DELAC

001Parents of students, please send Catalo. We are all here to help. Does anyone have any comments regarding the [unclear - possibly "the ones" or "the ones"] or is there any kind of correction? Does anyone want to leave a comment? No? Okay. So, if there are no changes, uh, we need the votes in favor, if you can raise your hand and say there are those who agree to the approval votes. Okay, Lorena Mendoza, first motion. Mr. Adoro. There it is. Thank you. Third. We have César Chávez's. Could you please share your full name with me? I already know his last name. Please. Eight. I'm going to review the list for this school. Okay. And if the parent representing the school could please raise their hand, and for those who are absent, as they arrive, please let

002us know so we can update our schedules. Okay, if you can raise your hand, uh, Ca Chávez, present. Frank, present. MLK, present. BRB, present. Yes, they are currently absent. Oscar Loya, present. present. Montebella present. Barden is currently absent. Please let us know when you arrive. Jánchez, present. A, present. Very well, thank you very much. Just one more thing, please update us as soon as Steinback and Barden arrive. Thank you so much. Stebe is here, isn't he? Mr. Bulman present. We're going to make this correction. Perfect. Let's move on to the agenda. Ah, right now we're going to have Mary León give a presentation regarding the criterial reclassification and also give us an update on the ELAS. Welcome. No. Yes. I told you you would get tired of sitting me every single word or every single

003and now I have two presentations. So we are starting the best. No worries. We're going to give it just a moment. Turn this allersability. Good night. Today, I'm just inviting the director of Wecers of Heel. We're going to discuss reclassification and the different routes for students to get sorted. Okay, we're going to discuss the reclassification process and all the details and procedures for reclassifying this school year. All right. So we have three ways that our students cansify and that is one they must a four on or a three on alternate and once they do that we can look at students task course we can look at the alternate assessment course and then we can identify with an app for those students who might need some other modifications Ah, there are three different ways in sorry

004this does the success to be able to classify it. There are three different routes. The first one is how this route is from the one route is from the east this route is for the students who took this evaluation. The second would be what I've designed for capabilities, and it's the alternative assessment of California. And route three is identified as a specialized route for students with specific abilities through their individuality plan. Once a student has scored four, most of our students use pathway number one. And so we look at Elpack as of we then look at teacher and parent inputs as well as our literary space. Our students at or near gray level on either as fast or are I ready? Okay. The first evaluation is that they have to score at a level four,

005in which they must reach the highest level of proficiency in the language assessment of the CU. Ah, the second one would also be that they have to have literacy skills. Students must demonstrate basic literacy. They also take an ultimate and for these students to qualify they need to score a three on the alternate assessment or alternate as well as show at or based on their abilities on the California alternate assessment after that it is a comprehensive work with I team which includes administration teachers and parents. The CAA assessment group three is designed for students who are part of the California Alternative Assessment . Ah, this route recognizes the technical needs of students with disabilities. Ah, in which you have to reach a level three in the AAT. Oh, this one is also based on consultation

006with parents, and this one with teachers. Oh, and the equipment, sorry. through parents and teachers. Whose disabled assessment with accommodations. So we take parts of the assessment away. And route three is the criteria, this individually identified route which is usage criteria that establishes specifically for students who have received special education services for at least 3 years and whose disabilities prevent them from being validly assessed on standard exams, even with adaptations. Oh, and in fact they are re-evaluated this, oh, sorry, um, they are re-evaluated with this team after this after this evaluation. So we look at more than I and sometimes we really that oursification was limiting our students, forcing them based on the system that the district created. And in alternative assessments of basic skills, this assessment is beyond, sorry, beyond the standard tests, if

007the standard benchmarks are not met , we use a multi-measures report to get a complete picture of the student's ability . The multiple measures approach, this, and why are these multiple measures important? Since not all students do this, they are not the same way. The use of multiple assessments provides a more complete and accurate picture of the student's abilities, taking into account different learning styles, assessment conditions, and demonstrations of skills. This approach ensures a fair and comprehensive assessment of each student's literacy skills. Our assistant principles will work with specialists and teachers to identify students who scored a or a free alternate assessment. gather the and the classification process which is this the systematic five-step classification process this initial assessment, data retrieval, team review and with consultation with parents and a final decision those who participate.

008This is a collaborative effort that involves classroom teachers through daily observations, parents, assessment specialists who interpret the data, and the team that makes final decisions for the pathway. is heard and this is important because our teachers classroom know what happens day today. our parents, you are the most valuable input about your students learning. We have our assessment specialist that's our assistant principles our specialist and then ultimately if you are pathway with that team brings a lot of information. And who participates in this ranking? These are the classroom teachers, as they provide recommendations and perspectives on classroom performance, to the parents who are consulted throughout the process and provide valuable input, to the assessment specialists who administer and interpret standardized assessments, and also to the I team who make final decisions for the students. Last slide.

009So what we have designed really is a goal to support every student's journey to make sure that every student has the opportunity to value while also preserving their Spanish language through this process. individual success. And finally, the clear conclusion is that our goal is to support each student's journey through a collaborative and data-driven process that recognizes the success of the company in various ways, and supporting each student's journey. And sorry, so that they can be classified in this school and at the same time, well, reserve the Spanish language for the Youabora team in terms of representation. I am planning to work, collaborate with representatives of community schools to carry out perhaps a type of workshop for issues where there are some who do not know that their children have to be classified, for example. Yes.

010Oh, we've already done some presentations at certain schools in Loya, at Frank Paul, at Alaso Community, and we can continue coordinating community schools as much as possible. Thank you so much. Ok so my question um the option two um you that use with stud with I know but what point is an option is third up or the students to the video for one for the option Um yeah, I just have I'm not sure that they are given the opportunity to help that and to Yes. So uh that's a great question. A majority of our students with IS pathway one and that the only pathway two is only that the students have been identified for alternate assessment and they can be identified earlier before third grading. Uh and those are usually our most cognitively impaired students

011who would do the struggle from accessing the journal test. A majority of our I student speech RSP and even in our um special day classes use option. Okay, I just want to make sure the students are understanding that this absolutely qualifies as the optional one. I understand that by talking about patients, which is a lot, having an option for it makes me very happy. But just so, the reason there is that it's a state requirement, and there's a long process to qualify for the alternative. We can't choose; it has to be a process through the evaluation and a lot of information. But I think the question was whether a student who is in special education classes qualifies to take the exam, option two, route two, sorry. It says that when a student is in that

012program, they already have an alternative evaluation, they qualify for an alternative evaluation, and by then, they have a profile, all of them, and they would have to be evaluated by then to see if they qualify for that previous evaluation. We try to understand all of them . So, in other words, they qualify for route one, which is this one . Yes, in that case, not seen, that's the one that is generally for everyone, so these questions would be questions, really, well, I'm interested in the second and third evaluation because I have it with the Aha. And I have another son right now being evaluated for [a specific program/a program], and he really has trouble concentrating. I think a regular evaluation is sometimes difficult for him because of the consultation process. I would like more details

013in the future about other types of evaluations to understand the specific classification for these areas because I feel that the regional evaluation might affect my children. I don't know, I would like to know how I can support them and what options are available. It has 2 minutes. Thank you. Oh, no. for all, although as revealing, as any grade they have for having access to their conventions in the exam. They can still continue with the spatulas, but with the teachers they leave wounds but I barely find out an option. Yes, be about that and closure closure detion enoir no lexas. We continue. or not given the opportunity to take option one even if at least all that concerns is all that much. Thank you so much. Option one is generally available to all students. Let's move

014on to the next topic. I want to issue an apology. ST parent surveys that we said were going to come out here. They are coming out. The announcement for parents has n't been released yet, but I think the principals of each school will send it this week, so keep an eye out for this answer this week. Let's go through this a little quickly and we already know that it is a 3-year plan that describes the goals and actions for students addressing local and regional issues . And that's the background of why you can just so these are our five goals in our current LCA. We are year two of our LCA. Goal one is it about is about equitable standard to instruction through structured PLC. Goal two accelerating the English learner development. Goal three comprehensive

015social, emotional and behavioral support systems. Go recruitment retention and development and go literacy. Okay. So the goals of 2526, the first goal is that all the standards are, oh, sorry, the first goal is that quantifiable teaching is aligned with the standards through the goal that accelerates students' achievement of free production through language development. Goal three, comprehensive socio-emotional systems for student well-being and participation. Goal four is recruitment, retention and development of staff and goal 5 is early access for all that guarantees grade-level reading for third grade. So if we go to the next slide, this looks at each of the five. It tells us how much money we were allocated, how much money we have spent so far, and how much money we have left to spend this year. Okay. If you look at this side,

016it shows the entire budget that has been allocated, the expenses that have been spent to date, and what the current balance is at the halfway point of the year. We also have the mid-year update and the metrics for 2025-2026. We won't be reviewing this information, this data, since it was reviewed in November, so we wo n't be going over the data in detail, as it was previously reviewed. This data was also shared at the meeting in December, so we're not going to review it, but we'll include it again as mentioned, since it has already been reviewed previously. I'm not trying to go fast. I just don't want to repeat the same information already given you before. But you can see this is that growth that we saw more progress and classify in the 24 year.

017Ah, the intention is not to rush through this information, but it's more like a review of what has already been discussed and talked about previously. So, to avoid wasting time on what has already been reviewed, this is just a summary of previous results that have already been reviewed, and the progress and reflection as noted, which had been summarized previously. Assess we have our coming up in March. Here as we can see is one of the metrics this year, although right now they are still collecting data such as IR which I think comes in March and there are other different assessments that are also being carried out. So they'll be connecting data until the end of the year and more will be added to this list. I think it's also in the store for students through

018grade level talks about growing up. students growing in a manner that is minimal all the way through exceptional and you'll see by the colors on our dashbard we have moderate average accelerated and exceptional growth which is the direction we want to be moving. This is a new measure on the California state dashboard it is one that we are still learning as they process and and teach all of us in districts how it works. We haven't reviewed that information in this one . This is the summary of the district growth in which it is the California student growth that uses the results of grades four through eight in what is the English and math guidelines. Ah, Laitao mentions that he really wants to be in the blue, orange, and green categories, which are, and I'm going

019to review it, the minimum moderate score. This one is in the accelerated, accelerated, and exceptional average categories, and even though it's in the average, we should keep moving forward, making progress to reach the blue, orange, and green categories, which, as I mentioned, are in the accelerated and exceptional average categories. We should continue improving continuous learning, providing English language development, instructional learning, monthly meetings, social-emotional learning support, and mental health services, and increasing bilingual instruction across all sections. So, the next steps for areas of success would be continuous efforts in the following categories, which are continuing professional learning communities, such as professional development, designated English language development, monthly institutional leadership team meetings, social-emotional learning support, and mental health services, and also increasing bilingual instruction. through all the main level stories. Ah, the area of ​​focus would also

020be to continue working on the actions related to the indicators in red and on the newly identified indicators that each staff member of such school has taken the child to provide that data and continue working with his team to be able to reach the goals. And as mentioned, this school reviewed that in the previous tip and the schedule of 24.7 questions was quick. Maybe I don't forgive. little bit more detail on the new items that there's percentages there and very bottom of the absolutely so the percentages are the students progressing in that area the colors of the component level listed the bottoms that are listed across the bottom you see all that represents all students the are learners f I are Filipino students. Hi is Hispanic. Hom is our homeless population. LTEL is our long-term

021English learners. Mr. are of multiple races. F is socioeconomically disadvantaged. SWD is students with disabilities. WH is good. Ah, the question was this: to review some of the percentages and what the details mean, since the presentation went by quickly, and in detail, from bottom to left to right, it starts with English language students, Hispanic students, homeless students, and long-term English learners. a multiple races the studies that are that have economic disadvantage uh and the students with disabilities and lastly the students who are clear. That 's the last question. One more. And we have, I'm going to pass you the microphone. You have a question, but only regarding the metrics. There is a correction needed in year one, from 23 to 34. 23 to 24. Thank you. The last one because we're already quite late. Last

022question. Actually, see the um and then have especially with the as mentioned before, but also um the um having access to the uh mention that uh the office and we and so could be printed or shared. Yes, and you'll be printing. It is about 22 pages long when we print, and only a third of it is filled out because we're still batteries upset. Thank you very much, a round of applause. We are going to... I don't know if I'll do very well, just to tell you about the one that is a little more specific, since it has many specific things, something that means... and you have also mentioned that if we can make a comparison of different years to see what the sum is in all the schools, and I was also commenting on the

023link of the replicas 6 and if a hard copy of this printed paper can be provided, but right now I think it is not yet complete, and that is why I don't know... a copy each weekend, but when that information is finalized, a copy will be given to each person and a link... to see what topics... thank you very much for this. Now let's move on to the next topic. Mr. Garcia is going to give us an overview of the five major actions, and he is right in front of you. Thank you so much. Yes. And I'm going to do it quickly because we're a bit short on time. Okay. So, those are the five big actions. We as districts follow the protocol that Monterey County follows, which is the five big actions, which are

024called... I'm going to show you what we do and what we use for security. Here, all the directors are either directors, have been trained in these, or are staff trainers. They go back, they bow to the school staff and then the community school coordinators come and they are going to train all the parents starting very soon because they were just trained last week by me and then Julio is going to be the one who will continue to make sure that they continue to do the coffee meetings and that it is being implemented to bring more knowledge, especially for the parents so that they know what is happening. So, what are the five actions? So, the B F is a common emergency plan that was created by the how coalition for community schools or for safe

025schools and communities of San Mateo County. So, Monterey County adopted this from San Mateo, and these were the people, or this was part of who was part of the committee. Ah, it was the police department, fire department, school insurance group, board of supervisors, mental health services, ah, children and families services, the youth center, the MCOI, as we were the MCOI, it was also the county attorney or the county legal advisor and then student services from kindergarten, rather from Chique to 12, because even though they don't want to count Chique and Chique is part of our ah district, for some districts are just now implementing the program of so the coalition. The five major actions are these immediate action responses . Why should we use it? To take refuge in a safe place. Another thing we

026use is ducking, covering, and holding on. Another is to secure the school premises, or as many call it, the campus. block off, barricade, and evacuate. So, there you can see them, the five of them are down below. These are the posters that are in all the schools. Each room has a sign in English and Spanish. The offices also have them. Yes, every September we go to a workshop, they train us for two days and they have all these posters available for us to take for free. If we don't get smart, they'll beat us to it , but you can still print them from the San Mateo County website . Everything is free. Ah, the first thing is to duck, cover yourself, hold on. Who can tell me when this is done? They duck, cover themselves,

027and hold on when there's a "what?" Earthquake. When there is an earthquake, a tremor, a cistern. So it's an immediate action taken in case of an earthquake or explosion, or it protects and safeguards the students and staff, but also you, because that's the vocabulary we want you to use at home too. That's why you'll be trained during coffee breaks so that you can also learn this new vocabulary. Oh, and what do we do, what do we teach the children? So, students are instructed to duck, cover, and hold on to repeat. Ah, for each chart, what we do is not just do it once a year and then forget about it, right? We practice it three times a year, and whenever there's a crisis or an earthquake, right? When it explodes, right? Something, but we do

028it so that they can learn how to react if there is an earthquake. Ah, then we from there, right? If something really happened, we were going to determine if there was a need for medical attention or determine if we needed to evacuate. The second is to take refuge in the place. Taking refuge in that place is the next step. Taking refuge in a place depends on environmental factors . As you can see from the photos there, it's as if there's an animal out there , right?, that's dangerous, like a lion, a wildcat, a cat, a mountain lion. Mountains. Oh, and then if there's an ah one, how do you say it? a serious fire, or if there was like a gas leak or something that caused an explosion elsewhere, but it's affecting the environment, the

029air. Do you remember when there was a chemical explosion here and the air quality wasn't good, or when there was slime and something like that? That's when we use the term "taking refuge in a place." Basically, the children don't go outside. But the schools are still open, instruction is still going on, we just don't let them go outside because the quality of the environment is not good. Good. And what we do is close the doors and windows, keep all the students in the classroom or building, and explain to the students what is happening, because even though they are children, they always have the right to know what is going on. And if we explain it to them in words that they will understand, they will understand and continue with the instruction, with the learning, if

030it is possible that we have to close the airflow or, as the saying goes, not turn them on either, because sometimes air comes in from outside, right? Because they are air conditioners. Oh, and then sometimes we would have to drive the school away or shut down because in Bing we had to shelter in place when the power went out. Uh, I wasn't getting closer to the outside environment, but I was getting closer to the environment inside the room, because it was very cold in the room. So, it wasn't, we couldn't close the school completely because there are boys and girls who have nowhere to go because their parents are working. What we do is stay there, but we give you the opportunity to go and pick up your children so they can be in a

031more comfortable place, where they'll be in cooler temperatures. Ah, in a room because it was very cold that day. So, all of this could lead to a closure, but it doesn't necessarily mean we're going to close completely because we have to make sure the children's safety . And the third, to secure the school staff. Oh, what does "securing the school facilities" mean? So, as you can see, it's like the police are coming after a car, right? As if, but they're following a car. Oh, or if there is any police activity, or a threat near the school campus, then we're going to close, we're basically going to secure the school campus. Uh, no, it doesn't mean there's someone inside the school, but there is a danger near the school. As if there's an activity here, we're

032going to see that here at this taqueria, what's it called? The fact that all the police were there is because someone broke in to steal, and they're searching the whole area for the thieves. If the police notify us , or if we as directors see this activity, we secure the school grounds, we close them, and basically it's to make sure that no one armed is going to enter, right? Oh, and to harm or hurt some of our students. More than anything, we don't want any learning introductions, even though the children are very clever, they listen to everything, they're used to it here, unfortunately we're used to hearing sirens all the time. Yes. Okay, next one. So, this protocol is intended to prevent a potential threat present in the community from entering the school premises. Increase

033school safety while respecting instructional time. It requires that all exterior doors of classrooms or offices remain closed. So, the principals, if they know for sure that there is no threat within the school, they go and check that everything is okay, and we have a team that helps us, not just staff, but also the advisors, the teachers' support group. Ah, it's intended to prevent intruders from entering occupied areas of the building, especially inside the halls. It requires that students and staff remain in the secure school state until the incident commander, who is the school principal, determines that it is clear, because obviously the police call us, sometimes they do n't call us, but when it happens, it's like they say, ' Everything is safe, this is over, you can leave the protocol.' And the fourth is

034to block and barricade. What does that mean? Does anyone know what this means? Okay. When you build a barricade, what does that mean? You accumulate things like obstacles for doors so that no one can access them. Yes. And that's done because we're going to see that's done. That? Because we have someone within the school staff who is a danger, a threat to us. That's done when someone comes armed, uh, someone who... and a weapon doesn't necessarily mean a gun, right? It can be any kind of, uh, how do you say it? your tool, a tool that could be dangerous, that could cause us harm. Here's the thing: it's basically either barricades or, if there's enough time, you escape, you try to escape, because by blocking and barricading, maybe you do have time to do it,

035but what if it's already very close to here, to your room, and it's easier to run away because there isn't enough time to be barricading a door? If you can run away . Ah, this one says, "Only attempt this if you are sure the suspects are not in the immediate vicinity, i.e., that they are not already in the other room." Okay. Escaping is only possible if they 're not inside the other room, in the next room, because they'll get there very quickly. Ah, leave the school grounds safely, find a cover position or a safe place to regroup. Many children at a school experienced an incident, just an incident because it was an incident. There was a malfunction in something they were testing, something they were doing a test on, and suddenly something turned on and

036started telling them there was an intruder within his plan, that they had to leave or do something, and well, the staff also froze , everyone was scared, and there were children who did run, they followed their protocol. Other children joined in , as they all followed the protocol. The teachers quickly got up to make sure their students were okay, the school principals were attentive to everything, and some children ran away. And when we, the mental health department, arrived there, many of them said, "We went home, but before we got home we were hiding behind a shade structure because we saw a suspicious car that had tinted windows and we thought that was the person who was going to hurt us." And this and the parents, well, one mom is a little upset because her son

037went home, I told her, he did the right thing, he went somewhere, what? Sure, sure. His safe place is not inside the school because, as he said, "If I go from here, I'll run to my classroom, what if something happens to me?" They jumped, they ran, they went home and were in a safe place. Ah, so it's important that these things teach your children that when they sense danger, they should run. In this case, they didn't know the alarm was false, but they did the right thing, and the teachers did very well in responding. Everyone was angry at the end when they got the scare, right? Because who wants to be united by a fake scare? Because it was a good scare, wasn't it? But they were still upset because, well, because it was a

038failure and yes, people got very scared. Some staff members were thinking that God was going to pass the worst of it, and that's normal, but the good thing is that everyone remained calm. Oh, and then what happens is you call 911 immediately to report the location and request emergency services, and once they are safe, they stay there. It does n't matter where the directors can identify a place. I know that Crix will be identified as the center of First as a safe place. The kids can run around there, but even if they're running to the first grade, but I live right next door , it's safer to go inside my house . Okay. So, there are different ones; it depends on each school having an identified safe place. I'd like to name them all, but

039I'm short on time too. Okay, let's see. And then, that 's the same thing I just said. And then the last one is to evacuate. And evacuating is when you finally leave. Why are you leaving ? Now let's see. Evacuation is the protocol we use. Let's look first, or we'll all look, right? Where there is danger. You're going to listen and you're going to leave. You're going to listen to whether there's a fire in the next-door neighbor's living room. You're going to listen if the sirens are inside the school, you're going to listen if there's something, for example, if they're shooting and it's inside the school grounds, and you're going to do it , you're going to look and listen and get out of that place. Basically, this means you have to think fast, because

040if they tell us, "Well, what if this happens, how do I do it?" It's not that I ca n't tell you exactly what to do because at the moment you have to think about what to do quickly. I would have liked to show them a video, but I don't want to show it because there are children present, but the principals have already watched it, the assistant principals too, and the team of advisors has also watched it. It's basically one, it's called One, Two, Three, and or two, three, all eyes on me. And it basically talks about how to use this, look, listen, and get out. If you are in danger and as a teacher you know that you have to do everything possible to get your group out of there if it's a fire, if

041there's someone, an unjust person there, you're going to think with your feet and try to do the best you can to get your students out of that place. Just like parents, if we were in a public place, you're going to think quickly, because if you close your mind you won't be able to think. That's why we have to try to watch anything, anything we watch on TV, oh, but why didn't it come out? And yes, one says, why didn't he leave? But sometimes people panic and stop thinking. That's why you have to try to keep a cool head so you can think fast. Okay? And then what happens after we evacuate the families, I mean, us, right? As families, we have to wait to be notified. We are parents and our children tell us, they

042hurt us and we want to go and save them, but we also have to be patient. The school will notify you. You will not be notified during the event, but you will be notified. Oh, don't go near the school because sometimes instead of helping them you're causing a little trouble, you're contributing to the chaos that's already happening there. But they can be nearby, they just can't be touching, because we don't know if the person who is knocking loudly or shouting outside is a dad or a mom. It could be someone who is with the person who wants to hurt someone on the team. Oh, and it also interferes with emergency interventions and responses. If we have many cars trying to enter and pick up their children and the ambulance or the police come and they

043can't enter because they are blocking, because that's how we block. We don't care who comes. We want to reach someone to save our children. Bring a form of identification because in an emergency like this, especially one of this severity, you need to have a way to identify yourself, especially because small children, even if they are empathetic, sometimes cannot identify you. They can identify the BER, especially if they are with a new childcare provider. Ah, only people on the emergency card can come to the location or school and take their children. That's why it's important to update all the information for all emergency contacts. And how many of us do it regularly? Many do, but there are also many who don't . Oh, please be patient and the stress level is that we are all stressed.

044Some of us are calm, some are stressed, and then follow the safety protocols and procedures. And oh, I already said the same thing. And then it's basically about you guys practicing at home, having those conversations. I'm not saying build a barricade, run away, no. It's about talking about these conversations with your children. When you go to the cafes that are advertising them, go so they can give you a copy of this presentation and an accompanying package so you can practice at home. They will also be given a place, a network site where they can enter and there are presentations there for the children to watch, so they can learn. They are age-appropriate for your children, they have different grade levels, and each school has monthly drills to prepare students and school staff for these emergencies.

045Every month they practice how to defecate, every three months as a rule they have to practice how to squat, hold on, I forgot squat, cover up and hold on, ah, cover up and hold on. And then there's also the only one we don't practice: barricading. We don't practice that one, but we practice all the others. Oh, and this is what I just told you. This will give you the link to connect to San Mateo County so you can serve something. And these are the posters, the signs that the school has. You will also be given a copy to keep in your home, a small one, to remind you of questions. Two questions because because then comes the butt and then it continues, well, the question is to thank you for explaining the process of each

046one in detail because I think it's very important that as parents we know how many so we can also express ourselves calmly in case of an emergency, and also one could see, as you said, that they are out. Oh, also, in case of, for example, yes, the plans will be similar in each school, but we also have that, we have children who will go to other schools for part of our classes, right? to know where they can continue and ask, or to introduce themselves, or to cancel these workshops. It's also up to us as parents, in case our children ask us, interestingly my daughter yesterday when she came to the house was asking me, she was talking to me, but about if there is a school, right? And he was asking me, he was telling

047me, and he said, "No, if someone enters the room, I 'm going to find something sharp and I'm going to take them out ." And that's when I tell them, no, that's not how it's going to work, and then I can explain the process to them more or less, right? Ah, but that's why it's so important that it's available and that they let us know where. And although I know, I do know it's a big package, I've had to go to high school and there it is a big notebook and they've even asked, "Are you going to stay?" And I have it there, it's going to stay here. Yes, I'm going to review it and I'm going to contact Claudia and give her access so she can put them on the district's website so you

048can also access them. That would be a huge help, also considering having a similar reference point for blocking and building barricades. And one more thing, taking advantage of the moment, I think it would be something that perhaps we can't collaborate on, but making an emergency plan for families, especially if something happens, like who am I going to leave my child with, who are they going to look after me, all that, right? The how-to, ah, having an emergency plan. I think this goes hand in hand with issues like how some families feel unsafe. Uh, well, that's more or less what I mean. So, something like that to consider. Yes. And family plans are already being implemented with community school coordinators, and I know they're already working on that because they've been in place since the immigration

049raids began, and this same plan is for this security protocol as well. Claudia, I'm going to send you the Big thing so you can upload it to our district's network page. Julio is still on now. Yes, good evening. And we already have the plans in a link on the website. If you go to distritoalisal.org, the website, and then go to " For Families," you can go down here to " Migration Resources," and here are the plans. You can go with your community school coordinator and parent engagement specialist at both schools and work on an individual plan for what to do in an emergency, right? What happens if we don't get home? And now I continue with my presentation on the statutes and violations. Ah, so I wanted to share this with you, and I'm not

050going to read everything because I see you have the presentation so you can take it and read it, but I just wanted to give an explanation about the statutes, right? And what are they? Because statutes are internal rules and regulations adopted by an organization to govern its management and affairs. Ah, especially as it explains the responsibilities of the managers who are here at this table, the procedures and rules of each meeting. of the board of directors and voting rights and other things. And the purpose is that it serves as a general legal framework for the daily operation of each organization, right? And some points are that in the meetings it gives us the procedures for the annual meetings, the quorum requirements, so if we have enough people to vote or not and the voting processes.

051And the structure provides us with provisions for the establishment of committees, right? What are we supposed to be doing, and what is the legality of it, right? So, while federal law doesn't always require it, many states require nonprofit organizations to have it and not violate state law or the organization's bylaws, right? So we can't just say that all the students who go to the meadows have to come to school on Sundays, can we? That's not it, is it? It's against the law. So there are limits, right? We created the statutes, but they also have their limits. So, right now what we have in progress is updating the bylaws, we have a draft document for review and the people at this table are the people who are working on that draft. So, between the meetings we

052have every month, we meet here at this table and we will continue to meet and update these bylaws. Ah. among those monthly meetings. Ah, so we remind the representatives that these meetings receive calls from Maria Distancia reminding them about the meetings, and that's what we 're doing in those meetings, and that's all. Quick, right? But there you have the information. Questions. A question that you can't expect before we pass your microphone to Mismica. But hey, I saw a lot of detail, didn't I? No, thank you very much. It's a lot of information, very good information. We're going to move on to the next topic regarding exent learning updates, which is from the area of extended learning. We're going to have polishing at school on Saturdays. Hey, welcome, we're going to have a fit. Um, all

053of what I'm trying to do tonight, and I also left a package of different things that I'm going to talk about very briefly. Okay. Ah, yes, they can, very well. Here on this page I want to announce that we have partnered with the Six Cricket program to make it easier to enroll in after-school and Saturday programs. Now, every school can quickly register and find information about all the programs that are happening at their school or that they can participate in , for example, if one of their daughters wants to be in the role-playing program, right? But you go to Benel School and join at Fight Montea School. Ah, she's not going to tell you which school you can enroll in yet, but you'll have to take your daughter to that school to practice, but you

054can still apply because the whole district is open . If you want to practice right now, if you have your school and want to start playing with this, you can use your phones to view the page and play around with using your page to see what's next. Okay. Ah, next time , this is an example of one of the pages I left on the tables. Each school has its own page, right? So, in this example I've also included a list of all the programs offered in the district. This would include cap players, basketball players, actors, right? Ah, color, music, lots of programs that we have and that we offer after this one, okay? There's the list, and it says many copies, or you can take some questions about this, right? Okay. Ah, we're still going

055to use the paper applications; they'll be available in every school office, but if you want to do it at home, you can do that too. Okay. Ah, an announcement. Okay, let's get started. Well, we've already started announcing that we're looking for coaches for spring, our knitting season, right? So, we're looking for referee coaches, that's what it's called, referee referee . Referee. Thank you. So, please help us . Help us, because there were one or two schools where we couldn't find coaches, and there was a list of parents of students who wanted to participate, but they couldn't because we didn't have a coach. So, if you're interested , we invite you to apply to support the students and children and see them, right? and also ah spring intersuction. Ah, this year we're going to have another

056spring break in March when we have our break, right? So, oh, this program is going to be in three schools, Primont, Aust and D, okay? And the program will run from 8 a.m. to 5 p.m., okay? And there they can see what the students are going to do at school during that program. We will have activities in science, ceramics, art, physical education, English language support, and math coding. instruction. So, there are a lot of programs, and these programs are more about opening them up, helping kids to think outside the box, right? That's what they say, ah, that they should explore and be, ah, well, have the, how do you say it? more activities. What does it do more activities for, right? Not all peoples are real. Yes. Yes, thank you. Yes, more logical sense too.

057It's true. It's true. We want you to really enjoy each and every song, right? Thank you very much. Oh, and also, we just finished the first group of Nel Steam programs last week in April. They're starting again on April 11th, but you can already register for that program. These programs run from 8:00 AM to 12:30 PM and are for design and other questions. And ohend program learning. This is the calendar. Whenever we have a program or an event, or if the students are participating in competitions, any program we have, we try to put everything on the calendar. You have access to our calendar to ensure you know what's going on and what students across the district are participating in, and a list of events, but you have it right in front of you or there

058are a lot of things that are going to happen in February and March. One thing I want to say is that this year our music students will only be able to compete in the first year that the Borristas will participate in their own competition. Ah, before they used to get together with music, but this year they're going to focus on what they want to achieve, right? And drums and so it's very nice that we 're doing and trying to involve them in programs that can help us advance further in what we love. Okay. And if you have any ideas for other programs you'd like, please pass those ideas on to us, Daniel. Thank you very much. Thank you so much. Perhaps more so with parents and students. Oh, very good. What class? Oh, they want

059painting, dancing, um, I don't know, sewing. Oh, when my cute knees I needed like little patches. I like the ideas. And we have ¿Cómo se dice? Imagine, perfect, we already have the material, the tools. Thanks a lot. Thank you. Thank you so much. And we're going to make one last announcement. This is going to be the little thing I want to make an announcement. This Thursday, February 26th, we will be having county-level awards at PVIS. Who knows who PVIS is? that fellas with all the positive supports in behavior. It is an intervention system to motivate children to behave well, to establish certain expectations, and we will have certain schools that will receive recognition, and apart from the schools, we will also have staff who will be recognized there. The schools that will receive recognition are

060the Cide schools, the Montevella school, the Prima school and the school. We have four. and the staff who will be recognized. I am extremely proud of these people. Oh, and they feel so good when they recognize you. I know that Mr. Jorge Martinez has been recognized in the past and feels good about it, right, Jose Martinez? Yes, because they give you recognition for all the effort and you realize that there are other people watching. Ah, so here we have two little people who are going to be recognized, okay? And I want us to give them a big round of applause so they realize that their work doesn't just disappear without recognition. One of them is Mil Hernández. Those recognized as district champion administrators are the highest level there is. And then the other person who

061is going to receive the same recognition is Cristina Mendoza, the deputy director of Y we also have two other people who are not here, but I feel very proud because they are from my team. It is Germán López, the school's advisor and also another person who will be recognized because he has donated his time, he has also donated his money to the district, not just to the school but to other schools. Ah, if you know him, he's very well known from Casas, and this is Mr. Sergio Seja, and he's going to be recognized for being a donor to Y, and we're waiting for one more from the school, a mom. They haven't confirmed that to us yet because they're a little behind schedule. I hope that if she gets the nomination, we hope that her

062mom gets it too. I don't want to mention names because they haven't confirmed anything to me, but I'm almost certain they're going to give it to her . Thank you, thank you very much. That's great news. Congratulations to each of the schools and representatives. Congratulations. Okay, let's wrap this up. Hey, don't forget to pick up your kids from the cafe and we'll be there at 7:26. See you on Tuesday, March 17th. Please invite other dads to join us. Um , thank you very much. Uh, please.