001Good evening everybody. We I'm calling this meeting to order at 5:30 p.m. Moving Moving on to item 1B. Roll call. Mr. Ko, can you please take role? Ward President Garcia here. Board Vice President Okmpo. Board clerk Pettis here. Trustee Gilpas Boreda here. Trustee Jimenez here. Mr. Okmpo is not present. Mr. Okmpo is not present. Okay, we'll go moving on to item 1 C. The pledge of allegiance. Our pledge of allegiance will be led by Mrs. Monica Hanzo. Ready? Hello. I to the one nation. Thank you. Uh we're moving on to item 1D uh spotlight. This is an opportunity to feature up to three minute presentation the positive things that are taking place throughout the district. Mr. Ko is are there any spotlights? Yeah, there is one that I know of. Daniel Algassi, a member of
002the Forsa team that supports our expanded learning program, will provide information on the great things Alisal's performance groups did during the Northern California Percussion Alliance Championship in Stockton earlier this month. His presentation will include a short video [Music] You let me help me. Heat. Heat. [Music] Yeah. Holy Ghost. [Music] Thank you. That was a snapshot of our journey only, not just through this school year, but of our continuous mission to serve the whole child while they are in our care. Not only as a district, but a provider of performing arts education. Our ALS students learn not just the skills on their instruments, their flags, their pompoms, but also life skills, peer leadership, time management, respect for their uniforms. I am proud to say that our ALS groups both achieved earned a first place gold medal
003in their respective classes at the Stockton competition. We are aiming to take these groups and refine these uh routines, bring them at an even higher level to Stanford University in July. We'll say an unfortunate goodbye to our sixth graders. We'll see you at the convocation and we we will introduce a whole new round of students to our truly yearround performing arts programs here in the district. I do want to thank all of the board members, Superintendent Koig, Deputy Superintendent Anso, Mr. Fausto and Miss Pledo with expanded learning department, Roelio Vera Montes and Kathy Herrera with Forsa. And a shout out to our program manager, Faith Cardona, and the entire Forza music team that works with our students every day. Thank you for the support and celebrating in our success. I think that deserves a round
004of applause. What a wonderful thing you're doing for our students. Um, so just as a former band member, I played the flute many years. Um, band and marching band. I did marching band when I was little. And so yeah, I'm this is right up my alley. Thank you so much. That was what a treat. Thank you. Okay, we are going to Or do we have any other followers? I have one. Oh, okay. You have one? Yeah. Okay, go ahead. Thank you, Mr. Thank you, President. I congratulate all the assistant principles in our district for their hard work in favor of our students. National assistant principal week was on April 7th through the 11th. Thank you and congratulation. We are celebrating administrative professional week from April 20 20 through 26. I congratulate all of our district
005office workers. Also in April 22nd not long ago we celebrate the Earth Day. I take this opportunity to send a message to all students. encourage them to always care for and respect our beautiful earth so that we may wake up each day and enjoy the greatness and beautiful. Thank you. Thank you. Any other spotlights? Okay. Thank you. We're going to move on to item onee, adoption of the agenda. Can I get a motion to adopt the agenda? So move second by Mr. Himemenz. Comments or questions? Mr. Con, can you please take the line vote? Board President Garcia, yes. Board clerk Perez, yes. Trusty Gilpus Pera, yes. Trusty Jimenez, yes. Motion passes. Motion passes for zero with uh Mr. Okmpo being absent. Item line two, public comment concerning items on the open session agenda and on
006non-aggenda items guidelines. There will be a two-minute limit for individuals and a 20-minut limit on total public comments. There is no seating to one of one's time to other individuals. Item 2, individuals wishing to address the board of trustes on open session agenda items and or other items may do so at this time and the starting time is 5:37. And I do believe we have a few for this one. Yes. Um, can Miss Glattis Gomez please come up? Good evening. Is it on? Can you hear me? Yes. Oh, it is on. Okay. Sorry. Good evening, members of the school board. I'm here on behalf of myself and my fellow PAR educators to bring attention to a pressing issue. The significance difference in pay between PAR educators and behavior technicians. While we share the same job
007qualifications, our roles carry vastly different levels of responsibility, yet our compensation does not reflect the reality of the work we do. As PAR educators, we are responsible for an entire classroom of 10 or more students while BTS focus on just one. While they collect data on a single student, we track progress on multiple students, ensuring each one receives the support they need beyond they need. Beyond academics, we assist with essential life skills, including toileting, managing behavioral challenges, and ensuring the safety of students who may elude. We must remain constant, constantly vigilant, always on guard to protect and support our students. But our responsibilities don't end there. We prepare materials, make copies, organize paperwork, translate for meetings and parent teacher conferences, and even handle phone calls. We ensure the students go home with the correct information,
008and that they are safe during recess, often running to keep up with them. At the end of the day, we clear our clean our classrooms, wipe down tables, chairs, counters, all while preparing for the next day's lessons. And when a substitute teacher is called in, our responsibilities increase even more. Many times we are the ones running the classroom, stepping into the teacher's role while still fulfilling our pareducator duties. We follow lesson plans, guide students, and ensure the class stays on track, all without additional compensation. And through it all, we do this job with heart, even when it means getting pinched, kicked, or punched. We do this work because we love our students. There is no greater joy than seeing a child make progress, reach a goal, or gain confidence in their abilities. However, love for
009our work does not pay our bills. Many of us live paycheck to paycheck, taking on a second or even third jobs just just to survive. Can I keep going? Can I keep going or can you wrap it up now? Are you good or Oh, I can I can keep going. It's just a little What do you guys think? Um, I think we heard I think we heard a lot already, but um, I thank you for your comment. Um, yeah, thank you so much. We're going to go on because there there are a lot more here. Sorry about that. Thank you. All right. I don't know if that resets. Okay. May I have Lorenna Mendoza? Did I say it right? Good afternoon, um, board of trustees and Alice district staff, um, and our superintendent as well.
010Um, I'm going to say my, um, well, the message in Spanish for one of our parents. Anyways, speech. [Music] This Justto. special. Thank you. Are we getting a translator to translate that? Thank you. Right now there's no transparency, empathy or accountability in the educational process. Unfortunately, students, the most vulnerable students and the more affected ones are the ones on special education. There there lacks a lot to be inclusive and uh equitable in the IEP process. There's no respect for the plan and there's no transparency. We are told that we cannot have meetings via via uh video calls but students are taking therapy classes through uh screen and this is essential when it's essential that they are uh that they're done through in person. The lack of support in the uh for students um um behavior
011affects their development and distracts their classmates and the teacher when they don't have the support. Um it also adds to the volume of students in their class. The lack of support um this reflects the lack of support of uh directors in the district. It is important to have an interpreter and make sure that the educational plans are well understood and that are well um they that they're developed according to how it's done. It's essential to have a very well structured plan and make sure that everyone in the process is in involved and uh that that they all understand the goal and that this is respected. In some cases, we have asked that the parents uh that the parents in some cases has been asked the parents speak English in their homes and to make their
012maternal language to the site and that's very sad because there's studies that demonstrate the importance of having u more than one language. We asked to form a special committee, educational committee and also due to the lack of transparency, we ask that the contract with the new superintendent is anal. Um, thank you. Thank you. Um, Blanca Miranda, good afternoon members, um, board, uh, Mr. connect and cabinet and public. Can you please stand up if you're if you're bilingual English and Spanish? Thank you. Due to the majority of the people present, I will do um I will present my direct myself to you in English. I mean in Spanish. experimenting. You're multilingual. You're multilingual. Um, foros. ghost job posting in um I Accountability. Thank you. Okay, thank you. Um, may I have Susanna Ramirez? I want to
013start this brother. for [Music] for leg amigo. Losch. Good afternoon board members, superintendent Kig and everyone present here. My name is Susana Ramirez. So Madre I'm a mother of a child that attends Alis Southal school. I'm here because I have already asked and looked for help everywhere included in the district and I have not been given adequate answer. Uh also I haven't received the services that I see my son needs. My son needs um speech therapy and he's only getting 90 minutes per year. This is like two and a half minutes per week. That this is nothing and the therapy that he is getting is through video call. you have told us that education via computers is not uh is not worth it. So, how is this going to be helping my child receive u
014speech therapies when there isn't a human connection? And I haven't seen any improvement in my child. When I signed up, I thought I had understood that it would be 90 minutes per week and it would be in person and this is not happening. In addition, ever since I put him in kindergarten, I asked and I have continued to ask for bilingual education and this education has been denied to my child. the teacher has told me do not talk to him in Spanish in the house because when on Monday I bring him back, he's confused. So, I have to talk um so what am I supposed to do if I don't speak English? Uh that's why I want him to be bilingual. Now, I when I signed up my child, they didn't tell me where they
015he's going to be put. And I already asked that I want a bing bilingual class and Mrs. Lip it told me that I have to look for 20 parents who won the same and they told me that the same thing to uh those the parents we have to ask for bilingual class. She just told me um that my child is going to start at August 4th in school, but she didn't tell me if it's going to be a bilingual class or not. I need your support so my children have the education they deserve. I thank you for your attention and I hope to uh receive uh support from the district. Okay. Thank you. I'm going to close up um individuals wishing to address the board at 553. Moving on to item 2B, association comments, ALS
016Teachers Association. Uh, good evening, President Garcia, board members and the cabinet and the public in attendance. My name is Haime Pasto. I'm the president of the executive board of the association the teacher association the ADA. Um um just want to let you know that the district the negotiation for the the teams for the district and the ADA reach a tentative agreement recently and that the next step will be for us to have a general meeting with uh as many certificate employees as we can so that they can hear the details of the agreement and after that we also going to proceed to the vote. So if we have ratification, it will be like a seven or 10 days after that. Thank you and thank you for listening to me. Thank you. California School Employees Association
017chapter 577. Good evening board president, superintendent, board members, and cabinet members. Uh, Solen Kinoi, chapter 577 President. Uh, our chapter has been selected as one of the 10 chapter statewide to participate in the 2025 appreciating classified employees ACE program during classified school employee week May 18 to the 24th. The ACE program is a joint effort be between CSA chapters and their school districts to promote understanding about the essential contribution classified employees make to public education in the AC program. District and school administrators job shadow classified employee to witness our work firsthand. Our chapter participation in the program will build understanding within your district or our district and recognize the hard work uh we do to take care of a student every day. Um we hope we can plan an event full of learning uh experience
018and thank you for having the resolution 2425-20 classified employee appreciation week on the agenda tonight and um on the other note we are still in negotiations with the district and um like I say last meeting um about the first step for first and second step for classified uh employee is under the minimum wage. I know no one is receiving minimum less than minimum wage because that is not is unlawful. But we hope we can uh finish negotiation tomorrow with uh understand that our salary should the same as the deputy superintendent, the superintendent and all the the cabinet level administrator level can be something that the classified staff can live with. not something that they need to struggle to pay their rents and everything. So, I hope we can finish tomorrow and thank you. Thank you.
019Do we have anybody from the United uh Substitute Teachers Union here tonight? Nope. Okay, I'm moving on to item three, a board study session, district policy on mobile communications devices, including cell phones. All right. Thank you very much, Board President Garcia. I'll get started. Uh, mobile communications devices, primarily cell phones, are a big issue. And, uh, what do we mean when we're talking about mobile communications devices? It's got a definition there, but for the most part, it's anything that'll send text messages, calls, or has internet access. And it primarily includes cell phones, smartwatches, and pagers. Right now, our current board policy allows students to use uh mobile communications devices whenever there is non-instructional time. And that means if they're out on the playground during recess, they're allowed to use mobile communications devices. uh if they're
020in the cafeteria and other times. Um right now what we've noticed is cell phones, smartwatches, and other uh mobile communications devices are significant and growing distractions from elementary education. Um, if you see what I heard yesterday from a teacher when we were talking about this is if you see a student looking at a cell phone, nothing good is happening. The other thing that happens is these these devices are just opportunities for negative behavior on the part of our students. Cyber bullying. We've had cases where photos and videotapes of students of staff have been uploaded onto social media and they've been put there with disrespectful cap captions and modifications. They're they are not doing us any good. So what do we want to do about this? We want to change the board policy and uh we
021we'll talk about the schedule in a minute, but we want to change the board policy to pro prohibit students from using mobile communications devices, whether it's a cell phone or a smartwatch, you name it, while they are on the school site. that is once they cross the boundary of that school site, we're not we don't want to see those devices. Uh and we also don't want to see them when they are off the school site and they're under a control of a the control of a district employee, for example, on a field trip. Now there are exceptions and the the exceptions um there are there's parent push back on this. We have parents who want their students to be able to use mobile communications devices uh pretty much at their will. Now, the first the
022first exception addresses the most urgent uh parent push back issue that we've got, which is if there's an emergency, if there's a bad person on the school site and my son, my daughter needs to tell somebody about it, they need to have their cell phone. Well, that's an exception. If there is such an emergency comes up, they can go to their backpack, they can get the cell phone out, they can turn it on, which all of that takes maybe one minute, and they can call whoever whoever they need to call in order to report it. U the other exceptions, if a teacher in the unlikely case that a teacher grants permission, they can use the phone. If a licensed physician has said that it's necessary for the students health or well-being, they can use a
023phone or if it's required by their IEP. That those are the changes. Actually, the the exceptions already exist within the ED code. So, the only change is we're going to use the ED code option of prohibiting students using the phones while they're on uh school site or under the supervision and control of a district employee. the uh we're going to have an a new administrative regulation uh that basically says once the cell phone once the student comes on the school site the place for that phone is the place the phone needs to be off and it needs to be in the backpack not being used and if a student is found to be using a phone there are going to be consequences. Um, you know, we've said we'll we will uh confiscate the phone and
024and we'll be returning it to the parents, but the school site staff will have the authority to enforce the process. Um, what's the timeline? All right. Today, we're having a board study session and the board can ask any questions that they they would like to ask. We're going to have a first reading of the new board policy and the administrative regulation at the next board meeting on May 14th. On May 22nd, we realize that there there may be push back. There may be questions and concerns from the parents. We are going to hold a town hall right here in uh the district boardroom and we're going to basically go over what what I just said. And then on June 4th, we'll have a second reading and approval of the new board policy and administrative regulation.
025Now the we're doing all this because cell phones uh and other communications devices are having an unacceptable impact on the education process and we need to address it. So with that, are there any questions? Um how about if I start from over here? Uh yes, thank you. Um, Miss Garcia, yeah, I did want clarification here on the exceptions because it says a teacher under or an administrator can grant permission. So, in what I mean, can they grant permission as a a reward? You did great. So, you get five minutes on your cell phone. or what guidelines are there so that it's equitable across all classrooms with all teachers and the school and that it's all the same consistency everywhere. So could you please give me an example where a teacher would grant permission? That's one
026question. Uh yes, I I would say I mentioned field trips earlier. If uh if a class is on a field trip uh to let's say they're going to science camp and uh a teacher could authorize the if in the unlikely event we've never had a student get lost at science camp but the uh in the unlikely event that science camp student is lost in the woods uh I can see a a teacher might give them authority to use their cell phone. So, as the poly policy is now, if a student was to lose their cell phone at school, is the school district financially liable to replace it? No. And that's written somewhere. Uh, that is in I believe it's in the ED code, but I'll get you uh any a specific answer on that. Okay.
027Thank you. And I don't want to go on with too many questions because I know we'll have more information later. and also so they would be able to have it on them physically. And I think that if we're really prepared in answering parents questions, if parents are familiar with the district's safety plan and what we do in emergencies like earthquakes, like um other emergencies, the weather impact or you know, heaven forbid, but an active shooter situation. And I think the more parents are knowledgeable as how the district handles those situations and believes that we have enough um um like fire drills. So we have drills on those then parents I think are more likely to be okay with this. But if we don't let parents know more, give more knowledge about our emergency safety plan.
028But I know we're going to discuss it later on today also um tonight at this meeting. I think we need to do that. So, because they want their children to to be safe and young kids do have cell phones. I mean, there's students that are in second grade, third grade, fourth grade, they have cell phones. So, it can get, you know, out of um out of control, and we don't want our kids to to do that. I know my husband, we're in the same house sometime. Sometimes he texts me and I'm right there, you know. So you we don't want that with with the students doing that, especially if there's going to be like a a fight maybe or it it's a way that it is. I I agree with what you're saying, but I
029also agree that we need to inform parents about our safety and and our drills and what we do so they'll be safer knowing that their kids can use the phone when we're not saying no phones. We're just saying they can't use it during at school unless there's an emergency. Thank you, Miss Pettis. How about over here? Um, Mr. Himenez. No, Mr. Comple. No, we Well, I just have a comment. I mean, I'm a current teacher. Some of you know that. And I do appreciate that. Uh, we're having some type of a policy. Um, yeah, and you're right, Mah, parents need to be aware of all the safety protocols schools have in place so that they feel feel reassured, right? Um, it's going to take some time to get used to not having the cell phone,
030but I think there's you're supposed to always have it off. And I think this is just clarifying the language a little bit where the child can bring the phone but keep it in the backpack. And that's my I think that's my understanding of this. And yes, there's are some times, yeah, um, that the teacher or the administrator might grant permission. And I guess we're going to have to deal with what when that is. And as a former principal, I'm going to say that a lot of times kids when they do bring their phones, they go to the restroom and they do naughty things in there. And I mean naughty, not you know uncalled for things. They take pictures or they do silly thing. They fight in the restroom. So I'm a former principal and a
031former administrator 19 years and you you deal with a lot of stuff. So, this is one less thing that we have to worry about when we know that our students don't have that phone with them on their bodies and keep it in a backpack. And that's all I have to say. Thank you. Okay. So, we're going to move on to item 3B, department presentation. Director Julio Castro, Community School Program and Family Resource Center Program. Good afternoon, Superintendent Ko, board of trustees, cabinet members, and members of the community. My name is Hudo Castro, and I serve as a director of family and community engagement. And today I will present about the Alisaw Union School District, Community Schools, and Family Resource Centers. Thank you. both of which are under my department. A common question asked, what is
032a community school? I would like to read this language from the California Community Schools framework. A community school is any school serving pre kindergarten through high school students using a whole child approach with an integrated focus on academics, health, and social services, youth, and community development, and community engagement. As a school improvement strategy, community school initiatives enable the local school districts and schools to work closely with educators, students, and families to understand and address the unique needs and assets and aspirations of the school community. If you are thinking to yourself, aren't we already a community school? That is because we are. And today, I will highlight the great work that our team has been doing and will continue to do in the years to come. What is the goal of a community school? Right? To
033empower our families, to empower our students. And we accomplish this through strategies that bring together community partners, school administrators, teachers, families, and students for the benefit of the whole child. And to address those gaps that may be preventing the students from reaching their full potential, whether it's bringing medical services to the school or providing boxes of meals, these partnerships allow families and students to focus their efforts on academics. If you walk away with anything from today's presentation is that community schools has a college career and life ready focus. So what can a community school do? The community school strategy is one of many things that's happening across the state of California and collectively our departments here at Elsa Union School District are already one working under the four pillars of the community schools. It's important
034not to view the community schools as one initiative among many that are currently being funded in California districts, but rather as an equity enhancing strategy that aligns with and can help coordinate and extend a wide range of state, school, and district initiatives. Community voice, parent voice is key. The work being led from parents, students, and staff advocacy for the community school strategy is crucial. Since our initial needs and assets assessment in 2023, the work has been school community centered. Each of the community school coordinators is responsible for conducting an annual school site specific needs and assets assessment and respond to those needs. So, who are the community school leads? We have the principal and assistant principal who are the leads and all things related. Now having a community school coordinator at each site will help
035with the strategy. Having a parent education specialist at each site will help with that strategy. We currently have six parent education specialists who for many years were housed at the family resource centers and now they are serving directly at each site and we will soon hire a six additional so that all 12 schools are covered. Our parent education specialists are 100% dedicated to family and community engagement by supporting parents through their role. Our community school coordinators serve a little bit differently. About 20% of their time should be focused on family and community engagement and 80% strategic planning to asssure that each school site is operating under all four pillars. the expanded learning, the integrated student supports and the collaborative shared leadership and practices which include creating a school site community school steering committee. They also
036have to plan for sustainability beyond the grant. Right? This is a grant-f funded uh strategy. So they have to work with community partnerships and bring in the resources that are going to be responding to those needs assessments and bring impactful change. During the first year, our focus has been resource mapping, right? Looking at what are we already doing at the schools? What are we doing in our district? Um, what are the things that we need to bring that that we need to bring to our specific site and what are the trends that we see that tell us we need to bring districtwide change. As part of the implementation plan, we have to identify school site goals, create those strategies, identify internal and external partners, amplify student voice, and reduce barriers. As you can see, the
037coordinators have a lot of work to do. Each school has to submit an implementation plan to the school board for review and we will be posting this on the website for public view. You cannot talk about community schools or family and community engagement without talking about the three family resource centers. For over 20 years, the Alisaw family resource centers have been providing families the community supports that they need. It's important to acknowledge that the work has already been done for a long time and we are lucky that at AUSD we don't have to start from scratch. I want to pay tribute to all the previous family resource center staff, the managers, the directors and other leaders who collaborate with the family resource center. What the community school strategy is allowing us to do is to
038expand these services. Some key staff that I wanted to highlight at our centers today are our Mckin Vento homeless leaison, right? So they provide housing assistance and access to facilities for dignified basic necessities like showers, hygiene kits, hygiene kits and other resources for homeless youth and families. We have adult basic and par educ um par educator at each of the three centers. They provide literacy classes to parents and community members in Spanish and English. And it's important to highlight that we provide child care for all of these classes to eliminate the barrier so that parents can come to those classes and learn the basic the basic language skills that they need in order to advocate for their families. We have family service specialists who assist in filling out application forms for our parents, our community
039members, forms like medical, disability, and unemployment at no cost. If you were to go outside in the community and receive support for any of these items, $50, $60 per transaction, not for the whole service, but per transaction, we provide those at those centers at no cost. Interpretation services, right? So when our schools reach out to us and let us know that we have we need we have families that need language assistance, we partner up with the centro CBDIO to provide that assistance. We collaborate with community organizations to offer classes for our parents. Some of the organizations that we host are partners for peace, the Selenus Adult School and the Sun Street Centers. We partner with Selenas Valley Health and Aspire Health for mobile clinic clinics, screenings, and workshops at our school sites to eliminate that
040transportation barrier. We distribute meals and produce, fresh produce by working with the Monterey County Food Bank. We do it heavily at the three family resource centers. And now that we have the 12 community school centers coming, that's something that we want to expand to all the school sites. At the resource centers, they provide many services, but when we conducted our needs and assets assessment, we realized that a lot of the families didn't know what services that we offered. But they expressed that even when they did know about them, they wanted to have them located directly at their school site closer to where they live. As a response, each each school site will transform a physical space into community school centers to meet the students and family needs at their school. These transformations are already on
041their underway. Our parents want to feel empowered. Our parents don't just want to share an opinion, but they also want to seat at the table in the shared decision-making process, and they're eager to share in the work. As part of that response for our parents wanting us to help them build capacity, we hosted our first ever community schools parent summit in August of 2024. This summit was an opportunity to bring the conferences to our parents because we know going for one even the twoight overstate conference somewhere else and travel. It's quite challenging especially now with um the challenges that are happening across the state and across the country. A lot of parents are afraid to travel. So we're going to be hosting this annually. It's going to be happening um in September of 2025 and
042we're going to do it. This conference is hosted in collaboration with other departments like the people personnel services department and the sped department. They are our experts. They know mental health. They are experts in their field. Um and we invest a lot in them. And so they're investing in our parents by providing that capacity. We host our annual tow drive which is the highlight for our family resource centers. This is something that just brings us all together. It's it's it's a wonderful hectic time for us, but we tried to spread that cheer to our students. Most recently, the community schools coordinator hosted a haircut event at no cost for our students, and we will continue to host events like these. All these all this work is done in collaboration with the community schools coordinator teams
043and the family resource centers. This is a little snapshot of the family resource centers data. It's important to highlight that for us the work never stops. We are 12 months. We're here during the winter break. We're here during the spring break. We're here during the fall break. We're here all summer. So these services are are offered year round. Even when schools close, our team is here. All the work that we do isn't done alone. We do it with community partners. A focus on community schools is is u sustainably sustainability, right? making sure that the work outlives the grant. It's thanks to these partnerships that we are able to conduct all this work and bring all these resources to our partners. We cannot do it alone. Lastly, but most importantly, I wanted to highlight our team.
044If there are any family resource center or community schools team, can you please rise? Our team provides supports to the most in need. On any given day, our team is working with families who come and say, "We are now homeless. We are living in our car. We need help." The level of emotional intelligence intelligence from this group is unmatched. Our community is stronger thanks to the work that they are doing today. I present to you on their behalf and I am grateful that I have the opportunity to lead this team. I can spend all the board meeting talking about the great work that they do, but I understand we have a time commit constraint. But I want to say thank you to our team questions. Um how about over here for Mr. Himemenz? Do you
045have any questions? No. Mr. Campo. Oh yeah. Yeah. I was um I I guess two things that you said sort of caught caught my whatever. But anyway, one was that I think you indicated that you're going to address gaps that are that are holding our students back and also you're going to figure out a way to like amplify u student voices. uh both both of which I think are really super important you know because you know as you know uh a gap in a in a young person's s life means that there's means there's something missing in their lives and that's the reason they're not doing well you know there's something that's essential that's not there and so identifying gaps is is important also I think giving students voice is important because when we when
046we give students voice when we really listen to what what students are saying. Uh I think there's a lot of research that shows that they do better academically and also they're they're uh healthier social from a social emotional standpoint they're they're healthier. So I was just curious uh if you could talk a little bit more about that. What are some of the ways in which you will be addressing gaps and what are some of the ways in will in which you will be amplifying uh student voices? That's been a common question, right? And so when working with working with the community schools coordinators at the high school level, at the middle school level, they uh often go straight to the students and work with them here, we work very closely with our parents, right? Because
047our parents are advocating for their students. But in conversations with students, they have a voice. Our students have been telling us what they want. What are some of the things that they want to bring into our schools. So, as part of the focus groups that are being conducted, our community school coordinators have already been going into the classroom to ask them, hey, what are some of the things that you want us to do with community schools and explain to them because they understand if you ask them what are some of the things you want to see, they'll tell you. And so, when it comes to the the needs, right? So, you talked about social emotional learning. There was uh schools that have been asking for more social emotional learning opportunities. So, we're working on contracts
048to bring in a crochet class, right? To that's available for parents and students because a lot of the requests that we get for activities is that they're not just for students or for parents, but something that they can do. At the family resource centers, most of the activities that are parent education specialists lead are for students and parents. And we that's where we see the most success because you don't have to worry about child care. You come in, you sit down, you learn, and you're learning social and emotional learning without even thinking about it because you're doing arts and crafts. So, more of that that's age appropriate to our students. Okay. Thank you, Miss Pis. Comments or questions or is there a time frame? I mean, what are your guys' hours for the resource center?
049We are Oh, for the resource centers. For the family resource centers, we are 8 to 5:00, but we host events after hours. Um, sometimes we're there till 9:30 if our custodians don't kick us out before 9 when we're supposed to get up. Um, and and on the weekends, too. Our our our facilities are available to use for the weekends for our community partners and for our events as well. And I mean, I know you guys probably announced the hours and when you guys are going to be open, right? But any family member can come and approach you guys and ask you questions about any topic, any type of help assistance. Correct. And um I know I gave you two folders, the blue and the black. And on the black folder, there's a list of the
050some of the supports that we do provide and then some of the supports that we don't provide. If it's something to do with child custody, it would say, you know, we're probably not the legal experts you want to talk to. But if it's some one of the allowable items we do and our goal is to continue to expand. So now that we have the coordinators at the school site, we want them to promote the center and we want the center to promote the community school sites because our all of our spaces are open to community members. You don't have to be a parent or related to one of our students. It can be anybody in the community. We do get a lot of foot traffic from folks who they're just they're here. They came to
051this country alone with no family. They don't have kids. And so they look for help and folks in the community do our best adisement. They say, "Hey, why don't you go to the family resource center? Well, I applaud you because you guys are an awesome team and I've been to one of them and it was great. Me as a parent being on the other side, it was really knowledgeable. I learned and you see a different perspective as a parent how to be a parent and what other parents think, you know, because everybody thinks different. But I really encourage our ALS parents to come and use these centers. you learn a lot and you like you said you know they have I mean it's not daycare but they take care of the child and the parent
052can sit and actually comprehend and you know take everything in so props to you guys you and I want to give there's only one gentleman right today yes Mr. Mr. Who? Mr. Ricky from my team. Can you stand up? I just want to say you're awesome. I know a lot of kids at Frank Paul that really like you because you're a very motivated person to them and they look up to you. So you So thank you and thank you Julio because you you're doing an awesome job. Thank you Vera. Thank you. Um I had one question. Do the coordinators or the parent education specialists do they make home visits? They do. So yes. So that's one of the things that um they can do the home visits. The parent education specialists have done home visits
053and our coordinators will be doing them as well in partnerships with um maybe our social workers, our counselor, our site admin. really depending on the case, right? If it's um and just today we're having a conversation, right? What's a way to reach out to parents in a nonintimidating way, it's um bringing in the resources because what we're offering is supports. And most of our parents when we're telling them, you know, if you fill out this paperwork, which I know is is is more paperwork, you will have access to X, Y, and Z. And for the most part, parents say, oh yeah, I need those resources. So when we're coming in with that neutral supportive feel, it's easier to have those conversations in their home or in in our centers. That's really good to know that
054they do home visits. I was I worked for the high school district a similar position community lison and I did home visits and you know when you go to a parent's home and you talk to them what whatever it's about the students attendance whatever it is that's parent involvement because they don't have to answer the door but they feel great when someone from the school goes and talks to them and in particular I remember one family who um the the parents work you know they work late So, they're not going to be able to come to meetings, but if you go to their house and maybe, you know, whatever the topic is, give them tips on how they can support um student learning. I remember doing that with one family and the parents didn't even
055know how to read. So, they asked me, well, what can I do? And they said, "Well, you can turn off the TV, you can, you know, um, after dinner, no phone, no anything, and just, you know, just one hour of homework, even if you can't help them, but make the environment so that they could learn." That's parent involvement in their child's education. So, it's not necessarily having bodies at a school site. So, we're not going to compare. This school had 12 parents. You know, you don't know what parents are doing at home. and a lot of them are involved in their child's education by making them come to school by getting them ready and and so forth. So, this is a really great our resource centers and our community schools um initiative is something that
056we really need to be proud of and I think we are and all your people are our people. I shouldn't say your people. They're smiling. It's automatic. I think they like what they're doing because it's connecting them with families and it's something that I'm I'm very proud of. I'm sure all of us are. And um we won't let any child behind. Thank you. Thank you. Thank you. Um are we fully staffed? Not yet. Not yet. How many more do we need for coordinators? Hopefully tonight three are board approved. Um and then we have one more position to fill which closes May 2nd and that would be our 12 coordinators and then we hopefully will fly our parent education specialist posting soon and then it will be fully staffed. So right now we have uh did
057you say maybe nine? We have eight that are on board. Yes. Coordinators. Okay. So we're almost there. So not every not every school has a coordinator right now. Not yet. But you know we're we're getting really good people. So the delay is we're getting really good results. So it's it's it's resulting in an amazing team. Our team is getting stronger. Yes. So we'll be ready for 20 25 26 school year. Um, one of the things, one of the hot topics that we learned or I learned at least at Cave was that, you know, immigration was a big issue and we learned, well, I learned and I'm, you know, my colleagues could say what they learned, but I learned um that, you know, parents are scared and kids are scared and the more resources we offer
058parents uh at the sites, the better off we are all. And I think one of the things they said, at least I remember them saying, is that maybe we should have a a list of lawyers that that do proono, not necessarily that work for a district because we cannot, I guess, refer anybody, but we could perhaps develop a list of proono uh lawyers that work with immigration specifically that and proono means that they do it for free or maybe low cost, sliding scale, whatever it is. But uh I think that would be go a long way because I know a lot of our parents are worried about that right now and it's a really hot topic. But thank you for all the work you've done. I you we're really excited too up on the board.
059We know that it's it's a lot of work, very necessary. Um I did several home visits in my lifetime and I never went alone. Always go with someone. Please always go with someone. Don't go by yourself. But uh we thank you for the work that you do. Thank you so much. Thank you. President Garcia, may I Yes. Go ahead. Thank you. when you mentioned cabab and then the list I don't know if you recall all four of us went to a table and we talked to um Mary Hernandez who's well she forwarded me a list so I have a list that you're asking for because I see Julio writing it down and I will forward it to the superintendent he's done half of your job for you already we were all there and we were
060and she knew you I remember right that was a connection there was back in the day I I think it Bonnie and someone not not Bonnie and Clyde but Bonnie was his name and I don't remember what the what was I don't but it's their firm Mary and she remembered Ellis. It takes a while to develop that list but this one fortunate person that we ran into that Miss Kipas already had a connection with said she had she did it for her district and then she talked and they talked and they said oh she said we'll do it for your district for free or something right. Oh awesome. So get ready for that list. Thank you. But yeah, that's what we're looking for. All right. Thank you so much for that. I have another question.
061Oh, okay. Go ahead. Mrs. Pis, are is all the staff bilingual? Spanish, English for the most part. Yes, I think yes. Different generational Spanish, but we all survive with our Spanish. But yes. So you guys are you guys are bilingual Spanish English linguist. Okay. So our also parents. So take that advantage. Thank you. Gracias. Okay. Thank you so much for your time and thank you. Move on. Uh let's see. Item 3 C department presentation director Mary Beal leadership development and accountability department. Second trimester student performance. Oh, no. Now it's on green. It showed green, just not glowing green. All right. Good evening, President Garcia, Vice President Okmpo, Superintendent Koig, board, cabinet, and community. My name is Mary Beiel. I am the director of leadership development and accountability here in Alisal. And this is my very
062first presentation to all of you. Tonight I am so excited to share the academic growth and achievement results of our students in both I Ready and I Station. So I don't need to dive too far into this. I know you've had presentations on what is I Ready, but as a reminder, it is a diagnostic that we have now given three times this year. It is an assessment that allows our teachers and staff to target instruction for every individual student and their individual needs. And beyond that, it's a tool. It's a tool that guides the instruction to support personalized teaching and learning and teaching to fill those gaps that we know our students have. So without further ado, I would like to present our reading data. Now, if you are like me, I'm very visual. So,
063you will find there are very little words and a whole lot of pictures. And that's because on first glance, you see that green. That green is growing. We have grown tremendously. And what that means is students that are at or above grade level. You see where we started and where we are now. while at the same time our red is declining. Those are students that are two or more grade levels behind. What does this actually mean? We went from 12% at or above grade level to 32% of our students at or above grade level. And we haven't finished the school year yet. That's an additional 1,260 students who are performing proficiently. If we dive deeper into our reading, what you will find is that our greatest growth came in vocabulary comprehension of both literature andformational
064text. Those were our two lowest areas when we presented the data to you in January. And math similarly, that green is growing and our red is decreasing. Meanwhile, while our reds are decreasing, you notice our yellows have gotten bigger. Our yellow is one grade level behind. So, naturally, as we're moving students from two or more grade levels behind, our one level or one grade level behind is going to grow and then our at or above grade level will grow. We even had some movement from red to green. That's more than two years growth for some. So, we grew from 5 to 25% of ALSL students are performing at a proficient level in math. And that is an addition of 1,344 new students performing at that level. And for us, if you remember our math data
065back in January, math was an area of concern. And I'm happy to tell you that we had significant growth in all four domains. The greatest areas being numbers and operations, algebra, and algebraic thinking. And for those teachers and staff that are listening, geometry also grew. That's the one area that we tend to struggle to hit. I'm going to skip a few few slides and come back to that one. I changed the order after I sent it in just for natural. So, it's great to talk about proficiency, but proficiency doesn't get there without growth. And we know we have growth to do. So in I ready we have the opportunity for both typical and stretch growth. So typical growth that's what we expect to see in a year. We expect students to hit 100% of growth.
066180 days 100% growth while looking we while we also focus on stretch data. Stretch data is that opportunity to surpass that typical growth. This is putting students on the path to proficiency, closing that proficiency gap. In fact, the data and studies have shown that students who are meeting our stretch goal targets for two years in a row will be performing at or above grade level regardless of the grade level they started on. So, I'm going to say that again. If you have a sixth grade student performing at a second grade level, two years of hitting targeted stretch growth means they will be providing or they will catch up and by eighth grade be at an eighth grade level. So looking at that, look at our reading growth so far. We haven't finished the year and
067we're 103% of typical growth. We are closing the gap. And in the corner you'll see that 22%. That's 22% of our students have already hit their stretch growth and still we have 30 days of school left. That is closing the gap. That is to be celebrated. And look at math. When we took this diagnostic, we were at 74% of the school year. If we need 100% growth in 100% of the school year, if we were at 74% of the school year, we would expect approximately 74% growth. We're above that. We know we have work to do in math and we know that that's a focus area, but we're going to celebrate that 79% and we're also wanting to celebrate those 13% of our students that have already hit their stretch growth. And again, I'm going
068to skip a slide. Bear with me. I stationation. Our ice stationation report is a report that we use or is an assessment that we use for our K2 students in bilingual programs. It measures our overall growth throughout the year and I'm going to show those diagrams to you. What I will tell you is this is your last presentation of I Stationation. We have the opportunity to bring I Ready Spanish into our classrooms. So our teachers, bilingual teachers and Englishonly teachers will be able to compare apples to apples and no longer be trying to decipher multiple reports to figure out what we're talking about. So looking at I Station in kindergarten, the little spots you see, that's the performance each month. Now, I didn't study math, but I do know what a trend line is, and
069those are what I want you to focus on. those trend lines are trending up. The same is true for first grade and second grade. And if we were to carry those lines out and have an assessment in June, I would expect they would follow those same lines. All data that should be celebrated. Now, don't get sick as I change the slides back because this didn't happen by accident. This was 100% intentional. And what I would like to say is this intentional work took everybody, every single person on campus. Through collaboration with Miss Porter, our director of curriculum instruction, we have operated under the framework using data to instruction. data is only good is good as we use it. We don't want it sitting on a shelf. So this year teachers have participated in professional learning
070instructional with IE targeted learning for their personalized instruction planning lessons using data to drive those instructional p practices. We've had ILT's vital teacher clarity work on formative assessments tier 2 RTI practices gatsy which we heard all sorts about all about. We've had sixstep lesson plans and collaboration from our deputy superintendent all the way down to our instructional assistants. It may not have been in one big meeting, but it is the efforts in which because that's a lot of people that's it's the efforts that have been filtering through and trickling down to be sure we are all participating in these efforts. Again, getting sick. My apologies. Whoa. Oh, I went back before. So, what's next? We can't just stop here. I've been giving you guys good news. So, 2425. Well, we're going to continue using our
071data to drive instruction. We have CASP. CASP is coming up and teachers are using this individualized data to drive the student learning. We're going to continue for those 30 days left of school to finish strong. 2425 ends soon. So, we're already planning for 2526. In front of you, you see a list of of ideas, plans, but they are not comprehensive. We'll be refining our practices and professional learning. We'll be using student historical data and dive deeper into student groups. We're going to coach leaders on how to use data to set and monitor goals around I Ready and as a tool for accountability. So with that I ask if you have any questions. I will also add at the back of your report you have individual school site data. We'll start over here on this side.
072Miss I do. So thank you. So thank you. Very informative and and good news there. So I I ready. It says what is I Ready? So did what did I Ready take the place of? Is that our way of assessing? And we used to do like benchmarks. Is that what it is? It is a benchmark assessment. Yes. Oh, so it is a benchmark assessment. So why do we call it a diagnostic? That sounds like some medical term. And it's funny. I It's hard to say diagnostic because sometimes when you say that word, our special education friends will say, "Well, we're diagnosing something and and we have to be careful with that." But really it is diagnosing the areas of growth that a student needs. So it is identifying one student may need work in solving
073um singledigit addition while another student needs to be challenged with multiplication. And so it's diag diagnosing learning needs or gaps in students learning. That's why it's called a diagnostic. So and and thank you. And in what what does the student have to do? Is is it is it a test? Is it okay? So it's given three times. So is it how does it work? If I'm a student, how am I being how are my needs being assessed? So it is an online assessment. It's given through the computer. Um our school sites have taken time to motivate our students to do well. We talk data with our students. Our site leaders have been um informed in that and assisting teachers and our sta our teaching staff and professional staff have been assisting with that. The diagnostic
074is long. So it does take place with suggested sittings. Uh kindergarten is no more than 15 minutes at a time where older students can handle it a little bit more. On average it's about 45 minutes to 60 minute test. But it's computer adaptive. So the the higher you perform the harder it gets. And it does go till failure. And that's so we can see you will notice in some data if we drive dive deeper we have some students in sixth grade performing at an eighth grade level. And that's because it challenges them to go above what they could know to what they do know. Awesome. And then my last question is, how long have we been using I Ready? Like three years, two, one. This year, this is the first year districtwide. Oh my goodness.
075Thank you. I thank you for the presentation. There's a lot of things I didn't know that was in this report, so I appreciate that. You're welcome. Miss Perez, Miss, do you have any comments or questions? Just a comment. I get excited listening that our students are closing gaps and they're improving. I get really excited because this is my thing. I like math. I like English. I like everything. Um, and I just want to say you're in the right place. Thank you. You're doing an awesome job. Thank you. I appreciate it. So, thank you. Um, Mr. Mr. Jimenez, comments or questions? Thank you, Mr. Ko. Uh, yes, thank you for the report. It's uh I love your enthusiasm. Thanks. And your clarity, too. It's excellent. Uh, so I already I sounds like just a fantastic program.
076You know, I've always had a thing about gaps. You know, I don't know why, but you know, it's like for some reason gaps seem to draw my my attention. But you know, you know, you know, like you said, determining needs meets means of close means of course uh figuring out well where are the gaps, right? That's what determining needs needs mean, right? Where are the gaps? And then once you find the gaps, then you individualize instruction. You give them what they need. You monitor the progress and you're all working in collaboration. Makes perfect sense, right? You know, I agree. It's like, wow, common sense. And it seems to be working because the growth is there. So impressive. And hopefully we'll we'll cons we'll continue to see that that growth in the future. Thank you. Thank
077you. And I am confident you will. I'm confident that growth will continue. Yeah, it's uh because we keep getting reports in the past that are not this positive, so we're not used to this. Wow. Anyway, great. Okay, thank you. So, my curiosity comes when um after we get those results from the state just to see how close I already matches that because I know that for the longest time we use STAR and a lot of people use STAR, a lot of districts use STAR and it never seems like they were matching because you know we'd get reports and we're saying okay the children are doing wonderful and then we get the the cast results and it was not that way. So I mean you're you're this is the first year we use it. So question
078is like how long is the test like the the Okay. Kinder is it an online test because I've never given I ready. I've heard of it but I've never given it. I've never administered it. So it's a online test uh kinder takes it online as well. Correct. They do not take the first diagnostic though. So when we start our kindergarteners in August, they don't log on to take a diagnostic until December because just getting used to a classroom and being ready to be on a computer. So is it adaptive? I'm assuming it is. Yes. So the the more the student responds to the answers correctly, the more questions they get or what the more challenging it gets. More challenging. And how many questions are we looking at? That varies. Oh, yeah. It varies on student
079need. Um, you can have as little as 30 questions to I've had some students in the past that are 60 questions. Uh, but it really depends because it's finite. It wants to know where those individual standards are that are missed. So, it's really going to dive deep into where that gap is so that the learning and instruction can can improve. But I'm assuming that after they miss three questions in a row or five questions, it stops, right? It doesn't keep going till it drills and kills them. No, it doesn't kill them. But some students will all of a sudden I had some teachers this diagnostic say man it's taking my students longer and I had to let them know that's because they're doing well right they're growing right and so the the questions are continuing
080to push them a little bit harder because they just have to spend you give block off enough time to administer a test like that so that they do those those you know three four kids in your classroom that are going to take the longest give them plenty of time but um let's see oh I wrote a bunch of qu okay okay so I'm looking at your data our data hardly um besides like a third a third a third almost like that's kind of where it falls most of it. Mhm. Um are there you know are we having parent meetings with the kids like at the the ones in the middle the ones at the end or what do you see on sites? Are any of the administrators having those types of meetings? Hey, you know
081what your child is in this area. I know we just finished parent teacher conferences and maybe that happened there but um yeah I'm just curious. Do you see that at all? like where you have a group of everyone's in the middle here. All my yellow students are. I'm going to give you I'm going to have a meeting with you. This is what it means. I mean, who's who's talking about data on campuses? And I'm assuming the administrator. So, yes, our administrators are talking a lot of data, but our teachers are too. Um, one of the coolest practices I've seen among most of our school sites is walking through classrooms and seeing teachers pulling students and showing them their progress and saying, "Look at where you were. We're about to take the diagnostic. What am I
082going to see next?" kind of getting them involved and then meeting with them afterwards about how they performed. The communication I Ready provides communication home to parents. I know that it's been involved in parent conferences. This year our timing with the assessment was a little off from parent conferences, something that we're looking to adjust for next year to have it as a talking point when we're having meetings with parents. It's also been used in our reclassification meetings and during other ones, SSTs, etc. that have been that have taken place. Okay. Thank you so much for your time and your um this great presentation. Is your husband here tonight? He is not. He had a town. That's what we're husband comes every time. So I know except for this one time. I know. Thank you for
083your time. Thank you. Okay, we're moving on to item four, board member superintendent reports. And I'm going to start with Mr. Con. Do we have any reports, Mr. Con? Yes. I just want to uh make sure everybody knows that last Friday there was a ceremony at the Monterey County Office of Ed and the district received a donation of 30 new electric guitars and 30 new amps uh from a nonprofit called Guitars Not Guns. and they uh they do this to promote positive activities for students. It's helmed by former county assessor Steve Venini and we don't currently have a rock uh a rock program, but we're going to have to de develop one. So, this is good news. Uh thank you to Guitars Not Guns. And let's give them another round of applause. Second thing is
084uh mark your calendars. The Alisel showcase is coming. All of our district performing groups, performance groups are going to show their stuff at the uh uh from 6:00 p.m. to 8:00 p.m. on Tuesday, May 13th. This is this will be at the Western Theater at Hartell. and uh go there and they're going to be able to show you what they've learned to do during the past year. And this is it's going to be great. I hope to see you all there. That's all I've got. Thank you. And how about I'm going to start over here. Any spotlights? No. Mr. Mr. Tony, just wanted to kind of piggyback on the the guitars, not not guns. Uh uh I think it's a nonprofit. Uh kind of the history of that was that uh you know my wife
085uh Sandra Okmpo you know who sits on the board for the Monterey County Office of Education was at a function in South County where guitars uh not guns was giving guitars to a lot of the schools like in South County and Sandra being the kind of person she is you know just went up to the director of guitars not guns and said hey what about how union school district you know what thought, you know, ever think about looking up north a little bit, you know, towards Selenus. And so because of that, now we got we got these guns. So that's kind of the history of it, you know. I'm sorry. Guitarist guitars. Yeah. You know it, you know, it's and and you know, as they say, just as they say, just ask ask and you
086will receive, you know. But anyway, that's that's that's a little history on it. Uh so I I was myself but also much much of the staff here from the Alisadian High School District attended the CASP uh breakfast uh awards presentation. Uh and we were well represented. I don't know if we had two or three tables but we had a bunch of tables. I know we had at least two tables and I know that full full of our staff and and we were there uh as people were receiving u you know awards. Now, CASP uh for those that don't know stands for community uh alliance for safety and peace and CASP is a a networking alliance that seeks to reduce you know violence in Selenas and promote kind of a promote a safer a safer Selenas.
087Don't recall how many agencies I think there's about 60 or 70 agencies that all belong to that CASP alliance. So, it's kind of it really is a a big a big deal. Um, and we had uh there were four women that received four awards from four four different agencies. The one that that caught my eye was was an award given to uh Cecile Hernandez and she received the award for she received the for a future award. That's the name of the award. But the history of Cecile was that she was a young lady who was on probation and then she got involved with Partners in Peace and eventually uh because of her involvement now she actually works for Partners in Peace uh as a mentor and her job is to mentor students to kind of
088see a brighter a brighter future. So she was given that award I think you know because of her progress and because of of of what what she does. Uh so you know enjoyed the ceremony. Uh the history of CASP is that it was founded in 2008. Back in 2008 I don't know if people recall or people were here uh the violence in Selenas was really bad. Uh we were having two three uh you know killings gang related killings every month. So you know CAS was developed 2008 to address that violence. 17 years later, uh, we've seen a substantial, you know, reduction in in gang violence and and I'm sure that CASP has has been part of that. I'm sure that their efforts have worked to to reduce the gang violence. But you know we here
089at the district we also do I think gang vinus you know uh deduction reduction in the many programs that we offer you know the afterchool programs our our nas nasa program our steam program uh our b folklorico our drama programs uh the wolf uh field trips that we do up up in the areas you know all of these programs I think work to show young people that there's anter alternative to kind of, you know, the violent kind of behavior that occurs. So, so I think that we should also, you know, pat ourselves in the back too because I think the district also in the many programs that we're also also showing students an an alternative and creating a safer Selenas and showing students that there's another way to live. There's there's a future out there.
090So enjoyed enjoyed the the CASP uh breakfast and enjoyed being in the company of of the uh district staff at the function. Thank you. Thank you. How about over here? Miss Pettis, anything you want us or you can pass or you can say something. You want me to? No, of course not. Just to remind our parents that back to school night are coming to our schools. Spring falls tomorrow. Open house. I mean open house. It's okay. I I say that to you all the time. Yes. So, be there. Yes. Thank you. Uh just to congratulate again the administrative professionals because it's a their week this week. There's a week for there was a week for the board I think for paraprofessionals, classified teachers. So, I think everybody's covered there. Uh but this time it's the
091administrative professionals. So, thank you. I also wanted to congratulate the Loya Lions for being volleyball champs, Banan Bulbs for second place in volleyball, which is great. Um, congratulations to the Creekide Cougars for being the flag football champs, and Loya Lions again for second place. Also to congratulate those involved in the district's performing arts program and its visual and performing arts teachers on special assignment because they were featured in the newsletter for uh Vak Bapa for which is the acronym for that for the spring 2025 newsletter which is you know they so they mentioned their work and they they also featured the district's TOSAs in particular in its music professional development session which took place April 14th and 17th. And then last but not least, three Alisal Union School District Schools and several staff members and
092volunteers were recognized during the Monterey County Positive Behavior Interventions and Support Showcase at Hartell. On April 3rd, the schools recognized Dr. Oscar Loya Elementary, Montea, and Creekide to Congratulations and thank you to all of those involved. Okay. And I I also attended the CASP breakfast and I I do appreciate that they've when we all come together, I think we can make great things happen. And I think that's the point of the CASP that you have all these resources, probation, police, education coming together and trying to solve a problem that we had. And it was very nice to see that um people are getting um nominated and awarded. Um in fact, we're going into award season, right? So this is the next couple of months. We'll be hearing from different um agencies on how um people
093are getting uh awards and we'll be attending some of those awards dinners and even breakfastes. And yes, open houses. There's a lot of them. I think a lot of them are happening tomorrow. So I think I'm going to only make it to one and I'm going to try making it to one of the open houses that are scheduled for tomorrow. But thank you for that. That's all I have. And so I'm moving on to item five, consent agenda. Um, let's see. Approve, ratify a contract, MOU, agreements, grants, proposals, conference, workshops, field trips, approval of consent agenda. Can I get a motion to approve the uh consent agenda? I make a motion. Mr. Himenez, second. Miss Gilbas Bara, comments or questions? Miss Gilbaser? Yes. Thank you. Um, I know some some may feel that going over
094the warrants and the warrants, they're online, everybody could see them. So, I'm not going to share the district's what I've sometimes called dirty uh what is it? Uh, laundry. Uhhuh. Dirty dirty laundry. I don't want to do that, but you learn a lot when you read the warrants. And you It's impossible to read. And I'm not micromanaging, but I'm reminded of some things that have happened way in the past. For example, one of the first things on the warrant, we had the CBO back maybe 15 years ago who worked for the district. I could see Mr. Abosi, not you. It wasn't you. You're already, you know, but um the CBO by the board back then was giving and I know Mr. Mr. Koig remembers he was given lifetime benefits, medical benefits, and he only worked
095for the district, I think it was two years or less. Mr. Koig calls him every year to see if they'll give it up, but who's going to give up lifetime benefits, you know, but that's on the consent agenda. So, we learned that and it's public. Anybody could see it. This board did not vote for that. I don't think we would ever do that with taxpayer money, especially with an employee who didn't even work for the district that long, you know. So, you you learn things like this and and I talked to one of the board members that was on the board then and he recalled that there that he believes what happened. It was just slipped under the consent agenda and it wasn't a separate item. So that shows me my responsibility to, you know,
096read every consent agenda item because I may be voting for something that a person and I don't think it's anybody in our present cabinet or anything. I commend them for their being ethical and honest, but it happens, you know, and it happened. Then another point that was important, I read about someone that the district um sent to a conference at the end of the conference because I looked back the employment report and dates at the end of the Huh?