr. Velasquez. Comments or questions? I'm going to call for the vote. Please raise your hand. All those in favor? I. >> I. >> Thank you. Three zero. With two absent. Item
003two, public comment concerning items on the open session agenda and or non-agenda items. Guidelines, there will be a 2-minute limit for individuals and a 20-minute limit on total public comments. There is no ceding of one's time to other individuals. Item 2A, individuals wishing to address the Board of Trustees on open session agenda items and or other items may do so at this time. Starting time is 5:32. Ms. Britney Hernandez. Miss Ansel has been stalking me on social media and admitted to to in front in front of Miss Fernandez of her conduct. This is a form of intimidation to keep me silent and I'm scared for my family. I have formally called on the board trustees to conduct a deep and independent investigation into the circumstances surrounding the removal of Mr. Boras and any personal or
004professional relationship that may have influenced in that decision. There are serious concerns circulating throughout the community regarding relationships between district leader and neighbor districts. These concerns cannot simply be ignored, dismissed, and the public deserves transparency, accountability, and answers. What many parents cannot understand is how board member could support the removal of a principal without providing documentation, concerns a meaningful evaluation process, or any clear explanation of the families being affected. If the goal was truly to success the success of Frank Paul Elementary, why wasn't there an effort to work with Mr. Boras, the staff, the parents before removing him? Every vote and every decision will be remembered. Instead of standing with students, families, and the community, many parents believe that you have chosen to protect the district leadership at all costs. Power and titles are temporary,
005integrity is not. The decisions you make today will follow you after you leave your positions. And I was disgusted today with the trustee Perez's speech at the Frank Paul promotion. Our students deserve inspirational encouragement and a message worth of their achievement. Instead, they received a speech that was appeared unprepared, lack of substance, and failed to honor the significance of the occasion. Frank Paul students deserve better. My 5-year-old would have done a better job. Our students deserve leadership to inspire them and advocate for them. It is not you, Ms. Ansel. Step down. >> Ms. Clemente. >> Good evening Good evening everyone. My name is Maribel Clemente and I am a parent of two girls which attend Frank Paul Elementary School. I wanted to start with a quote I read which states the following: "Bad decisions always
006come with consequences. We are free to make our own choices, but we are never free from the consequences of those choices." Mrs. Ansel, you were appointed superintendent for a year and within that year you have accomplished great chaos in this district. With your politics and unjust decisions, you have made the district and the community break apart. Taking a 2% raise what other staff members in various schools are being terminated due to a lack of funds only proves you are here for the for the money and the power and not for our children. Demanding Mr. Borras a smooth transition in company of Mrs. Fernandez only made the community more upset and to raise in unity. Board Board members, you were given plenty opportunities were given to rectify your error, but only you only refused to do
007so. Now, since Mrs. Guadalupe Gilpas, president of trustees, was not able to join us today, it's unfortunate because we are here to serve her, but the proper steps will be taken in order to send it via certified mail. The community deserves better representatives and unfortunately you are not it. Miss Señora Rubio Señora Andrade >> Good afternoon Board of Trustees and Superintendent Anso and community members. We are here present continuing to fight over the decision that has been made of our principal Mr. Miguel Porras. We have since have three different three different three different meetings with including with Dr. Fernandez with three different members of the board in which we we continue to ask that you work with us as a team since work with us as a team and we know that you had a
008meeting Miss Anso with Dr. Fernandez on May 22nd with Mr. Porras but we understand that this was just a courtesy meeting that didn't that took no longer than 5 minutes. We ask that you discuss this decision in the closed session regarding Mr. Porras and the topic at hand because we will be continuing to fight and we fight over the decision that was made and we ask that you continue to reevaluate and look back reevaluate your decision and we will be we will keep fighting for Mr. Porras. Thank you. >> Senora Andrade >> Good afternoon. I am here to represent Frank Paul and our grievances and concerns. Board members have we've have had different meetings with different board members including Dr. Fernandez um and not all members of the board are present today which is a
009little concerning. We are worried about our principal because he will not be there. We feel like we have not been heard. We're worried that we haven't been heard um but with the community present on social media and um we have also had a meeting on May 15th with Dr. Fernandez and Ms. Anzo in which we asked that there is a dialogue between both parents and members of the board. We asked for a meeting with Mr. Porras in which we were disappointed that it was so short. We wanted to come up with a solution um having this meeting and it did not go accordingly. Um We expect that two two of the women Dr. Fernandez and Ms. Anzo to keep their promise but they didn't keep their word and we feel like the members are not
010trusted at this time. Valerie Cruz >> Buenas Muchas gracias. >> Good afternoon to each and every one of you members of the board. Um I would like to begin with a question. If we have already expressed our grievances and everything that has happened with our principal, Miguel Porras, what is the reason that there we have not been taken into consideration our opinions if you have um outright told us to express our opinions. Um the parents have mentioned and students that we have a right to express our opinions and what we want is to please think about your decision and take into account our opinions. Thank you so much for listening to us and today was a very special day because today the students of sixth grade had a sixth grade promotion in which Mr. Porras
011had made this a very special event for us and has helped us and has always helped us and has always been there for us. Thank you. >> Okay, I will be ending this open session um agenda item um cons- yeah, at 5:45. Sorry about that. 5:45 p.m. Okay, so moving on to item 2B Association comments. Alisal Teachers Association. Is there anybody here from the Okay, thank you. >> Good evening Board of Trustees, cabinet and AUSD community. Today was the last day of the 2025-2026 school year. It was a year of growth, challenges and everything in between. As a tired teacher along with my colleagues, we're ready for a break. I'm happy to announce that yesterday ATA and AUSD reached a tentative agreement on the 2025-2026 contract. In August, ATA will be having a general meeting
012with members to discuss the tentative agreement. And then hold an election afterwards. I would like to thank our negotiators Anna Castillo, chair, Rosanna Barajas, Eva Diaz Bravo, Travis Jones, Bethany Gelato and Carolina Avila. Thank you. >> Uh California School Employees Association Chapter 577. Is there anybody here from that? Nope. How about United Substitute Teachers Union? No. Okay, moving on to item three, recognitions. A, recognition of honors and awards, acknowledgement of personnel who are retiring. Okay. >> So if we believe we have one person that's in the audience that um will be receiving will be retiring and we have uh But I want to I don't know if I saw her come in. Miss Rose, are you here? Okay. All right. So I'm going to be reading off the names. There's some of the people that
013couldn't join us. As you heard it was the last day of school, so teachers are tired and um but I will read off their name anyway because it many of them have served us for for many years. Um first teacher is Olivia Jimenez, resource teacher at uh Dr. Martin Luther King. Uh Janice Rose, resource teacher at Virginia Rocca Barton Elementary. So Miss Rose, if you can come up. Miss Rose. You can come up and we'll give you your award. Your recognition. Here and then we can go take a picture with her. Come here. >> Is it just you? >> Yes, she's the only one here. Yes. And then I'll read this. Let's give them a round of applause for the retired. Thank you so much for all your service. >> Okay, moving on. Is that
014we're done right with the Okay, moving on to item four presentations. A, department presentation local control accountability LCAP Deputy Superintendent Dr. Clara Fernandez and Director of Leadership Development Mary Beal. >> Good evening Board of Trustees, cabinet members, and our Alisal community. Thank you. So, um my name is Dr. Clara Fernandez and with me is Ms. Beal, Director of Leadership Development. And it is a pleasure tonight to be able to present to our community our LCAP annual review. And also our LCAP public hearing which will be taking place um later throughout um our meeting. So, um the purpose and agenda. So, here we'll have five different points. The first point that we'll be um reviewing is the annual review and dashboard highlights. Which all these different um areas are part of of you know, of what
015we need to cover for for this review. The second piece of this and we'll provide information in regards to stakeholder engagement. Um our meetings took place between February and May of 2026. So, this is a big big piece that we wanted to ensure that as many stakeholders as possible were able to provide their input and suggestions as we um close our three-year LCAP review as well as pivot into our new LCAP for the next, um, few years. Then we also have our proposed, um, 2026-2027 LCAP goals and actions. And with that, we will have our budget alignment and targeted numbers. And then we'll have our next steps in regards to how we're going to proceed with our LCAP. >> All right. Good evening. Tonight, in a little bit, we'll review the budget. But what we
016want to talk a little bit about is how we use those dollars. So, every dollar of supplemental concentration funding is allocated to increasing or improving services for our highest need students. As we reviewed our dashboard and local data earlier this year, we saw both successes and areas that required continued attention. Strengths we discussed were green in our suspension rates, positive growth in science performance, and growth in ELA and math among many student groups. Preliminary data for 25-26 is increases in our English learner progress indicator, as well as gains in ELA and math targeted around fifth grade. Areas that continue needing focus are ones that we've discussed before. English language arts, maths, or sorry, math, chronic absenteeism, and the English learner progress indicator, which remains our most significant challenge as we seek to bring steady and
017consistent growth to our English learners. So, Dr. Fernandez mentioned we had stakeholder agreement opportunities throughout this full year to give feedback on our 25-26 actions and to inform our 26-27 year three LCAP. A key requirement is this meaningful consultation with our educational partners. So, we consulted, surveyed, and met with teachers, administrators, classified staff, parents, students, ELACs, DELACs, parent advisories, special education stakeholders, bargaining units, and community partners. More than 2,100 students, 380 staff members, and 650 parents participated in feedback. Several consistent themes emerged. Needs for increased academic intervention and learning recovery support, stronger English learner services, expanded social, emotional, and behavioral supports, improved family communication and engagement, and continued professional learning for staff. This feedback directly informed our goals, actions, and budgets that we'll continue to discuss this evening. So, some of those key highlights include
018with our parent advisory committees, they emphasized the need to continue addressing unfinished learning. They requested expanded targeted interventions to ensure students receive timely support when they struggle. Families also highlighted the importance of strength strengthening our social, emotional, and behavioral services, knowing that student wellness is the foundation of academic success. Another consistent message was the desire for stronger communication between schools and families regarding student progress and available reports. The district response to this in our 2026-2027 LCAP includes refining goals one and three to strengthen our MTSS framework, incorporating more precise data cycles, and expanding the implementation of vital. To address social, emotional, and academic support needs, we maintained the MTSS SSC personnel as well as community school coordinators. These positions serve as critical connections between school and families, helping ensure students receive coordinated support both inside
019and outside the classroom. Though Though these brief are through these refinements, we're not adding new initiatives, but rather strengthening and sharpening an existing systems to better meet student and family needs. When working with our DELAC and looking at recommendations for student success on ELPAC, parents expressed concern over some earning red performance levels on the California dashboard for English language proficiency. Families emphasized the need for stronger support in integrated ELD and designated ELD instruction to accelerate language development and called for increased access to bilingual resources and culturally responsive teaching practices to honor students' linguistic and cultural needs and assets. In response, we strengthened goal two by intentionally integrating our California ELD standards across instructional planning and implementation. This integration ensures language development is not isolated, but embedded in daily instruction. We also committed to district-wide professional
020learning that equips teachers with strategies to develop academic language and effectively implement gradual release of responsibility model. These efforts are designed to improve access to rigorous, grade-level content while accelerating English language acquisition for all of our multilingual learners. >> And again, based on stakeholder input and feedback, we want to ensure that we are incorporating this feedback into our proposed 2026-27 LCAP goals, which you have here present. Um the first goal is that strong focus on student achievement, rigorous academic learning, and tier one MTSS focus, followed by goal two, success of all English learners. We know this is a a grand area of need for our district, so we want to ensure that we continue to support that as much as possible. So, with that, providing supports for language acquisition. Goal three, high-quality personnel, hiring and
021retaining superior staff. Goal four, safe schools, clean, safe learning environments, nurturing potential. And our last Lastly, our goal five, early learning literacy, ensuring foundational literacy skills for our youngest learners. So, from engagement to action. Upon identifying the needs based again on community feedback and input, our next action our next targeted actions are as follows. So, the first need is our ELA math EL indicator or LP indicator as well. So, how do we take this into our next goals? Partnership, these are the things that the support that's being provided and will continue that partnership with WestEd vital, expand into our 12 schools, strengthening the six-step phonics lesson plan and designated integrated ELD instruction. Another area of identified need is the rising cost referrals and need for tier one social emotional supports. In response, we will embed
022MTSS SST structures and maintain dedicated social workers. As well, we notice a continued reduction of chronic absenteeism, yet still needing to support in that area. As such, community school coordinators at the 12 school sites will continue to connect with families along with resources and strengthening the whole child wellness. So, increase or improve services. This is who we are as a district. 93.1% of our students are socially economically disadvantaged. Almost 62% of our students are English learners. Close to 15% are McKinney-Vento students and 10% 10% of our students receive special education. Based on our needs, who we are as a district and who we are serving, we have targeted intentionality behind our funding. From our um supplemental concentration grant allocation, again in support of the identified needs, we have 34,689,923 allocated. And I In addition to
023that, we also have our learning recovery emergency block grant as additional funding in support of our L C F F actions with a total allocation of 2 million 117,500. So, here you can see a breakdown from our previous adopted LCAP from 2025-2026 based on a breakdown for each of the goals and then the proposed goals and you will notice some variance as well. A reminder that supplemental plan fundings are being provided through our learning recovery grant to be able to make up for that difference. And really the intentionality is that reallocation of funds to ensure that we're really tapping into the identified needs. So, in specificity to the learning recovery alignment, here again you have a breakdown based on our four different goals and the proposed amounts that would be again funded out of this
024learning recovery grant for a total of 2 million 117,500 where again how do we reallocate our funds to ensure that we're really tapping into the needs to be able to provide and meet the needs of all of our students, provide the supports necessary not only in the academic areas but also the social emotional learning and wellness supports while also ensuring that we are providing every type of funding possible to ensure that we're meeting again our students and with that also increasing our parental engagement in support of student learning. >> So, in summary it's like a living canopy. Every single action that we have taken for reviewing the 2025-2026 LCAP and developing 2026-2027 LCAP are intertwined actions and services from people all around. So, the roots represent the foundation of all of our decisions. For the
0252026-2027 LCAP that's 3,200 voices committees, feedback, dashboard data, and identified student needs. The voices guided our priorities and investments. The trunk represents the money, the supplemental and concentration grant dollars being spent and the investment that supports the actions and services that directly impact our students. The branches support our board goals, providing direction and alignment for all of our district efforts and our key investments. Tier 1 MTSS support, community coordinators, social workers, Wested vital partnerships, and enrichment support. The living canopy illustrates how community input, strategic funding, and aligned actions work together to create the conditions for every student to grow and succeed. So, later this evening, we will open up to public hearing for the 2026-2027 LCAP. We welcome comments, questions, recommendations, and feedback from our community and educational partners. All input input received tonight will
026be reviewed and considered prior to the board's adoption of the LCAP and district budget later this month. So, we want to thank our students, families, staff, advisory committees, bargaining units, and community members for their partnership throughout this entire process. Together, we continue to commit or we continue our commitment to ensuring equity, access, and success for every student in LUSD. >> And also, just a reminder that there is an attachment as well with the breakdown of each of the goals, but also each of the actions um under each of those goals for for your review as as you would like to to see those. But again, the intentionality behind our LCAP is to ensure that we're meeting our students where where we need to meet them and to provide as many supports as possible and as
027such make sure making sure that we are aligning our funding to those needs. Thank you. >> Um I'm going to start up with uh Mr. Ocampo. Do you have any questions or comments? >> Um Yeah, I know. I mean the goals they make sense, right? You know, how can you say that they're not good goals? They're all great goals, you know, success of English learners, uh safe schools, student achievement, uh high-quality personnel, uh early early learning literacy. Are these are these all of the all of the goals that that are in the LCAP or or are there or are there more goals? I thought there were more goals than just five. >> We have five goals. We have one related to AVID and actions related, but that closed. Uh so, we maintain five goals in
028our three-year LCAP cycle, and then there's multitude of actions underneath each one. So, I think goal one has 20 actions. It says on your document, 20 actions. Goal two. So, it makes it longer when you look at the entire document, but five broad goals. >> Okay. So, we'll we'll see the actions at a later report, I I imagine. >> They're listed They're listed for you in the form. >> Oh, they are listed. Okay. [clears throat] Uh I was curious about the the the ELs, uh which is what it something like 60% I think of our students are ELs. Huge. Oh, and that socioeconomic, what was it? 80 or 90%? >> I'd have to go back. I think it was 90%. >> Is there anybody who's not socially economically disadvantaged? That's something. I I I I
029don't like the disadvantaged term. I I'd rather say uh socially economically challenged. And I've been trying to get people to change the wording, but no one's listening to me. But anyway, yeah, the disadvantaged is kind of like To me, it's a negative, you know? Let's not dwell on negatives. Let's just say socially economically challenged, you know? >> Hopefully, when we write our next three-year LCAP, we can do that. We'll just talk to the state. >> That would be great. I mean, I think because I think, you know, it's important um um how we say things and the words that we use are are important and uh I'm really against anything that that couches things in a negative way, and and I'm sure there's always ways to couch things in a positive way. Now, I'm all
030for that. I'm all for using words that that that are more positive and more encouraging, you know? You know, it's like uh you know, instead of saying someone is disadvantaged they're not disadvantaged, they're they're they're challenged. Anyway, that's just my personal thing. The other the other thing that hopefully will become your personal thing, I don't know. >> [laughter] >> The other thing is the uh the ELs um curious uh uh what what is working and and what what improvement in in your in your opinion? >> Mhm. Uh consistency. So, we have talked a lot about language. Um I know that's a conversation in Ed Services often about having the foundation of language being a part of everything that we teach. Um looking into 2026-2027, it was really being intentional about language in professional learning for
031our teachers um and to really understand how we can bring that in in an in an innovative way to engage students in that learning. Uh we know that we have work to do in integrated and designated ELD across our district. We have pockets of where it's very strong and we have areas of need. So, about tapping into those that are strong to spread that practice throughout the entire district. >> So, so integrated ELD would be using like a vocabulary word in different disciplines, I'm assuming. Something to that effect? Or >> No, it's different than that. So, integrated is within their day. Um designated is a special time like they have a required minute of designated ELT time that is focused on that English language development learning. So, vocabulary would be throughout the day, that would
032be an example of having it embedded. Designated is when they're being um that lesson is being targeted only to those English learners in that classroom. >> And and I guess it's it's really so important, you know, because and and and not saying that it's necessarily a negative, you know, uh but but when you look when you look at our community cuz I I live on the east side, right? When you look at you look at our community on the east side of Spanish is everywhere. You know, I walk into the restaurants and everyone's speaking Spanish. I walk into the stores, everyone's speaking Spanish. Uh you know, TV, radio, people are are are doing the Spanish. Um and um so, you know, the teaching of English then uh here at the school becomes so very important
033because they get so much reinforcement for the Spanish out there, you know, and then it's the what we do here then becomes even even more important because this is sort of like an our island of of English English instruction, you know, where we we get them and hopefully we can we can convince them that English is not a bad language, you know, that it's worth it's worth learning. You know, cuz they have so much of that that Spanish exposure out out out in the community. And again, that's not a bad thing, you know, I'm I'm com- Of course, I speak Spanish, I'm comfortable. >> [laughter] >> But, you know, um I imagine someone coming to the side that doesn't speak um um Spanish might uh wonder what's going on here, you know. But, anyway. So,
034okay. So, thank you then. Thank you. >> Mr. Velasquez, comments or questions? >> Yeah, some of the expenses um in in terms of the variance um can be related to the LC Sorry, to the learning recovery block um making that that difference. And then in terms of your specific question for that variance, some of the expenses related to personnel um decrease to some extent, so therefore the there there was some reallocation of funding. For the entire entire school district, correct. >> Okay, um so can you So you talked a lot about um WestEd Vital. Where's WestEd Vital on here? Or where does it appear? How does that work? But how much is it they are we paying WestEd Vital? And can you just talk to me a little bit about WestEd Vital? Am I missing
035it or maybe it's under a different >> This is 1.7. >> at the budget. >> So Vital is a partnership that we have with WestEd. We started 2 years ago. Uh I have to think of the math on this. So we had 2 years ago, we're going into year three. Uh and it is a partnership that we started with four schools. We brought in an additional four last year and we're bringing in the final four this year. And it is visible improved >> Visibly improved student learning. >> And so we should be in the goal one? >> Goal one. >> Um under >> the professional learning professional development uh professional development for all certificated staff. So that's where most of the money is coming from. >> Professional uh number 1.7? >> 1.7, yes. That action.
036So this what you you have right now is a little summary of the actions. The LCAP actually has the whole action. When we had red indicators, we had to call out that change. So the state at the beginning of this 3-year plan said, "If you have red indicators on the dashboard, you have to do something different and you have to call it out in your LCAP." And so Vital was um WestEd the consulting team we we partnered up with them and what it is is this protocols to improve the PLC. So the protocol when they're when when they are addressing uh or planning the standard it's um the protocols that teachers have. So they look at a lesson, they analyze the standard, look at the lesson, find through the lesson, they actually see each other,
037uh teach the lesson, and then they readjust and give the feedback. And so, that protocol is how the teachers plan in their PLC. So, our goal was to strengthen tier one instruction through the planning of the teachers. >> Thank you. >> Okay. So, and so then, more or less, um item 1.7 says it's 446,624, but that is that all of West Ed vital or is that just does it take other other >> There's an additional allocation um through learning recovery of of 355,000. >> So, like their total is like about 800,000. >> Yes. >> But for one-year contract or two-year contract? Or Right. >> It's it's a it's a one-year contract. >> So, one year for all 12 schools. So, what they do is they meet with the IOLT one day, the next day then
038they coach the the the grade levels. And they when they meet with the um with the IOLT with the instructional leadership team, they're training the facilitators, so there's one person from each grade level on how to use those protocols throughout their planning. The next the following day they meet with grade levels, and they uh coach them through those same uh protocols. >> And it's a phase-out plan. West Ed's intention is to phase them out themselves out. >> Mhm. Okay. And um Like, have we ever like really done an analysis of what really works? I mean, to be fair, I mean, sometimes like um I'm just going to finish and then Monica you can jump in. Like, STORM, like, I've been up here for like 6 years and every year we come we have, you know,
039we we go ahead and approve STORM. And STORM's a writing piece, right? And not all the schools have it, only certain ones. I mean, have we ever really done an analysis to see whether or not STORM is working at those sites or are we just paying them because I I mean, we haven't found anything else that can can do what they do or help the students. I'm just I'm curious because I know it takes time. Like I I've actually done an analysis program that I work for and it took a long time because I had to figure out, okay, who ended who showed up? How was How was their attendance? You know, how did they do on the ELPAC? How did they do on CASP? If there was any changes from one year to the
040next and and you know, did was you know, maybe this was only one intervention that they did, but maybe they had others, but at least I knew that because they attended this intervention 80% of the time they got they grew or they didn't grow, whatever data showed me. But um do we ever do any type of analysis like that that gives us really concise data that helps us make these informed decisions on where to spend our money? So, yes. >> Oh, yay. >> Thank you. >> So, back in November, um after my 100 days, I presented my findings and one of the things one of my recommendations at that point was to um have a study, a baseline study with Orenda. They at that point was that we have to either go with Stead or
041we had Orenda. We decided to go with Orenda. The baseline study, the reveal happened I believe the May 14th we met with them. But they have met with our principals, our directors, our union partners and then tomorrow if you're still available in we've been sending we still have slots for our board members and uh the person we're working with also has created a video. So, he has the slides and he's recorded a video. In case you can't attend, we will share that video. But there are some findings and I can tell you the number one thing is alignment. I think what you were alluding to right now with storm and not and some schools not having it is that that piece that's missing is that alignment. So, Um, can share more. I know that Mr.
042Ocampo, I think, has signed up to uh be there tomorrow. And Ms. Bettis. And I know that it's in the middle of the day, so it doesn't fit everyone's schedule. So, Scott is the consultant we're working with through Arenda. He will be or has created a video of the slide deck and the findings, and we can uh review them on I can send make sure you you have that so you can review it. But yes, they That's why we did that study. >> Okay, thank you. That was a perfect segue, huh? >> [laughter] >> Okay. But no, thank you. I I'm just curious, you didn't get any pushback for the six-step phonics lesson plan? From the teachers? >> Well, it's embedded in there as part of something that the EL specialist work through through ELD
043um to support, so no. >> Aha. Wow, wonderful. Well, thank you for that, and if there's any other comments or questions, we're going to move on to our next item. Thank you so much for this presentation. It was well done. Thank you. Okay, moving on to item 4B, department presentation, 2026-2027 budget, Associate Superintendent of Business Services, Raiso Bassi, and Director of Fiscal Services, Elaine Mendoza. Look at how quick you got there. You even looked up and you're already sitting down. Thank >> Yes, we're ready. Good evening, Board of Trustees, cabinet, and community members. My name is Elaine Mendoza, Director of Fiscal Services, and I'm here with Mr. Bassi, Associate Superintendent of Business Services. And tonight we're going to present to you our preliminary budget report for 2026-2027. Okay. Um, according to Ed Code, on or
044before July 1st of each year, the governing board of each school district, so accomplished me a following. One is to hold a public hearing on the budget to be adopted. Two, adopt the budget, and three, file the budget with the county superintendent of schools. Before we look at what the um budget is for what what it's going to look like for next year, we will begin by looking at a comparison at each of the reporting periods for 2025-26. So, we have the adopted budget, first interim, second interim, and estimated actual. So, this slide shows the balances for general fund, and it's a combination of the unrestricted and restricted funds. The last column shows our estimated actual balance for 2025-26. Uh this represents the projected financial totals for the current fiscal year. To break down the
045previous slide a little bit more, the general fund is um made up of unrestricted and restricted funds. So, this slide shows the uh balance breakdown of the two different funds we have. The total revenue is 173.3 million. The expenditure is 190.6 million. After factoring in the contributions and the beginning fund balance, we are estimating our ending fund balance to be 92.3 million. And uh this leaves our reserves at 19.1 million. So, now we'll look at the 26-27 proposed budget. So, staff attended the governor's May workshop, a revised workshop, and uh we make revenue assumptions based on the information we received at the time. For enrollment, we are estimating at 6,841. The average daily attendance is 6,724. Our cost of living adjustment for this uh upcoming year is 2.87%, and the unduplicated count of students eligible
046for the um supplemental grant is 94.77%. The revenue remain flat for now, so it's not uh growing or decreasing. For state revenues, the lottery fund is projected at $272 per student, which equates to about 1.9 million. Our COLA for special education program is 2.87 and mandated programs is 0.26 million. For local revenues, the um local donations are included but based on historical trends. Besides the revenue assumptions, we also make expenditure assumptions. So, for STRS, the contribution is um staying about the same at 19.10%. It's been the same for the last uh couple years. For PERS, there's a slight change. Uh it's a decrease of 0.41% in contribution, so it brings our total to 26.41%. Oops. For um the special education budget deficit, it's 21 million. And for supplemental concentration grant, it's estimated at 34.7 million.
047So, here we have a visual of what we are projecting at the closing of the year, which is the estimated actual column, and in comparison to the budget for 2026-2027. For the new year, we are projecting our revenues at 150.9 million, expenditures at 191.2 million. This is uh going to leave us with an ending fund balance of 52 million. Our reserves is um remaining at 10%, which is the 19.1% uh million. So, breaking down the general fund for 2026-2027, um the So, you'll have the unrestricted column and the restricted um balances. So, unrestricted ending fund balance we're estimating at 43.8 million and restricted at uh 80 or 8.2 million. So, when building the budget, we also make our one our multi-year projection for 2027-28 and 2028-29. Some projections that we make are enrollment, ADA, and
048unduplicated pupil count. For 2027-28, enrollment is estimated at 6,625. ADA is 6,253, and unduplicated pupil count is 95.94%. For 2028-29, enrollment is 6,448. ADA is 6,088, and unduplicated pupil count is 97.16%. And again, revenues is which remain flat. And for state revenues, the LCFF cola projected is 3.06% for 2027-28 school year and 3.34% for 2028-29 school year. And then here we have our projections for the multi-year projection. So, you have our estimated actual, preliminary budget, and then two subsequent years. We use our assumptions and the information we received from the governor's workshop to make these projections to give us an idea of what the future budgets might look like. Okay. So, we have several other funds, and so this slide has all the balances of each. Uh, fund 21 35 are two of our major
049funds that are funding our constructions that are going on right now. So, the balances will change over time as those projects get completed. Some other facts to note for the adopted budget is that enrollment is projected to continue to decline. Negotiations with ATA and CSEA has already settled for 2026-27, um which this is the last year of the 3-year agreement. The budget is uh developed based on information that we have at the time. So, the May revise is not the uh final budget as the numbers may change before June 30th. So, next steps, we have the adoption of the 26-27 budget and LCAP on June 24th. The state budget adoption on June 30th, and finally the 45-day uh budget revise in July through August. Any questions? Remember Mr. Velasquez, any questions or comments? No? Um
050Mr. Ocampo, questions or comments? >> Yeah, I was just I was curious uh I was seeing on the the other funds uh that the um the building fund for measures measure A and B uh I guess next year uh we'll have an >> [clears throat] >> ending balance of 1.4 million. Uh Do you have any projections as to when we're we will be spending all of this money? I mean, when the money will be totally gone for that? >> Um for right now, we have uh several projects going on in um painting, the roofing, and I the VRB fire alarms are um paid out of uh fund 21 right now. >> Do you do you sense that this fund will be available until 27-28 or possibly or not? >> There will be some leftover. Uh
051some leftover money, yes. There's going to be some money left in that fund. And what we're doing is we're going to use that money for planning purposes for school 13, 14, and 15. Although we may not build those schools 5, 10, 15, 20 years from now, but the planning is going on right now. We have to do some environmental analysis. We are engaging architects. We are paying some of the consulting fees. So, money is being spent. So, if there's any money available, we are going to use that for that planning uh expenditures that we are going to make. >> For for the new schools that will be built maybe in 5 years or 6 years or >> It may be 5, 10, 15 years. >> You know. >> Uh depending on the needs of the
052community, depending on the residential units that may come online uh because city does have plans to build more residential units. >> With as >> Yeah, I'm sorry. I'm sorry. >> As those uh plans become active and they materialize, we may have to actually aggressively plan for the construction. Not in the near future, but yes, maybe 10 years from now or 15 years from now. >> Don't don't don't forget the possibility of peak roofs on those new schools. I mean, there's a lot of sense to what >> Mr. Lasky said said the other day. >> Absolutely. I mean, you know, >> keep that in mind and if it's feasible, you know, why not? Anyway. Okay. Thank you. >> All right. >> Just help me to understand like on what's the multi-year budget projections, the reserves? So,
053how come it goes down? So, in 2025 you get 19.1, 2026, 27, 19.1. We're not dipping into the reserves, are we? Why does it go down? Just explain to me because I don't really understand that part. >> So, there's a difference between fund balance and reserve, just to clarify that. Our fund balance is going down. That's a factor of how much money we have left after all the expenditures. Reserve is a percentage based on the total expenditures. So, >> On the total expenditures. >> We are trying to maintain 10% in the next year and 2 years in the future. >> So, you're taking it from the expenditures part. >> Yes, that's a factor of expenditures, a percentage factor of total expenditures. Our fund balance is going down, as you can see that uh it has
054gone going down from 92.3 million to 52 million to 37 million, and then 30 million. So, it is going down. And the reason is we are spending more money than we are getting from the state. And that is something that we have to seriously think about and contain uh that can prevent the layoffs or future expenditure reductions uh in the future. But, we are very very mindful of that, and we constantly talk about that and analyze our expenditures on daily basis, monthly basis, and annual basis. Uh one thing I just want to include in saying that is this information is based on the January governor's budget proposal. We did not include the May information. In the state budgeting cycle, governor of California presents information or proposal in the month of January. Then those that information
055gets refined in the month of May, and then it becomes a state budget, enacted state budget. We did not have time to include the May information in this cycle. No district does because the May revision comes very late in the picture. We are going to include that in the 45-day budget revision, and that is going to be sometime in July. Maybe the only meeting we have in the month of July is July 15th. We can bring back the information including including the new state budget information. And the promise there is that we may get additional Cola cost of living adjustment. Governor is promising or proposing a super Cola. We are going to include that information in our budget presentation. >> Okay, thank you. And I'm really surprised that the STRS and didn't go up and
056then the PERS went down. That's an interesting thing concept there. >> And the reason is STRS is based on a state law. So state department determines those STRS rates. PERS is different. PERS is a private entity and that's also based on the investment returns. PERS gets all the money, they make investment and if they have a higher return, they can translate that into reduction in the contribution that we make. Recently, the investment the rate of return on investment has been very promising, very good even with everything else going on and that's the reason STRS was able PERS was able to actually translate that into reduction in the contribution rate that we have. Uh but again, that's a dynamic figure. It keeps on changing uh from one year to another but that benefits us. >> Okay.
057Okay, thank you so much for this presentation. >> All right. >> Thank you. >> Can I ask a question uh >> Okay, go ahead Mr. >> I'm just curious um Tell me again which which one is public pension and which one is uh is a private is a private pension? >> Uh STRS, that's a state teacher retirement system. >> Okay. >> So that's a state determined rate. >> Okay. >> PERS is CalPERS. >> Okay. Okay. And STRS because it's a public pension, I think isn't there something in the law that says if if a public pension runs into trouble that they can use tax monies to prop it up or to put into the into the public pension, I believe. >> They do not use tax money per se. The reason is because all the
058contributions we transfer to state, they make investment. So, both are actually funded by the rate of return on the investment they have. They have billions and billions and billions of dollars to invest, both CalPERS and CalSTRS. >> But the public fund is stronger because public funds are huge, I I'm assuming they are. >> They both have different board of boards, so they determine how to invest those monies. They have different portfolios and different diversified portfolios to make investments and get the return back on that. >> Okay. Okay, thank you. >> Okay, thank you so much. Moving on to item five, board member superintendent reports. Ms. Gonsalves, do you have any reports? >> I Yes, I just want to say congratulations again to all the sixth graders that promoted today and to the families. I attended
059a promotion over at Chavez Elementary. Mayor Donahue actually joined me at that promotion. And then I All the other celebrations at the end of the school year, I was honored to attend yesterday the Plaza Comunitaria last session over at the Family Resource Center. So, a lot of the parents and community members there speaking of their accomplishments and we have students that come in that are working in the field, they're working hard, but they don't know how to read and write. So, Plaza Comunitaria supports that effort and and their hope. And I think last week or about two weeks ago, I attended the high school equivalency program uh Tomorrow's the actual graduation, but it was a closing ceremonial also for them and I we have 16 moms that were able to um get their um high
060school equivalency um uh certificate. And so, they will be actually tomorrow walking the line and they'll wear the the whole outfit. They're very excited about that and I think for me more than anything it was inspiring to hear their stories and hopes and at the end of the day they do it for our students. They They do it for their own for their own children. So, very inspiring. Mr. Velasquez, anything any No? Mr. Ocampo? >> Uh no, nothing. >> Um Okay, um I had the pleasure of attending the sixth-grade promotion ceremony at Virginia Rocca Barton School this morning. It was a wonder It was so wonderful to celebrate with uh this huge milestone alongside with our students and families and to see the excitement and pride on everyone's faces. I would like to extend my
061congratulations and appreciation to Principal Romero and Vice Principal Garcia and the entire school staff for their dedication and hard work in supporting our students throughout their elementary school year. As well as every other school in the district who today celebrated their sixth graders promotion day. I'm certain that um your efforts helped make this a memorable one from from the staff and the the secretarial staff who were welcoming the parents to the custodians that were out there really busy putting together. It was wonderful to see that. So, congratulations sixth graders. Okay, moving on to item six, consent agenda. Before I ask for the approval of the consent agenda, I need to read this. Before we vote on the consent agenda, please note that staff is pulling consent item AD proposal ES construction for the construction management
062services for the warehouse and DO or district office annex, and consent item AE, purchase of a food service van. Staff is pulling these items from tonight's agenda to gather more information, and they will be brought back for future approval at a later date. Okay, can I get approval of the consent agenda or motion? >> I so move. >> Mr. Villacampo, Mr. Velasquez, all those in favor say I. >> I. >> Okay, oh, comments or questions, anybody? >> I I I had a question. Before I ask, I I I need I I guess I should apologize that um there are I didn't have an opportunity to read through the entire thing um unfortunately. So, I apologize for that. But, I really would appreciate it if someone could give me just a quick summary because I haven't
063looked at it at items Q, R, and U. Just a quick summary. I mean, you have to do anything long elaborate. >> Yeah, that's fine. >> Mr. Diaz, yes. >> So, our famous Mr. Diaz. >> I got you. Yeah. So, GeoVision's Teacher Lounge is a recruitment partner, right? So, they're the ones that help us recruit um outside of our local areas when we're we're hard to staff, specifically for special education teachers. The item R, this is like the J-1 D-6 changes, they serve as a federal authorized Department of State sponsor. So, when we do find folks that are international, we need a state sponsor, and the district cannot be that state sponsor, so we need to have a partnership with them. Of course, this is when it's hard to staff in in hard to staff
064areas. >> Right. And and most of the teachers from the Philippines probably coming, do you think, or >> Lately, yes. Uh we have been talking to our partners though, and there are uh in expanding areas as well. Like, I know it was um in Mexico and other Latin American countries were mentioned prior. Um, so they'll be expanding their efforts uh, moving forward as >> There's a possibility of some teachers from Mexico. >> Yes. >> All right. Cool. Sounds very good. And what was the other one? Uh, it was the Oh, the the state university uh, the U, yes, the U. >> Oh, I don't have that Well, my computer's not in front of me, but the Cal State teacher program This is also for uh, placement of student teachers in our partnerships with Cal State
065universities. >> Okay. Uh, thank you. And they get some kind of stipend maybe these teachers are >> I believe the mentors do. Uh, yes. >> Oh, mentors. Okay. Okay, thank you. Okay. I'm going to call for the vote. All those in favor, say aye. >> Aye. All opposed? Zero. Motion passes 3-0 with two board members absent. Item seven, business services A, public hearing on 2026-2027 fiscal year budget open at 6:37. Okay, having none, we are going to close at uh, 6:37. Item seven B, information quarterly investment report as of March 31st, 2026. Item eight, educational services A, public hearing 2026-2027 local control accountability plan opening at Once again, let's see. I'm going to call it 6:30 seven. It's still 6:37. That was Oh, I'm going to say 38. Let's going to go with 38. Do
066we have anybody for that one? Okay. I'm going to go ahead and close that at 6:38 p.m. Moving on to item nine, human resources. A, action item, memorandum of understanding between Alisal Union School District and Alisal Teachers Association for the 2025-2026 retirement incentive. Can I get a motion to approve that? Mr. Velasquez >> Uh second. >> Mr. Ocampo, comments or questions? No. I'm going to take the vote. All those in favor say I. >> I. So, there's three zero with two and all Yeah, with two absent. So, motion passes three zero with two mem- board members absent. Uh item 9B, action item, variable term waivers for 2026-2027 school year. May I get a motion? >> Uh so moved. >> Mr. Ocampo, may I get a second? Comments or questions? Okay. Um I'm going to go
067ahead and take the vote. All those in favor say I. >> I. Motion carries three zero with two board members absent. Item 9C, action item, revised job description, program manager of human resources to program manager educator effectiveness and support. May I get a motion? Mr. Velasquez >> Uh second. >> Mr. Ocampo, comments or questions? >> The job descriptions are being updated to actually reflect what folks are currently doing. Um so, this is just part of the overall process of what we've been doing in the last year or so. I just just speak a little bit more about that one. When folks are getting traditional human resources roles, uh, what this person currently does is a little more supporting the new teacher supports educator effectiveness. So, we just really want to highlight what that person is
068actually doing, um, cuz you everyone thinks HR is just this nebulous, uh, roles and and systems. And instead, this person is actually specialized more in the new teacher support and our cultivating Alice Cell programs educator effectiveness is more aligned to what they're actually doing. >> Okay. I'm going to go ahead and call for the vote. All those in favor, say I. >> I. Do I hear any no nays? Did you say I? Okay, great. The, um, okay, 3-0. Motion carries with, uh, two of our board members absent. Thank you so much. Okay, item D, information, new job description, program manager, preschool to third grade, P3 alignment and support first reading. >> So moved. >> It's just information. Okay, item 10, administrative services, A, action item, amendment to confidential salary schedule for 2025-2026 and 2026-2027. May
069I get a motion? >> Uh, so moved. >> Ocampo. Can I get a second? Velazquez. Comments or questions? Okay. All those in favor, say I. >> I. >> Thank you. I did hear three. Motion carries 3-0 with two of our board members absent. Um item 10b, action item second read, revised board policies, administrative regulations, and exhibit series 9000. Board bylaws included. May I get a motion? Mr. Velasquez and second. >> second. >> Mr. Ocampo, comments, questions? Okay, all those in favor say I. >> I. >> Motion carries 3-0 with two of our board members absent. Item 10c, action item second read, revised board policy 2120, superintendent recruitment and selection. May I get a motion? Mr. Velasquez. >> Uh second. >> Mr. Ocampo, comments or questions? I'm going to call for the vote. All those in
070favor say I. >> I. >> Motion carries 3-0 with two of our board members absent. Item 10d, action item second read, adopt new exhibit 9250 E2, re- re- numeration, reimbursement, and other uh benefits. >> Uh so moved. >> Mr. Ocampo. Mr. Velasquez, comments and questions? Calling for the vote. All those in favor say I. >> I. Uh motion carries 3-0. Uh two board board members absent. Item 10e, action item second read, adopt new board bylaws 9320.1, remote meetings and attendance. Making a motion. >> [clears throat] >> I so move. >> I think Mr. Velasquez, yeah? Did you say it first? Okay, Mr. Ocampo first and Mr. Velasquez second. Comments or questions? >> I'm going to apologize again. >> No, that's fine. Go ahead. >> So, can I just get a quick summary, please, on E?
071Por favor. >> Was this the one where where if a board member is absent that we could actually zoom in from wherever we're at and our vote would still count? Something like that? I'm not sure. >> Mhm. >> Okay, so that that was changed, then. So, so now if we're if we're gone, we can plug in through Zoom and join the meeting and vote. Basically. >> What? >> Okay. Okay. Sounds good. >> Without having to post in person? Okay. Go ahead. I'm trying to get to the Mhm. There it is. Yeah. It's local I have it up now. Thank you. So, yeah, I think it's for local emergency with a condition of extreme up proclaimed by a city. So, it's like if you are stuck in somewhere in a flood and we have to come,
072that's like a local emergency, right? Local health emergency also. Um Remoteness is just defining everything. Let's see. Here. So, it it has to have certain um reasons why or you're you're ill, you're for some whatever reason you had a accident, you can't come in. And what else? >> Do we have to post something in front of our door? Like it was before where we weren't going to come, we had to post a public meeting notice in front of our home? >> So, this is it's a new law from the state or >> Yes. >> Okay. All right. Okay. Thank you. >> So, there's a list. There'll be a list of um remote attendance due to just cause. >> Oh. Just cause. Okay. >> Mhm. Vacation, no just cause. >> No. >> How do we know
073vacation's not included in just cause? Might be. Anyway, let's let's have a look into it. >> You have to read it through, yeah. >> It only says traveling on official business of the board or another state or local agency. So, for example, let's say we have a a meeting and you're at a conference for a training for the board and it it happens to fall on a board meeting. For example, Naleo. Naleo's going to fall on July 15th. So, if that's business of the board, then you can um zoom in. >> Okay. Okay. I'm going to No more comments or questions? I'm going to call for the vote. All those in favor say I. >> I. >> Thank you. Motion carries 3-0 with two board members absent. Item 11, future agenda items. A, department presentation,
0742026 results on local indicators state dashboard. Director of Leadership um Mary Beal June 24th, 2026 and B Department presentation facilities update Associate Superintendent Business Services Raisa Bassi on June 24th as well. Future meeting dates a regular board meeting June 24th, July 15th, August 5th and August 26th. I think when we were reviewing the agenda we thought about August 5th perhaps changing it because I believe August 5th is the first day of school but I don't know where that would fit when we'd have to we do just we'd uh consider re-changing it. Is that August 5th first day of school? >> We yes it is first day of school. We can bring in a draft like a for the 24th to reflect the change and then you vote on it if you want that one. >>
075No, I just I when I was reviewing the agenda with Miss Sanzo because I knew the vice president and the president were going to be here today. Um yeah, first day of school are terrible to have a meeting. Even the last days of school are terrible just because right everybody's busy doing things so maybe we can bring that back. >> Yes. >> Um 13 public comments A individuals wishing to address the Board of Trustees on closed session agenda items may do so at this time starting time 6:48. Do we have any? Okay. Ending time 6:49. We will adjourn then to closed session at 6:49. And we'll take a 10-minute break and we'll be back in closed session for at 6:59 or we could call it 7:00. How's 7:00 okay? 7:00 we'll meet you guys in
076there. Thank you. >> Mhm. >> I'm reconvening to open session at 7:52. Item 15B, the the following action was taken in closed session. Item C, on a vote of 3 to 0 with two absent, the board took action on item C to appoint Dr. Antonio Garcia as director of student access and programs for 2026-2027, and I believe he's here tonight. All right. Let's give him a round of applause for being here. On a vote of 3 to 0 with two absent, the board took action to appoint Eric Olson as program manager of special education for the 2026-2027 school year. Is he here tonight? Okay, nice to meet you, Mr. Eric Olsen. Congratulations. Item D, on a vote of 3-0 with two absent, the board took action to reject the claim received on or about May
0777th, 2026. And with that, we're going to adjourn the meeting at 7:53. Have a wonderful summer, everybody. Thank you.