DELAC

001Alright, now let's start the meeting. We start at 6:05. We're going to call for order, please. Okay , let me introduce myself. I'm Nigel Sandoval, the vice president. There is currently no female president. He'll arrive at some point and if he presents something. Good afternoon, secretary. Good afternoon. My name is Alejandra and I am the alternative father and today I am here in the place of R who could not attend today. Good afternoon. My name is Julio Castro, director of the Alfamela Community group, supporting the table here. Good afternoon, I am Mrs. Diana Garcia and I am the director of student services. Welcome, and please take a seat. Just a reminder, do we have childcare or is there the supervisor back there who will take care of them and take them to the room where

002they will be looked after and cared for? Okay, let's now take the roll call of the schools present. Please, if possible, the representative from each school will raise their bed when they hear their school's name called. Isabel has not arrived yet. Maresent news Okay, Barbie, thanks Sanchez, but there's no dad. Verina, representative of Gracias's father. Very good. We move on to the next point, which is the review of community agreements. Very good. If you'd like to take a minute and choose one of our agreements, could we share it, please? Sanchez. Very good. I would like to participate fully. Would anyone else like to share more than just agreement with Olivia? I communicate your transparency of being open and sugary from someone else I can shout it has to get up. Okay. Act in accordance with

003values. Act in accordance with your values. Thank you so much. Anyone else? A safe place, their voice heard. A safe place, where your voice can be heard. Thank you so much. Anyone else? Very well, let's move on to the next item, which is the minutes of the March 2017 meeting. March 17th. They are in front of their tables or they have them. We are planning. Sorry, they were showing them. We have the schools that existed at the table. I think the name Ruth is spelled incorrectly. We're going to correct it properly. The name of those minutes. At most we need two functions to be able to pass the first motion. Thank you so much. Very well, let's move on to the next pr which would be the results of ideas presented by Porta Marel. Ah,

004we're going to make an addendum to the agenda because we have a lady who has to retire and wants to announce something. If we can make that vote to make the decision to review the agenda. and put it right below before the results of Yes, they agree ideas. Okay. Who makes the first motion to put the agenda review on the agenda? Karina Melgosa. And who's second? What's it called? Alma Perea, the second. So um thank you so much uh for including us and what we want to share today with is that we are working with um CD and there are two things right there's the station one there's a parent training coming up in collaboration with special education as well as and we're bringing information to our parents about what a similar intercession looks forsl

005because usually there are some IPs who are um at a in a in a selfcroom majority of the day but intersections are where they are included with genetic students so there are going to be differences in the so during summer special education holds something of extended which is determined the i but translate Okay. And then uh but that's where you want to go right now how if you want your children in extended school year what that looks like what it would look like in the in the session because this session is not the same as a self-tained specialized academic instruction program the reforms of the program and what that would look like. Mr. will be presenting on this and then after that right after that have meeting for special education. So, what Ms. Sawa, the

006director of the special education department , said is that there will be a meeting that is a guide for all parents about all the interson programs we have here, but this meeting will be especially for all children who have an IIT or an EIP, which is an individual education plan, and it is basically to give training to all the parents. so that they understand the difference between the programs of intersectionality, because there are some that are specifically designed for all students who have special needs, learning needs. So, Mr. Fausto will also be there presenting. After that, after the meeting there will be a meeting where all the parents can give their ideas again, their ideas about everything they would like us as a district to offer. These are ideas, and from there you can see

007that we then put together all the ideas that the parents from all the departments and all the schools give us in order to see what we can provide, what we already have. Perhaps we need to refine certain services. It will be on May 6th here at this location from 6 pm until 7:15 pm. There will be a childcare service and light snacks will also be available. Light, like maybe they'll have mole or sole or something like that, but the food always brings us here. [laughter] Mrs. Z says that Mr. Fausto will make sure they remember to have good food. Ah, and that's what she wanted to present. Do you have any questions about this? OK thanks. OK thanks. Very good. So, now we continue with the results of present ideas. Okay. Good evening. I'm back.

008I missed you. It's been a whole month. Uh we are here with our second part of inputs. So if you remember last time we gathered all yours and we put it into a presentation which is leaked here and you also have her copies. But for this video of time tonight this and this is presentation but in short and so we spending both of our time the both of our time getting more so I'm going to turn it over to who's going to go over this form with you today one is English the other side is Spanish I will bring more around for it and then when we talk about our activity so we can more Good afternoon. Ah, she's the video lady and she says she missed them because she has n't seen them for

009a whole month. Ah, what she's going to do is present again the contribution trends for our... Everyone knows that the outl of we have to feel on our feet everything we are going to do. We need to see if it's producing results or not . What you have here is basically the presentation that's over there. We're not going to give the presentation that's here, but you have a copy. If you don't have a copy, please go back there or raise your hand and the lady will give you one. What we're going to do is go over what's here because we can do the presentation, but the presentation is going to take a long time and then you won't have the opportunity to contribute your ideas at the stations we have ready for you here. If

010you look at the Spanish section, the one here, it's basically the parents' chords for Monday, 2025, 26, because right now that's what you've given for 2027. So it's an executive summary. These are all the comments we received from parents at all schools, those who completed the survey and those who attended the meetings. How many of you attended the meeting? Raise your hand. How many of you went to cut off your ideas? Raise your hand. If I don't come back, don't feel like you can give back here too. Okay. So, the key strengths are strong relationships and school climate. So, strong relationships and school climate are where parents consistently report that the staff is attentive, welcoming, and supportive. School environments are positive and contribute to students' motivation and sense of security. Most of our parents believe

011that our schools offer all of that and that any person offers it. Are we perfect as a school? As schools or as a district? No, nothing is perfect, right? No district you go to is going to be perfect. There will always be something that needs improvement. Academic and effective support, small group instruction in AR development in English, and intervention programs are highly valued. The expanded learning of after-school programs, Saturday programs, and migrant programs shows a strong impact. We have many children who take advantage of these programs that we have extended, and it has to do with the fact that there is a change, a change where the children are motivated to come because we not only integrate the academic, we also integrate the other, ah, how do you say it? other things that enrich children's

012learning. The social-emotional learning system is growing. I am a growth in everything related to the socio-emotional area. The counselors, the wellness teams and KBIS systems, which is all about positive behavior. We have an intervention system, and they are making a positive difference. Students are developing self-regulation and social skills that all PIS programs help us to motivate children to behave well. We're confident that 100% of it will behave well, right? There will always be someone or a small group who wants to do other things, right? But what counselors and wellness groups or teams can do is find out why. There's always a reason why they're behaving this way. We don't know what kind of life they lead at home. There are children who come with trauma, there are children who come with many experiences and have

013already lived at their age. That's why we need to see what the main cause of that behavior is. The key areas of need based on what you provided are academic support, especially in the area of mathematics. Before the state standards changed , the math area was our strongest area . But today it is the lowest area we have. Because? Because mathematics is done very differently than it used to be. There is a growing demand for mental health and social-emotional support; we need more counselors, more social workers, and therapy services. There is a strong need for support in anxiety, autism, and behavioral needs. And that is the society we live in today. It's not that it wasn't seen before, it's just that people did n't talk about it. Because if you sought therapy, if you sought

014counseling, you were seen as a weak person, or that was not something that was accepted. Barriers to family participation. One of the main barriers includes working hours, especially for all of us parents who work in agriculture, the lack of childcare during meetings, and limited access to communication platforms. For example, sometimes we send everything electronically just because we want to save paper, right? But not all parents have that electronic access and sometimes they don't know how to use it, and sometimes the little slips of paper also sometimes get left in the children's backpacks, because the children carry them in their hands and they lose them and that's it, or they don't last. Ah, the priorities of equity and access to bilingual communication. There is more bilingual communication including Spanish and indigenous dialects. Those are the native

015languages ​​that our people come from, right? They come from Mexico with native languages. Support for special education: There is greater support for special education students and their families, but there is still more and more room to grow in that area. Program expansion. Ah, we have expanded the migrant programs, the migrant program on community candles and in all campuses. So, the strategic priorities, for example, number one is to strengthen math instruction and intervention, number two is to expand mental and social-emotional health staff, and number three is to redesign family involvement to improve accessibility, scheduling, childcare, and communication. And fourth is to guarantee equitable access to programs in all schools. In all schools, because oh and it also has to do with equity, that if one school has 800 children and another has 500, I mean, yes,

016we have the same services, but maybe the school with 800 needs more support because there is a larger population of children there, which means more need as well. So, this is this now And some of our board you helped us in this last time. So if you don't mind around the room there are our goals and actions in both English and in Spanish. The reason I didn't ask them to give questions right now is because they're going to ask the questions when they're at their stations. Yes. This side here, the four schools that are here are going to move to that wall over there. There are the four questions. These ones in the middle are going to go back there, and these ones here, we're going to see directors of the staff and crime scene

017to help them answer the questions. And then if there are other ideas suggestions, you can write them on the posters that are there. If you need more posters, I have more posters. Okay. These little orange stickers here , you're going to put them next to the ideas you agree with. You say, "This is working, I want this to continue." If there are other ideas, there will be markers so you can write ideas in each section, because you can see how the yellow, green, blue, orange, and pink or rock-colored ones are. There you can plant more ideas that you do n't see on the list that's already there with other services we can offer. We'll do 20 minutes. 20 minutes to give someone has to be the leader of the time clock. It is said that

018someone has to be the timekeeper so that they can divide the time into 20 minutes among the four who are there. Now then, do you have any questions? Yes. Do n't you have any doubts? Do you want us to give you ideas? They ask who's there, right? But the ideas have to come from you, okay? Because you are the parents. Very important. Okay, let's begin. These four schools here, four schools here, and the four schools there. 15 minutes. because we had to add late and then came in expanded learning, Pero al ratito. [clears throat] Those minutes have 5 minutes, so let's use our last 5 productive minutes, lots of ideas, please. minute. Hello. Thank you very much for participating. Your opinion in Gracias. And now as you walk to your seat, think, we are going

019to share in the large group, so we want to hear. They had the opportunity, right?, to talk within their group, they had the opportunity to put their stickers to see what things they have and now listen to you out loud so that the group can hear, right? I really liked what Mes Garcia said, that the other Bible, right? From the district and depending on the Bible or the biblical or religious text that you follow, right? We didn't have the opportunity to write that, but here we have the opportunity to collaborate on our text which will be our God Bible manual. So you can raise your hand if you'd like to share something you'd like to continue seeing. Thanks to Mrs. Sandoval from Crimside, we talked about how she hopes we can continue to see the

020support of the 12 reading specialists in our district to support students who still don't have the ability to read in the higher grades. Anyone else who would like to share? Anyone else? Aní alguien más. Don't raise your hand so much. One at a time. One at a time. Let's see. [laughs] Aside from the fact that it has a lot of reading, it has many points that we thought were very valuable, starting with the counselors, keeping the counselors in the schools and also this assistance for the students from Newer, especially since they come to our area, they come and are part of the community and offering them perhaps offering them transportation from some countries. an idea. Okay, very good. And we're going to choose the cousin here. Let's see. Hello, good afternoon. I really wanted to

021give credit to everyone because there are so many of them, and they are all very good. This would mean adding nurses to each school, which is needed for any accident that might occur at school. It's better to have them than to need them. Speaking personally, when I was able to participate in sports during this period because there were no coaches, there's sadness, but there are no coaches in this. More publicity and more financial support would be needed. possibly for their eh and support for special education. As I said, it's not perfect in a linear fashion, but there's a lot to it, and thanks to everyone for their ideas. Thanks to everyone for the ideas. We always write extras. As they leave, take them with you, take them to other mothers and tell them when they

022have the sessions at each school. This is what we're going to do, so take the projects and data we have for other parents who may not have the opportunity to come. And remember that there will be another round in all schools, or that's precisely what I was going to mention. Thank you so much. Hello, good afternoon. They had many good ideas, but they were left wanting more because I was already very excited. I wanted to continue writing this because time wasn't on our side, but there are more opportunities in each of your schools; you will be able to have the opportunity to attend and invite your neighbor, invite your godmother, your friend. You yourself can learn at each of the schools that they still have 12 more opportunities to continue giving ideas, because sometimes this

023one makes us think, oh, I should have put this, I should have put that , you know. So, we have that availability. I think the dates are already scheduled, maybe they're already booked . So please, ah , let's take that chance, won't you? And we thank you for this space, for being here, and remember, invite a friend, your godmother, or everyone. Next, we're going to have a presentation by Ed on the role of the pedagogical advisor, okay, sorry, the educational advisor. Yes, I said it correctly. instruction you want to be I don't [laughs] All right. Good evening everyone. I'm here with Lesle. She's going to help I believe with some translation for me. Um I'm just really want to start with being happy I'm here. I've never had an opportunity to present it. My husband

024was part of leadership. So, um, just the process of is, uh, something that is in my own good, the interpreter is doing. I thought she was going to do it, so I was going to, uh, because I want to make sure that I have the opportunity to be very aware of our instructions. Just to make sure that everyone has received them, right here in front of us is the table; we have the equipment for translation and interpretation. If you have n't picked up this translation device yet, I recommend you do so now because the next presentation will be in English. Yes. And the presentation is also bilingual, in both languages, Spanish and English. Okay. This presentation will be bilingual, in both languages. Okay. So, if you want to know exactly what she says, use these.

025Yes, like following Miss Pot. To Miss Porter Miss Porter. Ah, so I can keep up with her and stay informed. This way they can have the devices and progress at the same pace, but it will also be provided in Spanish. It's going to be bilingual. Thank you so much. Roberto. Roberto. I do not have the same outfit on today. [laughs] I'm not very but I All right, let's start. So again, I have some because I want to get sure I say the things I want to say about our instructional coaches. Um they are an amazing group of educators whose soul not soul whose big purpose is to really partner with our classroom teachers. And so those notes are really important for me so I don't miss the reading what I say. So I want to

026first start a little bit. There I am [clears throat] again in a different outfit. Um this presentation is about um 14 of our instructional approaches and it really is about building teacher capacity through big words nonevaluative equity center t one instruction right but because a chance to be in front of you before I want to tell you a little bit about myself before we move to the next sl the first thing I want you to know is this is I'm finishing my 31st year I was a baby just a little baby. I think but my point is that it's been a long time. I heard from a baby teacher and Al cultivated me honestly into the teacher that I know. Right. So um I was in the classroom for 18 years. I started in the

02790s at Sanborn which became Jess Cent when I was a teacher there and then I had the opportunity to then move over to CH school when it was 10 years old. So then I became a custom teacher over at I'm very proud of the time that I was in that custom. 18 years is a long time. Um, and again, it gave me an opportunity to really practice my craft being a teacher in hospital. My families that I had the pleasure of working with. Oh, they just had a huge impact on me. The students, my colleagues, uh and who I am because of the people that I work with and the 18 years in the after that I became an instructional coach this position. So I had an opportunity to leave Travis and go back over

028to Sanchez where I was an instructional coach. And then after that I became a tosa which is confusing in this district. Coaches work with people to work of content. So I became the language art in that um the Mon County Office of Education asked me to join them. So I spent four years over at Mon County Office of Education uh both in person and during COVID. Super fun. Um and then it was time for me to come back home and that's when I come back home here to lead the time instruction which is just recently evolved to teaching and learning. The next part that I want to share with you is something that's even more important to me besides my professional journey in and it's my personal journey in. So um I had two children,

029Elizabeth and Matthew. They both went all the way through school at T school, Els and then um Matthew graduated from Al school and he was the COVID class 2020 the drive though of graduation and then uh my daughter went to graduate as both of my children was providing a little program school and a little fun fact that we worked really hard on my husband and I didn't learn English until they went to school that was difficult for us our daughters younger right Matthew wanted to watch certain TV you want all those kinds of things but it was something we work very very hard at as parl very and then there's my husband so my husband's name then there's my husband uh my husband's name is he is um gone on a huge journey in his

030adult life So uh he is from Mexican City but we have our home in a little town in New York. I think that makes me I was saying that people [laughs] sorry um and the other thing that I really thought of is his role that he played at so he was a part of school council he wants me to make sure to say he was a coach um [clears throat] in sports program being like years um as a football coach and as a festival coach. So what that meant for us is after I left the classroom and went over to San Franch and then district I still had an opportunity to connect with J's parents because of the role that my husband took in leadership at CH school. Um and the final thing I want

031to say is that we live in Alas. So we've lived in Alas. grew back up as a baby teacher and then it was important for us to live in Alville and so I share all of that because um I've had the benefit of becoming who I am as a professional as well as personally because of my relationships and commitment to the district and part of that is what this work feels for me as a director who has an extreme pleasure of collaborating and managing the instructional. So thank you for all that. Okay, next slide. Here we go. So when I was thinking about what do I want people to know the very about our coaches I came up with one set so we will help for me. Instructional coaching in Al school district is collaborative

032which means we work together ourselves and teachers and administrators. It's not evaluative. Again, that's a really big deal. They're not evaluating anyone. This is a partnership, an instructional partnership. I said it again, partnership that builds teacher capacity. So that would mean like my confidence as a classroom teacher to teach to the standards using the curriculum that school has adopted to deliver clear equitable high quality tier one instruction. What does tier one mean? the first time that a teacher teaches a concept. So for example if I'm as a teacher getting ready to teach addition to first grade students, the first time I teach that to students, that's your one. So there's a difference between a sentence that sort of summarizes it all, summarizes it all and really understanding the purpose of why we have instructional coaches.

033whole one in our el. So when we think about the connection between Elc and instruction instruction approaches are one of those connections we live in whole so the purpose is some of this a little repell sort of unpacking that sentence a little bit is the purpose is that again strengthen that first teaching that a teacher provides for all her students for all his students in a customer it's job embedded which means coaching happens during the work It's a part of the options that teachers have and again it's not evaluation evaluation lives with our administrators not with our coaches our coaches are just like our class teachers are so it's really um it brings some clarity to instruction then a part of coaching is reflective practice as a questional teacher and then finally coaching aligns to

034district priorities and the one as equities. So what are the leads of our team of 15 um coaches? What is that? I can't say another coaching is supportive not evaluative. Relationships and trusts are foundational. So if I'm going to enter into that partnership with a colle with a coach that coach better and really good job. of building a relationship and a trusting relationship with teacher voice choice and ownership that matters. I have a choice to enter into a coaching relationship and I have a choice about what I want to focus on in that cycle of a coaching. It's not just random instruction it's um guided by evidence and data like you saw over there. part of the data that we use and then equity is achieved core strong insertion so thinking of what does that

035mean that means that every student has a right to learn the California state science for us as teachers and as coaches how do we level up our instruction our support so all students have access to the standard that's equity practices. Okay. So what is the role of the coach and what is it not? Again uh as a coach we build teacher capacities that's the biggest thing we do that through some teacher clarity. We do cl uh pounding we model, we observe and we provide feedback to teachers. And a big thing for us is we facilitate reflection of professional learning. Again, if we think of that first part of goal one where it talks about the professional learning community, we live in that purchases. We facilitate that and we support that work. What it's not teacher

036evaluation it's not administrative provision and it's not substitute teaching or intervention by so these are sort of the branches of the work that we do complex but also kindle the first one again you don't say it because it's the same thing of over and over and over again it's high quality teacher tier one instruction the first time a teacher teaches a standard or a group of standards that is a high quality person it's equitable instructional practice formative data and student work and then all of that wed up and the clarity of teaching so students know why they're learning how they're learning it and how will [clear throat] they know that they learn and that's a coaching that 's the coaching cycle. So the first part is right here. So if I'm a teacher and I

037want to enter into a coaching relationship, if you will, partnership with a coach, the first thing I'm going to do is I get to identify a focus um a focus based on what my students needs are and what the data. And then next the coach and I sit next to each other and we do planning. So what does that tier one first good teaching look like plan it together and then we teach it that can be as a coach I could be the first teacher at that so that the teacher is looking and paying attention and following or we can co-teach it together or a teacher can say you know what I got this I want to teach it can you just give me some feedback observ and then finally we use um some reflection

038with evidence and and that evidence help us helps us determine accepts then it starts all over again right that's just a cy over ok here's the last slide we have a lot for amazing reason a lot of the supports for teachers and then in student I want to just remind coaching is um I get to enter into that. I get to make that choice as a customer. It's not a force again because it's not valuation. It's not supervision. It's entering into a partnership and a relationship that I as the teacher enter make the choice to go into and the focus is what I want to work. What's important to me as a teacher? In Alis, we have 12 instructional coaches. We call them the site instructional coaches because there's one for every school. And then

039we have few um sped SDC instructional coaches who don't live in sped. They live in taking the money and instruction. That makes 14 and all. So having worked in the county and worked with 27 school districts in Bay County, no one in the entire county has those two coaches. No one. We are the ones that have that in our stuff. That makes me very trouble when we think about equity and all students that our action so our words are put in fact. And then we also have nine early literacy coaches. Um they are not people that I manage. They're under um Elia Garcia who's our early learning. But those are our coaches. We have other support stuff but like with the title those are the right that we have. Does anyone else have any questions?

040I have questions, but before I ask, do you have any questions? district level um request to support for the enter instructional partnership is that something to that all schools have the same way of investment support it is a very simple process for doing that in that everyone um all opinion of the year introduces themselves so that all staff knows who they are reviews like a menu of coaching options and it literally there's a document that a teacher can fill out and that conversation you want to work on it's not complicated thank you very much for I have a question head coaches work in terms of translating or do we have like a big volume or we don't really have a big volume in terms of ASL assign language? Ok so let me ask me answer

041your first question your first question is where do we get the data so as a teacher as a grade level as a school of course we have our bag and our back data right but that's already old any schools that's why we have something like I right that's a tri by trimester assessment that's given but as a classroom teacher I'm always assessing my students whether that's coming into what they're saying So data doesn't just have to be and then from that data as a grade level teachers are working together in those PLCs um in grade levels to determine um what instructional needs there are at the grade level and because the coach is a part of that the coach is there to say [clear throat] hey let's work on that together based on what our

042data is answering your question. Yeah. Yes. Okay. And then the ASL I don't have I don't know the information on that. Um I don't know how many students that we have that need that support. Sorry spot. But do you know what our needs are for ASL? we have any so currently there's no sign and theory so there are special there are special the county the contract of the county ontoe yes so we have one of them have vision special i give you Sorry thank you. So again if a student is on an right that's what I could speak to if a student has special needs they would be on an uh if a student on an IP the team looks at the data what are they need if for example they're hearing impaired we have

043contractive contract with and we have a de and heart of hearing who would be on the space flow and they come and work at the side look at the needs the nois there things that we need specialist purchase for the child we do all of that and we should pair um AP you know so we do provide we don't really thank you so much thank you thank you for that and I know that very time limited I believe there's one more question and then we're going to move on question um for the uh the sped coaches are these only for students in the special class or they support for um general teachers um who have student with I for all students right so um definitely for SDC classes but also for classroom teachers if they

044have you know there's a speech I whatever that is in the general the exation is that our SC Our sped coaches are in constant collaboration with our site coaches so that there's coaching cycles. When we use the word all, we need the word all, right? And so there's that partnership always between um our two sped whether that's an agenda because whatever or or if it's an SC. Yeah, great question. Thank you so much for sharing your personal story. Let's move on to the next topic. This is going to be about Okay's visit. The visit of Wier from Griselda Reyes of PRV and Olivia Dávalos from the Loya school who are the coordinators. Thank you so much. They're going to give us a presentation and a short connection. Today we are accompanied by Préelo. Good afternoon,

045my name is [name omitted] and I am the coordinator of the Barden community school . We, along with some coordinators, counselors, and directors, had the opportunity to visit two community schools this year, one of which was Orange Grow Elementary School and the other Sorens Elementary School . At Orange Grow Elementary School, the things they did that stood out, how do you say it? Things stood out. Uh-huh. It was the voice of the students. Student leadership was highlighted, and at Soren Elementary School, the parents' panel and parental involvement in the school were also noted. Okay. Hello, good afternoon. I am Olivia Dávalos and I am the coordinator of the Dr. Austria Gloria community schools and I also had the good fortune to give this presentation. As my colleague said, 12 district representatives including school principals, assistant

046principals, coordinators, parent education specialists, oh, teachers and our principal Mr. Castro, who told us what we were there for . Yes, they could show me around . Perfect, thank you. So, one of the things we noticed is the difference in the size of the schools. We have schools that have roughly 500 students up to 800, a little more. And there the schools had 250 to 300 students, and what do you think of that? They didn't have the position of deputy directors, so it was just the director and the coordinator who were doing many of the programs. That was something we noticed was a little different. They are only one year ahead of us in the grant, in the state scholarship, but we realized that it was a good validation of the progress we have been

047making. We take many ideas, but we also notice that we are already doing much of what they have implemented, and we are doing it in a faster and more efficient way. Inter-institutional collaboration. One of the programs that started was the collaboration with the parents, which they focused on presenting to us; it was a collaboration that was founded by the Police Department. So it was something we said, "Okay, that's something we might be able to come up with ." And I know that in, for example, very soon there will be a little coffee shop, the police chief, that I'm interested in, maybe you'll tell the police chief, "Hey, over there in Willer they're paying parents for the little coffee shops," so we'll see you there. [laughs] So, ah, with community synergy they have done a lot

048with community synergy, just like us. As you know, in terms of inter-institutional collaboration, we are working with the College to teach English classes. We are working for the good, which was previously Blues. We are working with the park rangers who give us guided walks. Oh, come on, I have a morning for May 31st. Yes, if we like to join you on May 31st, we can give that information to the hill workers and we'll put it on fast. And I already said it in front of everyone, I'm going to do it as soon as I finish the chicken so they can praise it there. Okay. Resource optimization. In terms of resource optimization, we are collaborating with other district programs to pool resources and see how we can share the cost of funding to make the programs

049we offer more effective. Well, those are the notes I have. Uh, I feel it was a very good experience to go and see the most. What impacted us were the voices of the parents, the voices of the children, of the students who were there. You could see that they were very excited to have the leadership and that their voices were heard in one of the schools. The students were the ones who guided us to the classroom and it looked very nice. We really liked it, and thank you very much to the district for the opportunity to go and see what they are offering. Fine, thanks. Thank you. Thank you very much for the information. They're a year ahead of us, but we're getting there, we're getting there. So, let's give them a round of applause.

050Thank you. Now we're going to continue with the next thing, so that they can give us an extension learning report. Very well, Pulido, go ahead, please. Hello, good afternoon. I am at 10. At each table I left our presentation so that you can follow all the information. Ah, again we are... we have partnered with, as we have presented in the past, but I wanted to inform you again that registration for any program we have with the extended learning department can always be done online with them. Okay. So, they'll always see as soon as it's live there, they can see their school. Oh yes, we have a new program that started this Monday. Ah, it's the Band program. Ah, this program started and is located at the John Steiner school. So, we only have one class

051for J Band, but we do have a little space for those interested in this program to register. So, this is a band group where the students are going to... well, this week, in these two weeks, all the students are going to take up electric guitar, drums, bass, and keyboards. This is going to be a group of four students, and then, as soon as the students decide which instruments they want to focus on, we're going to decide which band each one wants to join, right? There will be more than one, but there is only one class. So, these two weeks the students will get together every day and then the next day they will separate into their classes that focus on their instruments, and then on Fridays and Saturdays they will get together again so that

052they can all play their music together and do their thing. So, this is the new program we have. If you are interested, you can register online with those codes. Oh, we also want to invite you to this Friday, May 1st, we're going to have our showcas, our big end-of-year presentation for the extended learning department. So we're going to start here on Friday at 5 pm, the doors open and that day we'll have presentations from all the groups and all the students who have participated not only in our music and dance programs and porcloricio, but also those who have participated in after- school classes. Ah, we have students who participate in after- school classes also focus a portion of that time on extended after-school classes, right? So, for example, there are different kinds of drama classes,

053music classes, dance classes, and art classes. It changes every six weeks at each school. And the students who are going to present this trip are those who just finished their classes last week and will present on Friday what they learned, as I tell you, clapping, theater and everything you can see in our process. Questions about that. Okay, very good. Another announcement is that these six or seven schools have received funding to provide support and intervention in schools in the areas of English, mathematics, and language. So, we just wanted to announce that these seven classes can be found in your schools, and if you want more information about when they will start, why not everyone has started yet? Because we haven't decided on the funds yet , but some schools have already started; if you're interested,

054you can talk to the administration. Okay. Ah, we still have Saturday classes, we're going to finish this on May 9th. We still have two Saturdays where you can pass information. Summer classes start on July 8th and will end on July 10th. This time a little longer in summer classes. If you are interested, registration is now open, and just this week we also opened applications for after- school classes for next year. So, register now because they're about to fill up. And the calendar from our department, if you want to see what's happening at each school, at our events, there it is. Thank you very much and we will have no more questions before Okay, thank you very much. Thank you very much, and that's all, right? To respect the time. Ah. Currently, reminders in each school

055will carry out the same dynamic as today and issues of being able to give that opinion. Remember, invite your neighbor, your friend, your godmother, bring the whole family to participate. This impacts the students. So, each school will carry it out. Find out at your school, they'll be doing it soon so you'll be ready, go with ideas and you can also participate in other schools. Does anyone have any comments about the upcoming meeting? Yes, just a reminder about the next meeting so you can put it on your calendar and invite your godmother too. It will be on May 26th, which is a Tuesday, late in the evening, at 6 pm. Thank you so much for being here and joining us. Uh, we have