001Welcome back . Sorry. [Music] Let's see, let's see, if not the performer. Yes, yes, yes. Okay. Thank you so much for being here. Welcome everyone, and please take a seat and review the minutes that are in front of you. At the same time, we will make this appeal to the parents who are present, who are representatives of each of the schools. I'm going to call the school and ask if the parent could please raise their hand. Aless community present. Very good. Barden. Ah, it's not currently available. César Chávez present. Cri is currently absent. Primont present. Frank, present. Dr. Oscarlo is currently absent. Monte Bella present. Thank you. Jess G. Sanchez. Currently absent. Johnberg present. Virginia is absent. Let's see if the parents arrive, and please, could you just give us an announcement? to Martin Luther
002King. Martin Luther. Okay, MLK, present. Very good. Currently, well, I'll just briefly introduce myself. Oh, we also have an announcement. If you need a [Music] translator, this Maria Luisa has also left . Ah, but she's our caregiver, she's currently right here in the cafeteria. She's going to help us with childcare. Please feel free to go and see Maria Luisa. Thank you. Okay. We're going to make the call quickly here at the table. Ah, I am Lorena Mendoza, the president of this committee. That's right, I'm here and we have, thank you, our Vice President Nayeli Sandoval and we also have our weather monitor Rodz here. And Paloma Valdés, our secretary present. Very well thank you. If you did have the opportunity to review the minutes, uh, do you have any questions about them? No, then let's
003try them out . Who makes the first motion? Say. Anyone else? Ale, Alejandra, thank you very much. From the Cor Cház school. Okay, very good. Everyone in favor. Oh, very good, thank you very much. The minutes are approved. Okay. Does anyone disagree? Not very well. Let's move on to the next thing. Okay. If you could please choose one of our agreements that are here on this screen, just pick one of them and keep it in mind during the meeting, please. We're going to move on to our first representative on the [Music] agenda. I should be though. Let's move on to our current professional director of special education. Where is? is present here. You can please join us. You can you want to sit over Um good evening everyone. Hi my name is and I'm the
004director acting director of special education right now for school district. I want to thank you guys for the opportunity for me to speak here and rest everyone. Um I wanted to come in and join you guys today because we have a parent education like a parent education night for special education parents. It's presented through ESS and we're talking about fostering resilience. 530. Good evening, my name is Raí, I am the director of special education and I want to thank you for the opportunity to speak tonight. I wanted to come here tonight to talk about a special night for parents. This will be done through the ESS organization. So I really hope we can spread this out. We've been sharing it through the sites. One of the things I heard from our parents during our meeting
005was that they would like to hear more educational information come through the school. So that's what we aim to do. I hope many people can come. One of the things we've heard during ECAP meetings is that we want special education parents to hear more information through the schools. So, we're doing this. We hope they can come. We are inviting all parents to come. We hope you can come. We know that we can be partners in educating children. The event will be tomorrow, Wednesday, April 30th, from 5:30 to 6:30 at the Sánchez educational center, which is here. And please, there are more flyers on the back. The second thing I want to share, I'm very excited, is that in the county we have an organization called CELA. Every two years, a member of the CAS organization
006is approved to represent our school, and that two-year period is coming soon. [Music] We represent and support the needs of our students with disabilities, the parents, all the educators here. The primary purpose of this is for us to represent the parents, the students, and the community with the needs that our [Music] students have. The main responsibility of this member is to represent us in effective communication with interactions that have great significance in this organization, which is the community. up to one member through our board in the process. So I was looking at it. We are we are ready for that this year. Our last contract is expiring we contract and all our community and parents are special. This, this we have the opportunity, we only have the opportunity to nominate one person. The contract is
007about to expire and we are ready to nominate a person and we want to involve as many members of the community as possible. and all these it goes in detail in both English and Spanish on um what the website will give you more details on community advisory committee. It has forms right here linked through the QR code both in English and Spanish so our parents can if you feel you are up to it you are a great representative for our school district for our students. We are welcome to fill out those forms. So, we have the flyers on the back that explain everything very well in detail in English and Spanish. There is also the website address for what it means to be a member of the community advisory committee. Oh, it also has links.
008And if you think you could be the person to represent us, we would love for you to consider applying. We are looking for parents whose children are part of our family with anep. So those questions will be there. Um it will ask for your address probably because it's not for anything else. It's just so we can confirm make sure we represent we have the right representative. And um again once this is done the end date is May 5 2025 um and we'll close it at 11 p.m. Once we have these nominations um the if there are too many for example imagine if 100 people apply there'll be a little committee that will figure out who's the best and we select up to 10 or 15 and that surve will go out and then we hope
009that our community members can and that's how we will figure out who name will be sent to the board it's an opportunity for everyone to participate we want the person who is a member of this to be a member of our school with a child who has a student who have special education, have an IEP and we are going to ask for the address to make sure they are members of the community. You have until May 5th at 11 pm for the nomination, and if there are a lot of people, we will form a committee to select the people who will be nominated for the county. I have a question. We here as Ali's team have a plan to form a team for parents in special education. [Music] So we're looking at ways. I know
010we've had this conversation and as we slowly settle in we get these processes started. Maybe there is one right. So the hope is always will work together best interest of our students. So we have heard your voice and the reason I'm here today is that reason that we want to bring it to the community. This process is brand new. So we're starting something new so you can participate in it and we have some equity in the process. Thanks a lot. Thank you so much information. If there are any interested parties in joining the committee, please do n't hesitate to pick up more information at the table back there . So, next we're going to have Julio Castro, welcome from... he's going to speak, a round of applause, please, regarding community schools. Thank you so much.
011Thank you so much. We know the schedule says we have 20 minutes, but we're going to do 15 because we're going to do a really good job. Ah, I first want to start by introducing the community coordinators. Community coordinators can be stopped. Last time we came we had four, now we have eight, so we already have the community schools and next time we'll have 11 or 12, right? But we're going to do an activity right now, and before that, I also want you to see the people because in June there's the Community School Empowerment Conference for schools 12 and 13. On Friday, we want representation from the 12 coordinators, and we see that there are 12 parents, one from each school. If you're interested in attending this conference, please speak to the coordinator. If you
012don't have a coordinator, talk to your principal because we want there to be representation from the students. Now I'll pass the microphone to one of our coordinators. [Music] Tale, comrades and companions. Once again, my name is Jesús Valenta, I am the coordinator of the Stepberg school and the activity we will be doing today will be for our annual report. Ah, as we know, our goal as community schools is going to be to increase, right?, parent involvement. And we have three goals. this year. One is to increase and improve literacy among students, improve the school climate, and also talk about chronic absenteeism, that is, that many of our students are missing school. Now, how can we collaborate as a community and as schools to make these improvements for our students? Now at your tables, which have
013a coordinator, we want to talk a little bit about each of your goals, and we have [Music] Okay, everyone ready. Now if it can be done that does not have a coordinator, a coordinator can gather here around Margarita Camacho and Chávez as part of their little group Alexis [Music] Loyal Montev. And I'm going with you. We're going there. Yes, he spends time there with his group. So we have 10 minutes. Okay. Minutes. 10 minutes. Okay. At 6:34 I'm going to put my... we're going to be there, very passionate. If we can, before we leave we can coordinate to follow up because of [Music] [Music] Let's go for 2 more minutes. Minutes. [Music] that made us very excited, we were a little bit longer than usual , we were short on time, but I heard many
014amazing and wonderful ideas in this activity. Thank you so much for that, Julio and your team, and welcome to all the new staff and everything. Thanks a lot. Let's move on to García García. Um, I mean, what do you think that one to face her? Thank you. and I went home to change the music quickly. But how do I move that up? Good afternoon. Good afternoon. Look, I 'm not here. I need everyone who moved to go back to their place, please, again. We are very excited. Go find your place. Thank you, Miss Mendoza. The Montevellas table. If you are looking for your place, please. Thank you. Thank you, Margarita. Let's turn around. Thank you. Okay, now we're talking. You can tell I was a teacher, or you can't tell I was a teacher. Okay.
015Ah, Julio says that the Montevella table isn't paying much attention yet, and it's not Montevella, I think it's Free Manch. Okay, okay, let's begin and I'm going to do what I'm going to present. Well, first, my name is Diana Garcia and I am the director of student services and what I am going to present today is the Alizal district's protocol for responding to a crisis. How many of you know what a crisis is? Raise your hand, make sure it's clear because I can't see. Okay, very good. How many of you have suffered a crisis? How many of you have observed, have witnessed someone having a crisis? Okay. So, let's see if they really know what a crisis is. Okay. Well, a school crisis here because there are many different types of crises. Okay. So, today's
016presentation is short, but I just want you to know that we have an intention for this learning today. We are going to define a crisis, we are going to identify interventions for non-crisis situations. We're going to learn who's part of the crisis team and we're going to learn about the crisis intervention team's protocol. Okay. So, we're going to learn who's part of that intervention group and then we're going to learn about the [Music] protocol. And I'm going to keep the protocol brief; we're not going to go into details, and there will be another time later where I can go into more detail. The success criterion, which is what I'm going to test you on at the end, is whether you can identify a crisis, whether you can identify a crisis intervention, whether you can identify
017who is part of the crisis intervention team , and whether you can share with others the importance of a family plan. This little wheel you see here, many of the counselors, well, all the counselors use it, they use it with their children when they are having some kind of crisis, a bad day or there is an incident or they come in a little sad and they talk about it, they identify on their own if they are calm, if they are happy, if they are confused, if they are upset, bored, sad, if they are embarrassed, if they are afraid. or if they are worried about something or if they are a little shocked or surprised by something because something happened, whether good or not so good. This wheel here is the same wheel that counselors and
018social workers have, because this is a wheel of all the emotions that we feel. Hey, how many of you have felt rejected at some point in your life? How many of you have felt like you are alone in this world? Sometimes they don't have the support they would like to have. How many of you sometimes feel that you have been or are being betrayed? Yes. So, this wheel is a wheel that has many emotions. Many times we sit down very happy. How many of you have felt happy, joyful? When Maria told me that she was going to present, that she was going to present today, I was very happy and excited because I was going to be on the microphone. Sanzo knows that I like to speak into the microphone, that's why they do n't
019give me much time to present. How are we doing on time? Uh-huh. Yes, Mr. Martinez also told me that it was going to be like that. Okay. Ask him how long we lasted in school council meetings. Okay. Now let's define what a crisis is. Okay. And that is the meaning of a crisis. I didn't make it up . That's a meaning that comes from the dictionary. It's a situation where a student is at risk of hurting themselves or others, and not just a student, but since it's here at school we're saying student, because it could also be a staff member, right? Someone from the staff. To hurt oneself or others . Or you are experiencing psychological stress that requires immediate intervention. For example, having suicidal or threatening thoughts, very aggressive violence towards others, very severe
020panic attacks and/or psychotic episodes, loss of control where I can put others or myself in great danger. The key word there is great danger, and it has those attacks very severe. This isn't a crisis that requires a major crisis intervention , it's a common incident, an incident where, let's see, he's saying bad words, occasionally he's pulling his partner's hair , ah, he's dysregulated, that is, sometimes he can't control himself, sometimes he's very hyperactive or suddenly he goes out, right? Because he feels annoyed or starts shouting, "Ah, so something frustrated him or her." They are filled with anguish, because the children sometimes arrive worried, they are biting their nails, sometimes they are pulling their hair, sometimes they are doing this, they are moving. These are things that we as adults, the adults in the classroom, have
021to pay close attention to because before children escalate to a very severe or very aggressive level, there were signs, signals. Oh, and also, one thing that isn't a crisis requiring a major crisis intervention is having a bad day. How many of you have had a bad day? All. Anyone here who doesn't raise their hand, I want to know what medication they take to avoid having a bad day, or what saint they pray to. Okay, so what is an incident? So, that 's the meaning of an incident, a common incident, a behavioral event that disrupts the school environment, the classroom, and that may cause a risk, but not at a level where the crisis intervention team should attend. For example, physical altercations, fights, there are fights and fights, there can be a fight and sometimes they
022are just fighting because, you know what? I scored the goal and you're saying I didn't. Either the ball was mine or it's my turn to have the swing and you're not giving it to me. Verbal altercations. Sometimes they're saying things like, "You're ugly," "No," "I don't like you," or "You're fat." You see how children are. They use different vocabulary. Harassment, bullying or intimidation. It's what we sometimes call bullying, which sometimes happens, sometimes there's a, how do you say it? Conception. There's a... we don't really know how to define what bullying is, what it means to truly harass someone. Vandalism or destruction of property. Those are common incidents. They are seen more frequently in a school or classroom. This is not something where the crisis intervention team is going to come in and provide support. That's
023where the adult in the classroom, the teacher, intervenes. Sometimes it also involves the directors, depending on what level it was, but that's not where the intervention team is going to do it. What is anxiety? The meaning of distress is that the student is visibly upset, annoyed, anxious, or emotionally overwhelmed, but is not at high risk. The situation requires intervention from an adult, but not from the crisis intervention team. Again, it does not require team intervention, for example, crying. There are children who arrive at school crying. Withdrawing, separating, or distancing oneself from others does not require the crisis intervention team. He may need the support of someone from the crisis intervention team, but he doesn't need the whole team. Expressing emotions of anxiety, sadness, or fear. Perhaps he needs to talk to the counselor or the
024social worker, or perhaps he has a very positive relationship with his teacher and uses those 5 minutes to talk to the teacher. Difficulty focusing due to emotional causes, academic or social stress, because there are boys and girls who have that academic stress. Sometimes when they know they don't understand something, they get stressed. And what causes stress? Frustration. What causes frustration? Sometimes a lot of anxiety. Sometimes what happens is that children start behaving in a less than positive way. And then, what is a bad day? Ah, when a student is experiencing temporary emotional and behavioral difficulties, which can be resolved without the intervention of the crisis team. We've all had a bad day. Everyone, everyone, I hope everyone knows that if they're ever having some kind of crisis, they know who to call, right? They can
025call 911, they can call 288 to speak with someone who can help them. Well, a bad day doesn't require that, because sometimes we all have that bad day. For example, we have irritability or frustration, we can't focus or participate, we have low energy or enthusiasm, there are minor conflicts with our classmates or teachers, because sometimes we don't have the problem with our classmates, but I know that my teacher gets frustrated when she knows that I do n't have the enthusiasm to learn, what do you think? I'm going to focus on my teacher to frustrate her because I'm having a bad day and I want her to share my bad day with me. Interventions for situations that are not major crises. Okay, I have 2 minutes because Julio stole a few minutes from me. Okay, so
026let's scale it down. So, when you reduce the scale it's like trying to reduce that energy that's already very tense here, trying to balance that chemical. There's a chemical imbalance in the brain, you're just trying to balance it. It's when you readjust, whether you're going to take a deep breath, connect with Mother Nature, or refocus. Ah, in the living room. One of the things some of the principals are doing, I know Barden School is going to invest in making little baskets of things to relax in the classroom so that each class has like that coming corner, right? so that the children can go and readjust there, build a relationship of trust, and/or remove the student from the environment. We have a virtual center that is on the district's website. They can go there and there
027are different things there that can spark ideas. Now, who is the crisis intervention team? They are the administrators, counselors , social workers, psychologists, therapists from ISS, which stands for Effective School Solutions, county mental health therapists, we all know them as MCBH, the process of how to respond to a crisis. Okay. So, we have the protocol and the protocol is here and I can't open it. So what we are talking about when we talk about a crisis is when a person has suicidal thoughts or has thoughts of hurting a classmate or several classmates or school staff. So, what we do there is that when a child tells us that they are having a crisis, they don't usually say "I am having a crisis," they tell us either verbally or in writing, or a classmate tells them
028and that notification reaches us. Basically, it's "I want to hurt myself." And when someone says, "I want to hurt myself," that's when the crisis intervention team, which is , as I told you, the administrators, the social workers, all of them come and there they are going to decide who is going to take that assessment of whether it is high risk if they are at risk, if they are at risk of suicide or are at risk of hurting other people, because I can have suicidal thoughts, but I can also have thoughts of hurting others. So, then they intervene, they have a questionnaire of, oh, five or six little questions. The key is if a child tells us they have a plan and can give us details about the plan, then that's when we have to call
029the people who were here right now at MRT in Kinship so they can come and support us and we can develop a safety plan, whether a safety plan should be made instantly or if we have to transport these little people to the Nativity Center for a more in-depth evaluation. That's a crisis, that's a major school crisis. The others are categorized as common incidents, like a bad day, like days of anguish, but a crisis like this is where the crisis intervention team intervenes . Here are the resources. Ah, they can take the numbers. If you or someone you know ever has depressive thoughts and needs the support of a crisis intervention team. Here are the numbers for the county mental health service, Kinship MRT, and suicide hotline. That line is also for people who may have
030thoughts of hurting other people. Now, with the safety plan in place , school staff can easily contact you or emergency contacts. That's why it's so important that you have a family safety plan. A family safety plan is not the same plan we develop with children or staff who are having suicidal thoughts. The family safety plan is very important for you to develop; it's something separate, but it will help us as school staff to have all your emergency contacts updated. It's important to know how to support your child. It depends on a severe crisis. So, that's why that family plan will also detail how they can help, who they can look for. Ah, now you have someone to contact in case of another emergency. Who's going to be number one, number two, number three? If we
031can't , if I as a father or mother am not available. A family plan helps in all kinds of emergencies or crises, whether they are suicides, threats, and especially nowadays with immigration. We have many, many families who are afraid, right?, of ICE, and many of them haven't updated their contacts. So, that's why it's very important that they come and update all the contacts, that they talk to the social worker, to the parents, oh, to the parent specialists so that they can develop that plan. We'll keep a copy, you take a copy, and that way if something happens where you're not available because for some reason ICE came and took the family, we have someone here to contact. Oh, and that's all, that's all because if you have any questions, you can ask me next time
032because Mrs. Lorena is already here behind me. This information has received comments. I would love to see a collaboration with Julio and his team on issues to help our children, right? so that they feel more confident in themselves. I think that's very important too. Uh, we have these resources, but we also need to establish safety for a child. A strong child is not very easy to knock down. So it would be good to see those kinds of rigorous workshops in the future. Thanks a lot. Now we're going to move on to Mrs. Am Alvarez, our future Dr. Alvarez. Ah, I just want to congratulate you, please. We need to give him a big hug. Let's see that our future doctor, PhD, will have her ceremony this weekend and I am very, very proud of you.
033Thank you. Thank you. Good night. How are you? Good. Okay. Diana, you took 10 minutes of your time, of my minutes. So, I want to start with the information about ELCAB. So, the directors are going to review the district data and the Elcap plan embroiderer for 2025-26. Here's the paper with the dates. So, tomorrow we start at the Chávez school. Ah. Frank Paul continues on May 1st, May 5th, a party in Creide. Montevella follows on May 7, Primart on May 8, BRB on May 12, Loya on May 13, Barden on May 14, Seck on May 15, Lisal School on May 19, and Eman on May 22. You requested one day only so that if there are parents who wanted to participate, they could go to another school. So we invite everyone to come and listen.
034They remind us that the plan is for how many years. 3 years. We're finishing the first year, so there's no more, there's one change, two changes, so I'm not going to tell you, you have to go to one of the meetings to find out about that. So I want to thank everyone who supported me during the polls, and I have the one at the school that won, and I know you were waiting for that. So do it this way. Oh, I have to say something. The polls were very competitive. This year, someone told me, "You know what? The percentages aren't right because there are more parents." So, I had to go to the district, and now the numbers you look at—for example, if you have one child, or if you 're a parent with four
035children—you only count once. Okay. Okay. Now we can go. The winner is [Applause] Al with percent. Congratulations. In second place, Freakide with 56 percent. Cte, where are you ? 54 percent. So, congratulations and thank you. It was very exciting because the point is, we're here to improve, and together, and you all having a voice, so thank you for your participation in that. A round of applause for everyone. So, let's continue. I'm going to recap. We're very excited about the transition to IR Ready. IR is something new in our district this year, and the power of the data that we're looking at as a district and in the schools is very different. So, we're going to watch a video. Someone is going to explain a little bit about the program. Yeah. Turn off The mic. Yeah.
036This one to go. And then, hi, my name is Claudia, and I work for Curricam Associates. We're the IR Ready people. For the student, IR serves two purposes. It's an online diagnostic assessment that analyzes math skills and even sub-skills with high specificity, and it's a form of online learning that adapts to the student's personal needs, whether they 're at grade level, above, or below. In a moment, I'll share with you the link that will take you to another video with more detailed information, but right away, I want to tell you four things that are essential to understanding about Ibery. Number one, the Ibery online assessment is adaptive in nature. That means the questions the student receives are based on how they've answered previous questions. If the student is struggling, they'll receive easier questions . If
037the student is answering questions quickly and correctly, then they'll receive more challenging questions. Once a student finishes the assessment, the teacher will know exactly what the student needs, which saves time. The need to repeatedly assess children is eliminated, leaving more time for instruction. Second, Ibery online instruction is personalized for each student. Once a student completes the assessment, their results will undoubtedly differ from those of their classmates . That's why we offer each student their own instructional program based on the results of their diagnostic assessment. If a student needs help with reading comprehension, they will receive appropriate lessons to assist them. If a student has geometry knowledge beyond their grade level, they will receive geometry content at a higher level . Support for students with deficiencies to address and enrichment for those who exceed the expectations
038for their grade. Third, it is not a grading tool . Your child will not receive an A or a C based on their results with iReady. IRY supports students, challenges students, and provides students with content specifically tailored to their level. IRY helps children develop their skills. IRY is not used for grading. And fourth, Ibery is not... Designed to replace the teacher. In every school district, teachers are an irreplaceable resource. Ieri supports the teacher by facilitating the grouping of students with similar needs to provide them with instruction specifically tailored to those needs. This is what we call differentiation. Once students are settled into their subgroups, the Teacher Toolbox platform is just one of many resources available to the teacher to provide instruction tailored to their students' specific needs, but it will never replace the teacher. In
039conclusion, if you have 7 minutes available, please follow the link on the screen to learn more about IR and the role it plays in your child's education. Thank you so much for watching this video, and we anticipate your child's success with IBY. Okay. Okay. So, how do I explain the representative? The program is divided into three parts. Personalized Learning, my friend. So, children take a test, and their lessons are tailored to each student's individual needs. So, that's a great thing. Diagnostic Assessment begins with an evaluation that helps determine where each student is on their learning journey. So, if there's a child who needs more support or strategies, then they'll get that. And children who need to advance can also have that step. Interactive lessons. After the assessment, students participate in interactive lessons specialized at each
040child's level . So here you can look at it another way. So, how does IR Ready support? It provides personalized support for progress over time. So it's very important at home to have a routine with your children, to talk to them about how they're doing during lessons and how many minutes they spent in class so they know that you're also interested in their progress . So, if you look up there, the diagnosis is the first thing when a child starts entering IR Ready. Data, data, data. So, there are two paths children can take: My Path, or teacher-led lessons . So, teachers, if they're focusing on fractions, then they can look at and give lessons to the children. So, if you look there, the progress tracking is like a cycle, then we start to take The
041exam, the exam three times a year. So it's very important when they 're going to the conferences to talk about the data to see the progress their son or daughter is making. So, this is something to celebrate. If you look at the data there where it says number one, where there are 4 % and 8%, that line represents where we started this year as a district. The one at the top, what do you look at? The color. We want to look at the color green. What do you see? Improvement. Improvement. Yes, there is improvement, and there is also improvement in the color yellow. So, the color yellow represents children who are one year behind, and red represents children who are two years behind or more behind. So, we are closing that learning gap for the
042children. Also, the typical annual progress of a child toward the goal was 74%, and if you look here, we achieved that in reading. A round of applause to everyone because they worked so hard to make that progress. Congratulations to the schools, the teachers, and the students. Now we look at math where it says number one. There was a percentage of students who were at a high level . Yes. And the 4% proficient. But if you look up, what do you see? Progress too, not as much, but it's something we'll be looking at more next year. And if you look there, we have 74%, which we wanted to increase, and now we've reached 79%. But this data was from two weeks ago, so we have 30 more days. Hopefully, we'll achieve that. So, a round of
043applause for math as well because we are making progress. The thing I really like about the data is, I don't know if you remember, we were always looking at the children who were reaching the goals, and now we can look at each child individually, and that's very important—looking at how the children are doing by name. So, we're going to continue with this goal, and we have data. And if you want to know more about the data of your children who took the exam, you can contact the school so they can give you that information. Here's a link where you can read a little more about the benefits of IR Ready and family participation. Next year, we're preparing, planning to have a training so that you as parents can learn a little more. More about IR
044Ready and how they can help their children at home. So, thank you. And now we're going to continue, we're going to talk about the people who were here. If you'd like to come forward or if you'd like to stop here to share your experience and one of the things you'd like to share, one thing you learned and one thing you'd like to see or bring here to the district. So, if you'd like to go first, if you could say your name and the school your children attend. My name is [Name], I'm from Lasada. I have a boy and a girl in second and fourth grade. This was my first year. So I'm going to [Name], I mean, excuse me. It was a very, very nice experience. With dads and them. The workshops were very, very
045educational, lots of tools for parents on how to support our school community. I think we felt it because many of the workshops were different. They were for parents, for first-generation parents, for second-generation parents. There were many workshops that I, as a parent, would like to see brought to the school, and I know many staff members [have] They also went to Cade . And one of my questions is, how are they going to bring the C information to the schools in the districts and to the parents? Thank you very much. Good afternoon, my name is Olivia and I 'm from Montevideo. Actually, all the workshops were to give extremely important information. This was my first time attending one of the most important workshops. What I remember most that I liked, I would like them to bring
046this information to the districts; it would be a huge help for us as parents. Information on how to guide our children, how to help them academically and also emotionally. I think we need your support in that sense, knowing how to guide them emotionally so that they can have many more opportunities and succeed academically. I really think it's very important. From what I'm hearing, our children need this, and I think that the support of all of us and love for them is essential. So, I loved a specific workshop where they talked about supporting parents and being involved; it's really important . I thank... Thank you to the doctor for inviting me and for considering me. And thank you very much. Good afternoon. This is Teresa Merino, I'm the mother of a 10-year-old girl at Primo School.
047This is my second time attending , and I liked it very much. There are so many tools for parents. I feel very, very connected to reality, and I like to solve all the problems they present. And I invite the parents who haven't attended to come; it's a very beautiful thing where you learn so much . I especially like it when I see the children participating in different scenes, different dances, and I would like to, I do n't know if I could present something like that next time, who knows? Thank you very much. Good afternoon everyone. Oh, my name is Rut Avénz, I'm a parent at the school. I have an 11-year-old daughter and another child in Montevella who is in school. First of all, I want to thank our Arizal district because they give parents
048the opportunity to attend the workshops and because they pay for everything, right? Well, I'm very happy, and yes, I thank you because it's a lot of money. If I were paying it myself, I would n't be able to go there to learn in the workshops they offer for parents, and also to give the teachers and principals the opportunity to learn more, right? So this has helped me a lot because you learn so much. There are so many workshops that you can't go to them all, right? But yes, there's also a lot of help for the community, like from the Mexican consulate, which is also going to give presentations there. There are many things, and I'm really happy, and every day I'm learning a little bit, right? Thank you all very much. And we are growing
049together, representing the parents. We are very excited. My name is Lorela Mendoza. I have a 7- year-old son at Friend Mall School. [Music] And we had the opportunity to feel much more proud and empowered by multilingualism, bilingualism, and many opportunities to be present in different ways. Resources, uh, getting to know all the bilingual people, also spending time with the educators and representatives of our district . Uh, the bonds we learned from each other among the parents, we had the opportunity to spend time together and get to know each other better, find many things in common, establish a link, and yes, we would like to see those kinds of workshops that we learned about where we can support our students, collaborate with the teachers and administrators to have those opportunities with our students, right? Classification. There
050are so many legal and leadership topics. One of the workshops that I really liked was the "Tell Me Your Story" one. It's very moving to have that, and yes, we would like to see those kinds of workshops, perhaps now, right? Working with Julio and your team, you could also bring something like that to the Alisan district. The 2026 C event will be held in San Francisco. Uh, maybe we can bring our mariachi band, our folkloric students. That would be a great opportunity. Please, in this way, also because So, that's a team, right? We also had the opportunity to spend time with our board. It's a chance to get to know each other, and the great support, right? They introduced us to the parents, and we hope that in 2026 we can bring many more parents.
051So, we are very grateful to the district for this opportunity, and thank you all very much. Thank you for sharing, and the event will take place from March 4th to March 7th, 2026. So, hopefully, we can bring a representative from each school, and thank you to everyone who came to help; it was a success. So, thank you. I forgot to give the data as well. Oh, I'll go back to the surveys. Last year we had 2,000,239 surveys, and this year 2,546, so almost 300 more surveys. So, another round of applause. So, we're going to finish with Mr. Fausto, and while Mr. Fausto is here, I know we didn't have much time for questions, but please, at the table. They have slips of paper, right? If you have any particular questions that we need to follow
052up on, please feel free to ask. Thank you very much. Are you going to do the video? Oh, you have it right there. Yeah. Oh, let me just turn... Do I have to turn off though? It's like a PowerPoint. [Music] Okay. The Union School district has an exciting opportunity for all students. [Music] Good afternoon, everyone. Ah, again, my name is José Fausto, director of expanded programs for the Alizal district. Um, I'm pleased to present the programs we're offering, like the after- school program, right? Which we also have daily, right? From as soon as the children finish until 6:00 p.m., right? In the after- school program, you know we have the three components—well, four, actually—that are required by the state, right? We have to have a nutritious meal. That's why the children are given a hot
053meal after they leave regular school. Our district is one of the The districts in the area are the only ones that provide a hot meal, right? Because the state only requires a meal of snacks, right? Or food, as they say in English, a snack, right? A snack, some snacks. But we provide a hot meal. Um, we also have tutoring or homework support, 45 minutes daily, right? It's given to the children. We also have enrichment where the different types of programs we offer rotate through, including music, different instruments, theater, right? dance, and we also have physical education, right? Those are the components that are required by the state. In addition, we incorporate, right?, socio-emotional support towards the end of the day, it was about 20 minutes daily as well. And in this time is where the
054children connect with the instructor to review how their day went, right? And connect to see what's coming up. The after- school program is also included. Ah, the mariachi program, guitar, marimba, piano, drums, cheerleading, and the flag group. We also have folkloric dance, right? We currently have the folkloric dance program in six schools, right? Because we had to restructure the program, and we started slowly with a few groups. Next year, the goal is to have it in every school. In both schools, the folkloric group also meets on Saturdays, like the All Stars Academy, right? Just like the mariachi group, they also meet on Saturdays. And we also have the Aztec dancers program, which we already have in two schools, Alisal and Brixide. And all children who want to join are welcome. So far, we already have
05540 children enrolled. The good news, I don't know if you've noticed, but our programs that we're offering participated in a meeting at the Sto, right? recently. So, a group was formed, as you can see here, it was the The first group was a combined group of drummers, right? Flag bearers, cheerleaders, and marimba players. And they received the number one prize, right? They won the number one prize at the regional level. They were competing, right? They've been trying, and this time they won it all at Copunto. And the other prize, they also won number one, the number one prize, and it was the Mariachi and Marimba group and the Glorious Folk group. I mean, they did it combined, and it was such a surprise that they won number one as well, right? So, that's how we
056students are going through all of that with them, right? So that they can represent the Alizad district well . Then, we also have sports. Obviously, the basketball season is ending, but we're continuing now with soccer, right? Or football, which is very popular, and the number of teams has increased a lot . For the next school year, we're going to try to implement it for first and second graders as well, right? Since several have asked us to, right? Parents, and we're going to start seeing how many teams we can get together, including the smaller ones, so they can begin. Oh, I have two minutes. They took them all away. We also have winners in the Tech Challenge category, right? The technology challenge. So, we have them at Sánchez and Loya. And here we have the winners
057as well, because at these centers, students from different backgrounds in the district are welcome. We have Sofía Placencia, Benen, Daniel Merino Vázquez from Amok, Dana Pulido from Sánchez, Victoria López from Amok, and Nubia Pacheco from Sánchez, and congratulations to them because this Saturday they're going to compete in... The biggest vel, right?, in the region. So we wish them the best and hope they bring you the number one spot too, right? It's Loyan, isn't it? We have Jesús Díaz in Loyan's group, well Jesús Díaz, Jonathan Castro, Mila Regalado, Serenity Chávez, Lisa Pacheco López and Cassandra Navarro, right? They were also there, competing, and as I'm saying, they're going to compete at a regional level, right? to win, to seek a prize of everything. We remind you that we will begin this Saturday and for the next
058four Saturdays we will continue with attendance recovery for the children who have been absent, right? Here you'll have the opportunity for the other six schools in the district that are in Franle Chavez, right? among them, uh, and let's see, it's just that now I'm getting flustered. We also have the summer program, which is already open for registration. Registration is available at the schools both online and in print, right? On paper. If you want to be there, please spread the word. We're going to have it at the Stebec, Loya, Montevella and Sánchez school, right? And it will start on June 9th and run until July 3rd. Registration for after-school activities is also open now , right? They're going to start for next year, and the way it is, it says, "But I already applied, I already
059applied, right?" No, this form, the form we're sending is for interest, right? For all the parents who are already interested for next year, it's by sending us an interest form because the original application has to be done with the assistant principals at the schools, and they have guidance because that's where they fill out the packets that are required by the state to have that information. So, this interest form gives us an idea of how many children are going to be registered so we can have adequate planning for next year. Thank you very much. If you have any questions, would you like to close the meeting? No. Thank you very much. A big hug. A lot of information. Thank you very much for your attendance. The next meeting will be on May 20th at 6 p.m.
060See you there, please. You can invite more parents, and have a very good night. Thank you very much. We're going to close at 7 p.m. 32 minutes. Thank you all so much. A big round of applause. Thank you so much to the parents for being here. Yeah.