February 18, 2026 Board Meeting

001Um, yeah. Okay. And then you're going to tell everybody, >> "Good evening." Good evening. My name is Ala Valentino. And then my classmate is going to say her name and then she's gonna say, "Please stand." And then I'm gonna say, "Please your hand over your heart and repeat after us." >> And then she's going to say, "Ready, begin." And then we're going to say the The pledge of allegiance. >> The pledge of allegiance. Then we're going to say thank you. >> Yeah, that's it. And then the mics >> here. And then Mr. All right. >> And then you can go back to >> All right. So you guys have been practicing. All right. Okay. Good afternoon, uh, community, staff, everybody in the room. This is our regular school board meeting, February 18th, 2026 for the

002ALS Union School District. Thank you for being with us. I'm going to call to order this meeting at 5:30. And Mrs. Anzo, could you please um take role? >> Yes. Uh President Guadalupe Gilas Vera, trustee area 5 >> here. >> Vice President Beatatrice Perez, trustee area 1 here. >> Clerk Leticia Garcia, trustee area 3, >> present. >> Trustee Robert Okampo, area two absent. And we have a vacancy. So three present, one absent, one vacancy. >> Thank you. Going on to opening items. Uh agenda item number C, the pledge of allegiance. We have a couple of students from M Dr. Martin Luther King Academy, Delisa Tolentino, and Chelsea Andrade, who will lead us in the flag salute. Good evening. My name is Alisa Tolentino >> and my name is Jose. >> Please, please stand up. >>

003Place your hand over your heart and repeat after us. >> Ready? Begin. I pledge aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. >> Thank you, Dlesa and Chelsea. Thank you for being with us. And thank you the parents are here also. Gracias. Um, we're going to go to opening items. D, spotlights. This is an opportunity to feature up to a threeminut presentation on the positive things that are taking place throughout the district. Do we have any spotlights? >> Yes, we have three spotlights. Here's the first one from Mr. Oiso. >> Okay, you want to step up, Mr. Oiso? Good evening. >> Uh good evening. Uh helping me today here is our community

004school coordinator. >> Um well, thank you. Uh my name is Jana Garcia. I'm the new MLK community school coordinator. Um and I am here to introduce our three key partners. uh for our school. So, BJ and M Cleaning Services for their generous sponsorship of free bicycles to promote perfect attendance at Dr. Martin Luther King Jr. Academy. Their partnership helps motivate students and reinforce the importance of coming to school every day. We have two additional partners and we we are going to ask them to come up uh momentarily for a special recognition. Uh we also want to thank 101 Exterminators for their continued support in sponsoring PBIS events that promote a positive and welcoming school climate. Their partnership contributes to creating a safe, supportive, and engaging learning environment for our students. And uh lastly, we'd want

005to uh we want to recognize the Kwani Club um for literacy of Selenas for their invaluable contributions to fostering a love of reading and literacy among our first grade students. Their monthly donation of books to each first grader supports early literacy development and a lifelong love of learning. Thank you. >> Thank you and welcome. >> And we do have an appreciation plaque for the three of you. you can uh please come up. Maybe we can have a picture with him. Oh, yay. The board will join us in taking a picture. And then we have um our second spotlight, Dr. Fernandez. Yes. Good afternoon, everyone. So, I have the pleasure of recognizing or spotlighting eight of our schools who were recognized as bright spots by closing equity gaps um in regards to early grade reading. And

006so, our schools that were recognized as bright spots are the following. Alisal Community, Guardian Elementary, Cesar Chavez Elementary, Dr. Oscar Loya Elementary, Fremont Elementary, Jesse Sanchez Elementary, Johnny's Johnny Steinbeck Elementary, and Montabella Elementary. It's a great job in and being recognized as bright spots in closing equity gaps. Thank you. Do we have another spotlight? This >> Oh, awesome. Sure. >> You want us to go out there? Sure. Okay, Good. Mrs. Zanzo says we have another spotlight, but we don't have to get up. >> Okay. So, the one one more spotlight is a um a shout out to one of our parents. It was Juan de la Cruz from Barden. We had um no power at Barton today and so in Selenas we're not used to this cold weather and that snow on the mountain is

007beautiful but we had to release students a little earlier if parents were wanting to pick them up and we still left our schools open for the safety of all students and we had a parent pick up his daughter and he realized the staff was outside in the cold and what he did is he went home and he he brought out two patio heaters so that the staff wouldn't be pulled and he says, "Okay, I'll come and get it later." >> So, we just wanted to give him a shout out. >> That's very nice. Thank you. Thank you. So, moving down, we're still on number one, opening items. E, adoption of the agenda. This is an action item. Can I please get a motion? >> Motion. >> Miss Perez, >> I second. >> Miss Garcia, any

008comments, questions, concerns about the agenda? Nope. >> Nope. >> Okay, I'm going to go ahead and call for the vote. All those in favor, please say I. >> I. Any opposed? >> No. The recorded vote will be three to zero. And motion carries. Thank you. Item number two, public comment concerning items on the open session agenda and or non-aggenda items. guidelines. There will be a two-minute limit for individuals and a 20 minute limit on total public comments. There is no seating of one's time to other individuals. So, item number 2A, individuals wishing to address the board of trustees on open session agenda by agenda items andor other items may do so at this time starting at 5:40. Do we have any? >> No. >> Anybody? >> No. Okay. We will continue on. Ending time is

009also 5:40. So going on to um item number 2B, association comments, LSL teachers association. Good evening, board of trustees, cabinet, and the AUSD community. Tonight, ATA would like to formally announce the articles that our negotiations team is sunshining for the 2025 2026 school year. The following articles are article 12 class size, article 15 meetings, article 19, workday, work year, and this is all um we have interest in updating language. Um, we hope that we can get this accomplished by the end of the school year. It's February. We have until June, so we'll see what happens. Thank you. Thank you. Um, California School Employees Association, Chapter 577. No. Okay. United Substitute Teachers Union. No. Thank you. So, we'll move on to item number three, presentations. And our school site presentation for this evening is Dr. Martin

010Luther King Jr. Academy Principal Jose Juan Oriso and if you could introduce your vice your assistant principal. Thank you. And remember you have 15 minutes. Okay. And Miss Sophia will time you. Go ahead, Mr. Oriso. >> Yes. >> Yeah, that's okay. >> Oh, the presentation's on it. >> Oh, it's not on there. You I'm sorry. Do you want to wait for it? There you go. >> Thank you. >> Good evening, board president Gilas Vera, uh board members, cabinet members, and community. My name is Joseo, the proud principal of Dr. Martin Luther King Jr. Academy. And next to me is our assistant principal, Mrs. Milnandez. This presentation is about how we move from reflection to action by turning data, student voice, and classroom practice into coherent systems for continuous improvement. Our work is rooted in Dr.

011King's vision of justice and opportunity and operationalized through datadriven instruction within a culture of collaboration. The guiding question is, are our systems strong enough to consistently improve outcomes for every student? In looking at last year's ES-spec, English language arts increased by 9.2 points, moving us from red into orange on the dashboard. This shift reflects stronger tier one alignment and targeted intervention. At the same time, our LP results showed a 6.5 decrease, which has sharpened our focus on strengthening designated and integrated EL. We remain focused on accelerating growth. Math increased by 8.5 points and is now in yellow. This confirms progress, but our goal is predictable, repeatable, and growth across classrooms. We are strengthening systems so improvement is embedded in structure, not dependent on individual effort. Looking at I Ready from our August baseline to November

012benchmark, there was a 6% increase in students uh early on or above level in both math and language arts. There was also a reduction of students who are two or more years below grade level, 16% in math, and 9% in language arts. Between August and the first benchmark in November, MLK was one of three schools that made the most growth in reading. In math, students are demonstrating stronger understanding in number and operations in algebraic thinking. Geometry and measurement data remain areas needing in continued instruction. In reading, students show strength in phonics and high frequency words. Vocabulary and comprehension are primary areas for continued growth. To continue building our progress, we have implemented a clear and focused strategic action plan. We are not adding initiatives. We are uh tightening systems. Standardized PLT protocols ensure consistency. Unified

013data analysis builds shared understanding. Targeted learning walks connect leadership to classroom practice. and an early literacy team meets monthly to protect and prioritize reading. Our next topic is science camp, an experience designed to increase engagement, curiosity, and hands-on learning. You will now hear directly from a student describing his experience. And if we can play the link. >> Hi, Angel. How are you? >> I'm good. I like this campsite. It's really fun. I think you guys should come. And uh it's really fun because you get to go on hikes. You get to make your own food. The food is really yummy. And uh h we're learning about banana slugs and nature and salamanders. And h probably the most funny thing I did was touch a salamander. >> You touched a salamander? >> Yeah. >> Wow. That

014was that exciting? >> Yeah. >> Okay. So, you've been having a good time at science camp? >> Yeah. >> Okay. Well, thank you. Anything else you want to tell uh the community, parents, teachers about science camp? >> I recommend it for many people. It's cool. >> Okay. Well, thank you, Angel. Keep learning. Okay. >> Okay. Byebye. >> Hi, Angel. How are you? >> I'm good. >> This uh reflects uh belonging. And that was the end of the video. This reflects belonging, engagement, and connection. Sustainable improvement requires teacher voice. You will now hear a teacher reflecting on how learning experiences are shifting in science camp. And then there's a link there also. Thank you for being in our interview science camp fifth grade teachers. So um Miss Roberts fifth grade teacher tell us what is your

015experience as a teacher at science camp? It's indescribable. No, the kids are having such a great time and they're just really connected to the nature. I hear her here. It's peaceful. It's calm and it's really great to just watch these kids really enjoy themselves and have these new experiences and learning science. >> And yeah, you're a colleague, Mr. Vaka. >> Can you tell us about science camp as a teacher? >> As a teacher, I I love hearing how kids don't want to leave, how they they're going to miss this place. So I I love to see the the new experiences that, you know, they're they're being exposed to. So yeah, but mostly I love to hear that they love the experience. They're located >> and it's nice to have this kind of interaction with the

016students off campus. It's really different. >> Awesome. All right. Oh, they're having dinner. Boys, boys and girls, wave MLK. >> So this is junior time. And Miss Roberts, they um I see that it's buffet style. Usually >> we do. And we make sure we don't have food waste. So they're very conscientious and plus they get to clean up. We don't clean up. >> Awesome. Awesome. >> Which is really nice. >> Well, thank you fifth grade teachers and I see the students for organizing this. What an awesome experience that our students are and we have parents here as chaperones also >> and a great fifth grade team that got us here and we couldn't do this without the chaperoons. >> Our chaperoons make all the difference in the world and they are helping not just their

017own family members but the whole school. So thank you chaperon. >> Yes. Gracias. Thank you. Thank you for being in. >> That was it. Students identified challenges and how they worked through them. This reflects resilience and student agency. This slide reflects student feedback specifically about science camp. 69% of students express favorable feedback. You will now hear from an English learner student sharing her experience. And then the link again. Banana slug. Okay. Science camp. Thank you. We can use this feedback to refine and improve. Moving uh on to smart pass. This is a digital hall pass system that helps us monitor and manage student movement. Instructional time is one of our most valuable resources. And we'll click on that first late arrival link. >> Good morning, Antonio. Glad you made it. >> I'm late. >> Okay.

018Create your smart pass. Pass completed. >> Pass complete. Okay. Pass completed. Don't forget to end your pass when you get to class. >> Have a good day. >> And if we can click on the next link on that same page. >> Yes. Can I get to the restroom? >> Sure. Just don't forget to make a hall pass. >> What is a hall pass? >> Well, it's in that smart press program. Do you remember? It's so that everyone stays safe. So that we know where everyone is at all times. Do you remember how to make one? >> Yeah. First. >> Okay. Can you show me? >> First, you have to press create pass. >> Yes. >> And then you have to pick whatever you're going. I'm going to go to a restroom. I'll go number I'm

019going to go to number one cuz it's the closest restroom here. How many how many times do you want? I'm going to put six minutes. Then you have to press start pass. >> Thank you. >> Don't forget to end your pass cuz the office sees that you didn't end it. Okay. >> This is how to end your pass. First you have to press and pass and then you're done. >> Thank you. Hey teacher, why does it say sometimes there are not enough classes available sometimes? >> I know that one. That is because there are a certain number of classes available for each restroom. So there are not too many students going at one time. >> Oh yeah, that is more. My friend told me that she a certain student. So she the same page as

020that student. Is that true? That is true because it's a great program. It keeps everyone safe and keeps them away from students they should don't belong with. >> Why do we have to use smart pass when we come in late? Instead of the paper passes like we used to. >> It helps save time and avoid lines in the office in the morning. Students can make their own passes. >> That is true. It does help out the office. This is systems improvement in action. I will now hand it over to Mrs. Hernandez who will share the amazing work she's leading in the area of school climate. >> So I'll be going over our PBS. So um this year at Dr. Martin Luther King Jr. Academy, we've been very intentional about uh strengthening our PBIS systems as

021part of a district-wide initiative. Um, our MLK team has been participating in ongoing professional development, working closely with an MCOE consultant to deepen our understanding of effective PBIS implementation. Um, one of our major focuses has been refining our schoolwide PBIS matrix. This has not been done in isolation. We've gathered staff um, input and feedback to ensure that our expectations are clear, consistent, and aligned across all settings on campus. Our goal is not just implementation but fidelity. We are building a sustainable system that supports students academically, socially, behaviorally. Um, and this work is being done toward as we work towards tiered fidelity inventory. Um, so we're at MLK, we're investing in our all of our stakeholders to support every student. A key part of this work has been building staff capacity. Our PBIS teams our PBIS

022team attends a district professional development and brings the learning back to our our our staff. This ensures alignment and consistency schoolwide. We have also invested in training our campus supervisors. This work is led by our school counselor. Um our sessions focus on understanding the whole child and using positive reinforcement strategies particularly during less um structured times such as lunch and recess. Additionally, our wellness team uh our our wellness team um attends meetings regularly with a strong focus on strengthening our check-in checkout systems. We've identified our coordinators for the check-in checkout process. Uh we've built a team of mentors and uh we're using multiple data points such as our Swiss data uh counselor passes and cost referrals. Uh this is to intentionally identify uh students that would benefit from this tier 2 intervention at MLK. We're

023also partnering with uh families. Um so our PBIS work extends beyond our school staff. It includes our families through community community schools. We've hosted PBIS focused cafesitos where families learn about our schoolwide expectations and learn ways to reinforce them at home. Um we have also gathered family feedback which helps us uh refine our approach and strengthen our communication. We've seen an increase in parent participation. Families are not only attending our PBIS monthly events, they're also um helping in leading activities and partnering in student recognition efforts. Um, this shift reflects a stronger school home connection and a shared ownership of our positive school culture. And we have some feedback from uh feedback audio from one of our our parents. If you can click the link, >> it's just audio. >> Okay. Yeah, you can come was

024some feedback from our parent um after after our presentation. Um go ahead and go to the last one. And then so outcomes and next steps. So we uh our our work at MLK around PBIS is ongoing. Uh but we feel that we're going in the right direction. Um we're we continue refining our PBIS matrix, strengthening our tier 2 supports such as our check-in checkout system. um and continuing to use data to um make make our decisions. Um our focus is now consistency and sustainability, ensuring that PBIS practices are embedded in daily routines across all settings and implemented by all of our all adults on our campus. We're preparing for tiered fidelity inventory um which reflects our commitment to implementing PBIS with integrity at MLK. This is not a short-term initiative. It's a systems level approach

025to creating a s a safe, inclusive, and supportive environment where every child can thrive. Our progress is accelerated through strong community partnerships. Partners support attendance, PBIS, and literacy. Student success is a shared responsibility. Thank you to 101 Exterminators, Jane Cleaning Services, and Kawanas Literacy Club. Our next uh steps are focused on three priorities. Academic growth, family engagement, and school climate. We will increase proficiency by 8%. We will double family participation. We will reduce disciplinary incidents by 25%. Each priority includes clear strategies and monitoring. And in closing, intelligence plus character. That is the goal of true education. There is still room for growth and we are committed to continuing this work. We are taking intentional steps to improve outcomes for every student. Thank you. >> Thank you, Mr. Oriso and Mr. Hernandez. Um, are you open

026for maybe some questions from the board? >> Of course. >> Okay. Uh, Miss Garcia, do you have any thoughts, questions? >> I don't have any real questions. Um, no, thank you. It looks like you're doing an awesome job there. There's there's um lots of evidence here that you provided, including student voice and parent voice. We weren't able to hear that part, but I'm sure I'm looking at all your pictures and all your data points here. Uh, wonderful job. Um, yeah, I don't really have any questions. I thank you for the presentation. Um, everything seems very clear to me. I'm glad that you have um smart goals because there, you know, there it sounds like the attainable 8% isn't asking for too much and it is um something that you can actually attain. So anyway, thank

027you so much. Appreciate it. >> Thank you. Thank you, Miss Garcia. Miss Perez, did you have anything? >> I have a question. How many minutes are they allowed with the smart pass? >> So, um, if they go see a reading intervention, it's it's depending on the block, but for the restroom, we have it preset at 7 minutes as the max, but if you see students can like, if you saw the video, students can say, I think I can come faster. They can, but we have it as a seven minute bathroom pass. If the student takes longer, it just becomes red. Um, and if I make it before, it just stays the same color. >> So, automatically when they come in to school in the morning, they >> Oh, that's the late arrival pass. Yes. They

028create a pass and as soon as the child enters class, they end the pass themselves. >> Okay. >> Sometimes it takes two minutes depending how far their class is from the from the front office. >> Okay. Um but very proud of your school's um student progress and all your academic and then it seems that you have a good team at your school that everybody's working together to make progress. So good job. >> Thank you. >> I thank you. I also had a question on the smart pass. So, does it print it for them or does it just show on their screen where they are and the teacher can go look at it or >> Yeah, it just it's all digital. It doesn't print anything. It just shows where the student is. Students who want to

029pass know they're on pass. Now, we'll see students rushing to class. Uh examples before, if they were to go in, for example, the resource room, they were taking their time, stopping by the restroom. Now, they know that the minute they leave, the teacher is expecting them back. So, it's nothing printed. It's all digital. So does the teacher look at the computer or so let's say Johnny goes to the restroom when it's past seven minutes what happens then >> it's intended to be very seamless so that the teacher doesn't have to be necessarily worried but what it what is what teachers have shared that it keeps data so I there was a screenshot on there that a teacher can have a report so during parent teacher conferences a teacher might have conversations with parents about oh

030your child attended you know 25 times to the restroom in one week and so forth. So they use it as conversation. And we're also now it's our second year. Last year was a pilot. We're becoming even more proficient at it. But it it also can later tell us students who are receiving reading intervention, how much time uh any kind of data that we want to track, counseling, when they go to the nurs's office. And we've also found it useful when we're going to have drills. We know who students who if we're going to have a a lockdown drill or what have you, we know which students are not in the classroom and we know where their location. >> That's great. Thank you. And I also loved the feedback audios with students. I know the parent,

031was it the parent one that didn't come out? So that it's good. It's good to see that and the students and the science camp and how kids are loving it and learning at the same time. So good increases there, positive increases. So thank you very much and we'll see you next time. >> Yeah. Thank you. >> Okay, moving on. We're still on item three presentations. Our next presentation is on the 202526 local control accountability plan midyear update and this would be by our deputy superintendent Dr. Clara Fernandez. Hello. Good evening to all to our board, our trustees, our our um cabinet members, parents, and our general community. So, it's a pleasure to bring to you um an update in regards to our ALCAP, our midyear um update. And joining me this evening is also Miss

032Mary Bill, director of leadership development and accountability. So, what is the LCAP? The outcome is our three-year district level plan that describes the goals, actions, and services and expenditures to support positive student outcomes that address state and local priorities. And here you can see the eight priorities um in regards to our outcome. It is our district's opportunity also to share stories of how, what, and why programs and services are selected to meet their local needs. So, a little background. Um, Assembly Bill 114 requires Alas to present a mid-year update on their ALCAP and budget overview for parents annually on or before February 28th at a regularly scheduled meeting board meeting. So, at this time, you will be provided with available mid-year outcome data related to metrics identified in the LCAP and also midyear expenditure and

033implementation data on all actions identified in the LCAP as well. So, just as a reminder, and I know you've seen these goals several times, they're basically our road map of what we do, the why and the how. Um, our five ALCAP goals. Our goal number one um focuses on implementing a structured PLC model to provide all students a rigorous academic program aligned to the state standards and best practices based on academic tier intervention systems. Goal two, the focus is on the success of our English learner students. Student group focus. Alisal will provide intentional tiered supports to our English learners to ensure they develop high levels of language and their program of instruction to succeed across all content areas. Goal three, the focus is on social emotional learning, behavioral supports, and active engagement. Alisal will cultivate

034an environment through a comprehensive system of support that promotes social, emotional, behavioral, and physical well-being that advances student learning. Our goal four focuses on building capacity for the recruitment and retention of high quality staff. And goal five is our best first early literacy instruction and that all ALISAL students will develop foundational literacy skills necessary to read at grade level by the end of third grade. So in gold one um you will see at this point in the school year some alup actions have not started most of them have. Some are in progress and some have been completed. So that information will be provided to you through this presentation and obviously with the information in connection with the expenditures. Also for your reference you should have a handout um with the breakdown of the expenditures. This

035is an overall overview, but it'll give you that hand handout. Should give you a breakdown of the different actions as well. It has the different colors um and the actions listed. But this give you again this gives you a general overview in terms of the five goals that we have which I just um review and the allocated the expenditures to date and the midyear balances in terms of how much um money we have left over in ensuring that we move forward with the actions listed in our cap. And just like we present our budget we also present our metrics and where we are thus far in the year. So, not all of our metrics have been completed. We don't do our ELPAC or our CAST testing until we're in ELPAC season now and CAST in

036May. And we also have our third trimester I Ready data that is not available to us yet, as well as a few surveys that happen in the spring. But if you remember, we did present to you on November 19th our California dashboard data. This data is in the metrics that are provided. We also use our three-year comparison presented to you also on that November 19th board meeting and the results of our district LP data. This was our English learner progress. This data was presented at a board meeting in October. access to this presentation. You'll see under Alice Almidor metrics all this is a live link for you and a very very long page of uh metrics but if you click on that link that link will open you to every specific metric whether it's green

037it is our final data to report or if it's um blue or red based on where we are in progress or not started or not received yet. One piece of data we haven't presented to you yet and I don't think we've presented to you as a board is our ALS union growth summary. So this is a lovely another sheet of colors. I know how much we give you little squares and bright colors. Uh but what the state does is they look overall at a student in fourth through 8th grade. You have to have two years of cast testing in a row to qualify for growth data. They look at the students performance and what the average growth is for a student who performed at that level. So if a student per in third grade performed

038at a third grade on level, how much growth would they have made in a target growth in fourth grade? And then they measure that by growth. So are they making minimal growth compared to the standard? Are they making moderate, average, accelerated, and exceptional? And because why not give you more colors? They don't align to anything else. we've given you. So what we would really like to do is focus we want to be be in the blue, orange and green. That is telling us that we have average, accelerated or exceptional. We have a lot of moderate and moderate as we know we're working towards growth. So that does still show areas that we are growing in. Our areas of purple are areas that we want to continue to develop in. Those are minimal areas of growth.

039You have this broken down by site and by ELA and math. So what are our next steps? So these are areas of success and continued efforts. Professional learning communities through our vital efforts. professional development which is directly aligned to our goals. Goal four of building our capacity designated English language development instructional learning manly team meetings are ILT social emotional learning support and mental health services and also the increase in bilingual sections as well. Our area of focus it's obviously to continue working on red indicators actions and newly identified indicators. And through this focus we also acknowledge and thank the hard work of everybody who was involved our the dedication of our employees the support of our parents and the resilience of our students to continue our reach for excellence. So this is a timeline of

040what's what what is next what is coming. So, we have a a timeline that was developed and shared with all stakeholders for for the next um upcoming school year. Our stakeholder meeting number one will begin or will have began February 18th through March 13. And our ALCAP surveys, we want to continue to engage our our um stakeholders to get the information to see what's working, what's not, what needs to be modified. So, you have some dates listed here in terms of when those will be taking place both for certificated and classified. and of course our parents. We will be following that with the stakeholder meeting number two between the month of April and May and and then followed by a public hearing in June and then finally the approval of the LCAP which will be

041happening in June. Thank you. Um we're ready for any questions that you may have. >> Thank you. I'll start on my left this time. Miss Pettis, do you have any questions? No questions, just an awesome job and awesome explanation. I'm a visual person, so I like your charts. >> Thank you. Thank you. Um, Miss Garcia. >> Okay. Thank you so much for this presentation. Um, so when we're looking at goal two for accelerating English learner achievement through targeted language development and we have an allocation of 14,8,639 and we've only spent 67. What's the plan to spend it all? I mean because they need it, right? Um, it's it seems like 67 is such a low number to have spent from here to now. >> Yes. And a lot of our our expenditures are tied to

042salaries. So, um, as we progress through the year, that's going to be, um, you know, money that's going to be used, but also, if you refer back to the sheet with the different colors, you'll see the different actions that are are are planned. So, we're keeping a close eye and making sure that these actions that we listed in the ALAP are are continuing to take place, and if they have not, that they do so that we can address those. >> Is it this one you're asking me to look at? Oh, this. >> Oh, which one's that one? >> It'll give you the breakdown right this. Yes, that one right there. >> Oh. Uhhuh. So, you're saying that this will tell me that the money will be spent this year for and it it's mostly for

043salaries. It's mostly for salaries. >> Yes. But there's also actions listed and it'll give you the specific >> give me an action for gold too >> or sorry for English learner. >> I can't read that. It's too small. Sorry. No, it is very one of our new program offering support on our new program and some support that they have really targeting the acceleration of the acquisition of English or kind of those years of >> so are you targeting only students from that school or they how is that working because there's probably newcomers all over the place on board and one program So, there's a pilot going on for newcomers at ML. Where did you say >> BRB. Okay. And it started from the beginning of the school year. >> Yes. >> And it's servicing how

044many students? >> Two newcomer classes. I don't know the totals off the top of my head. >> Okay. >> I'm going to say about 30 to 40 kids. >> Okay. The classes we keep them down to 25 students. So, um it's about right about 40 kids >> and those students are like just from that school. >> No, they're from throughout the district. So, we um there's criteria they have to be in the United States two years or um less >> and then we offer it to the parents and sometimes the parents don't want to go to the program. So, we have to figure out how to support them >> somewhere else but we we try to convince them as much as we can. It's not just for academics and learning English, it's also for learning

045the culture because they come into a new system and it's a it's a culture shock. So, we want to make sure they adjust to our school system. Okay. Well, thank you for that. And so, and this this my last question is that where is it LSL union growth summary? I'm looking CASP data. Is that what I'm looking at? >> Yes. >> Okay. And so at the very bottom, well under each of those SL you have all E L, FI, HI, H, H, O, >> LS, MRS, SEDS. >> Those are all the subgroups. >> So they're not it's all the subgroups are looking at, but it's not really broken down by those. >> It is broken down by those. >> Yeah, >> it is for which >> it is for all of them. So if you

046see ehill and also community the blue of 70.8% that means the eels's at LSL community made 70.8%. >> Okay. So it is okay. What is FI or what? What is that next to the E? >> I believe that's Filipino. >> Okay. >> So this is And what's hi? Sorry. I don't know what hi means. >> Hispanic. >> Oh. [laughter] And what about HOM? homeless. >> Okay, thank you. I think the rest of them I understood but I didn't understand them. Okay, so this is cast data and it's giving me um disagregated data by all these subgroups. And so looking at this data, are we making growth? I'm trying to figure it out. >> We are. So we wanted to see >> you said the purple was the one that we don't want to see. Right.

047>> Correct. And this is a terrible color in the printing. So, I'm going to refer you back to the slide deck where you can really see the different colors. >> Uhhuh. >> Um, and just to answer your question because I can go back the you can see now the difference of the purples in the column with our students with disabilities. We see that they are making minimal growth in those programs where they're highlighted purple. That doesn't show >> on your printed sheet as well. >> Uh, so we want to see that magenta color or above. >> Uh, so they're they're the only ones in purple then, right? Is that what I'm looking at now? Okay, now I get it. >> Yep. >> Okay. Well, thank you for explaining that to me because I wasn't quite

048sure what I was looking at, but thank you so much. I appreciate that. And you know, we're all working hard. So, um yeah, we hope to see a lot more growth for all the subgroups, including our our special ed students, right? >> Agreed. Okay. Thank you. Thank you, Miss Garcia, and for asking those questions because this um this table here that we're looking at the growth summary, I I didn't understand all these things on the bottom and and I still don't understand like let's say for LSL Community School. Okay, so this shows growth. How do we measure so decline or is it because the growth is not going to be that high? >> Yeah, we're going to >> Uhhuh. >> You'll be in the purple. because we're not looking at it at an overall growth.

049So, so explain to me if you would and I'm sorry I'm a little bit slow about these things. So, LSL community English language arts the 70.2% means that they 70.2% of that of the ELS are making growth. They are making average growth to where they're expected to grow. >> Okay? >> So, it doesn't mean that they're at grade level. Mhm. >> It does not mean that they're above grade level or below grade level. >> It just means that they're making average growth. >> And then the second box, they're still in the blue. Is that a different month, week? What is that? >> The second box, >> the second column. Uhhuh. It says >> it's a different population. >> Oh, I see. That's the Oh, those are the English learners. >> And we get this graph

050as much as Miss Perez, I really appreciate the kudos. This is actually a state graph. Uh, so this is a new measure. It started last year on the dashboard. >> Well, I see. Thank you for explaining that. I didn't I didn't get it. So, >> we're all learning it together, too, as it's new. >> I appreciate it. Thank you very much. Uh, no. Are there any more comments from board members? Okay, we're going to move on. Thank you so much for that presentation. >> Thank you. We're going to go we're going to move on to item number three, presentations, comprehensive site safety plan. Director of Pupil Personnel Services, Miss Diana Garcia. >> And I apologize, I left my copies in the copier. So yours my copies, my presentation copies. We can get you some coffee

051here. [laughter] >> Uhhuh. >> That's okay. >> I walked out and left him there. So, good evening, board president, Miss Gilpas, Barera, members of the board of trustees, superintendent Monica Anso, cabinet members, and the wider community of the Alyssaw Union School District. My name is Diana Garcia and I'm the director of pupil personnel services. And I serve I've served the Alyssa Union School District for 26 years. Tonight I'm here to present on safe, secure, positive learning environments for the Alysso Union School District. [snorts] And I just um want you to know that our comprehensive school safety plans are all right now being board appro I'm not schoolside council board uh schoolside council approved. They have to be approved by March 1st and then once they're approved, they will be coming to the board so that

052they can be board approved by you. everyone. >> So the introduction and purpose. So what is the purpose of the comprehensive school safety plan? The comprehensive school safety plan is basically to ensure that every student and staff member in the ALS Union School District walks into a safe, secure, and positive learning environment every single day. Our staff cannot teach and our students can't learn if we're not providing safe learning environments for them. The comprehensive school safety plan is not just a document. It's our active playbook. It's our blueprint uh for preventing incidents, for responding to emergencies, and integrating any emergency protocol in proactive measures to foster a positive climate and follow all school safety laws. Legal requirements. Our comprehensive safety plans are a legal document. Every site safety plan aligns with the California Education Code

053sections 32280 um through 32289. And like I mentioned earlier, every plan is aligned with the requirements that the California Ed Code states and they get reviewed every year. and they get approved by schoolside council and then by the board of education I mean by the board of trustees [snorts] the plan objectives so we have four objectives we have safety and well-being and what is that mean it means that we address the whole child both physical and emotionally preparedness we move from reacting to responding so through training we help our train. We train our staff that they that they think on their feet, that they don't that they don't panic or start living in fear when there's a crisis taking place. So, we really instill in them to think on their feet. Communication, ensuring information flows

054clearly to staff and parents when it matters most. And then compliance, making sure that we meet every state and federal requirement for school safety. >> [clears throat] >> So our four objectives are basically divided into five actions. Um we have prevention, preparedness, response, protocols and recovery. Number one, prevention and mitigation. So as you can see there's one, two, three, four, five bullets there. First one is talks about threat assessment. So safety starts before an emergency happens. So every school utilizes a wellness team that consists of four to seven members um starting from the school counselor, district social worker, sticks and stones, wellness coaches, mindful life coaches, school psychologists, the assistant principal. We also have counselor and social worker interns that are part of it. We have the parent education specialist and the community school coordinator.

055And what they do is that we train only the mental health side of the house on how to conduct a suicide or threat assessment to intervene early. We also work very hard by building a positive culture through anti-bullying and social emotional learning programs and really bringing in that training like Mr. Uho and Miss Ernnandez presented on PBIS school climate teams. [snorts] We maintain strict visitor management and surveillance to control our perimeters. So we have partnered up for the anti-bullying with Harmony at home and they have their bully prevention program. Number two, emergency preparedness and training. What are we doing here in the Alisaw Union School District? Well, we have trained our assistant principles, our community school coordinators, our district social workers and staff on the big five protocol. We train our staff, but we also

056train our students on the big five protocols. Whether a student is at Alysaw Community School, Loya or Barden, we speak the same safety language. So common language leads to to making sure that our kids know understand how to follow a protocol depending on what crisis we are dealing with. [snorts] Number three, emergency response. In a crisis, clarity is key. We have adopted the incident command system, also known as the ICS. This assigns specific roles like the incident commander. Other people know it as the safety officer. So, everyone knows exactly who is leading. For example, our chief incident commander here at the district level is our superintendent, Miss Monica Ansel. She also has a designate. At the site level, we have the school principal. Should the principal not be there, we it would be the assistant

057principal. And then each department has an incident commander as well. For example, for my department, it would be myself. Reunification. That is one of the most important things that our families are always looking for. What is our reunification strategy? It depends on what in what incident is taking place and what big five protocol we're using. But we do have clear protocols to account for every student and reunite them safely with their parents. Number four, response protocols. Each school site will follow the five the big five protocols for emergency responses and our site response is tailored on the depending on the threat level distinguishing clearly between a secure campus for external threats versus a full lockdown for immediate danger on site. So the big five standard actions that we have are shelter in place. This is

058more for environmental hazards, drop cover and hold on for earthquakes. Secure campus for threats nearby but not on school grounds. Lockdown for immediate threats inside our walls and evacuation when the building itself is unsafe. Number five, recovery. What happens beyond crisis? So it just depends on the situation. Um, for example, if we have a student death, then of course we're going to execute the mental health side of the house so that they can go and provide crisis response to students and families there, including staff. Um, immediate mental health support and counseling for trauma is offered through restorative circles, through circlekeepers, grief circles, etc. We are we also commit to a debrief and evaluate process. So for example, we come together and look at our glowons and also growons to see how we can improve our

059future responses. Technology and communication systems. Communication is key. We rely on different communication systems such as the intercoms, mobile radios, digital alerts to ensure that if one system fails, then we are ready to take on um communication through another uh method. We also utilize automated systems to push critical information for families instantly. Our superintendent is our key. We have our we work closely with our PIO, our IT team. We also work closely with the community school coordinators and parinet specialists so that they can support us in disseminating information. Annual review and training schedule. So safety is not a one-time deal. It's we annually review these safety plans and we review them during the school year as well. Our assistant principal leaders meet annually to update their comprehensive school safety plans and our training calendar ensures

060we are practicing these skills year round. We also attend the big five training which is a two sometimes three-day depending uh training every year. Um we also train on the human trafficking we attend the human trafficking symposium so that we continue that that learning and we continue expanding our knowledge. We also do PBIS which is offered for the assistant principles and also for the school climate teams at the site level. Reason legislation requires that the comprehensive school safety plans be amended to address the following. So this school year we updated several vital um legislations. Some of them were the opioid response which is the lifesaving protocols for fentinel prevention and response. We did the cardiac arrest which updated our protocols for cardiac emergency. We also um included our safe act procedures so that our office

061staff, our parents and students are clear uh about what kind of procedures or protocols we're taking should ICE come into our schools. And then smartphones, how to use them and what are the clear procedures for emergency purposes, especially for students with disabilities. And then the instructional continuity plan. If we have to go into remote instruction because of a natural disaster or a crisis, then the every every safety plan has an instructional districtwide continuity plan. And then next steps too fast. What did I do? Next steps. We're moving this plan into the community. So, we will be uh presenting to parents at Capesitos and to our DAC DACK committee to ensure that our families, regardless of language, understand our safety protocols. Tomorrow, I'll be working with Mr. Julio Castro to train the community school coordinators. They've

062already attended the training, but it's more of a review so that we can all communicate and disseminate the same uh proto big five protocols that the district is following and have that common language. And this is the timeline for approval. So, as you can see, this plan was not created in a silo. It started back in October with the assistant principles and myself and has been getting approved by schoolside councils. Like I said, it has to be approved by March 1st, 2026. And then once they are all approved and we have form a ready, I will be submitting that as a board item so that the board can look at the comprehensive safety uh plan, the comprehensive school safety plan template and the approval of every school site. And then after that I submit them

063to MCOE for compliance. And then in summary to conclude the comprehensive school safety plan is our commitment to the Allison community. It ensures that we are legally compliant and operationally ready and fully dedicated to the safety and well-being of our students, staff, and parents. And then thank you for your time and I'm happy to answer any questions the board may have. >> Thank you, Miss Garcia. Um, Miss Pettis, do you have any comments, questions? >> Just an awesome job on the protocols you guys have because I've seen a few of them. Yesterday there was one and Miss Anzo got a call right away, stepped in and [clears throat] awesome job on that and awesome presentation. >> Thank you. >> Miss Garcia, >> um thank you for this presentation. Um you're speaking my language because I

064Wow. I love to hear that, you know, we take safety serious, right? because we have to get in front of any kind of emergency and without a plan we you know we're all struggling. So I'm I'm happy to hear that you have a plan. A couple of years back um you know we were presented with um uh the safety plans from the sites and sometimes they didn't have the school site council uh signature president signature. So, um, will you be working with those principles to ensure that those signatures on there because that's the way we know that it was protocol was followed and it was presented to them and they they approved it and you know and even elac is so important. I think they it used to be there was a line there for

065other parent um parent organizations. And I mean, I would love to see elect president sign those school site um sorry, those comprehensions um [clears throat] uh safety plans as well because I mean too often they're not involved so much with school site council and they're like their own entity on on on a campus and uh you know since most of the time their first language is not English it it's really good that they understand what it is what what we have to offer. offer as far as safety on every single campus. Um the other thing is um you know our sites are open you know after school all the way up until 6 and then sometimes even on Saturdays we have I I'm assuming the uh LSL has sometimes the Saturday or so are we

066including that type of safety into the site safety plan or is that a totally different separate um plan like so like for instance MLK has their comprehensive school safety plan and then there you know they have an after school program does everybody in that after school program understand what to do in case there's a emergency at 5:45 p.m. >> Is that included in the plan? That's my question to you. >> Yes. So I'm I'm going to go ahead and answer your first question. So yes, I will be I have been working with the principles and with the assistant principles. So I know that I copy Dr. Fernandez for every email that gets sent out just to remind them about the presentation that has to go out to school site council and also to their staff

067and getting that form a signed along with the U cover page for every um comprehensive school safety plan. And then yes, I'm working with Mr. Falsto. Mr. Fausto actually attended Mr. Falsto and Miss Pledo attended the big five training. So they I'm going to be working with him so that our social workers and his staff can go in there and train the afterchool staff. We have been work training them in several protocols for example the suicide threat assessment you um and threat assessment I mean and we've also trained in know know your rights at several sites. So just in case we have eyes show up then they're they're also understand what the protocol is just in case that they they were to show up how to respond and how to remain calm and think on

068their feet and how to call secure campus if we if our officers were to get a little too aggressive right and our kids are at stake >> right and so with the lockdown how many times a year do you practice lockdown and do you actually practice barricade >> so we don't practice barricade it's not recommended through the big five training unless you know we're in middle and high school and even middle school's not it's only recommended but high school that's where it usually takes place but our staff does understand what lockdown barricade is. Um, so we don't we do lockdown, but we don't do a lockdown. We use the lockdown uh terminology because that's the old language, but we use secure campus. If there's anything taking place nearby that is jeopardizing the safety of our

069staff, our families that are at school or our students, especially them, our students is secure campus the new lockdown. >> The new it's the new lockdown. >> So shelter in place. So lockdown barricade is basically if we were to have an intruder on campus. Um so we we don't practice that with the kids but we do train our staff with that. We review it through the big five protocols. Every school got a universal u big five presentation to deliver to their staff so that we're all speaking the same common language. Very nice. And then my last question or maybe I don't even know if you can answer it. I mean, we got a presentation tonight from uh MLK that has a digital pass. And is that the only school that has a digital pass? And

070what is is there a plan to expand that to the rest of the schools just because is it working for them? I mean, because he called out safety. I think we heard it from last year, too, because he he piloted last year, right? And we were all kind of curious and we're asking questions and how much work is that? How much does it take? I mean in a reunification I'm a big five trainer of trainers. So um in a reunification it will that help I mean has that even been explored? Not to say that we want to have you know obviously we haven't had to do a reunification in our district as far as I think in six years I've been here we haven't had to do any of that but >> has that been

071explored? Are we going to are we thinking of maybe perhaps expanding it to other sites besides MLK? And I'm assuming MLK is paying it out of their own funds. So um that's a question I have. >> So every school has a different um thing that they use, right? So at this at the PBIS school climate uh teams meeting that we had, >> every school had a slide of all the stuff that they do at the site, how they communicate, how they gather information. So every every school has a different system. Mhm. >> Um, no, it hasn't been something that has been directed to pilot at every site, but every school has their own system. >> I'm just curious. I mean, it sounds to me like I mean, I don't know about anybody else, but it

072sounds to me like we've kind of been impressed with that digital thing. I mean, I haven't used I'm not a teacher here at ALS and I'm not and and I'm curious to see I think whether or not the teachers have found it useful and trying to figure out if they the student has I guess run off and they're they're not able to find them. But um I'm just curious about whether or not we're planning on expanding that digital pass because I think we we're curious about at least I am not sure. >> Um let's see. Did I have Oh, so okay. radios. Do all classrooms have radios like uh and walkie-talkie type radios? That's what I'm asking. >> Not to my understanding. >> So that's not like the So the radios that you're talking about

073uh are just like certain radios in the in the office and campus supervisors, the principal, vice principal, they're the ones that with the radios. >> Yes. >> So not the not every individual classroom. >> No. >> Okay. My understanding is some schools have used some of their funds to purchase, >> but not every site. >> Okay. >> I mean, not every site has every classroom equipped with the radios. >> Well, thank you. I appreciate that. And yeah, I I had a lot of questions, but thank you so much. I appreciate that. >> Thank you. Thank you, Miss Garcia and Miss Garcia. Um, I also had a few questions followup, but Miss This Miss Garcia has been asking a lot of the questions I wanted to ask. So, thank you. So, no, no, that's good. That's

074good. Thank you. So, I know Miss Garcia, um, you talked about safety plans and that each school has a deadline to submit their safety plan. So, why are not all the safety plans the same as the at all schools, does are you saying when you said that individual schools have their own safety plan and and why is that? And does that work instead of students who may move around in the district have to get used to something else when it comes to safety? I'm just uh curious about that. So our policies and procedures are all the same. So protocols, everything is the same. The only thing that changes there is basically like their safety goals. So for example, one school might be focusing more on PBIS, another school might be focusing more on restorative circles

075depending on what their focus is. That's the only thing that changes, right? Then also the um recess schedule. Some schools have a different recess schedule. Not everybody goes to recess at 10:00. Some schools go to recess at 9:40 depending and then also their lunch lunch schedule. It it depends on that. So that is basically what changes. What also changes is the incident command uh tree. So we know that the principal or the assistant principal or the incident commanders but then from there they have different people like for example theirformational uh their public information uh officer at the site. Um they have different roles. So that's the only thing that is different. But other than that we follow the same district polic safety policies. We follow the same procedures and protocols. Okay. So to some extent

076they're similar but certain things they do that other >> their evacuation map is also different because not all our schools look the same. >> Thank you. And in terms of emergency preparedness and we have the big five training our staff or we send our staff to get trained by big five. Tell me a little bit more about them because we don't do our own safety training. >> No. So this is put together by the Monterey County Office of Education. So it's something that we adopted from the San Mateo County Office of Education. So we have somebody, a consultant that comes and trains um our county. So different districts, I would say all county districts are offered the opportunity to take staff to get trained by the big five. So we a while back Miss Ano

077when she was our deputy superintendent for educational services this was a plan and a vision she had. So we have trained all our administrators in the big five which is the assistant principal principles because most of the time they are the ones that are working with me closely with the safety plans. That doesn't mean that the principles don't get their their presentation right. They also get it too. Um, and then we send our support staff. Like this time we have 12, like for this school year we have 12 new community school coordinators. So we decided to send them for training. And then our district social workers because of the mental health side of the house, the community school coordinators because of the community engagement piece and of course our leaders uh which is the assistant

078principles because most of the time they are the ICP the incident commander officer or person. [snorts] So maybe it's just me, but I I keep thinking that when we talk about safety, we're talking about earthquakes, sometimes fires, even bombs were mentioned. >> Yes. >> And it still seems that we're not identifying the elephant in the room. Active shooters, uh, intruders. You know, I know that would be a very difficult subject for kindergarteners, first graders, but yet are we doing that? That's one question. The second question is this big five the one that's training on what you do if a mountain lion comes into your class. >> It is part of one of the big five protocols. >> What's the likelihood that a mountain lion's going to come? Would it be a mountain lion or an

079active shooter? >> Probably a 1% that my that we're going to have a mountain lion here. And 1% chance one. You never know. We might have one. You never know. Um so yes, it is it is a difficult topic to answer your question um especially for kindergarters. But we do have a second phase coming for training which is where we have think on your feed which is using the um studentfriendly videos and booklets that are digital books and activity books to use with our with our staff so that they can deliver these lessons at the at the in the classroom. >> So we're moving slowly but we are getting there. So right now we have like for example MLK was one of the schools that said I want to go ahead and pilot the think

080on your feet lessons so that my staff understands how to deliver these inside the classroom and we can start getting our students prepared should we have a stranger right on campus because we wouldn't call them an intruder but it would be more of a stranger. So, it's understanding the language, but what it means, right? >> So, why are they softening it to in to a stranger? If a guy comes on campus, he has a gun, isn't he an active shooter, not just a stranger? >> Yeah. >> I mean, I just don't I personally I I don't agree with the light language and what I mean, it's serious and we have to train. I think our students I think I think I know for sure is maybe I don't know about the rest of the board

081me board members maybe in the future we could have a more detailed one on that aspect of our safety plan which doors are locked who has access to the doors uh or the keys what what is it that a teacher supposed to do with the students where are the students supposed to go because if I don't know and this is real good information because there's so much involved in the safety plan but >> I want to know about that. And so maybe in the future I'll ask for a presentation on more of the details of that. We talked one time about the doors >> that I think Miss Garcia brought up. I don't know what kind of locks they were. >> Coline locks, I think. >> Did we ever do that or look into that?

082Those are the real uh I think issues when it comes to safety and and it's time. I mean, we can't be waiting too long for those discussions, I think, because it can happen any time. And I don't know any mountain lions that have come into any school. >> You just never 1% chance. >> And in pruning, I'll share that >> my brother's a teacher down in Pesto and he was the lucky one that did get a mountain lion under his desk. >> Yeah. So, are we going to spend all this money and time for one mountain lion? How many times? and wow, he's okay. But >> you know, it's it's just not it just we can include that, but we can't be shy about talking about active shooters, intruders, >> because kids' lives are at

083stake at stake. Everybody's life is at stake. So >> yes, and the reason behind it too, it has to be emotional. I mean, our kids have to be emotionally developmentally ready as well for that language. and we just we that we are following what we get trained on and so that is why we water it down or we are we're a little shy about it too. >> Well, I'm thank I'm grateful that you admit that because I I believe we all believe that's true, >> you know. So maybe uh yeah, a little bit more detail on what it is. >> Did you have another comment, Miss Garcia? >> Yeah. Well, no, thank you. Uh, I mean I I think I speak for myself and I and you know fellow board members. I mean we want

084to make sure that we're prepared in case there's a something tragic happens and that we didn't you know say anything. >> Um you know you know every year most schools um practice the great American shakeout right for the earthquake um in October. Um, I mean, how hard could it be for the whole district on one pick a day, you know, and say we're going to be practicing this barricade thing or or something similar, a lock down something so that we kind of say, okay, you know, >> active active >> active shooter or whatever it is. Um, >> that's what it is. I mean, >> active killer. >> Yeah, it's active killer. That's the words we have been trained to use because If it it's not always going to be a rifle or a gun of

085any kind. It could be a knife. It could be something else. Right. So, >> could be a bat. It >> could be. Yes. So, it's an active killer training. And that's why we tread lightly with our four-year-olds who are in decay >> because we don't want to put fear into them, right? Their school is a safety place for them. And we need Yes, we need to keep them safe, but we also mentally have to keep them safe. A lot of them have that at home. A lot of them have that kind of life. So our schools are some somewhere safe for them and that training is important. I think it's important for our staff to understand what they need to do and more than anything how to remain calm and how to keep you stay

086calm. You think clearly and keep our students safe. >> Thank you. Thank you, Miss Garcia. And thank you for being open to those questions. You did very well. Okay, moving on. Uh, that was our last presentation there. Moving on to board member and superintendent reports. Uh, Miss Pettis, anything? Miss Garcia? Um, Miss Super I don't have anything either, Miss Superintendent. >> Yes, I actually would like to I know I earlier I spoke about the parent and today we had to initiate as a I was the the incident commander this morning. Uh we initiated an emergency thread through different um staff so we can make sure that we were servicing our Ban students. We learned about 8:30 this morning that the power was not going to come back at 2:30 till about 2:30 p.m. And we're

087not used to the weather here in Selenas with snow on the mountain. So it was really cold for our students. and we um made the decision to one keep our schools open because some students they don't have anywhere else to go. So about 300 of our students were picked up during the at 10. We the principal sent out an a message. The edge services was there. It m um who else? Food services, the barton staff, especially the parents. We made sure that all students were kept safe at school if they're there. And then that they were turned over to parents as soon as they came in. They we had a sign out. We had a central station, central command. And so I think that it was a good practice for us. We debriefed about 4

088p.m. at that point. We weren't sure the power is going to come back. Uh there's some pictures I sent to the board members as there was these conduits that transferred the um electricity were flooded. And so all the school, the Mottzyard and then the homes uh along LSL Road haven't had power since yesterday. So even our our community school coordinators, thank you uh Director Castro, they mobilized to make sure that we had addresses. So Ron from um data pro processing department. He made sure we had addresses for Alyssa Road students and families. They went knocked on doors, made sure they gave calls, provided them with food, some gift cards because everything that they might have had in the refrigerator was had gone bad. So, uh, we made sure that we took care of our families.

089So, that's just an example of what is in our safety plans. The other part is if the power didn't come back, we left that meeting with an agreement that we would go remote instruction. We met with the teachers as well as 2 p.m. the incident commander at the school, which is the principal, called the um the teachers in. They left with a plan B in case the electricity didn't come back. They have from their safety plan the instru instructional continuity plan so that we can go remote and then open and we were still going to keep our schools open in case students do show up. But I think we're waiting for some news from our third party contractor. Okay. So, the power is back up. >> Okay. So, that means that the students will be

090back in class tomorrow nice and warm. >> Thank you. Thank you, Mrs. Enzo. Okay. We're going to continue on uh to item number five, consent agenda. Approve, ratify contracts, agreements, grants, proposal proposals, workshops, field trips, and so this is an action item. Can I get a motion, please? >> Motion. >> Second. >> First, second, Miss Garcia. Any questions, comments? No. Okay. So, I'll call for the vote. All those in favor, please say I. >> I. >> Any opposed? >> No opposed. So, that's a the recorded vote will be 320. In favor? Motion carries. We'll go on to number six, business services. This is an action item, transportation plan, revenue and expenditure calculations. May I get a motion, please? >> I'll make a motion. >> Garcia. >> Second. Miss Pettis, any questions? I have a comment.

091So, I was reading through it and I'm thinking, okay, so we're going to get it like 60% reimbursement on that one. Is that what I read? Who can answer that one? So, we're we are getting a lot of money and I think we're getting we're having like a 60% return. Anybody? >> Yes, we are. >> But, >> okay. Thank you. uh based on this plan actually by the legal requirement that we have we just have to present the plan to see how we are spending money on Janet students and special education students. So this is like a formal kind of report that we have to repeat almost every year. >> So we spend it and then they give us a 60% return something like that. >> Yes they do actually but we spend way more

092than that. >> Mhm. But I was just glad to see that we're getting it back. That's great. But that also spend depends on state budget conditions and [clears throat] situations. So right now we are going through a good economic time. So we are getting that much money. >> Nice. >> Yeah, that was the only comment. >> Thank you. Um so we have a first by Miss Garcia, second by Miss Perez. If there are no more further questions, I will call for the vote. All those in favor, please say I. >> I. Miss Pis, I'm sorry. Did you say I? Thank you so much. So on a motion of three to zero, the vote will be recorded as um motion carried by three to zero. A um item under six, business services B is action item

093approve the arts, music and instructional materials block grant and NIM. I guess resource code 67 62 expenditure expenditure plan. We need a motion please. >> Motion it is second. >> Yes, second. I'll second it. >> Miss Garcia. Thank you. Any comments, questions? Yes. >> Yes. Miss Garcia, please. >> Okay. I'm on a roll tonight. Okay. So, looking at that. So, help me to understand that one because we're getting this money for arts, music, and instructional materials, but we're spending it on stirs, but then we're going to get it re we're going to get money. How is that working? Did I read that wrong? Because I mean there's a big chunk of it going to stirs. >> Yes. Okay. How is that worth? >> State gave us $4.5 million. >> Yes. >> And the goal was

094to spend this money on various categories and state gave us a list of all those categories. One of those categories is that money can be spent for retirement plans stirs and pers that's one of the categories that we are allowed to spend money on. So we think that this is the best use of money for us because we have such a large stirs and pers expense for the district. Mhm. >> And we have to spend this money by June 30th. >> So after analyzing different uh scenarios, we think that this is the best use of money. Out of that 4.5 million, we have already spent about $778,000 on AV systems like the one we are looking at right now that that screen. >> Oh, >> we have done that at every school site. So the

095remaining balance which is about 3.7 million, we are going to spend that for Spurs and PERS expenses. So this grant um the blockground doesn't necessarily say that the it's supposed to be for direct services to students. We could actually use it for spurs. >> Yes, you can for spurs. Yes, spurs and pearls. >> That was my comment. I was I I wanted to understand this because I I didn't quite get it. And but you're saying that it's something we can do with this money and that we need to we can't pull it. I mean, we don't need it in that area. That's my question. >> So, I mean, right now, we have all this money and we're not going to be using it for arts, music, and instructional materials, but we're instead we're going to

096use it for >> So, actually, we are doing something about that as well. >> So, we are building black box for the art center. >> Yes. >> Right. So, this money was set aside for that purpose. But now, we have a timeline of June 30th to spend that money. So what we are doing is we are using this money to pay for service and first cause but we are going to backfill that for black box for the performing arts center. So we are doing like a roundabout kind of accounting. >> So somehow we're going to get that money back in the pot. >> Yes. So the money that we're saving for from spurs and pers is going to be directed for the construction of >> for performing art center. And since you said the blackbox,

097um I I'll talk to you later. I just wanted to know an update about the blackbox, but we don't have to talk about that, but thank you for answering the question. Thanks. >> Thank you. Um okay, so I have a motion made by Miss Peris, a second by Miss Garcia. I'm going to go ahead and call for the vote. All those in favor, please say I. I. Thank. The vote will be recorded as three to zero with the motion carried. Seven, human resources a action item, adoption of the human resource analyst job description. And this is the second reading. So we're going to vote on this now. May I have a motion, please? >> Motion. >> Miss Perez. >> Second. Miss Garcia, any questions on this no item? No. Okay. I'll go ahead and call

098for the vote. All those in favor, please say I. >> I. >> Motion carries on a vote of 3 to zero. And that's how it will be recorded. 3 to zero. In favor of B action item, memorandum of understanding between ASL Union School District and the ALS Teachers Association regarding article one agreement. May I get a motion, please? >> Motion. >> Second. Miss Garcia. comments, questions? >> Thank you. I'll go ahead and call for the vote. All those in favor, please say I. >> I. >> Motion carries. Recorded vote will be 320. In favor of C. Action item, revised job description, director of special education services. Can I get a motion, please? >> Make a motion. >> Garcia. Second, Miss Perez. questions, comments on this item. >> I don't have any. >> I I have

099one just to for the sake of the audience. So these revised uh revised job descriptions is just to kind of update them. Is that so? >> That is correct. Yes. To update and also just to reduce any of the redundancies that were added in the in the years past. >> So it's not changing this person's work, how they work or anything. And I understand you're doing that with a lot of the job descriptions. >> Yes. Making sure that uh the jobs are aligned and vertically aligned as well in terms of requirements for at each level. >> Thank you, Mr. Diaz. So, um I have a motion by Miss Garcia and a second by Miss Pettis. Um ready for the vote. All those in favor, please say I. >> I. I. >> Motion carries on a

100recorded vote of 3 to zero. In favor of D. Action item, revise job description program manager of special education services. Motion, please. >> I'll make a motion. >> Miss Garcia. Second. Second by Miss DZ. Questions, comments, concerns. Okay. Uh, I'll call for the vote. All those in favor, please say I. >> I. Motion. Oh. Is there any opposed? No. No. Okay. Motion carries three to zero and that's how this vote will be recorded in favor of. Okay. Item number E. Action item revised job description administrative assistant to business to executive assistant business services. Motion. >> Motion. Miss >> Perez. >> Second. Miss Garcia. So is this just change of name? >> Yes, change of name and also just again updating the required like the job description itself u modernizing the language moving it from the

101clerical era of when it was first u adopted okay >> to nowadays. >> So I I would think that a lot of these are way outdated right these >> I can check I believe this one was in 2006 was the last time it was up there. >> Wow. Well, thank you. Okay, so I have a motion by Miss Perez, second by Miss Garcia. I'll call for the vote, please. All those in favor, please say I. >> I. I. >> There any opposed? The vote will be recorded um as carried three to zero. In favor of Yes. Action item revised job description administrative assistant three superintendent to senior executive assistant uh superintendent and board of education. Motion please. >> I'll make motion. >> Garcia >> second. Miss Pis comments or questions? No. Is is I have

102one. Is this Sophia? So, Miss Sophia, you're gonna be what now? A senior executive assistant to the superintendent. I feel [laughter] that's great. Thank you. Thank you so much. Okay, so we're going to uh take a vote. All those in favor, please say I. >> I. >> Are there any opposed? No. No opposition. So, the motion carries in favor of three to zero. G action item revise job description administrative assistant to instructional service to executive assistant confidential education services. I need a motion please. >> I'll make a motion. >> Garcia second. Miss Pettis comments or questions concerns? >> Okay. Um I'll call for the vote. All those in favor please say I. I. I. >> Any opposed? Motion carries as a three to zero vote and that's how that will be recorded. Thank you. H

103action item revise job description administrative assistant to human resources to executive assistant confidential human resources. May I get a motion please? >> Motion. >> Miss Pettis. >> Second. >> Miss Garcia. Questions concern concerns on this item? No. Okay, I'll call for the vote. All those in favor, please say I. >> I. >> Any opposed? No. Motion carries. Um, favor of this passing 3 to zero. I public hearing Ellis Teachers Association initial sunshine proposal 2526 school year. I'll open this at 7:05 and also close at 7:05. Item number eight, administrative services. A, this is an action item. Consider and determine process to fill board vacancy. take any action to deter to determine all aspects of the appointment process for filling the board vacancy included but not limited to setting dates establishing committees and determining the questions

104application rules and process motion please >> motion >> I'll second it >> Garcia um questions concerns comments >> um I have a question so We are going to be um having a special board meeting, right? Next week. >> Yes, >> Mrs. Uh >> so our special board meeting next week on the February 25th is to um interview our candidates. We had a committee as is said here that reviewed the applications, screen applications yesterday. And so we will be posting the agenda on Friday with the qualified candidates. Then it's also I have a couple of questions as coordination of next week's next week's um interviews. So we will interview here be the interview panel. You'll have your questions. We'll have the packets ready for you and with the questions the person will sit here in front.

105I think at the beginning of the meeting the candidates will come in. We'll explain the process. My question is, is it okay if we use the room here to um so the candidate that's not interviewing will be in that room with a proctor and then when they it's their turn they'll switch. So and also proctor again will be in that room with them. So if it's okay to use that close session room or we've done in the past is use the classroom. That's that was one of the questions. The other question is in case of a tie at that point or not question but point of discussion is we can have lot a process of a lot and so the names will go in the hat I think that happened in a case when we

106were filling with Miss Garcia at first the vacancy and then that's another thing that I want to make sure that we're prepared for. >> Yes. Thank you. >> Yeah. Thank you for that because I Yeah. Yeah. I think that'd be the fairest. I don't see any problem with that unless somebody else has a problem. >> No. To put it inside a hat. >> So, let's say that there's a tie and we can't make up our mind. Then we go by lot. So, we'll put it inside. We'll put the names inside a hat and pull one out. And that's the person that we select. >> Are they able to discuss before they get put in the hat? >> Yes, there'll be a discussion. So, you will discuss. So once the they're both inter the candidates are

107interviewed there will be a discussion right but the candidates will come out and the discussion happens in front of the candidates to see who you are going to select and that's when you um you you vote you make a motion for the person that um somebody will make a motion for someone for one of the candidates and then h they have to have a second but there will be three of you hopefully Mr. Okmpo is back, but he did state that he wouldn't be back till um beginning of March. So, he will be missing that special board meeting. So, the three of you will have to be here. So, for us to have quorum, the majority vote is 2 to one, right? Or three 0. >> Will there be a rubric for us and questions

108already? >> The questions will have a rubric and we can share those with you ahead of time. Do you see the questions? >> Sorry. No, thank you. That's that >> so I had seen the the questions already in our board packet. So they're going to know the questions beforehand. >> So it was a sample, it was a draft. So we can share the drafts that we have. We have a different set and then um you can let give us some feedback and we can assign questions. >> So at what point would the board give you feedback on the questions? Because I know I was appointed way back and I didn't have I didn't get to see the questions. Did you get to see the questions? >> I don't remember. It was six years ago and

109I mean at the very end I remember there was quite a few people and >> so I think this with another district I didn't get to see the questions. >> Did you get to see the questions miss? Yeah, I don't I don't think I don't think they should see the questions because they not that anybody it's not cheating, nothing like that, but I mean, you know, some of them are spontaneous and you want to know what they what answer. >> So, so I'm glad you brought that up. So, what we can do is we can have that discussion here. So we'll put we can seclude both or all candidates in the um in the room and then once they're secluded the discussion can happen. They'll have a proctor, so they won't be able to log

110into the meeting because it's it's live stream, right? So, they'll have a proctor. Um, they can't use their phones, but those rules will be explained at the beginning of the process and then we can have the questions here. We can either have them assigned, we I'll share them beforehand so that you can read through them and give us some feedback or at that point when we having a discussion, we can change them. The only thing is we have to keep what we ask one person we have to ask the other. >> Okay. Thank you. >> Is are we all asking or just >> No. >> So there'll be uh about six questions so that you both or all of you can have at least two questions. I think it's about six questions that we have

111on the sheet >> and we'll have like a rubric like in other words we'll have like a score sheet and we'll keep a score, right? That's kind of how it's going to be. >> Yep. We have an we would we did have an electronic version. You can keep score that way. But just to make it simple, um Miss Sophia will make that into a paper copy. Okay. All righty. So, we're I think we're ahead of the game because we already know when our um the dates are for everything. So, this person would be announced on the 25th. So on the 25th when um you select a candidate, you appoint one, then we'll have to have a sore in ceremony right then and there. >> Oh, at that meeting. Okay. >> All righty. Thank you. So

112I have a motion made by Miss Perez, a second by Miss Garcia. There are no more questions. I'll go ahead for the vote. >> And can I just say one more comment? And I have invited our attorney, Miss Elise, to also be here uh next Wednesday in case there's other legal comments or questions that she can help us. Thank you. >> Thank you. Okay. So, um all those in favor, please say I. >> I. >> Are there any opposed? >> No. So, the vote will be recorded as three to zero in favor of the motion carry. I still have don't have know how to word that but I'm trying I'm working on it. The motion passes. Thank you. Action item uh B uh administrative services 8 administrative services B action item resolution number 2526-13 ordering

113an election requesting the county election departments to conduct the ele election and requesting col consolidation of the election. I have a Can I have a motion? >> Make a motion. >> Miss Garcia >> Second uh is Miss Dis. So this if we're going to We can't do both of these. It's either A or B. We're not having an election. >> No. So B is for the upcoming election um November of 2026. Okay. We have three seats that are up. Okay. Thank you. So all those in favor I >> I are there any opposed? >> Motion carries three to zero and that's how that vote will be recorded. C action item California Association for Bilingual Education Cave 2026 conference March 4th through 7 in San Francisco, California attendance of board members and superintendent. May I please

114have a motion? Motion >> Perez >> second. >> Miss Garcia seconds it. Uh comments or questions. Okay. So, um I'll ask for the vote. All those in favor, please say I. >> I. Opposed. None. Motion carries. Three to zero. And that's how that vote will be recorded as passing. D. Action items. School calendar 2026 27. Um, can we get a motion? >> Motion, >> Miss Pettis. >> Second. >> Any questions? >> I have a comment. Or yeah, I do have a question actually. >> Or comment. >> Does it um align with um high school? Does >> Yes, the start date is the same as the high school start date. >> Okay, that's all my questions. I mean, sometimes it's very confusing for the parents, so it's nice to have it kind of aligned. And I

115think Mr. Diaz, you said there was a change. >> Thank you. Yes. Um, so what was uploaded and what you saw online actually had incorrect semester or trimester dates. Um, so the paper copy that you have in front of you has the updated highlights. So where it's uh November 2nd was highlighted online. It should be November 3rd and the March 2nd was highlighted online which in paper is March 3rd. So what we're voting on is for the paper one to be attached to the minutes. >> Thank you so much. Okay. So, I'll go ahead and call for the vote. We have a first by Miss Perez, second by Miss Garcia. All those in favor, please say I. >> I. I. >> Any opposed? Motion carries and the vote will be recorded as such. 3 to

116zero. E. Action item selection of one candidate for the 2026 California School Boards Association delegate assembly. Motion, please. >> Motion. >> Second. Second, Miss Garcia, at this point, Mrs. Anzo, do you need us to nominate? >> I believe the nominee was already on your in your packet. >> Who was it? >> I can't remember the name right now. Don't even have my >> Oh, Veronica was it or >> I thought it was Marisella, but >> I remember. Yeah. >> No, so they they sent the candidate and so it's >> for you to vote. >> Yeah. I don't remember her name. >> It was Veronica. Yeah. Okay. Thank you. So, um all those in favor any questions on that? All those in favor? >> I. >> Any opposed? No. Three to zero. Please hold that vote

117will be recorded as the motion passing. F information Williams uniform complaint quarterly report January 2026 o October 1st to December 31st 2026. Okay. All righty. Moving on to number nine. Future agenda items. School presentations. Uh the Dr. Oscar Loya the presentation on the second interimm report. uh see school site presentation BRB student achievement and then you could see the future um meeting including our special board. >> Can I say add something to the future agenda items? I think >> I'm sorry I should have asked. >> No, no, no. I mean, I think we have to circle back cuz I know we have a new superintendent and we're we haven't really discussed or finished um at least I know I missed a couple of board meetings, but I wanted to know we need to come back

118and circle around evaluation of superintendent and the goal setting. We haven't done that and I think >> I think she plans on discussing a little bit of that in close session >> because it's part of my evaluation. So, my goals will be discussed in the close session. >> Perfect. Thank you. >> Thank you, Miss Garcia. Okay. Uh folks, moving on to 11. Public comments. Individuals wishing to address the board of trustees on close session agenda items may do so at this time starting at 7:18. Do we have any? Being that there's none, we'll 7:18 adjourn to close session at SE at 7:18 and 10 after 10 minutes 7:28 we will go into after a 10-minute break into close session. Thank you all for being here.