001Greetings everybody. Uh nice to have um people here today to hear the the board meeting and nice to see the board board members again and and also the the staff. So, thank you for for being present. Uh we will call to order uh at 5:30 uh p.m. Miss Hanso, if you can do the roll call, please. >> Yes, sir. >> President Letisa Garcia, >> Vice President Roberto Campo, >> present. >> Clerk Yatrice Perez, >> here. >> Trustee Guadalupe Gilpas Vera >> here. >> Trustee Jos Antonio Himenez >> here. >> Four present. President Letia Garcia absent. >> Okay. Next item is the pledge of allegiance. Now the pledge of allegiance will be done by uh Damaris Orana and also by Emma Perez Sepeda who are I understand that they are the top readers uh sixth grade
002Chavez Chavez students. Congratulations on being the top readers. >> Please join us for the pledge of allegiance. 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. >> Thank you that Amisa and Emma for that. That was fantastic. Uh we will now move on to the spotlight. Um do we have any spotlights uh this evening? Oh, okay. There is one. >> I'm sorry I I didn't let Mrs. Anzo know, but I did um want to spotlight a couple of things. Um first of all, whoever's involved in the agenda setting, which would be the president, the superintendent, um there's just so much information that there. I just really like the setup of the board agenda.
003It really makes it easy when you can do the split screen and look up all of the backup information. So, if anybody's part of the creation of the board agenda and the items and Miss Sophia Oh, okay. Miss Sophia, I do. But thank you so much because it does make it really easy. And then another uh spotlight is the Alisal Union School District enrolled 293 families in the Cal Kits program and the increase and the credit goes and I think we have one of the community coordinators or maybe did she just leave? Uhhuh. that they have been um tireless making tireless uh efforts along with our parent education specialist focusing on informing the the families on the Cal Kids uh enrollment and that we're really high in the county and so that's a like an
004account for the future for the students and their education. So, thank you um for those involved in Cal Kids. It's it was really good news to to read that. So, thank you Okay, thank you for that. We move on to E, which is the adoption of the agenda. I will entertain a a motion. >> Motion. >> Make a motion. >> Oh, okay. Motion by Perez, Sierra Perez and second by Senor Himenez. Uh, comments, questions. Okay, we then will um Sorry, then we'll take a vote. Yes. >> Can we do a line vote, Mr. Please? Vice President uh Robert Okmpo. >> Uh yes. >> Trustee Vatric Perez. >> Yes. >> Trustee Godal Gilas Vera. >> Yes. >> Trustee Jos Antonio Himenez. >> Yes. >> Motion passes 40 with one absent. >> Okay. We move on to
005the public uh comment uh concerning items on the open session agenda andor non-aggenda items guidelines. There will be a two-minute limit for individuals and a 20 uh minute limit on total public comments. There is no seating of one's times to to other individuals. Uh individuals wishing to address the board of trustees uh on open session agenda items and or other items may do so at this time. We have a starting time of uh 5:35 >> and we have one Let's see. This is Sonia Fuentes and community. My name is Sonia Fuentes and I'm a bilingual reading specialist. I am here this evening to speak on behalf of myself and several of my bilingual colleagues who serve in the same capacity. We are currently designated as teachers on special assignment or TOSA. Prior to this role,
006we were bilingual classroom educators. As bilingual reading specialists, we bring specialized dual language skills to our positions. In our small group instruction, our bilingual ability is crucial for student success. We use our Spanish language skills first and foremost to help our students comprehend and understand complex vocabulary and concepts, bridge the gap between their native language knowledge and English content, and accelerate their growth in English literacy. We have all seen significant growth in our students over the past few years. Beyond our primary instructional duties, our bilingual skills are consistently utilized by the district in a variety of essential non-instructional capacities such as interpreting for things as parent teacher conferences, back to school night, open house, and literacy night, ensuring that there's equitable communication with our Spanish-sp speakaking families. We are fortunate to have these abilities and
007we are happy to use them to serve our community. However, these duties illustrate that we are functioning as both highly specialized reading specialists and essential bilingual resource staff. There is a saying in Spanish that goes like this bilingual valos which means being bilingual is worth double. And so we are happy to be here tonight with you all and we thank you for your time. Thank you for the uh for the presentation. Uh we will then move on to the uh Allison sorry we have an ending time of 5 uh 3037. Um we will then move on to the LSL teachers association. Good evening, Mrs. Anzo, board of trustees, cabinet, and LSL community. Tonight, I'm excited to announce that ATA recently had an election, and Leah Crane is our new vice president. Also, ATA will be
008supporting CTA this month with canvasing in support of Proposition 50. Thank you. Uh, next is the um California School Employees Association. Good evening uh board members uh Miss Sanso and cabinet members and uh tonight I just want to uh say that Friday after tomorrow is the classified PG day and we're very excited uh with the collaboration with the uh uh HR department uh under the leadership of Mr. ideas but uh with uh working closely with Mr. Lopez and I invite everyone to stop by and uh see the classified staff. Thank you >> and the United substitute teachers union. We'll then move on to presentations. Uh first is um school site presentation. Uh, Cesar E. Chavez Elementary School. Veronica Medina, Principal Good evening, Vice President, Mr. Okmpo, Superintendent Mansano, members of the board, district leadership, and
009committee members. My name is Veronica Medina. I'm here with my assistant principal and Miss Rosa Regin, the school community coordinator, and we're here to share a little bit about Cesa Chavez with you. So to give you a clear picture of how we're serving the whole child, I've organized the presentation into five areas. As you can see in the table of contents, we have the school overview, our reality, instructional focus, and social emotional component and parent engagement. We will begin with an overview of our student demographics to provide you a context of everything that we will cover in the next um few slides. So our current enrollment is 620 students. We have 13 bilingual classes, 12 English only classes, one general academics, four five uh SDC class. Um our case load for RSP is 18 students.
010We have 317 English learners, 36 long-term English learners. We have 27 teachers plus our RSP teacher. We're um we have identified 104 migrant students and after school program, we're servicing 150 students. And this right here is a snapshot of our dedicated staff. Um the people behind our student success. We are proud to share that we're almost fully staffed. The only vacancy we have right now is the early literacy coach. Um the photo you see right here is on our first day of receiving our students um for the new school year. Here in front of you, you will see the I Ready data for ELA. These results help us identify where students are starting and how we can best meet their needs through small group instruction and differentiated supports. If you look at the bottom of
011the chart, you'll notice the total number of students represented with the corresponding percentages under each performance. So, if you see it goes from darkest to well, dark green to red, and that's the highest level that we want to see our students in. and we want to see less in the red. The next one uh the next slide shows the beginning of the year um I ready data diagnostics results for the school. Again at the bottom of the chart you will see the total number of students at each performance level along with the corresponding percentages for each category. I am pleased to to share that the numbers of students that are on the the mid or above and early on in one grade level below has increased from last year significantly. We had most of our
012students were on the pink and the red and we have a lot more students on the greens and the yellows which is where we need them to be because well with one year's growth they should be on the on gray level. The data that you see on this table shows that 51% of our students are ELLs, which is equivalent to 317. We currently have 87 students who are at risk of becoming long-term English learners. We have 36 that are already identified as long-term English learners. 32 of them are in sixth grade and four of them are in fifth grade. the table on the right um displays the ELLLs by grade level, right? So according um when with their corresponding percentages, if you notice, we have 63 that are TBD and that's because those are the
013kinder students that took the initial assessment and we don't have results. So we don't know if they're determined as u they're going to be identified as um ELLs or maybe we're still waiting on those results. This next table represents the number of students in each grade level by alpac proficiency level. Um well the table on the right displays the number of students we reclassify last year. So if you notice we were able to reclassify 92 students that includes we do two rounds at the beginning of the school year and then at the end of the school year. So we had a good turnout with 92 students. Um and what I did highlight in in yellow is 115. And I wanted to highlight that because those are students who are level three which indicates strong potential
014to many of those kids to be a four and be able to be able have a potential to reclassify by the end of the school year when they take the summitive LPAC assessment. Here we have the LP dashboard indicator um that predicts that our school will be placed in the blue category on the California dashboard for EL um based on the number of students who demonstrated progress on the summitative ALPAC assessment. The colors on the dashboard if you can see they go from red which is the lowest to then blue being the highest. So the data on the table shows students who maintained their level. So if they were three they maintained a three. If they were four they stay at four. Kids that made a progress, so they went up a level. Kids that
015regressed, they went from maybe a three or two to a two. And then the ones that are marked unknown is that's because we don't have a score from the previous years to compare them to. But I'm happy to say prediction is that we will be in blue. Hopefully prediction becomes real. So right here on the left bar um where it shows you where we were in the previous year which we were in orange and if you see the dashboard uh colors we were ready to become red but we went from orange to then again prediction is that we will be in blue um based on last year's summitive LPC scores and what I do want to highlight on that one is that the reason we're like that is because we reclassified we were able to
016reclassify 92 students and that means the first have to obtain a a four right on the ELP. So the table before you shows the ESPback results for the past four years by grade level. Overall, most grade levels have demonstrated consistency in achieving ELA. Highlighted in yellow, you will see the percentage of students who achieved a three or four, which means they passed it. As a school, our percentage for um ELA was 35%. Here you will see the same table but for math. Um this table shows the overall most grade levels have demonstrated consistency achievement in math with percentages generally maintained or showing improvement over time with a discrepancy in in third grade right but we're trying to figure out what what happened to third grade. As you can see from the data, our students tend
017to do uh perform better in ELA than in math, which is contradictory to what happened what used to happen before our kids would do better in math. But now it's CLA. So from reviewing multiple data sources, which is including the I Ready, the ESPback scores, and the ELPAC performance, our school leadership developed learning goals for ELA, math, and LP for the academic year. Each grade level then identifies strategies they will implement to achieve these goals. So if you see if you notice on the instructional goals you will see that we're using I ready as the program to use to assess our students. But we did decide to include this year different from last year include a math goal. That's because we need to focus as you can see from the results we need to focus
018a little bit more. So right here we have our RTI model structured around three tiers um to ensure that students receive the right level of support at the right time. At tier one we have high high quality um standards based instruction. Students need more and if students need more additional support where they uh receive targeted small group instruction. It's within the classroom. U for students needing more support that's cure three. We have intensive supports through our intervention teachers and a reading specialist. And additionally, we use SST process to closely examine the needs of our struggling students. Here you have a picture of our fifth grade teacher, Miss Mahia, conducting her small group instruction in ELA. So as a school leadership team, we recognized the importance of having a vision and professional collaboration. So we developed
019our PLC um ideal that means that's us to guide us to work along to ensure that consistency across grade level happens our PLC ideal along with the vital protocols that we're going through right now help us team um the team stay focused with grade level collaboration here you happen to see our latest PLC that's third grade working with our coach you also have picture of our data walls in the classroom that's where we have our meetings and we have posted um data all over and then we have our vital protocols and the cycle of teaching and learning. So, we're not only supporting our students with a cognitive development, but also their social, emotional, and physical well-being. Some of the ways we support the whole child include student of the month recognitions, calming corners in every
020classroom, perfect attendance recognitions, seal demonstrations by the teach for teachers that was led by Trish uh DeFasio and that was brought by Dr. um Alvarez. so that she can show us how to integrate SEAL into daily instruction. Then we also have trimester awards for our students. So the the pictures right here is just showcasing how we support social emotional needs for our students on a daily basis. And then we get to attendance. So we're working really hard in making sure that we support our students. So we have provided smelly pencils on a monthly basis. So every student has perfect attendance. They receive a spell pencil. Then we have the Eagle Award. That's the the highest class receiving the perfect attendance. And then we provide beanies, hats, and um sweaters for our students who received trimester
021perfect attendance. And in just as as we're focusing on attendance, we're also focusing on our chronic absenteeism. And we are addressing it by focusing on our tier 2 and tier three student base. um and of course their attendance records. To support this effort, we created focus groups and established a clear protocol to help ensure these students are in class every day. Additionally, we surveyed students to gather their input in on which incentives would motivate them to attend school consistently. This is besides also addressing the issue from the parent side through truency meetings. Um here's a picture of our wellness team if uh they play a critical role uh in nurturing the emotional well-being of our students. Uh supports include individual check-ins and checkouts, small groupoup interventions such as riseup groups to build resilience and social
022emotional skills, schoolwide presentations, and staff wellness sessions as well. This team ensures a safe, supportive environment for students and staff alike. And um last year the LCAP uh student survey uh helped us identify the area of focus for our team. Uh so we surveyed the survey re revealed that 49.3% of our students reported feeling close to people at our school. In response, we created an initiative aimed at ensuring all students can identify at least one adult in the school they can go to when they need someone to talk to. We began this work with student kickoff assemblies where we introduce all staff members who are available to support them. Next, we created a student focus uh support wall which displays all adults in the school who are available to meet students social emotional needs, helping
023students identify at least one adult they can turn to outside of their classroom teachers or pair of professionals. Now that we have established a baseline, we plan to monitor student connections by conducting the survey at least two additional times during the school year to measure the progress and inform next steps. Next we have the community center at Cesar Chavez. We are creating more uh flexible and engaging ways for families to stay connected. We're offering cafesitos and tardes online as well. So families can join from home and uh for more personal support. Families can schedule one-on-one meetings after 5:00 p.m. This help us connect with parents who work during the day. Our monthly workshops focus on attendance, literacy, and building a positive school climate. We have tomorrow a uh sasuti flower making and aluertos uh workshop
024for our families to learn about the the cultural emphasis of the dead and uh how we unite together. And we're offering uh also uh movement and wellness sessions like mindfuls dance and fitness that is going to be offered for parents as well so they can get along and do it together with their children. And starting October 20th our English classes will begin. We're going to have eightweek sessions offered both in the morning and evening uh to family schedules and um the next one we have uh had we we invited all the grades to get to know our community center. It was a great opportunity for everybody to see the resources and programs we offer so the kids would understand what we do, what is a community center and they would feel familiar. And one of
025the photos up on the corner is one of the visits of the kids. We hosted oral health screenings for TK students and we're working with the health department on having the mobile oral clinic at our school this fall so it's accessible to all school grades. Uh and we began the you matter every day uh chronic absentism group that we're going to be meeting twice a month with those students so we can incentivize them to come to school hear from them and be a safe place for them. We are beginning a program for girls fourth to sixth grade called Chica's compet which is going to be meeting twice a month and it's going to be a space for girls to be mentored and we might re be requesting all of you females to come and present
026to them and tell them about your story. It's me. So our next steps for our school um our areas of focus for the school this year are aimed to promoting both stu student and teacher growth. In our plan, we have included professional development opportunities for teachers and enhancing tier one instruction, student engagement, improving um attendance with focusing on a chronic absentism and strengthening our student uh parent partnerships. And then next, you see a collage of our students. Um and it says a picture is worth a thousand words, right? Because we do everything that we do for our teachers and our staff and our parents and our students. So we just presented a lot of data for you and we understand the needs that we have at our school. The direction for us is clear and
027the work ahead is very important and urgent. So thank you for supporting us and we turn and we hope to turn everything in interactions that um produce results for our students. Thank you. >> Thank thank you so much for the presentation. Are there any questions from from the board? Yes, Gilpas. >> I have a a couple of questions, but oh my goodness, I think you you're so happy to present. You're smiling. You're excited. I mean, that tells you really love your school and and you're doing a good job there. Thank you so much. So, I I do, Miss Medina, have a a couple of comments or questions. First, to congratulate you on the positive increase on the ESPAC. That's very good positive news. Um, I did want to refer uh to a couple of the
028slides here and I hope not to be too long-winded here, but if on slide seven, our English language learners, it says that 87 students are at risk. I didn't get you said something about that, but I didn't capture it. What What does that mean? >> Sorry, to become a long-term English learners, the students have to have been in school in the United States for six years. So that means that we have TK students that took that the LPAC and they're probably in fourth or fifth graders and they haven't been classified and so they're risk but we do have 36 that are already fifth and sixth graders that are classified as long-term English learners. So we're looking at those 87 preventing that they don't become long-term English learners. >> So the term long-term English learners is
029fairly new to our district, right? I don't remember having that acronym for very long. >> No. So, it's I would say maybe four years for the state. So, it's a state. This year, what will be new is that it's going to be added to our dashboard. >> Okay. >> So, we'll see it on our dashboard. >> So, then these at risk students, what they're at risk of is not being reclassified before they go on to the high school district. So, then when they enter the high school district, they're also um Yeah. What is it? Health LES longterm, right? Yes. >> Yeah. So hopefully they'll, you know, so they're already like in fourth grade and they're at risk of not reclassifying. Yes. Okay. Thank you for that. Um also, um slide number nine, English language pro
030progress indicator talks about some students, 32 students that regressed. Can you elaborate a little bit more and because they went backwards instead of going forward or standing still, right? >> See, what you have to understand is sometimes the test is the kinder test is one, the first grade test is one, second grade is another one, third through fifth is another test and sixth grade is another test. So the kids the difficulty of the test increases. So if a kid had a two on second grade and the test is increasing in difficulty, they might be able to go back because the test got harder. So but we do have 32 students and we do have um the EL specialists were able to identify who those kids are. So then we were then in turn identifying it
031to the teachers so that they can keep an eye on those students because it does happen. We don't that's we don't have too many. >> Right. Right. And and the number I what it's 87 and that's K through was it how many? 32. I'm sorry. 32. Uh that So that's all the grades included in that number. So it's not necessarily then that they're doing worse. No, >> the test is just getting harder. That makes >> more sense. >> You have to dig a little bit deeper to see the the reason. >> And some of those we identified that the test got harder for them. >> Oh, well that's that's understandable. Thank you uh so much. And uh thank you for the community centers offering classes on things that we need, not just like the arts
032like how to make tortillas. >> Yes. >> I'm not saying that you can't show us because I'll go to that class. But I'm saying, you know, it's good. That's what we're there for. We're not there for for the arts or anything that has to do with those things. So it seems like you really got a really great understanding on what the goals are or what we're doing with parents and community members even when we in our centers. >> Well, when we met that's what I one of the things that we focused on that if you want to do some arts that has to be tied to something that we're doing as a school. I appreciate that. >> Specifically, everything that we do, all of the workers are focused on the main goals of a community
033schools grant, which is chronic absentism, literacy, and school climate. That's why we're trying to involve the students, the families, staff, and everything that we do at the center. >> Thank you. Thank you. And then I really um you have some really um good instructional goals. We're here, all of us here to support you in those goals and >> and you're doing a great job. And I can tell you you really like love your school and that's awesome to see. You're not like presenting. Not that any no principal presents grumpy, but you you got it, girl. So, thank you so much. >> Thank you. >> That's all, Mr. uh vice president. >> Any other questions from the board? >> Well, I just want to say great job, ladies. And on your PowerPoint 18 for you matter
034every day, what does the focus group do? >> So, we're we're investigating on why they're being chronic because we do have a group of 18 students that have already about between nine and 17 absences. So, we're not only focusing on the parents. Miss Arizona is doing fluency meetings with parents, but we also figure some of it is the parents and then some of them is a student, right? So, we're trying to figure out if it's a student, how can we support that? What motivation can we provide to get them to school? >> So, I see a picture. Do you guys get them together and talk to them? >> Yes. Yes. We're trying not to pull them too much from instruction, but we do have to do some so that we can investigate. >> Okay. And
035then I really really really really like your student circle support just to have that poster with pictures. It's really nice. Yeah, we're trying because we thought we were really good in being out there in visible and when we got hit with 40 what is it? 49 49 I was like wait we have to do something about that because we need to make sure that every child has an adult that they can go to. >> Yes, I agree. And then um Chas, you said you guys are going to be having two. >> Yes, it's gonna be focused because uh we have a a lot of group of a lot of girls that come to the community center. They want to talk to to us and meet us. So we thought of like what can we, you
036know, instead of just chatting and talking about boyfriends, how can we just get them to spend the time in something that is meaningful? Um I I'm national board member for Latina professionals and I have a chapter here in the in the central valley. So the goal is for Latina professionals to sponsor us and have these girls with the you know start planting the seed of like hey there's leadership opportunities for you. You can be on a board. You can be a superintendent. You can be a teacher. You can be bring mentors have presenters and start planting the seed up. Like there's more out there than just you know our community. So we'll be having piloting it and uh definitely you'll get an invitation so you can come be a mentor and present >> just let
037know let us know the dates and the time. >> Perfect. >> And miss we have a very good example >> Miss Anel. >> Yes >> superintendent but awesome job ladies. Thank you. >> Thank you. Thank you. >> Okay. Thank you so much. We'll then move on to B which is a presentation results of student assessment. Dr. Clara Fernandez a deputy superintendent Good evening, Mrs. Sanso, board of trustees, and our community members. It is an honor to present to you um information on student assessment in collaboration with Miss Maryville, director of leadership development and accountability. So our mission is to cultivate the whole child for a worldclass education and as such data provides a clear picture of where our students are, insight into equity and opportunity gaps and also direction for instructional next steps where the
038goal is to drive instruction. So we will be presenting to you information on of in regards to two diff different um sources of information from state level and also local level our CASP data on ELA, math and science, ALPAC and then we also have local level information um in this with with the focus on IER which is administered three times a year and we also have common formative assessments that sites collect throughout the year to give us information again on how students are performing. All right, my turn. The data. So, we're going to start this year, the results looking at last year. It's really important to see how we finished, where our work took us, and then what we're going to do moving forward. So, we're moving in this presentation, but as a district as
039a whole, you'll hear us use terms from data to instruction. removing it from looking as at data as numbers, but instead looking at it as action. So, we're going to start with our CASP results. So, our 2425 CASP results have us at 28.61% meeting or exceed ex exceeding standards very similar.1% off from last year. Looking at the last four years, we have been hovering around this 27 to 28% meeting or exceeding standards. in math achieving a 21.79% an increase from last year of 1.84%. But looking at the last four years in we were at 16.59%. And in 2425, we've made that jump. Next slide. And our ELPAC results. You heard a wonderful presentation that reflected this data for Chavez and their great success with our ELPAC results. And you'll see our district has improved in
040students being proficient on ELPAC, up 1% from the previous year. So that's where we ended last year. But now we want to go ahead and look at this year and where our beginning I Ready data has us. So starting with reading in English. Now when we presented last year, you'll remember I presented the I Ready data in English reading and math both Spanish and and English. U we didn't have our Spanish diagnostic available to us in reading. We now have that data ready for us. One of the things that I would like to preface before we get too much into the data is that the scores in front of you are reading in English. We gave the diagnostic in the students language of instruction. So based on our instructional model, our instructional minutes, students received
041math or reading in the language of the instruction for their grade level. So in front of you you see reading in English which is taken for grades four through six and our English only or bilingual grades four through six in our English only classes. One learning curve we ran into some hiccups as in every opportunity to start something new and our ready data or I ready English diagnostic was available for a short period of time to our bilingual classrooms. So that means this data has both populations in it currently but not all. So I want to give that little caveat that when we do diagnostic number two that will be cleaned up. So looking where we're at now we have 13% early on or above grade level with 31% in that that targeted growth or
042that one year behind. Very similar to last year and this data does not reflect kindergarten. The next slide breaks it down by domain. We looked at this last year about our growth in our domain. Again, similar to last year, our high frequency words and our phonics instruction remain the highest area for achievement with definitely an emphasis in vocabulary and service to comprehension for all students in on the next slide. This is our district level reading in Spanish. So, one more piece of this is that the reading diagnostic in English is very different than the reading diagnostic in Spanish. So, they do caution us from comparing scale scores, which I did not provide to you tonight, but also using caution in comparing achievement levels because they aren't a similar diagnostic. They're tailored to the language of
043the assessment. So, in our I Ready reading in Spanish, you'll see 34.2% 2% of our students are early and above grade level on the I Ready reading diagnostic. The next four slides review the domains. The bars don't end up as pretty yet as I Ready is still building the platform to provide the data in the original form that you see, but it details our funological awareness achievement, our Spanish reading phonics, our Spanish vocabulary, and our spa Spanish reading comprehension. These are the talk to the same colors of the diagnostic in English. There's those second ones seeing that an area of comprehension and vocabulary will still be improved. However, vocabulary is strong in Spanish. The last piece of local data is our math. This is a there is a correlation. They take the same diagnostic in
044English or in Spanish. So this require this is all students represents all students with the exception of our mod severe kits as well as no kindergarteners. We are very similar to last year 6% of our students early on or above with 42% of our students right there at the cusp. Now looking at this data, this is mid or above above grade level for the grade they are currently in. So when we're looking at this yellow band, that yellow band is saying they're one grade level below from where they should be in May. So that is a very promising yellow band in all of our di I ready diagnostic loop. similar those same colors, greens and yellows, focusing on our yellows that'll be greens by the end of the year, hitting our typical instretch growth. It
045breaks down our four domains with geometry slightly higher than it was last year. I'm going to turn it back over to Dr. Fernandez who's going to tell you the plan for this year. >> Thank you, Miss Bill. So, we have the data. So how are we going to be using it? Next slide. So in using data to inform our instruction, we have our superintendence compass which sets instructional direction focus on student learning. So the questions around the compass include what am I learning today? Why am I learning this? And how will I know that I've learned it? Also along with that we have our building leadership capacity where leader impact series focused with our APS and principles are using data to make instructional decisions. Impact coaching through inquiry with a focus on improving educator practice
046and student outcomes through reflective questioning datadriven dialogue and collaborative problem solving and also our principal learning walks. Professional learning for all differentiated PD district-wide math PD site level and smaller group learning are also areas that we are focusing on along with building site capacity. When it comes to site capacity, we have our vital eight schools are doing vital in our partnership with West Ed. And really vital is about that transformational leadership and coaching to move from compliance-based improvement to actual student learning central improvement. ILt we have four of our schools in the ILT and the focus is on rigor. So rigor stands for the following. the R for relationships, I for instruction, G for goals, O for organization, and R for relevance. So going into each of those um different domains. When it comes to
047relationships, it's about really knowing our students beyond simply knowing their names, but really creating safe spaces where they are able to take risk and really engage in the learning instruction. Student learning is used to inform our our practices and also engaging them in meaningful learning experiences with productive struggle and appropriate supports. Our goals, learning goals that are aligned with expectations and where students can demonstrate what they are learning. Organization in regards to the physical environment being accessible and flexible to promote learning and relevance where the learning process incorporates meaningful tasks that embed learning inside and outside the classroom as well. So again the focus being how do we take our numbers take that information take our data into actionable steps where data is not the endpoint but it's the starting point for equity and excellence
048for all of our students here in Alison and now we are happy to entertain any questions that you may have for us >> questions from the board >> thank you uh very informative of uh Dr. Fernandez and and Miss Beal. I mean, you know, I wish there was another color, but red. We always use red, but red stands out. And but it just, you know, it's important because it tells us where we stand. But if I'm understanding these colors and these graphs were for I think it's math, we're about 50% students doing okay, which is not bad. It's better than it's been in the past, but we surely want to increase in that so that there's more that are not one, two, or even three grade levels below. So, I see that you're working on
049that. And the same the same thing with reading and English because I think that the district has uh put a lot of support into math and English, you know, especially. So we're hoping to increase in those in those numbers where students will be doing better and the responsibility does lie on on the board and the superintendent and so I know that um as far as this um data to inform instruction I'm glad to see the part here where it says building leadership capacity uh focused on assistant principles and principles using data to make instructional decisions. And I think about our principles, you know, they have tough jobs. Miss Medina knows it's a it's a tough job. A even tougher job is being the superintendent. When you have five board members telling you that, you know
050what, we we want more. We want more from the principles, from the assistant principles in their positions to increase student learning, student achievement. So when principles feel pressure from the superintendent, it's coming from the board, from all of us, and she's an expert in curriculum. So she's the right person in the job. You know, I really feel I think so are you, Dr. Fernandez, with the information that you're sharing and Miss Deal. But um we owe it to our students to the parents because when they see these they'll say well what are you doing as a board member? I want to be able to say you know what we're talking to our uh superintendent which she talks to the people in charge and then the but really an active role is assistant principles and principles.
051There's so much to do out of school, but we have to put the pressure there because honestly, I don't think it has been. So, don't get mad at the superintendent if if she's on the principles. It's us telling her, "Come on now." You know, and uh we do appreciate her work. We do appreciate your work also. But um that's what's happening because when you're a principal or you're assistant principal, that's who we're looking for to bring these the student achievement up. But and we believe there's support. If there's not enough support, let us know or let your superintendent know so that we can work on giving you the support that you need because this is good, but I know we could be better. And I'm not in I'm not the expert. You all are. Katie
052Porter, the Miss Medina, all the, you know, the experts here in this room. So, we're counting on you to to help us do better for kids. It's not that you're not doing good. We just want to continuously uh do better as a team. Thank you so much. >> Uh any other questions from board members? >> I do have a question. Do you guys know why if the percentage is so high on the high frequency words. The rest are lower like the vocabulary. Do you guys know what I mean? >> So um one of the reasons might be that when it comes to high frequency words, the students are engaged in memorization, right? So practice and practice. So they they hopefully learn to identify those high frequency words which are not decodable just by the means
053of practicing them. However, the other domains involve more of those complex thinking um um areas for them. So more of a complex task where they really have to apply additional skills for them to be able to to feel confident in those other reading domains. But again, um, with the focus on on high frequency words, it's more about just memorizing those words and then hopefully being able to identify them as they're reading them and, you know, identifying them and the reading passages. >> So, I know that my son when he was like in third grade, he would, you know, come each week with these words, right? Mhm. >> Do you guys give them or is there a book for that week that has those frequent high frequency words that they can read and you know >>
054Yes. Um a lot of our teachers provide our students with those practice sheets to take home. but also during small group instruction. Those are one of the areas that we are seeing um as being addressed very frequently during the small group instruction where students are are exposed to practicing these high frequency words. Okay. And then um I like the data. I like the big jump. What was it? Not only the 1% but 2024 2025 from last year the 19 I'm looking at the math result. Yes, that's that's good. Impressive. And then the 1% for the alpac. And then I just want to elaborate a little bit more on what Miss um Gilpa said. The principles do an awesome job. And yes, we know that we push and we push and we push because we love
055our kids and they're our future. So the principal is the example and these kids do look up to you guys. So all 12, 13 of you guys. So, awesome job. And, you know, if they push, don't take it the wrong way. It's just, you know, we want to squeeze all that juice out. But, I give you guys a round of applause because we have one here. >> But, thank you. And not only the principles, the entire staff that comes along with it because I I know it's a lot of work. Kids are a lot of work. So, thank you ladies. >> No, thank you. And again, we have high expectations for our students. So, they will rise to the level of our expectations. So, we're all working really hard to make sure that that we
056hold them accountable as well as students, but also build that capacity for our site leaderships so that they can continue to support in that endeavor as well. >> You're welcome. Thank you. >> Just a a brief comment. Uh I think you know this board in the past has had a lot of discussions about about principles and the important role of a principal. Uh and I I think that we I think most of us agree that that you know that all this data that we know it goes to the principal but then the question is always what does the principal do with it you know and I think this board would like to see uh much of what's being discussed here which is uh you know both uh uh Dr. uh Fernandez and uh Monica Anto,
057our superintendent, working I guess the vision, my vision anyway and maybe it's the vision of the rest of the board is that is that uh both Dr. Dr. Fernandez and Monsano work closely with with the principles, you know, making sure that they're using the test data, that the test data isn't just kind of laying in a corner being ignored, that that teachers are actually using the test data to improve uh the educational attainment of of their students. You know, where are their where are their blind spots? Uh what can what can teachers do to teach them what they don't know? And I think that there has to be monitoring of that. I think you know from the principal and then from Dr. Fernandez and from Monica Hansel. Uh that's my vision and I think I
058think that's kind of the vision of the board because we we've taught those discussions you know many many times and uh it's a big job. Uh it uh I think it can be done, you know, as long as as long as we put our our minds to it and establish it as as a clear goal that we have and then and then we go after it, you know. So So I'm hopeful uh as always that that our scores will go up and that our students will will will learn and and and regardless, you know, our students do well. I mean, I was a a high school counselor for 40 years at Ala High School, and I have hundreds and hundreds of students who are now professionals and doing well. I mean, our students do well.
059There's a lot of talent out there. We just need to kind of, you know, hone that talent in and just kind of, you know, fine-tune it and uh our our young people can do even better. So, thank you. Thank you so much for for the presentation. >> Thank you. Okay, we will then uh move on to uh any board member or student or stu super superintendent reports. >> Okay, >> I I do have one. >> Very good. >> I just want to say to all the parents and students that are playing sports, awesome, awesome, awesome job. And it's so nice to be out in the field seeing those students so happy, nervous, excited to play a sport. And I tell you cuz my son's uh you know he's playing a sport and coming home giving
060me the paper excited. Oh, can you sign it off for me please, mom? you know, and just just to see all of them out there and the parents how they're there, you know, they get more excited sometimes than the students and, you know, run over here, get the ball over there. It's just it's it's really nice to see a whole community, to see the LSL community, district, parents, students just out there encouraging, supporting, you know, it means a lot. It means a lot. So, if there's listening, seeing me, awesome job and round of applause. And nobody nobody's a loser. Nobody loses. It's just to go out there and have fun. So, very proud. >> Thank you. Thank you so much for that. Okay. We will we will then uh move on to number five, which
061is approval of the consent agenda. I will entertain a motion at this time. >> So, moved. Uh, okay. Yes. Motion by Sarah Gilpa, second by Simenez. Uh, comments or questions? Uh, oh, yes. >> Sorry. I think >> that's fine. >> I'm not the smartest of the bunch. That's why I always have questions. So, um, there's a couple things I did want to say. First of all, on the employment report, there was, uh, three probationary people that made their probation. And I just wanted to mention who they were and congratulate them. We had two custodians that were probation uh that were on probation, Marcos Regalado and Coio who made their probation and now they're permanent custodians. And then we have someone in the food service, Brenda Morales, who also passed her probation period. So they're No,
062they're are real cousins. They're not just they're real. their their uh AUSD um uh employees. So, congratulations to them. Also, in moving on to the consent agenda to item number A, I did have some questions, excuse me, J on the YA healthcare. So, it provides a credentialed in-person school psychologist. So, um is it I want my these are my questions. Is this person an Alisa Union School District employee? Is this considered contracting out? Because it is a contract. Uh what are the two schools that they'll be working at? If I'm going too fast, I will gladly um repeat these. So, is it going to be this same person consistently also? And I don't know what did the union have to say about I don't know. So, I guess it's okay because they never said anything
063to us. And so, sometimes they're going this this person, this credentialed person through ya healthcare will be at IEP meetings, but sometimes they're going to be on video conference. So my question is when they do a video conference IEP, it's like really that's an IEP is so important, but doing it by video conference and if they have to do it that way, are they going to be paid less because it's a video conference or are they going to be paid the same as if they were there? So um yeah, so my first question again, are they an AUSD employee? >> So I'm going to answer that one is no. It's a a consultant, but I'm going to turn it over to Dr. Fernandez. I know Miss Outwood's in the audience, too, in case we need
064more information. >> Thank you. >> Yes. So, this person would be somebody coming from the outside. We're contracting and the reason for it is because there's a need an ident identified need for additional support with case management and also the the IEP holding these IEP meetings. So this person would be um you know supporting in that regard and as a floater floater per se and being able to to go where the need is is is right to help us out in that. So if there was an issue, who who would I mean I know if it was an employee then um not that I would expect any issues who would so you can't write this person up or or you just call the consulting company and say she's she or he's not working out and
065then they'll send someone new. Yes, we work really closely with the consultant and our special ed director would be the one following up in consultation also with me to ensure if any concerns come up um they would be addressed and and relaying that information and problem solving. And more than anything, we want to make sure that whoever we are bringing on board is a person who's going to be able to number one be a good fit for for our students, for our families, but secondly that they're going to be able to work effectively within our expectations of of support from this person. So, are we looking to at some point open this up to in to open up the position or will we have a contract? Are we going to be sourcing out or contracting
066out? Because if we have all these needs, why don't we open the position and and just make it a permanent position? >> Yes. So, currently I believe we have one psychologist who is out um and then so we do have that need there. So it would be just kind of a temporary support. >> Okay. So it's not ongoing. >> It wouldn't be ongoing until the contract that we have. >> So it's for the rest of the school year though. Correct. >> It's listed here. Yes. >> Right. Okay. So then maybe is that something that we're looking for if the if the workload is there? Apparently it is because the district is outsourcing or contracting out to a consultant. But what I understand you saying is that we might be looking at some point have uh
067open the position if the need is still there and so it could be a permanent position with an ASL employee maybe. >> Yes, it could if if the need is still there and we don't have you know the support needed then we would definitely um be something that we would consider as to then we might need somebody who's not only here temporarily assisting but somebody who's permanent. Yeah, I that's what I I is oneif of the board would favor someone personal I mean someone permanent that's an ASL employee to support in that capacity instead of outsourcing or out contracting because that's what it is. So as far as the video conferences um Dr. Fernandez, why do we still giving people the option to do video calls? An IEP is a very important meeting and this
068person will be present. I don't know if I was a parent, then I'm not representing the parents because maybe it's okay with them, but I I wouldn't want anybody there on the video conference call. So if if we're paying that person as a consultant, why can't they be there in person at an IEP? Because of the importance of an IEP. >> So the expectation mainly would be for the person to be there in in person. That would be the ideal. But sometimes we do have to make accommodations and um even sometimes the families are able to meet with us um in a different setting not not virtually for them but having this other person just so that we can move through the process of holding that IEP and not delaying the you know the meeting
069any further. So it's really more um with that what think with that thinking mind frame of how can we again kind of keep things moving forward without delaying it anymore but ideally we would want them to be physically present in this meeting. >> Well that that's good to know and and sometimes there's emergencies or something happens that I understand and you don't want to delay the IEP. So I understand that. Thank you. So, is it going to be the same person consistently or is it just are they going to send different people that are available to this bed department? >> So, again, ideally, it would be the same person. That's that's what we're hoping for so that we can have a little bit more of that consistency, especially since we're contracting out. So, the more
070we can have that consistency, the better. >> Okay, good. And then um okay so that was so what are the two school sites that they need the psychologist at? >> So um there's no identified school site per se. It's just where the need might be. This person would be going and and supporting them >> because it does say though on the background that it's due to high need at two and I'm not trying to put you on the spot and this isn't Jeopardy or anything. I'm sorry. I just don't have the information. So, we don't know what those two sites are with the need of a psychologist right now. >> I don't recall the the two specific um I don't recall the specific sites. I just know that there's there's a need for for this
071person to come and support, but I >> if you have it in your notes or something, you can just email me who >> um who that is. Thank you so much. And then >> I'm almost done, Mr. Okmpo. Thank you. So, um >> take your time. No, I I don't like to be long-winded. Um, so on O again, it's it's an agreement with my base K LLC to provide an itinerate special education teacher. So, are we are we I guess the question is the same. Are we looking for a permanent position since the need is there? I don't think we're going to be consulting or outsourcing every time we need someone, are we? So for this one um a case load an RSP teacher can have is 28 students. So we have some schools that
072have gone above that um that case load. So this person will be supporting with that with the extra case load. So those that have gone beyond the 28. >> So would they have their own classroom or how what kind of support? >> So they would be providing RSP support. So last year I think we had it at two schools where they were providing the support and um so yes they would have to have a a room where they provide the services. >> Okay. So that's um so are these are these cont are these contracts that we do are they normal? Are they maybe I just paid more attention this time? I don't know. But >> so we had this last year and it's two TR we in actually agreement in collaboration with ATA. >> Oh
073good. when we were offering or sending for example I'm at Loya and I have only 13 students on my case load I was being requested to travel to another school that might have um 32 students so that wasn't it you know we I was now leaving my school site to go to another school site so in order to alleviate that we hired a contractor to help with the with the case load at one school and that way the teacher sure with RSP teacher that had maybe less of a case load can work on on the paperwork and stay at school at their site so they can eventually the case load was going to get to the 28th. >> Thank you and thank you Dr. Fernandez for your very thorough answers. >> You're welcome. >> That's
074it. Okay, we will then sora if we could do a line vote please. >> Yes. Um Trustee Robert Okampo. >> Yes. >> Trustee Vatrice Perez. Yes. >> Trustee Guadalupe Gilpas Vera. >> Trustee Josento Antonio Gimenez. >> Yes. >> Motion passes 40 with one absent. >> Okay. Thank you for that. We now move to uh business uh services. Uh a um this is a public hearing. U consideration of adoption of school facilities needs analysis and alternate school facility uh fees. Uh we will open this um this public hearing uh at 6:36 and I guess we'll close it at 6:36 37 sorry okay we move on to B is this is an action item uh resolution 2526-06 adopting the school facilities needs analysis SFNA and the alternative school facilities these fees in compliance with government code sections
075uh 65995-565995-7. I will entertain a motion. >> Motion made by Mrs. Mr. Jimenez. A second. >> Second by Laora Perez. Uh comments, questions. Okay. Uh if we could do a line vote, please. >> Trustee Robert Okmpo. >> Uh yes. >> Trustee Vatric Perez. >> Yes. Trusty Guadalupe Lopez Vera. >> Yes. >> Trusty Jose Antonio Jimenez. >> Yes. >> Motion passes 40 with one absence. >> Okay. We then move on to educational services action item resolution 2526-03. Authorized signature and adoption of continuing funding for California State Preschool Program CPP. Uh I will entertain a motion. So move by Gilas second Mr. men. >> Yes. >> Okay. Uh, comments, questions. Uh, line vote. >> Trusty Robert Okampo. >> Uh, yes. >> Trustee Vatric Perez. >> Yes. >> Trustee Guadalupe Gil Pas Vera. >> Yes. >> Trustee Josento
076Antonio Gimenez. >> Yes. >> Motion passes 40 with one absent. >> Uh, B. Action item agreement uh, solution tree incorporated to provide training at Cesar Chavez School and Alisaw Community School 2526 school year. Uh, Make a motion. >> Motion made by Mr. Himemenz. A second. Second by L Gilpas. Comments, questions. Uh, line vote. >> Trusty Robert Okmpo. >> Uh, yes. >> Trusty Vatric Perez. >> Yes. Trusty Guadalupe Gilas Vera. >> Yes. >> Trusty Jose Himenez. >> Yes. >> Motion passes 40 with one absent. >> We move on to human uh resources. Action item. Request for one additional full-time equivalent position, school counselor. Uh, entertain a motion. >> Motion made. >> Uh, was that second, Mr. Hummen? >> Yes. Okay. Comments, questions. >> Okay. Uh, line vote. >> I'm sorry. Where are we at? I got
077lost for a second. >> Oh, human resources. >> A. >> Yes, I do have Sorry about that. May I have permission to go back and >> Sure. Yes, you have a question. Okay, >> I did. And I hope I didn't get lost here in my notes, but um I w wanted to talk about the fiscal impact to the Ellis Union School District. So this is just this is one additional full-time counselor, right? This isn't the one that's grant based, is it? It is grant-based. So where do we get the number 379,000? Because it's for three years. Do we know? >> Okay. >> I'm I'm just looking at Mr. Oh, I'm sorry, >> Mr. Jose. >> Sorry. Uhuh. >> Yeah, that's actually the total for the it cost for the three years. >> So, is it
078grant? So, that means the money is not coming from Alisaw Union School District. It's a grant based. >> So, that's how much we're going to be getting, not spending, right? >> Okay, perfect. Thank you so much, Mr. Diaz. What's your last name right? Okay, thank you. I'm totally lost. Thank you. >> Okay. And I believe we were on item B if I memory serves me right. >> Voted on um 8A. >> No, >> there was a motion a second and now we need a vote. >> Okay. Line vote then. >> Trusty Robert Oko. >> Yes. >> Trustee Vatrice Perez. >> Yes. >> Trusty Guadalupe Pas. >> Yes. >> Trusty Jose Antonio Himenez. >> Yes. >> Motion passes 40 with one absent. >> Okay. Move on to B. Action item agreement solution pre-incorporated provide training at
079ces. >> Oh, sorry confus. >> Okay. B, human resources. Sorry. Action item. Request for two additional full-time equivalent position. Uh, school social worker. Um, entertain a motion. >> Make a motion. >> Okay. Motion by Mr. Himenez. Second, Luca Gilpas, I believe. >> Uh, questions, uh, comments. Uh, line vote. >> Trustee Robert Okmpo. >> Yes. >> Trust Perez. >> Yes. >> Trusty Guadalupe Gil Pasa. >> Yes. >> Trustee Joseimenez. >> Yes. >> Motion passes 40 with one absent. >> Okay. Item C, action item, request for one one additional full-time equivalent position, network coordinator. Uh motion >> motion. Was that Sor? >> This is Pettis. >> Oh, I'm sorry. Pettis. Okay. Uh I'll entertain a second. >> Second by Seor Himenez. Comments, questions. Uh yes, Senor Gilas. >> Yes. So I um was looking at the paper
080for this if I think they're going to start at step um five. And I believe the salary is 184 168, but please tell me that includes the benefits and everything. If not, I told Clemente via real he's going to be the supervisor and if this person gets more than him, he should apply for it. But I don't think it's like that, is it? >> So, we still have to recruit for this position. So, we can't say which where they're going to end up on the salary. >> Oh, okay. But the background information does say it's 184 168. So, my question are they is that including benefits? >> Yes. Yes, it does include benefits because the position itself is about even if I go with the coordinator one and if I go with step number two,
081the base pay is $118,000 plus benefits. >> Oh, so they would be paid like $180,00 $18,000. >> Benefits are just like a little >> benefits are two kinds of benefits. We pay for statutory benefits which is like social security >> uh Medicare >> uh and other kinds of statutory benefits plus health and welfare and we go with a base plan which is uh employee plus family >> which is roughly around 20,000 or $21,000. >> And our statutory benefits are about 35%. >> Mhm. So 118 plus 21,000 plus 35% that comes to about $180,000. >> Okay. So that's that's a good highpaying job, >> isn't it? >> It's very competitive I would say because this is a highly skilled position and these positions are in very high demand. I mean we need this position because >>
082we have for quite a while I think really yeah >> operationally speaking uh our demands have increased and our needs have increased uh we are moving to cloud-based hosting we are moving away from our own data centers and this means that we have to have a reliable connectivity all the time if we do not have connectivity internet we cannot operate uh every presentation we saw today uh Dr. Fernandez and the school set presentation everything is pretty much cloud-based and we need highly reliable position for this to maintain our connections and that's pretty much like 247 position internet can break anytime we need this person to actually wake up at 3:00 in the morning and bring back our connectivity. >> Right. So then it's it's a classified position. >> It's a classified management position. Oh, it
083is a classified management position. So, what is Mr. Clemente? >> Isn't he classified management? >> He is classified manager as well. >> So, what's going to be the relationship with those two positions? >> Oh, he's right there. >> He's hiding behind the >> same thing. Huh? >> So, this person reports to Mr. Varial. Clemente is a director and he's >> Oh, he's a director. Okay. They're they're classified management but it's not a director position. >> No, it's not. >> So Mr. Clemente would be the supervisor. >> He is a supervisor. >> Okay. >> And Clemente is responsible for maintaining the entire >> technology department. >> Right. >> This person is more focused on the connectivity side of the things. >> Okay. >> Uh we our needs have increased. For example, we have 400 mic TVs
084in every classroom. It takes some skill set to maintain all those uh connections in every classroom and all the softares and all the programs that we have. >> Thank you, Mr. Bosi. >> Very good. Go on to line vote, please. >> Trusty Robert Okmpo. >> Yes. >> Trusty Vatric Perez. Yes. Trusty Wad Lupe Gilas Vera. >> Yes. >> Trusty Jose Antonio Himenez. >> Yes. Motion passes 40 with one absent. >> Move on to E. Action item. Revise job description teacher on special assignment. >> D. Oh, sorry. I thought, didn't we just >> No, we did. Got it. Got it. Got it. Got it. Okay. D action item, revise job description, manager of Alisa Family Resource Center. I will entertain a motion. Make a motion. >> Motion by Senor Himenez. Second. >> Second by Senator Gil.
085I think it was. Okay. >> And uh let's see. We comments, questions. Uh line vote, please. >> Pressy Robert Okmpo. >> Uh yes. >> Pressy Perez. >> Yes. >> Trusty Guadalupe Pa. >> Yes. >> Trusty Jose Antonio Himenez. >> Yes. >> Motion passes 40 with one absent. >> Move on to E. Action item. Revised job description, teacher on special assignment, early learning programs, TOSA ELP. Uh, I will entertain a motion. >> So moved by Lassil. >> Second by Sor Himenez. Comments, questions. Uh, line vote. >> Trusty Robert Okmpo. >> Yes. >> Trusty Vatric Perez. >> Yes. >> Trusty Wad Lupe Gilas Vera. >> Yes. >> Trustee Jos Antonio Himenez. >> Yes. Motion passes 40 with one absence. >> Okay. Um F action item memor memorandum of understanding between the Ellis Union School District and the
086California School Employees Association chapter 577 regarding changes to the van driver full-time equivalent. Uh motion >> make a motion. >> Uh motion Mr. Himemenz second >> second. Oh, I'm sorry, Miss Peris. Uh, comments, questions. Uh, a line vote. >> Trusty Robert Okmpo. >> Uh, yes. >> Trusty Batrice Perez. >> Yes. >> Guadalupe Pasa. >> Yes. >> Trustee Josie Himenez. >> Yes. >> Motion passes. 40 with one absence. >> Move on to G action item. Memorandum of understanding between the Alisal Union School District and the California School Employees Association chapter 577 regarding bus driver salary range. Uh motion for that one. >> So move by second Jimenez. Comments question line vote. >> President Robert Oko. >> Uh yes. >> Press Vatric Perez. >> Yes. >> Trusty Guadalupe Gil Pas. >> Yes. >> Trusty Josio Himenez. >>
087Yes. Motion passes 40 with one absence. >> H isformational item to provide the board with 2526 ELCAP Monterey County Office of Education approval. Uh doc Dr. Fernandez. Okay. We move on to nine which is administrative services. A action item to amend the number of work days on the superintendent's employment agreement to correctly reflect the number of days in the employees management system. Uh motion >> make a motion. >> Senor Jimenez second. >> Second. Uh Senora Perez. Um comments, questions. >> Yes. >> So it's one day less. >> Yes. >> You could come in and volunteer if we need a J. >> Yeah. Okay. >> I wouldn't ask for that. >> Thank you. >> Okay. Line vote, please. >> Trustee Robert Oko. >> Uh yes. >> Trusty Vatrice Perez. >> Yes. Trusty Guadalupe Gil Paser. >>
088Yes. >> Trustee Jos Antonio Himenez. >> Yes. >> Motion passes 40 with one absent. >> Move on to B. Action item reimbursement to Selena City Elementary School District for trustee Leticia Garcia to attend 2526 school business district related events. Uh entertain a motion. >> So moved by Las Gilpas. Second. >> Second. >> Who was the second then? >> Second. >> Okay. Himemennez comments, questions. Okay, line vote. >> Trustee Robert Okmpo. >> Uh, yes. >> Trusty Vatric Perez. >> Yes. >> Trusty Guadalupe Pasa. >> Yes. >> Trustee Jose Pño Jimenez. >> Yes. >> Motion passes. 40 Z with one absent. >> Point of order, please. Mr. Okmpo. I believe that was Miss Peris who seconded that motion and not Mr. Himenez or did I get it backwards? I I heard sort of both simultaneously. >> Okay.
089You said it first, but that's all right. >> Okay, that's fine. And just for the record, >> because you know, thank you. >> Yeah, I wasn't sure. I mean, I heard sort of >> I know. Yeah, that's okay. Thank you. >> All right. Thank you. Okay, we'll move on to to see uh action item uh obsolete board policies, administrative regulations, exhibit series 7,000, facilities included. I will entertain a motion. >> So move by Gilpa. Second. >> Second. Senor Himenez. Comments, questions. >> Line vote. >> Trustee Robert Okampo. >> Yes. >> Trusty Beatatrice Perez. >> Yes. >> Trusty Guadalupe Pasa. >> Yes. >> Trustee Jos Antonio Himenez. >> Yes. >> Motion passes 40 with one absence. >> Move on to D. Uh action item obso obsolete uh board bylaws and exhibit series 9,000 bylaws included uh
090entertain a motion motion. >> Was that Mr. Himenez? I think >> Miss Pettis. >> Oh, I don't know who was it. Miss Pettis first. >> I'm sorry. >> Uh sorry. Okay. Uh second. Okay. Mr. Himenez, I believe. Comments, questions. >> Uh line vote. >> Trusty uh Robert Okmpo. >> Uh yes. >> Trusty Vatric Perez. Yes. >> Trustee Guadalupe Gil Paser. >> Yes. >> Trusteeto Jimenez. >> Yes. >> Motion passes 40 with one absent. >> Okay. Move on to E. First Street. This is uh information. Revise board policies, administrative regulations and exhibits. Series 6000 instruction included. Uh F is a first street information only. Adopt new board policies series 7,000 facilities included. Uh G is a first read information item. Revised board policies and administrative regulation series 7,000 facilities included. Uh H first read information revised
091board bylaws and exhibit series 9,000 bylaws included. I first read information adopt new board bylaws and exhibit series 9000 bylaws included. J information Williams uniform complaint quarterly report October 25 July through September 25 B is u future agenda items that you can kind of review yourself I don't know if any board member would like a new item >> yes I um haven't asked this for a while but I was hoping to get support from the rest of the board members we hear from principles about the schools it's wonderful we hear um from the teachers which is great also the presentations but we don't hear from the departments that are classified staff and I don't know how that would work but for example if we had a part on campus supervisors and if they came and
092gave us a short presentation on what they do you know um give or or the secretaries or the admin I don't know about administrative creative distance, but um just from the classified staff in groups and I think it'd be hard. I don't know, not that easy because I try to imagine it, but I'd like to hear from classified also and the things that they do or or maybe when they come maybe one classified can come with their principal and and and represent all of them and what they do or something. But I think that would be I mean I would like that. I I don't know if the rest of the board would favor that, but um just the different departments, custodians, there's a lot of classified people out there that we don't get to
093hear from and sometimes we don't know what they do. So, um, there's so many. So, just as a a food for thought there. Thank you. >> Okay. Yeah, I think that's a that's a great idea actually. I think I'd like to hear like from the supervisors because they're they're actually out there one-on-one with the young people and see see what they do, see what they think about what they do and so on. And then of course you have your classified managers that we were talking about you know that's like another sort of area you know still classified but they're managers you know so yeah I think it would be interesting I don't know I guess we'll maybe we'll leave it to lasso to put that together you know >> they can work with Miss Ko
094>> and work with Miss Ko there you go great idea >> it will be fun >> yeah okay we'll then move on to uh 11 which is uh future meeting dates and you can review those and I don't know if anyone has questions on those. Okay, we move on then to public comments. Uh, individuals wishing to address the board of trustees on close close session agenda item items may do so at this time. Starting time is 6:56 ending um and I guess ending time is also 656. Uh we will then adjourn to close session at uh 656 break. After a 10-minute break, close session will begin gain will regain sorry will begin promptly at uh what is 7 7:06. Okay. Thank you. We will now reconvene to open session. Uh time reconvened is 7:40. Uh
095there is uh nothing to report. Uh meeting adjournment time, sorry, meeting adjournment time is 7:40. Thank you and good night all.