001Heat. Hey. Hey. Hey. Heat. Heat. Heat. N. Heat. Heat. Heat. Where are you? God, you die. Power. Guide me guy. Heat. Heat. call this meeting to order. Roll call. >> President, Mr. Nishi, >> I'm here. >> Vice President, Mr. Nyola, >> here. Clerk, Mrs. Yokayyama Bui. Board member Mrs. McCaten here. >> Board member Mrs. Mendoza. >> Present. >> Board member Dr. Rios. Board member Mrs. U. >> Here. >> This evening we'll be discussing in the following items in close session. Public employee discipline dismissal release evaluation nine matters. Government code section 54957. We'll be discussing conference with the labor negotiator. update on negotiations with ABCFD, AFS, CME, and CSEA pursuant to government code section 54957.6. We will be discussing one public employee appointment, one matter pursuant to government code 54957. We'll be discussing uh student discipline.
002There'll be a deliberation on expulsion, student expulsion case number 2526-01 pursuant to education code section 48900C. Um, are there any public comments on close session items? >> I see none. >> Thank you. Can I have a motion to close session? >> So, moments >> second. >> All in favor say I. Motion passes 5-0. Thank you. again. Hey Heat. Heat. Dong down the deep. Jimmy, do you do Heat. Heat. N. Heat. Heat. Hey, hey, hey. Heat. Heat. ah ah ah ah a uh Ah, hey. Heat. Hey, Heat. Hey, hey, hey. Heat. Heat. a hey a a a I can't feel Down a hey a a hey a a hey a a hey a a hey a a hey a a hey a a hey a down a a a Yeah, hey a a a Heat. Heat.
003N. Heat. Heat. Hey, hey, hey. Hey, hey, hey. Hallelujah. I Heat. Heat. N. Heat. Heat. Hey, hey, hey. Heat. Heat. N. One more. Oh. Hey. Hey. Heat. Heat. Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Heat. down. N down. Heat. Heat. N. Heat. Heat. N. Heat. Hey, heat. Hey, heat. Heat. Heat. N. Heat. Heat. by doo. Do you? Don down. Heat. Heat. Heat. Everybody. Heat. Heat. Hey there. Hey, hey, hey. Heat. Heat. Hey, heat. Hey, heat. Hey, hey, hey. Heat. Heat. Heat. Hey, hey. Hey, hey. down. Hey Hey, hey, hey. Heat. Heat. Heat. Heat. N. Heat. Heat. Heat. Hey, heat. Hey, heat. Hey. Hey. Hey. Heat. Hey, heat. Hey, heat. Heat. Heat. Heat. Heat. Hey, Heat. Where are you? God. No. Power. Yeah. Are you God. He Heat. Heat. Heat. Heat. Yay! Hey. Hey. Hey.
004Heat. Heat. Doo doo doo doo doo doo. Doo. Hey. Hey. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Hey, hey, hey. Heat. Heat. Heat. We are in open session. Can I have a motion? >> Second. Noa. All in favor say I. I. >> Motion passes 70. Please silence your cell phones starting with me. Silence myself. There's anybody needing translation services? There's somebody in the back of the room for support. Can somebody translate that Spanish? Tonight in close session, the board discussed public employee discipline dismissal release evaluation nine matters pursuant to government code section 54957. We had conference with labor negotiator updating the negotiation with ABCFT AFS CME and CSEA pursuant to government code section 54957.6. Uh one employee appointment pursuant to government code 54957. Um, got a motion and a second based upon the board's review
005of close session that the board accepts the recommendation for a stipulated expulsion for student expulsion case 2526-1 and orders the student expelled based upon violations of the education code sections 48900C pursuant to the stipulated terms and adopts the recommended rehabilitation plan. >> Almost done. Student may seek readmission to the comprehensive school in ABC Unified for a period following the conclusion of the 2526 school year. >> Aiana motions. >> Second. Mendoza. >> All in favor say I. >> I. >> Motion passes 70. wanted to uh apologize for the length of time in close session almost 45 minutes extra and it's election night and everybody has lots of things to do and um but this was an important matter to discuss related to kids and budgets and everything that is related to the school. So I again
006I apologize for taking your time and um and uh thank you for your patience. Let's have the pledge of allegiance led by Aloha Elementary. They're accompanied by the principal uh Dr. Michelle Robinson, assistant principal Tanisha McGregor, and their teachers Taylor Connor, Ela Kimura, and Trisha Wheel Wheelis. >> Good evening, Superintendent Dr. Zilo board president Mr. Nishi vice president Mr. Nyola clerk Mrs. Yokoy Yamaboui member Mrs. Manhattan member Mrs. Mendoza member Dr. Rios and member Mrs. U. I am Olivia and we are from Aloha Elementary. Aloha means hello. Please stand and join us as we lead the flag salute. Place your right hand over your heart and repeat after me. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with
007liberty and justice for all. Thank you. Please be seated. Hi, my name is Dylan. I am a proud Aloha Avid Dolphin. We use our we use we're in in Miss Connor's kindergarten class. We use our Avid binders every day. They help us stay organized and ready to learn. I like my AVID agenda because I can show my family what we learn each day. Avid helps me do my best at school and makes learning fun. Hi, I'm Daniel. I'm on second grade at Aloha. Hi, I'm Jay. I'm also in second grade at Aloha from We're from Miss Julian's class. >> We learned about the different bounds by using the jigsaw strategy. >> Miss Julian put us in groups. We read a paragraph about our bio and worked in our with our group members to answer questions.
008Then we did some research on Google and Epic using different books. >> After researching, we worked in our group to make a poster. >> We wrote a few sentences about the biome's weather and the animals that live there. >> Then we drew the landscape and living things in our biome. We labeled what we drew. We shared we shared our posters with our classmates and we learned about the different biomes. This is my poster. My group has the grassland and biome. In the grassland and biome, it is hot and cold. You might see zebras, foxes, and bobcats. My group had the tundra biome. In the tundra biome, it is cold and snow. You might see bunnies, foxes, and polar bears. >> Thank you. >> Hi, my name is Charlotte. October was a very full month for
009us at Aloha. Of course, we we learned math, reading, writing, science, social studies, and PE. But we also celebrated Hispanic Heritage Month with daily facts in the morning announcements. Hispanic Heritage Month night, where parents and staff taught us about food, our history, and culture from Hispanic countries, and a schoolwide snake walk to see what students were learning in their classroom. Hi, my name is Matt. We celebrated Halloween with our annual trunk or treat. We were able to dress in costumes and go from trunk to trunk to get candy from cars decorated by our parents and teachers. They were there were food trucks, vendors, and the PTA. For kids who were brave enough, there was a haunted hallway created by our PTA parents. Overall, it was a great night at Aloha. on behalf of our friend
010Ryan who broke his wrist earlier today. His his thing is I want to tell you about how Aloha celebrated Red Ribbon rake. We had spirit dress days like superhero day, sports day, Hawaiian day, and sunglasses day. Also, we also had costume or rare red on Halloween. We chocked the walk with sayings and drawings from all grade levels. We had an essay contest and the winner Rosel will be our principal for a day. We took a schoolwide healthy me pledge and created a life is a puzzle banner. Of course, the main reason of red ribbon week is to remain students to remind students to stay away from drugs and choose a healthy lifestyle instead. >> Hi, my name is Sier. Last Tuesday, I had the opportunity to eat lunch with our superintendent, Dr. Zitlo, and 11
011other student council members. I think it was great to be able to ask her questions about our school closing and to answer her questions about Aloha. The best part of our lunch was the food. We ate yummy chicken, corn, and juice. We we would like to present each of you with the fa with the favorite book recommendation from students at Aloha. You will find the review inside inside the bag along with a copy of the book. Enjoy. Aloha also means goodbye. Aloha. Thank you. Charlotte's web. Don't leave. I think there's going to be a few comments here. Starting with Dr. Olga Rios. Thank you, Mr. President. Well, first of all, thank you for the gifts. Thank you to Etelene Curio. I love the note. Um, I love the fact that you gave us books that
012are diverse. It's always nice to see literature um be representative of the various cultures in our district. Um let me tell you how happy I was. You probably don't watch our board meetings, but often a topic of discussion is um kids being able to read and write and do math well um because we know that that's going to set them up for a successful life, let alone, you know, success in school. So, I cannot tell you how thrilled I was to listen to a first grader. I mean, a kindergarten. Oh my goodness. Yay. You all of you read beautifully and I I love that you you came with that skill to to present to us. All of you read something and again, that's why we're all here, right? We want we want a district of
013readers at every grade level. So, thank you for that. Um, I also want to send Ryan well wishes. I'm sorry to hear he was hurt, but let him know that, you know, we wish him well. Thank you. >> Thank you, uh, board member Maten. >> Um, thank you so much, Aloha, for your presentation. I was taken back by how, um, how wonderful your reading skills are. Um, from kindergarten all the way up. Um, and you talked about AVID, a great program. You talked about your biomes program. Um, you talked about all the Hispanic facts you learned in October and all the Halloween activities that you had and um, what you did for Red Ribbon Week. Um, I can just tell you're really really involved in your school. You love your school. Thank you so much
014and thank you for the gift. >> Thank you. Uh, board member Mendoza. >> Thank you, Mr. President. I love getting gifts. So, thank you so much. But I have a gift for you. How many students do we have? One, two, three, four, five, six, seven. Should we? Plus Ryan. One, two, three, four, five, six, seven, eight. Can you send someone up here to get stickers? So, these are one of a kind stickers. You can only get them here. Um, you can put them wherever you want except don't put them on any like school materials that your your teachers and your principal might say, "No, don't put it on there." Thank you so much. These gifts are absolutely lovely. I teach first grade, so sometimes I get a lot of paper cuts. Mhm. >> So, I'm
015going to keep these in my desk because my kids use up all my my my band-aids. And there's a name for this. Who knows what the name is called? I can't remember what it's called. Mic, what is it? >> Caribbean. >> A car. I love these. Like, these are my favorite things because I hook on my my keys. I put my ID when I'm teaching. So, thank you for this. I love bags because you can never have too many bags as a teacher. Teachers are always bag bag ladies or bag men. And then this one is awesome. Thank you so much. Um, yes. Oh, it was Lola. Who's is Lola here? Oh, can you please tell her thank you? Um, it's going to be by my bedside. I like to read books. I think as
016teachers, we need to model. Um, and I read to my kids every day. They get they're first graders, so I can't probably write read this book to them, but thank you so much. Um, and I appreciate you guys being here and presenting to us. Thank you, Mr. President. >> Thank you. Uh board clerk Yokoyama Buoui. >> Thank you all for coming here to present and say the pledge for us. You all did wonderful. It was very nice to hear about all the things you're learning, all the fun activities you have at school. Um I would like to shout out uh Juel Leak. Is she here? Okay. Well, thank you so much Juel for my book Dork Diaries. I'm very excited to take a look at it. And um inspired by board member Mendoza um I
017would like to offer you all a bookmark. It states, "Today a reader, tomorrow a leader. I see leader potential in all of you." And um it says, "Thank you for participating on our board meeting." So because I I mean it's so fitting because you gave us books, I would like to offer you a bookmark. So if someone can please come up, we have eight. One for Ryan. >> Wow. So, um, there's some really cute designs there. Thank you. Uh, >> okay. Board member, you. >> Thank you, President Nishi. Um, thank you for the books. My book is from Nazifa Tashin. Uh-huh. >> I'd like to recognize the teachers, the principal and the teachers today. >> Can you wave? Yeah. Um, it does take extra work to prepare the students with the, you know, what they
018shared and the presentation, but really thank you. And it's just that extra, you know, extra mile that you extra effort that you take that does make difference in the children's lives because they were all just really great, well behaving and just um just a beautiful presentation. Thank you. Keep up the good work, >> Vice President Nyola. >> Uh thank you, President Nishi. And I also wanted to thank uh Dylan for my book uh The Big Red Dog. And he put uh it's his favorite book because he wishes he had a big red dog. So that's something we have in common. >> Uh thank >> this is Dylan. >> Oh Dylan, thank you. Um really appreciate you guys coming out. Aloha. Appreciate the families for being here and being, you know, a part of our partnership
019by for educating our youth and creating future leaders. So So thank you Aloha students for being so strong. All right, looks like I get to say a couple words first. You got everybody on our board to to comment and that's pretty amazing that those are um some kids. I got Charlotte Web. So, I don't know if you remember there's like a place where it says some pig. This is some kids. uh you guys did research in your kindergarten or first grade and doing uh research projects and and uh the biomes. Now I've seen the biome program many schools and not to knock anything out of other schools but they have a really good biomes program. I see it almost every year. Um and so that's that's an amazing thing that you do and you have
020great academics. I know that you guys work really hard for that. And I also have to apologize to the parents cuz I didn't think we're going to have kindergarteners here and it's already 8:00 probably past their bedtime. Um, so I apologize to that parents. Parents, can you stand up? Wait, don't stand up. Thank you for everything that you did. Thank you for taking these kids here. Thank you for working so hard and making your PTA so strong or your parent organization strong. I've been to your events. I remember uh my daughter even used to have friends from Aloha and and um it's your partnership, your kids and their futures that make our district very strong. So, it's it's the teachers, it's the principles, it's the kids, and it's the parents. So, you guys are doing
021a great job. Thank you very much for all your work and their maturity and their amazing amazing kids. Thank you. A long night. All right, we'll have some presentations. Next, we'll have recommendations for Education Results Partnership, ERP, and the Campaign for Business and Education Excellence, CBE, 2025 California Honor Ro District, and Star Schools. Dr. Zilo, what can you tell us? >> Thank you. So, um, this year again, a number of our schools, elementary, middle, and high school are being recognized, um, for just the academic work we're doing with our students. And um along with a certificate from the district this evening um our schools will receive recognition from Congressman Derek Tran's office, Senator Tony Strickland's office, Supervisor Janice Han's office, as well as uh Assembly Member Sharon Cirk Silva's office. And so this evening we're
022going to start by calling up and recognizing our elementary schools and then we'll do a picture with the board. We'll then do our secondary schools and then we'll have comments after that. So with that, I'm going to go to the podium and we can hand out certificates. Yes. So, our elementary schools, um, we want to recognize Bragg Elementary School. if you'll come on up. Carver Elementary School, Cerritos Elementary School, Elliot Elementary School, Gonalves Elementary School, Kennedy Elementary School, Le Elementary School, Neimus Elementary School, Nixon Elementary School, Sters Elementary School and Whitman Elementary School. Next, we're going to recognize our secondary schools. We have Carmenita Middle School, Tets Middle School, Cerritos High School, Gar High School. and Whitney High School. comments. >> Board member Mendoza. >> Thank you, Mr. President. Um, Dr. Dr. Zilo, can you
023just for the community, can you um explain how our schools qualify to get this great honor? So the educational results partnership and the campaign for business and education excellence, they actually look at testing data and scores and they look at not only how you're doing as a whole, but they also in particular pay attention to how you are doing with our um typically underserved populations and those that maybe have a gap from the general population. And so these are schools that are doing good things as a whole, but also doing good things for our um populations that maybe traditionally don't do as well. >> Thank you, Dr. Zilo. And with that, I I'd like to say congratulations and I think you need to put this on social media, on your school website, because it is
024a great honor. It shows the work that you are all doing um at your school um your whole school community. So congratulations, Felicia. All right. >> Um, board vice president Noiola. >> Uh, thank you, President Nishi. Uh, like my board colleagues said, uh, congratulations. Um, you know, this is a great honor and I know this is, you know, all them all the work that our teachers, our admin, our counselors, our families, and of course our students put in to, you know, get these good scores. But, you know, we want to thank the teams behind them. So, thank you from, you know, from the board here and from myself. Uh, keep up the great work. Appreciate it. >> Do I get to say a couple words? So, this was Oh, whoops. Is there one other person?
025I don't see anybody else. Okay, it looks like Suyu is here. Okay. >> I was just going to say congratulations to all the principles and the teachers. Post pandemic. It's been difficult, but we all came back and keep up the good work. Thank you to the community, especially the parents who work so tirelessly behind our our students and of course our champions, our students. So, keep up the good work. Very good. Thank you. So, I wanted to say that it was tough because we wanted to I I didn't want to separate the high schools and the middle schools and elementary schools. We wanted them all to see where they're all going to go. This this this is the the future of our district, right? the the beginning is the elementary school, the middle is where
026they're starting to really get their going and and then the and high school is where we really launch them off into their futures. So, uh but it the room doesn't fit everybody and so we had to really limit who do we, you know, we can only have so many people. This room is full. the stage is full and we had to really think how can we do this right and the the fact of the matter is it's the principal that gets all a lot of the the credit but it's the parents and the teachers and the staff and and the the principles know the best um they are part of guiding us to that that great point so picking somebody I'm sure was very difficult uh also to spend another day way late at night
027after you spent the whole long day at school is is probably not on the top of your list. This is a a piece of paper that's representative. It's just a paper, but it is representative of a lot of work from a lot of people. And so you make us proud of what your this is just a piece of paper, but really it's the feeling behind that piece of paper that that should be right here in your hearts. So on the at the bottom of my heart, thank you. Thank you for everything that you do. Okay, go to sleep. Spotlight on teaching and learning. We'll now have a presentation for LCAP Gold 2, Academic Supports, English and Math. Stick around if you want to hear about English and math. Dr. Castro, how are we doing with
028English and math? >> Good evening, President Nishi, our distinguished board members. Uh we're happy to be uh sharing our progress under LCAP goal one, which is accelerating academic outcomes for our students. Uh today we I believe Dr. Rio said this earlier. We're going to learn a little bit more about how we are setting up systems in order to make sure that every child in ABC learns to read, write, think, and problem solve. That's our goal and at high levels. So, we're going to show you tonight how we're building that capacity and coherence from elementary through high school to make that happen. And we have a lot of special guests in the audience as well as the principles that were earlier. We have some more special guests in the audience. And to start us off, we
029have a presentation by our director of elementary curriculum, Dr. Christine Balwena, and our secondary director of secondary of curriculum, Dr. Greg Francois. So, I'll hand it over to them. >> Good evening. We'd like to go on and start us off uh with a video and we're really thankful for our ID department going and capturing the the voices and experience for gold one to start us off for tonight. >> Over the course of this school year, we'll be exploring the many ways in which ABC's LCAP positively supports students through our local control and accountability plan. Goal 1 brings that vision to life by strengthening teaching, learning, and support for all students every day. Across ABC Unified, a network of instructional coaches are working side by side with teachers to strengthen classroom instruction through modeling, co-planning, and
030reflection. These coaches help build teacher capacity and ensure that all students benefit from high quality, engaging instruction. In this video, we're highlighting three members of this team whose work represents the many ways our coaches are supporting improved student outcomes districtwide. ABC has not historically had coaches on campuses. And so, um, that was a new thing for me and also for teachers that I work with. The job of an academic coach was explained to me as uh I would be going into classrooms and uh assisting teachers with whatever they needed. Um we would talk about instructional planning. Uh we would talk about lessons. We would go over data. >> It was explained that I'd be at the sites supporting teachers in their classroom and having more of a hands-on support. >> How I came to truly
031understand the role was actually by doing it. Submerging myself in the the role. My role as an implementation coach is to work with teachers to help identify students that have extra needs in reading and how to provide additional support with them. Sometimes that looks like coaching with the teacher, looking at data, identifying um student successes and then also areas of need. One of the supports that I give teachers is the pre-planning. So before we even do a lesson, I sit down with them before and we go over what is your main goal? What is your main goal? And once we establish what that goal is, what that standard is, now we look at what are the students at. >> Because I get to really sit down with the teachers, uh we get to explore different
032avenues to make sure that lessons are set up in a way that all students get to benefit from them. >> So teachers have been receiving a lot of structured literacy professional development the last two years. I've been able to partner with teachers to come in and practice things side by side with them as I'm learning them myself. Sometimes I've been able to model. I've also been able to provide feedback on how they're delivering lessons. Sometimes I'm just an extra set of eyes in the classroom focusing on a couple of students that the teacher is concerned with and monitoring how they're doing with the lesson and changes that we can make so that they um are more successful. This year we've received a lot of instruction on structured literacy and that's been great because then we
033could take it back to our classroom and use those practices in the classroom. I think when it comes to the coaches that I get to work with, I'm very appreciative of their years of service in the field. Um, and I think that something that's very valuable is just their wisdom and experience. It's something that you can't just look up on Google or online. And hearing it firsthand from them is always very helpful for me to put it into practice in my classroom. The coach is a very valuable asset at our school. She's there to display or practice something before I practice it or do it in the classroom. She's always available to us and that has been a great asset to our school. As a new educator, I think one of the areas I've had
034a lot of challenges with is that behavioral manage management piece and really trying to find routines in the classroom. And I think that that has been very beneficial to see my coaches walk me through that on how I can put that into practice in whole group lessons and in small groupoup lessons. I've noticed that many teachers are very very receptive to coaching and it really doesn't depend on how long they've been in the classroom. I new teachers and teachers that have been teaching for many many years that just view themselves as lifelong learners and are always looking to improve their practices. I'm a firm believer in coaching. I was an athlete when I was younger. So I think coaches are more of a support and a help and so that's what I try and provide
035to them. One of the biggest things I always tease the teachers is LeBron James has a coach and he could be one of the greatest athletes of all time, but he has different coaches who help with different things. >> Our math coach sat with one of our math teachers to go over strategies on how to check for understanding and be more intentional with that. They determined that with doing this and being more intentional that in fact the students were more um engaged and collaborative. I think that pulling them from the classroom is very important because now a great teacher is coaching other teachers. I think their impact now is um larger and more students are going to be affected positively. I've personally seen that with working with our coaches. Um we're more intentional with our
036lessons, the strategies that we use and it shows in the academic success of our students. I think often times it's easy to provide a professional development or a series of professional development, but to really see an action, you have to be in the classroom. You have to be working with students. You have to be looking at their samples. So, I just I truly truly hope this is something that doesn't go away and not only just stays stays here, but grows. That's my biggest hope. Visit abcusd.us/lcap to see how ABC is raising up students and unlocking their future. So my colleague and I are very excited for the opportunity to share and to further highlight how goal number one is allowing us to be very intentional in our efforts to ensure every student is able to
037read, write, think critically, and solve solve problems. Goal number one of our LCAP has direct tie-in with our strategic plan. So, accelerating outcomes for all. Um, you you'll see evidence of that in our presentation. Cultivating systems for employee success, and you heard testimonials firsthand for teachers in that video. And us optimizing our resources for educational excellence, using our internal talent to further inspire our our teachers for high quality instruction. And so, we have some direct tiein to LCAP goals. 1.2 target literacy. You're going to see information about that tonight. the math coaches for high need schools, summer school curriculum support, they play a great hand in that evidence-based instructional strategies further to further support our English learners and coaching and professional learning sessions to stren to strengthen tier one practices. So this slide really um
038gives a highlevel look at some of our connected efforts that we continue to um use to develop teacher capacity while um building strong literacy skills for our students. And so we've you've heard a lot about structured literacy. And so that's something that we're really focusing on the for the past couple of years and this year we're focusing on the professional learning of structured literacy instruction for our primary grades soon to introduce that u professional learning to our upper grades. But what's really exciting and we've talked a little bit about EUFly curriculum. Youthfly is an evidence-based curriculum that we use as part of structured literacy that helps to develop it has you know routines and structures that really helps to develop foundational skills for our primary students and I would say all across for all of
039our students all of our students who are English learners we're really continue to maintain uh a consistent and intentional effort in comprehensive EL instruction and what that is is ensuring that students have daily designated EL instruction that there's integrated EL um instruction across our content areas and ensuring that we have you know evidence-based instructional practices that we are using with our students who are English learners. Uh we want to talk a little bit about our writing centers. So this is something that we've uh we are creating and have created at our secondary schools. Um one of our so this is at all of the middle school and high schools. I think some of them were still um formulating a writing centers, but one of our flagship writing centers is really the writing center at Gar
040High School. So, what's been really exciting at GAR is that not only do we have teachers who are involved in providing support for students, but we also bring in students to be peer tutors. And so, the peer tutors, you know, are trained in some strategies so they can help their peers with writing. We also give some recognition, I believe, and Dr. of Prince can talk a little bit more about this at at the when they graduate from high school. Um I think what's really important, it's been an intentional focus for us is that we want to make sure that we are being very specific to invite our students who are English learners, students with disabilities to be part of this writing center to get additional supports. And then you know data chats is the terminology
041that we use but it's really talking about our progress monitoring system and data chats happen at all levels in our organization. So we do data chats the district office when we're looking at you know broad district-wide data. Um I had the opportunity to sit in with our assistant superintendent Dr. Castro as she had conducted data chats with our principles as they're looking at formulating goals you know for their school plans. uh our interventionists, they do data chats with teachers. Uh so at all levels of the organization, we really want to make sure that we are um leaning into this um protocol and practice of making sure that we're looking at data and being mindful of the data and being able to make informed decisions about next steps based on our data. And some of the
042exciting work that we have in place for this year is working to strengthen our our math focus. So a couple weeks ago, we we launched our our math curriculum task force. And so some of you might be thinking, aren't we in a textbook adoption? So this group goes above and beyond just the textbook adoption. So, we're utilizing them to help us support our red redesign of our curriculum guides to make sure that we're on on target, that we're utilizing the most effective high quality teaching strategies as well as them getting a a getting ahead of the math the new math framework and what that look like in in terms of classes. And so, as they will recommend a textbook down the road, the textbook is simply a tool. The key thing is is working to
043empower our teachers through the use of those high quality instructions to further engage our our students. >> Um, another thing we want to point out, you'll see in the center there is integrating short constructed responses. And we'll talk a little bit more about this when we talk about professional learning, but one thing that we have launched at some of our schools is a writing across the curriculum training. We know, we've heard teachers loud and clear and we know that they're asking for help and and strategies to be able to provide writing instruction. And so our focus for the writing across the curriculum um this year is we're we're beginning with um writing in math because and so one of the focus areas is short constructed responses. When we look at um what students need to
044be able to do and demonstrate their learning, you know, one of the most difficult things is to be able to explain, it's one thing to also explain your learning or explain, you know, um verbally, but to be able to explain that in writing is a very difficult skill. And so that's why we have started in that um in that area to have help teachers to create short constructed response prompts in math that they can do weekly and they can you know kids can have exposure to um writing about math because this is something that they also see on the CASP right and so we do want to be able to also build up that skill because it's a it's definitely a transferable skill but this is something that we want to be able to focus
045in on uh across the the curriculum. Um here you can see that this is where you know we called our targeted supports and so we know that particularly with our LCAP funds they're you know the funds are there for specific groups of students and so we've been very intentional to make sure to target our supports with our instructional coaching at specific schools and so at these school sites and now of course we know that there are students all over our district who who can use additional support. But we really are trying to look at where are the school sites where we have the highest percentage of our unduplicated students and the highest percentage of students who have additional needs. And so this is where we have instructional coaches for ELA in math. We have our
046implementation coaches at three of our elementary schools. We have interventionists who are also moving into student centered coaching. So the difference between these three different types of coaches is that our instructional coaches, they really are there, as you explained in the video, to provide coaching and co-planning and and and those types of activities to help um teachers with instruction. Our implementation coaches do that as well in the area of literacy and EL, but the reason why they're called implementation coaches is because they also help to implement systems. And so they work alongside the principal as well as leadership teams at the school sites to think about what are the systems that need to be supported and put in place. They also help to inform larger systems at the district such as our SST process for
047an example. Um our interventionist the reason why they're separated out because at these schools our interventionists they provide direct service to students. They provide uh sometimes tier 2 but definitely tier three instruction as well as helping to now move into student centered coaching with some of our teachers. And then because we know there are needs across all of our schools, we have been putting some efforts and some resources into literacy tutors. So we have upwards of 30 literacy tutors now across all of our 19 elementary sites because we know that especially in the absence of an intervention is we still want to be able to support what happens in the classroom in terms of small groupoup instruction. So this just gives you an idea of how those instructional supports are laid out across our some
048of our school sites. So our focus professional learning is is highlighted here and you see it by the numbers. 226 K through3 grade level teachers have been trained in structural literacy. So being very intentional about the work empowering our our sites. Um and we have some other highlights to share. The number of coaches facilitating student centered coaching cycles is at 18 at this current point. Um writing across the curriculum training grades three through five. teachers in fourth through eight um and literacy focused communities of practice and also 29 schools implementing principles from the California English learner roadmap. And this is powerful because this is one way we can highlight we have full alignment across all of our schools um receiving this kinds of training. And so it's not just professional development that stays in the
049building. It includes learning walks for a chance for sites to identify an area of focus that they want to practice on and for teams to visit through learning walks to give them feedback. And so we we'll hear a little bit more about that down the road. >> One other thing I wanted to talk about in terms of the writing across the curriculum training I had mentioned there are seven school sites. Um those school sites are all AVID school sites. So that's exciting too because we're trying to also help our principles align their existing practices. Again, you know, we hear teachers loudly and clearly. You know, when something feels like another thing that's it's difficult to to um create that that buying and ownership if it just feels like there's so many things on the plate.
050So, we don't want to overload the plate. We want to take the plate, we want to sprinkle some seasoning on the things that are already there, right? And so um it's exciting to know that Aloha, Ferguson, Hawaiian, Wararez, Melbourne, Palms, and Willow, they're a part of this collaborative, um group of schools who are uh collaborating around writing across the curriculum. Uh part of that training, we do level alike trainings with the teachers, but then we also go to their school sites. have six days planned for this particular training to go to their school sites, look at student evidence, you know, help teachers with developing prompts and developing next steps for instruction. But these principles at those seven schools are really committed and we've helped them to kind of think about how to align the focus
051so that they can take all of the the great things that are happening at their school sites and say, how do we align all of these instructional strategies so that we can have high impact for our for our students? So one of the things we do often in academic services is that reflection piece. Is what we're doing working? Are we getting the results that we that we sought out for at the beginning? So one of the things that we're we've seen is that we're the data is trending in the in the right direction. So in front of you highlights a chart looking at a cohort of students when they were first kindergarteners during the pandemic and where they how they are performing now in grade five. So we see at students that are performing at
052and above uh the pre pandemic levels. Another thing we're looking at in terms of promising results, some of our our high need schools that are getting um additional help is we see improvement. And so the slide on your left highlights Wars Elementary, you see a growth in English language arts from their national benchmark last year compared to this year. And one on the right highlights the growth that we're seeing in both language arts and math um at Fetty. continue with some of the promising results, we're we're looking at level one improvements. And so our goal, our district standard that we're working at is to have 10% of our students move out of level one. And so we saw some growth that we like to highlight this past year. So one looking at Wararez. So these
053are sites that are getting additional support, the instructional coaches, interventions that you just heard about. Willow um decreased 9.43% 43% of students out of level one and we also see for Fetty for our middle school 6.5% of students out of level one in Artisia High School minus 6.3 8% out and on the far end the goal of increasing students at that met and exceed level the level threes and fours um at will elementary tremendous growth so 35% of students moving up to level three and four at the MEA an exceeded amount. Betty with plus 12% in language arts and math 21%. And we're very excited their their math instructional coach is here tonight. Um and Artisia High School going up 5%. We're very excited to have Artisia High School principal here tonight with test of
054the work. Now, we do want to talk about evidence of progress. And if had I known that Aloha was going to come here and just blow us all out of the water with just amazing um things that we, you know, just display of just I mean that's like evidence of success. And I wish I could have just taken a picture of them and put them in the slide deck because that that that tells a story and what you heard tells a story that this this chart can't tell. But I'm going to tell the story. So, you know, we look at evidence of progress. This is our our reclassification rate. So if you look at it starting from 2020, we had about almost 11% reclassification rate to where it's 28.27% reclassification. So what's what does this
055story tell? So we knew that in 2122 you know that was the first time when we had implementation of our eel counselors to help with you know making sure that our students were receiving access to the services that they needed to that we had some intentionality around making sure that schools knew the effects and the impacts when we don't reclassify our students by a certain time. What also happened in that same year was that's when we hired the three implementation coaches. So, you know, previously we've we've shared with the board that there was a significant disproportionality of Hispanic students that were being identified as having a learning disability and being, you know, given um special tested for special ed services. And so, since we had a high proportion of those that student population, you know,
056one of the the the challenges was is what are we going to do, right? And so that was the year after we had done a root cause analysis, we decided, okay, we're going to start with doing some coaching at the primary level. So that was when our implementation coaches were hired and they started in that year. At the same time, coming back from the pandemic, we hired 19 intervention specialists for our 19 elementary schools. Again, we wanted to be able to um you know, recover some of the the learning loss right after the pandemic. And so that was really an intentional effort to to put all these supports in place. What happened in 23 24 is we really started to think about all of the ways that we can have a focused alignment of our
057supports. So not only in the personnel that we were hiring in, but also in the types of activities and things that we did, the types of professional learning, the types of things that we were expecting to see happen at school sites. We had learning walks for our EL roadmap. We started opening our writing centers. But the other thing and our implementation coaches, they they reflect on this all the time is that at at that point, we started to align the things that were happening with the implementation coaches and the interventionists, right? But I think what this what you what you don't see just from looking at these percentages is that what does it take? We have to remind ourselves what it takes for students to reclassify. They have to show proficiency in the English language
058and they also have to score proficiently in language arts. So that's on the LPAC. I want to make say it right the LPAC but also demonstrating that proficiency in language arts either on the CASP or in our benchmarks. And so I mean those are high stakes assessments for our English learners. And so I think what's exciting to see here is that this is our some indications of growth for our students. And so do do we have more growing to do? Absolutely. So when we look at our data and we see that we still have English learners that we need to be able to improve outcomes for them. One of the things that we we understand is that as we are experiencing higher rates of reclassification which is a celebration because again it means those two
059things. They're proficient in English and then they have that you know proficiency in English language arts. It does mean that the students that we really need to focus on are students that are are our our level ones and twos, right? Because now in the CASP data, we are really seeing that those are the students that that data represents. And that is concerning for us and it's something that we are charged. We appreciate, you know, Dr. Francois and I and all of the directors in academic services, we appreciate the challenge presented to us by our assistant superintendent. We appreciate the challenge from our superintendent and the challenge from the board is to say what are we going to do and that's what we are consistently thinking about. And so when we look at this data too
060we're seeing that we are trending in the right direction. Um in 2021 this is the number of long-term English learners we had was upwards over a thousand and now it's still a lot but we're down to about 375. That was as of last year's data. There's a lot of work to still be done, but we're really excited about the efforts that we're trying to put in, that collective effort, the coherence we're trying to put together as a division, working with our principles and our teachers to make sure that we are focusing in the right direction. And so when we look at the how the work continues, what the the biggest thing I want to highlight, we talk about this all the time in our department is a hyper focus on our English learners, particularly our
061L1's and L2s. We can go and look at our data. We can go to Edge of Climber, look it up, we can see them by face and name and know exactly who these students are. And so that's the charge that we have is through all of these collective efforts is to work alongside our principles and our teachers to say what are we going to do? What is the plan for these particular students in any of those groups that we are not seeing the growth that we want to see to say what's going to be the plan? That really is our charge. >> And in terms of secondary, we'll continue to invest in our leaders. So one of the things that we're very excited about for this year is all of our principles are in the
062process are creating a very their very own sightsp specific math goal which is very very powerful. So we we have connected with a company called making math moments and we've had a series of professional learning with them for this year. Um, our principles are excited and so gives us an opportunity to be very intentional about our focus about improving our our math scores. For our English road map with secondary, we we have two upcoming learning walks which we're very excited about. One is at Gar High School which is happening in a couple weeks and then also there's one at Fetti uh in early spring. Last year we did a walk to Carnita as well as Artisia High School. And so the great thing about this, we have a lot of momentum. When we met earlier
063in the year, each of the sites selected their very own instructional strategy that they want to implement and put in place schoolwide in preparation for our upcoming learning walk. And as are and we'll have the opportunity to go and visit classes and to get feedback on how they are with implementing the strategy that they they designated. So, we're excited about that opportunity. We're working to continue to refine our our writing centers. As my colleague shared, uh the one at Gu High School is is very exemplary. It's it's um it's one to see. And so, we've been taking our leaders from our other schools to go see Guard. We did that in the spring of last year so they can elements that they can build to and add to their very own and continue working with
064our teachers and coaching cycles for individualized support. As you saw reflected in in the video, it is something that's welcomed and it's something as you see in our data that we are definitely trending in the right direction. So, we're not satisfied with the current rates, but it it does let us know that we're doing the right thing. we're on the right track and we'll continue to provide support ongoing. >> Um and lastly, what I want to say something about um the data. We know that uh we're very excited about instructional coaching. We're excited about all the efforts that we're putting forth, but I think the thing that we constantly reflect on is wanting to see that in our student outcome data. And so as part of that reflection, we know that we will see it
065um represented in the outcome data when we know that we start to see fidelity of implementation. And so that's something that we are consistently talking about with our principles um with among our own team um along with teachers as well, you know, is trying to help to support the implementation. We have amazing teachers in ABC and they've been so receptive to the learning. But we know that as we are starting to see changing practices in the classroom, we know that we will see that in represented in the data when we can really do a good job of monitoring and helping each other to monitor and to self-monitor um the fidelity of implementation of evidence-based practice. So that is our charge and that is something we are working on through our learning walks as well as
066trying to build out some protocols to say what would be some look fors. You know these are things that we also want to make sure that we include our union partners in as well because we want to make sure everybody is on board that we all have an understanding of what are the things that we want to see because it's really going to help to build that teacher capacity but most importantly help to provide student supports. And so, you know, we thank you for allowing us to to present this to you today. We do want to call up the principles and coaches who are here in our audience today. We're just going to ask them to come up here and like circle around us, I guess, just like you do with kids. Um, because we
067do want you to be able to see like, and this is just a small drop in the bucket of the people who do the hard work. But we just want to thank our principles for being here and for allowing us to share their data and to thank our um our instructional coaches and our implementation coaches for just the tremendous work that they do both at the school sites and also at the district um to support students all across our district. Thank you. >> Okay, let's get some board comments here. Uh, board member Maten, >> um, Dr. Babuina and, um, Dr. Francois and all the coaches, I am so impressed with the number of programs you have in place to support our students. Um, from TK all the way up. Um, you're just you're doing a
068great job. I can see the enthusiasm and the love of um, getting kids to read and do better in math. So, thank you so much for all your help. I do have a couple questions. the writing center that you have at GAR, who does it target? >> So, the writing center at at GAR um targets are our our English learners as well as the students that that are in need. And so, it's it's a pretty robust system and they have shifts, you know, where students will will come in uh during the day. So, like an the first part and then a second part. So students are they have a like a they're called in and they're also given like a reservation time um to support and the one great thing that I've seen of course
069as my colleague shared the use of peers to support and they're highly trained and it's great to see so many returning students that come back to you know to give that support. Um but it's really awesome to see as I went in to see see the program students in their uniforms. So it's also supported by our athletic coaches. No, you go to the writing center and then we you come back to practice afterwards. So that was really really neat to to see as well. >> So then it's an additional period from um in addition to their English or their EL. >> Yes. So the writing centers, they're they're run after school um at all of our sites and students are are targeted and personally invited um to to be there. And then the other program
070that sounded interesting to me was um Making That Moment that you tal you just touched on, but I'd like a little to hear a little more. So, Making Math Moments is is a company that we've contracted with over the last few years and has been a great thought partner um for us in academic services. And this year we we really turned the corner and we've had them to come out to give inerson professional development to our leaders, investing in in them. And it's been very inspirational um for our leaders to see what's possible. And so going along with our in with our professional development, we've had opportunities for them also to sign up for individual coaching. Um so it's very personalized and specific to the needs of that leader having one-on-one time with with our
071consultants. And so we recently at our last LEA meeting, we we had the consultants to to zoom in as well. So we're continuing that work and we're really excited to support our principles create their their math goals by by sites. And so another way that we can support them um give them help resources and also celebrate the success that we see them happening. >> Thank you. Um Dr. Rios, >> I'd like to echo that. It was very exciting to see such a focus on academics. I do have a few questions. Um how long has this been in um in effect like this idea of uh instructional coaches etc at all of our school 19 schools that were mentioned? So the interventionists started in 20 and at the time though um so there was always a
072plan to have them provide intervention and then do instructional coaching. I think what we found after the pandemic is there was such a need for student um inter for interventions for our students. And so it I would say the it was the last year is when we were finally able to start turning a corner to say we're going to start trying to provide some coaching because they have really been highly inundated in providing intervention. And so when we think about like the broader system we want part of this we want to capacitate our teachers as well. So figuring out what's the best way to provide interventions within the classroom to provide that differentiated core instruction to provide small groupoup instruction within their language arts block. And so that's some of the work that's been happening
073with our interventionists as well. But we are they're some of them started coaching cycles last year with primary teachers. And again we want we have to we want to go slowly, right? Because we want to get it right. But we did have um some of our interventionist start that last year. This year we are committing with at all of those schools to make sure that we have coaching cycles happening um at the school sites. But at Ferguson because they had the LCR set grant, they we were already able to move them into providing coaching at Ferguson. And then with the implementation coaches, they were able to already do coaching at uh three schools previously that started in 22 23 um at Warz, Burbank and Hawaiian, sorry. And then they moved to phase 2 school. So
074they are currently they've been this is their second year. Second year. Yes. Am I getting that right? Oh, third year. Sorry. Third year at their current locations which is Palms. uh Willow and Melbourne, sorry. Yes. >> Um follow question is I I this kept coming up for me and so I'd like for you to please elaborate like we know that building capacity of teachers is us the best use of our resources, time, money, energy, etc. Um but how do we know we're having success? What are some of your metrics? So one of the thing that I appreciate that question because that was just that those are discussions that we're having is how do we know that it's successful. So we do survey our teachers. We survey them on how they're implementing some of the things
075that they're learning in the during their professional learning. We also are able to see evidence in the classroom. So our interventionists who are providing coaching and working with teachers even if not doing a coaching cycle they can they work alongside them in professional learning and help to find resources and to help them with implementation. So we're seeing that evidence in the classroom in terms of those changing the changing instruction. Uh we are seeing some of the results come play out in our benchmark data. Uh can we tie are we are we clear on tying the direct straight line? We know that we want to be able to pull more implementation data, but our evidence right now exists in our benchmark data where we're seeing that there were intentional practices. I'll give you a perfect example
076at Wares Elementary, right? So, we've had implementation coaching, we've had an interventionist um for several years. So this year, even though they could have still had an implementation coach or an interventionist, um the princip principal White said, "No, I think we are ready to now shift to that model where we're expecting that the interventions happen in the classroom." Uh so we they do have literacy tutors that help to support that. But he was right, they were very well primed. So we can see that not only do we see a change in instructional practice, but we also see a change in systems. And so that's the other piece of is to make sure that we have systems for progress monitoring, systems for how we identify students who need interventions, systems for how we're looking at data
077and making sure that we're taking next steps and and really being very thoughtful about when do we need to refer students for additional testing. And so the um referral rate at those um schools um the CCA schools the first phase went way down. We weren't referring as many kids for uh special education testing because we were really being more intentional about how we look at the data. And so that's been some of our evidence. But to your point and I appreciate that question because that is where we are now. We do have some documents and very soon we'll share with the board our district literacy plan because there are some very specific steps and thing and recommendations that we'll make for schools in terms of what their systems should look like and in part of
078that is the coaching and the things that we would be looking the look fors in the classroom as a result of that. >> Yeah. Um I know we're already super late. Um the rest are just kind of comments. Um, we keep seeing really good things happen throughout our districts. I I like us to go beyond celebrating and start like replicating like we hear about the fantastic writing center at GAR. I I don't know that that we're there like why haven't we done that at Artisia? Why haven't we done that at the other schools? We hear about Artisia's high school's college going rate. You know, all the kids apply to college. Why isn't that happening at Gar? Like let's start to scale up our efforts, our areas of success. Um, you know, I love the focus
079on English language learners. I'm going to digress a little bit. In when my daughter attend I was picking a school for my daughter, I picked Leo and I was amazed that a huge percentage of those students are English language learners, but it's the highest performing school and it probably still is. So, it reminds us that >> a student that is an English learner is not limited in any way. It's a huge asset and when they are reclassified, they outperform our English only. And so to keep that in mind, absolutely that, you know, we need our English learners to know how to read and write well, >> not only because they should, but because they can. >> Absolutely. >> Thank you. >> Yeah. Thank you. >> Thank you, uh, board member Yokoyama Buouie, our clerk. >>
080Um, thank you, Dr. Bal Buena and Dr. Franis for the presentation. I would like to commend um all of our staff in our district who are here today. Thank you for being here. Thank you for the work you do. Um when when I visit schools um for various reasons I do see um many of our coaches and um interventionist tutors and they are integrated into the school. They are a part of that school. They care about those kids just as much as the teachers. So thank you all for the work you do. Um I also would like to highlight um because I have spoke with um tutors and in the past interventionist coaches who worked at the schools who you don't think um you know uh would would need the same resources who uh uh
081the the needs of the kids are not as dramatic as at other schools and yet there's still the need there. um there there are kids who could be experiencing something that uh compared to their peers very dramatic environments. So we I do want to highlight the fact that we still have tutors at all 19 elementary schools literacy tutors because we still need those for those kids. Um, additionally, I I very much liked the quote by one of our teachers in the video who said, you know, I could look something up on Google, but it's not the same as hearing from someone who has so much experience, so much knowledge. And I'm old school. I could very much easily look something up on Google, but I like to hear it from a welleducated, caring, compassionate individual.
082And so that's why I always ask questions. So, thank you all for the work you do. Again, I do want to ask the video, who is the video geared for? I know it's just not for us. It was a very nice video. Who who who do we present that to? Um, you know, why is that made? >> I'll take that question. Um, it was really from the idea of promoting all the work in our district. It's multiaceted in the sense of not only for the board uh an easy way for you to be able to share the video with those in the community uh for our community but even those outside because not everyone not all districts have the same services and so for parents to see how much we have invested in our schools
083that if they bring their child to ABC they they get to experience these wonderful coach coaches and leaders and so it is our way of telling our LCAP stories uh just like in the past we've told the stories of each of our schools we were trying to tell the story of our LCAP and the goals that we're trying to accomplish and the ways that we're doing that. >> Thank you. Um, one little note, I did not notice whether we had um, maybe a Spanish interpretation there, but that would be great too to add because if we are going to use it to advertise, that would be a wonderful compliment to that video. Thank you everyone. >> Thank you board member Mendoza. >> Thank you, Mr. President. I want to echo our our board clerk. Um,
084that that's a great video because it it It brings it to life the work that you all are doing in our schools and I think our community needs to see that. And where is Mr. Smith? I think we need to share that on social media. Dr. Dr. Zilo that needs to be shared because you you hear me? Okay. I'mma see you tomorrow morning. Okay. All the other ones too. But that's that you know we have we have adults who are different learners. Visuals, right? We like to read. So that's great. I would like to see that shared. You're talking my language because I was a lit literacy interventionist after after COVID. So, um, UFFLY is, um, science of reading is researchbased. We know that it works. Um, and I'm glad to see that we're we
085have coaches in our schools. Um, and I think I had some questions and I think Dr. Barb, we talked about this when I visited Ferguson is that we have these cycles. Um I think me when I was an interventionist we did cycles and every two weeks I was giving the corfonics every two weeks because I wanted to make sure that I was targeting um phmic awareness. Well let me see if that's working. So I think as as a district we need to come up with some kind of model and I know you said that that's coming up because um I know we can wait to benchmark but in between that how do I know that the the instruction that I'm delivering is targeting what I'm saying is targeting. So, I think there needs to be
086something that every, you know, three weeks, every four weeks, let's do a pre and a post to see how how we're doing, right? Um, I love being a coach. I love modeling for my teachers. And I think if we're progressing, it's because you guys have great relationships with our teachers in our classrooms because I know sometimes teachers can be a little bit like, you know, want to close the door. I want to work on my own. I want to do my own thing. I I know that. And so, you have to build relationships with teachers and so that they can build you can build that trust. So, thank you for doing that. Um, I did have a Do we include parents in our learning walk? >> How about that as well? >> Yeah, I'd like
087to actually uh a good model that we have that we are going to uh start to replicate districtwide. If uh Mr. Garcia would like to come up and say a few words about uh his learning walks as a district, we are now doing learning walks across the district. our last LEA or the time before that we went to eight elementary schools. We're doing another eight elementary schools in December. We're going to start we've invited our union reps. Um we're going to start to invite some community members, some of our parents. Um and more news to come on this, but I recently met with the Department of Education over at Cal State Long Beach and they want to invite some professors to join us. So now we may be uh part of their research as well.
088So that's exciting that you know some of the work that's started in small uh pockets in our district as Dr. Dr. Rios mentioned is scaling up in different ways and so I'd like Sergio to share a little bit about what he does with his parents. >> I can tell you for good evening first let let me say hello. Um we do include parents. We include parents. We include students. We include community members in our learning walks and we don't just go out walk and let them kind of see the classroom and walk out. We actually do some training and the tool. We use the same tool that we use when we go do a teacher evaluation with the teachers. We start doing the walk through. Our parents are walking through. We debrief with the parents.
089We want to know what they saw. We want to make sure that there's learning that happens. We don't want to do ever anything that doesn't produce learning. Anything that doesn't produce learning is a waste of time. So we want the parents to walk out when the parents to debrief what they saw good things that they come through. And actually Dr. Franto happened to be there last year when he did one of the learning walks. I think it was his first time at Artisia. and our parents were talking about the things that they saw and how it kind of took away some of the myths that are out there. >> So we do we have done it for a long time and we keep on inviting them to come back and do more of with us.
090>> Thank you. So I I think that's that's the missing element, right? Because if we're working in the classroom and we're doing intervention, but then they go home to, you know, the parents and then the parents are like you said, right? Um we we incorporated that when I was a interventionist and in it changed parents a lot because they had skills, they had strategies that they could take home and say, "Oh, no. Well, this is what you're doing at at school. I'm going to show you how how I do it the same way as your teacher." And you don't have the kids saying, "Well, that's not how my teacher does it." Yeah, I I saw that and I think if we can incorporate if we can start at elementary schools and you know a school
091that has really good relationship with some parents that we start small and we start incorporating so that we can get to where our teacher high school is because it's that triangle right it's the teacher the student and the parent um but thank you so much and I think I I love seeing the growth um you know baby steps right but we want to see at the end that you know we have progress and I and I do see the progress and I do do see that you know the money and the expenses that we're putting into our our teachers and our literacy coach is is paying off. So, thank you so much and thank you for the presentation. Thank you, Mr. President. >> Thank you, Vice President Noyola. >> Thank you, President Isi. And I
092also want to echo I just want to, you know, commend all you guys' efforts. It's it's super valuable. Every time I visit a school, I see an interventionist uh happening either in the hallway or outside the classroom. I see a coach with the student or with a teacher and they know they have a small session outside. So I see the work and and I know the data is is fairly new but it's promising and you know the data doesn't lie. What you guys are doing is is valuable to our students and we are building capacity. Uh peer-to-peer support is the best kind of support I believe. Um my only question um is how are we going to find sustainable means to you know keep these great you know ideas and strategies moving forward. >> Thank
093you for the question. I believe Artisia High School's going to pay for everything. No, I'm just kidding. >> Just a little just a little brevity. Um, no. So, I think uh that's what we're looking at right now is, you know, the state has a lot of initiatives around professional learning around uh literacy that we're hoping to benefit from that will allow some of this work to continue also prioritizing it as part of our LCAP. So that does mean we have to prioritize programming and think about what are the things that are working and how do we u move our dollars towards this direction. And so as a district, you know, my district office staff knows this. Uh we at the district office had much more staffing to help with professional learning districtwide. We can't do
094that anymore because we sent all the coaches to the school sites. And so they get the benefits of that. Uh and it's much more targeted. And we feel that that's a better approach because now by having an English coach and a math coach like pretty much living at Artisia High School, Fetty Middle School, Ross Middle School, there's that connection and relationship and ongoing support. And so we want to continue that investment. Um especially, you know, this LCAP is a three-year plan. So when we get to our next LCAP, how are we going to continue to adjust our dollars to make sure that we can continue to make that happen? >> Thank you, board member. you. >> Thank you, President Nishi. Um, just want to commend Dr. Castro and all the coach team. Really, thank you.
095It's really, uh, as a district, it's really reassuring to see this presentation because it's very holistic and there's a system, there's a way to measure and the progress is is going. And most importantly really um I think the teachers are lucky because they're not alone and um they have you know real coaches helping them and also holding them accountable and just kind of you know sharpening each other and providing the resources. I think they're really lucky. And I think that if I was uh in um preparing for teacher credential, if I look at this video and this presentation, oh, I want to go work for ABC, you know, I mean, it's really motivating. So, it's it's really good. Thank you so much. I have one tough question. Um, you know, when you're measuring all this
096data, what test did we use? Did you guys use Was it the CASP or was it our own district test? I mean what was used to measure? >> So we used two um so you saw some benchmark data compared from last year to this year as well as our cast data. >> Um so that's compared to the last year to this year. >> So I'm just going to throw this out there. I saw the cast test and one size does not fit all. And uh personally, I'm not really a fan of the CAST test because it doesn't really measure everybody, but I think that it's very important to diagnose the students when they first come in and doesn't matter how other kids are doing, but if this kid comes in at this level and in
097one year you bring them up this level, that is a success. I wonder if we can come up with something like that and um just you know by end of elementary school we want our kids to really uh master computation you know the the CASP you know measures reading and all that stuff but at the end of the day when they go out into the real world world they need to know the computation so that they're not in debt to measure the the interest and you know so they're not being cheated. So I I don't know if there's something that we can do to implement something like that is very strong. So when we have kids in you know certain grade they kind of miss out and they really fall behind. Help them to catch
098up getting the parents involved something like that. Thank you. >> Did you comment is that that's kind of tough. I want to expect it. No, but I I would like to comment that uh we agree with that and that's why one of our goals is math fluency and so we look at multiple measures because we do know, you know, that uh not one test can tell us everything. Although we find that our Renaissance standardized assessments are pretty predictive. Like when we looked at the end of last year scores and then where schools actually scored, they were pretty close. Um but it's also important that's why we're looking at writing across the curriculum. Can they explain their thinking? We're looking at writing assessments and how do we go beyond just taking a writing assessment um in
099one grade level. Can we do that consistently across different grade levels? So we kind of measure their growth. And that's why we also showed as part of our data. We need to celebrate when kids make progress and move out of level one because if they move out of level one now they're at grade level. And so that's what we want to be. We want to keep pushing them out of level one so that they are now moving towards level two, three, and four which means that they're consistently achieving grade level standard. Thank you, Dr. Castro, because I know that we I went to your office and we looked at the the samples of the cast test and I think with this team, we can do better than California standards and the uh national standards. Thank
100you. >> I'll be really really quick because we had seven board members gave seven comments. Um, so and we don't have a lot of time, but the fact that you're all here after, you know, typically when I have these award things, everybody leaves, room's empty, and we're talking crickets. the fact that you guys are here and the specific schools Aloha Artisia Wararez um and success stories by the way at at at that you know in terms of being able to show the improvement I think the all the board has already discussed this but you know getting your LTELs down from 1300 down to 375 just those as metrics that Dr. Rios is talking about um and having goals at each school at each specific thing. Each face each face is important and you know all
101about them and the great thing that uh Dr. uh not doctor but uh board member Mendoza said we need to sell that. So uh we have Huarez doing great success. We have Aloha doing some great success. We have Fetti doing some great success. uh artisia math scores uh which I was always worried about right um we're showing some signs of of growth celebrate it maybe not necessarily specific numbers but uh celebrate some of that so that way the people will understand that these schools are our focus and uh we will succeed. So thank you um we can keep on going. Thank you. >> Thank you. All right, it's 9:10. Can I have a motion to approve the agenda for the regular meeting of November 4th? >> So Mendoza, >> second. Tatiana, >> all in favor
102say I. >> I. >> Nobody wants to move anything. Great. Approve the minutes. Can I have a motion to approve the minutes of the regular meeting of October 7th, 2025? >> So Mendoza >> second. No, >> all in favor say I. >> I. >> Great. No comments. That's awesome. Student board members, I'm going to ask a question. Did you live across the street on Camstra? Oh, no. All right. Uh, so, um, sorry for keeping you so late till 9:00. I'm sure you have to study really hard. Uh, but I am looking very much forward to your report and seeing how you're doing after all these years. Am I allowed to tell embarrassing stories? No. Sure. Go ahead. >> All right. Okay. Never mind. Okay. All right. So, good evening, President Nishi, Vice President Nyola, Clerk
103of the Board of Education, Mrs. Bui, Superintendent Dr. Zitlo, distinguished cabinet members, Mrs. McChatten, Mrs. Mendoza, Dr. Rios, Mrs. Yu, and members of the community. My name is Cara Chin, and my name is Anushka Zumal. We are the commissioners of community relations from Cerrito's High School and we are so pleased to share our school's highlights from our first semester. Our school kicked off the school year with a strong wave of energy. We welcome back our new and returning students with our back to school spirit week and with the return of our beloved sneak peek assembly after six years. The following week, we celebrated Jug Week ending with a huge dawn victory against Gar. We also revealed the theme of beneath the cherry blossoms during the homecoming premiere of our dance which saw over 700 student
104attendees. Club week was a major success allowing students to connect with campus life through 47 active clubs ranging from academic curricular cultural special interests and community service. Additionally, we collaborated with our Latinos Unidos club to celebrate Hispanic Heritage Month through quad events. Our song and yell cheer teams kept the momentum going with five rallies this semester and ASB and leadership organized a range of schoolwide events and recognition weeks including national custodian day, character count week, red ribbon week and canned food drive week. Academics and college readiness remained at the forefront of our agenda. Our college and career center led by counselor Miss Diaz hosted the annual college and career fair offering students opportunities to explore future career pathways. On October 16th, we participated in the great California shakeout drill as well as the bite of
105reality financial literacy simulation on the 22nd and the pats for 9th through 10th graders. Looking ahead, our HOSA student organization will host its annual blood drive in conjunction with Cedar Sinai on November 7th, upholding our strong values of service and community health awareness. And now for athletics, it has been a spectacular fall season for Certo's High Sports. Our freshly established varsity flag football team in their first year was recently named 605 league champions and just competed in the CIF finals on November 1st. Our varsity league champions earned seven wins against high schools such as Gar, Pertilla, Canyon High, Wilson, West High, Artisia, Pioneer, and declared a dominant 50 to0 victory over Glenn High School last Thursday to close out their season. Boys varsity water polo celebrated several wins, defeating teams such as Artisia, Milin, Whitney,
106Whittier, Workman, and Pyramid High School. Girls volleyball wrapped up their season with an impressive overall record with 24-6 and won the 605 league champions 10 to0. Our female athletes continued the winning streak with girls tennis finishing 605 league finals placing first and second in junior varsity singles, first place in varsity singles, and second in doubles varsity. Finally, our girls golf won six of five league champions with three of the team players advancing to league finals. Beyond athletics, our Cerrito's regiment of gold won second place in division 5A, sweeping all judge categories, including high color guard and visual and high visual. Our Dawn's journalism team also released their first magazine issue of the school year, showcasing student creativity and campus pride. We are incredibly proud of the school spirit, commitment, and excellence that our students have
107shown throughout this semester, and we will continue to see what the rest of the year will bring for our dons. Thank you so much for your time and consideration. >> For comment, we have from uh Miss Mendoza. >> Thank you, Mr. Mr. President, thank you so much for the presentation. I just love hearing your voices. >> Thank you. >> It was like listening to like a podcast or something. You girls are awesome and I love hearing about all the girls um athletics. I have one quick question. What is the name of the magazine? >> You have >> I believe it was the Critos High School fall edition. >> Okay. Okay. I think it was I thought it was going to be called like Dong or something like >> um It's Yeah, the Dawn the Critos
108in forward. >> Okay. Well, thank you ladies so much. You you guys did an excellent job. Thank you so much. >> Board member U. >> Thank you, President Nishi. So, ladies, wow, you guys sound like professional. >> You guys prepared a lot and thank you for making it very um to the point and not too long, but you guys covered everything. Yeah. And so your your school principal and assistant principal is here. Thank you for coming. Oh, okay. Wonderful. Yeah. Okay. Well, keep up with all the activities. Yeah. I mean that that's a life of the school. So all my girls graduate from Cerritos High except for one. One went to Gar. Yeah. Anyways, yeah. Thank you for staying after. I know we took a long time coming in, but um you guys did a
109great job. Thank you. >> Thank you. Uh Vice President Nyola, >> uh thank you, President Nishi. Uh thank you guys for keeping the energy. I know it's 9:15 and you guys sound like you guys just had a cup of coffee right now. >> So, I really appreciate you guys giving us an update on what's happening at Cerritos. You know, go Dawn. You guys sound like you're off to a great start this year. Um, thank you for staying here and listening to our presentation, but I want to take the opportunity since you guys did hear the presentation. Uh, what are some ways that we can help or we can get students to, you know, ask for help or get help because we invest so much in our teachers and our campus the board um systems. How
110can we get kids to, you know, go into the reading uh, writing centers and go to after school tutoring? >> Yeah, thank you for that question. I think one thing that our school can improve on, especially with academics and opportunities, is just having more resources for students. I know particularly for high schools, especially Cerritos, we have such an amazing college and career center with um a great team of counselors to help guide our students. And I think we can further expand on this by providing more resources to targeted grades. And these resources can consist of writing centers, more tutoring opportunities and also for more college preparation where we have SP college sorry scholarships, financial aids and all this guidance to just help enhance students success for academics and also their future careers with college. Um
111yeah, I basically agree with everything she said. Um, I know that for our writing center, which we just um launched for this school year, um, I think maybe like providing more incentives for students to come because a lot of the resources that we have like our power and the writing center, they're after school and a lot of students kind of like, you know, they're really tired, they want to go home. Um, a lot of students have practice afterwards. So maybe like just pushing that out on social media more and providing more like opportunities and incent incentives for students to want to come and actually receive help because I know some students are also kind of like shy and they're kind of embarrassed. So if we just really emphasize like you know there's no shame in
112asking for help. Um maybe just like also um like fostering a more like supportive community where the students can become tutors and like help their own peers too. I think that would also like make more students like come after school to get like these services. >> Thank you. Those are great ideas. We'll take those under consideration. Appreciate it. >> Uh board me uh clerk Yokoyama Buoui. Thank you, President Nishi. Um, great job, guys. Like everyone said, you had such personality and um, very engaging during your discussion. Who drafted this district report? >> We both drafted it together. >> I love the bullet points like uh, board member Sue said, it's very direct to the point. Thank you. And but also, you didn't read right off of it. You kind of gave us your spin. So,
113thank you. Um, I did also want to highlight this very beautiful invitation we all received in our board packets. >> Critos High School Drama Club is having a show this weekend, correct? >> And it's uh November 6th through 8th, right? >> Yes. >> 700 p.m. So very excited about that. I will be attending I believe Friday. Um, also in response to your uh both of your suggestion related to the tutoring, I know I have um family at Cerritos. I have two nieces, a recent nephew who graduated from Cerritos High School. Um, I know that if they if students feel they're not um struggling in a class, they don't think they have to attend tutoring. But I think it's also students who are doing well and who maybe can reinforce what they've learned and or like
114you've said help another student get some some good resume um uh uh pointers. So I think everything that we can um like you suggested incentivizing our students to return and come for at least like 30 minutes an hour just to help reinforce and or help a kid. I I I love those ideas. So, I do hope that we find ways to implement that so uh the tutor time is more um well attended. So, thank you >> board member Manhattan. >> Uh girls, thank you so much for your presentation. It was um you told us about all the activities going on at your school. You were so energetic through your whole presentation. Uh I was glad to see the 47 active clubs on on campus is amazing. And then another thing that that was really important
115to me was you have a w a winning football team >> and I've watched Cerritos for many many many many years and they haven't had a winning football team and all of a sudden they do. So congratulations. >> Thank you. So lots of times we get uh the reports and they're read off of and we don't get to really hear the personality. This is the the key. This is the benefit of having schoolboard members, student school board members. You have the perspective that can give us real answers to questions from the level of the student. And so I'm really appreciative that you're able to provide really great answers. Looks like we're all taking ownership of this school because we're so proud of of all the things that you do and the way you're able to
116answer these very difficult questions that we ask. Not just normal questions, but what can we do for you and and and all that and your your dreams and accomplishments for for this year. I don't have actually much to say. I thinking of trying to come up with a zinger, but uh these girls can hit it out of the park. So, um maybe there's going to be some court uh that they're going to be in front of later on. But uh >> thank you very much for your presentation. >> Thank you so much for having us. >> All right. Next is my report. Okay. not going to be quite like that. Uh but uh anyway, I'll try to quickly go through this. Uh we got to meet with this California school board trustee uh Miss Vanessa
117HK, I think is how you pronounce it. Amazing person. She's going to uh make a difference. She's going to sit there and uh talk about California schoolboard policy. So pretty amazing. Site visit to Carminina looking at site capacity. Went to Gonzalez regarding also capacity. Went to Neimus also regarding the new principal there. congratulating her for her uh becoming a new principal. I remember when she was at Ross as just a math teacher and now she's a principal. So I'm amazed at that. Artisia Historical Society got to visit with many other school board members coming. Gar 60th practically the whole board was there. So that was also amazing. Gar Jazz Band which was an amazing experience. Just you know when you spend a lot of money on a theater but you see the results of how
118those kids are performing there it totally feels worth it. I I when I knocked on those doors, I was like, I could not have imagined how nice that that place is. And those kids totally deserve it. Filipino night market, Bite of Reality at Artisia. That was cool, except it took a long time. Kennedy trunk or treat, Leo trunk or treat. Gonzalz, I get to I got to do the trunk or treat. So, there was a Godzilla out there. Uh I hope that I didn't break any rules regarding fog machines and things like that, but uh don't tell the superintendent. Oh, wait. She's right there. Uh, I did the Critos trunk. Actually, I visited Sri's trunker sheet. Um, Carver trunker. I also did that one. So, that was also a lot of fun. College and Career
119District Fair, the 60th Putnham County. Okay, so here's a funny thing. I thought you had to sign in, but apparently when you sign in, you're actually agreeing to be part of this the story. And of course, I missed this impossible word that didn't exist. But that's okay. It was a great show. It was very funny. I think most of our board got to see it. So, thank you for inviting me to go see that. There was a fun mela yoga thing that was really fun. Um, and we had a community meeting regarding boundaries and some of the parents are here, very smart parents. I think we had mostly exe executive team there. And what's good about that is um sometimes we're giving a lecture, but in this case we're getting super good questions. I think
120we learned a lot um and were able to adjust and address the specific concerns of parents as we move through this process. You know, part of what I said was it's not just one vote. It's part of a process of thing many things that we need to do. Um if we just stop at this, that means it's a failure. We've got to do everything else. The advertising, it's the meeting with the community regarding our boundaries. Um and some of those other recommendations. So, one of the things I'd like for our board and to maybe send this over to our strategic committee is to go over some of the other issues that were recommended by the schoolworks proposal. So, there was a thought that we um use Whitney and potentially uh consider out of district kids
121additional people. So, that should be something that is considered by one of our committees either the strategic or the legislative and we can refer it over to her for that. um maybe even have a little bit of a bump of enrollment at high school so we can encourage I think there was an idea by uh uh board member Mendoza to encourage out of district kids to join us by considering those kids as part of the Whitney pool of kids and that's great idea because that means more people will try to come in from out of the district and they will find ways to make make it so that we don't have any decreasing enrollment. So we need to study that. That's part of all of the things that we're going to do. And so we're
122going to refer that over to our committees. And that ends my report. >> Mr. President. >> Yes. >> I know you didn't mean to say just a teacher at Ross. I know you meant to say she started at Ross. Okay. >> Miss Nunes. >> Yes. I know you meant >> a math teacher at Ross. >> Yes. She was a math teacher at Ross, not just a teacher. >> Yes. >> Thank you. >> And now we have the superintendent report. >> Thank you. Good evening, everyone. Um, I just want to start by thanking everyone who came to our community expo and our 60th anniversary celebration. Um, our goal was to provide information and resources for our families and our students and for those outside of our district to get an opportunity to see um the things
123that we offer. And so it was a great day. Um, and so thank you to everyone who came. Um, for me, as the school year progresses, um, my goal is to be in every single classroom at some point during the school year. And so, I am on my way. Um, I've visited 12 of our schools so far. Um, looking for the pieces of our instructional framework. Um, we're trying to all use the same language and the same ideas to make sure that our students are engaged, that the environment is good, that we're evaluating their learning in ways that represent their being able to demonstrate what they know. And so, um, it's been a great time. Um, as the Aloha student said, I have lunch with them and ask them questions and they ask me questions.
124But um these visits are really a wonderful way for me to experience what it looks like and feels like and sounds like if I'm a student, if I'm a teacher, if I'm working at the school um because the decisions we make impact all of those people and that's where the work happens. And so, um, I always appreciate, um, the ideas that I get from students, from staff, um, and the things that I see and can share then across the district with other principles. Um, I want to once again remind all of our families um that we will continue to follow law to ensure that all students regardless of their background, beliefs, or immigration status are provided with the best possible education in a safe space. In additionally, in addition, excuse me, um we know that
125some of our families may be experiencing food insecurities um due to some things happening out of our control. And so, just a reminder to every family, every single school provides free breakfast and free lunch every day to every single kid, regardless of who you are. Free lunch, free breakfast every day. In addition, um our afterchool programs, um some of them have more of a substantial snack in the afternoon. Um others we have begun um working through setting up supper programs where it's a third meal of the day. And so if you as a family would benefit from being in that afterchool program, please reach out to your school if you are not part of that yet. Um, and that would be another place for your child to have a meal every day. Um, we want
126to continue to ensure that the school year is great and I know that our teachers, our staff, our principles, and our kids every day are learning together um, and helping students to achieve great things. And so growth is our goal and we'll continue to work together to do that. Thank you. Thank you. Employee representative reports. Good evening, President Nishi, board trustees, superintendent Dr. Zitlo, administrative cabinet, teachers, nurses, and the ABC community. My name is Ray Gar. I'm president of the ABC Federation of Teachers. Um, thank you for all the wonderful things I heard teachers over and over. If that was a if I was hydrating myself back there and teachers was the drinking word, I'd be uh full of water at this point. So, I appreciate you uh saying so much about teachers. I heard
127support, input, uh, you know, training, professional development, coaching, planning time. Uh, it was just a a plethora of good stuff about teachers, but I also, you know, give it to the administrative staffs that help to coach them, to plan with them, to meet their needs, and to support them so that they can support the students. And so, uh, it's been a great night for like celebrating what we're doing here. As we were kind of working on our our proposal for, um, you know, at the negotiating table, we looked at the academics and how we compete with all the districts around us and, you know, we may have struggled a couple of years ago. We're still doing great in, you know, in in front of everybody else. But, um, I love the question. And someone said,
128"When did we start on with these coaches?" That was you, uh, Dr. Rios. That was a really important question because districts are just now starting to have a plan to address EL and we've kind of had a plan for intervention and ELS's and for special ed. We've been working on that for a couple years. We're really um, you know, that's become a focus. and the districts that do that first. You know, this is a competition competition for students. It's competition for kids to come to your school district. It's competition for academics and for for careers. And you know, we have always been a leader district. And so, uh, it's great to hear the things that we're doing to continue to be leaders. So, I thought, you know, the LCAP U presentation tonight with, you know,
129and how that tied into teaching and learning and um all the supports that we're doing and the strategies we're using. Um you are seeing the comprehensive plan that you asked for a couple of years ago when uh Dr. um Dr. Wyn was there. He's not doctor, but uh superintendent Wyn was sitting in the seat of the superintendent and Dr. Zitlo is now there. But you asked as a board for a plan and for comprehensive um projects on how we would address the the needs of our students. And wow, tonight was a good night. You know, the focus on learning was was really powerful. Oh, let's see. So, while we're doing all of that, we're talking about a district that's going through a change with um consolidating schools, restructuring schools, uh whatever you want to call
130it, but you know, the way we are doing it is different than other districts. I think there's a thoughtfulness about it. I I know that the board um three three or four years ago, we had the community heavily involved in in conversations with a committee so that we could have kind of a you know, I think it was a heartto-he heart with the community about what was what was going to happen, what what the needs were of the district and for students and for the community. It's tough to have those conversations. Most districts don't do that, you know, they just close schools. They don't they have they do it in, you know, three months and they don't have those thoughtful conversations. Um, I know that you took a lot of thought to take a vote
131in June and took a lot of thought over the summer and then you made a real conscious decision later, you know, in the fall to do what you had to do. And I think it has something to do with, you know, the way you exhibit it at the leadership level. You know, you have to be um the model for this change. So I appreciate the board being the model for what your high expectations are and what the plans should be, but I also appreciate how, you know, working with Dr. Zitlo, every week we meet, we've we've gone to Aloha to talk to the staff. You heard she's talked with students. She's talking to the administration. We are finding out what will meet meet the needs of those sites that are impacted by these big change.
132We're going to meet with Wararez very shortly and have the same kind of conversation so we can have a dialogue about what teachers and students and the community need to make this monumental change. In a couple of weeks after that, we're going to talk to the principles and the site reps from all the middle schools because even though that's seems a far like a a far plan that you know we're going to get to having sixth, seventh, and eighth in our middle schools and that's a year and a half from now at the earliest, right? Uh that's we got to plan now. We got to start asking questions now. And so the fact that we're sitting down with reps and principles to have the start of those really important conversations of process so that people
133feel heard, seen, and have their needs uh taken care of along the way. I think that's really important. We appreciate that that the district and the administration um work with the unions on how this change is going to happen because ultimately it impacts students in the classroom and everything we do um is tied to negotiations and how the unions and the district work together. That's one of our mantras as far as the partnership is that everything in negotiations has to do with student achievement. if we're not doing stuff for student achievement and you know then then we're not here for the right purpose. So you know you would think that those small you know they they're big changes but if we don't do it correctly it'll have a very bad impact on our community and
134our students and so I really appreciate the way we're doing it. Um, at the same time, we're also, uh, doing a deep dive. Dr. Castro and I are doing what's called, um, you've heard this before, uh, empathy interviews. We're doing those with special ed teachers. Couple years ago, we did fifth grade teachers across the district because we were looking at math scores, and you've seen changes in the math program. Uh, we did secondary the time after that. Last year we did TK. There was uh we had a lot of issues in TK because TK is a new program and so we did empathy interviews uh Dr. Castro and I she's able to work with LCAP means work with administration with the cabinet to make changes to address the needs and then other things we take
135care of withUS or contract language. So the district administration then union working together to make sure that we have success for the students. So, we're doing the same thing for special ed right now. It is an onion, right? It's tough. Special ed is kind of like EL. Um because it wasn't on the dashboard for a long time. Um ELEL's just a lot of districts didn't pay them any mind, right? Did put them in classrooms in the far end. Didn't worry about test scores. Uh didn't get them from first level to fourth level. Didn't exit them out. it was a lo a lost generation of of many generations of kids. And so the fact that you saw statistics tonight that show that we're doing something about our e population is huge, right? And as we're doing
136special ed, if you raise the floor, then your scores go up across the board. And I know we're not just about scores, but what we're doing in our in our to figure out these problems as a district is remarkable. So, um I've been asked to give a presentation in December um about school closures and how to do school closures and how you go through that process without doing what we saw in San Francisco where the union fought to keep schools open in a in in probably wasn't the right thing to do and then that it was destructive to the community. And so we've had to walk a fine line between closing schools, being a union, and making sure that we're taking care of the district at the same time. So, we're going to present the
137ABC story, even though we're just kind of in the planning stages. If you're painting your room, let's say you're at home and you're painting your room, we have finally have the plan together. We are now getting the walls ready, covering the furniture. You're going to see paint in the next couple years and this room is going to look really nice. This school district, you can see the changes that are happening. This is a key time in this district and it has everything to do with the board and the administration that you have and I hope you, you know, renew their contracts because you said you how how do we keep this going? You have to keep this team together because this is making a difference. So anyway, I think the spotlight on learning which was
138put together by Dr. Sue and Dr. Mayfield was really a key component to make sure that you as a board continue to see the good things that are happening in this district and it's really starting to bear fruit. So, thank you for your high expectations. We're trying to meet them. Um but just know that, you know, it's a team effort. Thank you. Public comment. Persons wishing to address the board should fill out a card located on the table by the door and submit the completed card to the secretary. Speakers will be called in sequence during the public comment section or prior to board discussion on an agendaized item. The board shall provide one hour for speakers to address non-aggendaized items. Each speaker is limited to one presentation of five minutes or less. Those who have
139a group concern are encouraged to select a spokesperson to address the board. Should there be more than 15 speakers for non-aggendaized items, individual speakers shall be allowed three minutes to address the board. In order to ensure that non-English speakers receive the same opportunity to address the board, any non-English speaker who utilizes a translator shall be pro be provided twice the allotted time to speak. Please remember that the board is unable to directly respond to comments made during the public comment section. In addition, the desk the district does not verify the accuracy of the statements made during public comments. Persons wishing to address the board on a specific agenda item at the time the item is under discussion are limited to five minutes each and will be called to speak following the staff comments and prior
140to the board's discussion and taking action. The board shall provide 30 minutes for speakers to address agenda items. Should there be more than six speakers for agendaized items, individual speakers shall be allowed three minutes to address the board on the item. Adverse remarks about a person's race, ancestry, ethnic group identification, religion, color, national origin, sex, sexual orientation, gender, mental or physical disability, or age may not be made. Please avoid remarks or charges which reflect upon the character, motives, qualifications, or ability of any school district employee, regardless if the identification is by name, position, or other reference. Such comments may be presented through the proper administrative channels set forth in bylaw 9323. We have one uh speaker. We have Craig Nano who I believe will be coming up with Jeff Cheng. And um if this is
141a group comment, I think you'll have five minutes. >> Uh yes, actually we have some copies of um our u there's sort of a petition that we put together. Um I want to thank Charles Wei. This is Charles Wei. This is uh Jeff Chang. And my name is Craig Nano. All of our children attend um Carmenita Middle School. And um so we are representing uh parents of middle school uh players of basketball across the ABC school district. I'll let Jeff finish. Sounds good. All right. Well, thank you for your time and I want to commend you on your stamina. Um wow. I I understand there was a close session before this and it's almost 10 o'clock, so I'll try to make this brief. Um, basically, we're we're coming to the school board tonight to really
142express our concern with the continued use of outdoor basketball courts um for middle school games. And the reason for that is basketball, as you know, is a is a high impact sport. Um, all of our daughters, I think, have played since probably second grade or even before. Some of you, I I'm sure, may be familiar with um these type of sports. Um, basketball, as you know, it's very common for falls, collisions, all types of things like that to to occur. And of course, in middle school, the children are no longer really children. They're getting to be more full-size adults. And so, they're running out their full speed on the courts. And so, playing on asphalt, playing on concrete surfaces really greatly in u increases that chance of significant uh injury. So, this past in your
143packet there, uh the last page, I'll kind of refer to this. In this past season, we actually had one of our Carmenito school middle school students uh hit her face on the ground. She suffered a broken uh front tooth in half and then facial bleeding as well. So, the ambulance had to come get her. Actually, in that same game, my daughter was knocked to the ground probably a good half a dozen times. And after the game, she suffered a concussion. So, I can tell you that that was something I took very very seriously as a parent. Um but these aren't isolated in incidents. These are kind of a systemic they kind of identify a systemic issue with the safety on the outdoor basketball courts. And one of the things that um Charles did a really
144wonderful um job putting together this summary of kind of our concerns, but one of the things that we didn't highlight are simple things that you don't think of like when it there's a dry day and there's dirt blowing across the asphalt or the concrete. I don't know if you've ever tried to run as fast as you can and then try and stop on that court. you can easily hyperextend the leg, trip, slide into somebody, collide, and even though there's padding on the back of the steel poles, if you still hit those, it's a pretty severe impact. Um, so I just wanted to make sure that we we bring this this very deep concern of ours as middle school parents to the board. Um, we understand that scheduling indoor court time can be challenging, especially at
145the high school level because there's so many different sports. However, with only six middle schools, um, and the number of games I think we played maybe totaled seven during the season, um, compared to the, um, youth basketball league in Cerritos, they have 24 games that are all played indoors. So, we see that there's the ability to schedule this. And so, um, one of the things that we really want to do is is be protective and be very, very mindful of the safety and the welfare of our middle school students. um especially as they're playing these these very uh fast-paced um very physical games. Um one of the things that we also would propose is that the school board maybe work with um uh Superintendent Zitlo to explore maybe even having these games on the weekends
146or in the evenings or uh at somewhere uh in the district where we might have um the indoor capability to play a little bit more safe. Um again, um we don't want to compromise the safety or well-being of our students based on logistical convenience. So, we're open to scheduling those games a at a time where it might be allowable inside um working with athletic directors. Um but we really want to look to you as leaders um to take proactive steps to really um take the safety and well-being of our children uh in hand and hopefully move these games inside instead of outdoors. So, we thank you for your time. Any other comments? Jeff? >> Uh yeah. So we are all sorry I we have kids in uh ABC Unifi and we are all basketball family.
147Uh I mean the three of us been coaching since they were second grade. uh they've been playing for seven years now and they're pretty they're very skilled players and when you are competing uh sometimes the the games gets pretty intense. So, I I do think that it's a really good idea at least try to look into moving all the uh all the all the all the games indoor just so that they can compete in a safer environment and I really appreciate your time for giving us this opportunity to bring this issue up to you guys. Thank you. >> Thank you very much. >> Mr. President, may I ask a clarified question? >> Sure. >> Can you elaborate it? It's the basketball league of the Cerritos recreation services division. Is that the Cerritos youth league? Do
148they play on our campuses? >> I think that Charles >> they play on Yes. on campus on like Serita High School and Winnie High School. >> So, >> okay. And then what you're talking about is students that are from our middle schools that come together and play each other. So, there's two different groups. >> Yeah. two three different group. uh our our concerns that you know the city can uh have the the uh the youth league uh basketball team to be held I mean do they have that their games indoor and why can our middle school students cannot have the uh games on indoor >> okay thank you so much for clarifying because I'm not I'm not a sports person I don't know about league so thank you so much for answering the question thank
149you so much and you'll provide us information thank you >> right thank you very Yes. So, our superintendent will follow up. >> Yes. >> Thank you. >> Can I have a motion to approve the consent calendar? >> Uh, we have a second speaker. >> Oh, okay. >> Sarah Horta. >> Sorry, I'm short. >> Good evening, board >> basketball players. >> Um, my name is Sarah Werta. Um I'm surprised I wouldn't be surprised if I know my name is a household name to you guys right now. Um you know I seen all the presentations and I've spoken many times. Um the LCAP presentation is is an amazing program that we have been lucky to be part of. You know our grades are going up and this should really be part of your advertisement for ABC. You
150know, you shouldn't rush to close schools without the proper advertisement. You know, just our grades alone should be on on a commercial advertising of people to come to our school district. But, you know, you're saying that you you're hearing our our comments. You're not because at the meetings we ask questions and and we keep getting, "Oh, we'll ask later. Oh, we'll we'll get back to you on that." Or, "Oh, I didn't know you guys had that at your campus." This is sad that we're speaking to you, we're asking questions, and you're very ill informed on what's going on at our campus and maybe other campuses, too. So, I ask you to please do not rush to close our schools because you see the progress you're making at at our campuses or at the schools in
151the district with your new programs and and it's effective. But what you haven't done is the research on why students in our in our area are leaving our campus or are selecting to go to other schools. I know u Mr. Niola, you said you guys would look into it, but I'm not sure if you've actually seen the results of what has transpired of why why students are moving to other schools. Did you see is because they have better programs? Is it, you know, English learners who don't have have that program at at Aloha? You know, look at everything. You're not looking at why our students are leaving our area to go to other schools. Aloha is an amazing school. That's why we took two days to set up our trunk or treat. You know, parents
152came in and they donated over 300 pounds for our trunkers. Our students had an amazing time. Our parents had an amazing time with our vendors that we brought in, but you're not seeing that. You're not seeing the small details that make us aloha. You're not seeing the small the big impact that you're going to make on all our families. You know, we we kept asking about transportation. Now it's turned back to, you know, we were told, oh, we will provide transportation. Now it's like, "Oh, well, if you live within a mile or more than a mile away from the school, you know, we got these promises and now it's like, oh no, we'll have to check. We'll have to check." But the data shows this. You guys really don't have any answers. You're rushing to
153close this school with no real answers. And you're saying you're you're trying to do this with dignity. You're not giving us dignity because at the end of the day, now the teachers have to figure out where they're going to go. and and and what they're not going to have a place to go and then you're going to say, "Oh, well, you know what? We really don't have space right now. You could turn around and turn into a substitute teacher." That's not, you know, that's what I'm assuming that's going to happen because you don't have space for everybody to go everywhere. But I ask you to do the proper research on everything on our academics and why people are leaving. Thank you. >> Thank you. Can I have a motion to approve the consent calendar? >>
154Motions. >> Is there Is there anyone who wishes to remove any item to be considered separate? >> Did you get a second? >> Yes. I believe it was vice president. >> Sorry, I didn't hear that. Um, let me note uh that during the student board representative committee meeting, preferential yes votes were cast for consent items 3.2 C, 3.3 C, 3.4 C, 3.5C with a comment that these types of activities are beneficial for students. Um, so basically they did a preferential vote and so that's what they consider to be particularly beneficial. And if there is nobody else uh pulling any particular item, I will call for a vote. All those in favor say I. >> I. >> Any naysay? The eyes have it. 70. Thank you. >> Action items. Can I have a motion to approve
155request to adopt resolution 25-10 National Native American Heritage Month in the month of November 2025. >> So moved. >> Second. Nyola. Dr. Zitlo. >> Thank you. Um this evening we want to share a little bit of the things that we have in our community um that are part of um just recognizing the fact that there were native peoples here prior to us. And so um we'll have a little bit of information and then we as a board can um read through the resolution. Good evening. Um, board president Nishi, vice president Noyola, clerk Yokyama Buouie, uh, superintendent Dr. Zitlo, our board members and esteemed um, cabinet and community. Um, I have the privilege of sharing some information with you all tonight um, about affirming Native American History Month. So, Native American History Month, the theme for
156this year is storytelling. And it's important that to note that they're highlighting the importance of Native American stories, their histories, their culture, and also traditions. So, during this month, it's dedicated to celebrating the history, the culture contributions of native people while also raising an awareness of some of the challenges that they still face. Um, I had the opportunity to speak with Jesus Mendoza um during the time we were going over the pow-wow. So, a pow-wow is um it was a huge two-day event um in late uh August, August 23rd and 24th. And I believe you all have the pamphlets that were given to each of the participants um who attended that 2-day event. And I think it's important to to mention u the pow-wow is um the cornerstone of the native life and not just
157a cultural celebration. And it's important to also note here um where it shares that pow pows are where intergenerational teaching takes place where vendors and entrepreneurs support indigenous economies where tribal members reconnect and where pressing communities issues and discussed the indigenous people led. So, it's important that um we share with you all tonight this uh pamphlet where the pow-wow, it's the the Hawaiian Garden's 25th annual friendship pow-wow. So within the uh pamphlet you'll see the head man and woman, the spiritual leaders, uh the master of ceremony, the directors, the firekeeper, uh the hailing company, the horses, and there is a video that also shares what was found on Fett's campus. I had an opportunity to view that myself. It was great. I should have put on my tennis shoes to make the walk over, but
158it was awesome to see all of the artifacts that were there to take pictures. Um, and this is just a brief clip that speaks on what was found um on Fett's campus. And you guys are more than welcome to view that. It is embedded um in the video and the slides as well. Um, and like always, it's important to share resources with each of our schools so that our teachers and our students are also informed of the rich culture and the history um of our Native Americans and the history that comes along with that. So, we've curated some resources um for secondary as well as for elementary so that during the class time they are able to share videos um and have an opportunity to go over facts with their students. And that's all. Thank
159you. Thank you. Uh just for the record, uh the student board representatives committee meeting also uh expressed a preferential yes vote for action 1.3 without any additional comments. >> So if we want to begin, we could read the um resolution if you'll begin for us. Board member MC. >> Resolution 2510, Native American Heritage Month. Whereas National Native American Heritage Month celebrates and recognizes the indigenous people who were the original inhabitants of what is now the United States, people of Native American heritage have played a central role in the history of the United States. And whereas in 1976, US President Gerald Ford proclaimed November 10th to the 16th as Native American Awareness Week. And in 1986, the US Congress authorized and requested the US president to proclaim the week of November 23rd through the 30th, 1986
160as American Indian Week. And whereas beginning in 1990, the month of November was designated as National American Indian Heritage Month. And the proclamation of US President George W. H W Bush in 1980 acknowledged that indigenous peoples developed rich thriving cultures as well as their own systems of social order before contact with the European settlers and endorsed self-determination for indigenous people peoples by reaffirming support for increased Indian control over tribal government affairs and whereas US President Barack Obama designated each November as national Native American Heritage Month. So from November 1st to the 30th, 2024, the United States celebrates National Native American Heritage Month. And >> whereas the ABC Unified School District is located in LA County, which is land sacred to the native Californians, including the Gabrielino Ponga, Chumash, and Kiz people. Where whereas the ABC
161Unified School District affirms that Native American students, families, staff, and community members should be valued for all aspects of their identity and that education is a necessary component for creating a more equitable and anti-racist community, nation, and world. And >> whereas the ABC Unified School District wants to acknowledge these Americans for their contributions to government, industry, commerce, agriculture, science, literature, and the arts. And now therefore be resolved be it resolved that the board of education of the ABC Unified School District celebrates National Native American Heritage Month in the month of November 2025. >> Are there any public comments on this particular item? >> There is none. >> Is there any discussion regarding this item? Uh board member Mendoza, >> just a question. Um, in the past have we made an effort to purchase books and
162give to our schools so that the schools and the teachers have a library to present during Native American history month. >> Yes, they're part of um the Mayion that we provide for schools. We specifically point out which books are on there as well as the diversity book fair. make sure to point out which of the books that are in that book fair. Um because not only do the kids are able to select it, but the schools get to keep that for their libraries as well. Any books that were not selected by the students, but um if there's specific needs from our school sites, Dr. Bwena of course will reach out and make sure that we're um identifying what those needs might be. >> Okay. Thank you so much. I think I think it would be
163amazing if we could if you know every teacher could have a library to read to their students. I think it's important to to have literature that reflects and also for our Native American students to have literature that reflects them in the in the stories, too. Thank you. >> Thank you, Dr. Rios. >> Um, thank you, Mr. President. I just want to say that um I appreciated the land acknowledgement. I noticed that that's kind of become common practice and you know, our kids come up and talk about like the peaceuilder pledge, you know, writing wrongs and and I think that's one way that we can Well, I'll just say uh land that announcements I think are a good practice that we should consider. Um the other thing is just to to to praise the um the
164powow. I think I mistakenly said that it happened at Ferguson. It used to happen at Ferguson, but this past year I was actually at Betty. Um but it's it was an excellent event. It it's really nice to see um such a vibrant heritage being celebrated. So next time it comes around, I encourage all of you to attend. I know a lot of you did. >> Thank you, uh, Vice President Oyola. >> Uh, thank you, Pasi. I also want to echo what, uh, board member Rios. Uh, please check out our POW. Uh, this last this last year, uh, the POW was sponsored by community and, you know, local tribes came out and, you know, put this powo together. Um, with support from the city of Hawaiian Gardens and, you know, our students got to learn a
165lot about, you know, the indigenous groups that were here before. Um like Mrs. Harris mentioned at Fetty they did find Gabalino remains though it is a historical site and you know we do have a you know indigenous freedom walk uh where you can go and you know get some exercise and also learn a little bit about you know our the original caretakers of this land. So thank you. >> Thank you. Um yes, I got to attend that and it was an amazing event actually just uh uh seeing uh them celebrate people and and their land and with a totally different mindset and I think that's what will make this whole country better where we don't just think of one mindset. We think of different thoughts and different ways we can approach the same issues and
166tolerate and accept and grow from all that. That's how peace is made. So without further ado, I'd like to make a vote. All in favor say I. >> I. >> The eyes have it. 70. Thank you. >> Can I have a motion to approve revise board policy and administrative regulation 1312.3 uniform complaint procedures? >> So move Mendoza. >> Second. M. Dr. Frasier. >> Thank you, Mr. President. And uh we're bringing forward revised board policy administrative uh and regulation 1312.3 uniform complaint procedures. Um we recently had a federal uh program monitoring or FPM review. Um and these edits were required uh during that time frame to update our policies our both board policy and uh administrative regulation. >> Are there any public comments on this item? >> None. Is there any board comment on this item?
167Seeing no board comment, I'd like to call for a vote. All in favor say I. >> I. >> Vote yes. Have it. 70. Thank you. Motion passes. Can I have a motion to approve and revise administrative regulation 1312.4 Williams uniform complaint policies and procedures. >> So moved. >> Second. Maten. >> Dr. Frasier. >> Thank you, Mr. President. Um, we are bringing forward a revised administrative regulation 1312.4 for Williams uniform complaint procedures as you know we bring those forward quarterly Dr. Zilo um does for you. Um but again, as a result of the FPM or federal program monitoring review, um these edits were required to um as we went through the process. Thank you. Is there any public comment on this item? >> None. >> Is there any board comment on this item? >> Seeing none,
168I'd like to call for a vote. All in favor say I. I. >> The eyes have it. 70. Motion passes. Can I have a motion uh to accept the Um, can I have a motion to approve revised board policy and administrative regulation 620, parent involvement? >> So, move. >> Second, Mendoza. >> Dr. Frasier. >> Thank you, Mr. President. Uh, we're bringing forward revised board policy and administrative regulations 6020 parent involvement. Again, as a result of the FPM review, um, these edits were required um to finish up that process. >> Thank you. There's any public comment on this item? >> None. Any board comment? All in favor say I. >> I. >> The motion passes 70. Thank you, Dr. Fer. >> Can I have a motion to accept the new boundary report prepared by MGT for
169the homes in the Aloha and Huarez elementary school areas? >> Tatiana moves. Second, McCaten. >> Mr. Nuin. >> Thank you, board president. Um, good. Good evening. At the last board meeting, the board approved a contract with MGT Impact Solutions to assist the district in preparing the boundary for um consolidated schools um that are the phase one schools if you will uh which um Aloha and Wares are part of that. So uh they have prepared that report and tonight we have Mr. Esau Hoya with the uh with MGTT to present to the board their uh recommendations in terms of the new boundary for the U consolidated schools uh within the phase one um of the process. So with that, Mr. Hoya, >> good evening. Um yeah, my name is Esau and I'm from MGT. I'm going
170to be presenting those um the school board the revised school scenarios here that are up for discussion. So, could you guys hear me? Okay, >> perfect. Okay. So, let's just move forward and just give you a little idea of what's on the agenda for tonight. And so first and foremost, I'm just going to discuss what um what instructions we were given in order to move forward with this with these boundary scenarios and then the criteria that we use to come up with these scenarios as well and then any questions that you might have. So the the board as as you guys all know you approved the following um consolidating Aloha and Huarez for the 2627 school year. So we need to come up with a plan effective fall 2026. And then the other decision that
171was made is consolidating Ferguson and Sters and for the fall 27 school year. And so what we did is we obtained your student data and we mapped it. So we were able to determine which areas and where each student lives. So it's essentially we're using GIS technology, geographic information systems to set up the boundary data and map the student data as well. And so we use that resident um student data as the base for the analysis in order to come up with some boundaries here. And we reconfigured the boundaries um in two phases. So phase one, which will be the discussion item for tonight, is um the consolidation of Aloha and Huarez for the fall 26 school year. And then and then phase two, which will be discussed at a future date. Um so we're
172we created the attendance areas based on resident students, so where students live just to promote the neighborhood school concept. And to that note, what you see on this slide is the criteria that we used. So we try to give that approach base it off resident student population, resident students, where they live, um, and what their closest school is to come up with that neighborhood school comp um, concept. And we try to create as many as as much of a compact attendance areas as possible just so that the attendance areas are easily understandable and geographically compact. We also try to balance resident student population counts amongst the schools um that were affected. And to that note, we try to keep the adjustments specific to localized schools or schools that were right next to those schools that
173are due to be consolidated. Again, phase one, which I'm going to go into detail tonight, is the consolidation of Aloha and Huarez. Therefore, showing you the bound what the boundaries look like, proposed boundaries look like for with the consolidation of those two schools. Phase two will be um discussed at a future date. And lastly, you know, we we took into account the fact that this is more for phase two. All elementary grades are going to change to TK5. So, let's get more into detail with the phase one consolidation. And just want to show you how to read this map or how to how to make sense of it. So the black outlines are basically your existing boundaries. The colors the the the colors that are filled in are the proposed boundaries. So in this example
174on the on the left you see the your existing boundaries with all the schools open. You see that the black outlines perfectly align with the um with the current boundaries on the right. You start to see where the changes are happening. So the black outlines don't necessarily align with the school the the school coloring there. And so on the right is what you where you see the black outlines have the existing schools and then the the color fill is the proposed boundaries. So, with that in mind, let's move forward and just show you um let's discuss Aloha a little bit, which is your school to the south there. Um on the on the left, you see the current boundaries. On the right, you see the phase one um what that what that area will look
175like once the school's consolidated. So in essence, Aloha is um being absorbed by willow palms and Melbourne. And what you see here is that willow is is absorbing the part of Aloha that is west of Pioneer Boulevard. You could see he how the Willows line runs along Pioneer Boulevard there. And then east of Pioneer Boulevard, south of um forget the street name there, but is going to be absorbed by Melbourne and so which is a yellow shading. Willow, what you see there are numbers in terms of TK6 population as well. Willow with the proposed bound phase one boundaries at 596 TK6 students. Melbourne Melbourne at TK uh 521 TK6 students. And then you see Palm uh Palms is also going to observe um some of that Aloha boundary there in the red. Um, you also
176notice that there's a segment of the boundary which is which is part of Artisia High School there in the north that where Willow's going to where Palms's absor absorbing part of Willow's area. So the decision was made just to do that adjustment to just make those areas a little more geographically compact and and just more easily understandable and just just promote that compactness um a little more in that sense. So this is what Aloha looks like the current population and the the boundaries on the left and phase one on the right. Let's talk about Huades a little bit here. And Huades um you see the current boundaries on the right on the left I'm sorry and with the TK6 population there and you could see what the shift is in phase one. And so what
177you'll notice is that part of Huades is being absorbed by Burbank um which is the brown the brownish yellow color there south of 91 and then a good portion of what is is the rest of it in fact is going to be absorbed by um by Kennedy and so it's taking up a Kennedy is taking a large portion of the population in order to offset that absorption of Kennedy north of the 91 there. You'll notice that south of Alandre Boulevard is where Burbank is absorbing part of Kennedy's population there just to balance things out a little bit in terms of resident student population. You'll also notice that north of the 91 there's NES um that's absorbing part of Burbank down to the 91. That's so that the boundary there could run right along the 91
178and avoid having kids cross or go underneath a freeway to from the north of 91 in order to attend Burbank. Instead, they're on the same side of the freeway um with Neimis being a little closer there in that area. So, we felt it was appropriate to to to make that kind of adjustment there. Um I it's important to mention that Whitman is also absorbing part of Huarez there in the northern section um of of the boundary there. And yeah, you could see the TK6 population there before and after with Whitman as well. So with that, that basically is a summary of what phase one looks like. And with this, I'll just open it up for questions that you guys might have. Are there any? Um, didn't we actually have public comments first? Public comments. I
179see none. >> Okay. Board comment. Uh Dr. Rios, >> hi. Thank you. Um the only thing that came up for me is the capacity. Um I mean I know at one time our schools were able to house much greater number of students. Um, but are we still at a point where they students can comfortably I mean I'm looking at you know numbers closer to 600 when right now they're nowhere near that. >> I know that's a question for consultants. >> Thank you for the question Dr. Rios. Um please note that the the the number of students um reported up here they are resident students. This is before they impact school of choice. This is assuming that all students that live within the boundary goes to their homes and we know that that's not the case.
180So school of choice will uh create a different enrollment um you know situation on each of our schools because of of that factor and because of our current school choice policy that would um allows parents to have choice in where they uh choose to send their student their children within um the boundary of ABC should their capacity. So let me answer the question directly. Yes, if all these resident students choose to attend their home school and resident school there will there's there is sufficient capacity to house them and with school of choice we will work with um also that process to ensure that you know the schools are staying within their capacity through this process. Thank you uh board member Mendoza. >> Thank you Mr. President. So I'm looking at Huarees um phase one and
181I'm I'm just a little bit confused and maybe you can help me clarify this. So if I live and I'm looking at Neis area and the part that used to be Burbank but now is going to Neimis. So if I live on 169th Street and they'll probably understand this a little bit better. If I live on 169th Street and I previously was assigned to Burbank now I'm going to NEAS. Does that mean if I'm a third grader that now I'm changing schools or is this just for our incoming students? >> Thank you for the question. Then we we have got many of those exactly the same. This is only for new students. So um due to this adjustments we you know we taking this chance to balancing out our schools but um currently if you
182live in that um you know pocket there and attending Burbank and now the with the recommendation is to convert to move that into NEAS you have the right all current students to remain at your current school. uh this phase one should the board adopt accept this report will only be effective for new students and it's not just that pocket but it's apply for all areas if there's a change in uh there your boundary from of your home school uh you are will you will uh remain the same status of residence under the current uh only new students uh effective next year would um the phase one would apply >> that that needs to be clearly communicated to our our our our families because there's going to be lots of confusion when they look at this
183map. >> Yes. >> So if I'm just if I'm staying in that area and my school is Burbank, those kids get bus correct. >> Again, depends on where exactly how far they are from the school. Will the students that are currently at Burbank but live on 169th, this area changes, but if I'm still at Burbank, I still get busted to Burbank. >> If they currently get busted now, they will get busted next year. >> Okay? So again, that information needs to be clearly messaged to our families because if I'm confused, they're going to be confused and it needs to be not only in English, but it needs to be um communicated with them in Spanish because this community right here is very diverse. They're going to have questions. Um they're not going to understand like
184boundaries. They need to know where am I going? And then also if I'm a a family that lives here, if I have a child that is currently going to Burbank and I have a TK, I'm a parent that has to get a child on Burbank and then send one to NEIS. How are we going to work that out with our families? So, uh, if that's being impacted with the school of choice with that process, um, even without any the boundary changes, there's, uh, sibling preference within that that hand rank them a little bit higher if they want to, uh, keep going to Burbank. We will work with those families to accommodate those sibling situation. >> Okay? Because I know I'm going to get lots of questions. I'm going to get phone calls. I'm going to
185get emails. So, I think it falls on us as a district to make sure that we're planning this and that that information is clearly communicated not just in, you know, one method. It needs to be emails. It needs to be flyers. It needs to be town hall meetings. This is a big change for our district and we heard comments that we're doing a great job doing this, but we can't stop the the the process and we need to make sure we're very transparent with our communities. Thank you, Mr. President. >> Thank you. um board member in Manhattan. >> Okay. A similar question. So for someone who's now attending Kennedy on the west side on the west side, their boundary is now being changed and they will go to Burbank. Is that correct? >> Yes. >>
186Okay. So >> new kids. >> Just to clarify, new students only. If you're currently attending, you will continue to attend. We're not moving your school. >> Okay? But if I have a third grader who is now attending Kennedy and I have an incoming kindergartener, that kindergartener can still attend Kennedy. >> Yes, we will try and accommodate that with the sibling. It was this exact same questions for Mrs. Mendoza. So >> yes, we will work with the family to give the sibling priority through the school of choice process. >> Okay. So if I'm a brand new parent has who only has a kindergartener, >> you would be going to Burbank. >> Okay. Got it. >> Thank you. Um board member actually vice president Noyola. >> Uh thank you President Nishi. I have uh two questions. Uh
187my first one is uh with the students the 34 that would be going to Whitman uh given the current capacity or you know the current you know enrollment do we have capacity for the additional 34 with Whitman being close to you know the facilities capa uh cap? >> Yes we do. As you can see here Wittmann um even with the change will only have 323 resident students. So uh their capacity is a lot higher and that's why they were able to take on school of choice and interd district permit. So uh the answer is that yes we are once adopted by the board accepted by the board we will be working with the individual schools to ensure that um uh you know we are in the process of doing staffing and projection for next year
188also. So uh once this adopt accepted by the board and we will you know incorporate the projections in with the new boundary uh to ensure that um you know the students are there with there's capacity within that. >> Thank you. And my second part um I know there >> so there's there's one more point I want to make. I apologize Mr. vice president. And uh as you know with the phase one and two uh next year uh there could be some impact with our schools but the year after that sixth graders are moving on to middle schools. So there will be extra capacity you know of all of our elementary schools. So uh you know we will work uh with uh a short term which is next year uh for Burbank and Kennedy uh and
189then a longer term which is understanding that there's there's there will be additional capacity uh due to the phase 2 uh reconfiguration. I apologize. >> No no thank you. That was my my concern with this this coming year. Uh my second part is um I know these are proposed boundaries, but is there any new boundaries being put into new schools that will need uh busing that you guys can you know start sharing now? For example, this north end of Whitman. I know it's just shy of a mile in and over a mile. So would this neighborhood get a bus? >> Yeah. So we will communicate again with all the families and our current war policies with regard to the one mile and the two miles and all of that. Uh uh so we have um
190that did the the trip the board adopted this. We already have the preliminary uh calculation on which families a resident would qualify under the current policy for for transportation and we will communicate that to the families. Uh and with that same uh um process we will be working with uh to create if we need to create a new uh pickup location would be you know location that would be um ideal in term of safety and and proximity uh with the families. So should the board adopted this then we'll be we'll start that process communicating with families who qualify for transportation and also um work to determine the best location for um for for the families and uh each you know um area have their unique needs. So, we would need to be aware of that
191in working with with the school to determine uh the ideal location and also to promote attendance, right? We were told that there's a an area an apartments area and Aloha that if you have a bus there, you can pick up a lot of students to go to the new home school. So, we'll be looking at all those factors, working with the community to create uh within the current war policy uh the the the busing um services for our new students. >> Thank you, Mr. Roman. Um I need to have a motion to extend the meeting by 1 hour. >> Second. >> So Mendoza. >> All in favor say I. >> I. >> Right under the nick of time. >> One hour. Go ahead. You have any further questions? >> No. Thank you, Mr. Win. >>
192Uh board clerk Yokoyamai. >> Thank you. Uh President Nishi E. And I would like to echo the comments um by Vice President Nyola re related to the transportation um busing concerns. I know that when we were reviewing um public comments over the past few months with our community members, transportation um for our children was was of paramount importance. I've seen material that we've um passed out to our um families and it does note the board uh the district policy of the the one mile. Um we obviously need to be a little bit more understanding in these circumstances during our transition period and I would express that um we focus on the the um community engagement to ensure that we're meeting all the needs of our families at least you know immediately for what we can
193do in this next year. Thank you for that. We will of course incorporate that into our uh part of the transition plan to if we if we need to, we hear you loud and clear, accommodate families uh to um to ensure again the least disruptive uh transition with their families. If even if we need to go above and beyond the board policy, we do recognize that and we will do everything we can to accommodate the family. And and um additionally um we have community partners, civic leaders who've come and asked us what they can do to help our district. If there are additional crosswalks, um safety measures that need to be taken by the city, I want us to examine those and express those to our city because they've um indicated that they're willing to
194help. >> Yes, ma'am. >> Thank you, board member. you. >> Thank you. Thank you, President Nishi. Um, just looking at the map, I felt like, oh, wow, it's like one school, three schools kind of absorbed that one school that was being consolidated and just um the map looked cleaner. Yeah. But what was more assuring was the using the geo code and I didn't 100% understand it but just it's reassuring to to know that you went through the addresses the residences and the student population and you know um use that as a backup to to draw the map. So yeah, thank you. It was good. >> Thank you board member Mendoza. >> Thank you. Just to follow up with the buses, I I mean, I'm looking at the map and I'm looking at Willow and Aloha,
195like the furthest point, they have to be more than >> a mile away. >> Um, and I know when we had our discussions, that was that was a commitment that we made to our community. Um, I I just had a quick question on the boundaries. Um, going from Aloha, this little section, I I can't this little section right here. This little tiny red section. Um, why didn't we make that Willow? Because >> I see that the that little point right there, they're going to have to travel. I mean, just looking at it, I do we have enough buses, Mr. Nuen? >> Yes. >> Do are we going to have enough buses and bus drivers? Cuz this to transport our our families and our students to I'm just thinking like after school programs, activities like how
196are our families going to travel that far? >> Yeah, the answer is yes. Again within the ball policy we will be uh we have some time to plan between now and next fall August. We will ensure that we will have sufficient bus and bus driver to support all the routes as necessary. >> Yeah, I think that was a commitment that we made to families and also um I I don't know if we need to revise our policy because we're we're making changes. I don't know, Mr. president if we need to send that to um our legis No >> um yeah that might be need to change to the legislative review committee >> I think that that would be important um and just the last question is this like the last one final draft or do
197we have other ones? >> This is a this is a final draft. Um, and if I if I can clarify that pomps to Willow area that you were discussing, um, part of the logic there is is having avoid kids crossing Pioneer Boulevard to go to elementary school, which is could pose a safety issue as a major boulevard there. >> Okay. They just have to go really, really far when I can see a go down there. >> Yeah. >> I'm just saying. I'm just saying. Thank you, Mr. President. >> Thank you. You know, I appreciate your being able to Is there any other comments that I see here? None. Okay. I appreciate uh you're being able to do this on very short notice and getting through all of the logistics. Some of this is been a
198long time in coming and it's very difficult to to to do all of this even with GIS. Um one of the concerns I have regarding these maps is that it helps specific schools. So, Palms will be helped. uh it'll go from 481 to 618 and then when we reduce it down it'll be back down to 500 or so roughly. This is presuming that all the kids stay in the area which we know do not stay in the actual area but it this just gives us an attendance area that is uh more likely to yield a higher level of students in terms of numbers. Uh, one concern I have though is Carver Elementary, which has a native population of only 205. And although they have a pretty healthy uh enrollment of 444, uh once we lose
199the uh their sixth grade, they're going to be down to 350 360 numbers roughly. And so that's going to be challenging for them uh going forward. So I remember seeing a does do we have a map of Carver area? >> There's a little sliver there. >> Yeah. >> Down right there. >> Uh where is it? I >> the yellow and >> yellow is is um >> yellow is Elliot and the blue right below that is Carver. >> Is Carver. >> So yes. Okay. Great. What last page? Oh, right here. Got it. Got it. So, um do you know how many students are in that Elliot area uh that uh are is adjacent to Carver roughly approximately? >> Um Oh, I don't have that number up on the screen. >> I do. >> Okay. >> Yes.
200>> So, if you I want to make sure we are talking about the same thing. >> Yes. And I apologize for >> so it's the area that's uh there's Carver is in the map blue. >> Yes. >> And if you draw a line across straight across that way you don't have that little jiggity jag there. >> If you look on the screen this is the area you're referring to. Correct. Can you see it? >> Uh I don't see it. >> Oh I'm sorry. Uh >> can you point to that TV over there? >> I can. Yes. >> Yes. >> So, if we were to draw a line across there, obviously it's taking away from Elliot, so that that is an issue. But how many kids would that be? Or actually, not kids, how many residents
201would that be roughly speaking? So, that particular area, um, it's the corner of Bloomfield and South, right? to be to be exact. >> Boomfield. Yes. >> Yes. Uh north of that um almost corner up to Serios High School. >> Okay. >> Yeah. So if you go to draw the line across blue and keep and make it Carver 18 students, >> 18 residents or 18 students? >> 18 students. >> Oh, okay. >> 18 students. So, that's not a lot, but um I I would like to amend there's a couple of parts to this. So, I'll kind of start with that one. I'd like to amend the line to include that into the carb area. Not talking radical changes here, but I think um that would help Carver by 18 or less students. >> Correct. So, I
202would seek to make that minor change and also it makes the border look a little bit more cleaner rather than having that little sliver go to Elliot. Yes. Correct. So, instead of that little yellow jiggity jag going south, we draw the line straight across. And so that um >> what would happen basically is your neighbor is going to go to Elliot and you go to Carver which wouldn't make sense to some kids particularly if you're playing in that area and you have these kids. My second suggestion is Elliot also has a significant uh low native population of 257 kids. Their ending population is uh 425 which is significantly less than Burbank. Burbank has 307 in its native population, native resident population and they have 421 actually 421. Yeah, 421. So they're act take that back.
203They're about the same in terms of actual um enrollment. But my proposal would be to um increase Elliot going into Kennedy's uh not Yeah. Kennedy's area basically. >> I I think we're confused. >> No, actually Burbank. >> Burbank. >> To the left would be Burbank. to the right would be Kennedy. >> What am I looking at? >> Oh, yeah. Let me >> What am I looking at? Got it. Thank you. All right. Okay. So this is phase one and we're extending out. And so there's an area, here, and here. Um, can I uh borrow that pointer? All right. I'm just going to walk over there. Can you move it over? >> The last map >> right here. >> This map. >> Okay. So, Elliot Elliot has a small that's population 56 guys only have 200.
204That means this school went down to uh sixth grade. They're going to lose 100 kids. they're going to be down to 300 kids again and I don't want to be in the same situation 5 years finding enrollment smaller school we don't have to do but my thought instead of doing that go a cross 170 line cross over here pioneer we don't want kids crossing over a big big street right So including these kids within the Elliot area, let them have a slightly large native population that Kennedy is going all around. Maybe we can have a fine square out their area. would have kind of logic. Okay. >> It's either Rose or >> Elliot. >> Yeah, it's Bloomfield. It's Bloomfield. Take a little bit away from Kenny with 56 nice population reduce that down by 40
205kids here instead of 5 at least 260. What would that number be? So I want to make sure that uh we are looking at if you can look at this map then I I want to make sure I understand your request >> you want to move. So I want to make sure that we we are saying the same thing uh to to ensure that oh yeah sorry for this okay so this area here that you are where's my pointer the pointer doesn't work on the TV so basically 178 and 183rd Bloomfield and Elaine this area you want to be Elliot now instead of Burbank. >> Correct. >> How many residents are in that area? >> How many students resident would be about 48. >> 48. Okay. >> If you want to move this across all
206the way here. >> Yeah. Right. >> Wait, how far? No, no, not all the way across. >> No, just to make it square. >> Yeah, just that square. It's the same because this is if you know this is the town center and the performing art center. This is all business anyway. or this sliver if you want to do this way across or just here >> just there >> it's about um I want to say 15 students not a whole lot >> okay that's fine >> so so you can because on your other proposal you're losing 18 students to Carver from Elliot so now they need to gain or they don't have to but you know this they would pick up about 40 plus students here and about 15 students here >> 60 and they would
207lose uh 18 so it would be roughly a a plus of 40 >> so you can do it either way to Bloomfield or you do do the all the way across because this is all business anyway. This is the town center. There's only some residential here. >> Yeah. If there's no residents there, then >> either way, >> the only concern I have is that it crosses uh Bloomfield and that's a major street and we'd have kids walking off the major street. >> Okay. So, we can just do with that little square right there. >> Which, by the way, they're going to walk across a major street going to Kennedy anyway, right? >> And you're right, they'll probably take a bus. >> But the resident here most likely are school of choice to either. That's just
208the reality. >> That's probably true. But we have to give them the best chance of success. >> Correct. >> Uh and it may be again it's an issue of how much capacity those schools have. >> Correct. So, um that would be the proposal to uh decrease Elliot and enable Carver to have those extra 18 students with that little sliver that we talked about previously to go across from 173rd Street taking a little bit from uh Burbank's proposed area. So that way uh Burbank instead of having 536 residents would have 5500 residents and uh going across uh impinging a little bit on Kennedy's area again to increase Elliot from 500 oh I'm sorry 257 students in their resident area to roughly 300. Now, we know that this does not correlate to their actual populations, but we
209want to give them a chance to have uh these residents in their particular area. >> That's correct. >> They may all school of choice out. That's their choice, but it gives them the chance as residents to go to Elliot and or go to Carver. Correct. I think this would be better for the long run in terms of when we know that populations will decrease, these schools will have a fighting chance to have a population of kids. So with those adjustments, are there any further comment? So board member Mendoza, >> I do. So, if we're going to look at I I would like to make a different one because I Yeah, I I mean, if you're proposing that, I mean, I didn't know we were going to start changing it. I thought we were just going
210to accept it. >> Well, I'm making a proposal that we don't that we do it now so that way we don't do it again in five years and have to consolidate another school. >> Yeah, that's my I just like to make a comment. Um and so yeah, you know, this could be discussed tonight. I will I will say that there is a phase two to come and so maybe perhaps you guys might be considering these changes for phase two maybe. Um so it could either be phase one or phase two. Just want to let you know there's still phase two to be um to go through. And so um yeah, >> but phase two is going to go over Star Wars and Berguson. And so the logic will be unfortunately what'll happen is kids will
211be double changed and I don't want to do that. I'd prefer there to be just one change. >> Right. And >> so if we did it now we moved borders and then we moved in that area a second time kids will be confused. >> You know what I'm saying? >> Yeah. So our our goal is to just and even with this phase one and phase two, our goal was to avoid kids moving twice. And so if whether it be this time or next time or the phase two with these changes, we we would make sure that they just move only once. Right. So do you have a plan today and now to substantially expand uh the native population for Elliot? >> Um no, that was not discussed in any scenario. So yeah, I will say
212that. Do you have a plan today and now to I'm only talking about 18 uh residents or 18 kids, >> right? >> U but also to get rid of that weird little corkcrew there uh for Carver. >> Yeah. And so the idea was to keep the changes at a localized level to minimize disruption. That was the whole idea with behind just just changing the boundaries for those neighboring schools. Um if if you if the board would like to explore other areas, we're we're more than able to explore the other areas. >> So I'd like to make these specific changes for now and then if you want to revisit it later, we can do so. Uh the kids won't be actually attending these schools for another year. So if later on the board decides to make
213some changes, I'm acceptable with that. It's just the issue right now will be also school of choice which we're going to be voting on next as well. So this is all in combination with if we approve this map the way it is with the changes that I've suggested and the school of choice policy which will enable people to uh from the affected schools to have a little bit better chance of um getting to the school they want. So are the amendments. So I have the amendment. Is anybody wishing to second that amendment? >> I will second. >> Okay. I'll call for a vote. Maybe roll call. >> Mrs. McCaten. >> Yes. >> Mrs. Mendoza. >> No. Dr. Rios, Mrs. Yu, >> yes. >> Mrs. Yokayyama, >> yes. >> Mr. Nyola, >> yes. >> Mr. Nishi,
214>> yes. >> Motion passes. 61. >> So now vote. >> Okay. So, do we have any further discussion regarding the um So, we've approved the amendment. Now, we are approving the whole thing. >> Okay. >> So, can I I think we had a motion and a second for that already. >> So, we can just call for a vote. >> Yes. >> Um let's do roll call again. >> Mrs. McCaten, >> yes. >> Mrs. Mendoza, >> no. >> Dr. Rios, >> yes. Mrs. U. >> Yes. >> Mrs. Yokiyama Buui. >> Yes. >> Mr. Nyola. >> Yes. >> Mr. Nishi E. >> Yes. >> Motion passes 6 to1. >> Okay. Next item is 1.8. Can I have a motion to approve the new school of choice priority for the 2026 2027 school year? >> Tatiana emotions. Second.
215>> Second. Min. >> Thank you. B president. Um she is the um this item um we are recommending the board to give priority in the school choice process to the families who are being impacted by uh who are impacted by u the consolidations. Um on page 166 of your report under item one they will get first priority are those TK to five students who are currently currently attending Aloha or you know they will be informed after tonight of their new home schools right based on what the the board action that the board just took. But in that same letter we also informing them that this is you know your home school. there will be a school tours that they will welcome you. However, should you um you know choose to exercise your right within the
216school of choice policy because you're being impacted due to this uh consolidation, you will be given first choice before any other residence uh within ABC in the school of choice process. So this is a recommendation uh consistent with what we have given um indicated in said in the past that we want to support these families who being impacted with the consolidation. I want to make it clear that it means that without within the school of choice process just because you have a priority doesn't mean that you are guaranteed to be accepted into your your school of choice. number one. Number two, since this groups of families or students get first priority, um chances are that you know once it's open to the rest of the residents within ABC, you know, there will be less chance
217for them to get into their school of choice because now it it's been taken if you will uh by should there be opening at the other schools uh through this process. So I want to make sure that um we are clear on that that by by giving this group the priority they will get first uh priority or first uh chance in in this process. >> Okay. Is there any public comment on this item? >> None. >> Uh is there any board comment? I see Dr. Rios. >> Thank you Mr. President. Um, so yeah, I have an issue with that because um that was the the one opportunity, right, when we said that we were going to close these schools was that we were going to give these kids um the school of choice option. They
218were going to give priority. And so that was my question about capacity. Like I don't want a child to say, "Okay, you know, they're closing Aloha. Uh now I want to go to whatever school and oh sorry there's no like we need to make accommodations so that they absolutely get um priority and get placed at a school of choice. Um the question um that's also come up is are we going to differentiate between students whose home school was Aloha versus transfer students or are we going to treat all students alike? Because I would say that if there is going to be a capacity issue then priority be given to the students whose attendance area was Aloha or Huarees. >> Yeah. So thank you for the question. Um so let me I will try to answer
219both of them. Right. So the recommendation is that all TK to 5 fifth student who are currently attending Aloha this year. Right. Of course, there are resident students, but there are students who from other school within ABC that are school of choice into Aloha. Our policy is that once you accepted to to to a school under school of choice, this now will be your new home school. So, we want to treat them the same, right? Just say if they are school of choice um to aloha from Palms, right? They always have the right to go back to Palms. That's their resident schools. But because of this process, we also want to give them priority just like the resident students of Aloha in the school of choice process. That is our recommendation. Number one. Number two,
220and and again hypothetical too, right? If they're now made in this place and they were informed that your new home school now is Willow, right? Uh you always of course go there or you want a school of choice into I'm going to pick just an example, Nixon, right? third grade Nixon we cannot guarantee that you know that that they can get into Nixon because it depends on the capacity of Nixon's and how many opening at that particular grade level uh you know we have to look at all of that because again uh that now being reserved for those residents student of Nixon's and those who are school of choice into there you don't want to displace them because of this so um I just want to reiterate that we will give them priority should the
221board approve But that doesn't mean guarantee placement. Number one. Number two, we want to treat all students who are currently attending the school um and give them the priority. >> So, I'm going to have a problem with that. Um I'm going to um and I hope my colleagues can can support me on this that we said that we would do this for these families and so we can't now start to set up barriers about capacity. We're asking them now. And so if you're going to need to open up a new third grade class because you now have x amount of students who are choosing to go to Nixon, then we need to do that. >> So again, we don't recommend that because let's I'm going to um explain or play out the scenario, right? It
222could be the same thing happened that they wanted to go to Nixon, Leo, Whitman, Sour and now do we need will we open an extra third grade play out the scenario at all those schools? We won't. It's not possible. It it's just not uh from a capacity perspective and from you know a a staffing efficiency perspective it we have never set that guarantee placement from day one. We always say that you will get priority but there's no guarantee placement because if we were to do that then the commitment would be at all schools that they want to go to and it's just not possible. So we don't recommend that. Uh however the board would choose, you know. >> Yeah, we're talking about one school. I mean how many classrooms did we have at Aloha that
223are third grade? One class. So we could potentially say every one of those students wanted to go to Nixon. I don't see why we couldn't offer >> correct again like we said we'll give them first priority but but that same third grade just say the 10 families and two of them want to go to Nixon two of them going to go to Leo two of them going to go to Stars and it play out that just somehow they don't have the capacity then are we saying that we will open a third grade at all those schools >> I'm saying that we told families that they would get placed at a school of their choice and now we have to do that yes >> I I would like to go on records we have always said
224that we will give them priority but we never guarantee placement at any school. We have never said that. So uh so I just like to go um >> okay to to make that statement. Yeah. >> So but this is our recommendation. >> Yeah. We can continue discussing uh board member you >> oh I just want to I have a qu I don't quite understand the priority. So for example, Huarez Hes >> Yes ma'am >> is absorbed by a little bit by Neimus Burbank and Kennedy. >> Correct. >> Right. >> and Whitman. So Har students will have the priority in school of choice to any schools in ABC or these three schools. >> Yeah. >> These these these school will be the new resident schools. Right. So they would have the right to go there, right?
225If you live in that area that used to be wars and now it's Whitman, Whitman is now your new home school, right? >> But if you want to school of choice to again I'm going to pick a school Gonzalez. >> Uh so we will give you priority in that process should there be capacity at Gonzalez. >> So they will get priority if they want to school of choice >> uh into a school that is not their new resident school. >> Ah I see. So they they have school of choice priority to any of the schools correct that they >> I see. >> But that doesn't mean guarantee placement. That was the conversation we have is that they will get first right to those if there should there be capacity at any of the schools within
226ABC. >> I see. So I don't know uh I don't know if it makes more sense for the sake of capacity for the you know the the schools that are being absorbed consolidating. I don't know if it would make more sense for like students to give priority um in those three schools. >> Does they already have the priority in that those three schools that they have right? >> Yeah. >> The question is other places. >> Yeah, >> I see. >> If they all decide to pick the same they just suddenly all decided to pick Nixon. >> Yeah, that would be a problem. Oh, that's that's why I'm like would it make more sense if for example just the students in Huarez should be given >> priority within the three schools only that they're being absorbed?
227>> No, no, that's not the issue. They have a priority anywhere in the district wherever the heck they want to go. >> They can go if there's space. >> If there's space. >> That's the current proposal. Correct. Dr. And I'm just I apologize I'm speaking out of line. Dr. Rios wants to say, "Hey, we made a promise to them that they would have a choice, not whe there's space available." And so, uh, if all 30 of them picked Nixon, we would make space for those 30 kids. But it's not just 30 kids. It would be each grade level, right? So, third grade, fourth grade, fifth, third, second, third, fourth, and fifth where there would be impact. There wouldn't be a lot of space, right? because they've been going to Nixon. >> Technically, it's K to
2286. >> K to six, right? >> Current TK to 5. So, next year they'll be K to 6. Okay. >> And I get it wasn't a promise. It was just goodwill. I I say maybe we're getting ahead of ourselves. Maybe we ask them. I mean, it sounds like we're going to correct and then figure out if we do have a problem. But know that that's where I will stand that we make space if space is needed. >> So, >> thank you. So the point that I wanted to make was the purpose of consolidation is to have enrollment in the other schools. So it would just make sense if we can encou have a system where we encourage those students to >> attend the resident school. >> Yeah, that would be the best scenario because then
229that would help that area. >> Yes. >> Enrollment. Yes. It's just my >> and let me go on to board clerk Yokoyamai. So, um, as we've discussed, there's been numerous considerations on what we could potentially do. And it was all potential when we were discussing um how we would go about the consolidation and and school closures. And so, I do believe like as we presented earlier, transportation was one of the areas we really wanted to look at. Um, I do recall priority for school of choice was something we wanted to look at. While I agree, I mean, we're we're very strictly looking at these these home um areas because the thought and consideration would be we want kids to go to the schools that is their home area. Um, but this is, you know, for
230for the families that are being impacted, this is a bright side to some, not all, right? Some are going to very much miss their school, but this is a bright side to some. So, um while while I I recall that we did not guarantee will of choice, I would like to um have some thought and consideration with our families if for some reason we're not able to make the accommodation they they want to work with them on the next viable option and or creating space where we can. Also, um my understanding about school of choice is they can rank. So you can do like five schools or I I I don't know if that's possible. Three, sorry. Yeah, I I um Thank you. three schools of choice ranking. So, you know, we very obviously hopefully
231these these um families will be well informed about what potential schools would be the best fit for their child and they pick three and hopefully they will be very very happy with one of those three if not their home school, their new home school. So that would be my thought. But I I I do agree it is it is a form of goodwill. We are we are wanting to earn and keep the trust of our families. So if that's something that we can move towards, you know, if we vote on this, that's what I would support. >> So thank you. I want to make sure that I understand your request. Um and and again, I don't know if I can uh promise that, but so uh Dr. has told me that they the ranking now
232is actually they have four choices not three not five but four. So we uh can we say that we will try to accommodate within the the four ranking that and guarantee one of them. I I I will say that we will do our best. Am I going to want to say absolutely guarantee? I'm reluctant. But if that's the direction of the board, yes, then then we we'll do that. But it it's fair to say that you don't get your first choice. you don't get your second, you got at least you got your fourth, right? I I I get that. So So yes, we will do our best to accommodate the the place or the the the families being impacted by the consolidation uh should they choose to exercise. Um you know, we will always promote
233their resident schools and we will encourage and we will have school tours and we'll do everything we can to keep them at their home school. Uh that that that that's our is that's our policy anyway or our practice. Uh but within the the four choices um we will do everything we can to to accommodate them >> and um >> okay >> um I'm not asking the district to overpromise something they can't deliver and I think that's why we're having this discussion now so we can set the proper expectation but additionally my understanding is sometimes if a school of choice is not honored in the past the the the the family is simply written off and oh, sorry, we can't accommodate you now. We need to treat this situation with a little bit more um again
234compassion because we we know that we're we're affecting a number of kids. So, that's that's my direction is we need to ensure our our staff at the district is understanding about families who are facing this um potential obstacle and where they want to go. So, that's what I'm that's what I'm asking and I I believe that's what we all are would be asking. Okay, thank you. To be mindful of time, we have 20 minutes. We cannot extend again. We have uh the next is Vice President Nyola. >> Okay. Uh just very quickly, I I understand what Dr. Rios is mentioning. Um but a lot of these uh students and families are neighborhood schools, so very likely they will probably go to their neighborhood school. If I can offer maybe two options, an early open uh
235for school of choice, so we can see if we're going to run into that potential uh problem. Uh, and if so, then maybe we can do a two-year priority uh, school of choice um, for these students that maybe they don't get in this year, but maybe they can apply it next year and still get priority. And third, I know it was brought up on Saturday. If you can just clarify the situation for out of district uh, students. So, I will um, make sure I will answer your question. So we we we we can uh consider two-year priority, right? That's that's within the more um prerogative to do uh if you don't get into your four choices or three choices this year, uh you will be given priority again uh to do that. The the the
236regular school of choice timeline is open up on December 1st. So by giving them priority running it before or or or um simultaneous with this school of choice school of choice process will give the same result. they still get first priority without, you know, making it two-step process and and and uh capacity wise, um systemwise, we will not be able to do that, but they still get the same result with with the same process. Um, with interd district permit, family or students, those that come from outside the district, they will also get a letter informing them of their school that will be closest to their residence or the school that they going to because of the program that they were accepted in. So if they were accepted into a school whether it's because of medical
237academy or whether it's DOI or whatever program the the the new schools that have that program will be offered to them or the school that is closest to their home and if they don't like any of those schools they can go through their same school uh interd district permit process again and reapply. So that that would be our process for interd district permit students. And thank you for the question. >> Okay. Board member Maten. >> Just a point of clarification. If I'm an Aloha student and I for school of choice, I choose Whitman is bus transportation provided. >> We transportation doesn't apply for family who exercise the school of choice. So >> across the board correct anyone. Okay. >> Correct. Okay, I'm going to go to uh board member Mendoza. >> Thank you, Mr. President.
238I think you see the confusion. I can't imagine our parents the confusion that they're going to go through um you know, wanting to find out about busing. Um when does School of Choice open? >> The regular process is December 1st. >> Okay. I think we have enough time to do school of choice because I think the biggest thing missing here is staffing because you're talking about if all all of our kids want to go to Nixon or they want to go to Leo. Um I think where where are our teachers going? Where are we that's I mean I it boggles my mind to think like where are they going? Are they going to certain schools? Are they gonna can we send them to Leo if if all of our I mean we're talking about this
239and it doesn't make sense to me because where are the teachers going to be? >> So uh thank you Dr. Zlo the teachers will follow the students. So uh I'm sorry to uh >> so so let me let me let me explain that right. So just say we are consolidating aloha right and a hundred of those students will now be the new home school be willow just and they all choose good willow. So now that we know that we have 100 students at willow and break down by different grade level and then we will know that now willow will need four more teachers right because of the 100 students. So the part of the process is of course we will know now we know the number of teachers we need at willow then Dr. Frasier
240will work with our union partners and the teachers to give them different option on their new you know assignment in the new home school and that's where we will place the teacher. >> Will the teachers have options? Will they be able to say like um I think I want to go to that school instead of this school? I mean I think all of this depends on that. I think until you know where the kids want to go then we can put the teachers there and if they choose to go there. I think this is not this is not something like I would want to vote on right now. I I I think we have more we need more discussion because it doesn't make sense to me. >> Yeah. >> So, if I may, >> um
241our system has always been that when we see how many students we're projecting and then we look at how many school of choice we can take at each grade level, that tells us how many teachers we need at those schools. So, we don't place teachers and then send kids there. We have our kids tell us where they're going and then we place staff >> and I that's been our process. >> I totally understand that. But the question that Miss uh Dr. Rios was asking, she's saying that if kids choose to go to Nixon, then we send them to Nixon because we have the staff to send them over there. >> And the school of choice process is what will tell us where they want to go. >> So then this totally makes sense that Dr.
242Rio said if all our kids want to go to NES then we can send our teachers but I think that comes that back to negotiations with teachers and as far as do they want to go to NES are we giving them an option? >> So um Dr. Frasier is working and if you want to share a little bit about the work we're doing with our unions. >> Yes. So we've we've been working with our union partners and um and going to talk to teachers as well. Um, I think what our goal is is to to um like we do for all of our staff is we we we reach out a lot of our principles do surveys um where are you h where are you happiest? Do you want to switch grade levels? So, we
243will get some preferences. Um again, there's not going to be any guarantee to that. Um, but we're going to try to do our best to accommodate uh preferences and and uh place people where they're going to feel most most comfortable teaching. >> So, the process would be schools of choice priority. We we know where those students want to go, those families want to go. Then we look at staffing, >> right? >> And then we we work with our union members to make sure and all of our because it's not just teachers, it's it's a whole school community that we're moving, >> right? >> And so from there, we decide, hey, if Leo needs more teachers, then we send them there. there if the teachers want to go there and the staff wants to go there.
244So I think we we are making I'm understanding that that commitment is there that that we're going to do that commitment for this for the for the students. So I I think this this process look how long it's taken us to understand this and we need to be very transparent and provide so much information not just to our families but to our schools you know and our our our staff. Um but I don't know we we only got 15 minutes to close this up. I I don't I don't know if I want to vote on this right now. I feel rushed and this has felt like this has been the process of our our meetings is that we're getting to the end and we're just kind of rushing through it. >> So, um I I
245know we have a couple additional speakers, but I I need to say a couple words before we go too far. Um we don't have to decide this tonight. We can always have a special session, but we have to do this before the school of choice is sent out. So, that's why we have to do it now. If we did it in June, maybe we would have more time, but that is not the case right now. Um, so we are here today now to to decide that we can move to have a special session the following week to to go over this in detail and uh uh not rush and I'm okay with that. Uh I am actually kind of inclined to um uh address Dr. Dr. Rios's concerns regarding the kids that we made a
246promise to. I don't really I I know we are not guaranteeing anything, but to say that all the kids are going to pick the same school is kind of not realistic. I don't think that's the way the general trend of what the kids have done is going to be. There are so many schools in our district to select from. So if we have an extra and so when we're not talking about that many kids really talking about Ferguson, I mean not Ferguson, we're talking about Huarez and we're talking about um Aloha. There's only 260 kids there now. So we're only talking about maybe 40 kids from one and maybe 40 kids maybe 80 kids. All 80 kids picked the same school. Yeah, we're going to have a problem. But the realistic issue is going to
247probably be that even then these school like Nixon, we would be a little bit crammed. I totally get it. For one year, they would be totally crammed. Um, but I bet you we could find a classroom that will fit that's two two classes at least. I don't I just think we're uh trying to uh ex trying to protect ourselves. I get that. But I think that, you know, in terms of not fulfilling a promise, but letting the kids who are directly affected have their choice is an important priority. And not having um it's it's not going to be because we don't have enough teachers because we'll have enough teachers. It's not going to be because we don't have enough space because for the most part, we're going to have the space. I could get it
248if every single kid picked say for example Brag that might be a challenge or if every single kid picked Le that would be a challenge but that's not going to happen. I think we can safely uh have a school of choice policy and then if it becomes an issue, it becomes an issue. And I don't even think I think they ought to have actually the first choice, but maybe they get first or second choice. I I I think that's kind of a a thing that they ought to have. >> I really don't think that this is much of an issue. Um I will entertain the next two but literally you have one minute to do your comments and if you wish to have a continue off a special session I'm okay with that. So, uh,
249President, >> yeah, President Nishi, you're right. If we cannot decide, we need to have a special session because the next December, we only have one more session and that's the board reorganization, right? And the earlier we decide on this, we give the families uh time to decide and the staff to work on it, right? So unless the board want to have a special session which we would need to then we need to vote you know and another thing is I assume that the staff will have to we'll have some plans in place because this is a complicated issue you have to work with the teacher union and the schools and all the detail will come out and work with the schools each one thing that I like to request is the customer service for the
250families that additional support or a team someone who's really good and tackful. We'll help with that. You know, >> I'm going to move to the next board member so we can have um another board member talk real quick. This is our second time, but >> go ahead. >> Well, I I'm sorry, but the intention of closing schools was not to grow the numbers. You know, the intention of to close Aloha was not to grow the numbers of Willow. The challenge is going to remain that we make Willow the school that people line up for. >> And so, no, I'm still going to stick with the idea of you we are going to have to give priority wherever they want to go. And what I'm hearing, whether it's intentional or not, is what do they all
251want to go to Leo or what do they all want to go to these other schools that we know are high priority? So be it. We created this problem. Now we have to find a solution for it. >> So are you uh proposing an amendment? >> I am what would be amendment be that they do get first or second choice? >> They would they would do they would get first or second choice regardless of capacity. >> Yes. >> All right. Is there going to be a second to that? Okay. So, actually I think I need to call a vote because we have the rest of this agenda and you nobody wants to continue this matter to another date for special session. I'm not seeing anything. Okay. Let's call for a roll call vote. >> Mrs.
252McCaten, >> yes. >> Mrs. Mendoza, >> yes. >> Dr. Rios, >> Mrs. Yu, >> no. >> Mrs. Yokoyama, >> no. >> Mr. Nyola, >> yes. >> Mr. Nishi E. >> Yes. >> Motion passes. 52. >> All right. Just to clarify, um the students at Aloha or Wararez will be given priority for their first or check second choice for their schools and we will address any that are not placed in their first and second choices by trying to move them into their first or second choice. So, we may need to create more space. >> We would have to add another >> potentially. Yes, >> that's what I'm saying. >> That is exactly what it is. >> Thank you. >> All right. Okay. All right. We have a little bit of time here. Let's try to do
253this. Can I have a motion to approve the contract amendments for Dr. Gina Zilo, Superintendent Mr. Twan Wyn, Deputy Superintendent, Chief Financial Officer, Dr. Carol Castro, Assistant Superintendent Academic Services, and Dr. Joseph Fraser, assistant superintendent for human resources with extension of their contracts through June 30th, 2028. >> Mendoza >> says pursuant to government code section 54953 subdivision C3, the board provides this oral summary of the salary and or French benefits recommendation for the following local executives. for the position of superintendent uh deputy superintendent chief financial officers assistant superintendent academic services and assistant superintendent human resources an addendum to each of the employment agreements extending the term of the employment by one year through June 30 I thought I just said that 2028 the respective annual salaries and all other terms of the contract will remain
254the same including insurance and infringed benefits copies of the contract agenda are available on con uh request I am going to um I don't need to call for you. I'm just going to ask for is it public comment? >> None. >> Is there any board comment? Um, is that Do you have board comment? Uh, board member Mendoza? >> No, I don't. >> Okay, great. Uh, call for a vote. All in favor say I. >> No, sir. I >> Yep. Okay. >> Yeah. >> Go ahead. Well, I just want to um say that usually we only hire the superintendent and because we only evaluate the superintendent, I am in favor of this, but I just want to point out that now there's a shared responsibility with our cabinet, you know, we're we're asking a lot of
255our district and so now I hope that it's understanding there's an understanding that, you know, that whatever we ask of our superintendent now is extended to to the cabinet. Um we don't see their evaluations. So I am going to request that the evaluations be shared at least with our board president um once a year so that we can ensure that you know not not to question it but again to to provide that sense of accountability because we have discussions about our superintendent and we give directions and we provide goals and so I don't know how that's going to extend for the cabinet. So just to clarify um extensions of contracts or approval of compensation is a responsibility of the board but the board is responsible for me and then I am responsible for my team
256and everyone else. So it doesn't move the responsibility to you. Um if this was a a pay increase you would have to approve it. So it's just extending the term of the contract by one year. But that is um something where um you still evaluate and hire me and then I still work with and hire my team and and evaluate them. >> But here it says to 2028, >> correct? Right now it's to 2027. So usually it keeps our contracts in a three-year term. Our contracts are not the same as other uh certificated and classified employees where they're hired, they become permanent, and then they have rights to their position. Ours are contingent on the extension of our contract, >> which everybody signs on a year-to-year basis. >> We sign um whenever there's a a
257change. So, if there's a change to the ex to a compensation or a benefit, we would sign. If there's a change to the term, we would sign. Um, it's more about making sure that our team knows that we want to keep them here working together >> long as we are getting the results we want. >> Okay. Um, thank you for the comment. Um, we will call for a vote. All in favor say I. >> I. >> Okay. The vote passes 70. Thank you. Can I have a motion to approve the new job classification, job description, and range for access control technician locksmith range 41 on the ASME salary schedule and with the annual base salary of 65,1 173 to 79,806 effective November 5th, 2025. So >> Mendoza second. >> Okay. I think we've all read
258the the report. Is there any public comment? >> None. Uh any board comment? Call for vote. All in favor say I. >> I. >> Motion passes 70. Can I have a motion to approve the request to accept the family career and community leaders of America FCCLA membership incentive award grant award on behalf of the ABC Unified School District with Artisia High School and Gar High School serving as the district's participating career and technical student organization for the 2025 2026 school year. So >> move second. Mendoza. >> Um I'm going to also pass on the staff comment. Is there any public comment on this item? >> None. >> Uh, all in favor say I. >> I. >> The motion passes. >> Okay. I motion to approve the request to contract with American National Red Cross and
259its constituent chapters, branches, DBA, American Red Cross, to provide inerson, adult and pediatric first aid and CPR, AED training for all child development and head start staff for the 2025 2026 school year. So move. >> Second. Mendoza. >> Any public comment? None. >> All in favor say I. >> I. >> Can I have a motion to accept the gift report 2020 uh 253 totaling 89,187.97? >> Some moved. >> Second. Mendoza. >> Um any public comments? >> None. >> Any board comments? All in favor say I. >> I. >> Board member reports. We don't have a ton of time. Um can we skip announcements? Yes. Okay. Okay, so we're going to skip announcements. Board member report. I'm going to give it to Dr. Rios. >> Uh, quick announcement. Artisia volleyball is going to for the first
260time in AHS history CIF finals. We invite everybody to come out. The game is November Saturday, November 8th, 6 p.m. at Artisia Heist Gym. Come support the Artisia girls volleyball team. >> The announcements are okay. Um, board member Mendoza. >> Thank you, Mr. President. Um, this Friday at Winnie High School, they're going to be celebrating the deos muertos. if you want to come out is from 6:00 to 9:30. Um, thank you. >> Thank you. We can have another session for board comments for the following time. I I apologize for the shortness of time. Um, can I have a motion to uh close this meeting? >> Katiana moves. >> All in favor say I. Motion passes. Motion this meeting is closed. Come on. Hey.