001Good evening everybody. I'm going to be calling this meeting to order. Are we good Clemente? Um, calling this meeting to order at 5:30 p.m. Moving right along to item 1B. Roll call. Um, Miss Anzo, can you please take role? >> Yes, >> Mrs. Ano. President Letisa Garcia here. >> Vice President Roberto Campo. Clerk Beatatrice Perez here. Trustee Wadal Lupe Gil Paser. Trustee Jose Antonio Gimenez >> here. >> Uh Mr. Oko is absent. Thank you. Moving on to item 1 C, the pledge of allegiance. Pledge of Allegiance will be um will be read out loud by Gel Salasar and Christian Ernnandez from the LSL community. Can you please step forward? >> All yours. >> Please stand for the pledge of allegiance. Put your right hand over your heart. Ready? Salute. I pledge allegiance to the flag
002of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay. Um I noticed somebody in the back. Were you supposed to be doing the pledge as well? Okay, come on in. Both of you come back. We're going to take another minute because I know you all dressed up and I know you were looking forward for this. So, come on over. We're going to do this again, boys and girls. Just women and children. We're going to go ahead and start this all over again. So, we got Gesta Lassar and Christian Ernandez from the ALS Community School. Please stand up for the pledge of allegiance. Place your right hand over your heart. Ready? Salute. Salute. >> I pledge aliance to the
003flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, for liberty and justice for all. Thank you so much for that. Okay, moving on to item 1D, spotlight. This is an opportunity to feature up to a threeinut presentation, the positive things that are taking place throughout the district. Mrs. Anzel, do we have any spotlights? >> No spotlights? >> No. >> Thank you. Moving on to item onee, adoption of the agenda. Mrs. Ano, oh, sorry. Can may can I get a motion to adopt the agenda? >> So move. >> Second. >> Mrs. Gilpas, seconded by U. Mr. Himenez. Comments, questions. >> Mrs. Santos, can you please take the line vote? >> Trust Latisia Garcia. >> Yes. >> Trustee Batrice Perez. >> Yes. >> Trusty Lupe Gas
004Vera. >> Yes. >> Trustee Jos Antonio Gimenez. >> Yes. >> Motion passes 40 with Mr. Okmpo absent. >> Thank you. Moving on to item two, public comments. In this agenda, we do have two closed sessions. So, the first closed session item, this is for the first close session agenda items only. Guidelines, there will be a two-minute limit for individuals and a 20-minute limit on total public comments. There is no seating of one's time to other individuals to a individuals wishing to address the board of trustees on close session agenda items may do so at this time. Time is uh 5:34. We don't have any for the first close session. I'm ending this time at 5 I'm going to call it. Let's see 5:34 as well. We are now going to adjourn to close session at
005I'm going to call it 5:35. Thank you. Are we good, Mr. Clemente? Okay. I'm reconvening to open session at 6:17 p.m. item 4B. During um closed session discussion on a motion by uh Mrs. Gipus, a second by Mrs. Pettis. The board voted 40 in favor of remanding the investigation on specific issues following the appeal of an employee complaint investigation position title of social worker. Moving on to item five, public comment concerning items on the open session agenda andor non-aggenda items guidelines. There will be a 2-minute limit for individuals and a 20-minut limit on total public comments. There is no seating of one's time to other individuals. Item 5A, individuals wishing to address the board of trustees on open session agenda items and or other items may do so at this time starting 6:18 p.m. Do
006we have any? Okay, we have a few uh calling Norma Malovos. I see. Okay. Members direct necessar. Fore! Foreign! Foreign! organiz respond. Gracias. Good afternoon, members of the board of trustees. My name is Norma Mia Logos. I was a mother of this district for more than six years. I'm also an organizer with BHC, Padres Unidos, organizing parents in the district. I'm also a community worker. I'm here this afternoon to present the work that we're doing through uh BHC. I would like to share with you that as a work community worker, I am supporting Alo families to guide them uh with the resources based in their needs. My work is to support in the process to uh of listening to them and to uh create a um trust to share their stories and the need that
007they have at the moment. We're bringing resources and information such as preparation for to start a process called uh child safety plans that would help them be ready in case of an emergency especially during this political climate. Our role as an organization is critical in the connection and trust that parents uh have and we have the capacity to respond. We're here to present some of what the things that we're doing in the ALS community and give you more information about our job. you know that uh you can count on us to collaborate in a significant manner that benefits the ALS families and we hope that in the future we can take more contact with you all to continue looking for this collaboration that benefits children of Alisal. Thank you for your attention and we hope
008to listen uh from you soon. Thank you. Maria Pares Monica. organiz The Bright Futures collabor. Futures collaborative. Good afternoon, board of trustees and superintendent Monica Anu. My name is Maria Par. I'm a mother and resident of this district for many years and I'm a resident a very involved resident in uh school districts and areas that uh affect in ch uh ch children ever since they their their very few years of their lives. These days I'm here as an organizer uh directly with our district through BHC Padresos. My comment today is to uh show and offer the different curriculums and programs that we are offering uh with communities u such as ALSAL that support parental involvement and knowledge within our two schools in the districts. For instance, a few months ago, I was facilitating curriculum of
009my life, my future of bright future in collaboration with BHC. And these opened a lot of knowledge of importance in the classes required in the H throughg. This curriculum gives a lot of opportunities for parents and young people to deepen their knowledge in these requirements and with these we had great results in those uh academic experiences. This curriculum OB talks about reclassification, AP classes, career, and other areas that send students to to success. We hope that in the future Bright Futures, Alisal and BHC can see one another collaborating within this curriculum with the ALSAL families to have mapping of what the rec reclassification is and other areas in uh for ALS families would be a great success not just for knowledge but also in uh in involvement results and academic standards in a near future.
010We also could um take advantage of lauraura curriculum. We also know we can take yeah we can take advantage of that. Uh also kurason is another one of the opportunities that we can offer within alastal. Many thanks Maria par. >> Okay. Thank you. Um may I have Sylvia Pettis to the front please? Pettis. >> Hello. Good evening, board superintendent Anzo. Um, I really wanted to just uh speak on um one of the consent agenda items. I wanted to thank the board for looking over the item and hopefully uh it gets accepted, but I really wanted to just um inform a little bit more about what CI community engagement initiative is. It's a phenomenal opportunity of a grant that we wrote in collaboration with Mr. Castro, with um the support of uh Mrs. Lepe uh my
011site principal and that grant is going to give us the opportunity to engage with school districts across California. I've participated in it and before and the learnings that we brought back to my old district and we'll bring back here. It's an opportunity to engage to learn more especially for all of our coordinators our parent educators and our community at large. Um and I think if it does get accepted we will make you all very proud. So thank you for considering it. Thank you, Miss Ambrose. >> Good evening, President Garcia, board of trustees, and superintendent. On behalf of the BART, my name is Candy Ambrose, and I am the early literacy coach at Barton Elementary. I was here about a year ago um fighting for um our kids. So on behalf of Bon School community, I
012want to express our heartfelt grat gratitude for your continued support of our students, teachers, and staff. Your leadership made a noticeable difference this school year. Last year we had five classrooms without a permanent teacher. This year I am proud to say that we have zero unbuilt classrooms. We have welcomed eight new teachers, which has provided our students with consistency and strong instruction. In the past, we needed to rely on five different substitute teachers to cover classrooms. This year, staffing improvements have created stability that benefits both students and families. Your support has strengthened not only our students, but also our teachers, coaches, and administration, allowing us to better serve the community. Thank you for prioritizing staffing and for investing in the success of our schools. Because of your support, our students are experiencing a stronger, more
013stable learning environment this year. So, thank you very much. >> Thank you. Um, Paulina Drago Diego, sorry. Diego Buenes, President Superintend. Monica, direct [Music] The Lord, Tom. much. >> Good afternoon, Miss uh Miss Superintendent Monso and all of the board of trustees. Today we represent a BRB school. My name is Paulina Diego. I'm the president of the school site council and along with Mrs. Lisbet Santos, we represent all the parents of our school. We also take part of the Padres Unidito's BHC group uh community schools and we take part uh actively in DAC meetings in our district. We appreciate this opportunity to express our uh petition. We want to express that one of the needs that we have at VRV is uh shade or shade for the children and rest of our students. As parents,
014we are worried about their health and well-being. And when it's very hot or there's rain, they have no adequate place to seek refuge. This is a need that our school has had for a long time. We have been seeking for something this project for a while. As an example, we have the shade structure as at Ros Carlo at Frankf Paul at Alsa. This is why we trust and thank from starting from now your consideration to our petition because it will be a great contribution to the school community. We believe firmly that this would uh help improve the uh school um um environment. Thank you very much. Thank you, Elizabeth Santos. CCA. Behavior. Oo, much. Gracias. Good afternoon, Superintendent Monso and members of the board. My name is Elizabeth Santos. I'm a mother of Roka Barton.
015I'm a mother, a very active mother in the schoolside council in DACA Padres's BHC. I'm a member of the board of trustees um of the of the council of Virginia Roabartum. Besides, I'm a student of the adult school and I'm also uh belong to the student council of my school. I also volunteer for the food bank and everything that can help my community. I am here as a mom and my um companas um my companas and I other parents in Bhin Roabarton we're asking for this shade structure for Bhin Roabarton. We have been asking for this for several years. We have just been we have just received some tables with umbrellas, but it's not enough. And it also we're worried about the wind that can fly them make them fly away and could help could
016hurt one of the kids. We want something more solid shade. Uh uh something that has a roof the way it's at schools at Oscar, Frank Paul, and Alisal Elementary. Um, so I ask my board of trustees and I trust that you will listen to our our police today for the benefit of our children. Respectfully, Elizabeth Santos. Thank you. Okay, thank you. um ending public comment at 6:36 p.m. Moving on to item 5B, association comments, LSL Teachers Association. Do we have anybody from the ETA? No, no comment tonight. Thank you. How about the California School Employees Association, Chapter 577? Good evening board president, board members, uh superintendent and cabinet. Um Sen Kinoi, uh chapter 577 president. Tonight uh on the agenda is the CSIA agreement and we are hopeful that the board will approve it. I
017would like to sincerely uh thanks um Miss Monica, our superintendent and doc uh Dr. Rosa Coronado, Assistant Superintendent of Human Resource, for their leadership and efforts in helping us reach this agreement. In these uncertain times, this agreement will help ease some of the financial struggles faced by our classified employees as they work hard to make ends meet. CSEA chapter 577 is also working with in collaboration with the human resource department under the leadership of Mr. George Lopez, director of HR in planning the upcoming classified uh professional development day on October 10th. We truly appreciate this partnership and uh are excited for the professional development day. Thank you. Thank you. How about United Substitute Teachers Union? Anybody here from USU? Nope. Thank you. Moving on to item six, presentation. 6A, school site presentation. Maria Lepe, Ellis
018Community School principal. Good evening. Uh good evening uh superintendent, members of the board and cabinet. Uh we are here today presenting um on our um how we're working together hand in hand towards school improvement. So, um, at ALSL Community, we're, uh, working as a team to close the, uh, achievement gap that exists in our community. And by doing that, what we're uh focusing on is improving tier one instruction schoolwide, which is where uh it all uh starts. Our demographics uh this year, as of last week, we had uh TK 6th grade students, and every day we are getting uh more students. Um, out of those students, um, as of last week, we had 347 English learners. 15 of them have been identified as initially proficient. Uh, 90 of them have reclassified throughout the years and
019we have 70 Englishonly students, 138 migrant students, and 61 special education students. Some of them receive both speech and RSP or only one or the other. And um uh we have 95.4% free and reduced meals and that's according to the California dashboard and we have 162 homeless students. Now uh what you uh were presenting here as well is our ELPAC results and this is according to CASP what was presented for the spring 2025. We had a total of 404 students and here it included the kinder students as well. So this is how we uh did in the welldeveloped this uh this past spring. We had 46 students uh reach a level four and most of our students uh fell in the somewhat developed and also moderately developed. Uh so this this is the outcome. is
020uh the number of students reaching four is higher compared to last year. Now here's the uh comparative data 3rd through 6th grade. What you see here in gray starting in we were at uh 38% uh met or exceeded students in grade. And in 2024, we went up to 43. On 2025, you see the preliminary scores that um now we went down to 38.75. In uh reflecting with our team, we've been looking at uh you know what happened, what strategies did you teach or did you not teach? what should we focus on more? We will continue to address uh this with ats PLC's and looking closely at every student and the instruction that took place and um so we'll be talking later about what my plans are for math for the first two years 2023 and
0212024. uh we were at 24% and this year uh we improved and then again these are preliminary scores. Okay. What you see here is the I Ready reading diagnostic preliminary results. Not all students have tested. Um the u most of them have but we're still have some students that have not. Kinder does not test the first trimester, so we won't see uh their scores. And uh out of 469 students, uh students three grade levels or more below, we have 107. Two grade levels or more below, it's 121. And the majority of our students are gr one grade level below which is 174. Early on in mid uh we have uh 50 on early on grade level and mid or above 17. And um this data tells me that we have a lot of work to
022do. Uh every year we continue to grow and there are some setbacks at times but I am confident that working together we will continue uh to make gains for I already math. Uh again, kinder did not uh test and the majority just like in reading are in one grade the band one grade level below which is in this case students. So looking at reading, we are lower in the reading than we are in the math in the irony. Uh three grade levels uh or more below it's uh 75 students compared to uh the reading which was uh more than 100. So moving forward we are standards driven. So in order to ensure that students are closing the achievement gap and that they are making gains uh we need to address grade level standards and uh
023the following strategies are going to be utilized uh to close the achievement gap. We will continue with a write up a storm closed reading and writing strategy schoolwide. New teachers will soon receive training. They are in the process of receiving training from our coach and later on the plan is to have our consultant uh provide uh more in-depth training. Um the focus is of course uh close reading and writing strategies. We will continue utilizing achieve 3000 to offer rigorous differentiating lexile text to address linguistic needs uh during designated ELD 43rd through sixth grade and horizontal and vertical articulation along with uh learning walks and those learning walks um will be conducted by admin by coaches and different grade levels during their uh PLC additional support uh that for tier one instruction that is new this
024year. Um, I'm going to be working together with Chavez School to uh bring in a solution tree to provide a depth of knowledge professional development in order to support the teaching staff in developing a deeper understanding of uh how to align the strategies, formative assessments, students task with the appropriate level of rigor. So backwards mapping in other words, but looking at you know the assessment, the standard and what strategies will really uh work to address those standards and in order uh for our teachers to be knowledgeable on the rigor of those questions to analyze the ESPback and look are the formative assessments that they are creating comparable to the way that they are assessed. in the ESPback. So that's um professional development that is coming soon. Um and this as I said it's in collaboration
025with Caesar Chavez school. Um, another uh something else that uh continues to be concerning for us is uh just as it is for the district goal five best first early literacy instruction. And as we analyze the data, we continue to notice that uh in the lower grades uh specifically in K2C um there continues to be the need to focus on foundational literacy and our students um are uh underperforming in in the foundational skills. they come in into kinder uh and uh they they don't have uh uh the English language and the skills that some communities they come in with and but we have our families to support us and we have a team and together uh we are working to address those foundational skills util utilizing the UFly foundation uh curriculum that was approved for
026us to use uh this past school year. Um so the plan is to continue uh utilizing the the program. Our teachers have been trained. I have new teachers again but um on the 16th they will be uh trained the new teachers will be trained on the you fly foundations and tomorrow they will be uh having their training on the right appro strategies provided by our uh coaches. Okay. So, uh, admin and support staff will continue to work handinhand with teachers and soon we will also bring in our intervention teacher that will work with our team in providing that extra support in the classroom but it will be based on the formative assessment. Um one of the barriers that um I saw was implementing with fidelity was the progress monitoring and uh small groupoup support. For
027that reason I um kept looking for you know what else is out there. Well, I learned that project reads partnered up with uh the uh UFly and they created a portal which will allow uh teachers to identify uh based on formative assessment identify the students that need the support by concept by student. It will be able to create a graph similar to a chart a table similar to what you see here. So the teacher will be able to know what the student has mastered and what they have not. It will also allow uh pinpoint and tell teachers uh you know work with student A, B and C on silent E on long I exactly uh give the student what to give the student what they need and it will also allow them to create personalized
028decodables aligned curriculum. Okay. And it takes a team commitment from everyone, coaches, admin, training, all the support uh that they need. >> Good evening. I'm Kimberly Macau. I'm the assistant principal this year at Alisal Community School and I'll be presenting on evidence of student engagement and learning. On the slide, we're presenting the 2024 2025 attendance um numbers and information. We see that we did have pockets of uh chronic absenteeism which we are looking forward to this year to uh mitigate. uh this year currently our um attendance um is identified in the graph here. We in particular are paying attention to the transitional kindergarten grade level with 95.52% attendance which happens uh at currently to be our lowest number. We also have identified third grade as having the highest attendance so far. Um so we are
029certainly celebrating that and between those two we are working to provide opportunities to enhance our uh attendance at our school. We do enjoy celebrating student success. Student success is celebrated through trimester awards, perfect attendance awards, PBIS events. We also have a focus on math. The math uh is celebrated through multiplication challenges for third through sixth grade students. Uh we do an addition challenge for first and second grade along with a counting to 100 challenge for kindergarteners. Reading is supported through accelerated reader awards to enhance building school culture. uh we have a focus um with through the lens of PBIS and MTSS for enhancing uh school culture through spirit days. We celebrate day of the child, various uh celebrations with pumpkin carving contests, winter programs, literacy nights, our wellness room, our community school center, and various
030other ways of us building school culture. Hello. Um, so with our community school center, a few of you have gotten the opportunity to come and see it. Please join us. We are focusing on attendance. We are focusing on literacy as well as building school climate in and around the school day. And so you'll notice there that we're working together with Miss Ko um is working with our attendance clerk. We'll have our social worker working on our team as well. And together we'll be bringing our attendance up. Just give us some time. Thank you. >> Thank you. >> Okay. Questions? >> Any questions? >> Sure. How about if I start over here? Mr. Jimenez, any questions? No. Um, Missas Pereella, >> I didn't have a question. I had a comment. Thank you. Well, I was able
031to attend your back to school night and it was standing room only and it was a very good presentation and then you were kind enough to give me a little tour. I had never been to the upstairs in LSL and so that was very very nice that Sorry about that. Very nice and good job. It seems like that the students are getting their needs. You know, I think I I heard you say that they're doing a little bit better in math than reading. And usually that's kind of flipped, isn't it? So, just keep up the good work and thank you for your presentation. Oh, and I did visit the community room. They have so much for parents. They have these bags of food, clothes. I mean, you can really go in there and just like
032shop like if you were at a store. I really love the environment and just your both of your personalities and the welcoming spirit that you had with parents with parents was awesome. Thank you. >> You um Miss Pettis, do you have any questions or or comments >> question. So these scores are from these past two what is it two three weeks that the students started >> the I ready? Yes. >> Okay. Okay. That's soft for me. Thank you. So I want to thank you for uh focusing your attention on tier one. That's the biggest challenge right there. The other ones are low hanging fruit in my opinion, but this one is a big one. So, thank you for focusing your attention on tier one. Um, well, so how many do just off hand if you
033know the answer? Great. If you don't, that's fine. Do you have how many newcomers do you have in your site? >> Well, we just received a new uh newcomer. Was it yesterday we had around 17, but like I said, every day we're getting new students. >> So, um last year we ended with about 25. Right now we have about 17, some left. No, now we have more than 17 because I just said I I just have a another newcomer. So, it's close to those. I have in one classroom in fourth grade I have three. In another classroom, I have two. Um, so most of them are probably fourth I have a couple in third grade. I have one in I believe each of my sixth grade classrooms. And um so they are the newcomers are
034being serviced for with foundational skills by my reading specialist all the fourth through sixth grade. Um possibly third but first I have to uh make after everyone takes the I ready then I will look at the data to see whether my reading specialist will only focus on four through six or third through six. It all depends on on the numbers and the need at the other grade levels. For sure, my intervention teacher will support first and second and then we'll see after all the data comes in, which it should come in um any day now. Almost all of it. We only have a handful that are not done. >> You answered my second question because I was going to ask what are you doing for those newcomers? They're hard. I mean, if you're a teacher,
035you understand you get a newcomer, it's very challenging. Um yeah. So, and one more question. Okay. So, those numbers that you you you shared with us, the reclassification number or the are the ARP kids um were those total kits or how many did you reclassify last year? >> Uh that was total. Uh last year we because we had 46 uh 46 students that got a four, we reclassified all of them. Right now we have one student that met the recently met the criteria. So we are working on reclassifying that one student. So several of you know the students uh some of the students we reclassified last year were in sixth grade but of course they left um and so it's a total of uh students that are currently there that have reclassified. >> Oh thank
036you. And last question I promise. Uh do you have any DI programs on your campus? >> No we don't. Uh we started this year with uh oneway uh TK but we didn't have enough students in the classroom so uh we had to collapse the class. >> Okay. Well, thank you for that presentation and thank you both and enjoy the rest of your evening. Okay. We're going to move on to item uh 6B uh department presentation early learning universal prek UPK. Elia Garcia, director of early learning. And just I forgot to remind everybody it's only a 15 minute time that you get. Okay, so 15 minutes start to finish. >> Good evening board president Garcia, trustee Gilpas Jimenez Perez and Superintendent Anzo. Today I will be giving you an overview of the LSL universal prekinder and
037P3 initiatives that support our youngest learners. Sorry. I know. Three and a half. Watch you. It's not working. Universal pre kindergarten programs at ALS honor the learning needs of our youngest learners by providing early learning programs that have developmentally appropriate environments, social emotional support and strategies, intentional play playbased instruction to help every child thrive. Play-based instruction is developmentally appropriate for the unique learning style of three to five year olds. Through play, young learners develop social emotional skills by learning to share, cooperate, and manage their feelings. They also built a strong foundation in academic skills such as early literacy and math by engaging in hands-on activities. Early learning initiative consists of two parts. UPK and P3 work. Universal kindergarten is how we provide wraparound services to all of our four-year-olds across the district in preschool, TK,
038migrant education, special education, and expanded learning. P3 is how we align developmentally appropriate strategies from preschool to third grade like early literacy and social emotional support. This is our Buckhorn Early Learning Center um enrollment data. It's changed a bit since last week. So, this was taken last week. Um as of last week, we had 66 preschool students, state preschool students, and 23 special ed students, which made a total of 89 students. As of today, we have 93 students enrolled. Um but we still have 19 on the wait list and eight that are enrolling this week. So, we're doing pretty comparable to last year. Last year at this time, we had 70 students. We currently have 437 TK students in our district, which includes our special education students. We have 25 TK classrooms that are made
039up of 11 structured English emerging classrooms, one dual immersion program, six bilingual programs, and seven English only classrooms. Last year, we had 337 TK students. So, we doubled by 100 students at Alyssa Union School District. We are working to align the services provided to our universal pre kindergarten students by integrating the following across both preschool and TK. Desired results developmental profile assessment. Preschool transitional kindergarten learning foundations. Development appropriate early learning environments and spaces. When it comes to P3 work, we've provided training to our early learning educators on effective early literacy practices and have started implementing the California teaching pyramid in preschool TK and K. This year with the incredible support of our maintenance team, we transformed 15 TK classrooms this summer into developmentally appropriate learning environments. This included updating the furniture to better support the
040young children's physical, cognitive, and social, emotional development needs. We still have five more classrooms to upgrade, which we'll do next summer. The California teaching pyramid is a tiered approach training of evidence-based practices intended to put an emphasis on healthy social emotional development promoting nurturing responsive relationship with teachers and peers. Creating highquality supportive environments and providing targeted support for children that need additional or individualized support. The DRTP is an authentic assessment that is completed through ongoing observations of the child's knowledge and skills during their everyday activities and routines. It is a strength-based tool focusing on what a child can do and has accomplished rather on their deficits. It helps to build a child's strengths and supports a positive view of their early development. The PTK live is a foundational guide for educators to provide a clear
041understanding of what is developmentally appropriate for the age group. It helps teachers plan curriculum, create intentional learning environments, and design effective teaching strategies that support the child's development. Today we are we have been looking at four different buckets. assessment. Um, and in assessment, what we did last year is we started training our teachers on the DRDP and we had them pilot if they were interested in and this year we're implementing. We looked at environments. What we've done in environments is that we have been able to um transform 15 TK classrooms into um appropriate learning environments. We also we did the Buckorn early learning center and we have five more to go that we will finish in the summer. When it comes to planning, we train our staff on the PTKF last year and will continue
042to do so this year and it's both in preschool and TK and special ed. And we want to also do a pilot this year for preschool and TK since they they work with the same age group. Um we also have provided training on the teaching pyramid to our principles, TK teachers, preschool teachers, um our par profofessionals and our coaches and will continue to do so this year. So in conclusion, Ellisa Union School District is committed to designing purposeful play-based early learning environments that align with preschool and kindergarten learning foundations, utilize age appropriate assessment tools, and nurture the social emotional development of our youngest learners. This process has been made possible because of the commitment and vision of our superintendent and the dedication and commitment of the TK teachers who are actively engaged in this work.
043And now any questions or comments? And I think I made my 15 minutes. >> Okay, I'm going to start over here with Miss Gas. Do you have any comments or questions? >> Very informative. I think we we're going to be getting used to the pyramid. Um the P this uh I was kind of >> I've heard it but I mean this was brought up a lot. Um so then um Miss Garcia, you're in charge of not only the Buckhorn Center but the TKs at the schools. >> So I support the UPK effort which is two parts. Um UPK is how do we support how do we service our four-year-olds across the district. So that's at Buckorn in the preschool program and the and then TK how do we align with migrant edet after school program
044special ed so how do we all support the four years across the district that's one part of it and then you have the P3 work which looking it's looking at strategies across preschool to third grade what what goes acro across preschool to third grade that supports young learning like social emotional development early literacy early math um so looking at the promising practices across preschool to third Great. >> And so, um, the services that the other schools have like the psychologist, social worker, and so forth, does that are not because they're too little to need all that? >> So, that why what was your question? Is >> well, what do is that offered to them or the families at the for the TK? >> Um, yeah, that's special. It's a >> They're at the schools, right?
045>> Yeah, they have those services at the at the schools and then we have some services at Buckorn. Okay. And then I was going to ask, what's the schedule like for a TK student? Because they're what, four? >> They're four. Are they just turning four? >> Oh, wow. So, are they in there all day? >> They're there all day. We're going to this year we're also going to focus and I haven't with them is looking at what their day looks like um and how it looks different. So, we'll create a schedule for TK. They are getting the teaching pyramid training which helps them understand how the the environment is the third teacher and how it supports learning. So, they're getting that training this year. Um, we started with cohort one last year, which was the
046TK teachers that were here last year. Since we grew so much in TK this year, we have a cohort two. Um, and I am inviting principles and vice principles and um, literacy coaches. Um, we have um, also social groups are attending. So, I'm trying to build that consistent vision of how we support across the district by having common training. >> Thank you very much. Great presentation. >> Thank you, >> Miss Bettis. >> This awesome presentation. I love it and I love the program and it shows that you really enjoy doing what you do. >> Thank you. >> And that I wish I was four again so I could join one of these programs. >> But you're you're all invited to come and play with the kids in TK and preschool. >> I will. I'll be
047a kid. >> And to look at our new environments. I think you would be really impressed. >> But thank you. Thank you. M Mr. Jimenez for the presentation. >> Thank you. >> I always seem to have a few questions, huh? Um about staffing. Are you having any problems with I mean do this do does do the teachers still have to have certain amount of units in EDC and are you having any problems staff with staffing? I think is we have a great HR department. We we have we're fully staffed and they have to have 24 EC units or comparable experience and so far this was the first year that we had to have it or else we were out of compliance and we're okay. I think we have to give that credit to HR George
048who is doing an amazing job and and Dr. Coronado I think >> um but yes we're fully staffed >> and this year the ratio is 1 to 20 I mean 1 to 10 so we have to have two adults in the classroom. >> That was my second question. What's your ration? I thought 10 to one, right? Not 20. >> So, yeah, but we we want to cap it at 20 because that's two adults. If we go over 20, we need a third adult. >> We're cap. Yeah. >> Um I know remember I'm a teacher too and I'm from another district, but is there any issue? Okay. So, you're you're dealing with four-year-olds only, not three year olds. Are you in three year olds are in preschool and four-year-olds are in TK? >> So, diapering issues.
049Do you have kids with diapering? We have we >> and how do you handle that? That's my second question. Do you have special aids and all that good stuff or >> so we have students that are still getting potty trained um and we try to support we um this year because of um our superintendent um we were able to now hire perfors and TK to support with that. We also met with principles last year and um gave them a what we call a toy team plan. Um, so if students come in and they're not fully trained, potty trained, they meet with the family and they create a plan of how they support at home and how we support at the school site and then we hire the pair of four. So we're all working together
050as a team and I think it's working out well. And then of course my last question, the restroom ratio. Is there enough restrooms in are the restrooms nearby? Are they inside the classroom? Are they in all these TK classrooms? It's different at every school site, but we do encourage them that if they h if they have a classroom that has a restroom to give it to TK because they're younger and they're they're learning how to potty train. So, they need they're the ones that need it more. So, we every site is different, but principles know that that's a priority and some principles have really made an effort to make sure that they have the classroom with restrooms. >> Isn't there some like Okay, I was thinking that they had to have restrooms inside the classrooms
051for the TKs. the littles. >> It has to be either in the classroom or close by. Uh can you define close by? >> Um I don't think there's like a definition, but I think principles know that they want it close by because they're getting they're still learning how to potty train. And I'm just being silly, but I mean I I do recall that that's a big issue sometimes with the restrooms. But thank you for your presentation. Very well done. I appreciate that. >> Thank you. >> Okay, moving on to item seven, board member superintendent reports. Um, how about over here? Mr. Jimenez, do you have anything to report? Oh, we'll start with it. Sorry, Superintendent, I skipped you. Oh, okay. Um, Miss Kasa, anything to report? Okay, sorry. Is there There's some water right there.
052How about Miss Peris? Something to report? I do. I just want to say thank you to our superintendent for making a mini um video, a biography video. really nice. I didn't know laon existed, but it does. And I like that song, too. But thank you. Very nice. Um, especially cuz you shared it out to the community and now they get to know you a little better who you are and where you come from. Um, also it was a big accomplishment for the Frankf Travis. They got a community rooms as well. Nice job to all of you guys. Very, what's the word? Um, you walk in there and it's like you feel you're at home. Very, very nice. So, to our community out there, use them. Um, what else? I think that's all. I'm going back
053to Miss Gilas Ver. >> Thank you. I cleared my throat like Thank you. I just wanted to um thank Dr. Coronado who has been with us and I've heard uh nothing but positive from everybody in the district um on her work, her ethics and um thank you. You're doing a great job and I'll miss you at the next board meeting. This is your last one. So I just wanted to say >> Miss Anso, Mrs. Anso, anything to report? Yes. I think um today in the news this morning we woke up to horrific news, right? I don't think a child should have to be afraid to go to their place of learning, to their place of worship. We had um in Minneapolis, if you if you're watching the news, uh two children lost their lives because
054of a a mass shooting. 17 were hurt. And I just want to make sure that we talk to our children today, tonight, hold them tight, make sure that we have plans here at the district. We're prepared. It's nice reminders for our staff and our principles just to um go over their plans, their safety plans. Um it's just a sad day in in our nation. And again, no children, no child should have to go to their place of learning and worship because it was at a Catholic um church uh school. They were having mass because it was the first day or the first week of school. So they were in celebrate mass celebrating that and um it was it's just sad and it's something that no one should go through. So we have a community in
055our country now that is hurting and I think the country hurts with them. So just want to make sure that we talk to our children and we acknowledge that we have to be safe and and make sure that we're aware of our of what's happening with even those that are hurting in different ways. >> Thank you for that. And um I just want to thank all the campus supervisors this morning. Um I had the pleasure of going to the Steinbeck school a couple of weeks back and um I was talking to one of the campus supervisors in the morning and um I was asking her about her day and she's wasn't feeling her day because she was a little down and um I asked her what was wrong and she just said well you know
056she was getting pulled off and um yeah and and it and it was all because you know the mornings routines are very hard right everyone's starting their day of going taking the students back to school getting there on time. And um so you know, she had had some run-ins with some parents and she was asking the parents kindly to not park in the parking zones where you know, you're not supposed to park. You're just supposed to drop off kids. And so I'm just kind of you kindly reminding parents and guardians, anybody that's dropping off kids to give yourselves enough time to get to school. Um plan your night the the night before. Plan your day the night before. Get your kids ready the night before with clothes and everything else. I used to teach parenting
057classes. So, a part of that was me, you know, um and just so that your morning routine is a little bit more smoother and you're not, you know, frustrated and if you have to talk to your teacher, you're going to have to find a parking, right? No, don't park in the parking zone where it's not you're not supposed to park. And so, just thanking those supervisors that do their jobs in the morning and they Yeah, they're doing their best they can to keep everybody safe. So with that, we're going to move on to item eight, consent agenda, approval, ratified contracts, MUS, agreements, grants, proposals, conferences, workshops, and field trips. Can I get a motion to approve the consent agenda? Mr. Jimenez, can I get a second? >> Second. >> Miss Pettis, Miss Sanso, can you
058please call a line vote? >> Yes. Trusty Latisia Garcia, >> yes. Trusty uh Beatatric Perez. >> Yes. Trusty Wal Lupe Gil Pasar. >> Yes. >> And trustee Jose Antonio Gimenez. >> Yes. >> Motion passes 40 with Mr. Okampo absent. Thank you. Moving on to item nine human resources. Item A, action item, request for additional full-time equivalent positions. Pared educator. Is that a five, six, four? Okay, four. Sorry. Um, may I get a motion to approve that? So move >> Mrs. Gilas Bara >> second by Mr. Himenez. Comments or questions? >> Misso, can you please take the line vote? >> Trusty Latisia Garcia. >> Yes. >> Trusty Vatrice Perez. >> Yes. >> Trusty Guadalupe Gilpas Vera. >> Yes. >> Trusty Jose Antonio Gimenez. >> Yes. >> Motion passes 40 with Mr. Okmpo at being absent. Item
0599B, action item, variable term waivers for 2025 2026 school year. May I get a motion to approve those V waiverss? Motion. >> Miss Pettis, can I get a second? Second. >> Mr. Himenez, comments or questions? Mrs. Anto, can you please take the line vote? >> Trust Latisia Garcia, >> yes. >> Trustee Perez, >> yes. >> Trustee Lupe Gilera, >> yes. >> Trustee Tony Himenez, >> yes. Motion passes 40 with Mr. Okmpo absent. >> 9C action item request for position a new position director two of construction program management of one full-time position. May I get a motion? >> So moved. >> Miss Gizbasa. May I get a second? Second. >> Mr. Himenez, comments or questions? Miss Gazela, >> I think it's great that we're having this um position. We had discussed it before with our former
060uh superintendent. Um but now that we have this position, I mean things are going to be coming up as far as construction we should have had this position way back when we were rebuilding Fremont and ALS, but it's good to know that we have this again. I think it's a very needed position and I'm of course supported. >> Any other comments or questions? U Mrs. Anzo, can you please state the line vote? >> Trust Garcia, >> yes. >> Trusty Vatrice Perez, >> yes. >> Trusty Guadalupe Vera, >> yes. >> Trustee Jose Antonio Gimenez, >> yes. >> Motion passes 40 with Mr. Okmpo absent. >> Item 10, Administrative Services A. Action item, salary schedule change, California School Employees Association, CSCA, Chapters 577, classified. Can I get a motion? I >> make a motion. >> Mr. Himemenz,
061can I get a second? >> Second. Miss Bettis, comments or questions? Mrs. Zanzo, can uh can you please take the line vote? >> Trusty Latisia Garcia, >> yes. >> Trustee Batrice Perez, >> yes. >> Trusty God, >> yes. >> Trustee Antonio Jimenez, >> yes. >> Motion passes 40 with Mr. Okmpo absent. Item 10B, action item AB12000, California School Employees Association, CSEA, Chapter 577. May I get a motion? >> So moved. >> Pera, second by Mr. Himenez. Comments or questions. >> Mrs. Anzel, can please take line vote? >> Yes. >> Trusty Lisa Garcia. >> Yes. >> Trusty Vatric Perez. >> Yes. >> Trusty Guadalupe Gil Pas Vera. >> Yes. >> Trusty Jose Antonio Himenez. >> Yes. Motion passes 40 with Mr. Okmpo absent. >> Item 10 C action item contract for assistant superintendent human resources. >>
062I make a motion. >> Oh, can I get the Hold on a second. >> Okay, you're on a roll. >> Before I take the motion, we're going to read the contract out. Is that correct this yet for the summary of financials financial terms? So give us a minute of this. Okay. All right. Here we go. The district will consider approving 20 a 2025 2028 employment agreement for Mr. Oedias Jr. to serve as assistant superintendent of human resources for the district. This agreement for assistant superintendent will commence on September 1st, 2025. A summary of the financial terms are as follows. One, the term of of Mr. Diaz's employment assistant superintendent will be September 1st, 2025 to June 30th, 2028. Two, the base salary of the assistant superintendent for the 2025 2026 school year will be step
063three of the 2025 2026 cabinet salary schedule 203,5224 based upon a 20 222 day or year. The assistant superintendent will receive $500 per year as compensation for an earned master's degree. The assistant superintendent will receive a onetime relocation statement in the amount of $5,000. The assistant superintendent will be eligible to participate in the health insurance benefits that are provided to other certificate administrators in the in the district and life insurance plan provided to other management employees in the district. The assistant superintendent will be paid a monthly allowance for an automobile of $500 per month. The assistant superintendent will be paid a monthly allowance for use of personal cellular phone of $40 per month. The district will pay the cost of the assistant superintendent membership dues in the association of California school administrators or the AXA
064and the California Association of Latino Superintendent Administrators, Kelsa. And now I'm going back to item C, contract for assistant superintendent human resources. Can I get a motion? >> So move. >> I think I heard Kibas Va first and Mr. Himemenz. Can is that your second? Can I get a second? Okay. Mr. Himemen, second it. Comments or questions? >> Mrs. Anzel, can you please take the line vote? >> Yes. Trust Latisia Garcia. >> Yes. >> Trusty Vatis Perez. >> Yes. >> Trustee Guadalupe. >> Yes. >> Trust Antonio Gimenez. >> Yes. >> Motion passes 40 with Mr. Okmpo absent. Item 10D, action item, new board policies, administrative regulations and exhibits series 6000 instruction included. Can I get a motion to approve? >> Motion. >> Miss Pettis, can I get a second? Masera, comments or questions? Mrs. Anzo,
065can you please take a line vote? >> Trustee Garcia, >> yes. >> Trustee Batrice Perez, >> yes. Trusty Guadalupe Gil Padera. >> Yes. >> Trusty Jos Himenez. >> Yes. >> Motion passes 4 Z with Mr. Okmpo absent. >> Item 10E, action item, obsolete board policies, administrative regulations, exhibits series 6,000 instruction included. Can I get a motion? >> Motion, Miss Bettis. A second. >> Can I get a second? >> Anybody? She was a motion. >> Oh, Mosquito Vera. Okay. Comments or questions? >> Mrs. Anel, can you please take the line vote? >> Yes. >> Trustee Latisa Garcia? >> Yes. >> Trustee Vatrice Perez? >> Yes. >> Trustee Bazera. >> Yes. >> Trustee Jose Antonio Himenez. >> Yes. >> Motion passes 40 with Mr. Compo absence. >> Item 11, future agenda items. A, school site presentation. Maris
066Solio Oros Ban Elementary School principal that'll be taking place on September the 17th. Item B, presentation fiscal year 2024 25 un audited actuals budget report Elaine Mendoza director of physical services that will also take place on September the 17th. Item 11 C presentation state of federal funding Monica Anzel superintendent. That'll be future items. Uh future meeting dates, they're all there. September 17th, October 8th, October 29th, November 19th, and December 10th. Uh item 13, public comments. 13A. Individuals wishing to address the board of trustees on closed session agenda items may do so at this time. Starting time 7:27. There isn't any. So, we're going to end this at 7:28. We will now adjourn to close session. We have uh se at 7:28 and we'll have a 10-minute break. Close session will begin promptly at 7:38. Thank
067you. Okay, we are reconvening to open session at 8:04. Item 15B, report action during close session discussion on a motion by Mrs. Gilbas Pereira and seconded by Mr. Himenez. The board the board voted 4 to zero in favor of approving a settlement agreement related to a due process complaint and OH case number 2025070388. Moving on to item 16 adjournment. Time adjourned is 8:05 p.m. Thank you everyone and have a good night.