001Got to put on my microphone here. Good evening everybody. I'm going to call this meeting to order at 5:30 p.m. Um, we are going on to item 1B. Roll call. Mr. Konic, can you please take role? Board President Garcia here. Board Vice President Okmpo here. Board Clerk Pettis here. Trustee Gilpas Bara here. Trusty Jimenez. Trusty Jimenez is absent. Very good. Item 1 C, the pledge of allegiance. And tonight, the pledge of allegiance will be led by Allison Munoz and Da Marquez from Dr. Martin Luther King Junior Academy. Good evening. My name is Alisa Munoz and my name is Daniel Martin. We are sixth graders at Dr. Martin Luther King Jr. K Academy. Place your hand over your heart. Ready? Begin. I pledge of allegiance to the flag of the United States of America and to
002the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. Very nice. Oh, here we go. Uh, so we're moving on to item 1D, spotlight. This is an opportunity to feature up to a threeminut presentation. the positive things that are taking place throughout the district. Mr. Ko, do we have any spotlights? Yes. Uh, first of all, we've got Estella Marcato from Frank Paul where she's a transitional kindergarten teacher. She's going to going to address the board regarding Alisel Teachers Association members who will retire this year. Uh oh, there you go. You guys could have heard me before. It's my pleasure this evening to um come before you and acknowledge um several of our teachers who have the distinguished honor of retiring this year. And so the LSL
003Teachers Association um wishes to extend tons and tons and tons of thanks to the following people. Deborah Davis Fremont Elementary, Gregory Seabourg at Jesse G. Sanchez, Lorenzo Ryosa at Ban Elementary, Daniel Delgado at Ban Elementary, Margarite Bulmer at Creekide Elementary, Marisella Stanford at Ban Elementary. At LSL Community School, we have um one of my first teacher mentors really, Miss Norma G. Garcia. When I first started in the district, I was put on that first grade team. and um was really afraid of teaching reading. And if it wasn't for Norma and the incredible um first grade team that Bill Deb at that time had assembled, I don't know where I would be, but I'm so grateful to her for being um a peer mentor. I'm also very grateful to Haime Pastoa who is also a peer
004mentor and um as a second grade teacher during my two and a half years teaching second grade at LSL community. Um Hime you know I'm indebted to you for life and um for so many things and for stepping up and being an amazing leader of the LSL teachers association. So thank you very much my friend um Alan Reigns at Johnny Steinbeck and my friend Paul Sammon. I don't know if you're around, Paul, but if you're out there watching on on on TV or the internet, we want to thank Paul Salmon, who's been ever since I can remember um uh having been a representative of the Alis Health Teachers Association, Paul has sat on that negotiations team um for at least 24.67 years of my life. and um we're so indebted to him and his entire
005team for the incredible job they've done over the years with negotiations and he'll be his leadership will be dearly missed and on a personal note Mr. Koig, I want to say thank you, sir. Um, having been a leader of of the association has been a great honor for me, but a bigger honor has been working with incredible leadership in this district. And you've been one of those leaders and mentors. And so, um, you've brought Alma to the forefront and and and spent a lot of good district dollars on training not just teachers but administrators on what we in kindergarten do, you know, how to get along, how to communicate with each other and sir, I think you did an exemplary job and thank you so much for your leadership over the years. and Monica. And
006I know we had the pleasure of meeting Monica Anzo and Edie Porter um at our executive board a couple weeks ago. And again, thank you ladies for coming, listening, and for extending that open door policy to communication and collaboration. And that's what we look forward to in the next coming years. And so, thank you very much. Thank you. Uh Mr. Codic, do we have any other spotlights? We have uh one other spotlight. Blanca Miranda, community member and Caesar Chavez Elementary School parent uh will present on her experience at Cababe 2025. Was Blanca here? Is this Miranda? She appears to not be here. So, okay, there are no more spotlights. Okay, we're going to move on then to item E, adoption of the agenda. Can I get a motion to adopt the agenda? Miss Gilbasa, do
007I get a second? Second. Miss Perez, comments or questions? Mr. Con, can you please take the line vote? President Garcia, yes. Vice President Okmpo, uh, yes. Clerk Pettis, yes. Trusty Gilpas Pereira. Yes. The motion passes. Okay. Uh item two, public comment concerning items on the open session agenda and on non-aggenda items guidelines. There will be a two-minute limit for individuals and a 20-minute limit on total public comments. There is no seating of one's time to other individuals. Item 2 A, individuals wishing to address the board of trustees on open session agenda items and or other items may do so at this time and I'm starting at 5:37. Do we have anybody wanting wishing? Okay, we've got Carol Trailer. Good evening everyone. My name is Carol Trailer. I've been with the district and the nutrition services
008department for almost 17 years now. Um it's been a blessing. I love serving and I love children and I enjoy that. And so um I want to encourage you tonight to ratify the contract with the CSEA 577. Um I believe that um as one of the employees that um it will be money well spent. We are dedicated, efficient people who serve our community and the Lisowl district. Each day we come to work prepared, ready to serve and do the best of our ability. And I know that it's trying times for everyone, but we show up. And when we show up, we show out. And I want to read something to you all uh that we received last last year on our um up on our uh appreciation. It'll be concise. Um I won't read the
009whole thing, but this is the main thing that it says. The important work that's done in the classroom every day could not be accomplished without the hard work of our classified staff. Whether you are a custodian, a campus supervisor, a parent education specialist, a front office staff member, a pareducator, or any of the other positions that support classroom instruction, you contribute absolutely you your contribution is absolutely essential to make our schools run smoothly. Thank you. Thank you. Says, "Please know that you are appreciated." Okay. Thank you. Thank you so much. Um, how about Ruth Alves? Is there Ruth Alves? And I'm hoping I'm saying that right. Alves. Okay. Ruth. Thank you. Okay. Okay. [Music] Um, [Music] Sacramento. Um, [Music] Do you want to go ahead and translate? Good afternoon, board. Um, my name is Ruth
010Alves. I'm here. I have a child in Alisal Community School. I'm just here to thank everyone. Thank you. I was able to attend Cave. I attended all the workshops, a lot of the workshops there. Um, thanks to everything I've learned, uh, one of my my child decided to attend college and he just finished the first year. I feel very very happy. I thank you that also uh, we received a t-shirt that may be something small, but to me it's very important to have a t-shirt that says Alisal. Uh, I'm also I also want to thank you about the afterchool programs. My child attends the mariachi program and I'm very happy he spends four hours there instead of watching its computer. He's learning something and u as as far as cave goes I've spread the word
011to other parents but sometimes it's hard for other parents to attend. Thank you. Okay, we are moving on. Oh, I'm ending this public comment at 5:43. Now we're going to be on item 2B, association comments. ALS Teachers Association. Um, good afternoon, President Garcia and members of the board and Mr. Connik and the cabinet and the public um in attendance. So, uh, hi May Pastoresa, the president of the ATA. Um, ATA ran an election for new officers. We, ATA will have a new secretary board beginning on June 1st. So the new president will be Amy Edwards and um the secretaries will be still will be the same Sarah Ganger Mino and Lisa Balarosco and the treasurer will be Kim Vitran and then the ATA will run an election in August for um vice president. So since
012this is my last uh meeting here as a president, I just want to say thank you to all of you. Uh it really have been a pleasure and a great experience and I definitely will have a memory or have there the honor helping each other here and the moments and experience. Anyway, thank you. And by the way, I love the blue color. Remind me of the sky. There's a lot of blue here tonight. Thank you. Okay. About California School Employees Association chapter 577. Good evening. Uh board president, uh board member, superintendent, um cabinet members, uh classified staff, community members, uh Solen Kinoi, uh president for chapter 577. Uh first I want to say congratulation to Mr. pastor on his retirement. And um but tonight I'm here to urge you to recognize and fairly compensate the
013over 500 classified employees who are the backbone for of the Alisa Union School District. These dedicated workers, custodians, par educator, aids, office staff, bus drivers, food service and more. ensure our schools run smoothly, supporting our students, parents, and teachers every day. However, the district has refused to align the classified salary schedule to minimum wage levels despite California's raising cost of le living. The district's uh latest proposal to CSA offered just a 2% salary increase the same as a teacher which is still fails to bring our lowest classification in range of minimum wage standards. This is unacceptable for employees who give so much to our schools. Let's put this in into perspective and I don't want anyone to take that as attacking uh to a person. A 1% increase for the entire classified bargaining unit would
014cost u approximately 2368 $842. Yet the new superintendent salary exceeds 260,000 a year, more than the cost of the 1% raise for all 500 plus classified staff combined. Additionally, the district continues to increase its legal expenses, especially those related to the cost of bargaining. Initially, one lawyer was brought to the to our negotiation table. Now two lawyers at the table with CSCA and six other highly uh paid district cabinet cabinet administrators. How much is being spent on time as well as legal fee that could could instead be used to fund fair wage for the classified employee. There is one uh political commenter that said quote the budget is a statement of values unquote. I ask the board to please prioritize or classify the employees by directing the district to increase its last offer by 1%
015to CSCA bony to provide us with at least a 3% salary increase bringing our lowest range in line with the current minimum wage. We deserve respect, appreciation, and a living wage. Thank you for your time and consideration. Okay. How about anybody from the United Substitute Teachers Union? No. Okay. We're going to go on to item three, presentations. 3A is school site presentations. Principal Jose Juan Oriso from Dr. Martin Luther King Jr. Academy. Good evening, President Garcia, board members, cabinet, and community. My name is Jose Juan Oriso, and I am the principal at Dr. Martin Luther King Jr. Academy. Presenting with me tonight is my right hand at MLK, our assistant principal, Mrs. Milnandez. Today we are here to tell you about the ongoing productive struggle. Our theme tonight is innovation ignites and celebration unites. Our
016celebrations this school year started on our first day of school. [Music] We are proud to share that our school has made significant progress on the California school dashboard. Over the past two years in English language arts, we have moved out of out out of out of the red indicator into orange, showing clear improvement in student achievement. Even more exciting, our English learner progress has jumped from red all the way to green, reflecting the incredible growth and hard work of our students, staff, and families. This is a powerful testament to our commitment to equity, language development, and academic success for all learners. With the support from Med Services and in partnership with West Ed, our school team embarked on a journey to strengthen collaboration. This year, our PLC's have engaged in four structured collaborative protocols to
017deepen instructional practice and improve student outcomes. The analyzing standards protocol. PLC teams unpacked essential standards to identify skills and align instruction to grade level rigor. The impact this protocol has had is that it provides an opportunity to clear learning targets aligned to assessments and tasks. The lesson tuning protocol gave grade level teams opportunities to provide each other feedback on lessons to ensure engagement, differentiation, and clear instructional strategies. The impact includes increased collaboration and consistency in instructional strategies. The third protocol, analyzing student work. Uh through collaborative examination of student work, teachers shifted from simply grading to analyzing student thinking, leading to more targeted small groupoup instruction and effective retaching strategies. and the lesson observation protocol. Teachers engaged in non-evaluative peer observations to reflect on student engagement and instructional practices resulting in increased professional reflection and the
018spread of effective teaching strategies ac across classrooms. Here you see some pictures. In one picture you see a grade level engaging in the lesson tuning protocol followed by the observation protocol by their peers. There's also a picture of the writing rub uh writing rubric as an example of analyzing student work protocol uh in which a team's uh calibrated student work through one of our uh innovations that you heard about parseek. We're able to gather feedback, anonymous feedback. Here's some of the feedback from teachers. It was mostly positive. I'll read one. The most impactful PLC experience I had this year was lesson tuning with my grade level team. The lesson tuning activity allowed me to reflect on my teaching practices and get feedback from my team about how to make my lesson better. It was also
019impactful to see my team's lessons and help give them feedback. There are some more if you wanted to look at the feedback about their support from the coach in celebrating. Uh we're still celebrating and our our most recent benchmark using I Ready more than half of our students made more than 90% of their typical growth in by April in reading and 79% of typical growth in math. Uh along with innovation there's a lot of tools now that um can help us uh work um smarter. So one of the where our innovations include Bullseye and you'll hear about Bullseye which is a digital dashboard that streamlines learning walks allowing staff to collect and analyze classroom data efficiently. We'll tell you about smart pass which is a digital hall pass system that helps school manage student movement
020and increase campus safety and accountability. And you'll hear about parseek which supports written written voice and video input empowering all users including families with limited literacy to share feedback and be heard. If we can click on the video. Here's a summary of feedback from students using [Music] Parseek. My favorite part of the school day is when we go to lunch. My favorite part of school and why is recess because I could go and play. My favorite part from the school is that we do I really math and when we do I really reading. My favorite part of the school day is math because I love learning. And most class have like great teachers and great classes. I think it's a great school to teach. I think MLK is a great school to attend to because
021Mr. G is a good teacher. He's a fun teacher. Another reason I think um MLK is great because Betty is like the best supervisor. Another reason is because you can make a lot of friends here. I like going on my K because my favorite part is doing computer time. [Music] We'll move on to uh information about uh Bullseye uh which is a centralized paperless data tracking. Bullseye replaces scattered paperbased systems with a single digital platform that consolidates student achievement data and academic indicators making it easier to access, manage and act on information. Uh, Bullseye enhances learning walks by collecting evidence aligned to schoolwide and PLC goals. Feedback is shared electronically short shortly after visits supporting immediate reflection and targeted instructional support. 58 total learning walk visits were conducted this year using Bullseye. 96% of staff
022who were observed receive a follow-up feedback session ensuring timely reflection and support. 16 instructional next steps were identified for teachers to refine or adjust their instructional strategies. This shows our commitment to using walkthroughs to promote meaningful professional growth. Of the 16 next steps, five were fully implemented by teachers demonstrating progress and responsiveness to feedback. This also highlights an opportunity to support and monitor the completion of next steps uh for more consist moving consistently forward. strength area. This is a type like a report that uh we can gather uh for our ILT or for the school teams to look at. Our strength area thus far we are seeing the most cons consistent and effective practices in listening and comprehension including evidence-based strategies such as retelling, summarizing readalouds and making meaningful connections. Our growth area, our great
023our greatest need for improvement is in reading fluency specifically in establishing consistent fluency routines and ensuring students receive immediate targeted feedback. This is an example of the electronic form that the teacher receives. I'll move on to a smart uh smart pass. Uh here are two examples. Uh on one side you see on the red that's a student who's been in the restroom for close to 10 minutes. The other ones have been under the five minute. There's another the orange is a that student who goes for reading intervention and it has a time that the student has been out of the classroom. Uh so students use smart pass every time they leave the classroom for example to go to the restroom or to receive instructional or emotional support. And if we can click on the video
024on the link 30 seconds on the top it's right there. Schools today are struggling to rein in the chaos in the corridors as school hallways become more disruptive. Bathrooms are getting damaged. Students feel less safe. And most importantly, students are losing precious learning time. But managing student movement in schools has become next to impossible for teachers and staff. So how do educators keep students learning instead of lingering? Smartpass keeps your classrooms focused and always free from chaos by enabling teachers to better manage the flow of students with a uniquely powerful, easy to use digital hall path. So as you can see this promotes positive behavior. Students learn to manage their time responsibly. Teachers have data. Uh we have fewer disruptions, clearer boundaries and reduce restroom vandalism. It helps us during our safety drills. We know
025who is missing and where they are. And now I'll hand it over to um our uh assistant princip she's doing a tremendous job with campus safety. SSTs, um, classroom walkthroughs. Um, she's ready and she's right there helping our school tremendously. Thank you, Mr. Um, so in continuing to celebrate our innovation processes at our school, um, I'm going to be speaking a little bit about our SST process, which is a celebration, um, under my leadership. Um, so this process starts with the digital uh, student digital referral. Uh the significance of this process um of the referral is to provide me with immediate and deeper insight about an individual student uh prior to the meeting. It gives me an opportunity to uh review important information um about the whole child. I don't know what he said. Okay.
026So the objective in developing a more innovative process for SSTs was to enhance um teacher and parent clarity and to increase parent involvement. Um, we were looking to move away from the SSTs feeling like a repetitive conference in which parents felt that they were uh once again being informed that their child was struggling. Um, through the development of our new SST referrals and our uh new meeting format, the process has been essential to student achievement as it ensures a comprehensive understanding of the whole child. It supports datadriven decisions. It identifies what has or hasn't been working for an individual student. It promotes a focus um a focused discussion and strengthens collaboration amongst all members including families. Um in developing uh smart goals and establishing individualized success criteria for this student. Um we have been able
027to ensure measurable progress within a set time frame and guidance uh targeted instruction and support. Um through the use of uh parseek we've uh through the parseek feedback collected um we have received 53% of teachers who have um participated in the SSTs um have expressed favorability and 55% of parents who have participated have also expressed favorability. Um so uh when asked about their participation, what their participation looked like, 57% of teachers expressed favorability, including one teacher who expressed I was a teacher. I honestly felt like I was heard and involved. Another teacher expressed, "I was active. I was involved. I made my voice heard. I gave some points on how I can help the student um through a parent feedback." um when asked about their participation. 88% of parents expressed favorability um one parent expressed
028uh they asked me questions, they asked for my opinion and the work that I do at home um with the issues that I have to discuss with my child. Another parent expressed that they felt very good. They felt um they felt very good. They gave more options to help my daughter. Um nope, I went through that very quickly. That's okay. Um, so in continuing in continuing uh celebrating some of the processes um in addition to the SSTs, another area that I oversee is PBIS. And here we have some images of our monthly PBIS events. Um, including one in which I, the assistant principal, was pyfaced by a student. Um, and then we have another video that just elaborates on um all of the um celebrations addressed throughout this presentation by myself and Mr. Kiso. Well,
029that while that video pops up, I can continue for the sake of time. Is it ready? I know that we're we're staying within our 15 minutes. The most impactful PLC experience I had this year was that that I was able to work with my colleagues side by side and we came up with great lesson plans, assessments, we calibrated writing. We got to do a lot and it was really meaningful. Everything we get to do together is meaningful because we work as a team and we we apply it as a team. My favorite PBIS event is the color run because um it was fun to run around, lose some energy and get paint thrown on you. It could be one of the most best memory. Um, I enjoyed it because we can make a lot of
030memories and there's so much things that can happen. And which of the strategies discuss do you feel will most positively impact your student? Um, they have like a little a little phonics plan um card flashcards that the teachers are already starting and I'm going to continue at home with it as well. [Music] The PBS I would like to see next year is the color run and the trampoline. [Music] as we move to in our closing slides uh you'll see some pictures on if you can go back to the next slide I have it here so we're celebrations we recently celebrated our teacher of the year a classified member of the year uh who is our amazing secretary Miss Novo, Miss Vega, our teacher of the year for the district, Cinco de Mayo. We've celebrated on
031the left, you see the students who we classified. We they earned a a hoodie. And on the right, all students who leveled up. So, we weren't just rewarding kids who got a three or four. Anybody who leveled up on the SPF was recognized. Our staff loves to have fun and participate. Uh, one picture there shows our classified PAR educators on par educator appreciation week. Uh we are rewarding kids for perfect attendance. And before I play this last video, uh I just wanted to, you know, point out that public education is complex, especially in schools where the majority of students qualify for title one support and face systemic barriers. Yet within that complexity, we find purpose. Today, we celebrate our productive struggle, our continuous growth, and most importantly, our unwavering commitment to helping every student reach
032their fullest potential. What better way to end with a moment of joy with uh our students and our superintendent together in music and in community. And if we can play the video of [Music] Sorry, we have a point of order. We're still in session. So, if anybody has to exit, if I may ask that they do so quietly because we're we're in session right now and we are we do have a presentation going. Thank you. Okay. Thanks. [Applause] [Music] Celebration as you see the video. I want to wish Mr. Kunig a happy retirement. He was there celebrating and dancing along for the mariachi and everyone. [Music] Thank you, Mr. and Miss Hernandez or Miss Miss Hernandez. Miss Okay. Um I'm going to start over here on my left. Miss Gilas, do you have do you
033would you like to comments? Thank you. Uh President Garcia, thank you very much to both of you. That was a great presentation. a lot to be um proud about at going on at your school. I I did have a a couple of questions. One on the SST and then the other one on the digital hall pass. First of all, the digital hall pass, what does the student have in its how does that work? Can you elaborate a little bit more than I mean I'm trying to visualize it? I'm how does that work? So, it's in the student's portal through the help of our IT department. The student raises their hand. The student grant the teacher grants permission. The student clicks on their Chromebook and they they go and the timer starts and the student there's
034different like icons. They might be going to the restroom. They might be going to see the counselor. They might be going to see the reading intervention. So they click where they're going. Oh, I see. And they just and then when they come back they click back in. Oh, okay. And you have access to all of that in Yes. So, if I'm walking on camp if I'm walking on campus, I can pull out my phone and see, okay, what I'm I'm sorry, where are you going? And and and we have uh we can digitally track where students are. That's great. I think it makes our students feel more secure. At least we know where they're at, right? Thank you for that. And then um my other thought, my other question was on the student study teams.
035Um who is present besides the Are you present at all of them, Miss Hernandez? and and then um the parent and who else? Yeah. So um the essential all members are essential but the essential team is um the parent um sometimes both parents sometimes they bring siblings right. So we see the family um the teacher and myself um but our instructional coach is also invited um which is a great uh door um for coaching cycles for our teachers. Our instructional coach doesn't really speak directly um into the students uh needs, but how to navigate um you know some of those interventions that are going to be put in place prior to the meeting um based on the um initial um referral. We'll get feedback from our reading specialist um intervention teachers. So we have a
036full picture before coming into the meeting which is very helpful for everybody to just kind of guide the conversation. That's a great that's a great way to assist the student is through a group of people of experts to you know I'm sure you talk about the students um strengths the positive things and then the student gets to see because they're there also right um or no not all the time. Okay. um they they might be invited typically older students um but not not all the time. It's really parent preference. Okay. Um and in addition, if we have any students that receive counseling support, our counselors are invited um but their feedback is always um welcomed and essential as well. Awesome. And then so um how many stu on the average let's say for a month,
037how many SST referrals do you get? Yeah. Um so I in combination with initials and follow-ups. Um, we have SST meetings every other week and I try to um do at least eight of them. Um, I want to, you know, time is essential. Um, I don't like cramming it. I don't, you know, I want to give the meeting, you know, full attention. So, we follow a thorough agenda. We stick to it. um in working with Weststead and using our protocols, I've really learned strategies for time management and just keeping the meeting um at a good flow. Um so we've been able to meet at least um for eight students every That's great. every other week. And you're the facilitator or you have to meet Oh, that's great. Awesome. Thank you. The students are in good
038hands. It seems like they're with with both of you. Thank you very much. That's all. Miss Fettis, comments or questions? That was an awesome presentation and very proud of the progress in your academics in the 90% increase in reading and 79 in math for the benchmark. That's awesome. And I do have a question. I don't know if I missed it, but who does the classroom walkthroughs? It's uh Mrs. myself and our instructional coach every day or once a week. The goal is to go to at least one grade level a day. Most days were successful, but some we we are either in IP meetings or SSTs or in a collaboration with another district team. That's awesome. Thank you, Mr. No. Okay, Mr. Ko. Uh yes. So, want to congratulate you on the on the progress.
039Obviously, the the progress was good. Was that was that a mariachi on the first day of school? Yes. Oh, good job. I thought that was cool. Yeah, that's no way. You know, you're going to open up school, open it up with a with a mariachi. Um, see, so I had two questions. I'm wondering um the looks like you're using a lot more technology. I guess you got the par parseek, the bull bullseye and the digital passes. So I'm curious uh is there is there buyin from is there any any part of your teaching staff that is kind of resisting you on this? Uh do you feel that the buyin is is there are teachers using the systems? So with parseek um yes um the it's a lot faster I it's a so we we gather
040teacher we want to g gather teacher voice what are their suggestions what are their improvements what I can say that um it's anonymous so teachers give us a lot of feedback on various topics we uh so that we haven't had there has been buyin teachers actually we we're training our ILT team to see how they can use it in the And this is our first year next year. We want teachers to create their own feedback for parents. And what we're loving about it is that parents who aren't reading, who don't read, they're able to can record their voice or through video. Uh regarding um bullseye. Yes. Um there was buyin. We took it to the teachers. We The question was, would you prefer do you because we do learning walks, we can visit classrooms every
041day. Do you prefer the paper or would you like something electronic? And the majority of the teachers uh said we would prefer something digital. It's in it's instant in instantaneous with uh smart pass. We're piloting this year. So we have a lot of teachers who are using it. We're learning it alongside. So this year has been for that um an exploration year with implementation and we're hoping to refine it next year. So the parseac I guess looks for for different uh I guess different modalities in terms of how students learn and then tries to present them a topic through different modalities I guess is that basically what it's doing yes it could teachers could use it for feedback for students could they give them feedback they can check for understanding we our goal we had
042talked about last year is we want to do seal type of um feedback for students and the neat Part of this is for example if you notice some of the kiddos who were in the video they're in kindergarten so they may not be able to fully read or write a full sentence or paragraph but they can express what they want to say and then through using AI parseek generates a feedback to report the data and the trends and the themes. Sounds great. Yeah. The second question I was curious about the your SST um you know uh sort of the the what happens after the SST because I know that you know people come together and out of an SST you might get a referral to SPED you might get a a decision that a 504
043has to be done on the student or I guess any other kind kind of intervention but I'm curious uh what happens after the decision you know, is made. I mean, um, is there someone that that makes sure that the decision is carried out? Is there someone that assesses, you know, how well it's it's being done? You know, because, you know, like somebody you can write an SST for a student, uh, where teachers are supposed to do certain things based on, you know, the students, uh, uh, behavior or based on their needs. And uh some teachers might diligently, you know, carry forth the 504, but some conceivably might not or might not even be aware of it, you know. Uh I mean, it's sort of thrown out there to the teaching staff and then then it's
044the responsibility, I guess, of every teacher to to make sure that they know that the student has a 504 and what they have to do, you know, in order to carry it for forth. But I'm curious whether um um anybody, you know, does sort of an analysis of like is it being done and if it's being done the action, you know, how well is is it being done? Wondering if that's part of your of your process. I think what I can say is we're the reason we're we're doing this digital feedback after each SST asking the teacher and the parent to give us feedback for each meeting how it went because we want to hear from them and uh I think one of our major goals is first of all to is to ensure that
045we all understand that the SST is a function of the general ed and that we're going to hold SSTs because we want to strategize as a team with instructional practices and modifications and not all the SSTs are going to be referrals to special ed. they can be once we've ensured that there's been a pretty tight system and we're using this data to improve from teacher feedback. We want teachers to know that their feedback, their voices and that each SST it wasn't if we're asking them to come up with referral forms and and list modifications to bring evidence. We want them to know that we are our responsibility to them is that we're going to have an effective meeting with an action that uh is uh going to be responsive to the parent and to the
046teacher for the sake of the students uh uh growth. Thank you for that. Thank you for your presentation. Um I do have a couple of questions maybe. So the bullseye is the is how you're capturing the learning walks. Yeah. Is that right? Yes. And who's during the learning walks? Who's doing them? Uh, the admin. The admin. Yes. Oh, okay. So, at one point I go, "Wait, so are the teachers doing the learning walks?" I was hoping you'd say, "Yes." Well, the teachers are doing pure observations as one of the protocols, but they follow the the protocol because they are going to observe a lesson that they themselves tuned together. So, that's not learning. The bullseye is not evaluative either. It's for constant feedback. But teachers are um doing peer observations of each other. So when
047you do the learning walks uh with Bullseye, you're using a iPad. You're walking in with an iPad. Yes. Or what are you doing? Oh, okay. Thank you. And then um just with the the digital pass, I mean I'm a teacher, you know that, right? And so it's kind of like I'm thinking you didn't get any push back from digital pass. It just it feels it feels great because on the outside you you know it's supposed to be very easy to work with, but that just means that the teachers constantly looking at the screen, right? because they have to act they have to be able to see the screen to see who's clicking on their hand going up. Not necessarily different than if a student has to leave the class because if the teacher will need
048to write a pass for example, they don't have to do a paper pass anymore to go see the nurse or to go and it's really the student clicking. So we haven't had any students who uh who are not clicking. Uh so if this is my device, I'm the student. I click and it'll pop up. So if I'm with the chair, I'm walking around and it'll stop clicking when the student returns. It keeps data. So some teachers have told me that they've been able to tell a parent, your child has gone to the restroom 16 times in two days and has been spending. So it's all there for them as opposed to it I remember being a teacher. It's like how do I have a conversation with a parent? Yeah. Um and now the data is
049there for me. It's easily accessible. It seems like an awful way to a great way to capture data instantly. I just Well, let's just say I'm a teacher. um small group instruction. I have to have my computer right there so I could see who's clicking on the right. I mean, how else would I know? Not necessarily. I not necessarily. I haven't experienced I think teachers are showing when kids are saying we're in the restroom, they go, they click and teachers haven't reported that kids are not are not um it's been matching kids of it's really the work is on the student, not on the teacher. So the teacher doesn't have to say yes to the No, not at all. The child just goes. Child just goes. Yes. Okay. And how well what about during recess?
050We don't. Right. Yeah. We don't use that. So you don't you're only able to capture when they're inside with the in the classroom. Yes. Okay. All right. That that makes sense because I mean you answered all my questions. You did you guys did an awesome job and I'm I'm very proud of how you you should be very proud of all the success you've had this year, especially with academics. I just had curiosity about those because I'm kind of trying to picture how that would work for me as a teacher. But thank you so much for your time here today. Um, thank you and um, we'll be looking forward to you for next year, huh? Thank you so much. Thank you. And come to our celebrations. Thank you. All right, we're moving on to item uh
0513B, presentation. Director of People Services, Diana Garcia. Save School Safety Site Safety Plan implementation dealing with bullying. Good evening, board of trustees, Superintendent Jim Koig, Deputy Superintendent Monica Anso, cabinet members, and community members. My name is Diana Garcia. I am the director of pupil personnel services for educational services department. And today I will be presenting on the Alysaw Union School District's bullying preventative measures. Pull the clicker. It's been quite a while since I presented. Yeah. Okay. So, let's go ahead and begin by defining what is bullying. Bullying is aggressive behavior among children, people in general. It's power imbalance. Repetitive behavior that includes making threats, spreading rumors, excluding people from certain events or from social groups, attacking someone physically or verbally. Kids who are bullied or just people in general who are bullied or who bully
052others may have long-term problems leading to mental health issues. This is okay. I think I skipped one. Let me see. Okay. So, where does bullying take place? Bullying can occur anywhere and at any time. It can occur during and after school. Um, if it occurs at school, it can happen in the classroom, the cafeteria, um, the playground, the restroom, the hall, you know, when they're walking to the office, walking to their classrooms during sport time, PE, anywhere. So it can happen in their neighborhoods as well and it can happen on the internet. But remember bullying is consistent behavior. So it has to be from the same individual or individuals towards the same indiv same person, same student. Types of bullying. According to the stopbullying gov, there are five types of bullying. There's physical, verbal, social,
053prejudice, and cyber. Physical involves anything when you use physical force or aggression to hurt someone or damage others belongings. Verbal is when you're using words to hurt or insult or demean others. Prejudice is targeting someone because of their race, religion, gender, sexual orientation, or disability. And social is hurting someone's reputation or relationships often in a very passive aggressive way. And cyber is using digital technology like social media, Snapchat, Facebook, Instagram, text messages or emails to harass, threaten or humiliate someone. Now what is conflict versus bullying? So a lot of the times conflict gets u misinterpreted or confused with bullying. Again bullying is anything that is intentional and it's repeated behavior towards someone by a group of people they're using power to hurt, control or intimidate. Whereas conflict is a disagreement or argument between two or
054more people who have relatively equal power. So everyone who is involved is equally affected. There is no intent to cause harm, long-term lasting harm. Majority of the times it can be resolved with mediation and conversation and this is most of the time targeted by or resolved by our site administration or if our wellness team members are made aware of they are they provide conflict resolution team sessions with the two individuals or three individuals involved. So now let's look at our um AUSD 2024 2025 coordination of services team data. So as you can see here as of May 3rd we had a total of 1550 referrals. We had 21.7 referrals made for towards the family resource centers and this consists of making a home visit uh servicing our Mckin Vental students uh co connecting our families
055with community resources. 26.3% were referrals made based on emotional regulation. And what is emotional regulation? So emotional regulation is the ability to manage, control and respond to emotional experiences. If I know how to regulate my emotions, I will understand when I am told, "No, Miss Garcia, you cannot have this and I will simply understand and walk away." But if I do not know how to regulate myself, I will throw a temper tantrum. That means that I will elope out of the classroom, start screaming, crying, throw things uh to others, or just simply have a tantrum. And then 7.4% are referrals made to academics, just for academics. There's some referrals that are that involve academics and emotional regulation, but these this 7.4 is strictly for academics. And these referrals are um given to this uh the
056SST which is the student study team and that is the team that the assistant principles are the ones that coordinate and handle those meetings. If there's anything there involving mental health or social emotional learning or behavior, the counselor or the social worker are also invited to be part of those teams or those meetings. And then as you can see um out of those out of the 1,550 referrals we have 60 referrals that are strictly on just bullying. And then after the um counselors and social workers work closely with the students or the families and dig a little deeper to find that information 15% of those actual 60% I mean 60 referrals are actually bullying cases. And then from there there's a plan developed and we have partners and I'll let you know more of some
057of the preventative measures that take place after you know as I continue. So why does the bully bully? There's always a that's a really good question because we all think that the bully just wants to be a bully. They weren't born to be a bully and here are some of the evidence-based uh reasons of why they bully. They want to they just want to feel powerful. They want to be in control. They want to feel powerless in other parts of their lives. So they just want to feel just like they they can control something. There's problems at home or with friends. There's a history of being bullied. So they bully because that's a defense mechanism. They feel insecure and they seek attention. So bullying can be a way to deflect attention from their own weaknesses.
058They try to impress others. So they want to fit in. So that's why they bully. And there's a lack of empathy. Their students because of their amygdala, something with the brain, they haven't developed that emotion yet. So they don't know how to show empathy for others. So it's so easy to blame the bully. But he but if we think about it, he or she also needs to have some type of support. And so that's why the wellness team is there to support so that they can teach them ways to express in a healthy way and regulate their emotions. There's always a root cause of why bullies bully. Now understanding the target of bullying. So the target is also known as the victim. And here we're going to look at some researchbased uh reasons of why
059they become a target. why the target is becomes a victim. A lot of the times it's because they stand out. So, it just depends on their appearance, their clothing, their weight, their disability, their race. Sometimes they're new, their kids, they're the new kid on the block, the new kid on the on on site. So, it's they're new there. They seem less likely to fight back. They appear highly sensitive or emotional. There's no strong social support. they're an easy target. So they they cry easily. Their anxiety goes up very easily. So they become an easy target. And then stereotypes or prejudice. So some kids are bullied due to discrimination because of their race, religion, gender identity, or sexuality. Oops. I think I skipped one. Now, now that you've learned what bullying is or you got a
060refresher on what bullying is, the difference between conflict versus bullying, the types of bullying, the bully and the victim or the target, what does Alisan have in place? So, the Alys Union School District has a board policy on bullying. It is policy 5131.2 that was adopted in February 22nd, 2023. Our policy follows educational codes. And next I'll talk about the proactive supports that Alice Union School District has to offer around bullying. So what are we doing here in Alisel? So these are some of the AUSD proactive supports and this is what we are doing. First of all, we have full on board wellness teams at each school site. So the wellness teams consist of the assistant principal or the principal. There's also a counselor, full-time counselor. There's a district social worker. There's a mindful life
061coach at six of our schools. There's wellness coaches at almost all of our schools. There's and they're there full-time. We have an ESS clinician. We have the parent education specialist as well. We also have um MSW, which is masters in social work and school counselor interns that are part of the wellness team. We have um we also have a sticks and stones counselor that is there either two or three times a week. They also bring in a bully prevention program that support with conflict resolution or bully prevention. We have partners such as Harmony at Home and they have their anti-bully supports that are completely free for schools. So counselors have reached out and put together bully prevention assemblies. They've also asked them to come in to present to the parents at cafeesitos. Um, and I
062believe some of I believe Miss Perez was at one of the bully prevention presentations from Harmony at Home. We also have Monterey County Behavioral Health and they offer their Rainbow Connection Support Program and this is mostly for students that are having some sexual um orientation or gender identity issues. and our counselors and social workers make referrals to Monterey Behavioral Health just if we were to have something like that going on. Now, we have more supports that support our bully prevention here in Alisa and you know our bully prevention supports are here to help us promote positive behavior and how to express in healthy ways. So, one of the supports that we have is the positive behavior interventions and supports. That's our PBIS program. Some of our schools follow these school values. Be safe, be kind,
063be responsible. Others follow be safe, be respon responsible, be respectful. We have schoolwide events, schoolwide activities that promote positive behavior. Um, we have monthly themes. So, I know that we celebrate in February and March kindness week. Right now, during the month of May, we're celebrating mental health awareness. And then in October, we also uh celebrate the bully prevention. Um and there's I mean I can name all of them, but I'll just name a couple. We have PBIS school teams. We have staff PBIS training. We just completed our second PBIS training or I mean final PBIS training for the school year, which was um where we partnered up with MCOE to come and train our staff in tier one and tier 2 PBIS uh systems. We also have a check-in and checkout system. We offer digital
064citizenship especially for students so that students can become aware of, you know, the cyber bullies out there and how to be careful and protect themselves. We have wellness teams that provide counseling support, social emotional class presentations, bullying assemblies, wellness coaches, check-ins, restorative practices. We've trained all our counselors in restorative practices. Some of our assistant principles have also been trained. Um, we also promote restorative circles. We do the hiraasol training for fifth and sixth grade girls. Hov Noble support groups for the fifth and sixth grade boys. We just completed one of our celebrations for Hov No last Thursday. We also offer growth mindset tools and then counselors or some of the wellness team members have anonymous reporting. Um, so they have lock suggestion boxes in the office, their offices, so that students can feel free and
065report any type of bullying that's happening to either a friend, a colleague, or themselves. And then our mindful life coaches do mindful life classroom lessons. Some of our assistant principles have calming corners. Um, and that's to support social emotional well-being. So, it's to help students self-regulate when they're disregulated. And it's also to help kids just feel like welcome and a sense of belonging because we have students that do suffer from self-esteem and because of that um low self-esteem sometimes they feel like everybody is bullying them. So how can um the wellness team you know continue supporting students right? So one of the things that they do is that they promote and support students by reminding them on how to be kind and include others support the person being bullied. So instead of being just a
066bystander they should be active bystanders. They tell a trusted adult or school staff. If one adult doesn't listen then go to the next person. Speak up and say it's not okay. use that confident body language and avoid, you know, reaching or reacting emotionally. And then how can we make a difference? When I say we, that includes everybody in the ALS Union School District and that includes the community and our parents. So these these are ways that we can make a difference if we start teaching kindness and empathy at an early age, speak up and support, appear highly sensitive and emotional. So if we continue here in Alyssa teaching what bullying is not only to our students and staff but also to our community, our parents, then we will have a better understanding of how to
067support what bullying really is and how to support our child. Create a safe inclusive environment. Hold people accountable and responsible. You know, hold those that are involved in bullying. Make amends. Write an apology letter. No, say sorry, but when you say sorry, you really mean it from the heart. reinforce positive behaviors and model open communication. And then these are just resources that we share with either families or with students. They're very child-friendly and and parent friendly as well. And then that's it. If you have any questions, um, please direct them. Now, I'm going to start on this side. Mr. Himemenz, do you have any questions or comments? No. How about you, Mr. Okmple? Yeah. I was curious um what what is it in terms of a total number? What is 6.6%? So 6 point uh
0686.6 would actually be 60 referrals. So 60 referrals that are uh sent to us for bully prevention. So that kids are being bullied, right? But out of those 60 referrals, only 15% are actually true bullying cases. Okay. Okay. Okay. So the true bullying cases would be less than 6.6%. Yes. Is what you're saying. Yeah. I'm curious. Um certainly there certainly are a lot of programs that you use, you know, um you know, counselors and all these different other different programs that we contract with that provide services to our students. But but there's a whole lot of practices uh you know to try to to deal with social emotional uh uh issues. I'm I'm curious out of all those practices which do you believe uh work the best or which do is can you point to
069three maybe or four and say these are really working or is it just sort of everything in in in combination? It's a combination of everything but one of the programs that we've seen been been very successful especially with our fifth and sixth grade um students has been hir um and then Hov No. Yeah, those two have been really um successful. I could say that we've seen a turnaround in student behavior. Um I'm not saying 100% right, but we've seen a a great growth in students behavior. The other one that I would say has been really successful is the bully prevention that Harmony at home um h offers to us. I know that on the educational piece, right? So it's the educational piece for staff, for parents. So really helping parents understand what bullying is. And
070then the other one would be what the counselors do. You know, counselors do along with the wellness team and the PBIS efforts embedded within the schoolwide events that take place monthly. You feel a lot of those are yes having some effect on the students. I know Hoben had I think it was 60 grads I think right from just recently. So, we just hopefully we can see that program continue to grow. Yes. And we have actually uh trained all of our staff already. We're still missing a couple because we do work closely with PACE. And I know next year I was planning on proposing Miss uh SWAT or whoever our incoming director is for special education to see if we can start uh training some of the psychologists, some of the staff there. You know, just
071the more people we have trained, the better we can expand it even more. Okay, that sounds great. Thank you, Miss Pittz. Comments or questions? Just a comment. That was great. I've been part of these programs and yes, it makes a difference. Not only for the child, the student, but for the parents as well. It makes you see it's like a turnaround in in your mind, in your thoughts. not only like I said for students but for parents. So awesome job. Thank you. Thank you uh President Garcia. This is such a big bullying is such a big it's like the elephant in the room. It's something not tangible sometimes. It's hard to identify. I think the bully, it's hard for the student or adult that is being bullied to come out and speak about it and
072and I'm glad that we have all these things in the Alysell and thank you for, you know, I'm sure under your leadership and Mr. Koig and Mrs. OS, we have these programs here to help our students. And yet, it's so heartbreaking that sometimes we still hear, you know, that the schools aren't doing enough because a a child will commit suicide because we can't get to them. It It's hard. So, we have to keep at it. Keep at it. Keep training our students, you know, to come and speak to us, to trust us. Even as a board, we have to be open to our employees or the employees of the Alysal Union School District because not that I know of any, but I'm sure there's adult bullies. I mean, we were bullied as a board at
073one time. So much so myself that I resigned. I couldn't take it. It was awful. It's scary because you don't know what your bully can do to you. It's really scary. So, we have to address these things and keep it at the front and and not just, you know, if a student comes, it's a big deal that they're getting bullied because we don't know. And I'm I'm preaching to the choir here. I'm sure you you know, all these things, but I I'm just saying as uh you know, as someone here who can ask, you know, for more help with kids that are being bullied because they're some of them are not going to tell anyone. they're just gonna hurt themselves and we don't ever want to be in that situation with one of our LSL
074students do that. Now, when I was um working at a school, we had but it was a middle school, but we had the conflict resolution teams and the students helped themselves and I know that's hard for for a second grader, a third grader, but maybe fifth and sixth graders where bullying becomes more prevalent, I think. or let me that kind of leads me to ask you the question is there a grade that has more uh where bullies are more pre or bullying is more prevalent. Yes. So based on our data it's fifth grade. Fifth grade. So fifth graders I think are uh have you ever heard of a students I mean notum SSTs on the CRT the conflict resolution teams where there's an adult present but a student can go and and refer themselves to
075go to have a CRT like let's say you and I I thought you were bullying me you and I could go and there's someone there and there's an adult in the room but the the students themselves and it's very I don't know if they're still doing it in the high school but it really works. And you know, you kind of sign a contract and and the uh person can tell you this is what hap this is what you're doing that's bothering me. And a lot of times they think they're being bullied and the others don't identify it as bullying and they say yeah well I won't do that anymore. getting the kids, I think, more involved in that. And then just I think for any adults in our district that might be experiencing that. I
076think we are all open ears as as a board, as a superintendent, as you know, to to hear about that. Don't keep it to ourselves because it happens to us, you know, and we get bullied at home. It's all over the place. So, I really like some of the identifying factors here because I think it helps me to understand it a little bit more. But I think it has to be a big deal when there's a student that has the guts to tell an adult I'm being bullied or someone's bothering me because as parents we're say well I'm going to go to the school and that's going to make it worse and the the child feels it going to you know be worse. So, we have to just, you know, keep it at the front.
077Um, I think and assist the students, the parents, believe them when they say they're being bullied and like you said also in the presentation, also address the person that's bullying and and why and the issues that they're going through. So, I want to uh thank um Mr. Koig for putting I had asked for a presentation on this and it was we got it pretty quick. Thank you. and and Miss Garcia for putting it on the agenda and letting us have this discussion because it's an opportunity that we could say that as a board and I know my colleagues are here with it's a zero tolerance for bullies adults and children but we want to help our children through it and since we know it's in the fifth grade are we doing more for fifth graders?
078So we are and that's why we decided to go ahead and train everybody be certified in national compadres for hira and hovven no and we had a couple of people that's why some of the counselors were leaving their sites to go support other schools because of the need of making sure that these groups were taking place. Now everybody has been fully certified. So now we have not only the not only the counselor but we also have either the community school coordinator or the parinet specialist or the district social worker or some of the entrance trained so that we don't have to be sending out counselors to other sites to support with those with these groups because they're very healing and they help students really learn how to express in a healthy way and be able
079to express what they don't like, right? Or how they don't like being made feel. So my last question uh would be for the cases where we have um a um ab absent absenteeism chronic absentism. Uhhuh. Right. Uh do we know um through records that there may be students not coming to school because they are being bullied? Do you know of any instances where and then we help the students? So one of our social workers does handles that a lot and that is Mr. And so far, you know, it's just been it's it it hasn't really been bullying. It's been more, you know, we just don't want to go to school. We feel like we don't belong or school's too hard. So, those have been the reasons, but none have come across as, you know, I'm
080not going to school because I'm being bullied. Good. So, and then my last comment is um I I laugh at it now. I had a bully in seventh and eighth grade at Elsa and she was this hardcore chola. I mean, and oh my gosh, it was a I mean, she would tease her hair up to here, and she would wear eyeliner that went here. I think it went all the way around to this eye. I don't know. She was just scary. She would wear pendletons. And I was so afraid of her that I didn't want to go to school. And I tell my mom I'm I'm sick because I thought, you know, and then and her name was Rosie. I don't anyways. Anyways, one time she just wanted to fight and she had stabbed her
081own cousin. So, everybody was afraid of her and people saw her stab. Nobody spoke and I thought, "Oh my god, she's going to want." I was terrified, you know. I was so scared and I never told anyone and and it's just scary. I just know how scary, you know, that is. And and and I'm not saying that we don't have any of those cases. We just haven't come across to any. Right. But there could be that chronic student that is not speaking up and saying, "I'm not going to school because I'm afraid of this bully." Right. Right. Not that they're necessarily being bullied themselves, but that could be the case. Yeah. And then and then she told me, I think one day when she wanted to fight, she just says, "Hey." And I turn around,
082she goes, "I don't like your mug. What can I do? She doesn't like my mug. I can't change it. It's your face. I couldn't What could I do? I couldn't do that to please her, you know, to leave me alone. But once I got bigger and better, I wasn't afraid anymore. So, a lot of it comes within us and and the training that we get to not be afraid because you can only have a you know bully if if you're afraid. Once you're not afraid of that because you have support, whether it be your teacher, your fellow students or employees, fellow employees, whatever, then you're not that afraid anymore and you can stand up to them. And I did stand up to her as an adult and she was dressed as a like a nun
083or something. And I just wanted to I thought today's not Halloween, is it? Because I'm going to approach her. I didn't want her to beat me up, but it wasn't. and and I did tell her, "You give me a really hard time." But at the time, I I couldn't do that. I couldn't do that. So, there's nothing like scary to be afraid of a bully. And we don't want our kids to to have that. So, let's make it a big deal here. And it sounds like you are addressing it in your department. And thank you. Sorry for being so long-winded. Thank you. Hey, thank you. Um, thank you for your report. Uh so I think Miss Gas I mean in primary schools there's used to be this thing called pure mediation. It's the restorative justice
084practices and it's kind of like that C uh that conflict resolution team or yeah that is that something that you guys are even considering for mediation. So we do we do have restorative practices. Um so we have attended restorative justice restorative practice uh trainings uh through the county and we do our our mindful life coaches and wellness coaches are the ones that do conflict resolution but it's mostly our mindful life coaches because that is their area of they do mindful life and then they do conflict resolution because that is their area of focus and they focus more on tier one and tier 2 supports. The counselors do it as well, but we what I want them to do is focus more on tier 2 supports. Yeah. So, they will support as well, but mindful life
085coaches do conflict resolution. Okay. And um can you talk to me a little bit more about Hov? I don't This is like the first time I think Mrs. Pettis asked me to attend um the celebration, but I wasn't able to go, but I go I've never even heard of Hov No. And how how do they get into that? like even soul who refers them into those programs. So, so we have cost referrals and then every student that gets cost referred doesn't necessarily need a service provider like they will not if they don't need service a service provider they when you say cost referrals are you talking about coordination of services referrals before the SST you go you have cause referrals before SSTs what we try to do is we try to make sure that all
086referrals including SSTs go through cost because then like that we sense yes so we want to make sure that they all go through cost because there's some SST referrals that might have some social emotional needs or behavior needs. So if they go through cost then the counselors or the team the wellness team there can catch those right and then flag them so that when they um when they disseminate that information to the assistant principal then they're invited to those um SST meetings and then they can support or share strategies of how to support the student in the classroom or at home if they have any social emotional needs. Now, through Hové, if students don't qualify for a provider, but we believe that they will benefit from a healing support group, and we call them healing
087support groups because we don't want to call them like, oh, you're going into a bully prevention group or you're going into a restorative group. We call them healing support groups. So, they get referred there by one of the cost members. And so, then the counselors and social workers usually are the ones that lead that. Um and so then from there they they get consent forms from the parents of course they call them and explain to them what hovven is what is. It's based on indigenous uh indigenous um practices. So that is where restorative practices or restorative justice comes from. So it's basically more of a cultural group setting. So they take you back to your roots. You learn who you are. you value where you come from and they it's a group that allows for
088you to take pride of who you are, where you come from and so you express because they have a talking stick and there's no way you're going to get away from not saying or sharing something of course when you're ready for it, right? But um you can pass and they use the whole thing of palabra. You express what you feel at the moment and if there's someone there that you were having some type of conflict then you express what what your needs are or what your feelings are. Um that's how they get referred into Noasol. You um I do appreciate all that. Uh let's see. Did I have any other questions? No. I think we're heading in the right direction. I think there are still sometimes I think Mrs. hit hit the nail on the
089head. There's still those kids that probably will never say anything and it's hard to get us get them to say they're getting bullied and um but I do see that you have some anonymous reporting there with the little boxes. Is that what you have in different sites? Yes. So, the wellness team members have those and I can't I can't tell you, oh, it's right here, right in the right right by the door, but they do have those. And everyone has their own system, but they do have anonymous reporting because in my classroom, I used to have like a big jar and with um um post-it notes right next to it, and I would put on a not a jar that said um things I I want Miss Garcia to know, you know, and I tell
090them, "Hey, I know sometimes it's hard for you to talk to me out loud and you don't want to say anything to me. Get a post-it note and sign it." And I would I would get the craziest things, but I learned a lot from those kids. It's really important. sometimes they don't want to express themselves out loud and writing is something that you know at least the fifth graders were very easily can do but I thank you for your time and um this great um presentation because it gives us a lot more clarity on what the Alisowl School District is doing to prevent bullying from happening. Thank you. Thank you. Okay, so we're going to move on. All right. Uh presentation number three uh 3C presentation update on 2024 measure A and Measure M expenditures
091from the citizens bond oversight committee. Good evening. My name is Paul Annis. I am the presiding member of the Citizens Bond Oversight Committee. Uh good evening, Madame President, Mr. Superintendent Staff. Short-Timer. Mr. Superintendent. Thank you so much for your 17 years of service. Appreciate it. In the military, we refer to him as short-timers. He's a shorttime. Thank you, sir. What's that? It's uh it's been our godsend. Everybody remembers the last 17 years. Okay, I guess I'm supposed to work this by myself. I'll try. Uh the uh citizens bond oversight committee uh the purpose the overview is to the overview of my presentation this evening is uh purpose of the seabart measure m overview measure a overview our achievements and our areas of concern. Thank you. It goes forward. Thank you very much. Areas of concern.
092I usually have Mr. Abasi up here babysitting me. See areas of concern and future considerations. Seabot purpose is to and I know these slides are up right. We're over to SEO purpose if we could. Seabot purpose is to ensure that measure M and measure A funds are spent as specified inform the public about the expenditures and finances uh which we're here for now and provide opportunity for engagement through public and quarterly meetings. And I do believe I may have just slipped over and passed. I am sorry if I did. My membership. Yes, excuse me. The membership for the citizens bond oversight committee. Um I am currently president and Mr. Rigo Marquez is vice president. However, we need to get that up. No, there it is right there. Thank you. Uh uh uh and we will
093be reorganizing by the way at our next meeting will be a re reorganization meeting. Have Mr. Mr. Rick Griffin, I'm sorry, Mr. Rick Gifin as taxpayer member. Mr. Jones is our business owner. Alredo is a parent. Janny Lucas is a member at large. And Maria Carmen Potter is a parent at a school at a member of a school site council. We have a vacancy on a senior citizen position. You only have to be a member of senior citizens committee. You don't have to be a senior citizen. So, anybody that belongs to senior citizen committee, we welcome them on the committee. I've uh because I skipped over membership and I apologize. I already said the overview. Moving on to the purpose which I've done. Forgive me for losing my uh order here. Measure M overview. Measure
094M overview. We got it. Uh $7 million bond uh pavvis by 73.2% of the vote in November of 2016. Without going to and the slide is up so you can see there's a lot of things on here. uh mostly repairing and maintenance. And we've used the measure M money uh to rebuild uh Fremont Elementary School and Alisel Community School and all those other things that are on there. But mostly for that one, that's what we do. Uh what we've achieved with me measure Money is uh we've phase one construction project of Fremont been completed. Uh phase two construction project, two-story building that's also been completed. Phase three is the demolition of the Fremont Elementary administrative building, construction of a new one, and similar to ALS, except ALS has just two phases, the construction of the
095two-story building and also the demolition of the uh office building and the um new parking lot. Measure A overview. Measure A was a $90 million bond passed uh by 64.83% in 2006. This also was to improve safety repair uh uh uh uh maintenance. As I say, measure A and measure M pretty similar in their writing other than the fact that measure uh uh M was put aside for uh rebuild of ALS and Fremont. Um the taxpayers and the members of this community spelled out exactly what they wanted on the bonds and that's exactly what we're spending the money for. and and I'll get to that. Measure achievements, the table pocket removal at the I didn't know what table pockets were. Uh removal at Bon Sanchez, Emil Lawyer. Anybody's been in the multi-purpose rooms knows that
096the tables used to go into little pockets in the wall and close a little door. Well, we just take those out now and take out those pockets. Now we got more floor space in the multi-purpose rooms. Um they've they've met their they they've served their purpose. A lot of concrete and asphalt walk being done outside. uh uh landscaping inter interior I'll get it right interior improvements at Cesa Chavez Creekide and Virginia URB we also have major projects continuing where we're placing rain gutters at all the sites portable classrooms sightings will be repaired a lot of exterior painting going on uh stomach elementary is getting a kinder paving project and Frank Paul have some artificial grass um I personally passed through the district this morning just to see how we're doing. Um we have a beautiful
097district. People should be proud and and uh reassured that they are getting their money's worth for their bond. Um beautiful schools, beautiful grounds, beautiful facilities. Um every quarterly meeting that we have, we are given a print out of every single expenditure on measure A and Measure M. What they've been done for, uh uh how much they were. Uh some of the things are uh encumbered, meaning it's a contract. We haven't paid it yet because they haven't fulfilled the contract yet. So any questions we have, we ask Mr. Abasi. Um if he tell us right there on the spot, he gets back to us. Um we have complete support from this uh district. Mr. Abbasi is our secretary and as such he's charged with making sure that the minister captain and communications are held and in
098that uh vein misol Gonzalez does a lot of our work for us too. So between Mr. Basi Maril Gonzalez this committee would not function. We wouldn't have the resources to function. So we thank district very much. Thank Mr. Basi very much and also thank um that is the completion of my presentation and I look forward to any questions. Miss starting on this side. I don't have any questions. I just wanted to thank you for your passion and love that you have for Alisel and you mentioned that this couldn't happen without Mr. Abasi or the other committee members. I think without you it would be very difficult and your leadership and you've been involved for years and it's just evident how much you love ALS and I want to thank you for that. Come here. Miss
099Medis comments or questions? No. Um just a few minutes comments questions. Mr. comments or questions? Uh just comment. Yeah, just I also would like to thank you Mr. and for your your time and your dedication and all the work that you're you're putting into this. Uh I think the the whole district is is lucky to have you there. So thank you. Thank you. Thank you all. And I also like to thank you and very grateful for your time that you put into this because I know it takes time. So thank you so much for that. Thank you for all your support. Appreciate it. Okay. All right. Now we're going to move on to item four, board members superintendent reports. Mr. Koik, uh, would you like to start off on your reports if you have any?
100Yes, I have two. Um, first of all, this is a really short one. Yesterday, the district received the word from the state of California that our preschool at the Buckhorn Early Learning Center has been licensed. We are legal and we can start operations. This is great news. Um, second item, the Alisal showcase for I know that some people in the audiences are were there because uh I saw them at the Alisal showcase. Uh, our performance groups showed off their stuff from 6:00 p. a.m. to 8:00 p.m. yesterday at the Western Theater at Hartnell College. Mariachi Folklorico Color Guard. Uh there were just dozens and dozens of groups performing. They were uh they were they showed a lot of energy, talent, poise. It's a terrific program and it was a fantastic show. Um there were some
101things that we learned. This is the first time that we've done a show like this in a long time. Um, the Western Theater at Hartell is a beautiful facility, but it just doesn't have the seating capacity that we need for a show like this. We had twice as many parents. We had more than twice as many parents as could be accommodated in the inside the theater. uh the district and our uh expanded learning program apologize for that. Next year the program will be better. But the program just from the from the energy of the kids and what they did on the stage was fantastic. Thank you. Okay. Um how about u Mr. Himenez? Anything? Any comment? How about Mr. Okmpo? Uh yeah. Sorry. Report. Okay. Yeah. Report. Sorry. Yeah. I just wanted I wanted to
102do this evening a shout out a shout shout out to the family resource center for the fantastic work that they've been doing uh on the cow kids um uh scholarship. Uh cow kids is a program where our students uh can get up to $500 deposit into into a savings account uh for college. And uh I know that the family resource center centers have been given the responsibility to to register students. And I think I think I would I was told that sometimes like during registration other events they'll set up tables and then they'll invite parents and say hey we got this great scholar this scholarship it's called uh cow kids. Would you like to enroll your son or daughter? And apparently that's how that's how they they've been doing it. Uh the program I think
103it's been in effect for about a year. uh state of California, our governor, uh passed the program uh about a year ago and it was about a year ago that I was uh in Mr. Cronig's office and we were having a a conversation about uh cow kids and uh I think that it was because of that conversation that later on the decision was made that the uh that the family resource centers would be would be in charge of Cal Kids and they've been doing it ever since for for the past year. A year ago, uh the number of students of our students that we had receiving this scholarship or this uh saving account scholarship for college uh was at uh 3%. So our numbers were pretty low. Now today we've gone from 3% to 16%.
104So in other words, we have about 1,300 students plus who who are now uh receiving this uh this scholarship for for a savings account. When you when you add up all of those 1,300 students and all that money, you're talking about a little bit over half a million dollars, you know, that that that this district has gotten from the government for our students uh to have a savings account uh that later they can use if they want to go to a vocational, to a technical, or anywhere else they may want to go to to to get uh further their education. So, the program is great. I think the only negative about the program in my opinion is that u you're not able to add money to the savings account that the that the state of
105California gives you. Doesn't make a whole lot of sense to me, but apparently that those are the rules. Uh the the solution to this is that that if our students were to open a scholarship 529 college savings account, uh then they that account would be attached to the savings account from the state of California and the parents can look at the uh amounts in both uh uh savings accounts on the internet. that it would also allow parents to put more money uh you know into the savings account for their children. So, so my recommendation for the staff uh is to look at the possibility of maybe uh that would be in my opinion the next logical step. you know, those parents, those 1,300 parents that have Cal Kids accounts, uh, can we get them to
106also open up a scholarship 529 college savings account? And if we're able to do that, uh, then these parents can start putting money into their children's savings account on on a monthly basis. Or, you know, they could open up a uh uh what's it called? A GoFundMe uh account on social media. or they could ask their relatives, hey, you know, don't give me a present for my son's or daughter's birthday. Put money in their savings account for for college. And and so you kind of open up all these different avenues and you're also encouraging parents. Uh and I think that u in terms of like creating a a culture of education, which which is obviously what we want to do here. uh having parents put money into the bank every months for their child's education
107I think really promotes a culture of education because it gets the parents talking to their sons and daughters about you know college or vocational education or or technical school so in my mind it's just it's it's a great program in my mind we're 50% there u so uh again it's a recommendation but I would like to make that recommendation to the staff that that we look at the possibility of the next step. Well, you have a uh Cal Kids savings account. I know you can't put money in there, but we're going to help you open up a 529 savings account, and you can put money in there. And and to me, it's just sort of a of a logical, perfect uh second step uh in this this process. So, sorry for taking up so much
108time, but I just wanted to get it out there. Thank you. Thank you, Mr. Gumble. Um Miss Pipas Para. Yes. Thank you, Miss Garcia. I also wanted to add congratulating the 60 students and families who graduated from the Hovven Novle um um uh curriculum. Uh I think it was like 60 60 uh was the number. Also again the teachers appreciation week last week I think teachers got burritos and some some of the board members were able to go. I wasn't able to go but uh looking forward to classified week which starts is it this week or next week? Next week I'm looking forward to that. But I will we do have this week an opportunity as the board to follow a classified in their job. It's called um leadership follow, you know. So, I'm going
109to join one of the maintenance guys and see and see how that goes, you know, but if he's agreeable to it and I'm going through Sophia to make that appointment and not all day long, but maybe just, you know, but I mean just to, you know, see what what's up with that program. I'm not looking, we're not looking for anything just to share some time, I think, with some of the classified. So, that's I think Friday is the last day for that. Mr. I think it's oh of next week. Oh, okay. So, we can pick a couple more. Anybody who wants to sign up, I'll I'll go the classified staff and for a little while. It'll it'll be nice to make that connection with them and build those relationships. Also, I wanted to since u
110recognize the fact that May is mental health awareness month and also Asian-American Pacific Islander um heritage month. So, thank you very much for the time to share, Miss Bennett. Yes. I just want to give a round of applause to all those kids that participated last night. It was like going to a concert. It was amazing. I was so engaged just looking at those children that I was sitting in my seat and I wanted to get up and dance with them. It was incredible. Yes. So, awesome job. and round of applause to all those kids. And I also want to give thanks and a shout out to um Diana Garcia, Miss Garcia for doing an amazing job for the Hov No. It's so touching. So she didn't mention it but it's hiasol and hovven noble. So
111hiasol is for the young ladies and hov is for the gentlemen fifth and sixth graders. And you know, it's so satisfying listening to the parents tell you how these programs make a difference in their daughter, son life. And them bringing that change into their homes, it just it it, you know, it's it's comforting. It gives to me I mean I feel the sympathy for the parents cuz sometimes you know having children it is a struggle and them being involved and entering these programs it just it's a difference. So if any parent out there has a fifth or sixth grader it's it's motivational to them. It makes a difference because especially because they're in that transition of changes and you know getting ready to go to middle school. Scary, but awesome job and thank you. Thank
112you for inviting me. Okay, thank you for that. And um I this is awards season. So some of us were able to go to the a um MCOE an um annual awards ceremony that took place last Friday where we uh recognized our classified and certificated um employees and it was a wonderful um dinner at in Seaside. And also um with the along those lines we are um our district is giving out the luminary awards and today I was able to stop by Steinbeck BRB and Loya and was able to give out uh along with of course Mr. Koig and a group and Glaudia. Thank you Claudia for all you do because I know that you know you're out there picking up those balloons and you know being um that person that brings everything to to
113those sites. Um yeah, and you can tell some of them didn't know. It was a huge surprise. It was really touching and we were able to get go into classrooms and give the teachers their um certificate and um it was wonderful. So anyway, we're going to go on now to uh item five, consent agenda, approval, ratify, contracts, agreements, grants, proposals, uh conferences, workshops, field trips. Approval of consent agenda. Can I get a motion to approve the uh consent agenda? Second. Miss Gilas Pereira and seconded by um Mr. Okampo. Comments or questions? Miss Gilpas. Yes, I do. I just have a question on the consent agenda warrants. Um um so that would be 5C. And on the first page there's um starting with check number 1291 0608 all the way down to 0623. It says that
114the fund object I I don't understand what it is. It says sa stale dated and then so some of the one of these checks is for like 2 and one I don't know if these are employees or who they are and then another one is like for $224. So I just wanted to know what was that pay I'm not questioning the payment just what is that and are these employees or so those are all the payments we make to vendors or employees and if they do not cash the check we have to uh cancel those warrants and reissue them but if you need to see more details about that what kind of payments they were we can provide you the backup. No, I guess I was just curious about the number with what? So, these
115aren't employees then? They're vendors. They are all employees. Oh, they are employees. Oh, they're employees. Yes, they're the checks expire after 6 months and can no longer be cashed. So, uh they come to the district, we cancel the the check, which is already cancelled by law, and then we reissue the check. They're still entitled to the money. So, is that why they they're called stale? They're called stale. Okay, they're not good anymore. Okay, that makes sense. Thank you so much. I I just didn't know what that was. Okay, Mr. Con, can you please take a line vote? President Garcia, yes. Vice President Okmpo, uh, yes. Clerk Perez, yes. Trustee Gilpas Pereira, yes. Trusty Jimenez, yes. The motion passes. Item six, business services a action item resolution 2425-25 finding construction of new district office buildings to
116be exempt from review of the div by the division of the state architect DSA. Can I get a motion to approve this action item? So move Mr. Okmpo, can I get a second? Miss Gaspar comments or questions? Mr. Mr. Con, can you please take the line vote? President Garcia, yes. Vice President Okmpo, uh, yes. Clerk Pettis, yes. Trusty Gilpus Borata. Trusty Jimenez, yes. The motion passes. Item 8, action item, declaration of need for fully qualified educators for the 20 2025 2026 school year. And I get a motion. Make a motion. Mr. Himemenz, can I get a second? Miss Perez, comments or questions? Oh, was it you, Miss Gilbas? Oh, sorry, Miss Gilpas. Uh, comments or questions? Mr. Con, can you please take the line vote? President Garcia, yes. Vice President Okmpo, yes. Clerk Pettis, yes.
117Trusty Gilpus Peda, yes. Trusty Jimenez, yes. The motion passes. Item 9A, administrative services action item, second read, revised board policies dash administrative regulation series 5,000 student and then you can read all of those. Can I get a motion to adopt the action item? Second. Is that Mr. Himenez and then seconded by Mr. Okmpo? Comments or questions? Mr. Con, can you please take the line vote? President Garcia. Yes. Vice President Okmpo. Uh, yes. Clerk Pettis, yes. Trustee Gilpas Boretta, yes. Trusty Jimenez, yes. The motion passes. Item 9B, action item, second read, adopt new board policies, um, administrative regulation series 5000 student-B. And you could read all of those. Can I get a motion? Vera, seconded by Mr. Himemenz. Comments or questions? Mr. Con, can you take the line vote? President Garcia. Yes. Vice President Okmpo. Yes.
118Clerk Pettis. Yes. Trusty Gilpus Moretta. Yes. Trusty Jimenez. Yes. The motion passes. Item 9 C. Action item second read. Adopt new administrative regulation 6020 parent involvement. Can I get a motion? Make a motion. Mr. Himemenz. Can I get a second? Second. Miss Gas Vera. Comments or questions? Miss Gaspera? I I have a brief question. Um, are there any significant changes? I mean, I read it, not that I know our old policy by heart, but it didn't seem to have any significant changes, but really is focusing a lot on title one and parents um rights there. But is there anything else that No. No. themsel most of the changes to the our board policies are due to uh tweaks in the law and tweaks in uh federal or state regulations that we have to reflect in
119our board policies. So in in reference to the parent involvement there doesn't seem like anything changed drastically that we need to pay attention to. Thank you. Okay. Um, Mr. Conan, can you take the line vote? President Garcia, yes. Vice President Okmpo, yes. Clerk Pettis, Trusty Gilpas Boretta, yes. Trusty Jimenez, yes. Motion passes. Item 19, action item second read. Revised board policy and exhibit 6163.4, student use of technology. Can I get a motion? Make a motion. Mr. Himemennez, can I get a second? Second. Miss Gasparetta, comments or questions? Mr. Con, can you please take a line vote? President Garcia, yes. Vice President Okmpo, yes. Clerk Pettis, yes. Trusty Gilpas Pereira, yes. Trusty Jimenez, yes. Motion passes. Item 9E, action item AB12000-L Teachers Association, ATA. Can I get a motion? So move. Mr. Himenez, comments or questions?
120Mr. Kon, can you take the line vote? President Garcia, yes. Vice President Okmpo, yes. Clerk Pettis, yes. Trusty Gilpas Bora, yes. Trusty Jimenez, yes. The motion passes. Item 9F, action item, ratified tenative agreement between the Alisal Union School District and Alisal Teachers Association for 2425 school year. Can I get a motion? I make a motion. Mr. Jimenez, Miss Gilbased second it comments or questions. Mr. Kon, can you take the line vote? President Garcia, yes. Vice President Okmpo, yes. Clerk Pettis, yes. Trustee Gilpas Barrera. Yes. Trusty Jimenez. Yes. Motion passes. Item 9G. Action item. Salary schedule change. Also teachers association ATA certificated. Can I get a motion? So moved. Miss Gilasera. A second. Second. Mr. Okmpo. Comments or questions? Mr. Connor, can you please take a line vote? President Garcia. Yes. Vice President Okmpo. Yes. Clerk
121Pettis. Yes. Trustee Gilpas Bara. Yes. Trusty Jimenez. Yes. Motion passes. Item 9H, first read information, revised board policies, administrative regulations, and exhibit series 4,000 personnel included. Item 9 I, first street information, revised board policy 5131.8, mobile communication devices. Item 9 J for street information adopt new administrative regulation 53 5131.8 mobile communication devices. Moving on to item 10, future agenda items. And you'll see that we have a presentation public hearing pres. Yeah. Okay. Presentation will be happening on ALS uh union school district local control accountability plan which will be taking place June 4th. Public hearing on the local control accountability plan will also be taking place June 4th. Presentation uh the budget for LSL for school year 2526 will also be taking place on June 4th. and public hearing for that budget on U 2526 will
122also be taking place uh our next board meeting June the 4th. Item 11 future meeting dates notice that it is June 4th, June 25th, July 16th, August 6th and August 27th. Item 12, public comments close session agenda items only. guidelines. There will be a twominut limit for individuals and a 20 minute limit on total public comments. There is no seating of one's time to other individuals. Individuals wishing to address the board of trustes on closed session agenda items may do so at this time and that starting time is 7:27. Is there anybody Okay. So, there isn't anybody. So, I'm going to be ending that time also at 7:27. We are now going to adjourn uh to close session and I'm going to call it 7:28. Um we'll be back at 7:38. Maybe you're leaving right?
123Yeah, it's seven. I'm um closing the session. Close session at 7:28 and we're going to be back. Break will be for 10 minutes. Close session will be begin promptly at 7:38. Thank you if you're leaving us this evening. Thank you for being here. If you're not, we'll see you after close session. Thank you. I'll be Bye. Hello baby. Good night Sophia. Yeah. You and give us Time reconvened. Item 14, time reconvened is at 8:59 p.m. Item 14B. During the close session tonight, the board adopted resolution 2425-26 pursuant to education code section 449291 and authorize the district superintendent or designate to notify a teacher of release from his or her probationary position. By a vote of 50, the board appointed George Lopez director of human resources. Congratulations. By a vote of 5-0, the board appointed Maris
124Gonzalez as manager of risk management. Congratulations. So, we will now adjourn the meeting at 900 pm. Thank you all for staying with us and have a good evening.