001Moment. We want to invite children to go to childcare. It's going to be a lot of fun and create a lot of memories . No. And at the end, when the meeting is over, they'll come to pick them up there. Okay, now I'm settled, please begin. I know everyone is really excited because it's the first one Julio and I are going to do. I know this adrenaline is running through your whole body, right? OK thanks. Thank you all for being here. So, let's get started quickly. My name is Viana Garcia, I am the director of student services and I am very happy to be here. Today is also my brother's birthday, I'm going to try to leave 10 minutes early so I can get some cake and enchiladas, otherwise they won't let me . And
002he is, my name is Julio Castro, director of family and community involvement, and oh, thank you, thank you. And I'm very happy to be here for you. My mom told me she made fresh mole today, so I'm also thinking about going out for dinner. We're going to start taking attendance from our cabinet here. Yes, good afternoon. We're going to take attendance. Lorena Mendoza, our president, is not here. Ah, we have Rut, our senator of time, and at her service, Daniel Sandoval, vice president. We're going to start the meeting by reviewing agreements. Reviewing agreements. The agreements. Where is your schedule? Okay. There it is. That's Julio. Julio, I'm going to share them with you. It is. Okay, Julio. Julio will finish them for you from there. Ah. Okay. We need to share here first. We just
003go slash. Okay. Okay, could you take a minute, please, to choose an agreement and we'll share which agreements we want to present today. Would anyone like to share that someone wants to resume taking the course today? Heard. Very good. I'll start. I would like to communicate transparently. Would anyone else like to share an agreement? please. Thank you. Hello, good afternoon. Participate. Thank you. Anyone else? Not all. All back. Julio, good afternoon, greetings and voice heard. Thank you so much. Anyone else? act in accordance with our values. Bra. Okay, Julio, here's this one too, but I don't know how to handle it. Very good. Ah, let's move on to the next point. Vote for the approval of the agenda. Everyone, please follow this paper on your tables. Next, the agenda we will carry out today. It
004went well, we're going to take attendance at the schools, please, if you see the school representative raise your hand when you hear your name. Bardy School. Thank you. Primary school representative. Thank you. MLK Marquin School. Incredible. Fran Paul School. Cancer. Thank you. J. Sánchez School J Sánchez. We don't have a representative. The school is located at B. No. César Chávez. Okay, we have parents, but we don't have a student representative yet, right? Thank you. Loya School, representative. Thank you. Montevella School, representative. Thank you. Currently. Thank you. School representatives. Thank you. Very good. Now we move on to the approval of the agenda. Everyone has already checked it. Please, if everyone is in favor of proceeding with this agenda, raise your hand. Everyone in favor. Thank you. We then proceed with the title policy. Title one,
005involvement of parents and families led by Dr. Fernández and Dr. So, what you have here in front of you is the Title One policy, and Dr. Fernandez is going to talk a little bit about this and what we are doing right now at the district level with this policy. Thank you. Good afternoon everyone. Thank you for joining us, for being here today. And the title one involvement policy is a policy that we have to review with you every year and give you the information and also update it. The purpose of Title One is to provide additional state funding to schools that have students who fall under those Title One criteria. And some of the things we do with these additional funds is obviously to have more opportunities for parental involvement. It 's really an agreement
006between schools and parents on how they can better support their children, and through that, give them the opportunity to have more events where they receive information about how students are doing academically, socio-emotionally, and in other areas. We now have coordinators in the schools who help us spread the word about this information, and more than anything, as I said, it's about giving you opportunities to be more involved in your children's schools and also giving you the opportunity to tell us what else you would like to see, what other information you would like to receive, and how we can continue to improve. As I mentioned, these are federal funds; they are additional funds that are granted to the district to really focus on strengthening opportunities with parents for the well-being of our students in different areas. Some
007of the activities that schools do include school council meetings like the IAC, which we are having right now. These meetings are an opportunity for improvement, but as I mentioned, they are also an opportunity for you to let us know how we are doing within the schools and also as a district. Some of the areas that each school should also review with you. Each school must have an annual title one board meeting. It's about showing them how much the school receives in Title I funds and how those funds are being used. Several schools, for example, use them to provide small group intervention instruction where they bring in not students, but additional teachers to conduct these small groups in reading or math. They can also provide tutoring, as a school. And these are just a few examples.
008These Title One funds are also used to purchase additional materials or additional curriculum that are used for the intervention. We also have the annual parents' conference that happens every year. In November we'll have ours here within the district. That 's also another opportunity to get more information from your students and to ask questions, not just to receive information, but to ask your teachers questions about how the children are doing and also what areas they need to improve and the areas where they are doing very well and we are reviewing, right? Yes, we are currently reviewing Title One of the annual policy, and when I say review, I really mean listening to you again to identify the areas where we, as a district and within each individual school, need to improve in order to continue offering
009more opportunities for you. We also need to work in coordination with our school coordinators to help us organize these types of events, and with our principals at each school, the main ones, so that they can also focus on the areas where you, as a parent community, would like to receive more information. Yes, and this year that's what we're going to be working on, and I thank Nayeli for that because she was the one who told us that this group here is going to work on giving us ideas on how to update this document, because as you can see, Superintendent Jim Conig is still there, and the old board is still there, right? Not all members are there, those who are currently representing the board. Okay. Any questions? Yes. Receiving a surplus school will have an
010annual Title I meeting and there they are provided with a copy of what they have established to be able to create the new one and we can also send it, we can also make the link so that they have access, but each school has a parent involvement per school. Okay. Okay. Yes. And at the next meeting, Mesa Alejandra, if you come, you'll have a current copy and you'll be able to give us ideas too. Okay. Any other questions? Thank you. Now we're going to move on to the second one, oh no, to the next presentation which is about chronic absenteeism. We have the community coordinators, the community school coordinators, Mr. Sánchez, Mrs. Reguín, and Mrs. Gómez, who will be presenting on chronic absenteeism and why it is very important that we know about this issue.
011Good afternoon everyone. Thank you for being here with us. This, my name is Sanchez, I am the coordinator of the Montevella community school. Good evening, my name is Gloria Gomez, I am the coordinator for Good evening everyone. Isaura Regín and I am the coordinator of Today we are here to present the importance of student assistance. Ah, as you know, we are coordinators and we are in every school. Uh, this was for a scholarship and we're in every school and one of our goals is going to be chronic absenteeism as well as school climate and achievement levels, but our aim is to provide assistance to many of the things that are already being done in schools. Oh, and our focus today is to provide a little more information on the importance of assistance. as well as
012what we are doing and what we want to do to improve what is already established. This is our goal today. As you know, there are 12 coordinators because there are 12 schools. Ah, you see, there are many questions that are specific. This information will be for all parents in general. If you have any specific comments or concerns about a specific situation, we ask that you please speak with your coordinators at each school. and they can help them get support if it's something specific. Oh, and we can put the questions at the end just to make sure we give them all the information first, but we'll start with some questions first. Oh, and it's going to be in the "100 Mexicans said" mode. So, for today I'm going to ask you a question and you can
013tell me the answer, or if you want to raise your hand first or say the answer. The question is, can you say, if it is true or false? Missing a few days of school each year is normal and not a big deal . True or false? Fake. Of course it's false. And then we'll give more examples for the reasons as well. Low attendance does not affect the speed at which students can learn or speak and read English. True or false? Who says it's false? Raise your hand. Who says it's true? Yes, we want to play a trick on them so they really think about the answer. Yes, it's for him. And that's false, since we included the part about not affecting the speed. Ah, since it does affect the speed at which students are receiving
014instruction, because they are missing instruction, so yes, it is affecting it. Attendance may be a better predictor of whether a student will graduate or drop out of school than their grades. True or false? If it's true, who says it's false? Who says it's true? Who says I don't know? And it's good to know too. You don't know, that's on purpose too. Ah, and that's true, since attendance is a better predictor of whether a student will continue in school than grades. That tells us more information. Okay. So, first we just wanted to explain a little bit about what chronic absence is . We already know that they receive this information; we are always telling them, ah, we just want to explain that missing school for any reason a student may be is an academic risk, and
015this will take into account attendance, absences that are justified, absences, excuse me, unjustified absences, suspensions. Yes, all of those are done in chronic absence. Oh, and by this we always mean, we know as schools that we also participate in these suspensions, and we're trying to keep that in mind when we're correcting certain behaviors. That's how it is, since suspensions will also contribute to chronic absence. And I know that we often talk about unjustified school absenteeism and chronic absenteeism. The difference is that unjustified school absenteeism only counts absences that are unjustified. For example, if nobody calls and they don't have a note, those would be the ones that count. Ah, it focuses on complying with school rules or the part of the portion that is the law and can also lead to legal matters. That's the
016portion where they can go and receive something, they can receive some kind of penalty, ah, whether it's money or whatever, if the children aren't going to school. Well, compared to chronic absenteeism, this counts all attendances and this portion, the legal portion, is low. This also focuses more on what the whole child is. We're not seeing, oh, he's missing, we're seeing why he's missing, why he hasn't come, what the family needs, what the child needs. We know that the child, the girl, to be present, the whole family also has to be well. So we focus on everything and we create community-based and positive strategies. We're trying to do more of this than focus on the law. Oh, and if you could give me examples of what are the common reasons you think there are children who
017don't attend school, you can say so and tell me if you like. They are sick. The lower grades do not make a difference specifically with Kindergarten and TK, which are preschool. A question about bullying in school. Here I face, I think, another one of those days not to be seen. Yes, we often hear that one day doesn't make much difference, it won't have much of an impact. How much can a day be? We're going on a trip. Many of the families leave a week before school ends, going to Mexico, wherever we go. Oh, and that's either one or two days before. The child is not interested in school. I sent the child, he doesn't understand the class. Yes. And that's the reason why it does affect things. They are not understanding that in class this
018day that they were absent, they will have one or two or three days to recover these lessons that they failed that day. Yes. And when a child arrives even a little late, it counts as an absence, right? And that's after 30 minutes. I know there's a different one, but it wouldn't count as an absence; it would be like the one for the whole day. And that also makes a big difference, and we're also trying to see how we can look at it more often to see what we can do, like call families, see what's happening, but that's completely a little different, but it goes side by side and yes, we're observing it at the same time. There are many beliefs about absences, and I know many have already said these, but absences are only a
019problem if they are unjustified. Ah, it is also believed that occasional absences are not a problem, like a day here, a day there, it's not going to be much of a problem. And attendance only matters in the upper grades. As we said, many of the preschool and kindergarten grades, many parents think that not being in school is not that significant, and many of the documented reasons why children are not attending are chronic illnesses, lack of access to dental care, transportation, trauma, or there is no safe route to school. And the effects are many, we'll go into a little more detail, but these are some of the most serious effects, which are: academic difficulties, lack of attractive instruction, negative school climate, and ineffective school discipline. Ah, since these are one of the things that, if they
020are not coming regularly, have affected you, or also from time to time, since there is a backstory to those days that you are not experiencing. I'm going to pass it on to Israel. Hello again. Good afternoon. So, continuing with the topic, how much absence is too much? Let's see, missing 10%. 10% or the equivalent of 2 days per month in the school year significantly affects academic success, and we're about to see a graph. Here, for example, if you see, well, I'm going to translate it for you, but if, for example, in the first column where there is this green line it says, if the student is absent twice a month, we say, oh, twice a month, he's going to fail. No no. Yes, because it is equivalent in the school year to one month of
021instruction. I mean, imagine, one month is already quite a lot if the boy is absent twice a month, but during the school year, missing twice a month is the equivalent of one month. So if this student is absent twice a month during the course of elementary school from preschool to fifth grade, twice a month, that's the equivalent of 6 months of lost learning, meaning that the student is absent, falls behind, and feels frustrated because everyone else keeps moving forward and they don't. And during the course from kindergarten to grade 12, which is the last year of instruction, missing twice a month would be equivalent to one year and three months of lost instruction. So, when you really look at it that way, you are surprised, and we see that primary school is the foundation of
022our students' professional lives, and that's why we are emphasizing it so much; it is the foundation for them to achieve their goals. And how many relatives don't we know about who go to Mexico for a week before the holidays to make the most of their time? Each year they miss that week, by the time that student reaches 12th grade, they have already lost more or almost 3 years of learning. More to make them think that way. So what is the number? And we shouldn't give them a number, right? We know that life goes on, that there are emergencies, that there are illnesses that sometimes require people to travel to Mexico due to situations that cannot be stopped. The ideal number of days a student can miss without significantly impacting their academic performance or record is
023no more than 9 school days per year within the school year. It's not the same to lose 2 days a month as it is to lose 9 days during the school year, because obviously we know that life goes on while it's justified. School supply kits can be requested, and students can come to the programs we have this Saturday after school, which obviously do not erase the absence, but in case of any situation, any documentation, well, we say, well, he was absent, but he made up the day by coming and we have the record. So, there are options, there are ways as long as there is communication with us. And remember that these 9 days include justified absences, because absence is absence, no matter the reason, and this part does not include lateness. So let's look
024at the difference right now between a student who is absent and a student who is not absent. So, if a child misses preschool through third grade twice a month or more of the 9 days we 're talking about, the delay in reading will be four times greater than if a child obviously goes to school. From fourth to sixth grade, if the child continues to miss those two times a month, their performance will be lower than 18% of the other students at that level when they reach high school. We're talking about a fourth-grade child already starting to see their performance decline by 18%, well before they reach high school. In other words , if we don't see the number, it does open our eyes, and we obviously ask you to help us spread the word so
025that you can support us in reviewing these numbers in the district. So, obviously, if the child keeps missing school, they're going to fall quite far behind in high school, they start to get frustrated, they prefer to look for a job and they don't continue with the professional level, which is the goal. And obviously, they would then have the risk of not continuing, right? But we are seeing that when we say that primary school, preschool or kindergarten does not affect it, it does affect it because, as you can see, it starts from preschool to delay the student. Then when high school arrives, well, what's the point? Because they'll get bored, because they won't feel part of the school anymore, because they'll be way behind in math, literature, and writing. That's where we find frustration, and well,
026they just don't continue. So, we just wanted to show you the graph of the absent student, what their performance would be, and now with the student who is not absent. If a child comes to school every day, obviously their social and academic skills will be at a good level, and they will be preparing them in literacy, in handwriting, so that they are ready for the third grade, which is when they have to be reading fluently. Here, as I was saying, if you start with a solid preschool/kindergarten foundation, by third grade you will achieve the goal, which is to read fluently, to be at the reading level in third grade. And obviously, if they are good at reading, then obviously math will be easier for the student. And for middle and high school, obviously, the level
027will be there and they will be able to achieve it. We want our high school students to reach these maximum performance levels, which will help them get into universities, help them achieve their goals, or if they want some kind of technical career, we want them to be able to achieve it, but we want them to have the academic foundation to continue and succeed. So, obviously, if the student continues going to school, he will graduate at 18 and will have, obviously, the goal which is to continue his academic education, right? The following slide shows the state data from 2023 to 2024 for our district's percentage of chronic absenteeism. This information is provided by the State. You might say, "Well, why don't they have the most recent one?" It's because it's the one the state has given
028us. The new one will be released later. So, in 2023-2024, our school district had a 14.7% chronic ostentation rate at the district level. The state average for a district that isn't considered to be doing very badly is around 10%, and that percentage doesn't include any offenses. So, if you look, we 're a little bit at 14.7%, which is slightly above the state average. And something else we want to point out is that the state average for that year was 22% . So, the good thing is that we're below the state average, but we're above the average of what's required or desired . If you'd like this information, we have a link here online that you can access if you want to see this graph in more detail or see more information. We can also share
029it with you. And the following graph indicates the Percentage of chronic absenteeism in each school in the district. We'll give you a minute to look at it. The first column indicates the number of students who were registered at each school that year. The middle column indicates the number of students who were chronically absent that year, and the last column indicates the percentage per school, and below that is the total for the district. So, if you'd like to take a minute to identify your school. You've identified your school. If you have any questions, you can address us at the end of the presentation. We'll step back so we can continue with the meeting and respect everyone's time. So, moving on to the next question, what are the benefits of attending school? Well, as I was saying,
030the student will have a solid academic foundation from the beginning that will help them finish high school. They will adapt more easily to school, activities, and the culture. And obviously, we want them to achieve what they started with: reading by third grade, which is when classes begin, obviously with other subjects as well. deep and that they graduate from high school. So to conclude, good attendance is a skill that will help them in their careers and obviously also in life, right? Because obviously we all have to get to work on time, right? We have to be there every day, so we want to instill this habit in children, which obviously isn't just at school, but at any job, whether it's a fast-food restaurant , a company, or anywhere else. You have expectations of arriving on time,
031of being present, and obviously, so that they can achieve what we want them to achieve, right? So now I'm going to pass the microphone to my colleague. Thank you. So, here are the benefits, well, what can they do at home? Well, the first thing we ask of parents is that they get more involved in the schools, participate more in the events that their school offers, and also schedule vacations according to the school calendar so that their student doesn't fall behind in their learning. Also, by connecting with Power Sport, with the system we use for So that you can also see how we are monitoring your student's attendance, and also establish a bedtime and a routine for your student, and also develop backup plans in case something happens. You have a plan to support your students
032in continuing to go to school and trying to schedule non-urgent medical appointments and long trips when school is not in session. That's something that always comes up, that sometimes doctors give you an appointment and you ca n't reschedule it, and that's understandable. That's why we tell you, even if it's just for part of the day, not to miss the whole day for your students. If you can choose, try to schedule appointments in the afternoons after lunch so that the student doesn't miss too much learning. The teachers can at least do the most important things at the beginning of the day. And also, if you have any situation or anything that worries you about your student, we have support at the schools to help you with whatever you or your children are concerned about. And something
033we can What we, as school staff, do is create a more welcoming environment for them and also greet and connect with the students and their families because this school belongs to you. We want to create a good environment for you, and we are also focusing on holding more family events to foster community and provide support to students and families. That's why we, as community school coordinators, are in each location, and we also need to learn to give more positive feedback to our students so they want to come to school and make school more fun for them. How are we monitoring attendance? Well, think of it like a traffic light. If a student has nine absences or fewer, that's good. When they have 10 or more, the situation becomes a bit more serious because when they
034reach 18 or more absences, the absence problem becomes much more severe. And here you can see how we are, or how we want to, establish levels of support based on the number of absences each student has. So, each The level of support becomes more intense with more people involved in their lives, because we now have to refer students to different support systems. Something we want to let you know is that, according to district policy, absences must be reported within 72 hours. It's not fair for the attendance staff to have to go and collect information about an absence from a month ago. So, this data has to be sent to the state every month. That's why we ask that you call within 32 hours and give the reason for the absence. So, what's next? We also
035want to focus on our strategies in our schools. We'll start by having attendance teams identify which students are failing so many schools, chronically absent, and learn the reasons why they are failing so many schools. We'll then use intervention levels based on those absences. And here, why the attendance review teams? It's to see what's working in those schools so we can determine if the intervention is effective. No. And here are the different support systems that the schools and the district can provide, as well as the SAR, which is the preventative level, I mean, the Student Attendance Review Team, which is at the school level, then the School Attendance Review Board, which is at the district level, but right now we're using the Reduction Program , the TAPSE, that's with the district attorney who can support us
036with that, but it's a program we want to know if we can implement better support to avoid reaching that situation. And that's all. If you have a question, we'll be here to help you with anything, and here's the QR code if you want this presentation to have it and review it later. Thank you. Thank you very much for the presentation. Oh, we'll continue with the CAR report with Ms. Maria. It will be Principal Mary and Dr. Fernandez. Principal Dr. Fernandez Fernandez. Good afternoon again. We're here to give you information in a presentation about how the students did on the state exam and To give you some information about some of the tests we do here, with the approach we have here. HAST is the state exam. The OPAC is the annual test we give to
037all our English language learners. And reclassification is for students who reach a level of fluency where they can speak, write, and read English well and are reclassified as fluent in English. And here are the details. So, again, CASP is an annual assessment for grades 3-6, and the assessment includes English language arts, math, and science. The ACA is a summative assessment for all English language learners to measure English language acquisition. And as I mentioned, reclassification is for English language learners who meet the state and local criteria for English language acquisition and is known as R of. Now, the results in reading, math, and science. So, here in this chart, you can see the blue is for 2024, and the yellow or orange is for 2025. And in this chart, you can see the Results: You can
038compare the results from year 24 to 25 within the areas of English Language Arts, Mathematics, and Science . So, last year in English Language Arts, we had a percentage of 28.7%, and this year it's 28.6%. So, there wasn't much growth in that area. The positive thing is that we didn't go down, nor did we decrease much, but we also have a lot to do to increase that percentage. In Mathematics, last year it was 20%, and this year it's 21.8%. There we grew a little, we increased the percentage a bit, and in Science, we saw a bit more growth, from 10.8% to 15.8%. Here are the results by school. You have the name of the schools, the percentage of English Language Arts, and you also have the number of students that represents that percentage in Mathematics
039and again, the number of students in Science. For example, I'm going to take the Chávez school just to give you an example . In English Language Arts, students who achieved The proficient level was 35.4%, representing a total of 137 students. In mathematics, 96 students, representing 24.7%, and in science, we had 16 students, representing 13.1%. Here again, you have the same information, and we're going to give the other schools some time to look at the information there. We also ask if the school principals are present; they can have a brief conversation about the information they're looking at. And that's from third to sixth grade. Uh-huh. Right. Uh- huh. There are 300 children, 330 children, and only 122 passed the test. So, here at CCK, look, 79% , 26%, right? But if there are 200 third graders,
040there are more, if there are 200, 30%, right? This gives you a better idea of how things are going . Next time we meet, subscribe to it because these are ideas we can collaborate on to create the agenda. And another one, so we don't... I forgot what they are. Very good. Perhaps you have any questions or observations you'd like to share. Someone who wants to share about the interventions or any questions they may have, please do. One observation that one of our assistant principals is sharing here is that Monten achieved a high percentage in all areas. Observations as well, if you have any . Anyone else? As I mentioned, we have a lot of work to do. We obviously don't want our percentages to drop, but at the same time, the important thing is not
041only that they are increasing, but that the majority of our students are improving in their learning. As I mentioned, there is a lot of work to do that also connects to what I mentioned earlier about the Title I meetings, the importance of you as parents in supporting us so we can improve what we do every day for your students' learning as well. Now, those are the Outpack results, and as I mentioned, the Outpack is an annual exam given to all students learning English as a second language. Here we have the district results, and there are four levels. The Outpack is divided into four levels. Level one, which is... Beginner. Level two students have developed the language somewhat. Level three students have moderately developed the language. Level four students have a good command of English, though
042not yet mastered. You can see that the 2024 coefficient was 10.13%, compared to a 2025 coefficient of 11.16%. Again, we increased slightly, but we have much more work to do. The positive thing is that we didn't decrease, but at the same time, we still have a long way to go to get more students developing the language. And now, this is the reclassification comparison. So, in 2024 and 23, you can see that the reclassification was approximately 9% of the students, compared to 10.6% in 2024, 2025. With this graph, you can also see how we increased slightly, but we still have a long way to go . And this is how the activity we just did when we had the state exam results, and this is the results of the correction by school. You can see it.
043The number of students who are English proficient and the number of students who reached level four, which is where we want them to be. And at the same time, the number of students who were able to reclassify based on both state and local district criteria, and the percentage. This is half of the schools, and here is the other half. Again, I'm going to give you approximately three minutes to have this discussion at each of your tables, and then we'll come back as a group if you'd like to share or make any observations. Three minutes. But sometimes, that's not the first thing that was presented by the state. If they didn't pass, it means that two didn't pass. That's why 71 weren't reclassified. So, it means that there's something there, something like that, and we would
044have to do an analysis. What is happening with these students? What area are they failing in? In what areas do they need more support to be able to do it? It's called targeted instruction, and it means that you have to modify something in their instruction. It requires a lot of work, but that's why there is the Mrs. and Dr. Fernández, who support the directors so they can have these strategies to support those who have fewer children than Ajá. Look, as you also saw, 17 were selected, but three didn't pass. 31 reached fourth grade, but only 24 met all the criteria, all the criteria. As Dr. Fernández says, we are growing little by little, but we have to grow by 1% out of 100. That's why I wanted you to look at the numbers, there are
045already more than 100 children from fourth to sixth grade. To pass from third grade, you have to... Very good. Let's discuss. New. Would anyone like to share an observation? Do you have any comments? What could be done to provide more support, like in what programs or something? It looks high and has an advantage, and it hasn't been presented. Let's see. Okay. Let's hear it. R has a question . My question is that the average has always been high, right? And then it goes down, the average goes down. So, I think My question is, what can be done, or what can we work on? What can you, as directors, coordinators, or representatives, do to support the children so they can move up a little more? Because, looking at the student chart, for example, in Sánchez, there
046are 446 students, and then only 56 reached level four, right? 56 were reclassified, which is 100%, but out of 446, 56 is very low. So my question is, what can be done? Because all the time in the meetings, they say they're going to provide support, but then, what more can we do? Or, as parents, what can we do to better support our children so there are fewer reclassified students, or what programs can you expand? Very good questions. One point to emphasize, as you mentioned, is the number. For example, if we talk about Sánchez, there are 56 students who reached level four, and that same number were reclassified. The majority of the students who are Students designated within level four are being able to be reclassified. However, when we look at the total number of students,
047as you pointed out, we have a lot of work to do, right? But one of the first steps, as you are attending these meetings, is to find out what criteria the district uses to reclassify students, because there are two different sets of criteria. One is the district's state exam, which requires students to reach the proficient level, and the other is what we use internally within the district—the different exams. Then it's a combination of both the state exam and the district's internal criteria for students to be reclassified. Another step is to identify the students' areas of need. If they are having more trouble in reading or math, or in all those areas, then what do we have to do ? Like, continue providing training to teachers in those areas. And regarding what teachers specifically do, there's
048designated English and integrated English. Integrated English is English taught throughout the day in all subjects, and designated English is English taught throughout the day in all subjects. Specifically in the areas where the outpack tells us that students are struggling the most. So, there are different areas, but ultimately, the summary is that throughout the day, this support must be provided in these areas so that the children can become fluent and be classified within the English language. But we still have a lot to do, as I mentioned, because while we are able to reclassify the number of students at level four, compared to the total number of children who are English learners, it's a significant difference. And something else you're telling me is that we have a large number of students who are also within the area
049of level three, of which there are four, right? Levels 1, 2, 3, and 4. Level four is so they can be reclassified. We have a large number within category number three, which is the next group we have to help them so they can be reclassified as well. Anyone else? Yes. What resources do you have available to help the children be classified? Well, they include several things, both the curriculum they are given, and The training for teachers and the people who work with us is a consultation process. We invite teachers to come and learn how to use the programs we have to identify each child's areas of need. We also review how they're doing from year to year, from the previous year to the current one, to see if they've improved or declined. We're trying to
050follow the student to see in which areas they're improving or not, or if they're falling behind. Yes. And the early intervention programs... so that they can help them be very well prepared for the backup. Yes. Have a good, correct one all year round, since not and if you can, this also helps extra apart from the afternoon help apart from the extra. Yes. And everything we do is with the intention of having them reclassify the instruction in small groups that I had already mentioned to you. Ah. Also, after school, there's the after-school program. We also have the M program. In the after- school program, the necessary time is given to the children for what they are going to do. It's a combination of programs with a focus both on academics and on enrichment activities. It's a
051combination of the two, but during the regular day, the strongest focus is on how to help them increase their mastery in this area. And above, a possibility that they might be used as a pre-exempt to define how they are evolving. That's the Outl exam. Each year they are given the exam to determine how they are doing. Yes, but as one, as before taking the exam, as to measure the child's progress, what results are being given. We have different exams that are also given by the state, but the one most focused on the area of how they are developing the language is the A and we will have a presentation of the reclassification very soon as well. They'll get a little more detail about that later. Okay. Yes. Well, I want to see the comments. Ah,
052when my son was in the group, what I did with him was get him to read, to move on to the next level, help him a lot at home so that he could do better in his studies, because without the help of the parents we can't leave him to do all the schoolwork, and parents too, so I think about it, in my case that's how it turned out and he got all worked up. No, yes, it's very important that you are part of the team, right?, to support the students. What you do at home is just as important as what is done at school . Okay, now let's move on to the next topic. Thank you, Dr. Fernández. Thanks, okay, now. Very good. Now we're going to the parent-teacher conferences. Mrs. Garcia, please. So, we're
053going to briefly introduce the topic of conferences, parent-teacher conferences, and I want to give credit to Mr. Miguel, who is the counselor at the Oscar Loya school. Ah, because he's the one who introduced it and I already made a different color. We're just going to give you this one because the parent-teacher conferences are coming up soon. So, who knows about you guys? It comes from November. What day do they start? Okay, very good. Let's see if they passed the test right now, because the date will be there. If Julio, then this is quite simple. It's a photograph where the whole family is here . If you can connect with this photo. Many times in Hispanic families, when we make tamales, we're always there together, right? We have the tamale stand there every day, they tell
054me. And that's where homeschooling begins, not school. It starts at Where? The house. At home. So, this is something for you to reflect on. I was going to give them time, but we're running a little late. How do you let your student know that you care about their education? One of the ways you can show them that you are interested in their education, in what they learned, is by asking them, " What did you do in school?" What did you learn? But when you ask him, "Are n't you going to be on your cell phone or doing other things?" and just thinking, as if making the child believe that you are really listening to him, because sometimes that's what we tend to do. We asked, but we're not active, what's the word? Actively listening. We're
055not doing it, we're just asking because it's routine. Okay, next time. This is the educational path. Do you remember when Mrs. Isaura, Mrs. Isaura was presenting how it all started with chronic absenteeism? So, here you can see that this is how your children's education begins from preschool. How many of your children went to preschool? How many? If they didn't go, there's nothing wrong with that. How many of your children attended transitional kindergarten or how many started in kindergarten? So, here they go to preschool, elementary school, and then they go to high school. How many of you have children in high school? And then they go to high school, the prep school, as they call it in Mexico. How many of you have children in high school? And then after the decision was made, right? You're
056there, you have to go to university to become something better than you are. You have to go, right? How many of you have sons or daughters who are in college? And some of you have them that are still very small, they haven't arrived yet, but they will arrive. A round of applause for you all. So, the goal is for them to go to university and graduate with a degree, right? They need to have a profession, because that's why we send them there. Uh, so that's the connection between home and school. We need to have good communication. We need to have good collaboration and we need to have a connection and participation. If you don't help out at school, how can you say you're involved in your children's education, right? And also, if you don't communicate
057with the teacher, how can you know how your son or daughter is doing at school? That's why they have to be there communicating with them, because sometimes the children tell us, "I don't have homework." But they do have a lot of homework, and we don't realize they're not keeping up with their subjects or homework until we go there, when? To the conferences. And that's where we are, but why didn't you tell me you had so much homework? You tell me this. But who is the adult responsible for their children's education? Yes, we need to communicate with the teacher to have that connection with them so we can stay informed. Okay. So, here come the parent-teacher conferences. You're all going to arrive there under a lot of pressure, just like me, right? Sometimes you arrive there
058just at the last minute. So, one of the things I want you to change from last year when you went to your sons' or daughters' conferences, I want you to reflect on what I can do differently this time. Last year I went and forgot to ask this, what can I do differently? Let's see. One of the things is, besides getting to know the teacher, I think you all need to try to shift your focus. Because sometimes, as teachers, we tend to immediately focus on what our students need to improve instead of highlighting their strengths. I remember when we had the Student Success meetings , the student success meetings, parents would sometimes say, "What good things can you say about your son or daughter? Oh, but they're so mischievous, they just want to sit and stare
059at you." Okay, those aren't very positive things, are they? But they're very mischievous, very energetic, very active. That's a positive thing. Being active is a positive thing. So, you also need to try to shift your focus to the good things because the child , if they're there at the conference, is listening to all of this. Also, give the teachers information that will help them understand your children. Sometimes there are things happening at home that might be affecting your children's learning, their behavior, their mental health. Children, how they socialize with others. It's very important that you tell us all this, right? Because we don't want to gossip and tell our husbands or wives later, but because we can better understand your children so we can support them better . What should you expect at a parent-teacher
060meeting? It has to be a two-way conversation, not just showing up and letting the teacher do all the talking. You also have to ask questions because, who are these children's first advocates ? The first advocates here, who are they? Yes, it's you. Not the teacher, not Julio, not Claudia, not Dr. Fernández, it's you. That's why you have to come with ideas, with questions, with information that will help us better understand your students. The emphasis is also on learning, that your child is in sixth grade and is reading at a second-grade level, which I don't understand, but how can we work as a team so that my child at least reaches a third-grade level, hopefully. How can we work as a team to make that happen? What can I do at home to help you, teacher?
061Opportunities and challenges. So, also, what do you feel is a challenge? How can we help my child if they always want to cry when math starts? What can we do? How can we modify their work? And then here's communication. Oh, listen carefully, be positive, focus on strengths, keep an open mind, and focus on goals and results. Because I 've seen that sometimes in meetings— because I was a teacher for a long time too—sometimes I didn't know how to tell the parents, "Juanito is being a little, right?, a little very active here in class," and then I'd look at him and say, "You'll see when you get home." They were already focusing on, "He's very active," instead of focusing on, "Oh, look, but he's doing very well in writing. That's a strength." She helps a lot,
062she always wants to help me. That's also a strength. And then, how do you prepare for the conferences? If you have internet access, you can go to Colorín Colorado and they have all the information there. They give you information on how you can arrive prepared for a conference. The first thing was before, let's see, the first thing was before. Ask your student something about what he or she has to say about their teacher and then what you want them to ask your teacher. Of course, they're not going to tell you, "Ask her how I behave, right?" Unless he behaves very well, okay? And then during the most important questions. First, ask them to explain what you don't understand. If you don't understand something in a report, ask them to explain it to you. Because the
063reports from the exams, don't think they're the friendliest. If you don't understand, please ask, and then ask the teacher to tell you how you can help your child at home. The other is how to prepare. We'll talk later, son. We just went to your mom's conference and you know about your mom, your teacher, with your teacher. And you know what, Julio told me that you're doing very well in reading and that you're reading at a grade level, you just need to put a little more effort into writing. I gave him a high point and then told him what we need to work on. But if we arrive and say, "You know what? Your teacher told me you're not doing well in writing. Why don't you get your act together? That's why I send you to
064school, to just go and sit there and do nothing." So, what am I doing? I 'm scolding him, and instead of helping him improve, I'm pushing him harder, right? And then maintain that contact with the teacher, and then later you have to try to have a line of communication so you can talk about how he's progressing in school. I wanted to add a pre-conference briefing. When I used to send home my schedule so parents could choose a time for conferences when I was a teacher, I also suggested they send me specific points if they had a question or concern so that I, as the teacher, would be prepared and have resources for the meeting and so that it would be a productive meeting. So, if you, as a parent, have a specific question, I want
065to know more about his English language development or his level, so that I can leave it with him. Let the teacher know before the conference so they can be prepared to answer your question. It was something I suggested to my parents: send me specific questions so my teacher and I can be prepared and have a more productive conference. A suggestion for before the conference. Yes. And here are just a few examples because I don't want to take up time in July. Oh, like, I want to know from the teacher what subjects my child needs to improve in and how I can help. Oh, tell me how my child is doing in their subjects. Let's see, anything else. And before that, there was something else, but there's more. Okay. Oh, let's move on, and then here
066are the conferences, or yes, those who said they start on November 3rd. Of course, they start on November 3rd. So, the conferences are from November 3rd to the 4th, then the 10th and the 13th. Those are the minimum days. Please, parents, don't forget to pick up your children on time, at 1:10, please, because then they're there at the office and they... When they're in the office, they find out about everything, everything that happens there. So thank you very much, and now I'll pass the microphone to Nagueli so she can introduce Julio. Thank you very much. Now we'll have the report from Mr. Julio Castro, Community Schools AB495. Thank you. As before, my name is Julio Castro. I'm going to give you a brief report on community schools and Assembly Bill 495. Next slide, please. Oh,
067so we want to update you. The last time we came, we had all 12 coordinators here, so right now there are four. And we also want to let you know that we're happy to announce that we now have two parent education specialists. These two roles are the two most important roles in this community schools strategy, as Mr. Oniel Saura and Mel Gómez were presenting, and Silvia is here, and each of them also has their own parent education specialist . They're already at the centers, ready, and doing a lot of work and events. Next slide, please. Oh, and on our website, check out our link. We're updating the website. Oh, with all the information about the events happening in the community schools. So, this photo carousel here gives you all the reports on what's going on
068inside the community schools, so it's up to date. So go, attend, because all the events they do are with us in mind to reach the goals of chronic absenteeism, literature, oh, and family involvement, right? So it's all intentional. SL, please. So, oh, and now I also want to talk about immigration support. It's been a pretty tough year for our country, our Hispanic community, for the community. Who here is or knows or has a neighbor or someone who has looked to this country? That's a real thing, right? In this community, it's something that we're all experiencing together, as a community, in our families, that impacts us a lot. So we want to acknowledge that we're not legal experts, not legal procedures experts, we're not lawyers, but we We like to stay informed. So we've had events
069and series of events throughout this school year that support immigration issues. And something that's happening here right now is that we're creating an immigration support group that includes the principal, which is me, Principal Garcia, two community school coordinators, a social worker, and our public information officer. What we 're doing is collaborating to see what's happening in the community. Today we had a meeting and started thinking about which organizations we can partner with to hold these events. We've already had the Monary College of Law and Lady College of Monterrey conduct workshops within the community schools about knowing your rights, so they offered us more of those workshops, and we're going to promote them. And we also work with the United Farmers and the Solidarity Network because they're here in the community and they help us. They're
070a bit more knowledgeable than we are, but how do we bring them in? To the schools? Right now, what we're going to do in October is our planning meetings here within the district, and we want to start training more people. We've already had training this summer for all our staff; the coordinators and education specialists we had were already trained on how to do those family plans, right? In case there's a separation, but we have more new ones. So, Mestiana Garcia's team is going to update us with the presentation so we can feel a little more comfortable with it and ensure that you, as families, feel comfortable coming to our schools. Oh, and we're going to follow that up with the workshops, since we'll have them scheduled, and at the next DA we'll have more information
071and updates for you. Yes, today our Mel showed this website that she lives here now. Now, when you go to the AISAL district website, it's this website; if you go to the very top, where it says "a," that's where it says " for families." It's located within the family resource centers, but it also has its own link there that says "migration reflexes" and it takes you to this page, right? Because if one day they say, "You know?" He wants information, but all the information we give him is too much. He can come here because down here it gives him information and links about California legislation, right? Ah, but legal services within states when they make each one open the resources even more, ah ah the resources open more. So there is much more information about
072that which is very important information to know. In the following links you can see that there is more information in Spanish, right? Because we know that both illusmas are needed. Legal services on departures. Uh, these are the child safety plans for minors that have been alternated by our teams to help you. So if they need help filling out that plan, it's a good idea to fill it out for any reason, right? Even if it's immigration in another sense, right? Because they need to know who will be the adult who will take care of their son or daughter if one of us doesn't come home for any reason, right? You are important and that leads me to the new, ah, you know that. Ah, it brings me to the Family Preparedness Plan Act AB 495. We
073want to let you know that we in the district may have seen the press releases you made. Ah, we were on the news with Diana Garcia, who was talking about these plans because we want our community to know that they can come to the schools, to the community school centers, for support. This law , which was signed in October 2025, just opens up protections and the possibility that in those plans, when they assign an adult to help care for their children, it can be a family member who is not a blood relative, right? It could be a neighbor or someone who is looking after their children, so that opens it up. It's something that was already practiced in California, as they say, as I was telling you, we already have those plans, but it amplifies
074the number of people who can take care of those people due to separation issues, immigration issues. Ah, so we want them to keep coming. Please keep an eye on those workshops. I know I've already gone over the time limit. Ah, but we're going to be here, and keep coming to the schools, keep sending the students to the schools because our district is very unique, and I promised a lot of support to the families. One question: can families access support? Yes, it's better to make an appointment, but if you can go to the alcamos there every day, typically the coordinator or the parent education specialist is there and you can go to make the plans and that plan can be made by anyone, it's not something that only the two of them can be trained in.
075Anyone can go, look, and download this document. It 's a good idea for everyone, even if they're afraid of returning, because if one day we don't make it home, who will take care of our little ones? Okay, thank you very much. Well, thank you very much for having this meeting. We look forward to seeing you. Uh, the next meeting will be on Tuesday, December 2nd. Oh. Remember that the nomination form is available for the secretary and timekeeper vacancies, please submit it if you are interested. Just a reminder that you need to be representatives from each school. Ah, the representative has to be, uh, his son has to be an English learner and not have been reclassified yet in order to be part of the board of directors. Please, at this meeting you can start collecting
076the votes now. How do they always leave? The voting will take place in December, and you can always opt out, so you can start thinking about whether you want to be part of the pool.