001Good evening everybody. Welcome to the Alisal Union School District Board of Trustees meeting. Thank you all for being here. We're going to call the meeting to order at 5:30 p.m. We're under opening items and B is roll call and introductions. And we're going to ask our superintendent, Mrs. to do that please. >> President Guadalupe Gilpas Vera, trustee area 4 >> here. >> Vice President Vatrice Perez, trustee area 1. >> Clerk Leticia Garcia, trustee area three, >> present. >> Trustee Robert Okampo, area trustee area uh two, >> uh, present. >> And we're missing one. >> Trusty Jesus Velasquez, area five. And yes, missing Miss absent, Miss Batrice uh Peris. And then present with us today, we also have cabinet Dr. Fernandez, Mr. Abosi, Mr. Diaz, and then our senior executive assistant, Sophia Ramirez. Thank you. Our
002apologies. I didn't notice that, Mr. Velasquez, but I'm glad you came anyway. Okay. Thank you. Uh we're going to go on to the pledge of allegiance and we have a couple of students here with their um families and their school families from Montevea a sixth grader Serio Castro and from Steinbeck another sixth grade student Josiah Hernandez. So we'll stay seated and we'll get instructions for them on the flag. No, no, the audience will stay seated. Thank you. You may now all rise. Face the flag. Put your right hand over your heart. All right. Ready? Begin. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. Thank you to our students and
003removal of our beautiful flag there. So, we're going to go on to spotlight and Mrs. Anzo, do we have any spotlights? >> Yes, we have three spotlights. Uh, first I'd like to call Mr. Jose Falsto and he will be spotlighting the expanded learning uh partnerships. Agree. Okay. Is it it's on now? Uh good evening board of uh board president, trustees, superintendent, cabinet, and members of our USD community. Tonight, I would like to take a few moments to recognize and celebrate the incredible partnerships and collective efforts that continue to make our expanded learning program a meaningful and impactful experience for our students and families. Our expanded learning programs is much more than before and after school care. It is a safe, engaging and enriching environment where students are able to grow academically, socially, emotionally, and physically.
004We have had a growth of 22% in the last three years. The spring interession and summer programs have increased approximately 500 students from the previous years. Five schools have the capacity now of hosting 180 students and seven up to 120. None of this work would have be possible without the commitment, dedication, flexibility and collaboration of our outstanding community partners, staff, cabinet, superintendent AUSC board of trustees. Therefore, we extend our uh sincere gratitude to Enm for bringing innovation, creativity, and hands-on learning experiences that inspire curiosity and problem solving in our students. Thank you for supporting engaging enrichment opportunities, performing arts, music, steam, and help create positive learning environments for our students. We're grateful for yogativity for promoting mindfulness, wellness, and social emotional development through movement and self-awareness activities that support the whole child. A special thanks
005to ACT and SWE for encouraging healthy lifestyles, theater, teamwork, leadership, and physical wellness through high quality fitness and creation of programming. We also want to recognize Hornell College Foundation for investing in opportunities that connect our students and families to educational growth, esteem, innovations, community resources, and future pathways. We appreciate First D for teaching not only in golf skills, but also valuable lessons centered around confidence, integrity, perseverance, and respect. We're deeply appreciative of Easter Seals to their continued partnership and support in ensuring inclusive opportunities and services for all students. Most importantly, we want to recognize the entire Alisal USD staff, our site administrators, teachers, par educational uh par professionals, critical staff, custodians, food services, campus supervisors, and extended learning staff and way more that we have as a team whose flexibility, hard work, and unwavering commitment
006make the program successful every single year and day. Expanded learning is truly a team effort. Together we are creating a spaces where students feel safe, connected, supported, and inspired to learn beyond the school day. on behalf of the Alisal school uh school district. Thank you to all the partners and for believing on our students and for continued dedication to serving our community. Thank you. Thank you very much. >> Thank you, Mr. Fosto. Um were you going to say something else because it's three minutes. Oh, this is another one. Okay. >> Okay. Thank you. No, I just want to be fair to everyone. >> No, absolutely. >> So, our second spotlight is Miss Bledo, and she's going to be spotlighting our performing arts and our winners. >> Thank you very much. Good evening, uh, school board
007members, families, and superintendent. Uh I'm excited to uh share how our after-school program helped students across LSLU Union School District reach their full potential. Today, our expanded learning activities serve more than 40% of our elementary students. These programs make sure every child have a fair chance to explore music, sports, and science. We focus on the whole child by building their confidence, teaching new them new skills, and helping them learn how to be great teammates. This focus goes handinhand with our district's core mission and vision to help every student succeed. Um, our ASUS program is the foundation of everything we do. Every afternoon, our students move through three fun rotations. The third rotation, the dynamic enrichment strand led by our wonderful community partners which we have here today. Um, this third rotation sh serves as our
008initial hook, getting our students excited to try music, dance, theater, science, and healthy eating. We build on that physical fitness with our year-round district sports program, which is one of our enrichment programs. This program gives students a chance to play sports and build school pride in every season. We have three seasons, fall, winter, and spring, where students participate in flag football, volleyball, soccer, and basketball. For the first time ever, we have expanded sports to include teams for our first and second graders. Character development sits at the center of this athletic expansion. Before every game, our players take the AUSD player pledge, promising to be good sports and always do their best. This pledge teaches them our district model. Together we are Alice strong. Once students find with 11 aces, we can move into our advanced
009performing artsmies. What makes these classes special is that many of our instructors are proud Alisel graduates who return to teach the next generation. Our community partnerships keep growing every day across campuses. Dansantes Elva uh teaches traditional Mexican flororico dance to our 200 plus highlighting 13 beautiful regions of Mexico. Miss Julisa Reyes uh an Alys staff member leads over 40 students in the Vimemer Aztec dance program through drumming and native language. Our forksa X team trains over 450 students in mariachi guitar drum line marima cheer color guard and our new addition jam band which filled to capacity after its launch in April. Our advanced teams are doing amazing things and winning big trophies across California. Mariachi earned a lastminute invitation to perform on stage with professional musicians for the grand finale in the Viva Mariachi in
010San Jose this year. Cheer competed at the jams competition in Stockton for the first time and completely swept the podium for first, second, and third place. Drumline and Mumba won the bronze medal in the percussion percussion scholastic junior division and the gold medal in the concert junior division for four years in a row. We balance all of this artistic creativity with hands-on science and engineering. Thanks to our partners at the H Heartell College Foundation. We have here. Yep. Good. I'm glad more came. Um uh we bring the tech challenge program directly to our schools. This program functions as a collaborative hub bringing creative student innovators from district also schools together to work as a team. This year, four cross school teams built, tested, and designed their own engineering inventions, learning how to solve real world
011problems together. To our school board, our families, the success of these programs is clear. From homework help and prim primary sport teams to big trophies, thank you to our partners for making this happen and for your support. Thank you. Thank you very much. >> And we have our third spotlight, Miss Duelas, fourth grade teacher at Montabella. >> Hello. Good afternoon. Um so Miss Gilpas um had the pleasure of coming to my classroom during back to no open open house and she saw the display of our um 49ers gold rush projects. She especially loved that one and that was made by my student Matias Matias >> and and his family of course. And so a little bit about the project. We had our students put themselves in the shoes of the 49ers who were the immigrants
012that came to California 1848 or 1849 to to look for gold. Um, and so we explore the journeys, the long journeys through ship uh or by sea and then if they wanted to come by land, they would use the carriages. So they they had the ch the they had to choose um make a trunk with whatever they needed uh to come to California or just be creative and he decided to make the carriage. So um inside they should have belongings, tools and a diary. What what what is life like in 1848? So thank you very much for the spotlight. Thank you. Thank you very much. You want to pick up and it has such detail in there. It has a little um >> I don't know the the sh >> the wheelbarrow. Yes. >> Barrel.
013I was going to call it a Yes. Because that's what they >> Isn't it in Spanish? Uhhuh. And then the palita and >> Yes. >> the Oh, it's awesome. I was just in awe. So I said we have to show it off because this is what it's all about is our students and yes and they make Alisa look great and so thank you so much for for sharing. >> Thank you. Thank you. >> Thank you very much. So, we're going to go on to we're still on opening items. Uh, we're going to go to an action item, which is the adoption of the agenda. And I would need a motion to go further. >> I motion. >> Trusty Garcia. Thank you. And Mr. Okmpo second the motion. Any comments, questions, or concerns from the board
014of trustees? No. Okay. Okay, I'll go ahead and call for the vote. All those in favor, please say I. >> I. Any opposed? No. So, the motion carries four to zero with one being absent. Okay. Continuing on to uh public comment. Item number two, public comment concerning items on the open session agenda and or non-aggenda items. Guidelines. There will be a two-minute limit for individuals and a 20 minute limit on total public comments. There is no seating of one's time to other individuals. So at this time we have six and the six will probably have an opportunity um to speak. The last the previous two meetings we did extend the time but today we have a heavy agenda. So it works out that there's six and the superintendent will call them in the order that
015she received them. Brittany Ernnandez. >> Board members, multiple parents, including myself, have submitted a uniform complaint procedure form. Yet, the district continues to ignore its legal obligation and violates its own board policy. Your refusal to follow the very procedures you enforce on others is disgraceful and exposes the hypocrisy and corruption within this district leadership. For years, this district has relied on intimidation, silence, and fear to keep parents from speaking out, especially families from our agriculture community. Parents have been treated as if we are uneducated, powerless, and too afraid to challenge authority. That mindset, that mindset is exactly why this community no longer no longer trusts this board or its district leadership. I'm disgusted by the way families have been treated throughout this entire process. Parents have been ignored, manipulated, silenced, disrespected while decisions affect our
016children are being made behind closed doors without transparency, accountability, and honesty. We demand transparency. We demand accountability. And we demand the truth. Remember the oath you took when you accepted this position. If you cannot act with integrity, follow the policies you swore to uphold, then step down. This district deserves leaders with ethic and moral courage, not officials who abuse their authority while hiding from the community they serve. I'm deeply disappointed on the legacy you're choosing to leave behind. Instead of being remembered as leaders who stood with students and family and the community, you're creating a legacy with division, secrecy, intimidation, and mistrust. I will continue to demand that Mr. Pores remain as our principal from Frankpaw Elementary because he has demonstrated more leadership, respect, and commitment to our students and the families than this board
017has shown to this community. This board continues to violate its own responsibilities and ignore parents. I will continue taking action and expose every failure publicly. Parents are documenting everything and we will not be intimidated or silenced any longer. Lorena Mendoza. Dear board members in Alisal School District, my name is Lorenna Mendoza. I'm a mother of Franco student and we're here in support of Mr. Bores. Um, since m Miss Beatatrice Pres is not here, um, we came to serve her and we're going to have to, uh, send a certified mail, um, to serve her. So, um, it's unfortunate that we missed her. Uh, we are providing copies as well of the uniform complaint forms here and also of the petitions regarding Mr. Boris. So, we deserve respect and to be heard. Uh, we feel unheard. um
018when you don't respond to our emails. Currently, we were trying to get a hold of the phone numbers. They're not available in the on the district's website and we did call the district, then we were denied the numbers. So, um we were able to get a hold of some numbers and requested to have um meetings, but they some of the board members said that due to the Brown Act, we couldn't have those conversations or those meetings. But according to our understanding, as long as there's no there's no more than two members at the same time, we are able to have those meetings. So I'm quite concerned or confused regarding that. So if you guys could please uh contact us back and so that we could finally get um those meetings because we do have concerns
019in terms of how everything has been um handled. So, thank you so much for your time and I'm going to be handing out uh the copies. Thank you, Mariel Clemente. Good afternoon everybody present. I'm here to discuss a couple issues that I have with the board members, superintendent. Um first of all a month ago we submitted about it's been a total about a hundred um complaint forms. Since then we haven't received a response. Not even a reached out Mr. Diaz or Mr. Lopez and saying we're we're we have these complaints. We know that they're present. We're doing our investigation. This is what's going on. A followup at least um on those matters. Then we also submitted plenty of forms with petitions regarding the same issue of Mr. Boras. We haven't had a chance to have
020a communication regarding those. We did reach out to the board members trying to have a communication in regards to the issues or concerns that parents have. We were able to have communication with some of you. Um, others denied that communication stating that due to the Brown Act, we were not able to have that communication with more than two members. Uh, we did our research that is not correct. You are able to meet with us with parents concerns as long as just one member at a time. So, we we want to hear from you. We want to we done emails, phone calls which was hard because the phone the phone number should be available to all parents and they are not. So we were able like I said to get a hold of some of them.
021They were able to join us. So we expect the others to do the same thing since you are representatives of the community. Um another thing, Mrs. council, we did have a meeting with you on the 28th where a lot of things were talked about. One of them being possibly having a communication with the board members and coming to a resolution on this situation when both community and the board and the district are in the same page and come to a solution to this problem. We haven't heard from you. We intend to have an answer for them. Thank you. Daniel Munos. How's it going? Daniel Munoz here. Um, I'm a east side resident, right? I live right here in district one. I believe it's area one for you guys. Um, my nephew, he goes to Frank
022Paul. He loves it there. He loves Mr. Holas, right? My nephew. And but I'm not here to remind you guys of that, right? Cuz you guys already know that people love Mr. Pas. Obviously, look at the room. What I'm here to remind you guys is that it's election season, right? And if you guys don't reinstate Mr. Poras, um, you know, you guys have a good chance of somebody running against you. And, uh, the people here might, you know, there's also recalls on the table, too. You know, those are possible. And I'm willing to assist anybody in this room who wants to do a recall on anybody right here sitting right here. Any of one of you that I can recall that I can assist with, I will help gladly. And also, I will use social
023media to promote anybody running against anybody right here on this this board, I guess, is what it's called, of trustees. So, I'm just here to remind you guys, it's election season. Recalls are real. listen to the parents. The parents are at the top of the chain here. You guys are underneath that. You're supposed to listen to the parents. But when you don't listen to the parents, that's when recalls happen. That's when people get voted out. And that's why I'm here to remind you guys that. Thank you for your time. >> Miss Newang. Miss Newan, I think it's Yes. >> Good evening. Hi, my name is Ning Wyn. I have taught first grade at Steinbeck for 12 years, and I'm here to tell you how wonderful Mrs. G is. In the past, most students didn't know
024who the assistant principal was, but they know Mrs. G well. She always makes a point to greet students, be out on the playground, and think about ways to make our school a better place. She puts our equipment dur puts out equipment during recess so students can enjoy their time and play cooperative games. One time I saw TK students run up to her with tears in his eyes and give her a hug. He was having a bad day, and the fact that he hugged her without hesitation shows how comfortable he felt with her. Miss G sat there and gave him a big hug until he was ready to tell her what was wrong. That is the kind of relationship she has with students. Her door is always open to students, not just as a place they
025go when they are in trouble, but as a place where they can talk, ask questions, or go when they need support. She truly loves her job and wants to make a difference. This is a difficult job and I know she has to make many hard decisions. But I also know that she thinks things through and always has a students best interest at heart. She is a great assistant principal because she [clears throat] was also a teacher and understands what both students and staff need. If we lost Mrs. G, it would be a disservice to the students, parents, and school community. I know I'm only a teacher, but I also knew that if I didn't speak up about something unfair, I would regret it. She is the best assistant principal we have had so far. Thank
026you, Miss Young here. I stand on behalf of a community tired of having its stability dismantled from behind closed doors. We are protesting the termination of Mrs. Griffith and Miguel Pores, leaders who are the heart of Steinbeck and Frank Paul. For eight years, Steinbeck has been a revolving door with six different admin teams. This constant turnover has crippled student safety and staff morale morale. We thought that was changing when Mrs. Griffith came and it was removing her is not a transition. It is a willful failure to provide a safe learning environment and a step back against the progress we've made. This directly violates LCAP goal three regarding community schools. You cannot build community while uprooting the very people we trust. Researcher Don Hadtie proves that student relationships are the foundation of success. Miss G ended
027a three-year SSD backlog and resolved behavioral issues because she knows our kids and they love her. She embodies the whole child approach. If you remove her, you damage those children. Irony tonight is staggering. You've scheduled Miss G to spotlight our school's achievements. You're asking a woman you fired without providing cause to present successes that she is responsible for. which shows incredible grace on her part and a profound lack of it on yours. In profiles and courage, JFK wrote that leadership requires the exercise of conscientious judgment. By accepting these terminations, you the board failed that test. We are the red ponies and we are tired of being told to change courses in the middle of a stream just as Mrs. G has helped us find our stride. You owe it to our kids to reconsider this
028decision or insist the superintendent HR director stand before us and explain themselves. Our kids are not data points. They are human beings who deserve stability. You are stripping away. Stability that is warm and stable like a hug from Miss G. Thank you. >> Thank you. [clears throat] Just for clarification purposes for the community, was this assistant principal fired? Thank you. Okay. Uh we're going to close um this part of the meeting. Our ending time is 5:58. Thank you. Going on to be association comments. All teachers association, please. Nothing at this time. Thank you. California School Employees Association. Good evening, board president, board members, uh, superintendent, and cabinet members and communities. On behalf of uh CSCA chapter 577 Alisa Elementary, I would like to take a moment to recognize and honor classified school employee week celebrated
029this year from May 17 through May 23rd. In 1986, California Senate Bill 1552 established the third week of May as classified school employee week to recognize the invaluable contributions of classified employee in in public education. Since then, this week has served as an important reminder that the school do not function successfully uh without the dedication, professionalism and hard work of classified staff. We proudly honor the many classified employee who serve our students, families and school every single day. This includes par educators, office staff, custodians, maintenance, transportation staff, food service workers, behavior technicians, library staff, supervisors, LVNs, technology staff, and many other whose work often happens behind the scenes yet has a direct and lasting impact on student success. Classified employee employees are often the first to arrive and the last to leave. They create safer
030learning environments, support student academically and emotionally, prepare meals, transport students safely, maintain campuses, assist families, and help ensure that that every school day runs smoothly. This year's uh theme students strive where classified works uh reflect a simp simple truth. Our students success succeed because of the collective efforts of every employee in our district. [snorts] Classified staff are not just support staff. They are educators, mentors, problem solvers, caregivers, and trusted members of a school communities. We thank the board and district for recognizing classified school employee week, and for approving resolution 2526-20, classified employee appreciation week during the April 22nd board meeting. Your acknowledgement of the important role classified employees play in the public education is greatly appreciated. To our classified staff, thank you for your commitment, compassion, resilience, and service to our students and families to
031uh your work work matters. Your contributions are appreciated and we celebrate you. Thank you. >> Thank you. Is there a representative of the United Substitute Teachers Union present? No. Okay. Thank you. We're now moving on to presentations. Our first one is from Montevea Elementary School Principal Lilia Viadarees. Let's start over again. Good evening, President Gil Posera, Superintendent Enso, cabinet members, and community members. I am a proud principal of Montabella School. My name is Lilia Vayes and with me I have our new assistant principal, Miss Mary Mahowski, and our community schools coordinator, Mr. Onio Sanchez. So I want to share a little bit about our school and what instructional programs we have. So currently we are a dual immersion school. We are um we have [clears throat] 19 classes right now. So our dual immersion classes
032are very popular. We still continue to have an English strand where English language is um the primary language of instruction and currently we have nine. We have two structured English immersion classes in kinder and first grade and we do service a large number of students in RSP which is a resource specialist program but we currently have um about two teachers um supporting those students. The portrait of our student community currently in our dual immersion classes we have 478 students that we service. We have um in our English strand we have 285. Of those we have 315 that speak English only in on our campus. 30 uh 304 are bilingual emergent or what we also called English learners. We have 66 that are reclassified, 82 that are migrant and four that are currently 47 that are
033currently in an RSP per um program. That being said, we still continue to be the school with the highest enrollment. We are currently standing at 763 scholar strong. So, um I realize that this is from last year for the ESPback the state um scores. This is for English language arts but I wanted to bring it forth to highlight that our dual immersion is um progressing in comparison to when we compare that to the English only classes and the reason I wanted to bring it forward is because I want to show how successful our program is becoming and I to clear some misconception that if students are taught in their primary language which which is Spanish they can't succeed or they become um confused. So um our program consists of kinder through sixth grade and the
034primary language of instruction in TK through um second grade or third grade in language arts continues to be Spanish and if you look at the percentages the first one is for third grade DI which is our dual emergent program they're still receiving instruction in English but they um they showed a 34% at exceeded or met standard which is pretty high and again they're being instructed in Spanish and so that's a big accomplishment and if we go uh to fourth grade our DI is at 35% and our ELC class our English only class at 25 our fifth grade dual immersion is at 48 and our English is at 50 and our DI in sixth grade is at 48% and our English class is at 50 uh 45. So that being said, I just wanted to highlight
035that we are showing growth. The same goes for math. Math are actually tend to be a little higher in the primary grades because now third grade is being taught in English. So they're using their primary foundations to develop and understand the the language of math. So and you have it in front of you, so I don't need to go over it, but I just wanted um to highlight the successes that we are having. The next um um graph it indicates the kinder to third grade I ready diagnostic which is the last one for trimester 3. And again just comparing the English uh test to the Spanish test. So again in kinder through third language of instruction for DI is in Spanish and their counterpart is English only. The goal is to get them all in
036the green bands and have the minimal of students in the red bands or the orange bands. This um with having them at the green bands, we they are early on grade level which is a promising statistics that they will be doing um really well in the ASPAC. And then for fourth through sixth grade, all instruction for language arts is done in English. And again if you just by looking at the graph you could see that we are making progress in on fourth fifth and sixth uh because we do have a large number of students percentages in the green bands and our reds are not as high which is what we want. And then with ready math um they're all compiled together. So this is just per grade level. And again, in the lower grades, we
037are looking at a good portion of them being in green. Obviously, we want more. So, we're um hoping to bring more of the yellows to the greens. And this was done, the test was done in March at the beginning of March. So, we still have some growth to show. But again, just highlighting that we want to maintain the minimal and the reds. One of the focuses that has been continuing since three years ago. We started our journey on uh pract on reading the teacher clarity playbook and our first focus the first year was to do the learning intention so that our teachers were able to understand what it meant. Then we moved on to incorporating some of the success criteria and this is year three for us. So we're embarking on learning progressions with our
038ILT team and pushing it out at the grade levels and um we're also showing great progress on that. So we're very aligned to what the district initiatives are. We are definitely standard based. Our site is very big on analyzing data. I've never I haven't seen a site as much as wanting to analyze data as Montabella. So they really take it into um account and then purposely choose the standards. Obviously um curriculum always is included but then they work together to create the learning intentions and the success criteria. So that being said um they are teaching the students to know what they are learning, why they are learning it and how will they know they have learned it. The other component is response to intervention at the tier one and tier 2 level. We're we are
039still trying to strengthen tier one which is the whole class. That's an area of growth for for us as far as what what do I do with the students that are not um understanding or getting the concept that I'm teaching as a whole class. But then also how do I challenge the students that are are above and beyond, right? [clears throat] Because we don't want to pull them down and we want them to excel. So how do we challenge that? So that's continues to be one of our focus and we will be embarking on that more so in the coming year. And then tier two um we do have intervention teachers. We do have an that pull out students in grades three through we start with third grade to focus on them and work our
040way down. They are also data driven. So it's a flexible grouping. They assess every six to eight weeks and they move the groups around. So I feel that also has been very successful. And we have an um ELPAC intervention teacher per se that has been working on it on strategies and ways to have the students reclassified. And I'm really happy to say that she came into my office this afternoon because some of the scores are coming in and compared to last year it's looking very promising. So she was very excited about that. And just again to reiterate um we are focusing or aligned to the superintendent's compass for language arts and Miss Mahowski is going to uh share the next slide. >> Good evening. So, I am very excited to be speaking to this slide.
041Um, if you'll notice on the left hand side, there's a visual that's a reflection of where the um leadership team saw Montabella at the beginning of the school year. And then if you look on the right hand side, you'll see a reflection of where we see that we are now and where we'd like to go. So as a team it was agreed upon that as an instructional team we started at varying levels of confidence and understanding of learning progressions together. Our team has identified key challenges including a reluctance to take had they identified key challenges because obviously this is before I was here including a reluctance to take academic risks inconsistent implementation across classrooms and a lack of schoolwide cohesion. So through the work together, our teams developed a shared understanding of the process, strengthen
042the collective commitment while also building a culture of trust, collaboration, and growth mindset, hoping to spread that schoolwide as we go forward with focused direction. And therefore with the as we grow in our academics, we also want to grow with our PBS and with our uh this year's goal is achieving the platinum recognition once more. Here's a quick snapshot of the wellness team that we have at Montevea. uh all of us work in harmony and collectively so that way we can provide as much service as possible to our students and family with some even being present here as well. Our school counselor, Miss Gonzalez, and our parent education specialist, Miss Aldama. Here's some pictures of just the events that we've had uh throughout this school year at our site from you know our attendance challenges
043of pine in the face to uh the Trojan walk that we have that we have upcoming student performances our trunk or treat as well as just uh academic focused events like our uh literacy night and whatever we can do to engage families such as through movie night as well just to have that community building in our school. Another thing too that we brought back was career day as it hasn't happened since before the pandemic. And this allowed us to bring various professionals from all across different aspects uh from entrepreneurs to uh public servants and even many of our parents because the way we did it was uh we actually did a parent survey of asking who would want to be involved in this career day. So that made it really special for us that many
044of our parents wanted to give back to our school. Uh a quick snapshot of just some numbers from our end of what we've done at the in our community center where we if you look at our caves and workshops we have engaged 334 parents throughout the school year. And something that we've done too is empower our parents as many of them actually uh nurtured a parent led Zumba class that we have now every Wednesday after either cavesto or at the beginning of drop off. You can also see what our counseling uh services have done throughout the school year with a total of 103 referrals. Thank you. So if you have any questions for >> Thank you. >> They're welcome. >> Can we start over here? Do you have any comments or questions, Mr. L? Mr.
045Okmpo, >> let's see if this works. Uh yeah. Yeah. I just u u I was looking at the I Ready uh diagnostic tests. Uh so it is good to see that in the red your percentages are are low which is good because obviously these are students that are three or more great grade levels below. So we want red to to be low but I was also noticing that u you have you tend to have some of the highest percentages in the yellow uh category um which obviously as you know are students who are one one grade below and so there's pretty high percentages in that. So, and and I'm sure you know all you know this already that to me anyway, it would make sense to focus on those large percentages, you know, and and
046try to move them up as as much as much as you can. So, so I think that that that would be in my opinion anyway, that would be a big focus and I'm assume you're probably, you know, I'm sure you're you're aware of that. I mean, yeah, your stats. >> Yeah. And we are that's why our intervention teachers are working with third grade second grade and they are working with the just below which is would be the yellow strand. And then during small group instruction the teachers work with all of them. We don't give the um the oranges or the reds to our intervention teacher because they don't have the training as a classroom teacher. So the classroom teacher focuses on those. So the yes we are focusing on definitely the yellows. >> On the
047yellow. Yeah. And so I'm glad to see that you have 19 dual immersion emergence immersions classes. Uh since I think that dual immersions is a is a great program, you know, as we, you know, have our students be totally totally bilingual. Then later on when they go up into the high school, I believe there's some kind of certification that they can get at some point in the high school which certified from the state that they are in fact, you know, bilingual. So So I'm glad to see that. But I suppose that in part u uh that's because you seem to have a pretty large English English only population and that I I I'm assuming that helps you do immersions right if if it wasn't for that large population maybe your numbers of classes wouldn't be
048that high do you think or >> so we are fortunate that we do have um a balanced I would say about for English learners and English only and we do have a high interest of interest and interest for the program. So uh we are um this year I was a little nervous because during kinder registration we were getting a lot of English only interested. So I was you know we do have to keep a balance of at minimum 1/3 or should be 50% English only and 50% uh Spanish speakers. So I was starting to get a little nervous to see how we were going to manage it. But it ended up working out well in the kinder roundup and TK that we do have the um appropriate balance in our >> Are the Spanish students
049harder to recruit than the English only students? >> It's it's kind of starting to look that way. So that's where I was a little they're not harder to recruit, but um based on the population that we are servicing in the Montabella area, it seems like we're getting more um students that are from maybe second or third generations that don't speak Spanish at home. So they are considered their children are considered more of um English only speakers versus a fluent Spanish speaker. >> But many of those students want to learn Spanish though. >> Now they want to learn Spanish. Correct. >> Okay. So, just want to commend you on your on your dual immersions program. You know, hopefully you can grow it some more. >> That's our that's my dream to make it grow and be
050strong and be very aligned to the dual immersion >> um goals and uh requirements per se or whatever they are recommending. So, that would be my ultimate goal. >> Okay. Thank you. Thank you for your presentation. >> Thank you. Thank you. Um Miss Garcia. >> Oh, Mr. you were finished. Correct. >> Um, thank you for this wonderful report. I I'm I am kind of curious as is there like an say if a student wants to come in to dual immersion in your school like in their third grade, is there like an assessment they have to take? Like if they've never been in a dual immersion class before, how do how does um a third grader get into a a program if they have not taken TK kinder first or second in a bilingual classroom? Is
051there a pathway there? >> Yeah. So that's where I think I feel like we need to strengthen the program. We currently don't have one that I'm aware of, but um we do have some guidelines as far as we don't recommend them entering a third grade DI because of the fact that they might not have the experience. Ultimately, right, we are a public uh school system. So if the parent does request and pushes for it, uh we have to honor that. But we do have a recommendation that they should enter the latest first grade, possibly second grade. But that's one of the things that um I would like to look into to see it's like what would be the exact criteria if we get to that point. But right now I am we're not at the
052at that level yet. >> So like if a third grade wanted to come in there is no criteria except if the parent wants them to be in it. they do sit with me and I go over. We do have an agreement that they want will commit and depending actually I take that back. It's not a a set in stone, but we do have my instructional coach that does assess them in Spanish. At the last year, we had a couple that the parents wanted to move them in second grade, and I just um had her do a reading test to see what the level of reading was. And from there I would present it to the parents and say you know she this student will struggle uh but you know is there going to be supports
053at home so that you will be supporting them to gain the language or you know because it's definitely going to be challenging because instruction at specific grade level like in third there's still a lot of um Spanish being taught >> and and is there a pathway like to the bilingual skill of excellence at all? >> We don't have elementary. No. >> No. >> So that's again that's >> something that you're looking for maybe towards the >> correct. So again that's where I'm hoping um that I'm excited actually if I could share that um I did join the council mentoring program and um I did one of my wants was to have a a person that was wellversed in DI and I actually did get a mentor that is versed in DI. She runs she's a
054principal at a DI school in um LA area and from looking at her website it seems like it's she's going to be able to support me in guiding this work forward >> and then like um so is there a wellness center at your school too? Every school have a wellness center or is it something that's just about to >> come on the scene here? >> I guess um my question would be how do we do we define a wellness center? We don't have a wellness per se, but we do have a wellness team. >> Okay. >> So, we do have an ES um counselor. We do have a wellness coach. We do have our amazing school counselor >> and um so and then our community school coordinator and our PAS. So, we're very fortunate and
055I'm very fortunate to have this team because I feel that we work very well together and um anytime I need support with a student or the families need support, they step up 150%. So, I'm very fortunate keeping my fingers crossed that we stay together because we finally have a full team at Montabella. So, um yeah. So, so I guess we do have a wellness center. Oh, the reason I asked is I did visit um Creek Side and I was very impressed with how they had that wellness center there. So, I was just curious to see if your site had something similar to the big thing for us is the rooms space. Yeah, the space because we do have such um pretty much all our classrooms are utilized. So we do have a portable that is
056divided into three little cubbies and that's where our ESS, our wellness coach and our MCBH counselor are housed. But again it's like that that's the three. Then our counselor has a space of her own. Our psychologist has a space of their own. So that's why I asked how would you define a wellness center >> because we don't per se have an a area specifically for the wellness center but we do have the services. you just defined it, right? So, it's that space and then we saw the same thing at Creekide. There was a space for uh the three with three rooms and then the psychologist had she had her space and so did the counselor. So, I think that's what you just described is what we saw at Creekide. >> So, we do have it
057[laughter] >> the wellness center at the school site. [laughter] >> Okay. This is my very last question I promise and I thank you for this presentation. This is wonderful. Lots of information. Thank you. And great team work with all three of you. Um with the classified students, um any of those bed >> classified students? >> Yeah, the the reclassified the reclassified students >> because again because of the space we don't house a special day program at our site because we don't >> the reclassified students. You know how you have 66 of them that you reclassified? Was this was this past year in 2526? >> That's a whole that's as a whole at the school site. the 66 as a whole. >> Oh, okay. Um, then my question is there were any of those bed students
058>> off the top of your head if you remember. >> I guess bed students I would off you could let me know later. I thank you for this presentation's great. Thank you. >> Thank you. Very very well done. I have a a a question and then a comment. Um my first question is um on the McKenna Vento students the unhoused or the homeless students there's 118 altogether and then it says that 76 have been serviced. So the other 42 have not or or what's the difference in the service and non-served students? >> Yeah, we're still working on that list is uh what we're doing. Yeah. >> Okay. So how do you go down your list by the most need. >> They're broken up uh by grade level. So, we're we started with the older grades
059first and work our way down. >> Oh, okay. So, you had that many students since the beginning of the school year or when do you get that number? Like the 118? >> Yes, it's uh through the blue form that we have parents fill out at beginning of every school year. So sometimes they they sometimes uh fill it out later in the school year or we have to >> uh follow-up call with them. >> Uh and therefore we add that number up and put in our in our spreadsheet so we can follow up with services. >> Right. So probably the same students that you have that are unhoused or homeless this school year are probably going to be the same ones next year. Right. >> For the most part. Yes. in the uh and a lot
060of those students are actually because the definition of uh Mckin Vento includes students that are doubled up. So that's where a lot of those numbers are are actually pertaining to given our community. We have a lot of multi-generational families living in one household. So that constitutes as defining them as Mikin Vento students. >> I guess my concern well not concern curiosity would be how you're saying it's by grade level >> and then you get another list next year. I mean, does the ones that didn't get service go to the top of that list next time so that they can receive services or what happens? >> That's what we'll aim at doing just cuz uh we'll have them refill up the form again, the blue form during registration in the summer and then we'll find out
061again if it's updated or not regarding their housing situation. >> And then so is that is something that the coordinator kind of looks over >> more so myself along with our parent education specialist. >> That's good. team >> to to have to because that's a lot of students. And then just as far as the services they receive, what are they? >> So wraparound services, basic needs support, we have food bags at our community room or even just connecting them with some type of mental health services outside or housing support. >> Oh, that's great to know. And my comment, those were my questions. My comment was I don't know, was it back like in 2016? Not too long ago. And it was probably before I know it was before Miss Vad's uh time as an administrator
062there. The Sipsa, the school plan for student achievement, >> had a had a summary page. And the summary page from the first paragraph said that the goal of the district was to have Montea have the ambiance or the its surroundings of a private school. And I couldn't believe that. I I said, "What do you mean? It's like you you said yourself, Miss Bat, it's community, you know, it's you you involve your parents. Now, we have the community coordinary. We've come a long ways, you know. So, I remember when I was reading that, I I asked the superintendent back then to please clarify that because I had never heard we're a public school system. I mean, private schools have their, you know, function. Um, but we're we're not a private school. And I think that we
063don't want any of our schools to look like a private school. I mean, I don't even know what that meant really. And you're far from that because I know you're very serviceoriented to the students and to see as many parents were there too at your open house was very nice to see you there and Miss Mahowski where she had just been appointed >> the night before and she woke up going to work. >> Yeah. So that was very very impressive. Thank you so much for the information and continue on. >> Thank you. >> Okay. Still on item number three, presentations. We now have a school site presentation from John E. Steinbeck Elementary School. Welcome and thank you for being here. >> Good evening um board president, trustees, cabinet members and superintendent. My name is Sabrina
064Navarete. I am the principal at Steinbeck. Here with me, I have Mrs. Griffith, our assistant principal, Mr. Valenuela, community school coordinator, as well as Miss Almahi, our parinet specialist. Um, so just a little bit background demographics on our students. So we do have um we are kind of one of the lowest enrolled um school with students where we do have 123 of our students um are English language learners as well as two newcomers, 21 migrant students. We do have 19 ELC classes. We do host two of our special day classes which is communication skills. They're currently a combo class of a fourth fifth and a fifth six combo. And just a little bit of background on regards to the other services, we do have an RSP teacher that is currently with a TW with a
065case load of 26 students and you'll see the plus two because we're pending two additional assessments. Uh we do have two virtual speech therapists, one of them servicing our gened students as well as one of our sped classes with a case load of 53 students. And we do have a second virtual SLP servicing 12 students. And our occupational therapist, she has a total of 18 students with that have either direct or just consult basis. Um, and just looking at our dashboard from 2024, you'll see that we did have red indicators under English language arts. There was two subgroups um with the red indicators as well as chronically absenteeism and suspension rates. We were on the red. Um specifically with suspension rates, we had four different subgroups that were on the red with the scores for
0662025. Um we've made improvements. Obviously, our language arts we improved. We're now on the yellow band with math is the one area even though we maintained our points we are now we have three red indicators so that will be addressed in our SIPA this for this upcoming school year. The other area where um we did improve with our English language learners um chronically absenteeism is the one where we had another um drop where we have two of our subgroups also on the red indicator. So, we will continue to work um with our attendance task force um suspensions. We did move on to the blue and our science. As you could see, we are on the green. So, we will continue to work with our with our teachers to maintain that green. And just a snapsh
067shot of the I Ready reading. The top bar you'll see that is the graph that kind of shows the bottom bar is the baseline for reading at the beginning of the year. Obviously that is reflecting first through sixth grade assessment. The top bar will also reflect the same students for the most recent assessment that we took in March. I broke it down um the diagnostic one and diagnostic 3 by grade level and rather than percentages having number of students as you could see u we've decreased 24 students that were three plus grade levels below we also moved about 23 students that were two grade levels below um and so on. On the right side, you'll see a um like a summary of Kinder just because Kinder did not take diagnostic number one. They took diagnostic
068number two and three and our teachers are in the middle of taking the last one because they are excited because they've seen a lot of growth and they want to give that last assessment. Um, as a vital school year one, we had as a school a goal of moving 160 students one band level on the I Ready and without counting this last round for kinder first and second of taking the I Ready, we exactly moved 160 students one band lever over. So we've met our goal and that is to possibly even increase more once the results come in for kinder first and second grade as they finalize this last round of I already same thing with math. Um there has been a lot of growth not as much as language arts and that reflects our
069California dashboard results which means we have work to be done around math. Um, same thing. You could see that we've we've the bars are getting the red's shrinking, right? And our yellow is expanding and the green is slowly expanding as well. And then you'll see the breakdown by grade levels as well. Um, the bigger chart is first through sixth grade and the smaller chart is kinder since they only did the two assessments. Um so we are vital cohort 2 uh which means we are the second cohort to start in the vital process. This is our first year and vital has helped us build systems meaning through the vital protocols is strengthening our PLT practices. Teams are engaging in intentional um in cycles of inquiry. We are going through the process where I could say every
070grade level has gone through even the teacher observations when they are coming in to fine-tune a lesson and then as a grade level they go in and observe [clears throat] the teacher to provide feedback that the teacher is asking for. That is one of the hardest things to do because as teachers were so we were scared to bring in our peers. But I do got to say that our teachers have stepped up and they are opening their doors and we some of the grade levels have gone more than one cycle leadership development. Our team members are you know getting skills on how to be the facilitators for their for their PLC. So with the help of Weststead, we are slowly building that to shift towards having that shared leadership and collective efficacy as grade levels.
071And then the impact on instruction. Well, we have stronger teacher clarity with you know having trying to right now the work is trying to how do we mesh the vital protocols and align them with the teacher clarity which is also surrounding the superintendent's compass. So we are you know working on learning intentions, having the success criteria, increasing that use of academic language for students discourse and continuing to improve our our systems with parent engagement. Um there was a survey sent out to parents. Some of the feedback that they said was we want a cafeto with you. We want to come in not have a topic. So some of one of the changes that we created was we are separating the parent workshops which is put through our community school center and our presenters where now
072once a month I do open up um my doors in the community school center and I just sit in and have a cup of coffee with some of our parents and they have brought up you know some concerns and some of the issues that we could fix right away but then other ones are things that we have to continuously working towards. Um so that came from a parent survey that they just said we want a meeting with you so that we could kind of build those relationships. Um we also have our school site council as well as as well as our ELAC. Um like I mentioned we do offer parent workshops. Uh we started our as you might have seen our Steinbeck news. We just released episode number four and as well as with um
073um collaboration with our PTO and community school center um PTO has launched our VIP lunchon where we invited parents to come in and have lunch with their students in the designated area. And you'll see a little flyer. My last cafeito with the parents would be this upcoming May 21st. And that is to have a gallery walk of every single workshop that we have had to get feedback of what worked, what didn't work, was something that they would like to bring that's new or bring back because they want a follow-up. Um, good evening to the board and to the cabinet. Um, I'm really happy to be here to present the SEAL team. Um, this is our our team that meets every two weeks for our cost. Parents and teachers and staff members can send student names
074that they're concerned about to our cost team and then we talk about and the people that are here on the team, Mrs. Navarete, myself, Mr. Valenuela, our school psychologist, Mrs. Perlin, our school counselor, Mr. Jones, our social worker, Mr. Humel, our ESS clinician, Miss Rivas, our sticks and stones counselor, Miss Vandenberg, and also our bully prevention coach, Miss Alexis. They all meet together to decide what um services we can provide depending on what problem or concern has been brought to the team. Um and then we divide. So if it's a concern regarding social emotional they get decide to like get a service from a counselor or any of the counseling sort of component and then if it's an academic concern then they go to the SST process which I head up to make sure that
075students are receiving academic support in the classes if they need it. And then um I'm also part of the attendance task force. And so we meet once a month and we've started an something called the all-in club for the most the 20 or maybe 12 students who are the most party and they meet with our attendance clerk. They come in and every five mornings that they're on time to school, they receive an incentive. And so that's helped us to reduce our tardy our tardy students. That's been successful. Um our monthly individual brag tags are for improved attendance or perfect attendance. And I brought a sample that Mr. Velasquez has. And so every month that the students um show perfect attendance um they receive this little tag that they can put on their backpack or on
076their little bracelet. And each month it's a like has a little different theme to it. Um, also there's some I Ready incentives if they meet their stretch goal, which is just we try to keep them incentivized and make sure that we're recognizing their attendance as being so important. Um, Mrs. Navarrete started a monthly class competition between the grade levels at our student of the month assembly, which we've never had. And so each like the two grades, she prints out the percent of how much they've been that month and then they have a little competition who gets to keep the little trophy. Um and that's been very exciting. They get very excited for that. And then during every trimester we recognize um improved attendance as well as perfect attendance. Um we recently just um applied for
077bronze recognition. It's our first time trying to go for getting recognition from the PBIS um California. So, we recently just managed to apply um for bronze and we we think we're pretty sure that we're going to receive the bronze recognition this year and then next year we're going to try for silver and then like gradually um go higher and higher each year. And then the last part that I wanted to talk about was I was um privileged enough to be sent to the California PBIS conference in Sacramento where I learned a lot about um PBIS structures and just you know you could go to different um workshops. And so I decided to go to two of the workshops that I went to were regarding structured play. So I was able to see what structured play
078looked like in other schools and and so starting in January, I started a structured play in our playground um where there were stations there were about eight stations throughout the playground with instructions and we were able to um hire two more um sweat coaches two days a week with um the extra >> what was that >> the extra title title one money that we received. D. So we chose to use it for those extra sweat coaches so there would be more adults on the playground. Um, and it reduced our office referrals on once the students had more activities to do and it was structured and there were like it be it became like an outdoor classroom more or less and so it reduced our office referrals. So that was and and the the vibe of
079the playground changed quite a bit. The students were much happier to be out in the playground with more equipment and more adults playing with them and it was just yeah it was it was a good thing to bring to our class uh to our school campus. >> Perfect. [clears throat] Okay. Well, um I'll be brief. Um because community school coordinator and then Miss Alma over here, our parent education specialist. Um the uh community school center adventure really began last year in April when we came on on board at Steinbeck and even though it started in April, we decided to deliberately do our grand opening in December uh when we would have a lot more parent engagement. So we're very lucky to have over 50 parents there. And one thing that we can say is that
080it has changed the culture of the school tremendously. I would say that um thank you to the board and to the uh to the cabinet for last year for investing in community schools. It has really made a difference and we have heard so many stories uh especially that day of so many parents that had their stories like our stories like many of our stories that maybe were students that didn't really feel like they fit in at that school and that when their parents felt like they fit in they were a lot more engaged and we are seeing that here now and we see this a lot with our collaboration with our PTO an amazing PTO who has done a lot of great events It was more >> Are you going is did was somebody else
081going to say anything? We can extend it by a couple minutes if >> we have two more slides left if it's okay. >> Sure. You can talk like the commercial downhill. >> I we'll be quick. So, uh, one of the big aspects about, uh, community schools is that, um, Miss, uh, how actually said that it feels like we're weaving a lot of things together. There were a lot of components, a lot of events happening, but the community schools really got folks together on staff and started conversations that tied these things together. And one of those um, things that came up was the campus supervisors academy. Um, this is a curriculum that we developed. is a six uh part curriculum that teach campus supervisors different skill sets in engaging with students. It's centered around PBIS and
082MTSS as well as being uh assertive but also very kind. So we're very proud of that. We've seen a lot of great improvements in our students including uh a little passport that we gave to some of the some of the students that our campus supervisor identified as being a little bit more challenging. So the passport is that the students are going to go and learn about their campus supervisor. So, we're very proud of that. And I'll pass it to Miss Alma to talk about parent workshops. >> For parent workshops, we've um you know, listened to the parents and just kind of brought in what they're interested in. Some of the things that we've done is parents have actually led own workshops to teach us how to do something like um they made roses out of
083ribbon. They did flores like during um you know different holidays. So, it was just really nice to bring in the parents and ask them because sometimes they don't think they have something to offer, but once they have that safe space, they came in and they were able to show us how to do something creative. We also have workshops where parents cook together with their students that uh we collaborated with Montage Health and they really love that. So, we know we're going to bring that back next year. Um and just a lot of just um informational workshops working together with the team was wonderful. [snorts] >> Thank you. Um I would just end uh in community partnerships. One thing that we really try to stress in the community school center is that the community school concept
084is the entire school. Um and so what we've been doing as well is community school coordinators across the district have been getting training on community based learning. And so at Steinbeck we've developed a partnership with the Big Land Trust where we're going to take fourth graders hopefully next year on a field trip to the new Enen park. And this is going to be for all the 12 schools. So, how do we connect field trips community events to the actual curriculum that is being taught? So, we are very proud of that and thank you for everything. Thank >> you. What a great presentation. I'm going to turn it over to um Miss Garcia in case she has a comment, a question. >> Thank you for this wonderful presentation. Um yeah, it looks Yeah, the I think
085that uh especially that um supervisor's um supervisor academy that sounds like you're getting a big bang for your buck there because um of everything that you're helping them with to develop because they're like almost the first defense out there when the kids are out on the playground or in the morning. So that that must be um wonderful for them to also get that experience and understanding of what PBIS really means and all that good stuff. And then um a comment about yeah it looks like you did really well with the suspension rate cuz um it looked like in 2024 you had increased it but then and you were in the red and then all of a sudden 2025 you're in the blue. So that's a huge shout out for your school and the stuff that
086you're doing there. So, I think what you're doing is actually working, right? Um, can you just So, you got 459 students and you got 123 of them are English learners. How many of those got reclassified this year? >> Anybody know? >> 16. >> We had 16 students last school year and we're waiting for the ones for this current. >> So, the 2520, no, the 2425. You had 16. >> 16. Correct. >> That's all the comments. Thank you so much. >> Thank you, Miss Garcia. Mr. Uh yeah. Uh well, thank you so much for the for the for the presentation. I just had a question on your on your vital cohort uh cohort cohort two I can say that uh you know um you talk there apparently there's four phases in that you know phase phase
087one through four uh and obviously I'm not imshed in the pedagoguy you know and so some of the stuff u not quite sure exactly what it all means so I'm wondering if if you could explain uh phases one through four in in your own in your own words and maybe you know in a way that might be a little easier to grasp you know that's not asking too much I don't think >> no no not at all so as part of vital we are introduced with to four different protocols this year as year one I know next year as being year two we're going to be um introduced two more so the first four protocols the first one is analyzing a standard right so that goes back to um just the basics or analyzing the
088standard and how do we make connect make those connections with our EL standards as well. And then the the second protocol was fine-tuning a lesson where a teacher would bring in a lesson and we would fine-tune the lesson. So we analyze a standard then we bring in a lesson where we say I want to focus on student engagement or student use of academic language. So, as a team, we are fine-tuning a lesson where we are looking at the lesson and it could be just off of the curriculum or maybe one of the I Ready lessons that we have on our toolbox. And as a team, we're providing different strategies, different ideas to increase the student academic language use. Now, as a presenting teacher, I could pick one of those strategies and say, "Let's now go
089to my classroom. I'm going to teach this lesson." And as a teach as a percentage teacher, you decide if you want to take any of the feedback and put it in action or you're just going to do the lesson as is. The the following um protocol three is observing the lesson. So as we're coming in, how are we're just observing based on the teachers focus. So if I'm just wanting to know are my kids engaged as the rest of the team, we are just looking at student engagement and then when we come back to debrief, we just talk about what the teacher wanted us to see. So we're not there to be evaluative. We're just there to provide feedback of you had five out of 15 students engaged. You had 10 out of 20 students
090doing partner talks. So based on the teachers feedback that they want feedback that's the focus for that observation and it is a whole team that's why I said it takes a lot of trust for this portion of the protocols and then the last one is analyzing student work. So after you teach the teach the lesson you collect your your worksheets and then you bring it back as a team and we're going to look at the data. We're going to look at the at student work to then see how successful or how are our kids doing. So those are the four protocols that we were introduced this year. I know next year we will be getting additional protocols to strengthening our PLT process. >> Okay. Thank you for that. Yeah, I was noticing and and it
091seems to be kind of something that happens throughout the district that that for some reason [clears throat] math scores tend to go down a bit and for some reason math always tends to go up. You know, maybe you guys ought to try teaching math in science. You know, I don't know. [laughter] That might help. Who knows? Anyway, thank you. Of course, >> Mr. Velasquez, >> thank you for thanks for your presentation. Um, [clears throat] from the looks of it, it looks like you guys are really doing a good job with the parent involvement. I know in the past parents didn't feel like they were too welcome there. I know my sister had a lot of issues when she went to school there um her kids there, not my sister, but thank you for changing that.
092Just just that alone, I think it means a lot. Thank you for doing that. >> Thank you. Thank you all. Great presentation. Thank you for being here. >> Thank you. >> Moving on. Uh we're still under presentations. Department presentation special education department director of special education. Ms. Satwa Rises. Miss Gilbas, as Miss SWAD is setting up, um this is a presentation that was requested at the last board meeting with a focus on speech and language services so that we get a bigger picture of um why we sometimes have contracts for consultants and actually the number of students that we're serving through this um speech and language services through special education. >> Thank you. >> Welcome. >> And the presentation is holder. >> Yes, you should all have that presentation. Good evening, President Griffus, Superintendent Anzo,
093respected board members, cabinet members, and everyone who's listening in. We're very excited to be here today and I guess on YouTube as well. So, u today my name is SWAT Rece and I'm the director of special education. Uh I'm presenting on speech and language services. With me, I have our program managers, Miss Owens and Miss Lynch. We also brought Do we need a break? Go ahead. >> Okay. We We also have with us our behavior analysts, Miss Erica Curio and Miss Natalie Ramirez. We have Miss Gemma Estimman. She's our occupational therapist and they're all part of our management team at special education. So, uh, today we're focusing on speech and language services. So, let's start with our why. Why do we do what we do? And our why is rooted in our students and our
094families. From personal experience and from professional one, I know that our students when they're provided timely interventions and services, they succeed. They gain a lot of skills and they become functioning members of our society. And that's our goal for them. We want them to be college and career ready. So that's what we're rooted in. Who's our team? Our team is not just our only wonderful staff, our wonderful certificated staff, our teachers, STC teachers, RSPs, psychologists, SLPs, our classified staff, our para educators and our behavior technicians. But we actually our team extends beyond that. It's our principles who are working at sites. It's our uh custodians. It's our campus supervisors. It's our parents and families who are sitting in IPS with us, teaming with us. So our team extends beyond just what we see in special
095education. We work with different departments under ed services. We work with business services, human resources. Without our collaboration together, the work would not be possible. So our team is pretty much districtwide. Let's start with where does what does the law tell us about special education and the services that we're focusing on. So there is something called IDA, Individuals with Disabilities Education Act. It ensures that any student that has a disability receives special support through individualized education plans that we call IEPs. An important part of that is FAPE free appropriate public education which means that a student qualifies for services. Those services are provided to the student with no at no cost to the family. And that is where speech language services come in. They are one such service that we provide to our families at
096no cost to them. How do students enter our special education programs? They enter through something called a referral. A referral is a formal written statement that when a student has uh they the family member or someone in the community suspects that they have a disability, they ask that the student be uh evaluated and that is what we call a referral. Once we get that referral in, a timeline starts. It's a very tight timeline timeline of 15 days. Um so to give an example of how many referrals we're receiving 25 26 school year total referrals for TK through 654 referrals so far and I'm calling it an approximation because this is a snapshot in time obviously by now the referrals may be more so whenever I code a number it's probably a snapshot in that time
097the numbers slightly change in special education depending on students leave or they more students get you know uh are found eligible so based on 32 out of the 154 were speech only referrals. That means the concerns were only around their speech and language and the communication. 122 had other concerns as well. However, when we're evaluating them, speech therapists are part of that uh assessment more frequently than not. Then there are students who we call part C to B, which is any student who turns 3 years old and we suspect that they may have a disability. So at this point 90 referrals have been received for these kids who are students who are turning three years old. 61 are full evaluations which include speech language evaluation and then 29 are speech only. That means the concerns
098were only regarding the speech and language communication. Districtwide 1,170 plus students have IEPs. Currently 970 of those students are actually receiving speech and language services as of now. Um they belong to grades preschool through sixth grade. And then another piece is that anyone the law doesn't say that we only have to uh support students with services that come to school or are enrolled at school. If a student is three between three and five years old and they parents choose to keep them at home but they're suspected of disability we find they're eligible for an IP we have to provide services to those students as well and we call them walk-ins. So overall usually per ASHA 50 to 80% of students with IPS may have speech as part of their uh related service. Here I'm we're
099going to look at those 970 students with speech. So out of those 423 only receive speech services. That means that when they have speech pathologists, they're working as case managers. What that means is that they're trying to call parents, schedule IEPs, write the whole IEP, invite staff members. They're providing assessments. They're reviewing progress. They're giving them services. And the rest 547 actually have other than speech their additional concerns. and they may have additional services such as specialized academic instruction minutes. So they are in SDC classes and RSB classrooms and the speech services are still being provided through speech language pathologists and um they're being serviced. Why do we have such a big number for evaluation assessment for speech? Because a we have 13 categories under which students can qualify for special education. Out of those
10013, three I've marked here, speech language impairment, autism, and then intellectual disability. In all of these, students speech and their communication skills may be impaired. And looking at the numbers, the recent numbers say one in 31 students are now diagnosed with autism nationwide. So, anytime we get the referral for a student and there's a suspected disability of autism, guess what? We're probably going to assess them in speech. um when these students are found eligible then with our in-person SLPs we're looking at more m severe students those are the one we try to place with our inperson speech therapists and the ones who have uh you know who might be RSP and SD uh RSP we try to give them more taotherapy what do speech pathologists do the role is to evaluate students provides direct therapy
101monitor progress adjust treatment consult with teachers They write IEPs. They attend meetings and then they for our more m severe students the ones who may not be able to express themselves. They actually have something called AAC devices, alternative uh augmentative and alternative communication devices. These are tools that the students can use. But the process of providing these to our students, it is intensive, right? It takes time. So our SLPs are working hard to make sure our students are able to communicate. We do have case load restrictions. So per the ad code preschool student one preschool student is actually counted as a 1.5. So you cannot give more than 40 on a preschool case load to an SLP and then TK through 22 years old roughly averages 55 students. We do have as a district some
102ability to one SLP may have 60 the other may have 50. We do have that uh you know a little bit of room to assign them but generally there are those uh case load restrictions that we do have to follow. Having said that what does that mean in terms of our schools? Every school site may be slightly different but I want to bring a picture of a school site such as Frank Paul. At Frank Paul 125 students have uh IEPs. Out of those 109 have speech language services on their IEPs. Two SLPs are assigned at Frankfall. One is inerson AUSD staff and the other is a teleotherapist who's contracted. The AUSD person has a case load of 57 and the taotherapist supports them with the another 52 at the site. So we are looking at
103our STC classes at Frank Bowl preschool TK the youngest learners. We try and give them the in-person services, but because there's additional need, our teleaotherapist support with RSP and speech only case loads. Those students are able to access it. How many AUSD staff? So, currently, as in this moment, we have 16 SLP positions at AUSD. 11 are filled with SLPs. Three are in the process of being onboarded. We're working with our HR department for that. Uh, that means they have been offered. Paperwork is being completed. Two MU positions were created. uh because our cabinet recognizes that need to hire more AUS staff and kind of reduce the contracted staff which we're very thankful for to be able to work together in that direction. Um one little caveat, it says 11 fil but at the beginning
104of the school year we did not have 11 fil. Sometimes you have a position filled through a USD but that person might take leave extended leave two months, three months. There was a staff member who was out for six months right because of a leave that they had. And at that point we still have that uh obligation to provide services to our students and that's where we get the contracted staff to support CSUMB. We contract with them with their clinical clinic for educational program. They have three SLPs that supervise multiple graduate students. Uh they provide services at VRB. There's a walking clinic for preschool students. These are the same students who may not be enrolled but we do have an obligation to provide services to them. Then they support the TK through six student STC
105classrooms. Compensatory service uh some years back was a big thing. If somebody left the kids did not receive services over summer, we would provide them and CSUMB helped them do that. Most importantly, they are direct line to recruit and hire. Some of those graduate students are actually now SLPs in our district, which is a gain for us. Other than that, we have nine contracted teleaotherapists. And again the reason is because our referrals are high. Our uh evaluations are coming through. We do have high numbers for speech in our district just like any other district. California is seeing that there is bilingual support that one of the contracted staff provides even to our staff like anyone who needs a bilingual assessment that person will provide it and we make sure that no gaps happen in com
106in the services and they are provided on time. Um and one of our biggest uh I think uh shines is that this year we do not have that many compensatory service that we need to provide. AUSD we don't just service students at the 12 elementary schools. What we do have is we have Buckhorn we have all these other early learning centers. And again if a student is three years old and their parents choose to enroll them over there that is where the service needs to be provided. It's part of the obligation through an IEP for them. So we are not just at our 12 sites buckhorn but we're at all these other sites as well. Some challenges I want to share is uh in the past have been that um the high cost of living
107in Mandre County, right? SLPs we compete with uh clinical settings in medical seconds because they do have a license. They could go work there. The um credentiing and licensing is uh more complicated. They have to have a graduate program, practice exams, onetoone clinical supervision uh in three different settings at least. So that kind of complicates, you know, it's a longer process for them. um the graduate programs are very competitive to get in and then since the pandemic we've noticed that more and more SLPs want to be virtual teleaotherapists our recommendations would be we continue to work in a hire licensed speech language pathologists through our district reduce the contracted keep our case loads manageable so people want to stay that retention piece is very important they're invested in our district continue our collaboration with CSUMB
108continue to review our own processes Like for example, are we overidentifying? We always want to keep an eye on that piece. And uh who are we hiring? How are we hiring? Last slide. These pictures are from a special Olympics that took place I think last week. Our most mod students uh went to the special Olympics and they competed and they did really well. It was such an enjoyable moment for all of us and it only happens because we provide timely support and services to our students so that they can become successful. You can see that right now as of May when I took the snapshot we are even with the challenges everything we have been holding strong at a 93 96% compliance at our district. So, we're doing a pretty good job uh with providing
109support to our parents, taking parent input, and uh providing support to our students, making sure they're successful. And that's about it. Thank you. Thank you so much. We're going to ask the board of trustees if they have any questions or comments, and I'm going to start off with Miss Garcia. >> Well, thank you for this uh presentation. I I think we're always kind of well at least I am always kind of wondering about speech because, you know, I do get comments sometimes from parents that they don't like the virtual speech >> time, you know, but at this point it's it's looking like we're we're having problems filling positions and there's a whole lot of uh students being referred to speech. So at this point I think we just we have to keep uh offering those
110services online whether or not I don't know how successful they are. That's maybe that's my comment. I have heard teach parents kind of complain that they don't really like that the the online version of the speech therapy but um over the over the last four or five years we have doubled our numbers with hiring SLPs. So it used to be lower. It used to be four or five I don't know exactly some years ago but we've doubled that. We're now at this point in time we have 16 right so uh in the process of onboarding so two will be interviewed soon uh we've doubled that and I also want to say per ASHA taotherapy is an accepted form of providing service so that it does count now as a parent we completely agree with even
111as a parent myself I agree that you know in person would probably be is preferable but we do support our teleaotherapists with additional staff so that the students have support >> and then like you you have a huge number of SLPs but at the same time you you do exit students right >> we do >> we that has been our focus that we exit students sometimes parents don't like that right they will decline that but we we work towards exiting students uh our staff has been mindful about that uh but there's a very strict criteria that SLPs follow when the student qualifies so they're looking and being mindful of that criteria that anyone who's qualifying uh actually is on that criteria. >> And then my last question and maybe how long are your sessions usually?
112I know that things are guided by the IEP minutes, but sessions are usually what 20 to 25 minutes or how long does a session last? >> At least 30. Yeah. And in our district, we have anywhere from 120. It could be anything, right? Depending on the students, what goal, what is the goal? Is it just receptive speech, expressive speech? What are how many goals do they have? So it could vary anywhere between at least 30 minutes per month to 200 something minutes, you know, depends on the IEP and what the need is. >> Okay. Thank you so much. I appreciate that. >> You're welcome. Thank you. Um, Mr. Velasquez. and and that's where that human piece right there's there is case load and then there's workload so there's the work that goes with it sometimes
113what could happen Mr. of Alaska is that we have a site for example just as an example the site has let's say 60 or 57 students what we don't want to do is give 55 to one SLP but those three are left and we're finding another SLP to do that we do have by law a little um leeway in how we divide our case loads also at another site for example Montea you heard from them uh that they don't have extra classrooms so we also have to be mindful of how many SLPs we're placing at a site it's a very complicated system of figuring out which kids where then we have those additional sites like I said like may off we have to those SLPs have to go and provide services there so we're really
114looking closely at how we support best we're also looking at some SLPs don't might not want to work with all more ma kids right they want more RSP so it's a lot of things we take into consideration and we're forming it and we're trying to stay within that average 55 five. But we do have a little bit leeway to work with them internationally. So current currently the the good news the good news is that as CSUMB is right here in our neighborhood we have been able to partner with them. We do have a direct pipeline like I said within the last some years we have doubled the number of SLPs here. We are we did open with uh with the help of uh Miss Anzo two new positions and guess what we're starting to get
115applicants here. It also used to be that we would get interns or like CF students where we would have to help get give we would give them the job but there would be another person supervising them. But recently I've noticed we are getting SLPs who are applying who have experience who have their full credential. So it's all heading in the right direction for us. Uhhuh. You're welcome. >> Thank you. Uh, Mr. Okono. >> Uh, well, thank you. I think I learned a few things today. >> Yeah. >> Or from you. I I learned that u that you don't have to be enrolled in school to to get assessed for speech uh therapy. It's if you're three years old, you just walk in. >> I didn't know that. And also I learned that uh out of
116out of uh 1,170 spat students, 970 you said are re are receiving speech services, which is which is I had no idea it was it was it was so big. But I'm also glad to see that collaboration with California uh State University in in Monterey Bay. Um I'm sure that uh from those grat students that come and work with us, I'm sure that uh you know hopefully we're picking some of them up. We have we do have some who just loved LSL so much that they decided to stay with us. >> So that that's that's a pipeline you know that exists and uh those kinds of collaborations I think I think are really great. I mean I don't know about the the going to other countries I suppose that's possible too but uh yeah anyway
117that's that's another another issue but that that could happen. Uh my daughter was receiving a speech granddaughter sorry granddaughter was receiving speech that the uh services for about two three years and uh she's really come a long ways in terms of her of her speech you know she's talking more much much more uh clearer so uh you know it would be obviously it would make sense to tell our young people out in the community you know you want a job go to college become speech therapist because there's a big need I don't think just with us I think it's all over uh you know and it pays as well. And if you like working with young people, I know that I I tell young people sometimes, hey, you want a job, think about becoming a
118speech therapist. But but thank you. Thank you for educating me and uh telling me things that I didn't know. So, good afternoon. >> Thank you, Mr. >> Thank you. I I was just having a conversation with someone before the meeting started and we're talking about how ALS is a team. Our special ed department is a big part of that team. what happens with sped all of the time is it's big you know because we're serving our students that need us the most you know so I think it's good to have these presentations where we get we learn as you know board members of what's going on in the district with the sped department >> you know but I does sound to me what I did get out of the presentation is that you do feel
119supported by the district and I hope or or oh, you're rolling your eyes or maybe >> No, I'm actually we're we're very happy with the support we receive. We like we said we are a big team. Our students don't succeed if we're not all invested in them. There's nothing I can do here them if we don't have that support. So sometimes yes. Do they ask difficult questions? They do. And they want things justified like why are we asking for certain things and supports and then uh our cabinet reviews it and they usually we have the support that we need. Absolutely. And and what I appreciate is the transparency of it because we asked for this presentation because there's a little, you know, uh maybe not everyone having the same information or the correct information, but
120you made that clear. Uh Dr. Fernandez also showed uh me some numbers and so forth and how she keeps, you know, really good track of all the data or what you're supposed to because there's a lot of legal aspects to sped. So, I I thank you because it sounds like um you feel very confident that things are going as well as they could be. Maybe a little bit more support here and there, but that's with with everything. >> Every single child that gets their services on time is a is is something that would we we hope for because if we don't, they can we can get into that legal compliance and we've been doing pretty good. >> I appreciate that. Thank you. Do your friends want to say anything? Love you for the support. >>
121[laughter] >> You're too you're sitting too far away from them to nudge them with your elbow. Anyway, >> something thank you very much for being here and supporting uh Mrs. Lace. Thank you. >> Thanks so much for having us. >> Okay, moving on to um board member and superintendent reports. We're going to start with um with board members. I'm going to put Mr. Okmpo on the spot first. >> Do you have a report? >> No, no, I have nothing to report today. Thank you, >> Mr. Velasquez. Mrs. Garcia, >> as I mentioned earlier, I had the pleasure of walking um the around uh Creekide School and looking at the wellness uh center that they have there. Um yeah, it is um a portable I believe or a classroom and it has several sections um sectioned
122out inside where adults get to meet with students. We were uh I was able to uh talk to other I guess individuals that came from MCOEE and also um the honorable John Leairard was here to visit and usually those politicians don't stay very long and this time he stayed at least 40 to 45 minutes and he was very very interested in how the wellness center was working and uh what the plans are to expand these to every single site. So I think it was a very positive uh visit. um he he was he was answering questions and he was you know asking questions and you know really um made it feel like he understood what was going on and uh was very enthusiastic. He was able to see students in action. So I think he
123got a lot out of the visit. So yes, I'd like to uh report that. Thank you. >> Thank you. Um just briefly, I know we have a lot going on in the district with the luminaria luminary um awards and the superintendent has uh been going from school to school. There's still opportunities and it's really nice when you get to go honor a teacher or classified staff. I see Miss Meendes with her smile because she goes and you know she has the certificates, the balloons and it's just an enjoyable uh enjoyable event. So if we can make it, you know, sometimes if our schedule allows us, we can try to go there because it's an awesome thing. Also, we had the performing arts ground performing arts building at Montevea. The ceremony there was very well attended.
124And um I just wanted to kind of give a shout out, if I may say it that way, to some of our uh well to all of the coordinators of our community schools. All of our schools are community schools, but you know, I went to Ban for um open house and they had so much food to give away to parents that at the end of that they were able to share with uh um the the teachers. They had strawberries, they had bread, all kinds of food, you know, because of the outreach they're doing. We just uh saw the the community coordinator for Montevea who's doing an awesome job uh reaching out to those um for the unhoused students. And then at um Frank Paul at the community room, we had the chief of police I
125think earlier this week that went and I'm sure it was well attended. So we we could see that the connection and the ties to what the purpose of the community schools was when we you know got the grant that that it's working for us. So we hope that we can sustain that somehow as things go as things go forward in the district. So I want to thank you for that. And then we're going to continue now with our consent agenda item. Oh, excuse me. I always forget the superintendent and she's Oh, and she doesn't have anything today. I'm also too far from her to like that. Okay. Well, thank you. So, we're going to go on then now to point uh item number five, consent agenda, approve, ratify contracts,ou agreements, grants, proposals, conferences, workshops, and
126field trips. And this is an action item. So, I do need a motion and a second. Uh so move >> Mr. Okampo and second by Mr. Velasquez. Are there >> request that we pull item four different items for separate discussion and vote? >> Okay. R Y Ba and BF. >> Okay. Let me R >> R Y Ba and BF. >> BA and BF. So, you're pulling those for a separate vote or for discussion? >> For discussion and vote. >> Okay. All right. So, um >> we do have a motion to approve the consent agenda, but we're going to go on to R, which is >> that's the least lease back. >> He wants a separate book. You probably want to >> Yeah. You want to approve the consent agenda without item R. >> Okay. And
127then go back and vote for them. >> Yes. Without item R. Without item >> Y >> BA MBF. >> Okay. Thank you. So can I get a motion to approve the rest of the consent agenda? >> Uh yeah, I'll make that motion to >> Mr. Okmpo already made that >> motion and second. May I get a vote, please? All those in favor, please say I. >> I. I. Any opposed? No. Four to zero with one being absent. So, we'll go on to >> Item R. Amended agreement. Lease lease back sub lease agreement for construction of the district annex buildings and storage. This is an action item. May I get a motion? >> So, move >> Mr. Velasquez. Second. >> Second, >> Mr. Okmpo. So we can start off >> um >> with the discussion and
128Mr. Basquez, would you like? >> My my question is how big is that room? It's $12.4 million. Um uh the space where it's going seems awfully small. I mean I just wondered why 12.4 million. What's what are we really getting for that? Because if it's going to go right there where the district office is right now, right right behind it. We built Chavez for 7 million and we're going to build a small room that's just the size of the administration office at Chavez for 12.4. So this is actually two separate buildings that we're building. One building is a warehouse and the second building is a do annex and the DO annex is an office space building. It's going to have a space for uh some of the staff that we currently have at 1205 Market
129Street. To be more specific, for example, special education staff. So, it can bring about 18 people from 1205 Market Street to this new building. Additionally, the warehouse that we have, it's not not only warehouse, it also has some office spaces and office spaces are going to bring into this buildings some of the staff that we currently have at Bon Elementary School uh reloings. So, we are going to bring all those people into these new locations, two separate buildings. So the total cost of these two separate projects is warehouse itself is going to cost about let's see 7 million and 5 million is the additional office space building and of course the cost of everything has gone up since we built those buildings some time ago. Will these have flat roofs also? >> Yes. Yeah. I'm
130not in favor of this at all. And why why do we keep doing that? We're on the verge of spending another two million here at Martin Luther King. This school's only 20 years old and we're already going to be doing the same thing, putting the same roof that, you know, last 20 20 years. That's an awful lot of money. Why don't we Why don't we learn from our mistakes and start building roofs that have pitches? Pitch roofs. They they last a much longer. They you don't have to every two years, every 20 years, spend $20 million on them. >> It's going to last actually. is going to give us another 20 years. That's one thing. Number two, it's a cost. I mean, I agree with the other kind of foods that we have. >> Pay
131me now, pay me later. And this other one's a continuous cost. >> True. But they are longerlasting, but they cost more money. We have limited funds since uh in the last four and a half years. We had about $9 million and we have done about 90 projects. And the reason is we have needs. We have a long list of projects. We just cannot spend all the money on one project which is a roofing project. So we are being proactive and that means that before those roofs start leaking, we are fixing them and we are replacing some of them. So that's the best use of money and we are not uh doing that in isolation. We are hiring architects, professionals. They are guiding us in this process and they're telling us that this is the best
132use of money. We've had architects here in this district tell us that the best way to to build a roof is to do a pitch roof. You don't have the problems. Right now at at you're also on here, we we want to do the re um resurface the roof at at Ellisal. That's that's because it's also a flat roof. They're spending another two million on that one. >> Yes, the flat roof is >> with those flat roofs, they just keep just a continuous cost. We really need to get away from these flat roofs at all the schools. It might cost a little bit more, but let's do it right the first time. And I don't think we're doing it right. I think we keep spending the money. It just it just you're putting a band-aid
133on something that's going to eventually, you know, hurt coming off every couple of years, every 20 years to spend to spend this amount of money on this roof. That's a lot of money. I agree with that the money but the reality is reality we are using measure A money we did not do we do not have unlimited money available so the only money left there was about $9 million and we had a long list of projects so again if I spend all the money on the roofing project I would have unmet needs for other uh locations other projects so we are trying to balance between how much money we have and all find out how much more it would be for the pitch roof. >> You're saying it's going to be a lot more. How
134much more? >> If we're spending 2 million on this, it's going to be 6 million of the other kind. It's a big huge difference. >> But it's a onetime cost. You don't have to do the the keep rebuilding putting new roofs every 20 years. You know, at all at every home, most every home in Celas, they have pitch roofs. And when the pitch roofs, I mean, if you know, when they put a 50-year roof, you spend you spend a little bit more, but you get a whole lot out of it. Versus here, we keep putting these flat roofs that continuously, you know, have leaks, have problems, and look at all the money that's spent in between those 20 years on top of the money that we're spending right now. It's you're paying you're paying that
135money anyways. You're just spending it in sections. So again if I spend all the money on this one project I would have nothing left for other things. In this district we have 12 school sites. Every school site every campus has needs there from paving to painting to removing dents to uh creating new buildings. We have tons of needs. We have to balance between how much we can do with the money that we have. I mean we can have another bond sometime in the future a bond just for this reason just for this purpose but until that time that's all we have and the flat roofs actually they have not been too bad our experience has been pretty good in this district yes every roof is going to leak from time to time that depends on
136the rainy season but they have been serving pretty good uh for our needs >> I I just think it's a waste of money it's a it's eventual um loss on the road. So anyways, let's move on to off of the road. >> Thank you. Anybody else have a comment or question? I'm I'm just thinking myself and and Prime Minister Velasquez knows about roofs, but a pitch roof isn't guaranteed to not ever have problems, is it? with any kind of roof, >> every roof is going to have problem >> depending on the season, depending on weather conditions. So there's no guarantee. We are being proactive to provide this kind of mechanism or roof system that is going to not guarantee but provide some kind of assurance that is going to serve the the district. And with
137the amount of money we have and the balance we are trying to maintain and again we have done 90 projects with the money that we have. The reason is we were able to we are trying to balance things between the needs we have and the amount of funds that we have. >> Thank you. But you know since I think um Mr. Velasquez is interested in that subject, we might do a little bit more research and it could come back to the board later on the importance of what kind of buildings or once we just stamp it that we just make sure we're doing the right thing and spending the money correctly. Thank you for information. So I'm going to go ahead and call for the vote and this is on item R on the lease
138lease fact sub lease agreement for construction of the district office annex buildings and storage. The first motion made by Mr. Velasquez second by Mr. Okmpo. All those in favor please say I. >> I. >> Those who are not in favor say nay. >> Nay. >> Motion passes. Three in favor, one nay, and one absent. Okay, moving on to item B. >> Why? >> Oh, excuse me. Yeah, why? Sorry. So, this is also an action item. I need a This is the agreement with paper wing act contractor to provide after school theater art enrichment to the afterchool program districtwide during the 2627 school year submitted by Mr. Fausto. Um may I have a motion? >> Second. >> Mr. Velasquez made the first and then Mr. Okmpo. >> This one it's really more of a question. I
139really I don't know why I pulled it for a vote, but I just wondered Um, we're spending 1 million to do um, gator work at that. Um, I just wonder what are we really getting for $1 million? I know Mr. Fo's here. So, thank you for staying. Maybe you can help answer that question because feel like a lot of money to, you know, learn to >> Okay, just a minute. Mr. Fo, I don't know. Do you want do you want to address it or do you want him to >> or Mr. Fernand? >> Yes, I can address I can address that. >> You're fine. >> Yes. So um the total cost would not only be in regards to providing this type of enrichment but also they would be coming with costumes, materials, supplies. So it's
140kind of a full-on package of being able to provide this type of um like I said experience to students across all school sites. So it is somewhat pricey but it does come with everything that would be included. >> And about how many people are they going to bring down to do this? they come with um I don't know the specific um number of staff that they would be bringing along but it would be sufficient to to meet the the needs across the district each of our school sites and it is on a six week rotation and then after that they would also be um we would also be provided with student performances as well. >> So it's only six weeks for each of the schools. >> No is a rotation every six weeks. >> Okay.
141Okay. Okay. Thank you. That's really all I need to hear. >> Do you still have questions for Mr. No, I I think that you surprised what I question was. >> Okay. So, I'm going to go ahead and ask >> what is the funding source for for that uh for the item? >> It would be our ELOP >> El funding. Elanded learning. >> Anybody else? >> All righty. I'm going to call for the vote. All those in favor, please say I. >> I. >> Any opposed? None opposed, one absent. Motion carries. Now we go on to a award contract ina Contractor Incorporated bid 2526-002 Dr. Martin Luther King Jr. Academy roof replacement project. And this is an action item. May I get a motion? >> Move. >> Mr. Velasquez. >> Second. Miss Garcia. Okay. Questions, concerns.
142Mr. Last, >> my concern here is that we're doing we're going to put the same roof that lead and you know it's having all these issues um and it's costing us $2.2 million instead of spending a little bit more money and getting our money's worth. Um I I saw when they were when they put well when they put that roof up at at the LA pass they've had no issues with that roof like it's a metal roof. It's a pitch and I remember when we had the architects here >> um when they were proposing when we're getting ready to do some more construction here. One of them said that anyone we remember at the time we're having all these problems with these flat roofs at all the at all our sites where they um all
143the multi-purpose rooms we spent millions of dollars on all those flat roofs because they were done improperly. And here again um we're having the same issues at this school. And um that architect said that every monkey understands that water doesn't run uphill and that's what these roofs they stick over the edge and they don't they don't have issues. Yeah, you can have issues with any roof but for the most part those are going to be minimal compared to every 20 years $2.2 million on that's on this one. Next next time since things are going up it's going to be a lot more than $2.2 million. So, we're just asking to be a cash cow for all these people that are going to come keep working on these roofs. We need to get away from the
144flat roofs. We really do. >> Anybody else have a comment or a question? Yeah, I just I think I think it would be good to um to have a study done and present it to the board on you know the viability of the pitch roof compared to the flat roof and uh do some research on that and and bring that that back to us. I mean I think I think some uh good points are being made you know by my colleague here but also some good points are being made you know by our staff who's who who is our staff is saying that we have a limited amount of funds and we have I think I heard 90 projects to attend to and if we put up the fixed roof pitched roof we won't be
145able to attend to the other uh projects. So I think both have you know valid points but I would like more information on it uh and if it's true you know what is being uh purported by Mr. Velasquez and then maybe at some point we need to start looking at a pitch roof in the future. But for right now I think I'm going to support the motion only because u you know I want to see the other projects done too and and hope for the best. Good. >> I I'd like to propose something, but after Miss Garcia, if she has any comments. >> Well, I don't I'm you know, yeah, I feel like after every um contract done, I mean, there's inspections done, right? I mean, the inspectors go out and inspect, make sure that
146it's done correctly. I mean, I've had a few things done on my house and I have to have inspections go out there and and check off the box and make sure it's done correctly. Um, and I Yeah, and I hear what you're saying because I mean there's some frustration in uh in your voice and how you know you've seen you've been a part of the community and you've seen things happen and and who who out here wants an annoying leaky roof. Nobody, especially on a classroom or in a hallway or an office area. Nobody wants that. Um, but at the same time, I I do understand that, you know, we only have x amount of money and um that's it. And and >> let me add one more thing. Flat roof is the most common
147kind of roof in California. Not just us throughout the state. And there's a reason for that because they may not be as good as what you're proposing, but they do the job. And again, in public education, we are dealing with the balancing act between how much money you have and how much money you can spend on all those projects. If we do not do that now again we do not have money to do another kind of projects or other roofing. The difference is huge between this kind of roof and the other kind. So we may have to actually not only delay the project but maybe postpone the project and that's going to be even costlier. >> I'm assuming that Dr. Martin Luther King Academy there's a problem with the roof. That's why we're getting this
148uh fixed for the 2.2 million. We had an audit done and there's a need to fix that. >> I think we owe it to our constituents to give them the best buck for their money, especially when you keep passing these bonds and to for you to say that just pass another bond to add it to the roof. I think that's careless. I think we've already asked the voters in this community to spend a lot of money on these schools and the fact that we're not building them right is the district's fault. it's actually more your fault for continuing to propose these flat roofs. Um I think we need to at some point, you know, tell the parents that you know what I mean, we're not going to we're not going to spend the money wisely.
149Why do we keep going for them for more money with bonds? I think it's scarless and I think it's wrong that we keep asking the voters to support um projects like this because they should be done right the first time. It's going to cost a little bit more. Let's do it right the first time. >> Okay. And I think I'm going to stop right there. if if if you don't mind. And I think Mr. Velasquez brings up some really good points. I think Mr. Okampo brought up that he would like some more information. The good thing about this right now, I know we if it has to get done, we don't want to postpone it for too long, but the good thing it's not the rainy season right now, right? So, we're not having leaks
150right now. Correct. So, we are in the month of May and the rainy season starts probably November, December. >> Okay. So, what I'm what I'm asking is how the board feels about pulling this item for now and giving you some time to convince because I'm confused. He's what he's saying I think is totally correct. What you're saying. So, let's bring the information to back up that um which way we should go with the with the tax dollar. Is is that fair to everyone? So, so we'll pull this we'll put it on the next agenda for the June 3rd. Does that give you enough time to do your research and come back with some information on this? >> So, probably I have to come back in the next meeting to reject the bids we have because
151it we have gone through the bidding process. So, we have to notify the contractors that we have we are rejecting uh the >> Well, I think we're going to we have to do we're going to do what we have to do. I don't I don't know that part of it. That part of it I guess is under your >> and then >> Yeah. But but you have some very good questions and we're not going to [clears throat] settle this by a conversation and it'll prolong so one of the other things it'll prolong the project. So if we go forward if the board decides to approve the recommendation or not, right? So, we'll have to start restart the process and that'll push it further into the school year and we want to take advantage of the
152summer break while students aren't there to be able to do this kind of project. So, that's I mean >> and I understand that. I I I I I I do maybe not to to the extent, but I mean, we have to be ready to be able to prove this to the community and to our ourselves as a board. And I'm not saying I don't know which group is better. I just know that I hear two contrasting versions here. So, what do I need? What does Mr. Okmpo need? What I think what we all need is more information. So, is it possible to I mean either that or this is I I don't know how the vote will go on this. Are we willing to give it up or willing to gather some information so it
153could be more convincing to those or or so we can have questions and you could be better prepared. I don't know what do you think. >> So what I think is that if we do not do that now then we are actually postponing that until next year. So actually that gives us more time to do the research because we if we're not doing that this coming summer it means we have to do that in the summer next year 2027 >> just just to wait for one more meeting. >> Yeah because the bidding process takes longer >> after rejecting all the bids we have to start the process again. So that means that we have to advertise for bids. We have to receive the bids. We have to process the bids then go to board of
154education again. Why did the bid need to be rejected if we're just postponing the the uh the time for the vote? >> I don't know. I have to find out actually the legality of that that >> Yeah. And I think that's what we're asking for. Just a little bit more information. Three weeks. I don't understand how three weeks means we can't do it for the >> because we are in May right now. Today is May 13th, right? >> The last day of school is June 3rd. >> So we are missing the opportunity for this So, if we miss that opportunity for this school year is and we have a bad year with rain. Yeah. Because we're talking about MLK, correct? Um, are they going to have leaky classrooms? Is there a possibility that that can
155happen at MLK this winter with the rain season? >> So, there's no guarantee it can or cannot happen. >> What's the news? >> Pardon me. MLP is kind of older campus. >> I mean the buildings are old. >> So >> 20 years is not old. >> Well, I I think we need further discussion and more information. I I don't I don't want to stop any kind of bidding process or whatever details that has to do with your part of the job, but there's some questions that are being raised here that it doesn't seem like we're getting uh enough information to make uh you know, unless unless the the rest of the board wants to vote on it tonight >> or or we could uh >> ready to vote for it. We do have a motion
156and then uh a second and we can vote tonight. >> Well, we could have like an emergency meeting in a week maybe to to vote again. >> Why not? >> Yeah. >> Have the information that you're asking for in a week? I I don't see that happening, but I don't know. >> Yeah, I don't think we can get that information that quickly. >> I would hate to see us postpone and then have that school have flooding issue. I don't know what the issues have been this year. So, have there been a lot of issues with the roof for MLK this past year? Is that why we're we're resurfacing or whatever we're doing? >> Not bad. >> I mean, we had some leaks, but they were not too bad actually. >> Uhhuh. But postponing it for
157another year, I mean, I'm sure it's not the best idea either. So, I don't know. I'm because I'm not I don't I'm not an architect, right? I mean, I feel like I've done things before in my own house. I've had roofs replaced and I've had, you know, bids, I guess, my own bids from other people. I went with the cheapest one. Why? Because that's what I could afford. I mean, it is what it is. Um, so I I don't know enough about this subject about I know enough about pitch roofs and flat roofs. I know what how to tell the difference, but uh what on a actual school building, I don't have that background knowledge. So I Yeah. >> So the staff is going to follow whatever direction board of education provides. Uh definitely we'll
158follow your your guidance. >> Okay. >> Well, I I don't want to halt anything and you're right. There might be something because we don't take action this winter, but I think that um the points are valid um from our from our board members and we have to have that discussion soon. We can't say we're not prepared. Maybe not in 3 weeks and maybe I'm going to go ahead and call for the vote tonight and then to and but we have to start thinking board members are going to be asking questions like that and um so we need to be prepared and I know you will be cuz um so are there any questions Mr. Abasi >> from my side? No, we'll follow whatever direction board of education gives. >> I'm I'm going to go ahead
159and and call for the vote then because I don't think it Before you call the board, I just want to make on our future agenda items. Mr. Abosi is on there for June 24th, I believe, to give a facilities update already as a presentation. So, just that just we're aware. >> Okay. All righty. Thank you. We're going to move on then. I have a fir motion for Mr. Velasquez, second for Miss Garcia. Thank you very much, board members, for your um dialogue on this item. All those in favor say I. I. >> I. Any opposed? >> One opposed. So motion carries three to zero and one being absent. 3 to one, excuse me. 3 to one and one being absent. Thank you. Now we're going to go on to BF bid rejection. Barton Barton Elementary
160School bid 20 2526-00007 temporary relocatable classrooms and one restroom building project. All those in favor, please say I. >> I mean, excuse me. This is a motion. I'm so sorry. We could you could say I move. >> Mr. Velasquez. Motion. Second. >> I'll second it. >> Miss Garcia seconds this motion. Mr. Velasquez, >> this is this is more of a question just I was wondering why why was this one re uh why was this bid rejected I know we have to take the lowest price but why was this one rejected that's really my question uh so we had bids and there's a new state law it's called carb certification or declaration so one of the biders protested the lowest bidder that they have some legality issues and then then we had counterprotest. So that's besides
161the point. We also like to re-evaluate the design of those classrooms. So just for reference at Bon Elementary School, we have two reloss and we thought there's another opportunity to add two more classrooms plus one restroom because our needs are growing. So we can use that space for classrooms and also for partitions for service providers like psychologist, counselors, SLPs. So that's opportunity for us to do that. Uh the location itself has some elevation issues. So we had to hire a surveyor to help us with that. So we think that's an opportunity for us to actually re-evaluate the uh the design of those classrooms, the location and the design. And in a few days we are going to do that and go out for bid one more time. >> Okay. Thank you. So anybody else? Mr.
162>> No, Mrs. Garcia. >> Okay. I'll go ahead now. I'll call for the vote. All those in favor, please say I. I. >> Any opposed? No. Motion carries four to zero and with one being absent. Moving on to educational services action item. California State Preschool Program CSP self-evaluation for the 202526 2026 fiscal year. I need a motion please. >> So move. >> Was that Mr. Okmpo? >> Yes. >> Mr. Okmpo. A second. Mr. Velasquez, questions, comments, concerns from board members? No. Okay. We'll call for the vote. All those in favor, please say I. >> I. I. >> Any opposed? No. Motion carries on a vote of four to zero and one absent. Administrative services item number seven action item second read revoice re revise board policy 0410 non-discrimination in district programs and activities. Need a
163motion please. >> I make a motion. >> Garcia, is there a second? Mr. Velasquez. Do any of the trustees have questions, concerns, comments? Thank you. I'll call for the vote. All those in favor, please say I. >> I. >> Any opposed? Zero opposed. Four. Motion carries. One absent. Thank you. B. Action item. Second read. Adopt new board policy administrative regulation 1445 response to immigration enforcement. A motion please. >> So move >> Mr. Okampo. Was there a second? >> Second. >> Miss Garcia. Questions, comments. Board members. No. I'll go ahead and call for the vote. All those in favor, please say I. >> I. >> Any opposed? No. Motion carries. Four to zero. And we have one absent. C action item second read revise board policies and administrative regulations series 1 community relations superintendent department included.
164Motion please. >> I make a motion. >> Second. >> Mr. Okmpo. Questions, concerns? Board members? No. I'll call for the vote. All those in favor, please say I. >> I. Any opposed? None opposed. Motion carries. 4 to 01 absent. Action item D. California Latino School Boards Association CLSBA Unity 2026 conference in San Jose, California, August 27th to 30th. Um, 2026. Attendees, board members, and superintendent. Need a motion, please. >> So move, Mr. >> Okampo. Second. >> I'll second it. >> Garcia comments or questions from board members. Okay. I'll call for the vote. All those in favor, please say I. >> I. >> Any opposed? No. Motion carries four to zero with one being absent. Item number E, action item, agreement with County of Monterey Department of Elections for the provision of election services in November
1652026. Motion, please. >> I make a motion. >> Miss Garcia, thank you. Second, Mr. Velasquez. Thank you. Any questions? Comments, concerns? No. I'll call for the vote. All those in favor, please say I. >> I. >> Any opposed? No. Motion carries four to zero with one absent. So F is an also an action item. Uhhuh. discussion and possible approval of employment contract with Rais Bossi for employment as associate superintendent business services Alisal Union School District. I need a motion please. >> Uh so move >> I'll second it please. So before the vote is taken, I have I'm have to read the financial statement for um the agreement of Alisa School District with associate superintendent Raisi. Mr. Abasi's contract was um is due to expire on June 30th. So this would be an extension of that
166contract. The board is considering a new employment agreement for Rises Abasi, who currently serves as the associate superintendent of business services for the Alisa School District. The employment agreement for the associate superintendent will commence on July 1st, 2026. Summary of the financial terms are as follows. The term of Mr. Bossi's employment as associate superintendent of business services will be July 1st, 2026 through June 30th of 2029. The base salary of the associate superintendent of business services for the 202627 school year will be 235,000 762 based on a 222 uh day work year. The associate superintendent of business services will be paid a one-time off salary payment of 5,894 with 5 cents. Such payment is equal to 2 and a.5% of the 202627 school year base salary. The associate superintendent of business services will be eligible
167to participate in the health insurance benefit in and life insurance plan that are provided to other school management employees. The associate superintendent business will be paid a monthly allowance uh for an automobile of $500 per month. The associate superintendent shall receive a $500 per year as compensation for an earned master's degree. The associate superintendent shall receive an allowance of $40 per month for the use of his personal cell phone to conduct district business. The district will pay the cost of the associate superintendent of business services memberships dues in certain professional organizations. >> Thank you, Mrs. Zanzo. Anybody else have a question or comment? Yes, that's all that it all gets here. I think their contract should be they already top of the scale. maybe behind the average teacher salary district already as it is in
168the Can I I would like to clarify something, Mr. Velasquez. Um, we have a three-year contract agreement with all our union members. So, this will be 2026. 2027 will be the last year of that agreement, which all uh staff and their salary schedules have been approved. That includes um the rest of management, not cabinet. that has been approved and their salary schedules are all automatically due to go into the 2% increase in salaries that um all employees will be getting and then there's a 2 and a half% onetime payment which is what you see on that on those contracts and we have to amend our contracted employees. It's in their salary schedule already so it's already been approved. why we have to amend the contracts. It's because we're the only contracted employees and it's um
169in order for them to get what's on the salary schedule for 2026 27th, this has this vote has to happen on their contracts. >> That's negotiating. Your contract is negotiated on that contract meanial. You know, I do believe that every very well started in part. We don't need Thank you, Mr. Velasquez. Mr. Okmpo, >> any com? >> No, no com Garcia. >> I'm sorry. Is this any of any any of this cola or has that anything to do with this at all? >> So, no, this is this is if we were to look on the salary schedule and it's linked to the board agenda. This salary schedule for the cabinet members was approved last year. So when they did that amendment at the um at the end of the year, this was not added. It
170should have been added to their contracts last year for the amendment. The only one that would have been missing it is Mr. Diaz because he got hired after, but it those salary schedules already have been approved. This is just to reflect that salary schedule. Now, as the superintendent, my contract's on there. Um, if the if the board decides not to approve that, I don't have a salary schedule, right? The superintendent seat does not have a salary schedule, but the cabinet members do and it's been it was approved last year. It's just reflecting that approval. Thank you, Mr. Velasquez. Well, I could I well it's my understanding that it's unless I'm it's my understanding that it's not a step in step in column that it's an increases that teachers got and it's kind of like a
171meto clause and that's what but it's not a it's not a step don't think right it's a it's a me too thing teachers got it the question is we give the teachers a raise do we give the rest of our staff a raise yes or no that's the question >> thank you okay So, I'm going to go on. Are you finished, Mr. Allesus? Um, my thought is, and I'm not trying to contradict anybody, but you can't compare apples to oranges. I mean, we have our our cabinet members and our superintendent that have a different job than classified and teachers. So I think I I personally think and I don't mean any disrespect it's it's unfair to compare those because of the jobs that they have the weight of the jobs that they had and the
172board agreed with what their salary was going to be. Now I would be and my question was going to be 2% um is that 2% of of what they got paid last year? It's not a new Okay. Yeah. So, I'm I I I support this. Again, this is another subject that before we vote yes as a board, we need to discuss it further instead of um you know, like right now, it's already on the on the table. And um I personally am very satisfied with the job that our people are doing. For example, we're not talking about m and I know nobody's saying anything negative and this isn't what we're talking about Abasi, not Diaz, but Mr. Diaz is doing an exceptional job extra in cleaning up the HR department and what he's doing with
173the job descriptions, cleaning them up that they haven't even been touched like in 20 years or so forth. And he didn't come up and say, "Well, can I get more money because I'm doing this extra work?" No, he's doing it. And the the way Dr. Fernandez supports the superintendent and I know you're not questioning their abilities, Mr. Velasquez, and I'm not trying to contradict you. I'm just [clears throat] very satisfied with the work that Mr. Abasi has al is also doing. So what we have done in the past in LSL if one person gets a 2% everybody gets a 2% even the board you know gets that every we all do we don't ever exclude anyone and all of our jobs are different every part of what all of us does is different you know
174so maybe we have to stop h uh to to have a cost savings stop hiring more consultants or more position positions and as a board we have that responsibility to look at where we can cut. But to say that everybody's going to get their two% except the cabinet and the superintendent just doesn't seem fair to me. So since nobody else had any more comments on this, we're talking about Mr. Abasi and I'm going to go ahead and call for the vote there. All those who are in favor, please say I. >> I. >> Opposed, one opposed and one absent. Motion carries. G. Consideration and action regarding executive compensation. Dr. Clara Fernandez, Deputy Superintendent, Educational Services. I need a motion, please. Mr. Okmpo. Second. >> Second. >> And then I going to read the financial statement.
175>> Sure. >> Thank you. >> So, this is Alisa Union School District, summary of financial terms of Deputy Superintendent Dr. Maria Clara Fernandez, second amendment to the employment agreement. The board is in consider is considering a second amendment to the employment agreement for Dr. Maria Clara Hernandez who currently serves as the deputy superintendent of the Alsa Union School District. The second amendment for the deputy superintendent will commence on July 1st, 2026. A summary of the financial terms are as follows. The district agrees to pay the deputy superintendent an annual base salary of 2020,759 sorry 220759,000. Such an amount is equal to a a step and 2% increase and in an and increase from the previous 208 to 104,000 annual salary. The district agrees to pay the superintendent a onetime off salary payment of 500 55187.
176Such payment is equal to the two and a half% of the 202627 school year base salary. >> Thank you. Any more comments or questions before the vote? It's not years. >> Thank you. Um, Miss Garcia, any comments? >> No. >> Okay. All right. I'm going to go ahead and call for the vote. All those that are in favor, please say I. I. >> I. I. >> Opposed. 3 to one. Motion carries and we still have one absent. H consideration and action regarding executive compensation DAS, assistant superintendent, human resources. May I please get a motion? >> So move. >> Mr. Oko. >> I'll second. >> Miss Garcia seconds it um comments, questions. >> I have to read the financial statement. >> Okay, ma'am. So this is the um summary of financial terms of the assistant superintendent
177Joseu Diaz first amendment to the employment agreement. The board is considering a first amendment to the employment agreement for Joseas who currently serves as the assistant superintendent of human resource for the Alysai Union School District. The first amendment for the for the assistant superintendent will commence on July 1st 2026. A summary of the financial terms are as follows. The district agre agrees to pay the assistant superintendent an annual base salary of 215,899. Such an amount is equal to a a step and two and a half pay increase for the previous 200 3,524 annual salary. The district agrees to pay the assistant superintendent a onetime offsary payment of 5,39747. Such payment is equal to two and a half% of the assistant superintendent 2026 27 schoolbased salary. Thank you. Any anything to add? Thank you. No more.
178Okay, I'll call for the vote. All those who are in favor say I. I. >> I. Any opposed? One and one absent. Motion carries. Thank you. I consideration and action regarding executive compensation. Monica Anzo, superintendent. May I get a motion, please? >> So move. >> Second. Miss Garcia, you need to read something also. >> Yes. >> Okay. So, this is um summary of financial terms of the superintendent second amendment of to the employment agreement. The district will consider approving a second amendment to the employment agreement for Mon Council who serves as a superintendent for the Dallas Union School District. The second amendment will commence on July 1st, 20, 2026. A summary of the financial terms are as follows. The district agrees to pay the superintendent an annual base salary of 273,625. Such an amount is
179equal to 2% pay increase for the previous 268,260 annual salary. The district agrees to pay the superintendent a onetime 2.5% of salary bonus calculated against her 2026 annual salary. Such payment is equal to 6,84262. >> Thank you, Mr. Velasquez. Excuse me. >> Thank you, Mr. Uh yeah, I guess the only thing is that again the this uh this increase was was made um last year. Um so um it's not something we're giving her this year. It's as as of as of last year uh when you were not the superintendent I don't think at that time were you? You were the deputy superintendent at that time. Yes. So we're catching up with you so to speak. Anyway, that's my only comment. >> Thank you um Miss Garcia. Thank you. All righty. I'm going to go ahead
180and call for the vote. All those in favor, please say I. >> I. Opposed. >> Excuse me. Hold on. Motion carries 3 to one and then one being absent. J. Information. First read revise board policy 2120 superintendent and recruitment selection. K. Information. First read adopt new exhibit 9250 E2 renumeration reimbursement and other benefits. L information first read revised board policies administrative regulations and exhibit series 9000 bo board bylaws included. [snorts] M information first read adopt new board bylaw 93201 remote meetings and attendance. So all those are available for U it's in the backup agenda information permission for the board members >> and if that's a if and that's a time that if you need to give feedback or you want something changed you just let us know so that when we bring to the second
181read it reflects that um ask or change. >> Okay. >> Thank you. So moving on to number eight. Future agenda items are listed here. the LCAP um budget um budget uh our local indicator state dashboard facilities update. Um is there any other agenda items that the board members would like to add at this time? It's not the only opportunity we have, but you can if you Okay. >> Okay. On the facilities one, will he Mr. Abasi be able to give us like the troop information? I don't know. I mean, it's June 24th. >> You were referred to. Yeah. >> Yeah. Mrs. Zanza had said yes. Thank you. >> Okay. Number nine, regular board meeting June 3rd, 24th, and 15th. Um, so we're going to go into public comments. A individuals wishing to address the board
182of trustees on close session agenda items may do so at this time. Starting time is 8:14. Is there anybody that Okay, ending time 8:14. So, now we're going to go into close session. I'm going to call it at 8:15 and at 8:25. In 10 minutes, we will start our close session agenda. So, we have a 10-minute break. What else? >> I didn't. Sorry. I Thank you. We will now reconvene to open session at 9:21 p.m. And we have some following action that was taken in close session. On a vote of three to one with one being absent, the board took action on item C to appoint Emmanuel Mircado as principal for the 2026 27 school year at Frank Paul Elementary. On a vote of four to zero with one absent, the board took action on
183item C to appoint Selia Selenas Garcia as the principal for the 2026 27 school year at Dr. Martin Luther King Jr. Academy. On a vote of four to zero with one absent, the board took action on item C to appoint Genesis Gomez as the board certified behavior analyst effective immediately. Thank you very much. That's all the reported action and we will adjourn this meeting at 9:22. Thank you.