Board Meeting November 19, 2025

001Good evening everybody. I'm calling this meeting to order at 5:30 p.m. Moving Moving on to item 1B. Roll call. Miss Anzo, can you please take the role? >> Yes. President Disa Garcia >> here. >> Vice President Robert Okampo. Clerk Patrice Perez >> here. >> Trustee Godup >> here. >> Trustee Jos Antonio Gimenez three present and Vice President Okmpo and Trustee Kimenez are absent. All the women are here. Okay. Item 1 C pledge of allegiance. Tonight's pledge of allegiance will be led by our Frank Paul's fifth grade students Maria Robles and Jayen Oveo. Please stand up. >> Ready, begin. I pledge allegiance 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. Okay, moving on to item 1D,

002spotlight. This is an opportunity to feature up to a threeminut presentation, the positive things that are taking place throughout the district. Do we have any spotlights, Mrs. Anto? >> Yes, we actually have three spotlights. And we'll start with um Alexis Das Infante from Frankfall. >> Good evening, President Letisia Garcia, members of the board, Superintendent Monica Anso, Cabinet, and esteemed members of our community. My name is Alexis Diaz Infinante and I'm the community school coordinator for Frank Paul Elementary School. I'm pleased to use this spotlight to recognize exceptional community partners who have supported our school this year. Frank Paul recently unveiled its new community room in August, a vital space intended to foster stronger connections between the school, families, and neighborhood. To make this space operational, our community stepped up to meet the needs, providing all

003the required furnishing. We specifically thank Partners for Peace, Safeway, and Heritage Harvesting. We're also grateful for 101 Exterminators for their significant generosity in both helping furnish the room and donating pumpkins for a student PBIS event we held in October. Thanks to this collective effort, the room is now fully furnished and decorated, transforming it into a welcoming hub. A major element of this transformation is a beautiful artwork provided by Adrien Cornnejo, who is here tonight. Adrien created an amazing mural that represents our school and is now a staple of the community room. Adrienne is a true example of full circle partnership and local engagement. Local engagement in Alyssell Union District alumnist who taught at Frank Paul and now teaches at Alyssal High School. Mr. Corno states, "I began my educational career at Frank Paul Elementary and

004have grown up in the surrounding community. Creating this art piece holds a special meaning to me." Adrienne's work enriches a community and provides students with a tangible connection to our community's success stories. We also recognize ongoing support of Ramco and Elba Monterero. Their crucial funding ensures we have a successful school events helping us foster a positive school environment for our students, families, and staff. And finally, we want to thank the Sid Hoa family. They have donated turkeys to provide meals for our families during the Thanksgiving season. And we will be distributing these turkeys tomorrow. So tonight, we want to formally recognize and thank all of these generous community partners who commitment to our students is truly inspiring. For our partners here tonight, thank you. Your selfless investment demonstrates a belief in the potential of every

005student at Frank Paul. We're profoundly grateful for our partnership. And so now I'd like to invite Adrien Cornnejo forward so we can um provide him a certificate of appreciation and if possible a picture with the board and cabinet members. Thank you. No Okay. So, our second uh spotlight is uh Mr. Anthony Santos with our sports program. >> Good evening, cabinet. Um board members, Superintendent Anzo. Um so first I would like to just thank you once again for the opportunity to provide our u student athletes with a fun safe place to participate in team sports. Um this year we expanded our sports program uh for the first time to include first and second grade which um enabled us to field I think was 45 teams which is a record for the district this year. Um so

006out of that at the end of each season it culminates with a tournament which we allow for the older groups to participate in. And this year, um, for our fall sports season finale, um, we were able to, uh, crown champions for Fremont Elementary School volleyball, undefeated season, I believe, first time in school history. Um, and also, um, who is present today with us, if I could call him up, uh, coach for the Steinback ponies football team, also undefeated. And so, uh, just a little background. Um, a lot of times when we bring on coaches, sometimes it's I have to do a little bit of convincing, which in this case for coach Frank, he was happy to do it. Um, and we are happy to have him and I told him it was probably one of

007the best uh, examples of a team um, coming together and he did a great job. So, we hope that he'll continue to stay with us. So, thank you again, Coach Frank, and these two young men for being part of the team. Thank >> Alexis and Armando. So, uh, once again, thank you board for the opportunity and we are looking forward to our winter basketball program, uh, which will be starting in January. So, we hope to see you all out there. Thank you. >> And we have one more. Um, Miss Amy Thomas, director of innovation. >> Good evening. Um, President Garcia, Superintendent Anzo, and Board of Trustees, and cabinet members. My name is Amy Thomas. You haven't met me yet, but I'm the new director of innovation, and we're really excited to invite you all to

008the visual and performing arts gala. It's the contest that we've been we launched a few months ago where we invited all the students of ALS to u enter an art submission in categories of recycled arts, visual arts, performing arts, dance, music, poetry, any kind of art they wanted to enter with and their submissions were due last week. We had over a hundred art submissions and we are inviting 46 families to the art gala on December 5th, 5:30 to 7:30 and hoping that all the families can come. We're going to have some little snacks and some juice and we're going to have some students perform some local art vendors that are going to be there to show some little art projects for the kids and it'll be fun. So hopefully you all can join us uh

009for the evening. Thank you. And that was the last one. >> Okay, moving on to item 1E, adoption of the agenda. May I get a motion to adopt the agenda? >> So move. >> Miss Kasparo, can I get a second? >> A second. >> Mr. Okampo, comments, questions. Mrs. Zanzo, um, can you please take the Lambo? Yes. Trustee Latisia Garcia. >> Yes. >> Trustee Robert Okmpo. >> Yes. >> Trustee Batrice Perez. Yes. Trustee Guadalupe Gil Vera. >> Yes. >> Motion passes 40 with one absent. Thank you. Moving on to item 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. Item 2 a. Individuals

010wishing to address the board of trustees on open session agenda items and or other items may do so at this time. Starting time is 5:40. Is there anybody? And we I don't have any public comments. Okay. We have none. So we're going to end also at 5:40. Item 2B, association comments, LSL teachers association. There's anybody here tonight for them? Okay, thank you. How about California School Employees Association chapter 577? Anybody here? No comment tonight? That's okay. How about United Substitute Teachers Union? No one's here either. Okay, very nice. Moving on to item three, presentations. 3A, school site presentation, Frank Paul Elementary School, Principal Miguel Poras. Good evening. Testing. Good evening, President Letisa Garcia, board members, cabinet colleagues, community members, superintendent. My name is Miguel Corez, and I am the principal at Frankfall Elementary School. I

011am here along with uh my assistant principal, Jorge Martinez, and my community school site coordinator, Alexis Diaz Infante. and we are here to let you know about a few of the great things that are happening at Frank Hall Elementary. Um, excuse me. And we also have with us, they've been introduced, but we have two fabulous, great fifth grade students, Maria Robles and Jayen Oedo. We're here from Frank Paul. They're both fifth grade students at Frank Hall. I'm going to start with our school demographics. They are as follows. Um, we have 642 students. Total amount of students at our school site. We're a preschool through sixth grade school. We have 14 bilingual classes, eight eo classes, three special day classes, two TK classes, SEI which stands for structure English immersion. We have uh case load RSB

012case load of 30 students and uh RSVP is resource specialist program. Of the 642 students, they are all 100% free and reduced lunch. So, no one's pays lunch at our school site. Uh, 362 of 642 are English learners, which is 58% of our students. A little bit more than half of our students are English learners. In our kinder classrooms, we have 69 of those students are English learners. First grade, we have 60 students. In second grade we have 50 students. Third grade we have 49. Fourth grade we have 46. In fifth grade we have 46. In sixth grade we have 42 students. LELs we have 41 students which stands for long-term English learner. at risk of being els. We have 94 of those students are at risk. We have 144 students, which is 22% of

013our school that are homeless. And we have 129 students uh that are migrant, which is 20% of our school. Our staff consists of 27 teachers. We have one RSV resource specialist program teacher. What we have one speech therapist, one psychologist, one reading specialist, one early literacy coach, one instructional coach, one EL specialist. We have one counselor, one social worker, one wellness coach, one effective school solutions therapist, one community school coordinator, and one parent educational specialist. Our instructional focus, these are our goals for our school 25 uh 26 school year. Goal number one uh is for teachers to strengthen students foundational language skills while continuing to implement both designated and integrated ELD through evidence-based language acquisition strategies and we continue using our Bclass strategies for this goal. Goal number two, EL deployment will begin first through

014sixth grades to ensure that all proficiency levels emerging, expanding and bridging are addressed across all language domains which is the LPAC for listening, speaking, reading and writing. We have started math vertical articulation to allow grade levels to meet together uh to discuss essential math standards. And goal three I ready data will be used to guide targeted small groupoup instruction across all grade levels including our intervention teachers and of course our classroom teachers. These are our instructional focus and are brand new. Three of these goals are brand new to our school. Our ELPAC results for 2425 school year. As you can see, we have 116. If you look at level three, 116 students are on level three. That means that they're very close to achieving level four and ready for reclassification. We're anticipating reclassifying many more

015students than we did this year around which we reclassified 42 43 students. This is our baseline at the beginning of the school year. I ready data, our expectations are to move every category forward by the end of the school year. The data shows 11 students mid or above grade level, 16 students early on grade, 128 students are one grade below, 93 students are two grades below, and 131 of those students are three or more grades levels below. Next we'll have uh Mr. Martinez who will speak to us about our after school program. Our afterchool focus we have three activities happening at the same time. We have the homework rotation, physical education rotation and enrichment rotation. Each rotation is 45 minutes. Our enrichment activities for the year are as follows. We have guitar, Legos, first tea,

016dance, manuarte, theater, and coding. Something new that we have implemented for our afterchool program is the student of the month celebration. As you can see, we have a picture here demonstrating that we have started that celebration. We want to follow suit what we do during the day to also implement it during the after school program. For the after for the student of the month celebration each month, six students are selected by the instructors and the students are recognized and we invite the parents to participate in that celebration. Now, we're going to have uh Miss Alexis Dia Infante talk about community schools. At the end of last school year, we launched a survey to design our community room based on input from students, parents, staff, and community members. As you can see here, we have a

017picture of what our room looks like and you see um two of the responses from the survey. So, we received a total of 167 responses, 65 were from students, 76 from parents, 20 staff, and six community members. The the results what you see here showed a desire for the space to prioritize family engagement activities and workshops with welcoming elements like culturally diverse artwork and plants. The room has become a vital community hub supported by myself and Miss Elizabeth Gonzalez, our parent education specialist. She has been instrumental in connecting with families and providing services. In August, we held a ribbon cutting ceremony to officially open our community room. This event was an opportunity to celebrate the creation of this space, which wouldn't have been made possible without the generous support of the donors we acknowledged earlier

018in our meeting. We also highlighted the beautiful mural whose artist Adrian Cornnejo was recognized in the spotlight earlier today. It was a great community turnout and we invite anyone who missed the event to please visit our room. Our community room serves as a safe space for our families with programming continuously aligned with our survey responses. We are deeply appreciative of our partnerships with community organizations that provide vital resources. This includes regular meetings like aitos and schools site council meetings, staff-led educational workshops with topics like math, science, reading and literacy and community partnerled sess sessions on topics such as financial literacy, parenting skills, immigration, nutrition. and we hope to continue expanding these partnerships. Our school is focused on reducing chronic absenteeism with student voice being a huge part of our strategy. Students voted for field trips

019as their top attendance incentive. And so this school year, we've restructured our focus to provide a field trip for each trimester and an end of the year field trip for 100% attendance for our students. We already are seeing great results for our first trimester field trip. We have about 20 230 students from grades TK to 6th grade participating, including our special education students. And our first trimester field trip was going to the movie theaters which our students have really enjoyed. We share this goal in progress aiming for 98% attendance through student assemblies. We have thermometers in the classroom in the cafeterias, excuse me. Um and so students can see the progress every month which is updated for them to see when they come in. And through various parent communication channels, we use um cost dojo

020to provide some updates. We send letters home to our parents. And at any of our meetings, we let them know of the work that we are doing. You'll see here in the picture is an example of one of our uh student assemblies that we held earlier this month. And then we have the posters below um on the slide. These posters are placed in each classroom um which provides some motivational and some tips for students to come to school every day. Our primary focus since the start of this school year has been proactively supporting our McKinley Vento students. Miss Elizabeth has diligently reached out to our parents to complete housing the housing questionnaire and ensures that our services are provided. Out of our 642 students, 144 have been identified as Mckin Levento and since October we

021have serviced 107 out of the 144 students, which puts us at 74% completion. We provide them with essential clothing and basic needs, which is especially critical as the holidays approach. We're continuing to schedule appointments with the remaining families as we speak. And finally, we want to acknowledge and thank our remarkable community partners. Without them, we simply cannot do the work that we do at Frank Paul. For example, one of our community partners, the Food Bank of Monterey County, comes to our school every month with their produce truck. And just this week, we had over a 100 people in line to receive fresh produce. So, we truly appreciate all of our community partners for their support. Thank you very much for your time and attention. We're proud of the momentum and progress we've built here at

022Frank Paul. >> Okay. Thank you. Um, does anybody any board member have any questions or comments? >> Thank you. >> Excuse me. Good presentation. A lot of information. I have a granddaughter that goes to Paul School. She loves it there. And the other day she says, uh, grandma, she says, can you make Frank Paul become six, I mean seventh and eighth grade also so she could stay there. And you know, for for a kid to really I mean she they live out their way in Oak Hills. I don't know what school district that is, but she has an inner district and she wants to keep it and she mom wants to keep her there at Brown School. She really loves it there. She loves the atmosphere, has never has anything to say negative about the

023school. And I know I've been sometimes on the campus. It's very positive uh ambiance at the school, especially your um office staff is very friendly, very helpful with parents. It's just really awesome. So, I'm sure that has a lot to do there with the leadership. I did have Mr. Porz one question on the long-term English langu learners. So, there's 41 um long-term English learners and then it says there's 94 at risk of being long-term. So, is that a Can you explain that? I'm a little bit confused with that. >> Thank you. So yes, the long-term so for a student to be a long-term learner is because they have been in school for five or more years and they haven't passed the ELP pack. They they haven't reclassified. So the students that are at are at

024risk means that they're on year four. So they're at risk of becoming long-term long-term learners if they don't pass the OPAC this year. Most likely they'll become the long term because they have been in school five years without passing the the state. >> Five years. Yes. Okay. All right. That makes sense. >> So it's a significant amount of years that we're looking at >> and for uh elal it's going to be six. It's often considered six or more years. >> Thank you. So you're have a lot of focus on assisting these students. >> Yes. And and some students if students entered when they were in TK they become long-term sooner but if they enter in kinder you know it all depends when they enter school. You're welcome. >> Is Bettis anything or >> Awesome job.

025Um question. What's the be glad strategy? >> Language acquisition. That is what we use. We have acquired the be glad strategies at our school site and they've been they have been there for a while. I know that we have new goals for the school. However, we continue using our strategies for language acquisition. >> Okay. And then another question on the percentage three grades below grade level. Is that the same average as last year or did it go down or did it go up? >> We went we went down. Um however that is uh the reason why we have these uh three new goals. Three of the new goals that we are um anticipating are going to help us with achieving our data moving up. >> Okay. And that's that includes all grades. >> That includes

026all grades. All grades. We're >> okay. And just >> and well since it's baseline it's not kinder because all grades but kinder. >> Okay. Um and just a compliment to Mr. I remember the day where's the picture when you guys opened the second the community room. I was out in the yard in the playground yard and I'm looking around and I said, "Oh, where's Mr. Pores?" And I'm not kidding, it was probably six kids and about four of them said, "He's everywhere." And I said, "Really?" He says, "Yes." He says, "You know, you look one side and he's there and then you look to the other and he's already there." And I said, "Wow." So to me that was something positive that they see you all over. >> Thank thank you. >> Yes. But thank

027you guys >> Mr. Okmple. >> Uh yes I was thank you for the presentation. It's kind of short, sweet and kind of you know to the point. You hit a lot of a lot of interesting interesting areas. Uh I was curious about three three things. Maybe you could could elaborate on uh kind of uh you know give give a sense of how these three things um you know how they work uh and also kind of how you think they're coming along if you think they're being successful and uh just kind of your general overview and and one is your your um math articulation uh I guess for different grade levels are talking to each other about about the learning I'm assuming right and and the other one which I think is really interesting is the

028the I ready uh data you know the idea of uh identifying gaps you know and kind of you know you find a group of students who have a gap I guess in an area and you put them together and I guess and and you teach them what they don't know which I think is kind of crucial in in education you know uh I mean you have to identify what students don't know then you have to teach them that as they know it and then move move on from that maybe through scalp scalpeline or some some other method. But if you give me a sense also of how that's going, you know, if you think it's it's going well and >> we well we started with um we this is the first year that we actually

029do this vertical articulation which means uh we meet with a grade level above and below. Um, so if I'm teaching second grade, I'm I'm meeting with um my first grade teachers, but I'm also meeting with my third grade teachers. So that um, you know, we we look at the essential standards that we need for that grade or what our students need for the grade above, but also we're looking to see how they came in grade below. And we've started doing that. Um, it's been a tremendous amount of help. Um, it's never just one person that does this. We have, uh, several coaches. We have, uh, my assistant principal, my right, my right hand, and we put our heads together and we figure out what are we going to do this year. We have an instructional

030focus that we have really um, flipped around. It's brand new. Um, and we anticipate nothing but the best coming. >> Okay. Could you talk a little bit about the I Ready uh data or the I Ready u I guess process that you use? >> Well, this is our baseline. So, the I Ready is how our kids are are starting the beginning of the school year. And I know um that we have several students that are two or more grades below. Um but with the goals that we have that's the anticipation that we have that we will improve um these scores. >> Okay. Good. >> So >> this is how they they they came in and I know um it's how you end at the end the end of the school year. So um more to

031come and like I said we anticipate a lot of improvement. Yeah, because I I think that you know process process is important. I'm I'm really into process and you know what we're doing and uh what is what is how does it work you know what's the process that we're using I think it's important the other thing that I was that I found interesting was this educational workshop for parents uh so you talk about workshops in math science and reading so how what what what exactly do you teach the parents in these educational workshops in math science and reading >> so for this school year we uh reached out to our staff to our teachers and they selected a topic. So they will be hosting these workshops for our parents and the goal is to help

032the parents understand what their students are learning during that time frame and how they can support them at home. So it's it's going to be a great workshops where our teachers themselves will be uh facilitating those workshops for parents. So kind of so the goal is kind of to have have the parents in a place where they can help their students more with the reading and the math and so on >> and just understand what they're learning in school and how to support them. Correct. >> Okay. That's wonderful. Thank you. >> Okay. Thank you for this presentation. It was very informative. You provided us with ALPC data and ELA data. Do you have any um how are your math scores doing or what exactly what assessment are you using for math or are you >>

033for ELA and math it's I ready >> it's both okay so all right and like do you know off the top of your head how your students are doing in math or is it because this is baseline data for >> ELA yeah this is this is our baseline so it's at the beginning the beginning of the school year >> right but this is only for ELA. >> Yeah, it Yes. >> Oh, okay. >> We So, um >> it's okay if you don't have it. That's fine. I just I kind of wanted to hear from you like for I I see that you have alpac data and I see that you have ELA data, but >> yeah, but the the vertical articulation that's what we're working with math. So we are we anticipated that you know

034um it's the the need that we have at our school probably the need that we have at all in all the district but it's one of our needs that we have at Frank Paul school and we are looking at that and we're doing that through um vertical articulation and we're looking at the grade level above and and below and what we need >> to so that our kids are successful every every grade they go up. >> Nice. Uh, and you know just another one just one more question. I didn't quite get what you said about the after school focus. You said there was homework and enrichment and there was one more. There was three >> physical education. >> Oh. Uhhuh. >> Yes. We And it's the three rotations. Homework and physical education stay the same.

035>> And then the enrichment is what changes every six weeks. >> Oh. And these these enrichments these are provided by your site or >> our expanded learning >> program. So it's part of the ELOP. >> Exactly. Yes. >> There's no um um just academic enrichment. I mean I understand homework but is there anything else like academic stuff? >> So yes if students don't have homework the you know uh Monday through Thursday the majority of the students have homework. On Fridays, the the homework teachers do provide some in some academic they might work on fluency or on on some phonics. They do provide some academic lessons, but the primary focus is for students to first start doing their homework. And if for any reason student finishes in 20 25 minutes, the homework teachers do have academic

036activities for students to do. Oh, >> okay. Okay. Well, thank you so much for your time and uh for all you do for the students. Sounds like it's a wonderful school to be at. Thank you so much. >> I appreciate it. >> Okay. Yeah. Black. Okay. Moving on to item 3B, presentation. California School Dashboard 2025. Director of Leadership Development and Accountability, Mary Beal, and Deputy Superintendent Dr. Clara Fernandez. Good evening, Superintendent Ansel, board, cabinet, and our community. Thank you for being here with us. And it is a pleasure to um present to you, give you some information updates in regards to our California school dashboard. So, um, for this presentation, you will be, um, needing the California school dashboard handout with the multiple colors as we will be making some references to some information here

037throughout the presentation. Okay. All right. Good evening. It is my pleasure to present this data to you. A little bit of a review. This is something we've been doing with our leaders to um refresh our brain about just the the difference between all of our academic indicators as well as the 5x5 grids that determine our colors. So, as a reminder, our dashboard is just a measure of progress, but this measure helps us grow by identifying areas that need that extra support. Next slide, please. So this is not an actual 5x5. It is a sample 5x5 in which down the left hand side is performance and across the top is growth. And the reason I put a sample in here is because each academic indicator has a separate 5x5 grid and we didn't want to make

038the slides a little bit messy. So based on how a school or a district does you are placed on the lefth hand column choose between very low to very high and across the top by the growth per year. So we are really looking at the growth that LSL students have made this year. So without further ado here are our 2025 dashboard data p or academic indicators. Our first one is English language arts. You will see that we scored in the orange. I want to point out a few pieces of these little squares or these images that you'll see. The first is it is English language arts. You'll see 55.6 points below standard. That is the distance our students are below standard. We want them to be at zero or above at or above. Our students

039are 55.6 below. And that is a maintenance of8. So they measure across that graph again you can have low growth or minimal or decreased growth you can that sounds weird decreased growth you can have maintenance or you can have increased growth we maintained and we have outlined our subgroups for you those that scored in the orange and those that scored in the red. Next slide please. Here is the same image but for our academic indicator in math. In math, we are 73.3 points below standard. Maintained. Maintained can be a decrease. It could also be an increase. We increased 1.6 points, but that is not enough to move us into the increase category on the 5x5 dashboard for math. The next slide is our English learner progress. you will see that 44.9% of our students are

040making progress. That is the growth in the LP scores. You heard Frank Paul refer to LP, the moving up from one to two low to two high, three low, three high, and four. So 44.9% of our students are making progress. This is a maintenance of our growth. And one point that I want to highlight on this is what we have been seeing in the past and we'll review this again is a swing of growth. And so maintenance means that we are starting to find the trajectory of where our student what our students need to continue our academic indicator for science. This isformational only this year. It is not used as a measure of academics. It will be next year. Uh but this is so this is our first color. Last year when we presented it

041was just gray. uh you will see that we have 43.1 science points another 5x5 grid to help us get understand that data and that is an increase of 2.8 points from last year. Attendance and chronic absenteeism we increased 1.3%. This and suspension are the only two indicators we want to see decrease. We don't want to see absenteeism go up. So, unfortunately, we did go up by 1.3% placing us in the orange category this year. On the other hand, our suspensions decreased. So, we had 1.1% of our students suspended at least one day. And that's a decline of.3% placing us in the green category this year. So, this is an image of the three-year comparison districtwide, and it is also the image that you find on that packet of those dashboard colors we gave you. And

042so, as a sample, we put in the 23, 24, and 25 data for you to reference as you look across to see how the district is doing overall. So, you'll see that it's a little bit of a roller coaster. We maintained in 2023, we increased in 2024, and we maintained in 2025. For ELA, you can read across. You will see our LP level, what I referred to before. In 2023, we were in green. In 2024, we were in red. The yellow or the orange this year shows that we've maintained. So, it wasn't a decline. It wasn't a massive increase, but we are leveling out perfecting those strategies that are working best with our English learners. If you look further in your page, you'll see that I the packet includes every school site. So, if you

043look I know tonight we had Frank Paul present. You're able to see they mentioned that they had new goals this year and their new goals are to address areas of where we see the greatest need. They're on page three and you will see how their scores have changed from 23 to 24 to 25. So this is for reference for you as you continue looking through. We thought it was very important that you saw how each school site performed as well as the district overall as the colors for the district came from the colors of the sites overall. So now identifying our bright spots. So Alisa's bright spots. The first one is our English learner progress was maintained. So that's a sign that we're identifying the needs of our students and the needs within our system

044and being able to build a system of support for them. Also more students increase one LP level and less decrease one level. science scores improve and also our climate and culture is not only sustaining but improving which is also bright spot given that it's sustaining and improving through our PBIS efforts social emotional learning and restorative practices. So for my our bright spots to our areas for improvement, math and ELA scores, although we not decrease, math and ELA score remain stagnant despite ongoing professional learning and teacher development. Student engagement again as mentioned before chronic absentism increased this last year and English learner profile and acade academic experience. So um in reference to the the one packet with the colors if we look at Montavlla page five you can see with the LP um the scores kind

045of that variation right of of how it has increased and decreased. We also have another example for example BRB on page six continues to decline in ELA math and LP while increasing in suspensions and chronic absentism. So now what what do we do next? What are our next steps? So our areas requiring immediate attention based on our orange and yellow areas statuses on the dashboard. Our academic performance our ELA and math. We have those areas as needing improvement. We also have as mentioned before our chronic absenteeism and English learning academic experience. So all of that leads us to our next steps of targeted coaching for our site leaders, our datadriven accountability. Are we really using our information to be intentional and pinpoint the areas of need? And again, having that instructional focus, being able to

046pinpoint what's working and also what's not working so that again we can be more intentional and to tapping into what our students really need and what we need also as instructional leaders to be able to lead the good work. And so with that, I think um bringing us back home really it's about how do we continue to as mentioned before being intentional being evidence driven and focus on improvement for effective leadership requires that ongoing coaching intentional action and accountability. So those are um our next steps of of need so that we have a system as we have here on this slide. Every system is perfectly designed to get the results that it does. So we want to see better results. Something's got to change and that's the the next steps that we are proposing about

047these changes. How do we become more intentional while providing the supports and the coaching needing needed based on our our data that we have? questions. Mr. Did you want any questions? Mr. Okmpo, >> I don't I don't think so. >> Just I guess I just comment I guess we're >> preparing mostly scientists, I guess, right? >> In our district, I guess, right? because that's that's the only one that's yellow and the and math and and ELA are are orange I suppose or all the other ones are are orange but yeah I mean I like your closing about being u focused on instruction or instruction focused I think you said you know which obviously obviously makes sense right because that's where the learning takes place right you know with the teacher and the student so so

048no I don't have any questions as that won't Thank you. Um, how about over here on this side? This is >> I just want to say that I love this. This is like treasure. This is like self-explanatory and you can see and compare all of the schools and where they need help and work. This is great. This is awesome. I like it. Well, believe it or not, I'm kind of like speechless. Kind of hard for you to believe, but maybe. But I don't know because it it it's not like the same thing over and over, you know, but I'm glad and I'm interested in the strate strategic shift, >> site leader coaching and accountability. I think this board it's been a while that we talked to our former superintendent, our current superintendent is that's really

049where the shift has to be. You know, the support that our principles uh get the the teachers get because basically it's like the same thing everywhere. We we grow a little bit but not that much. You know, we're orange I think overall which is not great. And we have to say that and there are there are bright spots, but I think that change is it's hard hard for all of us, but we are the account. We're the ones that are accountable for it right here at this table and then at the table that you're sitting at there and our principles. So, I'm I'm look forward to to what's going to happen in the future. But I know this isn't a a great report and we do celebrate the the growth. But we have we have

050a problem. We have a problem in math. We have a problem in absenteeism. And so we have to address that and head on. And whoever doesn't, you know, want to be on the on the winning side and work hard because it's not easy. I don't think it's easy to be a principal, to be a coach, to any any of those. They're all serious jobs. However, um we need to and we're open to ideas to discussion on how our kids could do better. But I really appreciate the fact that you didn't retain it what it's not and we do need help. We do need to to change it to focus on supporting our principles and our teachers and um I appreciate that. Thank you. Thank you, Mr. Garcia. >> Thank you. Um, so, so under the

051Alp LP, uh, is that where we're calling out the ELELS or >> Yeah. Are the ALTAs being called out? Anyway, I thought that this year's, um, dashboard they were going to call out the ELELS >> in the orange square. >> Yes. >> And you see your long-term English learner progress and you see one group in the orange. Our LESs are called out in this. >> So they're all grouped together. >> Okay. That >> but then the orange subgroup is called out as being orange. LP only refers as an academic indicator for um targeted assistance under ELELS this year. >> Oh, >> okay. Well, I could sit here and look at this forever and have all these questions. I just I I don't want to be here until midnight, but um I could sit here and

052look at that. But so okay, so now we're switching over to I Ready, right? So the couple of years back, you know, we said, "Okay, so the star, we the kids stick our star and then they look like they're doing a lot of progress throughout the year." And then we get the ESPAC results and lo and behold, the it never really matched. So then we said, "Okay, we're going to try I Ready." So here we have I Ready. And um I know this report only addresses the SPback. So will there in the future be some side uh some sideby-side comparison of how I ready results from last year compared to the SPEC so that that we kind of are we mimicking it or is it going is it does it look the same I mean

053>> I have that data we when we presented the baseline data at the beginning of the year it had just been presented we had IE run those reports we had a 0.1% difference between achievement projections on I Ready to how ESPback performed. forms. So, it was a perfect indicator of what we expected. >> Okay. So, then we did make a right choice to switch on over. >> Absolutely. >> Okay. Well, thank you so much for this report. Um, yeah, I'll have to Yeah. Oh, okay. Got one more. That's okay. You already gave me the opportunity. Thank you. But thank you. And I'm glad you brought that about the LP because I didn't know what that was and I go, why don't I know what that is? And so it's good to know that you didn't

054know until they told us that it's what English language progress indicator. So it may be helpful because we don't use that language, you know, like I don't call Miss Pettis and say, "Hey, do you know how the LPS are calls?" We don't use that language. >> You use it in every day, I'm sure. And so maybe when you start using new language, let us know. Or maybe at the beginning just you got it. >> And all the I mean I think that might help me anyways. I'm not the smartest one on the block here, but >> trust me, I could use a dictionary of acronyms and education as well. >> Yeah, it would it would help. So thank you. Thank you so much. >> Of course you may. >> So this is all the schools.

055Okay. Right. All the students. >> Yep. Do you guys also break down like how all the sixth graders are doing and all the schools combined? How all the fifth graders are doing and all the schools combined? Do you guys do that breakdown as well? >> Would we be able to see it? We can bring it up to at the next board meeting or a future board meeting or I could give it to Miss Anzo and Miss Anzo could share it with the board because >> I mean I know we need a lot of work >> and I know that the sixth graders, you know, move on to a different school. >> They graduate, they move on. >> And you the focus is on all students. Correct. >> But I I don't know. I would like

056to see that. >> Absolutely. And you want to see that just right away? >> Yes. >> Yeah. If you can break that down with Miss Anzo, Misso, then you guys can let me know and I'll provide that report to you guys. >> Okay. Absolutely. You're welcome. >> No more questions. Thank you so much for your time and your presentation. >> Moving on to item 3C, super superintendent update. This morning I just I I moved over here so that I can see and talk to you. I didn't want to present from there. Okay. So good evening board uh board president Garcia committee members cabinet members conso superintendent and today is presentation is more of an it's an update as it stated but I've been a superintendent July 1st so up to now it's about 100 maybe

057102 days right it's not 100 days yet with students but it is in the role of superintendent so I wanted to give you a little update to include a review and what I've learned so far. Most of it will be on the instructional side of the house, especially because you've just gotten that um dashboard report. You we heard from a school, we heard from our our services partners and what how we're doing in our growth. And now just to close it off. So it'll all consist of an AUSD 1.0, 0 the alignment what's working uh what can we do better and then AUSD 2.0 Z would be what steps are we going to take? It's important to know the the demographics, the students we serve because this outlines what the the needs are, what the

058what the strengths are and also what areas of opportunity we have in order to service our students uh better. And if you were to compare actually our English gender percentage, it's a little lower than what we had last year. Last year I think we had about 62% of our students were English learners. Now it's at a 56.2. So AUSD 1.0. So setting the foundation with our former superintendent. I served as the deputy. I also served as a director and a lot of this work has was done during that time. Right. So what do we have in place that is that is working? So first of all, you as a board have a board vision and goals, right? So that's part of the alignment. We are committed to the success of each student and to the

059involvement and improvement of our community, holding high expectations, and striving for excellence. That's the vision. And then you have six goals. student achievement, parent community involvement, high quality personnel, safe schools, budget solveny and communication. So in turn, we have to take those goals and then align them to what our strategic plan is and that's our LCAP. So our LCAP has five goals. academic program for all students, success of English learners, social emotional learning, behavioral supports, and family engagement, active engagement, relationship building, capacity building, and early learning, literacy focus. Those goals, each goal have they have actions. So actions on how we're going to reach that goal, right? And that's what makes up our LCAP and that's where our money is tied into. And then those same LCAP goals, you will see them in our SIPAs.

060So a SIPA is a school plan for student achievement. That is what our our school strategic plans. This the principles base it off data. They also apply um it's connected to their resources and that is what they implement at their school. So board goals, LCAP goals, SIPA goals. So what's working? I think we all can agree that all adults are committed to student success. Right? From the board to our cabinet, directors, teachers, our classified staff, there is not one person here who is not here for the students. We also have universal uh pre kindergarten or UPK. We have a strong strand now under Mr. Koig that was developed. There's a TK kinder um all day. We have uh pair educators in all our TK classes and all our kinder classes. The opening of Buckhorn, the

061completion of Fremont Elementary and Alisak community, a community school transformation is complete now with the addition of a coordinator, parent specialist, and a physical space for parents at each school. Student achievement has maintained. There's an increase in afterchool services, increase in mental health services. We have this current year 307 classrooms or 307 sections and of those 307 sections, 40% are bilingual. So our community really calls for bilingual education, 40% of our sections are bilingual. As we are streamlining assessments and instructional tools, I think uh President Garcia mentioned I Ready. This is our second year you a year using I Ready. We wanted to streamline that that tool. We wanted to make sure it was connected to ESPback. There was some alignment there. We also wanted to make sure that our that our teachers and principles

062had had the right tools and and less is more, right? So that they wouldn't have to look at all these other different dashboards of how students were performing in supplemental tools. So that was important. professional learning teams. We our teachers meet during the day four to five six weeks sometimes to plan uh their essential standards. We have eight schools that are receiving coaching through Weststead on how to improve their planning for their PLTs for the professional learning teams. So our teacher training is there and teacher support. In addition to the coaches, we have counselors. We have um as you you've heard from different schools, we have ESS uh support staff which is effective school solutions. It's a a clinician or therapist. We have wellness coaches. There's a lot of support, a lot of adults at

063each school to support the students. What can be done better? So increasing student achievement, breaking that plateau. We've seen now the scores. You see the the packet that you have how there is it's stagnant. There's some growth a little bit then this kind of stays the same. So that how do we how do we break that plateau? Our math instruction needs some support. How do we improve our math instruction? Increasing literacy and language reading and then developing the language not just the our English for our ELD but if we are in a bilingual classroom how do we develop that academic language as well? Right. both English and Spanish. Sustaining and increasing multilingual learners language development, the consistency in the use of of the assessment and and instructional tools. Yes, we have I Ready. Yes, we

064have that tool, but how do we make that practice consistent throughout all schools and teachers? How do we really make it into embedded into our school cultures? Uh implementation of professional learning teams. How do we make sure that we we have this time we are are planning but really show that full cycle of continuous improvement really have our teachers and our principles engage in that process uh with the with consistency right we use sometimes fidelity but no it's with consistency and commitment to our student to student learning how do we improve our principal training and how do we improve our principal support and then you've heard our document the superintendent's compass. I've shared it with you several times. I will share it again. All the documents I've been referencing, but it's really a focus on

065student learning. So, some immediate next steps I believe when that we need a baseline study of our academic system. We've had studies in HR. We had a FICMAT report that about five years ago that was done. We've had not just one but two studies for special education in the last five years. We have audits and studies in business. We have a lot of audits in business. So that keeps us sol solvent. So that is all done. We've done all this for education. But how do Oh, we've also had an organizational uh study of just how everybody is aligned in that organizational organizational chart and how we work together. But what we really haven't had is a study in our academics, the programs we're bringing in. At this point, we're using data and we're using our

066our knowledge as instruct as instructional leaders at teachers to say, "Oh, we might need this. Oh, we might need that." Which basically leads to that guesswork. You know what? They're low in reading. I heard that we have this program out there. Let's get it. Oh, you know what? They need math. Let's get this. So how do we really know what um what to use right so we have we have brought a lot of programs we've had I've re reviewed what we have in place but yet we remain stagnant so how do we change that and then the other part is the strategic realignment of principal support so the baseline study is how do we outline a general flexible problem solving or decision-making process uh for identifying and addressing areas of need. So really understanding where

067we need it and really looking at our system of what's working but really where do we need to just make some changes right it's not adding something else is but uh looking for those opportunities for growth. So again the purpose is to elevate student outcomes to strengthen instructional systems that are already in place. So we to conduct some kind of a deep analysis is really going into that what we call the street data is going all the way into the classroom into student learning as what's happening at my desk how is that helping me grow into a critical thinker and how is that showing results in what I I'm producing as as a learner um and then building that building that sustainability how do we if we are actually growing and developing is How do

068we maintain and sustain? So then there's this strategic realignment of our principal support. So enhancing our our support for our site leaders. I think we're all in agreement that they have a lot to do. When you have a lot of adults on your campus with different programs, they are the managers. They manage all the adults. They manage the services there with the support of ET services. They when they have a lot of need at their school, they also that they manage that at the end of the day. They are that manager of the facility on how well it's running of how um well the classroom is running and they support the teachers, they support the classified staff. So yes, they do have a big huge commitment and each principal is responsible for that school. So

069how do we support them? So the rationale for a unified approach is one to re uh the realignment is designed to provide principles with a single consistent point of contact for coaching and support. Two, directly align instructional leadership with district-wide curriculum and educational goals. Three, streamline communication and resource allocation between edge services and school sites. And then four, create a stronger, more focused support structure dedicated to instructional excellence. So the structural alignment you have you what you see here is the current structure. So right now the principal supervision is currently managed separately from educational services. This can create the disconnect between the instructional goals and the leadership support. So what our current system has is as the superintendent, I am the evaluator and the supervisor with what we see the need that they have is

070they deserve something that's quality. They deserve quality attention, quality support. I will pick up my phone when they need me to when they need me. I will visit their sites. Um I met with a principal today. I was at a site yesterday. So that that happens, but the quality I feel and as this now that I'm in the superintendent role is not there because there's so many other things to do. I can't tell you how many construction meetings I've sat in right with Mr. Bossi and the different teams that also needs my attention. If there's issues with our our staff and HR needs to bring my bring bring something to my attention, I have to also be there, right? So, it's I can do it. I can probably handle it because that's just who I

071am. But the principles deserve something that's quality. So, the proposed structure is that supervision will be consolidated under the deputy superintendent of educational services and a designate. This places support the curriculum and the instructional leadership in one fully aligned division. So again, they'll be receiving that quality uh attention and support that they that they need and deserve because at the end of the day, they serve our students. So what are the key benefits of the realignment for the principal? Again, the direct access to instructional experts, the consistent coaching and a clear partnership with ed services for our schools, empowering principles to be strong instructional leaders, driving teacher growth and student achievement. And for the district, streamlining the operations, which improves implementation of dis district initiatives and ensures alignment with a common goal. So, I'll give

072you an example of this. I've been a director. I've been leading ed services for the past five years. And now 100 days as a superintendent really is not a lot of experience, but I can tell you that as a director, that's the closest I am to the classroom, right? As a as a leader in in services, that's still close to the classroom because I know what all my directors are doing. I know the programs they're running and I know the outcomes. I know what reports they need to do. I can look at the data. Again, I'm there more in the weeds. As a superintendent, I have more of a eye a bird eye view. So, I'm looking this way and I'm not there the day that day to be able to provide that attention that

073the principles need. This is just an implementation timeline as you'll see the recommendation that is being brought forward tonight as we get to the section where the uh job descriptions are going to be revised. But um the last meeting in October, we had our cabinet members Dr. Fernandez and Mr. Diaz present to you some of those changes um which was the board briefing. today. Phase three is the board action. Again, if the recommendation is approved later on in the agenda, that will happen today. And then a full transition to the new supervision if it if it's the recommendation is approved tonight by no later than January 1st. Okay. This is really there's no change other than the job descriptions for the deputy superintendent, director of leadership and the principal roles because you will also see

074that we've updated the principal job description. It was much needed. The last time that it was um revised was in 1995. So that's about 30 years ago. So, it was needed uh to represent what they're really doing at their sites and to be aligned to the capsules which are the leadership standards uh in California and so that that better aligns to a evaluation process and a fair evaluation process for them. The impact there's no there is an administrative change to reflect the new organizational chart but no roles will be eliminated or reclassified. And then the ask is that we formally present these updated job descriptions for your approval tonight. That's the recommendation from staff. And as to your superintendent, that is my recommendation. So effective leadership is not about making speeches or being liked. Leadership

075is defined by results, not attributes. So we want to see results and we know that again our principles have a lot to do and they deserve to be supported. They deserve that attention because at the end of the day they serve our students. And then just to just continuing to add to that AUSD 2.0 is December 15th I will be having I will continue the listening tours with our our parents. So we'll have a town hall, invite parents to attend and just to share what's working well and where um opportunities, what can we do better and then we're I've have met with our ATA president um Miss Edwards and with our CSA president we in my end I can say it's on my end now I did say we'll we'll continue meeting monthly and so

076I still haven't scheduled that but one of the things we did say that give me the opportunity to to have certificated staff in room room in the room and then with CSCA. So we have to we're will be scheduling those as well and hopefully at the late winter early spring I can bring in a state of a district presentation so it it it will encompass all all the district organization what's working and what's not working and some next steps but today but it's important that we show some immediate actions that we want to take before the the year gets ahead of us and it's May and we have to start over with our student assessments. Okay. So, any questions and a discussion? >> Um, I'm gonna start over here. >> Thank you. Um, I've never

077really heard a presentation that's so deep into really what's happening in the classroom and supporting our principles. We haven't had this discussion. I mean, you got down to the nitty-gritty of it and just said what it is that our principles need and so I know it's coming up later and you know in the job descriptions and and so forth. Um but I I do want to ask and because it it's a very difficult I mean some of us have never um been a teacher classroom you know and and you don't have to be to be an effective board member. I don't saying you need those things, but you do have to care about what's going on in the district. And kids aren't doing well right now. And and it's like the saying in Spanish, duela.

078I mean, it hurts to hear that. So, we do have to, I think, um, create new ways of doing things because doing the same thing over and over and over has gotten to us, like Miss Be said, sometimes good, we go do better, we go back down, we stay stagnant, and we're talking about student achievement. So, I'm in agreement that we do have to do something. And it's it's scary, I think, for me as a board member, you know, to to to say yes, no, or whatever. It's a lot of responsibility, but the thing is it is our responsibility to either support our superintendent in the decisions that we hired her to make or not to. And I think that you um it's a really good presentation. I appreciate it. And so I know it's

079coming up some of these changes, the two job descriptions even or even the principal job description. some of the language has has changed there. Um, but I I did want to ask so the baseline study, right? We haven't done that. So, but we're going to make this change. Who's going to do the basine study? So, we it would be a third party consultant coming in to do the uh baseline study. >> I think some of the comments I've heard for me, right? 26 years in the district. you must know, you already know what to do. And it's true. I know the people. I know the staff. I know what we've been doing. But because I have been here 26 years, I have I have blind spots. So, I appreciate when people that are hired outside

080the district because then they they help with that blind spot. But in order to have something that's unbiased, something that's fair to everybody is having a third party come in do do that baseline study. So, we have been talking to a consultant um and if that one doesn't work out is we we've worked with West um many other times. So it's a partner who is um strong in researchbased who knows who has the tools to be able to talk to our staff and to get down to the student to really understand what is happening in the classroom is let's ask the kids let's ask that student. So we're moving on to um bringing up this realignment before the case the b before the study right. >> Yes. So that's that doing it backwards. >> It

081might seem like it, but I think there's urgency and if we wait for them to tell us what that part that we already know because of our experience, then to me is how do we it's a disservice to students, right? How do we make sure and uh and not fair to our principles. So how do we make sure we give him that support and really understand? I'll give you another example. There's our evaluation tool. It's not we really don't have anything concrete and strong to evaluate excuse me our principles. So this year is we we want to set goals with them. We want to understand where they're going so that we can create that tool once that uh job description is approved or or that recommendation for the principles. Right? Here's your here's your job

082description. This is based on the capsules. Now let's work together to build that tool. And I think I had shared with the board um a tool that we we do have but it has never been set in stone to use. It was something that we created based on on those standards. So then as far as the position of the deputy superintendent, this is creating more work for her instead of less work because she won't be um she'll be ultimately responsible for the design or the director, which I guess it would be uh Miss Beal, right? And I would think that Miss Beiel has a really good relationship already with our principles and that our principles aren't going to faint because they're going to say that maybe the person that evaluates you and supervises you because

083it's not like um it was written for that job description before that they would give input. that person. Well, I mean, it would be Miss Beiel that would evaluate and supervise, but it is Miss Beal who is working closely with them right now who is in a position to see what they need support with to uh and then provide it. So, I I this gave me a lot of uh confidence. I had a lot of questions and and doubts. I thought, "Oh my god, Mrs. Dr. Fernandez doesn't want to, you know, uh, evaluate the principles. What's she going to do? But, I mean, it's a big department, you know, and, um, it's just trusting in you mainly, Mrs. Anzo, that you know what you're doing here because I will tell you, we we I don't

084recall a presentation with this kind of information in years. And I think the principles want it. You know, sometimes we don't know what's good for us. sometimes, you know, like when you give baby a new you introduce a new baby food, they might not like it, you know, and they make their faces and and whatever, but it's good for you and um we all want what's best. So, I I appreciate your presentation and we'll see how it goes later on in the meeting. Thank you. >> Want to give you an example because you brought a good point up with um Dr. Fernandez having a lot to do, right? Already 10 departments that she oversees. to when we go back to the principal role they have probably a staff between 30 35 in one year they

085might have to evaluate between 17 to 20 teachers they are they evaluated when they come in to do the formal observation but they should the rest of the time be coaching that teacher that's one the other part is they have a partner the assistant principal who supports them in evaluation so that they don't have to do all that process why because the teachers deserve erve equality process. So that's the same concept that we're trying to create with the principles. Miss Pettis, do you have anything comments or questions or >> Yes. So, we're always talking about our principles, how we want to make them respons, I mean, well, they are responsible for their school and how we can help them. So, like Miss Hila said, this presentation, I mean, it's to like the points. I like

086it. I support it. I like the change. I like your structure. And Thank you for being honest and thank you for thinking of the ALS district team in a whole because with one change it it puts everybody on their feet and it's a change all around. It's not just one direction or one person or you know one group. No, it's the whole. So, I really like it. Um, and especially the honesty that you know you're not there at 100%. And a principal does need somebody there to support because they have a big group that they manage as well like you. Um, so I I mean I like it and with this structure that I haven't been here for long, but with this structure that you've been bringing on to the board and to the district

087itself, it tells me that we elected the right person for this decision. So, thank you. Mr. Trump. >> Uh yes. Uh well yeah I I also thought that it was a good u it was a good uh uh presentation. Um and it is true you know that we are stagnant and we've been stagnant. So you know the definition of insanity is to keep doing the same thing over and over and expect uh different different results. So so I think we need to change it up a little bit. We got to do something right? you know, we can't keep doing the same old same old because uh uh I mean we're stagnant. I mean sometimes we go up a little bit we go down but there isn't hasn't been like a major uh forward forward push

088you know and uh at least this gives us an alternative and I an alternative which I think I think makes sense you know when I look at it um you know because I like the idea of of aligning our principles uh with the with the education department you know because the education department is all about uh working with teachers and helping them with their instruction and instruction is kind of the key you know uh that's how our students uh learn so obviously the principles uh are in charge of overseeing the teachers so I think it makes sense for for the principles to be aligned with the education department so they can get that needed help from the education department and you know yeah evaluation is part of it but but I think the biggest part

089is the support that our principles will be getting from the education department department you know supporting them uh in their work with with teachers to improve uh the outcome which is which is our students uh learning so so I like I like where we're going with this you know um I don't know how many departments uh our deputy superintendent or has to oversee I think there's probably a bunch of them right I'm There's 10, right? But but ultimately it's it's our superintendent who's in charge of everything ultimately. I mean, she's got to be on top of human resources, special education, education department, uh maintenance, uh community schools, uh early outreach, uh uh I'm sorry, not early outreach, early our early education programs, which are up and coming and we're building on them as we're increasing

090our population in kinder and TK and and as we're switching to full day in and TK and we're expanding them. Um, you know, HR has I know HR is working on making a lot of changes with how business is done in HR. There's a lot of things going on and I know we'll hear we have a report pretty soon from our HR director on what's going on, but ultimately, you know, it's uh Laora Anso who's responsible for that. So, I do think that her hands are full. Uh and so I think it makes sense to to kind of uh I mean she's still ultimately responsible for everything, right? But I think we're we're just changing uh the organization, the process. So you know, I look forward to to what's coming in the future. one just

091one uh recommendation uh I'd like to make. You know, we're talking about changing how we do things, you know, and and if we look around, there are schools, you know, in this country that have our same demographics, you know, like 90 something% low social income, I don't know what is it 40, 50% English learners. uh but there are other districts and schools that have our same demographics who are doing an outstanding job of teaching their students. So, you know, one other thing that people say a lot is don't reinvent the wheel, you know. So, I would recommend that, you know, possibly taking some time to visit some of these schools anywhere in this country. I mean, California preferably, right? But if outside that have the same demographics, so we're comparing apples with apples and not

092apples with oranges and see what they're doing and what they're doing that's making their students su successful. Maybe we can uh we can learn something from that. You know, it's like Miss Anto was saying that she likes the idea of a consultant because she's been here so long that she feels she might have some some blind spots. You know, and I guess we all have blind spots. But, you know, a consultant can kind of maybe show us other ways of doing things, but also schools with the same demographics can who are being successful can also show us, you know, what they're doing. And maybe there's something that we can that we can copy or that we can, you know, why reinvent the wheel? So that would be my my only recommendation. So thank you. Thank

093you for the report. >> I turn I think. Okay. So no, you know what? LSL does so many good things, right? I mean, you've been here 26 years. I'm sure that you've seen all throughout the years. I mean, professional development. Wow. Um services to students and parents, amazing. Enrichment programs, are you kidding me? I think we're number one in all over the place, you know. um all those Golden Bell awards we've been winning, one of the things that I think has eluded is probably e educational achievement, right? And I think that's one of the big ones and yeah, how do you get there, right? And it looks like you got some kind of a plan here going and that's wonderful because I mean yeah, how do you make um or how do you transform a

094principal from a building manager to an educational leader? I mean, you really do have to look at that job and see, okay, where can they be released from the mundane things that they normally do. And I if you haven't ever walked in the shoes of a principal, you kind of don't even understand their role because as soon from the day they open uh from the morning that they open up their eyes, they're getting phone calls from people telling them they're not coming today. And so, I mean, it's just crazy. So, thank you for thinking about them. Um, leadership does matter especially in sites and so I mean one one I know I'm going to make a lot of people uncomfortable one one thing I you know I was a principal right and was a principal

095background 13 years of BP six years as a principal um how long and I know this is going to be a hard one how long will you give a principal at a site before you decide to release them or reassign them and those are question those are hard questions I know we're giving them all this support and I've been since I've been here I've been asking for support for the principles. I've been asking for draining but at some point there's going to be a there's going to be something that it boils down to and it's not just complaints. I mean the complaints if you're if you're a principal and you're not getting some kind of complaints, you might not be doing your job right because realistically you're there to support the kids. You are there

096for the kids, the students should be your focus. Um those are just those are hard questions and you don't have to answer them right now but um at some point we have to start thinking okay we want results and we're not getting them so what are we going to do but I do thank you that you're you are showing us that you've been thinking about you know these important um decisions they're not easy they're not comfortable they're no fun but they have to be done right because we all want results results. So, I thank you for this uh for this presentation that you gave us tonight. Thank you. >> Okay. All right. Moving on to number four, board member superintendent reports. And um Miss Anz, I'm going to start with you. Do you have any

097reports? I know you're going to walk over here. Uh, no reports, but just happy Thanksgiving to everyone, board members, community, and enjoy your enjoy your families, friends, and you're off. Enjoy your time out. Thank you. >> Thank you. And I'm going to start over here with Mr. Okmpo. Anything to report? >> Yeah, just really really uh quickly. Um, I did attend the Creek Side Elementary groundbreaking for our new TK and uh and kinder kinder building. Um, currently we'll house about from my understanding about 20 plus students. Um, and I this should be a great addition to our early early education program. I guess it'll give them just maybe a little bit more more work. Uh, possibly our numbers might might increase or I know that we're our numbers are decreasing, you know, year year by

098year as as in most districts. But with this uh new u u wing or building that we have possibly over the years maybe we'll see a slight increase hopefully uh of our students. Uh I thought the event was really great. Uh William William Francel the principal he gave a presentation on the power of of early of early education. You know he's and as we all know you know four and five year olds they're like little sponges. you know, as their brains are developing, they seem to to learn very quickly and retain knowledge. Uh, so he spoke about the power of of of preparing them at that young age so that later on they can excel in the sixth grade and and beyond in high school and and in college. Um, we had Aztec dancers. We

099had folkloric dancers. The the young the little girls with the they were doing the flororic dances. They had some of the nicest costumes I've never seen. really beautifully wellmade. I don't know where they were getting their costumes from, but they were really they were really something. And then we had a group of students playing the guitars who who sang a romantic Mexican song. I don't remember what the song was, but it was very nice. Oh, Karinho. Yeah. You want to sing that for us? No. It was beautiful. What can I say? Um so so even though it was it was a cold day uh we had we had a good turnout and I I thought the event was great and it was sort of an an auspicious beginning to uh to this new building and

100and to kind of the future I think of our of our early education program. So thank you. >> Thank you. How about uh Miss Gilas? Nothing report. Um Miss Pettis. Nope. Um okay. Uh I just Okay. So, I walked around last week with uh Alyssa hosted the Selena City Elementary School District um board members. We we hosted Belella Garcia and Art Gimba and a few members from MCOE. I think Donna Smith was here and I don't recall the other people, but they came around and they were really wanting to see our community schools and uh we were able to go to different sites. It was beautiful. The uh community schools that we visited um they were all the leaders were very impressed. I mean, we really did shine there. Excuse me. So, um because of

101course, L City is also in that beginning journey of stages of of um of the grant, right? They've done what we've done a couple years back and so they were very impressed with what we had going on. So, and I was it was my pleasure to walk with them and Miss Anzo as well. Item five, consent agenda, approval, ratify contracts, MOUS, agreements, grants, proposals, conferences, workshops, and field trips. >> Okay. May I get a motion to approve the consent agenda? >> So move seconded by Mr. Okampo. >> Any comments or questions? >> Mrs. Kilbasa. >> Yeah, I had earlier um had called Mrs. about a policy on who can attend um conferences cuz I know last year at one of our conferences there was some concern that some substitutes went and long-term subs are considered.

102She came to me um uh Alyssal employees. So, if you see a long-term sub at a conference, that's okay, you know, and um just bringing that out because it it's some some, you know, will be attending and which is good, especially if it has to do with our after school programs. Okay, that's all. Thank you. >> Thank you. Any other comments or questions? Okay, Mrs. um Anel, can you please take the line vote? >> Yes. Trusty Lisa Garcia, >> yes. >> Trusty Robert Okampo, >> yes. Trustee Yatric Perez. >> Yes. >> Trustee Guadalupe Gilgra. >> Yes. >> Motion passes 40 with one absent. >> Thank you. Moving on to item six, business services. A action item resolution 25266-08 support of applications for eligibility determination and funding of facilities projects designation of authorized district representatives. May

103I get a motion? >> Motion. Miss Gas Vera. Miss >> Oh, sorry. Miss Perez didn't hear you, >> but I'll I'll second it. >> Okay. >> Thank you, >> Miss Gas Vera. Second it. Comments or questions? >> Can you please take the line vote? >> Yes. Trusty Latisia Garcia? >> Yes. >> Trusty Robert Okmpo? >> Yes. >> Trusty Vatrice Perez? >> Yes. >> Trusty Guadalupe Gilera? >> Yes. >> Motion passes 40 with one absent. >> Thank you. Moving on to item seven, human resources. A action item revised job description. Deputy Superintendent. May I get a motion? >> So move. >> Okay, I heard you both at the same time. I'm gonna go with Perez first. And can I get you as a second, Mr. Thank you. Comments or questions? Miss Keas, can you please take

104the line or do you have a comment? >> Okay. I'm sorry, Miss Zanzo. Okay, she's changing it up. Okay, I'm changing it. >> Okay. There you go. >> Oh, I had your name in my brain. I go, "Yes, you can say something." Okay. >> Okay. Miss Anto, >> yes. >> Trustee Laticia Garcia, >> yes. >> Trustee Robert Oko. >> Uh, yes. >> Trustee Vatric Perez. >> Yes. >> Trustee Guadalupe Fazer. >> Yes. >> Motion passes 40 with one absent. >> Very nice. Uh, item 7B, action item, revised job description, director of leadership development and accountability. May I get a motion? >> So moved. >> Miss Gibbas Bara, can I get a second? >> Second. >> Miss Perez, comments or questions? >> Santo, can you please take a line vote? >> Yes. Trusty Latisia Garcia. >>

105Yes. >> Trustee Robert Oko. >> Yes. >> Trusty Vatric Perez. >> Yes. >> Trustee Godil Pasera. >> Yes. Motion passes 40 with one absent. Thank you. Item 7 C action item revised job description principal. May I get a motion? So move. >> Mr. Okampo, can I get a second? >> Second. >> Miss Pettis, comments or questions? >> Mr. Zenzo, can you please take the line vote? >> Yes. Trust Leticia Garcia, >> yes. >> Trusty Robert Oko, >> yes. >> Trusty Vatric Perez, >> yes. >> Trusty Guadalupe Gilpas Bara, >> yes. >> Motion passes 40 with one absent. >> Thank you. Item 7D, action item, adopt board certified behavior analyst or BCBA job description. Second reading. May I get a motion to adopt this? >> So move. >> Miss Pera second. May I get a second?

106>> Second. >> Miss Perez, comments or questions? Mrs. Zanzel, may you please take the line vote? >> Yes. Trusty Latisa Garcia? >> Yes. >> Trusty Robert Okmpo? >> Uh, yes. >> Trusty Beatatrice Perez. >> Yes. Lupara. >> Yes. >> Motion passes 40 with one absent. >> Item eight, administrative services. A action item resolution number 252.6-909, increase in compensation of board members in accordance with assembly bill AB1390, education code 35120, and board bylaw 9250, effective one 2022. May I get a motion? So move. >> Mr. Okmpo. Can I get a second? >> Second. >> Miss Pasper, comments or questions? Miss Pasa, >> could um you state the amount? That way everybody here doesn't think we're going to go buy a brand new car right after the board meeting. >> So, >> I think it's like $10

107or $15. >> So, actually, it's based the new law based is based on um enrollment. And so based on our enrollment, the increase I believe currently is 354 and60 that you get a month for your time here at the board and with our community. Um and it'll increase based on our enrollment to six 600. So that increase so that is 600 a month. >> $600. >> Yes. >> Are you sure? I didn't even read the backup information. Yes, I Oh, forget it. You might see me at the car lot. You might see me at the car lot. >> I'm going to Red Lobster. That's where I'm going. >> I didn't read the information, so I thought I'd ask. >> I think it's the new law passed for the governor, right? I think is what it

108is. Yeah. So, it's in the whole state, I guess. >> And I thought I can send you more. Yeah, it's a whole It's a whole >> All righty. Thank you. >> I can send you more information in that page. Just sure. Now your husband won't have to buy you the car right now. >> Okay. Any more comments or questions? >> Rainan, Miss Anzo, can you please take the Lo? >> Yes. Trusty Latisa Garcia. >> Yes. >> Trusty Robert Okmpo. >> Yes. >> Trusty Pis, sorry. Trusty Perez. >> Yes. Trust. >> Yes. Motion passes 4 Z without >> yes. >> Wow. Okay. Here we go everybody. Uh we're on a roll here. 8B discussion. New organizations to be considered for the 2025 M Monterey County School Board Association Excellence and Education Award. Is there any discussion

109about you guys got a chance to look at the list? Anybody want to nominate anybody at this time? Do we have when is the deadline? >> So I believe the deadline is in January. So our next um board meeting or organizational meeting it'll be an action item if we have to nominate someone else. So from the list who we select and we'll go through the process. Okay. So that we want to add. Okay. Any discussion now? Okay. I don't hear anything. So, I'm going to move on to item 8 C information. Williams visit results for Alisol Union School District first quarterly report 2025 2026 July through September 2025. And this is just information. So, okay, I'm moving on to item nine, future agenda items. A, school site presentation. Fremont Elementary School Principal Alberta Bamante. That'll

110take place December the 10th. 9B Department presentation first interim budget report. Director of fiscal services, Elaine Mendoza, December the 10th as well. And at this time, uh, any board members want to add anything to future agenda items? Okay. Thank you. Uh, number 10, future meeting dates. A, December 10th, 2025, annual organizational and regular board meeting. And B, January 14, 2026, regular board meeting tenative. Moving on to item 11, public comments. A, individuals wishing to address the board of trustees on close session agenda items may do so at this time starting time 7:15. Okay, we do not have any comments. So ending time will also be 7:15. We are now going to adjourn to close session. We'll have a break after a 10-minut break. Close session will begin promptly at 7:26. Thank you. Okay. Uh we

111are recon number 13 reconvening to open session. A time reconvened at 8:10 p.m. Item 13B. Report action. Uh by unanimous vote, the board approved the settlement in a matter of a case to 025091086. Item 14, adjournment. I will um the meeting will be adjourned at 8 I'm going to call it 8:11. Thank you everybody and have a wonderful Thanksgiving break.