001And we have a full house up here. So that's great. Thank you. Okay. Now we will go on to the pledge of allegiance. We have some students that will lead us in the pledge. And to introduce them, we have Miss Solis who is the assistant principal of Desert Chaveis School. >> Dr. Loya. >> Oh my goodness. I thought you I saw you over there. No worries. Thank you. Um we do have five students here from Loya. We will get started with our oldest students. We have two sixth graders. We have Damen Ortiz, um Jeremiah Diaz. We also have a fourth grader, uh Josiah Diaz. We have our first grader, Catalia Ortiz, as well as one of our teachers, Alina Ramirez. Please stand. Put your right hand over your heart. Ready begin. To the flag of
002the 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 students. We're going to go on to spotlight still under opening items. D, this is an opportunity to feature up to a threeminut presentation on the positive things that are taking place throughout the district. Um, superintendent, do we have any spotlights? >> Yes, we actually have two from um the district level. I'd like to um hand this over to our assistant superintendent of HR. We have two recognitions tonight. >> Thank you. So yes, today we recognize two very special people. Uh first up, Miss Rosa Guerrero, who has been with Alisal Union School District since 1998, making a lasting impact for the Creek Side Elementary community. their time at one
003stroke school site shows that their dedication and commitment to our community and to those students really really is just a powerful impact overall. And we just want to say thank you so much for your service and we really appreciate you. And she's in the audience over. >> Yeah. So if you can come up and we'll take photos up in the front. Would you like to take a photo with the board? >> Maybe. Yeah. Okay. All right. And the next person is Miss Martha Marquez. So tonight we also want to recognize the life and service of Miss Martha Marquez. But we are so grateful for the many years of service since 1983 here for Alisad that they dedicated to our students and to really extend our heartfelt condolences to their loved ones. So, we invite any
004family members present to please accept a small token of our appreciation and also to take a picture with the board if you like as well. >> Thank you. Um, do any of the board members have spotlights? I have a a couple of brief uh spotlights. Um I was just very impressed and I guess I had Chavez on on my uh the Cesar Chavez school. That's where Miss Medina is at, right? And I called the school and like on the second ring, she answered the phone and she's the principal and I thought, "Wow." Cuz there's some other schools that don't answer their phone. Sorry, but that's the truth. and and they have a message that I feel we should all answer the phone and it says sorry we can't answer the phone right now. So, but
005anyways that's something else to discuss and I really thought that was uh good on her part and she says we're short staffed that day so the principles do those little jobs when you know when their schedule also allows them to. So, I wanted to give her a shout out for that. And also, I wanted to congratulate our student, Santiago Alama, who won the third place uh in the uh from Alisawal Community School and the Monterey County Spelling Bee. So, I think that's great. I'd like to give him a little shout out. And also um there was something that at MLK in the classroom of Anelina Navoa 50 of her students I I think 50 had perfect attendance and it's not the first time. So something's going on good in her classroom. So I really appreciate
006that and wanted to mention that. And um also let me see there was some other recognitions throughout uh of our district and the community but I I won't list those. So thank you for that. Okay. So second opportunity for any board members and spotlights. No. Okay. Thank you so much. We're going to move on to adoption of the agenda. And this is an action item. So I would need a motion. Please. >> Motion. Second >> motion from Miss Pettis, second from Mr. Oko. Are there any comments, questions, concerns on the agenda? >> No. Okay. So, I'll take a vote now. Um, all those in favor, please say I. >> I. >> Are there any opposed? >> No. So, the motion carries and the vote will be recorded as 520 in favor of the motion passing.
007So, we'll go on now into 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 we'll go on to a individuals address that wishing to address the board of trustees on open session agenda items and or other items may do though may do so at this time starting at 5:39. Do we have any um of the green sheet? Anybody? Okay. Ending time also 539. So, still under two public comment. Item B, association comments. A LSL Teachers Association. Here we go. Good evening, Board of Trustees, cabinet, and the LSL community. Tonight, I would like to talk about our special education program. Currently, we have
00829 special day classes from preschool to sixth grade with students that range in support levels from mild mod to mod severe. According to the Monterey County Sulpa guidelines, many of these students class sizes are not within the guidelines to appropriately provide the level of support and services they require. According to our CBA, our SDC class should have a class size of 12. But what does the Monterey County SOPA guidelines recommend? Here are two examples. Two K1 first grade mild moderate classes, communication and social skills classes have 16 students in each in the classrooms. The SOPA guidelines for our county has a recommendation of 10 to 12 which is communication social skills. One K2 second grade mod severe communication and social skills classes has 14 students in the classroom. The SULPA guidelines for our county has
009two recommendations that align to the level of support these students need. Both recommendations are six to eight students. These guidelines are there for a reason and should be adhered to as closely as possible for many reasons. Instead of a discussion with the affected staff, as the CBA states, the fix for the overage was to add another staff person temporarily to support the classroom. This is simply a band-aid and doesn't really address the issue of too many students in a class that is supposed to have lower class sizes. How are we meeting the needs of our students? How are we providing an adequate level of support for the students needs? How is this appropriate, equitable? How many students need to be injured? And how is this providing a safe learning environment? In short, we are not
010and it is not. This is a profound injustice to the students we are responsible for supporting and we have an obligation to stand up for their rights. I will share one example that will help you illustrate just how serious the situation is. For confidentiality reasons, I will not go into great detail. But we'll share that the student has already returned to the classroom. Recently, we had a situation arise in one of our very overcrowded classes that sent the student by ambulance to the hospital for a severe head injury. The student responsible has a history of behavioral problems that had been documented daily by staff. They had also reached out for behavior support for the student, but had not received it. The behavior support needed did not happen until another child was seriously injured and sent
011to the hospital. This too is unacceptable and can have a long lasting impact on our students, families, and staff. Thank you. Thank you. Um, California School Employees Association, chapter 577. I don't think there's anybody here. and also United Substitute Teachers Union. No. Okay. So, um we're gonna go ahead and continue on here. We're going to have a presentation. And uh I don't know where in the agenda. Maybe after the presentations, uh we're going to have cake to celebrate our new board member. So, don't leave because I think it's a big cake. Okay? And we don't want to eat it all. So, just if you can bear with us for a little bit, but we're going to go on to the school presentation for Dr. Oscar Floya Elementary School. Principal Roberto Rodriguez. >> Good evening. Uh,
012President Gilpas, uh, board of trustees, uh, superintendent ano cabinet. Thank you for, uh, having us here today. Um, again, my name is Roberto Rodriguez. I'm the, uh, principal Aloy, um, elementary. I was going to say Chavis Aoya. >> Sorry. When you are yet >> acknowledging there we go. All right. So again, my name is Roberto. I'm the school principal at Loya. I have with me uh my assistant super There you go. Right. my assistant uh principal, Miss Solis, and our community school coordinator, Miss Davalo, joined me as well. Right. So, it'll be a a collaborative presentation to do that. >> That's why we say little le little >> right. So, so again, thank you again for the opportunity to come and and and showcase some of what we're uh we're working at Loya. Um let's
013begin. So in the first slide we do have just an overview of our of our school. Um we do have right now a total of five 564 students. Um actually we have 27 teachers. Excuse the mistake there. Um we added a recently teacher um during the uh November December. Uh so we have 27 teachers. We have one instructional coach, one early literacy coach, one reading specialist, one counselor, one psychologist. Out of those 27 teachers, we have 10 that are bilingual bilingual teachers. Uh 13 that are are SER LC uh teachers and we have four SDC classes. We also have an RSP teacher with a case load of over 30 students in our case load. Um and just see some demographics. We have 47% of our multilingual students. Uh 95 9 5.7 free reduced lunch. um
014and 18% unhoused students and 50% migrant migrant students. I'll be sharing a little bit of our academic support. Um giving also a little bit of some of the data that we uh currently have. Um I've included um our our goals for for this year 2025. Um these goals are not only created by you know by myself but I do have a great um IoT team that's composed of um teachers from each grade level um our assistant uh principal our coaches um our coordinator so we looked at data and we came up with this goals for um for the school year again it's all in collaboration like I mentioned I do have a great team that we work together and plan to better support our students um so our goal for for this year focus focusing
015on our I Ready was in the area of reading. We were looking of increasing from 33% which was our percentage last year to looking at 45% of our students uh being at at at a grade level performing at grade level in the I Ready uh uh test and reading. And we're looking at we identified some of the areas that uh we were focusing uh this year's vocabulary and comprehension as those were areas that were identified last school year where students were having a little bit more difficulty. So we're working on uh specifically on those areas. Uh and for math we also uh focus in math. We also came up with a goal. Uh again our goal is to increase from 21% to 35%. And again we did notice uh the the in math the algebra
016and algebraic thinking right to that we needed to focus on that. So some of the focuses that we're looking is again to streng our tier one instruction uh and to do that we're working with uh the teacher clarity playbook which is again uh focusing on on on the teacher clarity and we've we're we're doing that as a playbook. We're working with teachers introducing different modules and uh getting to the teachers to understand um you know things that they can do in their classroom to better support their tier one instruction. So we're doing that uh this school year. We're also looking at refining our teacher collaboration, student data, common format assessments. Again, thanks to the uh opportunity of coming together and through our PLC's and collaboration, teachers now have a little bit more time to really
017work and look at um you know, student data, common formal assessments together, collaborate, analyze student work and then from that hope um use that data to drive their instruction. Um one of the things that we continue doing is uh in order to address the needs of the students, it's difficult to do it whole group. So we have you know embedded a small group instruction in reading. Um we've done that for a couple of years but this year we we started with also providing time for math as we know uh not only at our site but you know districtwide math is an area where the our student need a lot of support right so this year we implemented that intervention support again not only in reading but also in math. So teachers have um designated some
018some time during the day to provide the small group uh support for students in math. Right? So that is new this year. Um and then again we look continue with our English learners continue building capacity for our teachers and supporting our our students uh in EL. Um just I have shared some some data. The most recent the the for the one for the one uh for math is the most recent. Um this is the uh the last diagnostic they took last week. So we can see there on the reds um students that are on the far below uh grade level. So we did see an increase or a decrease of 24% of of of our students going get that means moving out of the red are moving out. So that means like 89 students moved
019out of the lowest achievement level, right? So that's something that, you know, we're we're happy to see that moving moving our students out of the red, right? Getting moving up toward, you know, grade level. And we also saw a strong movement toward grade level, students performing one one grade level below increase again. So this reflects positive academic progress moving closer to grade level. And from our our growth in students at near grade level we did see we went from 4% to 15% nearly four a four time increase which students performing on or approaching grade level that increase significantly right so overall we did see a positive shift across all the achievement bands okay so that's in in math um I also provided uh data for um for the reading but this is data we currently
020this week our students are taking the I ready uh reading assessment So we don't have all the data. So this is just data from our first diagnostic compared to our to our second diagnostic which was uh which we took at the uh end of the first trimester. So as you can see here there was some positive growth uh 9%age point increase uh for our students at the uh uh approaching grade level and then again we also did see fewer students in the lowest achievement band which was uh a decrease of 14% of our students. So again the same thing we are seeing some movement to to proficiency from our students. So again we are seeing uh a little bit of growth on it. Again there's always a goal and always a hope that we know
021where our percentages are higher. So that's what we always strive for moving more of our students up to the green um you know at at at every uh in every lesson that we teach. How do we support our students? So, I did include a little bit of our English language uh learners. Um so, just some of the things that we're doing to support our English learners. Um we are leveling for EL and first through six. That means that teachers at the beginning of the year they look at our ALPAC scores and look at where our students are at and uh and looking at students they they'll level their students based on their on their score. So students during a period of time they do um have to transition to other classrooms uh to do that
022and that again that is for the designated um EL time. uh it's a about about about 40 45 minutes that they you know they they level uh we do continue using the ELPAC as a practice the ELPAC does provide some some practices that we use so the students get familiar with with the type of question either they're being asked so we you know that's part also that teachers use to support our students um in TK to second we thanks to our early literacy coach she provides you know uh sixstep phonics instruction professional development And that comes again from our early literacy coach help working with our K to second second grade uh teachers. Uh we continue working with our with a be glad and storm again to develop uh um continue with the strategies from
023belad and also supporting our new teachers with those programs. Um and again those those programs are just strategies to support our English learners um in the LD and also in writing. Um, and we do have an in-class flex flexible small group reading which will also address some of those needs of those English learners through those small groupoup instruction that that I mentioned earlier. And we also do have a pullout intervention program. We do have couple of intervention teachers that also support our English learners with with the area of reading which is one of the areas that we notice students having a little difficulty when look when uh when looking at the ELPAC um assessment. Um and we also have the opportunity um after school as extended learning for after school with with our credentialed teachers.
024So that is also an opportunity for teachers to work after school with their students those that they identify uh who needed more more support. Um and again we do have um also working with our parents. We do always bring our parents to share with them the uh the outpack what it is and the whole reclassification process. So the parents also are aware of what you know what is expected of of of their students. And I just just wanted to share um this year we were able to reclassify 48 students this year. Uh those are students that scored a level four on the ELPAC and also met our reading goals uh using the the I Ready assessment. Right. So we did break it down um by grade level. We had two students in TK in kindergarten
025who were ever reclassified. Seven in first grade, four in second, four in third grade, four in fourth grade, and we did have 18 in fifth grade, which is the goal for our students to reclassify by eight, but by fifth grade, and then we did have nine nine in sixth grade. So again, total we had um third through sixth grade student, we had 34 students. Out of those 34, seven of our SDC students were able to reclassify. So that was that was really good to see that even our SDC students are you know are able to reclassify right I know they do take a a different test but again that's according to their to their level um and then in K KC we had 14 students okay and the other behavior support I am going to
026pass the mic to again Miss Solis to share she is supporting our school with the behavior uh and our PBIS program. >> Good evening. Um, so yes, so not only are academics important, but again it goes back to the whole child and supporting them. And a lot of us, we know that first it's how does a child feel coming to school. So we do start with our PBS. Um, for our site, it is of course like many sites, be respectful, be responsible, be safe, but it also goes more into teaching those characteristic traits to our students. So, for example, for being respectful, it's treating others with kindness and consideration. Um, responsibility, taking action of your own responsibilities, completing tasks, and for safety, making good choices. Um, these are character traits that we're instilling in our
027students. Um, and we share this daily with them. Every day ourselves, we're out at recess as well as teachers are reviewing lessons. Um, at the beginning of the year, we have a assembly to showcase this to our students. as well as when we came back from winter break, we had another assembly and we were able to share videos with the students. Um, and it was nice for them to see this visual because sometimes you need to show the kids what it looks like rather than just telling them. And so these are some of our tier supports for our PBIS. Um, so tier one, of course, that's for all of our students. That's supposed to meet entire population. Um, it's presented to the entire population. This is usually for the 80th percent of the population. And
028it's things such as classroom support as well as again instructional in the traits. Um earning the lion bucks, they take their visits as well and earning the lion bucks. They get a debit card which then also can be used at our student store or our monthly events. Tier two is a little bit more for our students that maybe the tier one supports isn't working. So then we are looking at the 15% of the population. That's where we're looking at school counseling, referrals, check-in, checkouts, um connecting with our community schools to see if there's supports that are needed for the family because sometimes our students as well, sometimes they're having behavioral issues because there's things going on at home that either we have just been made aware of and we need to support them first in
029that manner so we can guide them with behavior and academics. Secondly, as well as our student success team. And then our tier three, that is where we're more intensive. That's our remaining 5% of our population. That's where we've already tier one, tier two, we need further support. So, we're looking at maybe a referral to our district social workers. Um, that can also be a bridge sometimes between our families and the school staff. Um, referrals to BCBH as needed. Um, sticks and stones counseling and also our partnerships with those others of um, effective school solutions. Um, this is just a little bit of a reflection in our tier one. So we do have a matrix and this is to go over all the expectations of a school, how we're participating in different areas. So for example,
030like how do they participate in the cafeteria? What is the expectation in the classroom? And um the matrix is more as a guide for our teachers. We wanted to go ahead and simplify that for our students. So the matrix is on the right. Every classroom has that. I'm sorry, on the left. On the right, we decided to make that simplified for our students where we now have posters designated to our students. We're a little more simple with um icons that they can identify such as, you know, restroom expectations, you know, using personal space, taking your time walking. So, we've created that for our restrooms. We've created for our cafeteria, even our office. When they come into the office, sometimes they will run, but more it's teaching them to walk in the office. Let's use a
031calm voice, things of that nature. And so one highlight, we have amazing um PBS committees. Our tier one and um tier two and three is combined with our ILT. We have monthly events that we have seen a huge success. We usually have um we do provide the first one for all of our students. So that can engage them in line to come as well as the end of the year. And throughout the months it is by purchase of their debit cards. Um we usually see about 500 to about 530 students on average. And so here are a couple events we've had. At the beginning of the school year, we had a Lego day where we're utilizing our Legos that were purchased throughout the years from ELOP. Um we had a Lego day with our students
032from TK to 6. We also had a hot cocoa and movie during winter break before winter break. Um our most recent one and the kids had a very good time was sorry was um a glow party. So we have glow sticks. We included the glow sticks in our student store so students could also buy those and just some pictures there as well. I'm getting sorry. So, also looking at how do we supporting our students with the social emotional piece, right? Um, we did touch a little bit on the on the the tier three support. So, this is just some of the uh supports we have on our side. We have again our school counselor who's, you know, a full-time there with us. We have our our cost and wellness team. That's a group of, you
033know, all the resource staff who come together and look at students and see what supports they need. Right? Those students are referred either by teachers, parents, you know, um even even as administrators, we'll refer students to for additional support. Again, we like they mentioned we have sticks and stones. We have a school social worker. We work with MCBH and our ES ESS um school counselor as well. Those are are a team to work to support students with social emotional. Um from us as well, it's very important that you know we create those relationship with students, right? So we we try to uh daily to to have daily positive connection with our students. Again we try to be we're out there in the morning to greet the students well to make it a welcoming environment. We
034have um again restore conversation with students so they can reflect you know uh with that and counselor classroom visits sell student recognition and celebration. And this year we did start a student leadership club. So we're uh working with our students to also help us support what things that they they're interested right so that we can bring what type of activities. So having that student voice uh so this year thanks to the work from miss and one of our teacher Mr. they're leading that that that group of students in coming up with uh activities to support our our our students and one of the things that we do make it a purpose both miss and I is that we do try to be uh there uh out there during during recess time where the students you
035know we can build that relationship but it also has helped with some of the behaviors right when they see us outside you know kids seem to behave a little bit better right so that's we make that a point to make sure um you know we're out there that's as you can see that's why I'm a little bit dark there because of the sun right now. It's It's a little bit heating me, right? So, I do get a lot of sun outside, right? Um and then um I did again just want to thank uh our community school coordinator, Miss Miss Davos. She's doing a great job along with Miss Kintterero, our our our pest, our parent advocate. Uh they're doing an awesome job this year. I've seen a lot more parent engagement, parent involvement, a lot
036thanks to to to their work. Right. We just wanted to give a little bit of time just to share some of some of the highlights that we've been seeing with our parents and their work. Miss, >> so we're going to ask that you be as brief as you can, maybe highlight a couple of them instead of all of them. >> I mean, you have so much to say about your school. You probably could keep us entertained for quite a while, but >> yes, >> we need to we need to wrap it up so we can go on with our agenda. Thank you. One of the highlights that I really want to bring up is this work that we've been doing under the face umbrella and specifically specifically here at Dr. Oscar Foya is the work
037that we've been doing with for our Mckin Vento students and getting them the services that they are entitled to. We have a little bit over a hundred students that qualify at our school site for Mckinventto and up to date up to today we've serviced 76 of them and so we're very proud of that number and we're very happy that our families are getting the services at the completely confidential and um things that they will are going to be able to um help the the whole not only the student that which is the main focus but the whole family economically as well. So, um, we're really happy about that and, uh, I hope you guys are ma able to make it out to the community room and our school site to check out the good work
038that we're doing. Thank you. >> Thank you. Thank you, Mr. Rodriguez, Miss Solis. Um, we're going to open it up to any questions from the the board. Um, I'm going to start here on my left, Mr. Okano. >> Yeah, I don't think I have any. Well, yeah, I might have a question. I don't >> questions or comments. >> Yeah. Um I'm curious on the first page uh um class structure. Um can you I don't recall what SEI stands for or ELC stands for. You could let me if you could enlighten me. >> Structured English immersion and then um or English um only classrooms. >> Oh, got it. Okay. Okay. Thank Thank you. Thank you so much for that. I think I had another question if I if I can find it on here. Um maybe
039not. Um yeah, maybe not. Um >> we can go on to Miss Pettis and then come back to you. >> Well, let me let me just say that that I I was I was glad to see that there is some some improvement in uh in the uh positive growth u in math and and in reading. I mean, it's it's night it's nice to see. Uh it's interesting. It looks it looks to me like there was actually uh more students moving closer to proficiency if I'm reading this right in math than than there was than there was in reading. Am I reading that right or >> you are just because um the reading we are still finishing up reading data this week. So students um the math is complete from last week. >> Oh >> um
040reading is finishing um this Friday. So we will have updated data on our own. But this is because it's from diagnostic one and two. Oh, the reading is not complete. Not completely. Okay. >> Okay. Well, yeah. Well, I mean, it's it's nice to see that there was that that improvement in math. So, that's, you know, congratulations on that. So, that definitely definitely is is a plus. And also the the old pack uh continues to improve. So, that that is also a a pl another plus for the school. Uh tell me what is leveled EL instruction in first through sixth grade? So again like I mentioned earlier do we at the beginning of the year we review the ELPAC scores to to determine what uh what the students scores were based on the ELPAC and then
041as the teachers come together they identify the students and then they level the students according to those results. So teachers uh take the different group of of teach of of students and they divide them. So they uh they're all mixed and they go to different classroom within the grade level. So that instruction is given to them at the students you know uh level of you know of understanding in English. So >> okay does that refer to the levels one two three and four or >> yes >> oh okay that's where they are in terms of >> yes >> completing the the LPAC requirements. Okay. Uh, and I was glad to hear that you had 48 uh students reclassified, which is good. And uh, anytime I guess you reclassified SDC students, that definitely is is a
042is a positive. Uh, so yeah, I was looks like a very very good report that that you put you put together here for us. Um, and I think those were my only my only comments. So congratulations again on on you know forward movement and hopefully we can keep that forward movement going. So thank you. >> Thank you Mr. Okmpo. Um Trusty Pettis. >> So for the intervention support for math is it for all grades or are you guys focusing on certain grades? >> No it's all grades. >> All grades. >> All grade levels. Yes. >> K through six. >> Yes. >> Okay. Mhm. >> Um, but just you have several highlevel percentages and scores and I love that. Especially like Mr. Okampo said the 48 that reclassified. That's awesome. >> Thank you. >> So, keep
043up the good work. >> Thank you, Miss Pettis. >> Thank you, Miss Perez. Um, Miss Garcia, please. Um, thank you. Sorry. Um, yeah. Um, I think I think the other two board members kind of hit it on the nail on the head. I mean you it looks like you're doing an awesome job. Um just two quick questions. I know we talked about leveling by um are you leveling by overall score or by the one of the four domains? >> Is that something you can answer? If not, you can tell me later. >> We we look at typically at the at the uh overall first and then we try to look at you know what I've been working with as staff to really identify the specific needs. Right? So then then we'll also look at at
044the defin if if they're having issues with reading either writing or speaking or or or or the listening right. So we want to drill down to what the specific area so we can provide that additional support. So we'll look at at overall and then the teachers will work to see and then you know they might they might uh group the kids but later on they might go back and say this student needs to go somewhere else because they know they're higher or they're lower. So they constantly moving students around to really support their their needs. >> Very nice. I also like that you're bringing back the teacher clarity. I'm a big fan of Don Hadtie's work. So thank you for doing that cuz >> I to Yeah. I I really appreciate that you're bringing that
045back. >> But other than that, I mean, you it sounds like your school's doing such an awesome job. Everything's heading in the right direction. >> So kudos to both of all three of you. But oh yeah, actually I just have one more question real quick. I promise. Um >> McKenna. So, how easy is for is it for an unhoused family to access um any kind of McKini Vento um resources? It's as easy as going to see somebody and filling out a form and >> That's right. That's right. At the beginning of the school year, part of our enrollment process is to fill out the we call it now the blue form. And the uh our blue form is what qualif uh we're able to determine whether they're able to qualify or not. And so we
046have one of those sheets for every single student um that comes through the doors of our school. Through that form, we're able to place the calls and make appointments, confidential appointments with the families. And uh I would say 95% of the families that we call and reach out to accept um the the additional support. uh we do have a lot of families that in uh want to make sure that it is a confidential um service and so that way we uh we're able to service them at in our school site we go to the ALS family resource center and that's where we conduct the uh it usually takes about a 30 minute um process to go through uh once a year for that specific student and if they're they have transportation issues we get all
047of their information over the phone and setting up an appointment at our community room at our school site. So, um that's how we are able to service them and that also entitles them to additional services throughout the school year like um so yes uh to to make that answer shorter. Um they they any we >> we we offer services to anyone that comes through the door whether it's a dry food bag that we have on hand or if a students has needs a sweater um that we'll have either teachers or the parents come in and stop by and we'll figure out what we might have. A lot of students come by for books >> and they come by for books and um swap them out whenever they're ready. So yeah, it's a beautiful thing what
048that what we're building. >> Well, thank you so much. >> Yeah, absolutely. Thank you. Um Press Velasquez Sanchez, thank you for your report. It was very nicely done. I was glad to hear that um you guys actually spend your time uh at recess and lunch out with kids right through when talking to Dr. Loya. One of the things that you would say that quality of a administrator is you know um I know he was a good good guy. That's why we came to school after um but I won't put on the spot by asking you if you guys spend a lot of time in the classrooms. I'm sure you do. But I hope you're doing it a lot, especially in new teachers, cuz nothing worse than >> uh not vetting a new teacher properly. So,
049I mean, I I'm sure you do it. You're telling us you spend that time in recess out there. I trust you're doing classroom visits as well, too. >> Yes, we you know, we do uh we try to schedule, you know, as much time as we can to go in the classrooms. You know, there's some classrooms that we know are doing great and we always look at other classrooms that might lose digital support. We do that. So, we're kind of target specific classroom. When you say schedule, that means you let them know in advance you're coming in. >> No, just no with no schedule with assistant prod. No, we want to, you know, they want to know, but we want to surprise him, right? Whenever >> a little bit about Yeah. But, uh, welcome back, Mr.
050Vas. Nice to see you. >> And to um second that I yesterday was in a classroom yesterday supporting our SDC student um just with doing an activity versus with the teacher and the parent and she was engaged. So, we try our best to get in there as well. I I know I know you know it's a busy time in the office but nothing more important than getting medications. Yes. >> Thank you Mr. Velasquez. And then um I think the board covered the most important part your very impressive uh presentation and actually I I was thinking that Mr. Velasquez was on the board >> when they named the school Dr. Oscar. I didn't have the honor to meet Dr. Oscar lawyer and I had written down here um that I wanted to ask you because I
051know with Jesse Sanchez school yes >> they have these big old pictures I think in the office and probably throughout the school and every year they celebrate >> his birthday and and the principal u Mr. And I I've been there several times. He talks about Jesse Sanchez. So the kids know, you know, well, they forget, but they know who he was. And I want and I don't want to put you on the spot, but is there anything that's done there? Is Dr. um Loya's picture there? Because I hear he was a great superintendent of this. I was not on the board when they named that. Um what is it that you do? So I know that we you know um when I got in this is I uh I I came into to Loy and
052you know uh there was there was nothing that was for that to celebrate that right just like I you know I started here at Sanchez with you know uh with what you mentioned that's happening right so but we have very little information about you know um Dr. lawyer. I know at point we weren't able to, you know, even um have input from or knew who relatives were, right? I think Miss Miss Melendez did actually find out when the birthday was because at that time I I didn't even know when his birthday was, right, to do that. So, I know that we do honor him during our our um the Muertos celebration that we do that. So, that's something that we do have one of his his pictures so that we always do salar. So we
053we always honor him during that time. But that is something that, you know, I' I've been thinking and we'll continue working with our staff to see how we can honor him during >> we have a good source now with uh Mr. Velasquez because it'd be good for the students to know even if it's just for a little while >> who who's Dr. you know Loya and so thank you. And so we're going to move on here. I appreciate your presentation. >> Thank you. >> Okay. Thank you. >> We're going to go on to our next presentation. And um this presentation is on the 2025 26 second interim budget report and demographics and enrollment projections. We have with us associate uh superintendent of business uh services Resis Abasi. Thank you. Ready to go. Almost there. Clement
054is bringing the presentation. This is working. All right. I think we are set to go now. uh board president Gilpus, respected trustees, superintendent miss Anzo, cabinet and colleagues. Today we are going to present second interim budget revision. All right. So by law, legally speaking, we have to revise our budget after adoption twice every year. The first one is presented to board of education in December and the second one is by March 15. The second presentation that we're making today. This reflects numbers or our information as of end of January 2026. We have to prepare the report, present that to board of education, get the approval and then send that to county of education. Anytime we revise our budgets, we have to make some assumptions and the reason is we are looking into future. We're not
055looking at the past information. We have to make projections. In this area, it is very critical to make some accurate assumptions. We look at enrollment. Currently, our reality is that our enrollment is going down by 3% every year. So, we have to keep that in mind. Another factor is the ratio between enrollment and ADA or average daily attendance that is at 95.45% at this point. Then we look at funded ADA. There's a difference between ADA and the funded ADA. Funded ADA is what we use to make calculations for our revenues. We are looking at the last 3 years average. Unduplicated count for eligible students is 94.35% as we speak. We are also looking at some planning factors and these are the factors we use to make calculations. We are going to focus on column D
056which is the last column. Enrollment as of official number for this year our enrollment is 7,18 that has declined by 198 from previous year. Last year we had 7,3 something. Our funded ADA is 6,954 and that's a number we use to make calculations. Unduplicated count which is very critical for making supplemental concentration calculations 94.35%. The next big factor cost of living adjustment. That's how much additional money we get from state of California for making our expenditures. 2.30%. That's not a big number. It's a very small percentage increase for our ongoing expenditures. Some of the highlights that we use and these are the things that that are very critical for our budgeting process. We are showing all the increases and decreases in our expenditures and that translates into fund balance. We want to assure board of
057education and everyone that we are incorporating step and column increase for every employee who deserves that and who's eligible. We have a multi-year agreement with our negotiating partners. This means that our salaries are settled for 25 24 256 and next year 26 27. All these factors are taken into consideration for our budgeting process. Some other highlights we are able to maintain our reserve at 10%. And that reflects requirement from board state of California at 3% but board of trustees directed us to maintain additional 7%. We are able to maintain 3% and 7% altogether 10%. It's also very important to understand how much money we contribute to some of some of the programs the big programs that we have in the in the district. We contribute $19.1 million to special education. This means that our expenditures
058in special educations are more by 19.1%. Our revenue is not covering that. We have to contribute to special education routine restricted maintenance that's a program to maintain our facilities. We contribute $6.6 million. That's 3% of our budget. We also contribute $1.8 million to transportation department or transportation services. Altogether, that's about $27 million that goes from unrestricted general fund to restricted programs that we must maintain in the district. Now after we make all the calculations, we revise revenues and expenditures. We have the new numbers in place. Let's focus on column C which is a second last column. That's our second interim budget. Revenues $171.6 million. Expenditures $224.6 million. That leaves a deficit of $53 million. It means our current year revenues are less than expenditures. $53 million. But we had already received some of the money
059in the previous years and that shows in the beginning balance. It means we are going to pay for those expenditures which are more than revenue from that beginning fund balance because state gave us that money ahead of time. After taking all that into consideration, our ending funding fund balance is $56.6 million. From that $56.6 million, we are going to show $22.5 million as our reserve of 10%. So, we have more money in fund balance than our required reserve as we speak. Breakdown of restricted and unrestricted general fund. Restricted general fund is those programs which are restricted by nature. They are categorical programs. Example is title one, ELO, title two, title three, title four, music arts block grant, learning coaches. They are all restricted programs and by definition they should be self-supporting. They should support the
060revenue should support the expenditure. Only exception is special education, routine, restricted maintenance and transportation. Otherwise, all programs should be self-supporting. Our operating budget is restricted unrestricted general fund which is column A. That's where that's the column we are going to focus on. Revenue 92.3 million. expenditures $14.3 million. It has a deficit deficit of $12 million because again some money we received in the previous year and this includes some of the one-time expenditures. So that's why we have this deficit. We have a beginning balance of 60.8 million but when we take deficit into consideration we have ending balance of $ 48.8 million. From that we are going to maintain 22.2 million as reserve required 10% reserve. So that's not that's pretty good picture actually for current year. Anytime we revise our budget we are required by
061law to show multi-year projections. So again just like current year we must make assumptions for multi-year projections. how we are going to make calculations of revenues and expenditures. We want to assure that as we speak we are going to maintain our class sizes as current level. We are not planning on increasing class sizes for this year or the next two years. We are going to maintain 10% reserve as required by state of California and the board of trustees. We are going to add step and column adjustment to all eligible employees. We also want to point out that we have done the settlement with our bargaining units for 2425 2526 and 26 27. After 26 27 we are going to start negotiations for for that fiscal year. This picture is our multi-year projection. The first two
062columns are current year but column C is 26 27 and column D is 2728. I would like to focus on the last column which is 2728 because the reason is I want to show how much ending balance we have at the end of third year. Are we still solvent? Are we still able to make our obligations? Are we still going to make our payments? So in the third year, third multi-year projection year, our revenues are projected as 149.1 million, expenditures 160 million. We have a deficit of 10.9 million. Beginning balance is 36 million and ending balance is 25.1 million. Our required reserve at that point is going to be $16 million. That's a required 10% 10 million uh 10% reserve. So we have more than the required reserve at the end of third year. So
063our picture is actually solid picture. Anytime we revise our budget, we show general fund. At the same time, we also like to show some other significant funds. In this picture we are showing other funds which are really relevant funds. Starting from uh row number three which is building fund measure A and M. This is used for the construction of LSL community school and Fremont Elementary School. LSL community uh not elementary school community school. We are almost done with the construction but we are going to use A which is 2006 measure for maintenance of some of the major projects that we are going to do this coming spring break and then the summer break. Capital facilities fund number 25 that has $3 million that we are going to keep in reserve for any unforeseen uh events.
064School facilities fund number 35. It has $33.3 million. That money is going to be used for the construction of the warehouse and do annex plus performing arts center at Montabella and those projects are going to start pretty soon. Capital facilities fund 40 that's also used for building of maintenance and facilities. We are going to keep that as a side in case we need anything. Now moving on to our earlier discussion about our enrollment decline. We use an outside company that an outside demographer to provide our projections for the next six years. But it's also significant to see what happened in the past. So this is 25 years of data and information. The orange color that shows our 19 years of historical enrollment data. Green bars or the green numbers are projections. It's a very interesting
065picture to see. At the highest point we had 9,35 students in 2015 16. But going forward, if I look at the very last column with with the very last uh bar and the fiscal year 203132, we are projecting 6,463 students. It's a major decline in enrollment. In any planning, in any planning factor, we have to maintain that picture in mind that our enrollment is going down. Luckily, our superintendent Misanso is also our historian of the district. She remembers the number of schools we had when we uh had a high enrollment and low enrollment. Miss Anza, would you like to say a few things? >> So, one of the discussions we had was I believe it was in 2013 when we built the 12th school. Before that, 2002 was the last school we built was MLK.
066So it took several years to build the 12th school in um 2013. So that just shows the space that we had for our students. We needed that school. And so now going forward into the future is we do have um school 13, 14, 15 possibly in the new development area. and we all have to just watch our our enrollment because we might not need the schools since we have space for all of our students. And in the next slide we are going to show some uh school side by school site enrollment projections. So the arrow that we show the red arrow that shows our current enrollment 7,18 and that is broken down by school side by school side. Every year we are showing decline. The last two columns show decline in average and percentage. How
067much a decline we are going to expect are project year by year, school by school. Every school is going is going to show decline except for three schools that are going to be positive in 2029 and 30 and they are highlighted yellow. Creek side, VRB and Steinbeck, they are going to increase because the new construction in the CAST area, CAST stands for central area specific plan. If they start building new housing units, we may get new students from that area and they are going to be accommodated in these school sites. This is our current projection. Now next what we are going to do for this year and next year we are presenting second interim at this point. for next year 26 27 we have already attended a budget workshop because governor presented his next year's
068budget budget in the month of January the numbers are going to be revised in May revision we are going to attend the presentation from the governor's office and then bring that information back to you in the month of June we are going to have two meetings we are going to have public hearing on June 3rd and budget and LPAP adoption the last meeting of June June 24. With that, I'm ready to answer questions and make a recommendation to approve second interament. >> Thank you, Mr. Bossi. Very informative. Uh, I'll start with questions from our trustees on my right this time. Mr. Velasquez, do you have any questions, comments? So uh the new housing units which are going to be built when everything is completely done we are projecting the city is projecting 3,00 construction of
0693,400 units and that can provide enough students but that's going to take very long time. As the economy goes all those builders they're going to start slow. They are going to build 100 students in the beginning. 100 units in the beginning then they go to 400 units. So that number is going to slowly provide our students. So until we have enough students that can that number can be like 500 students. We should not build a new school. Until that time we should bring those students. We should bus those students to our current facilities because current facilities they have enough classrooms, enough space to absorb any enrollment uh increase. >> Mr. Velasquez, is your microphone on? >> That's okay. Thank you. Was one supposed to offset the other? >> So let me see if we can
070go back to uh previous slide this slide. So see if you can see that between 2026 27 which was 6,841 students to last year which is 3132 6,463. That's a major loss. That's about uh 400 students. Okay. And also I want to point out that these are our current projections. Things change. If things change, if economy picks up, if they start building more than what we are projecting right now, yes, we can think about a new school which is going to be school 13. School 14 may take even longer actually because east area specific plan which is Williams road uh enrollment growth area or housing area that's going to take even longer actually because city has not even approved the east area specific plan yet they have approved CASP which is central area specific plan
071they have approved the roads they have approved the contractors and the construction of some housing units. Initially, by the way, they have approved only 424 uh housing units. >> Our superintendent has a comment on on this >> and I think that side Mr. Abasi that that already includes the projection for the development. >> Yes, that's true. >> So, it includes that and then I believe if we were to go we would have to it's about $60 million to build a new school. >> Yes. >> And so, we would have to ask the community again for a bond. Yes. And >> so we want to make sure that we do our homework so this community knows and trusts the investment we'll be making. >> And that 60 million does not include the piece of land because
072we already own piece of land. That's just pure construction cost. >> Thank you. Any anymore? >> No. I just I just I'm wondering why why we're talking about buying land. Most of the time when you have a developer, they donate the lab. We've been having a hard time with that all over the place. But anyways, thank you for your question and your comment, Miss Garcia. >> Um, yeah, thank you, U, Mr. Bossi. So, yeah, and you know, 2032 is only six years away. >> It sounds like so far away into the future, but it isn't that far. And I, you know, I haven't seen any building going up on that side of the world, but I'm sure once everything gets going, we'll see some buildings that way and maybe we'll be talking something different because
073I it everything changes, right? Um, but thank you for this report. I I just have I'm curious because I mean la last time we met um we took some money from the VAPA to pay for the stirs. >> Yes. >> Where's that on here? is so >> it's like our accounting system that we use. >> We are going to transfer that money to fund 35 for the construction of uh >> performance performing arts center. I keep forgetting the name black box the black box. So the money is going to be transferred to fund 35 for the construction >> somewhere along the line. I'll see that I >> uh it already shows that in restricted and unrestricted uh uh budgets >> on page eight. Is that what I'm looking at? Where it says um unrestricted. Is
074that what I'm looking at? Where you're adding the money back. >> Uh let's see. No, it does not show that in this detail, but I have a budget book right here. >> This budget book, I can show that to you here. >> Okay. So, it will be in there somewhere where we put the money back. Yes. >> Yes. >> Okay. That's during our money back. will look for it. Well, I mean it's, you know, if it was your mark for one thing, you know, and I know it was legal to do that because, you know, it was it's strategic. You were very strategic in how you use the money, but thank you. I appreciate >> something uh shown here. >> Yes. Thank you so much. I appreciate that's all I have. Thank you. >> Thank
075you, Miss Garcia. Uh Miss Pettis, trust Pettis, >> it's a lot information. Um >> it keeps him busy. >> Yes. So we're m we're maintaining for the next three years, right? >> Uh this year and the next two years. Yes. >> Okay. And then for the CAS, what what does the A stand for? Central >> central area specific land. So on the other side of bar which does not have any construction it has all the fields city has divided that into two sections one section is called cast a central area specific plan and that's the area on the other side of high school east area specific plan is along williams and bonda >> yeah I've seen it they started construction and then they stopped right next to Alvarez High Uh they they are building roads.
076I mean I see roads going on right there. But going back in time they built um McKinnon Elementary School which was connected to central area specific plan and their hope was to build housing units on the other side of that McKinnon Elementary School but that never happened. Right now McKinnon McKinnon Elementary School just sits there all by itself. No other construction. Okay, that's all for me. >> Thank you. Thank you, Trusty uh Pettis. Trusty Okmpo. >> Uh yeah, we certainly are at an all-time low in sorry, at an alltime low in our enrollment over over like like 25 years. I guess we've we've never been we've never been this low, you know, uh at uh what is it about 6,000 some something students. Do you have any any thoughts about how long before the new
077housing development significantly significantly starts to impact our our enrollment? Do you have any any thoughts on that? Any I don't know words of wisdom? I don't know words of insight. I don't know. >> So when demographers make projections, they have formulas, they have a different factors. They use a terminologies called student generation rate or SGR. That's a calculation of how many students each housing unit can produce. It is for example it can be 0.25 like every housing unit is going to provide 0.25 students. So if you're building 100 uh units it's going to give us 25 students. Currently city has approved 424 units in the cast area. So that's about 100 students. That's not enough. But by the time they build 3,400 units, that's going to SG predicts that it's going to pro provide about
078500 to 600 students and that can qualify or that can demand a new school at that time. >> But we we don't know how long that's going to take. That could you're saying that could take a long time. That depends on economy because our uh major contractors in this area in this city they plan something and somehow something happened that they got scared like six years ago COVID happened that scared many people. Before that 20089 recession happened that scared people. So because they are investing millions and millions and millions of dollars they want a return on their investment. If the population in the city is declining as reflected by our enrollment that scares them that they can build something and something can happen to to negatively impact their investment, >> right? Yeah. It's I guess
079a lot of sort of a lot of unknowns in in in all that. I guess what what um what keeps us going is that our ending fund balance uh uh well our ending fund balance seems to seems to keep getting smaller year after year. Uh fortunately our reserves I believe keep growing. So I guess I guess that's a good thing but there's so many other variables like you know the governor's budget and so on and so on that uh it's kind of hard to I mean it's like a puzzle that's very difficult to figure out. And I guess that's why we have you sir. >> Uh luckily we are able to we manage our finances very well. Uh that's the reason we are not projecting any layoffs this year for the next two years. I
080I've been watching the news and lately the news is not good in this county. Almost every school district is actually laying off people. But the things that we have done to keep good fund balances one example is use of that money. uh because that saves general fund money and general fund is our operating fund. We must have money in that fund. So those are the things that we have done in the past going back in time. When we had the special COVID money, we use that money for paying some of the things and that created a very nice fund balance for us. that fund balance was able to actually absorb some of the shocks we had and also provide very nice healthy salary increase in the in the last four or five years. Uh those
081have been very helpful things. >> Thank thank you a very informative that my fellow board members kind of covered the questions I was going to ask. Uh, but I did want to say the 10% reserve that we do have, did I hear you say that equates to 16 million or is that a future goal? >> That's a that's in the third year in 2728. >> Okay. So, what is it now? What is 10% of our reserve now in dollars? >> Let's see. >> 22.5. >> Clemente, can you? >> 22.5 million. Yes. >> On Yes. On slide 10, >> it's a second interim. 22.5 million. >> That's great. That's that's that's really good to hear. And I I too have been saying we're in a good place because we aren't having the layoffs, you know, and
082I think a lot of that has to do with, you know, even our unions working with us and understanding that, you know, you can ask for all kinds of money. sooner or later it's going to affect the district and we say so it's been working well for us and uh yeah a lot of the neighboring I think all of our neighboring districts are are laying off and we're not there yet so thank you for a very very um informative uh presentation Mr. Abasi and I was going to ask the board is oh right now okay time for cake >> is it yes so we're going to take um at 7 so we're going to take about 15 minutes or 1 minute less than that at 7 we'll reconvene to finish our open agenda and so
083thank you board and we'll celebrate having Mr. Velasquez is with us. Thank you. Oh. All righty then. It's seven and we're going to continue on. We're on item number four, board member and superintendent uh reports. I'm going to start on my left this time with Trustee Okampo. >> Sorry. Oh, nothing nothing to report today. >> Thank you, Trusty Perez. Trusty Garcia. Um yes, thank you. Uh I was fortunate enough uh to attend the California Association of Bilingual Educators this past week. I I was glad to see lots of parents there from Alysell and lots of staff members and a lot of connections with we had u miss uh Oscar Loya school pres um admin and staff present this evening and I I could totally see there's a such a connection with ELD and designated and
084integrated supports. Uh everything that he listed on the ELD side was what I learned um during all these sessions that I attended. So, I was very um glad that I was able to attend that. Thank you. >> Thank you. Uh Trusty Velasquez. Um well, I have a it's my turn and then we'll go to Miss uh Hanzo. I'm just very glad that Mr. Velasquez is is with us. He brings a lot of experience for years. He kind of re I think back when I started he was the board president and he's the only one that interviewed me and gave me a pass to be it's different now as you saw the the process but uh welcome back and we're very glad to to have you here and on that same note I wanted to uh
085when we were discussing and doing the interviews of the the two candidates I made an insinuation or a comment that may have led said people to believe that Miss Bettis was recruiting the other person and and that's not so. And so I wanted to since I said that I wanted publicly I wanted to apologize publicly for for eluding to that. She she did not do that and I don't know my excitement or something. I did say that because I saw the the tape. So um she did not recruit another person or you know she just answered questions like we all can. So, I wanted to hopefully you find it in your heart to to accept my apology. Yes. Oh, thank you. Thank you so much. Now to sleep. Okay. Good. So, we're going to go
086ahead um then and go on. Thank you, Miss Ped. And so, now with our superintendent, no reports. Okay. >> Did it. >> All right. Thank you. So, we're going to go on to our consent agenda. Approve, ratify contracts, agreements, grants, proposals, conferences, workshops, and field trips. This is uh an action item. I need a motion, please. >> So move. I'll second. >> Oh, Miss So was that Mr. Okmpo? >> Yes. >> Mr. Okmpo made the first motion. Miss Garcia made the second. Do any board members have any comments or questions? No. Okay, we'll go ahead and move on to the vote. All those in favor, please say I. >> I. >> Are there any opposed? No. Motion carries on a vote of five to zero. In favor of the motion and that's how that vote
087will be recorded. So we will move on to number six, business services. 6 A action item. Resolution number 2526-14 budgetary increases and transfers at second interim for fiscal year 2526. This is an action item and I need a motion please. >> Motion >> Miss Perez make the motion. >> Second from Miss Garcia. Do any of the trustees have comments, concerns, questions? >> Seeing none, I'll go ahead and call for the vote. All those in favor, please say I. I >> I >> Are there any opposed? >> No. Motion carries and the vote will be recorded as 5 to zero in favor of the motion. B is an action item 202526 second interim budget report. This is a mot uh action item. Need a motion, please. >> Motion. >> A second. >> Misses makes the first
088motion and Mr. Okmpo the second. Are there any questions, concerns, comments from board members? No. Okay. Being that there's none, I'll go ahead and go for the vote, please. All those in favor, please say I. >> I. >> Are there any opposed? No opposed. So motion carries. Uh 5 to zero and vote will be recorded as such. In favor of the motion passing 5 to zero. C information first reading resolution number 252615 providing for the issuance and sale of district's general obligation bonds bonds not bonds I said bonds bonds bonds measure a election of 2006 series D in the aggregate principal amount not to exceed 7700,000 okay all is good there we'll go ahead and move On to now educational services a action item updated 2526 school plans for student achievement. Can I get a
089motion? >> Motion is second. Does anybody want to make a second? Mr. Velasquez. Thank you. I think we just wanted to hear your voice. Awesome. Thank you. Okay. So, are there comments, concerns? >> Yes, >> Miss Garcia, please. You have the floor. >> Oh, okay. So, I mean, I've been sitting here for about six years now. I was going, "Wow, it's gone so fast." But every year we get the Sips, we get the safety plans put in front of us and um I do look at them. So, you know, please please know that we are trying to understand what we what we're reading before we take a vote. So, it's not like, you know, hey, we're not reading them. we don't understand. We do. So there's always a question for me because some of these
090um schools don't have the right composition of um school site council and it's very concerning because I've been sitting here for six years and they've been there's been ch there's there hasn't there's been little changes little changes but um there's not as many and I I guess that's uh one good thing because what I'm looking at is you know I'm looking at um did did uh the school site council at their sites blessed this plan and is everybody on board with it especially the teacher side. So there's a few schools even with the updated versions that we got um yesterday um that um or I'm sorry on the 9th that um still have the composition of the school site council's wrong and um yeah I just wanted to make that that clarification. I'm hoping that
091whoever is helping them with the Sips will totally look at that page and call it out because it's important especially the part with the teacher because the teach there should be three classroom teachers on there. And why three classroom teachers? Well, because they direct they're directly responsible for student performance and implementation of this plan. So, it can't just be um a coach. It has to be three teachers, three classroom teachers. So you can't put in a coach and say, "Oh, there's there you go." So anyway, that's my comment. >> Thank you, Miss Garcia. Mr. Okampo, do you have any >> Miss Perez? Mr. Velasquez. >> Thank you. trying to work on those plans is sometimes difficult because sometimes you don't get the teachers that want to be on there and that makes it very difficult
092and sometimes hard to get to the parents. It's um a lot of hours that you do to be on here and um there's no reward really for doing it and some of them they don't they don't want to do it. They don't get paid. Um what we did to try to help help them out there who provided food that was way to try to them to be there and it was good food. So, it made them at least a little bit more likely to want to show up. So, that might be a way to try to get some people there. >> Thank you. Um I can I go? Okay. Oh, yeah. >> Yeah. >> Thank you. Um so, I I did have some qu a couple questions. So I know that's they're updated because we
093have additional funds on the on the SIP as the the school plans and are the additional funds dependent upon the additional funds dependent about on the enrollment is that how or how is it okay? So is it highlighted in the So because I got the list of some of the things I guess you know this this chart. So does that mean that if a school gets some of these additional funds they're going to work on parent involvement, parent ed or or or whatever and are they all going to work on the same thing? The the schools. >> So no so that so they're indivi individual plants. the money that was received by each school was um title one funding. So they had to go back in present it to teachers present it to their school
094site council and then increase the services in the area specific areas in their sips. So I think that's what made it a little confusing. It was we were using last year's old template where they had created a plan added this information and then dock tracking um which is the the portal we used that houses the templates it did not transfer over like when we brought them to LA um in June. So these are June's plans with some new information. Miss uh Beiel is in the audience and so she's the one supporting the principles now. So, she's going to make sure that um the makeup and not just that, but working with dog tracking so that it's not as confusing. So, with the new highlights or the additional funds, the additional services, are these highlighted? Let
095me because I know Miss Garcia did a lot of reading. I'll be honest. I mean, they're long. I feel like a 100 pages long. Yes. Yeah. Each. So is there anywhere we could see the highlight and let's say I wanted to see what were the what are the additional funds to let's say Dr. Oscar Loyal school can I go there and see that or >> so it would be in the narrative where it's saying um we received extra funds in 20 in January of 2026 it has been added to this um this action. >> Okay. All righty. to the principles. They write their explanations in the narratives based on the on the action. >> Okay. Thank you. Any more comments or questions from the board members? Okay. So, I do have a motion from uh
096Trusty Perez, a second from Trusty Velasquez. I'm going to go ahead and call for the vote. All those who are in favor, please say I. >> I. >> Are there any opposed? >> Motion carries and will be recorded as five in favor and None against in favor of the motion hearing. So we'll go on to item B uh action item 202526 comprehensive school safety plans school vision and goals. May I get a motion please? >> Motion. >> Trusty Perez makes the motion a second. Mr. Velasquez comments, questions. I'm going to start with Miss Garcia. >> Yeah, I have comments. Um, so great. Um, so we did see the big five all over every single one of those plans at the Big Five. Um, I just didn't see and I know the staff was trained. Big
097five. I saw that. I I didn't see and maybe somebody could help me um locate it, but uh the we never practiced with the kids the lockdown barricade and I know that's a very touchy subject, but I didn't ever I never saw it anywhere reflected in in any of the plans. I know that the teachers and the staff were trained. So, that's a great thing. Um uh yeah. Uh, and then there one of the CL Sanchez I think um u said something about they have a communication system that's called Bright Arrow and I had never heard of Bright Arrow. So I'm not really sure familiar with anything like that but they have a it said staged it on there that they have a communication system that it's called Bright Arrow and they had tested it
098out this year and I was curious about that. And then um also um like I know Mr. Falso is not here today, but um I didn't see how there was a connection with after school because I mean our school doesn't end till after 600 6:30. Sometimes our kids go home at that time. And um I wanted to know like who is the commander after school >> like who? >> So I'm still the commander. So I am >> on campus. >> I'm on campus. Well, they have their lead teachers, >> but I think overall Yeah. So the lead teacher usually contacts if the principal or assistant principal are still there they support but they usually contact Miss Angelica or um Mr. Falso and then they initiate the whatever the emergency is if it's something one of
099the biggest things sometimes we see after school are we need um risk screeners for students that are might have some kind of they want to do some kind of self harm. that's the ones that we've when we get our incident reports, that's what we have the majority of. And so he's actually hired um staff to work counselors to work after hours for those um in case of that emergency. Yeah. So like I I mean sorry I did being having to read the SIPs and also having to read the safety plans like is a huge endeavor together. Maybe in the future we do it another time because I just couldn't do I mean it was I tried my best to comprehend both of them and I'm a pretty good reader right so I mean what I
100didn't see in the plans or the safety plans is like okay so did include the after school and and I'm thinking okay was it um is there a separate thing for the after school or is it you know is it is it up until did they add that one piece cuz we can't like uh not understand that we're there's kids here till 6:00 6:30 every night and there's at least a hundred kids in every site that stay and I'm just I was curious about that. So I I will identify that area if they have added it but I know that Mr. Falsto has his drills after school. He has safety trainings with his staff during their PDS and so he's he's making sure that's conducted. There's times where it's dark and so we've had um
101requests from him like additional lighting in certain areas. So that's he's that's happening. It's just I don't know if it's reflected in the plan. >> And can you get back to me with bright arrow because I'm really curious about >> it's our phone system. >> Yes. Yeah. Glad you can explain that communication piece. >> Good afternoon. uh trustees Claudia Melendez, public information officer. The bright arrow system is connected to our um website as part of the contract and is used to send all call and all text messages to all our parents as needed. Uh also we have special lists for migrant parents or specialized and also school sites have their own access to their own students to send messages via text, email and phone calls >> and it's new this year. Do we right? >>
102This is the second year. So yeah >> and our website is what's >> Yeah. Yeah. It's it's it's part of the whole packet. The website and the all call system they come together. >> Thank you for that. Um I I wanted to share I think were the trustees all finished? Uhuh. I wanted to share. So there's immigration procedures in in these plans. Have we had to use any have any of our schools had an experience with immigration and and I'm understanding that the staff has been trained especially the front office staff how to handle in a nutshell. Could you tell us what that is? So, we haven't had any emergencies where we have to take action um because there's something with immigration going on in one of our schools. What we one of the things
103we did with CSA did request at one of our alma meetings and we want to make sure our staff feels safe and that they know what to do more than anything to keep our family safe. So, our social workers went around to each school and they gave the training, the know your rights, what to do in case there's an immigration emergency. And um I think together and knowing that there's also the whole wellness team at the sites, they feel safe and comfortable with that. >> Good to know. Thank you. Okay. So, if there are no more any more comments, um, we have a motion by Trusty Perez, a second by Trusty Velasquez. I'll call for the vote. All those in favor, please say I. >> I. >> Any opposed? No. So, the motion carries 5
104to zero. And that's how that vote will be recorded. in favor of the motion passing. Number eight, human resources. A action item, request for a new position, human resource analyst, one full-time employee. Motion, please. >> So move. >> Second. >> Miss Garcia, are there any questions, comments, concerns in this position? Mr. Velasquez, >> has uh everything been done to make sure we actually meet that position? Yes. So, this is actually part of more of an analysis when I came on board a few months ago on updating the proper positions on what the staff is actually doing. A lot of these positions haven't been updated for quite some time. >> There was no one that's it's not like uh somebody's job that was eliminated long time is coming back or >> no totally new position. >>
105Yes. How are we with the with the district office administration compared to other schools? >> What was the what was the question again? >> Like how are we close to district office administration compared to other schools and some schools are really topheavy and we compare ourselves to Selina city. How are we supposed to? I would have to look to see what their makeup is and then I can send information up in a weekly um or a weekly update. Mr. Diaz will also be presenting next month. I think it's on the schedule for April 1st with what he's done. Um he was he came in on in on September. So he'll be reporting what has happened from there to now and he's updated some stuff. But I'll make sure that we bring you that comparison. or
106I'll send it to all the board members for review. >> So, if I understand this correctly, it it's the updating of this position. >> So, this is a request to have a new position. So, it's a new title, right? This um we have folks in positions um that are does not properly align to what they're doing. And so, they're having a lot of responsibilities that just have not been updated in any job description that we have in HR. So this there's already someone in this position. We're just calling it something different. >> No, this we don't have someone in this. >> This one is a brand new >> This is a brand new and so Well, that was a good question Mr. Velasquez asked about. Okay. Any any other comments? All righty then. So I
107have a motion by Mr. Okono, a second by Miss Garcia. >> I'll go ahead and call for the vote. All those in favor, please say I. I. >> Are there any opposed? Mr. um Velasquez is opposed. Okay. So, we have a vote that will be recorded in favor of passing by four and then one that opposed one nay or no. Human resources B action item request for one par educator position of 75 FTE. Motion please. Motion >> Perez make the first motion. Second. >> I'll second it. >> Miss Garcia. Thank you. Any questions on this position? >> Nope. Okay. I'll go ahead and call to the for the vote. All those in favor, please say I. >> I. >> Any opposed? >> No. Okay. So, we'll go ahead and record that vote as 520 to
108zero in favor of passing. Motion carries. Public hearing. All Union School District AUSD Sunshine proposal for negotiations with LSL teachers association ATA for the 2526 school year. So we'll open this at 7:22 and also close at 722. Number nine, administrative services. Action item, revised resolution number 2526-13, ordering an election requesting the county elections department to conduct the election and requesting consolidation of the election. U may I have a motion, please? >> So move. Thank you. Second. >> I'll second it. Oh, go ahead. >> Okay, fine. Me. Garcia. Thank you. >> Okay. Any comments on this um resolution? Questions? No. All righty. All those in favor, please say I. >> I. >> Any opposed? No. The motion carries and the vote will be recorded as 5 to zero. No one opposing and five yeses. Future agenda
109items listed here. School site presentation VRB uh presentation on student achievement director of leadership development and accountability. C school site presentation Jesse Sanchez Elementary School and uh on April 22nd and then D department presentation human resource update assistant superintendent human resources. And then 11 is our future agenda uh meeting dates. Future excuse me, future board meeting dates April 1st, 22nd, May 13th, and June 3rd. So now we're going into public comments. Individuals wishing to address the board of trustees on closed agenda session items may do so at this time starting at 7:24. Do we have any? Okay. and ending at 7:24 and we'll adjourn to close session at 7:24. So, we did three things in one minute. Not bad. >> So, we're going to take a 10-minut break uh as we always do right before
110we go into our uh close session. So, we'll meet all board members promptly, please, at 7:34. Thank you. Thank you for being with us. We will now reconvene to open session at 8:14 with the following report of close session. During tonight's close session, the board adopted three resolutions pursuant to education code section 44951 and authorized the district superintendent or her designate to notify two principles and one vice principal of release and reassignment from their position by a vote of five to zero. Thank you and good night everybody. Adjourned at 8:15.